Completion Report

Project Number: 40448-013 Loan Number: 2859 June 2020

Bangladesh: Second Teaching Quality Improvement

in Secondary Education Project

This document is being disclosed to the public in accordance with ADB’s Access to Information Policy.

CURRENCY EQUIVALENTS Currency unit – taka (Tk)

At Appraisal At Project Completion (5 March 2012) (31 December 2018) Tk1.00 = $0.0122 $0.0119 $1.00 = Tk82.19 Tk83.90

ABBREVIATIONS ADB – Asian Development Bank B.Ed – Bachelor of Education CCS – cluster center school COE – Center of Excellence CPD – continuous professional development DMF – design and monitoring framework DSHE – Directorate of Secondary and Higher Education EDDR – environmental due diligence report EIRR – economic internal rate of return EMIS – Education Management Information System GAP – gender action plan ICT – information and communication technology MOE – Ministry of Education MTR – midterm review NEP – National Education Policy NTEC – National Teacher Education Policy PCR – project completion report PAM – project administration manual PIC – project implementation committee PMU – project monitoring unit RPL – recognition of prior learning SDR – special drawing right SEC – small ethnic community SEDP – Secondary Education Development Program SESIP – Secondary Education Sector Investment Program SMC – school management committee STC – Secondary Teaching Certificate TTC – teacher training college TQI-I – First Teaching Quality Improvement in Secondary Education Project TQI-II – Second Teaching Quality Improvement in Secondary Education Project

GLOSSARY upazila – lowest administrative unit in Bangladesh, below district

NOTES (i) The fiscal year (FY) of the Government of the People’s Republic of Bangladesh and the Directorate of Secondary and Higher Education ends on 30 June. FY before a calendar year denotes the year in which the fiscal year ends, e.g., FY2018 ends on 30 June 2018.

(ii) In this report, “$” refers to United States dollars.

Vice-President Shixin Chen, Operations 1 Director General Kenichi Yokoyama, South Asia Department (SARD) Director Sungsup Ra, Human and Social Development Division (SAHS), SARD

Team leaders Unika Shrestha, Young Professional, Human and Social Development Division (SAHS), SARD Faiza Ahad, Associate Project Officer (Education), BRM, SARD

Team members Kazi Akhmila, Associate Safeguards Officer (Resettlement), BRM, SARD Ma. Cristina Bardos, Operations Assistant, SAHS, SARD Farhat Jahan Chowdhury, Senior Project Officer (Environment), BRM, SARD Ruby Sarcar, Project Analyst, BRM, SARD Nasheeba Selim, Senior Social Development Officer (Gender), BRM, SARD

In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.

CONTENTS Page

I. PROJECT DESCRIPTION 1 II. DESIGN AND IMPLEMENTATION 1 A. Project Design and Formulation 1 B. Project Outputs 3 C. Project Costs and Financing 5 D. Disbursements 6 E. Project Schedule 6 F. Implementation Arrangements 6 G. Technical Assistance 7 H. Consultant Recruitment and Procurement 7 I. Gender Equity 8 J. Safeguards 8 K. Monitoring and Reporting 9 III. EVALUATION OF PERFORMANCE 9 A. Relevance 9 B. Effectiveness 10 C. Efficiency 11 D. Sustainability 11 E. Development Impact 12 F. Performance of the Borrower and the Executing Agency 13 G. Performance of the Asian Development Bank 13 H. Overall Assessment 14 IV. ISSUES, LESSONS, AND RECOMMENDATIONS 14 A. Issues and Lessons 14 B. Recommendations 15

APPENDIXES 1. Design and Monitoring Framework 16 2. Project Cost at Appraisal and Actual 25 3. Project Cost by Financier 26 4. Disbursement of ABDB Loan and Grants Proceed 29 5. Contract Awards of ADB Loan and Grants Proceeds 30 6. Chronology of Main Events 31 7. Status of Compliance with Loan Covenants 35 8. Summary of Economic Reevaluation 44 9. Contribution to ADB Results Framework 49 10. Implementation Schedule 52 11. Organizational Chart for Project Implementation 55 12. Summary of TQI-II Training Activities 56 13. List of Overseas Trainings 60 14. Innovation and Development Fund 61 15. Implementation of Gender Action Plans and Achievements 63

