Mobarak Hossain
Biographic Data
| ID | 337745 |
|---|---|
| NAME | Mobarak Hossain |
| GIVEN NAMES | Mobarak |
| FAMILY NAME | Hossain |
| SIGNATURE | HOSSAIN M |
| AFFILIATIONS | London School of Economics and Political Science |
| ORCID | 0000-0002-1042-7388 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
School competition, academic achievement, and stratification in a predominantly non-public education system
The relationship between school competition and educational outcomes has been widely studied. Yet evidence from low- and middle-income countries (LMICs) remains scarce, including from contexts where private or non-public schools provide a substantial share of education. This study investigates the link between school competition and academic achievement in Bangladesh’s secondary schools, where most are classified as private or non-public. Using o…
‘Reading between the lies’
In this hyperconnected world, misinformation spreads faster and farther than ever before. Adolescents, navigating the challenges of growing up, may be especially vulnerable to the overwhelming flow of digital information, including content on globally shared social media platforms. This study examines adolescents’ resistance to misinformation across 49 countries, using novel measures from the 2022 Program for International Student Assessment (PIS…
Authoritarianism and Educational System Reforms by the World Bank in LMICs
Purpose: This study investigates the relationship between the degree of authoritarianism and the World Bank’s (WB) promotion of decentralization reforms in educational systems across low- and middle-income countries (LMICs), where rigidly centralized institutions are often seen as barriers to improved educational outcomes. Research Methods: Drawing on original country-level panel data from 1965 to 2019 covering 99 LMICs, the analysis employs fixe…
Global Inequality of Opportunity in Education Decreased During the 20th Century
We document changes in global inequality of opportunity in education for women and men born between 1941 and 1983, using individual‐level census and survey data on 46.7 million individuals from 95 countries, representing all major regions of the world. We measure global inequality of opportunity in education as inequality in education due to circumstances beyond the control of individuals. In addition to gender and social origin, we treat a perso…
The cost of health insurance and entry into entrepreneurship
What Drives Immigrant Inequalities in Career Growth in the Age of Mass Migration
This article examines the association between modernization and career growth of American men and European immigrants, focusing on heterogeneity along ancestry, ethnicity, and early-career class position. Analyses rely on datasets built with individual-level linked historical Censuses (1901–1940), which longitudinally map socio-economic indices of full occupational careers of late-nineteenth-century population birth cohorts (1884–1891). Moderniza…
Gender Differences in Socioemotional Skills among Adolescents and Young Adults in Ethiopia, India, Peru and Vietnam
This report uses Young Lives longitudinal data to examine how gender differences in socioemotional skills emerge throughout adolescence, and the socioeconomic and cultural factors that may explain these gaps in Ethiopia, India, Peru and Vietnam. \n The findings show that gender differences in socioemotional skills associated with empowerment emerge in late adolescence. For example, around the age of 19, boys in Ethiopia, India and Vietnam scored …
Community involvement and socioeconomic achievement gap in 14 sub-Saharan African countries
The Link Between Contextual Poverty and Academic Achievement
The association between contextual poverty and educational achievement is not well-researched in lower-income countries. This paper investigates this link and examines how it varies between urban and rural school locations in Bangladesh, acknowledging the dual urban-rural dynamics of the country. Analyses based on original school-level longitudinal data, encompassing over 90 per cent of secondary schools in Bangladesh, demonstrate that subdistric…
Intergenerational Educational Mobility During the Twentieth Century
Intergenerational educational mobility, capturing the extent to which children's education is associated with their parents' education, has become a major global policy discussion. Studying its long-term patterns across countries remains difficult, especially in low- and middle-income countries (LMICs), due to limited early twentieth-century data. Analyzing about 53.7 million observations from 92 countries, using mainly IPUMS census data, we find…
Perceptions of key education actors towards Pisa
This study explores the perceptions of government officials, teachers, and parents in Scotland regarding the use of Programme for International Student Assessment (PISA) results to evaluate national education performance. International large-scale assessments (ILSAs) such as PISA have been increasingly influencing education policymaking worldwide, but there is limited understanding of how education actors perceive these assessments. This study us…
