Gender Impact of Values Education and Good Governance on National Development: A Study of Bangladesh

Abstract

This paper explores how values education and good governance interact to shape national development in Bangladesh, with particular attention to gender impacts. Drawing on literature published between 2015 and 2025 and a small survey of 25 educators, administrators and policymakers, the study examines how ethical instruction in schools and governance practices influence social, economic and civic outcomes. Findings reveal that values education is inconsistently implemented across curricula, while weaknesses in governance—such as limited transparency, teacher absenteeism and political interference—reduce institutional effectiveness. Gender analysis shows that female students often have fewer opportunities for leadership and participation in co-curricular activities, highlighting disparities in the benefits of value-based programs. Stronger values education, coupled with gender-inclusive governance practices, can foster ethically responsible citizens and effective institutions, contributing directly to sustainable national development. The paper concludes by recommending the integration of values education across all levels of the curriculum, the strengthening of governance structures in both schools and higher education, the provision of systematic ethics training for teachers, the adoption of gender-responsive governance practices and the promotion of equitable and inclusive avenues for civic engagement.