BASIC DATA

A. Loan Identification

1. Country Bangladesh 2. Loan number and financing source 2859-BAN(COL) 3. Project title Second Teaching Quality Improvement in Secondary Education Project 4. Borrower People’s Republic of Bangladesh 5. Executing agency Ministry of Education 6. Amount of loan $70,000,000 7. Financing modality Project loan

B. Loan Data

1. Appraisal – Date started 5 March 2012 – Date completed 8 March 2012 2. Loan negotiations – Date started 15 February 2012 – Date completed 15 February 2012 3. Date of Board approval 30 March 2012 4. Date of loan agreement 2 October 2012 5. Date of loan effectiveness – In loan agreement 31 December 2012 – Actual 2 November 2012 – Number of extensions 6. Project completion date – Appraisal 30 June 2017 – Actual 31 December 2018 7. Loan closing date – In loan agreement 31 December 2017 – Actual 21 November 2019 – Number of extensions 1 8. Financial closing date – Actual 21 November 2019 9. Terms of loan – Interest rate 1.0% per year – Maturity (number of years) 32 years – Grace period (number of years) 8 years 10. Terms of relending (if any) Not applicable – Interest rate – Maturity (number of years) – Grace period (number of years) – Second-step borrower

11. Disbursements a. Dates Initial Disbursement Final Disbursement Time Interval 18 December 2012 3 April 2019 75 months 16 days Effective Date Actual Closing Date Time Interval 2 November 2012 21 November 2019 84 months 19 days

b. Amount (SDR) Increased Canceled during during Undisbu Cat. Original Implementa Implementati Last Revised Amount rsed Nos. Category Name Allocation tion on Allocation Disbursed Balance 01 Civil Works 717,000.00 514,179.00 180,327.00 1,050,852.00 1,050,852.00 0.00 02A Equipment, Vehicles & 1,911,000.00 177,648.00 62,357.00 2,026,291.00 2,026,291.00 0.00 Furnitures (Computer & Software) 02B Equipment, Vehicles & 2,314,000.00 (531,878.00) 495,080.00 1,287,042.00 1,287,042.00 0.00 Furnitures (Vehicles) 02C Equipment, Vehicles & 52,000.00 196,954.00 104,790.00 144,164.00 144,164.00 0.00 Furnitures (Furnitures) 03 Learning Materials, 1,402,000.00 316,333.00 646,718.00 1,071,615.00 1,071,615.00 0.00 Research, Studies, Workshops, Campaign 04A Staff Development— 28,303,350.00 (752,082.00) 9,005,198.00 18,546,070.00 18,546,070.00 0.00 Local Training 04B Staff Development— 1,489,650.00 1,029,877.00 342,369.00 2,177,158.00 2,177,158.00 0.00 Foreign Training 05A Grants (Partnership 1,662,000.00 (403,584.00) 201,342.00 1,057,074.00 1,057,074.00 0.00 Grants) 05B Grants (Innovation and 128,000.00 144,675.00 141,114.00 131,561.00 131,561.00 0.00 Development Grants) 05C Grants (Teacher 763,000.00 120,058.00 193,006.00 690,052.00 690,052.00 0.00 Incentives) 06 Consulting Services 4,389,000.00 (381,850.00) 780,991.00 3,226,159.00 3,226,159.00 0.00 07 Operating Costs 229,000.00 113,998.00 187,648.00 155,350.00 155,350.00 0.00 08 Interest Charge 483,000.00 48,214.00 531,214.00 531,214.00 0.00 09 Unallocated 1,277,000.00 (592,542.00) 684,458.00 0.00 TOTAL 45,120,000.00 13,025,398.00 32,094,602.00 32,094,602.00 0.00 Note: The first cancellation of SDR9.392 million (equivalent to $13.768 million – net of increased and canceled during implementation) was processed on 20 November 2014. SDR3.633 million (equivalent to $4.998 million) was canceled during closing of the loan account (undisbursed balance) on 21 November 2019. This undisbursed balance is already reflected under the “Canceled during implementation” column. Based on the dollar–SDR exchange rate as of 20 November 2014 (SDR1.0 = $1.4658), the last revised allocation amount would have been $56.232 million. However, given the dollar–SDR exchange rate fluctuation from November 2014 (SDR1.0 = $1.4658) to November 2019 (SDR1.0 = $1.3752), the last revised allocation amount as of November 2019 equals $50.587 million (per amount on the Loan Financial Information System).