The Mismatch Between World Bank Actions and the Decentralization of Educational Systems in LMICs
The World Bank’s (WB) growing emphasis on decentralizing educational systems has sparked widespread discussion in the literature. This study examines whether WB reforms are indeed associated with decentralizing educational systems in low- and middle-income countries (LMICs), as commonly assumed. Using unique, untapped country-level panel data on 30 LMICs from 1990 to 2019, I do not find a significant association between the WB’s actions and chang…
Risk factors associated with Rohingya refugee girls' education in Bangladesh
In Bangladesh, the world's largest refugee settlement currently shelters approximately one million Rohingya refugees who fled Myanmar to escape military persecution. Educating a significant number of young Rohingya, roughly half of whom are female, presents a significant challenge. Despite the presence of learning centres (LCs) across refugee camps, Rohingya girls may encounter specific barriers to accessing education due to exposure to various r…
The Linkage between School Autonomy and Inequality in Achievement in 69 Countries
Whether schooling systems with greater autonomy offset or reinforce educational inequalities remains debateable. Yet school autonomy is often advocated by different actors including donors and international organisations in many countries. This study examines the association between school autonomy and the inequality in maths achievement of 15-year-olds by socioeconomic status (SES), and whether this correlation differs by countries’ level of dev…
Diffusing 'Destandardization' Reforms across Educational Systems in Low- and Middle-Income Countries
The education sector in low- and middle-income countries (LMICs) has experienced a surge of neoliberal reforms over the past few decades, primarily led by the World Bank (WB). One of these reform agendas has been to 'decrease standards' or 'destandardize' educational responsibilities and policies by devolving educational systems to subnational and school levels. Diffused through different mechanisms, such as conditional aid and the 'what works' m…
Covid-19 and gender differences in mental health in low- and middle-income countries
This study examines gender differences in the relationship between COVID-19-triggered economic hardship and mental health complaints, defined by self-reported anxiety/depression, of young people (17-29) in four low- and middle-income countries (LMICs). To do this, we use two waves of the Young Lives (YL) phone survey. Logistic regression results show that young women, on average, were more likely to report anxiety than men in Peru and Vietnam in …
Unequal experience of Covid-induced remote schooling in four developing countries
Lockdown measures during the pandemic have resulted in school closure worldwide affecting nearly 9 out of 10 students. Consequently, remote schooling has become a growing phenomenon. However, due to a lack of infrastructural capacity and widespread poverty, the experience of remote learning in developing countries may have been unequal by pupils’ socioeconomic status, gender and location. This study draws evidence from a phone survey conducted by…
Does greater community involvement mean more parent-teacher interaction? Evidence from seven developing countries
Gender differences in experiencing coronavirus-triggered economic hardship
Unequal experience of Covid-induced remote schooling in four developing countries
Lockdown measures during the pandemic have resulted in school closure worldwide affecting nearly 9 out of 10 students. Consequently, remote schooling has become a growing phenomenon. However, due to a lack of infrastructural capacity and widespread poverty, the experience of remote learning in developing countries may have been unequal by pupils’ socioeconomic status, gender and location. This study draws evidence from a phone survey conducted by…
Diffusing 'Destandardization' Reforms across Educational Systems in Low- and Middle-Income Countries
The education sector in low- and middle-income countries (LMICs) has experienced a surge of neoliberal reforms over the past few decades, primarily led by the World Bank (WB). One of these reform agendas has been to 'decrease standards' or 'destandardize' educational responsibilities and policies by devolving educational systems to subnational and school levels. Diffused through different mechanisms, such as conditional aid and the 'what works' m…
Does greater community involvement mean more parent-teacher interaction? Evidence from seven developing countries
The Link Between Contextual Poverty and Academic Achievement
