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Based on the author's The development of the state. cf. Pref. ; Bibliography: p. 369-389. ; Mode of access: Internet.

Women empowerment is identified as an essential component for the progress of a nation. One of the main tools for women empowerment is education. In Bangladesh, many girl children cannot join schools and along with that, in the hill districts of the country, the challenges of bringing and keeping the girls to schools are more complicated because of geographical position. Bangladesh Open University (BOU) has been established in 1992 with an aim to make education accessible to the population at large and Open School of BOU has been working for educating people with emphasizing the dropout and the underprivileged. Open School is offering education through open and distance learning (ODL) and has a flexible manner towards enrolling students who have been discontinued from formal education. Though government organizations, Open School of BOU, other government organizations and non-government organizations (NGOs) are working for the girl children with a special emphasis in hill districts, the girls still quit schools before they are able to complete upper primary and secondary schooling. This research initiative was taken to know what are the difficulties that the girls are facing so that they have to leave school so early. The paper concentrates on the challenges which the educators, teachers, local people, guardians, parents and girls were mentioning during a research initiative in two hill districts e.g. Rangamati, Bandarbon. The research has been based on interviews and the informants were interviewed individually and in groups. Qualitative method was employed to collect the data from the respondents and analyse the collected data. The research is providing a depth overview how girls in hill districts are confronting to the barriers and how they are discontinuing their education at a very early stage of life and how Open School of BOU can give a wider option to bring the girls back to the schools again. This essay would definitely give an understanding to the policy planners, educators, practitioners as well as general people for the girl children's present predicaments in hill tracts in Bangladesh and recommendations to bring them back to schools for continuing education. // Paper ID: 39

Individual risk attitudes are widely used in order to predict decisions regarding education. These uses of risk attitudes as a control variable for education decisions, however, have been criticized due to potential reverse causality. The causality between risk aversion and education is not clear, and it is hard to disentangle the different directions. We here investigate the causal effect of education on risk aversion by looking at the 1973 British Education Reform. With the educational reform in 1973 when the end of compulsory education increased from 15 to 16, it is possible to see the average treatment effect of education reform on the individual risk attitude for different cohort groups. We find that years of schooling increase risk aversion level via IV2SLS, which is contrary to the existing literature to our knowledge. This result is especially stronger for those with lower education. We suggest that in early education, education makes individuals more risk averse, whereas in more adult education such as tertiary education, years of schooling diminish risk aversion as suggested in other literatures. In addition, this negative causal effect of education on risk aversion could relieve our concerns about the endogeneity/reverse causality issue when using risk aversion as an explanatory variable for education decisions, because the sign would still credible as coefficients are underestimated.

Individual risk attitudes are widely used in order to predict decisions regarding education. These uses of risk attitudes as a control variable for education decisions, however, have been criticized due to potential reverse causality. The causality between risk aversion and education is not clear, and it is hard to disentangle the different directions. We here investigate the causal effect of education on risk aversion by looking at the 1973 British Education Reform. With the educational reform in 1973 when the end of compulsory education increased from 15 to 16, it is possible to see the average treatment effect of education reform on the individual risk attitude for different cohort groups. We find that years of schooling increase risk aversion level via IV2SLS, which is contrary to the existing literature to our knowledge. This result is especially stronger for those with lower education. We suggest that in early education, education makes individuals more risk averse, whereas in more adult education such as tertiary education, years of schooling diminish risk aversion as suggested in other literatures. In addition, this negative causal effect of education on risk aversion could relieve our concerns about the endogeneity/reverse causality issue when using risk aversion as an explanatory variable for education decisions, because the sign would still credible as coefficients are underestimated.

Individual risk attitudes are widely used in order to predict decisions regarding education. These uses of risk attitudes as a control variable for education decisions, however, have been criticized due to potential reverse causality. The causality between risk aversion and education is not clear, and it is hard to disentangle the different directions. We here investigate the causal effect of education on risk aversion by looking at the 1973 British Education Reform. With the educational reform in 1973 when the end of compulsory education increased from 15 to 16, it is possible to see the average treatment effect of education reform on the individual risk attitude for different cohort groups. We find that years of schooling increase risk aversion level via IV2SLS, which is contrary to the existing literature to our knowledge. This result is especially stronger for those with lower education. We suggest that in early education, education makes individuals more risk averse, whereas in more adult education such as tertiary education, years of schooling diminish risk aversion as suggested in other literatures. In addition, this negative causal effect of education on risk aversion could relieve our concerns about the endogeneity/reverse causality issue when using risk aversion as an explanatory variable for education decisions, because the sign would still credible as coefficients are underestimated.

Individual risk attitudes are widely used in order to predict decisions regarding education. These uses of risk attitudes as a control variable for education decisions, however, have been criticized due to potential reverse causality. The causality between risk aversion and education is not clear, and it is hard to disentangle the different directions. We here investigate the causal effect of education on risk aversion by looking at the 1973 British Education Reform. With the educational reform in 1973 when the end of compulsory education increased from 15 to 16, it is possible to see the average treatment effect of education reform on the individual risk attitude for different cohort groups. We find that years of schooling increase risk aversion level via IV2SLS, which is contrary to the existing literature to our knowledge. This result is especially stronger for those with lower education. We suggest that in early education, education makes individuals more risk averse, whereas in more adult education such as tertiary education, years of schooling diminish risk aversion as suggested in other literatures. In addition, this negative causal effect of education on risk aversion could relieve our concerns about the endogeneity/reverse causality issue when using risk aversion as an explanatory variable for education decisions, because the sign would still credible as coefficients are underestimated.

Individual risk attitudes are widely used in order to predict decisions regarding education. These uses of risk attitudes as a control variable for education decisions, however, have been criticized due to potential reverse causality. The causality between risk aversion and education is not clear, and it is hard to disentangle the different directions. We here investigate the causal effect of education on risk aversion by looking at the 1973 British Education Reform. With the educational reform in 1973 when the end of compulsory education increased from 15 to 16, it is possible to see the average treatment effect of education reform on the individual risk attitude for different cohort groups. We find that years of schooling increase risk aversion level via IV2SLS, which is contrary to the existing literature to our knowledge. This result is especially stronger for those with lower education. We suggest that in early education, education makes individuals more risk averse, whereas in more adult education such as tertiary education, years of schooling diminish risk aversion as suggested in other literatures. In addition, this negative causal effect of education on risk aversion could relieve our concerns about the endogeneity/reverse causality issue when using risk aversion as an explanatory variable for education decisions, because the sign would still credible as coefficients are underestimated.