C. Project Data 1. Project cost ($ million)

Cost Appraisal Estimate Actual Foreign exchange cost 8.618 6.195 Local currency cost 76.382 50.206 Total 85.000 56.401

2. Financing plan ($ million) Cost Appraisal Estimate Actual Implementation cost Borrower financed 15.000 10.773 ADB financed 69.250 44.884 Total implementation cost 84.250 55.657 Interest during construction costs

Cost Appraisal Estimate Actual Borrower financed 0.000 0.000 ADB financed 0.750 0.744 Total interest during construction cost 0.750 0.744 Total Cost 85.000 56.401 ADB = Asian Development Bank.

3. Cost breakdown by project component ($ million) Appraisal Actual Component Estimate A. Component-1: Strengthened teacher development and institutional and organizational capacity 1. Strengthened institutional and policy framework 0.981 0.615 2. Strengthened DSHE planning and EMIS capacity 1.918 0.788 3. Enhanced teacher classroom performance monitoring 17.562 14.586 4. Facilitate partnership arrangements 2.790 1.591 Subtotal A 23.251 17.580

B. Component-2: Enhanced teacher training programs and delivery systems 1. Modernized pre-service teacher training program 0.632 0.371 2. CPD policy and program development and delivery established 9.553 8.919 3. Strengthened in-service teacher training program 22.099 8.800 4. ICT-based teaching and learning demonstrated 1.217 2.286 5. Strengthened capacity of teacher training providers 2.899 6.945 Subtotal B 36.399 27.321

C. Component-3: Targeted support for inclusive education 1. Strengthened inclusive education policy and program 1.734 0.781 2. Increased participation of female teachers and teachers from disadvantaged 0.526 1.137 groups 3. Increased female participation in school management committees 0.329 0.928 Subtotal C 2.589 2.846

D. Component-4: Quality project management 1. Enhanced project management system 9.522 6.505 2. Effective monitoring and evaluation 0.691 1.026 Subtotal D 10.213 7.531

Total BASELINE COSTS (A+B+C+D) 72.452 55.278 Taxes and duties 8.965 0.379 Interest during implementation 0.750 0.744 Physical contingencies 0.947 - Price contingencies 1.886 - Total PROJECT COSTS 85.000 56.401 CPD = continuous professional development, DHSE = Directorate of Secondary and Higher Education, EMIS = educational management information system, ICT = information and communications technology.

4. Project schedule

Item Appraisal Estimate Actual Date of contract with consultants Team Leader and Deputy Team Leader (SD 1) May 2013 Jul 2013 Teacher Education Management (SD 2) May 2013 May 2014 Twinning Arrangement (SD 3) May 2013 Jun 2014 Completion of engineering designs May 2013 Mar 2014 Civil works contract Date of award Jul 2013 Oct 2014 Completion of work Jun 2017 Dec 2018 Equipment and supplies Dates First procurement Jul 2013 Apr 2014

