Tania Akther :
From the coastal landscapes of Chattogram to the rural heartlands of Bangladesh, the story of women’s progress is no longer one of mere inspiration- it is a social reality in motion. Yet, the journey is far from smooth, especially in the realms of education and technology, where boundless opportunities often intersect with deeply entrenched barriers. In today’s globalized world, education and technology are not just tools for individual growth but essential instruments of empowerment. For a developing country like Bangladesh, empowering women through education and tech is not just a vision- it’s a necessity for sustainable development and social equity. But the crucial question remains. How is this participation happening? To what extent is it effective? And for whom it’s exactly?
Progress in Female Education, Beyond Numbers: According to the Bangladesh Bureau of Statistics (BBS),female enrollment in secondary and higher secondary education has surpassed that of males in some cases. However, this progress is often not reflected in quality outcomes or long-term sustainability. In the Chattogram division, while more girls are attending school, many still lack access to higher education that directly connects to employability or skill-based learning. Notably, in science, engineering, and technology-fields that define the future-female participation remains significantly low. Institutions such as the University of Chittagong and the Chittagong University of Engineering & Technology (CUET) report increased female enrollment in recent years. Still, most female students opt for humanities, business administration, or social sciences, with fewer venturing into technology and engineering. This trend is influenced by deep-seated societal attitudes that label STEM fields as male-dominated domains, discouraging girls from even aspiring toward these careers.
Women in the World of Technology, Access vs Empowerment: Bangladesh’s digital vision is ambitious, but women’s digital empowerment remains uneven. For instance, many girls in rural upazilas of Chattogram-such as Patiya or Banshkhali-do not own personal smartphones or have reliable internet access. At home, technology is often seen as a source of entertainment rather than a tool for learning or innovation. When it comes to girls, the use of digital tools is frequently restricted under the guise of protection, limiting their growth in this field. According to the World Economic Forum, the “digital literacy gap” is a major obstacle for women in the Global South. This holds true in Bangladesh as well. Yet, stories of hope are emerging. Girls from areas like Fatikchhari, Sitakunda, or Raozan are now engaging in mobile app development, digital marketing, and freelancing.
They are learning to monetize their skills through global platforms-an indication that the change is not only necessary but also possible.
Women Entrepreneurs and Tech Integration A Rising Trend: In urban Chattogram, women entrepreneurs are increasingly using digital tools-such as Facebook pages, e-commerce platforms, and mobile banking services-to expand their businesses. Many of them are self-taught, driven by necessity rather than formal training. Programs like SheTrades, Women in Digital, LICT, and Digital Skills for Women have contributed to these changes, providing training and visibility. But questions remain. Are these initiatives widespread enough? Do they include women from marginalized or rural backgrounds? Without inclusivity, the digital revolution risks becoming an urban, elite phenomenon that deepens existing inequalities.
Invisible Barriers, Culture, Religion, and Family Mindsets: A woman’s journey in education and technology is not determined solely by policy or personal ambition. Family values, religious interpretations, cultural norms, and social perceptions all play significant roles. Many families in Chattogram still view female education with suspicion-especially if it involves digital tools. There is a prevailing fear that “too much knowledge” or exposure to the internet may lead to moral degradation. This fear-driven mindset often results in teenage girls being pulled out of school or restricted from attending computer classes. Breaking this cycle requires societal dialogue-one that respects religious and cultural beliefs while reinterpreting them to support women’s empowerment.
Policy and Implementation Gaps, Words Without Action: Bangladesh has introduced several progressive policies-such as the National Women Development Policy, Digital Bangladesh Roadmap, and gender-focused education programs. These documents promote women’s education, digital literacy, and entrepreneurship. However, the implementation remains patchy at best. In many rural unions of Chattogram, ICT training centers are either nonexistent or underutilized. Even where facilities exist, female participation is low due to lack of awareness, mobility issues, or social stigma. Budget allocations, monitoring systems, and the quality of trainers also vary widely. As a result, well-intentioned programs often turn into symbolic gestures.
Bangladesh in the Global Context, Where Do We Stand? On a global scale, Bangladesh has made impressive strides in female literacy and enrollment. But when it comes to women’s participation in technology, we lag behind. Countries like India have introduced programs such as “Coding for Girls” and “Tech Sisters”, creating early exposure to digital skills. Bangladesh, especially like region Chattogram, needs similar interventions-targeted at rural and underprivileged communities. Otherwise, the digital divide will widen further, creating a new kind of gender-based exclusion.
A Glimpse of Hope, A Generation Ready for Change: Despite all these challenges, today’s generation of young girls is more curious, confident, and connected than ever before. Many girls in schools and madrasas across Chattogram are creating digital identities, producing YouTube content, and freelancing. They are breaking stereotypes in silence-without the backing of big platforms or loud slogans. What they need is support-through training, mentorship, and access to opportunities. If we stand by them now, this shift won’t be limited to personal success-it will be a collective transformation.
Investing in Women Means Investing in the Future: Women’s participation in education and technology is not a luxury, it is a prerequisite for progress. An educated, digitally literate woman is not just empowered-she is a force multiplier who uplifts families, communities, and economies. In the context of Chattogram and broader Bangladesh, this participation is both a challenge and an opportunity. It calls for women-centric policies, robust implementation, inclusive digital training, and above all-a mindset shift at the societal and family levels. Because at the heart of every nation’s development lies one undeniable truth. Empowered women build empowered nations.
(The writer is a student, International Islamic University, Chattogram.)
