Theme: Equitable access to rights

Bonhishikha, in partnership with Nagorik Uddyog, conducted an action research study exploring the nature, causes, and impacts of gender-based violence (GBV) among Dalit women and girls in Dhaka’s Doyagonj, Lalbagh, and Narayanganj communities. The study aimed to identify sociocultural and structural factors that reinforce caste-based and gendered inequalities, while creating pathways for empowerment and participation of Dalit women and girls facing multiple forms of oppression.

What We Found:
The research revealed that Dalit women and girls experience layered vulnerabilities due to poverty, caste discrimination, and restrictive gender norms. They face verbal, physical, and domestic abuse often justified by patriarchal notions of obedience, marriageability, and family honor. Their education, mobility, and decision-making are heavily controlled by male relatives, while structural exclusion limits access to justice and protection. These findings underline the urgent need for intersectional interventions that address gender, caste, and class to advance equality and reduce violence.

Bonhishikha conducted an exploratory study for the Malala Fund to unpack the concept and practice of Gender-Transformative Education (GTE). The research aimed to inform the Fund’s strategic position by analysing global definitions, frameworks, and examples of GTE in advocacy, programming, and policy. It examined how education systems can become truly equitable by addressing structural gender inequalities across pedagogy, school environments, and institutional cultures.

What We Found:
The study revealed that GTE goes beyond access to education — it challenges patriarchal and social norms embedded within curricula, policies, and practices. It integrates intersectionality by recognising the diverse realities of students based on gender, class, caste, ethnicity, disability, and sexuality. Effective GTE requires a holistic approach that transforms educational spaces into sites of equality, agency, and collective empowerment, shaping a broader feminist vision of “quality education.”

A post Covid 19 baseline study, conducted by Bonhishikha in partnership with Save The Children Bangladesh reveals that a significant portion of mothers who work in the sexual industry intended to plan to do secondary livelihood activities aside from sexual services but a variety of difficulties were found when trying to start these activities. In this circumstance, a need for a rigorous market assessment had arisen to investigate sustainable alternative livelihood opportunities for the sex workers in the targeted brothel communities of Faridpur and Rajbari Districts. 

What we found:
The market assessment for sustainable alternative livelihoods of sex workers in Bangladesh highlights the urgent need for economic diversification due to declining incomes, exacerbated by COVID-19 and structural changes such as the opening of the Padma Bridge. The study identifies key constraints, including limited financial access, lack of savings, minimal formal education, and internalised stigma. Preferred alternative livelihoods include tailoring, catering, health services, childcare, and beauty services, yet challenges such as high investment requirements and space limitations persist. Government and NGO training programmes exist but require improved financial inclusion, mental health support, and market linkages. A phased ‘graduation approach’ is recommended to assist sex workers in transitioning into sustainable, independent livelihoods.

Bonhishikha performed a Gender Gap (GAP) analysis for S2S-GG7 project, to assess barriers affecting girls and boys in developing growth mindsets and facing social exclusion. The GAP analysis not only identified and analysed the barriers, but also helped to break down barriers regarding project participation, improve gender and social equality, and create an enabling environment that supports the empowerment of individuals and groups who experience systematic oppression resulting in lower social power remains dismal. Our analysis identified entrenched stereotypes in school curricula and home life, which affect girls’ education and restrict their digital access. By highlighting areas of improvement within educational and community environments, we contributed to developing strategies for overcoming systemic discrimination, demonstrating our skill in creating research-informed solutions for gender equity.

What we found:
The GAP analysis identified that gender inequality and social exclusion are perpetuated in schools through curricula that reinforce stereotypes and poor infrastructure that limits access for girls and children with disabilities. Early and child marriage remains prevalent in low and middle-income households due to social pressure, despite awareness of its negative impacts. At home, girls experience greater burdens of household chores and receive less educational investment compared to boys. In schools, teachers often encourage traditional gender roles and punish non-conforming behaviours, reinforcing gendered expectations. Additionally, there are significant disparities in educational expectations, with boys encouraged to pursue STEM fields, while girls face a digital divide and restricted access to digital products and services.