Item Appraisal Estimate Actual Last procurement Jun 2017 Dec 2018 Completion of equipment installation Jun 2017 Dec 2018 Start of teacher training First training started Oct 2013 Apr 2014 All training completed Jun 2017 Dec 2018 SD refers to consultancy package. 5. Project performance report ratings Ratings Implementation Period Implementation Progress From 1 January 2013 to 30 September 2013 Potential Problem From 1 October 2013 to 31 December 2014 On Track From 1 January 2014 to 30 June 2014 On Track From 1 July 2014 to 30 September 2014 Potential Problem From 1 October 2014 to 31 December 2014 On Track From 1 January 2015 to 31 December 2015 On Track From 1 January 2016 to 31 December 2016 On Track From 1 January 2017 to 31 December 2017 On Track From 1 January 2018 to 31 March 2018 On Track From 1 April 2018 to 31 December 2018 Potential Problem From 1 January 2019 to 30 June 2019 On Track

D. Data on Asian Development Bank Missions No. of No. of Specialization Name of Mission Date Persons Person-Days of Members Fact-finding 29 Nov–4 Dec 2011 2 12 b Inception 27–31 Jan 2013 4 20 b Loan review 1 27–31 Oct 2013 3 15 a, b, c, g Mid-term review 8–19 Sep 2014 5 60 a, b, c, g Loan review 2 3–13 May 2015 4 44 c, e, f, g Loan review 3 3–12 Nov 2015 5 50 a, c, e, f, g Loan review 3 23 Apr–2 May 2016 4 40 a, c, f, g Loan review 3 20 Oct–3 Nov 2016 4 60 a, c, f, g Loan review 4 7–28 May 2017 5 110 a, c, f, g Loan review 5 15–25 Apr 2018 4 44 a, b, c, g Loan review 6 1–10 Oct 2018 7 77 a, c, d, f Project completion review 15–22 Sep 2019 5 40 a, c, f, g a = analyst, b = social sector specialist, c = consultant or specialist, d = economist, e = safeguards officer or consultant, f = project officer, g = gender officer or consultant.

I. PROJECT DESCRIPTION

1. By 2012, Bangladesh had made significant progress in access to primary as well as secondary education. From 2000 to 2010, the gross enrollment ratio increased from 91% to 101% in primary education (grades 1–5), and from 52% to 63% in secondary education (grades 6–12).1 The number of secondary institutions nearly doubled between 1990 and 2010. However, the challenges of low completion rates, poor educational quality, and inclusive access to secondary education persisted. Moreover, the quality of teaching and thereby learning remained a concern. A key constraint was the shortage of qualified and trained teachers at the secondary level. The First Teaching Quality Improvement in Secondary Education Project (TQI-I), which was supported by the Asian Development Bank (ADB) from 2004 to 2012, helped reduce the share of untrained teachers;2 nonetheless, as of 2010 around one-third of secondary teachers lacked training, and teacher training and oversight systems were fragmented. Furthermore, teacher training needed to be more in step with revisions to the secondary-level curriculum that promote creative thinking over rote learning and the integration of technology in teaching.

2. Against this backdrop, the Second Teaching Quality Improvement in Secondary Education Project (TQI-II) was approved in March 2012. Building on lessons learned from TQI-I, this project aimed to strengthen the system further for expanded pre-service and in-service training, qualification, and training of teachers for inclusive education. TQI-II’s intended impact was improved learning outcomes in secondary education, and the targeted outcome was a strengthened, integrated, and more inclusive secondary teacher education system. This outcome was expected to be achieved through the following four outputs: (i) strengthened teacher development and institutional and organizational capacity; (ii) enhanced teacher training programs and delivery systems; (iii) targeted support for inclusive education; and (iv) quality project management.

II. DESIGN AND IMPLEMENTATION

A. Project Design and Formulation

3. At appraisal, TQI-II was relevant and consistent with the policies and strategy of the Government of Bangladesh and ADB. The design aligned with the government’s Sixth Five-Year Plan, FY2011–FY2015,3 which prioritized improving the quality and relevance of education. TQI- II was also aligned with ADB’s country partnership strategy4 for Bangladesh, 2011–2015, which acknowledges the need to upgrade the quality of secondary and tertiary education to respond to changing market demand.

