Building Sustainable Communities pp 425-451 | Cite as
Poverty and Social Inequality: Bangladesh Experience
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Abstract
In response to relatively limited research on the subject, this study attempts to critically review the nature and processes of poverty and inequality in Bangladesh. By deploying a Qualitative Interpretative Meta-Synthesis (QIMS) method, it examines poverty and inequality from diverse angles including region, income, gender, education, land ownership and social opportunities. After revealing the intertwined dynamics and implications of poverty and inequality, the chapter offers some relevant policy options that may illuminate strategic decisions towards reducing poverty and social inequality in Bangladesh. The results reveal that notwithstanding the government’s clear recognition and commitment towards reduction, poverty and social inequality continue to pose and prompt formidable challenges for the country—notably the high level of rural–urban disparity in terms of income, education, gender, health facilities, land ownership and social opportunities. The chapter argues that Bangladesh would require an integrative action plan with a view to achieving progressive yet sustained income growth, empowering and promoting socio-economic and political inclusion, ensuring equal opportunities and reducing inequalities by eliminating discriminatory laws, policies and practices for achieving greater equality.
Keywords
Poverty Social inequality Rural-urban disparity Social policy BangladeshNotes
Acknowledgments
This chapter is based on the literature review section of the project ‘Poverty and inequality in Bangladesh: Regional disparity in particular reference to the Sustainable Development Goals (SDGs)’ funded by the Ministry of Education, Government of the People’s Republic of Bangladesh and organized by the Bangladesh Bureau of Educational Information & Statistics (BANBEIS). The authors are grateful to the funding authority and organizer.
Disclosure Statement
No potential conflict of interest was reported by the authors.
Funding
The Ministry of Education, Government of the People’s Republic of Bangladesh.
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