The association between contextual poverty and educational achievement is not well-researched in lower-income countries. This paper investigates this link and examines how it varies between urban and rural school locations in Bangladesh, acknowledging the dual urban-rural dynamics of the country. Analyses based on original school-level longitudinal data, encompassing over 90 per cent of secondary schools in Bangladesh, demonstrate that subdistric…
Intergenerational Educational Mobility During the Twentieth Century
Intergenerational educational mobility, capturing the extent to which children's education is associated with their parents' education, has become a major global policy discussion. Studying its long-term patterns across countries remains difficult, especially in low- and middle-income countries (LMICs), due to limited early twentieth-century data. Analyzing about 53.7 million observations from 92 countries, using mainly IPUMS census data, we find…
The Mismatch Between World Bank Actions and the Decentralization of Educational Systems in LMICs
The World Bank’s (WB) growing emphasis on decentralizing educational systems has sparked widespread discussion in the literature. This study examines whether WB reforms are indeed associated with decentralizing educational systems in low- and middle-income countries (LMICs), as commonly assumed. Using unique, untapped country-level panel data on 30 LMICs from 1990 to 2019, I do not find a significant association between the WB’s actions and chang…
Gender differences in experiencing coronavirus-triggered economic hardship
Gender differences in experiencing coronavirus-triggered economic hardship
Covid-19 and gender differences in mental health in low- and middle-income countries
This study examines gender differences in the relationship between COVID-19-triggered economic hardship and mental health complaints, defined by self-reported anxiety/depression, of young people (17-29) in four low- and middle-income countries (LMICs). To do this, we use two waves of the Young Lives (YL) phone survey. Logistic regression results show that young women, on average, were more likely to report anxiety than men in Peru and Vietnam in …
Unequal experience of Covid-induced remote schooling in four developing countries
Lockdown measures during the pandemic have resulted in school closure worldwide affecting nearly 9 out of 10 students. Consequently, remote schooling has become a growing phenomenon. However, due to a lack of infrastructural capacity and widespread poverty, the experience of remote learning in developing countries may have been unequal by pupils’ socioeconomic status, gender and location. This study draws evidence from a phone survey conducted by…
Does greater community involvement mean more parent-teacher interaction? Evidence from seven developing countries
Diffusing 'Destandardization' Reforms across Educational Systems in Low- and Middle-Income Countries
The education sector in low- and middle-income countries (LMICs) has experienced a surge of neoliberal reforms over the past few decades, primarily led by the World Bank (WB). One of these reform agendas has been to 'decrease standards' or 'destandardize' educational responsibilities and policies by devolving educational systems to subnational and school levels. Diffused through different mechanisms, such as conditional aid and the 'what works' m…
The Linkage between School Autonomy and Inequality in Achievement in 69 Countries
Whether schooling systems with greater autonomy offset or reinforce educational inequalities remains debateable. Yet school autonomy is often advocated by different actors including donors and international organisations in many countries. This study examines the association between school autonomy and the inequality in maths achievement of 15-year-olds by socioeconomic status (SES), and whether this correlation differs by countries’ level of dev…
Perceptions of key education actors towards Pisa
This study explores the perceptions of government officials, teachers, and parents in Scotland regarding the use of Programme for International Student Assessment (PISA) results to evaluate national education performance. International large-scale assessments (ILSAs) such as PISA have been increasingly influencing education policymaking worldwide, but there is limited understanding of how education actors perceive these assessments. This study us…
The Mismatch Between World Bank Actions and the Decentralization of Educational Systems in LMICs
The World Bank’s (WB) growing emphasis on decentralizing educational systems has sparked widespread discussion in the literature. This study examines whether WB reforms are indeed associated with decentralizing educational systems in low- and middle-income countries (LMICs), as commonly assumed. Using unique, untapped country-level panel data on 30 LMICs from 1990 to 2019, I do not find a significant association between the WB’s actions and chang…
Risk factors associated with Rohingya refugee girls' education in Bangladesh