4. The design of TQI-II also aligned with broader ADB support for secondary education in Bangladesh at appraisal. As a follow-on project to TQI-I, TQI-II was designed bearing in mind the achievements, gaps and lessons learned from TQI-I. For example, TQI-II continued continuous professional development (CPD) and headteacher training but upgraded them to align with the new curriculum and competencies (see Appendix 12 for a summary of the trainings provided). The project also complemented the ADB-funded Secondary Education Sector Investment Program (SESIP). While SESIP supported improving inclusive access to quality secondary education, TQI-II was designed as a standalone complementary project to strengthen teacher

1 World Bank. 2013. Bangladesh Education Sector Review. Dhaka. 2 The percentage of untrained teachers declined from 60% in 2004 to 33% in 2010. 3 Government of Bangladesh, Ministry of Planning. 2010. Sixth Five Year Plan, FY2011–FY2015. Dhaka. 4 ADB. 2011. Country Partnership Strategy: People’s Republic of Bangladesh, 2011–2015. Manila.

2 development given the shortage of qualified and trained teachers at the secondary level. The project’s financing modality was appropriate for two main reasons. First, the government requested a standalone project requiring largely on-the-ground interventions more suited to an investment loan than to a policy-based loan. Second, the loan amount of $70 million was appropriate for an investment loan. A project preparatory technical assistance team supported the project design via consultations with key stakeholders, including government agencies, private institutions, and nongovernment organizations.5

5. The design and monitoring framework (DMF) indicators were relevant to the secondary education context in Bangladesh. For example, outcome targets 1, 2, and 3 were intended to contribute to the CPD and Bachelor of Education (B.Ed) requirements for secondary teachers stipulated in the government’s National Education Policy (NEP) 2010 (Appendix 1 for the DMF).6 Similarly, outcome target 4 on schools meeting a minimum number of female teachers followed a Ministry of Education (MOE) circular requiring every secondary school to comply with a set target for female teachers. All output and outcome indicators but one (outcome indicator 1) included measurable quantitative targets. Outcome indicator 1 on the percentage of teachers demonstrating teaching competencies did not specify a target. Nevertheless, nearly 80% of teachers demonstrated competencies learned via TQI-II training. In addition to the DMF, TQI-II’s innovative features—such as incentive grant schemes for teachers in disadvantaged upazilas to conduct remedial classes for low-performing students, and direct grants to schools under the Innovation and Development Fund—enhanced the project’s relevance.

6. The project underwent three minor scope changes. First, during the midterm review (MTR) in 2014, the trainee target for local training activities was reduced from 287,700 to 220,000, the training scope was expanded to include madrasah7 (specific type of religious school or college) teachers, and DMF indicators were revised to reflect these changes (Appendix 1). The trainee target was reduced primarily to adjust for the startup delays in implementation and the remaining project period as of the MTR, and to align with developments during implementation such as increase in the number of madrasah teachers with a bachelor’s degree (para 13). Second, in 2016 the government and ADB agreed to drop a partnership arrangement between teacher training colleges (TTCs) and universities—envisioned to enhance the quality of B.Ed enrollees—because of the two entities’ complex administrative policies. In its place, the project introduced 1-year B.Ed merit scholarships that were more feasible to implement in order to attract high-caliber individuals to the teaching profession.8 Third, ADB approved a 1-year, no-cost extension to the project to allow for the implementation of key activities that had faced startup delays.

7. The project design was relevant at completion. Activities were aligned with the Seventh Five-Year Plan, FY2016–FY2020,9 which recognizes the need to raise the quality of teaching in secondary education. The ADB country partnership strategy 2016–202010 also lists improving human capital as a priority area to support the government’s focus on inclusive growth, and commits to improving the quality of primary and secondary education.