In Bangladesh, the world's largest refugee settlement currently shelters approximately one million Rohingya refugees who fled Myanmar to escape military persecution. Educating a significant number of young Rohingya, roughly half of whom are female, presents a significant challenge. Despite the presence of learning centres (LCs) across refugee camps, Rohingya girls may encounter specific barriers to accessing education due to exposure to various r…
The cost of health insurance and entry into entrepreneurship
What Drives Immigrant Inequalities in Career Growth in the Age of Mass Migration
This article examines the association between modernization and career growth of American men and European immigrants, focusing on heterogeneity along ancestry, ethnicity, and early-career class position. Analyses rely on datasets built with individual-level linked historical Censuses (1901–1940), which longitudinally map socio-economic indices of full occupational careers of late-nineteenth-century population birth cohorts (1884–1891). Moderniza…
Gender Differences in Socioemotional Skills among Adolescents and Young Adults in Ethiopia, India, Peru and Vietnam
This report uses Young Lives longitudinal data to examine how gender differences in socioemotional skills emerge throughout adolescence, and the socioeconomic and cultural factors that may explain these gaps in Ethiopia, India, Peru and Vietnam. \n The findings show that gender differences in socioemotional skills associated with empowerment emerge in late adolescence. For example, around the age of 19, boys in Ethiopia, India and Vietnam scored …
Community involvement and socioeconomic achievement gap in 14 sub-Saharan African countries
The Link Between Contextual Poverty and Academic Achievement
The association between contextual poverty and educational achievement is not well-researched in lower-income countries. This paper investigates this link and examines how it varies between urban and rural school locations in Bangladesh, acknowledging the dual urban-rural dynamics of the country. Analyses based on original school-level longitudinal data, encompassing over 90 per cent of secondary schools in Bangladesh, demonstrate that subdistric…
Intergenerational Educational Mobility During the Twentieth Century
Intergenerational educational mobility, capturing the extent to which children's education is associated with their parents' education, has become a major global policy discussion. Studying its long-term patterns across countries remains difficult, especially in low- and middle-income countries (LMICs), due to limited early twentieth-century data. Analyzing about 53.7 million observations from 92 countries, using mainly IPUMS census data, we find…
School competition, academic achievement, and stratification in a predominantly non-public education system
The relationship between school competition and educational outcomes has been widely studied. Yet evidence from low- and middle-income countries (LMICs) remains scarce, including from contexts where private or non-public schools provide a substantial share of education. This study investigates the link between school competition and academic achievement in Bangladesh’s secondary schools, where most are classified as private or non-public. Using o…
‘Reading between the lies’
In this hyperconnected world, misinformation spreads faster and farther than ever before. Adolescents, navigating the challenges of growing up, may be especially vulnerable to the overwhelming flow of digital information, including content on globally shared social media platforms. This study examines adolescents’ resistance to misinformation across 49 countries, using novel measures from the 2022 Program for International Student Assessment (PIS…
Authoritarianism and Educational System Reforms by the World Bank in LMICs
Purpose: This study investigates the relationship between the degree of authoritarianism and the World Bank’s (WB) promotion of decentralization reforms in educational systems across low- and middle-income countries (LMICs), where rigidly centralized institutions are often seen as barriers to improved educational outcomes. Research Methods: Drawing on original country-level panel data from 1965 to 2019 covering 99 LMICs, the analysis employs fixe…
Global Inequality of Opportunity in Education Decreased During the 20th Century
We document changes in global inequality of opportunity in education for women and men born between 1941 and 1983, using individual‐level census and survey data on 46.7 million individuals from 95 countries, representing all major regions of the world. We measure global inequality of opportunity in education as inequality in education due to circumstances beyond the control of individuals. In addition to gender and social origin, we treat a perso…
Political science (13 works) · Economics (12 works) · Sociology (11 works) · Economic growth (8 works) · Global Educational Policies and Reforms (7 works) · School Choice and Performance (7 works) · Demographic economics (6 works) · Global Educational Reforms and Inequalities (6 works) · Socioeconomic status (6 works) · Demography (5 works)