5 ADB. 2009. Technical Assistance to the People’s Republic of Bangladesh for Preparing the Teaching Quality Improvement II in Secondary Education (TQI II) Project. Manila. 6 Government of Bangladesh, Ministry of Education. 2010. National Education Policy. Dhaka. 7 Madrasah is the Arabic word for any type of educational institution, secular or religious (of any religion), whether for elementary instruction or higher learning. 8 ADB formally approved this change via a post-facto minor change in scope memorandum in December 2019. 9 Government of Bangladesh, Planning Commission. 2011. Seventh Five-Year Plan, FY2016–FY2020. Dhaka. 10 ADB. 2016. Country Partnership Strategy: People’s Republic of Bangladesh, 2016–2020. Manila.

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B. Project Outputs

8. The progress on DMF targets at completion and revisions are detailed in Appendix 1. The project fully achieved eight of the 15 output targets, substantially achieved two output indicators, and partly achieved three outputs.11

1. Strengthened teacher development, institutional and organizational capacity for secondary schools and madrasah

9. The project fully or substantially achieved three of the four DMF indicators under this output. Output 1.1 on the approval of the 1-year action plan to adopt organization and institution reforms formally, with screening mechanisms for TTCs was not achieved primarily because the approving body, the National Teacher Education Council (NTEC), has not yet been legally established.12 Screening mechanisms for TTCs in terms of staff capacity, physical facilities, and facilities for female teachers can only be approved once the NTEC attains legal status. Although the plan was not formally approved, the MOE reviewed and approved a draft action plan. The project achieved output 1.2 as planned. TQI-II completed a study on how teacher career path can be better aligned with qualification within the targeted timeline. Given the surge in the number of secondary institutions, it was imperative to create an attractive career path for secondary teachers to draw quality candidates to the teaching profession, especially given the limitations of the existing career path for secondary teachers.

10. Progress on output 1.3 regarding headteachers’ use of teacher performance checklist and academic mentoring is considered substantially achieved, as 20,165 headteachers and assistant headteachers completed training on mentoring teachers as of 2017 against the revised target of 20,000. The target for this output was reduced during the MTR primarily to adjust for startup delays (see Appendix 1). Headteacher training aligned with the secondary teaching competency standards encompassing four teaching competency areas developed under TQI-II.13 The project completion report (PCR) mission found that headteachers often supervised teachers with the help of assistant headteachers. Although the project monitoring unit (PMU) developed performance monitoring checklists and aimed to disseminate them by 2017, delays in consultant recruitment set back this timeline and precluded data collection to track its use within the project’s implementation period.

11. The project dropped output 1.4 on TTC–university partnerships, instead awarding B.Ed merit scholarships. This was agreed upon during the project review mission fielded on 3–12 November 2015 and formalized via a post-facto minor change in scope memorandum in December 2019 (see Appendix 1 for details).14 The original indicator was designed to enhance the quality of intakes into the teaching profession by selecting graduates with content knowledge of different subjects acquired at university and training them on pedagogy in TTCs. However, it was not possible to adapt the rules of the governing bodies of TTCs and universities to enable such an arrangement. Thus, the project replaced this TTC–university partnership with the B.Ed merit scholarship scheme to ensure relevance to the demand for high-quality secondary

11 An indicator is considered “substantially achieved” if at least 80% of the target was met and "partly achieved” if over 40% of the target was met. 12 TQI-I formed the NTEC committee headed by the Honorable Minister for Education, and TQI-II provided support to operationalize the NTEC. A draft of the NTEC Act has been prepared and is awaiting submission to the Ministry of Law and Parliamentary Affairs for approval. 13 The competency areas were content knowledge; pedagogical knowledge; integration of information and communications technology (ICT) in teaching; and professional learning, ethics, and moral values. 14 For the purpose of evaluating effectiveness, achievement on the original target is considered given the timing of the revision.

4 education teachers. Minimum eligibility requirements under the revised scheme included the achievement of at least 50% in all examinations from the Secondary School Certificate through the graduate degree, as appropriate. The project awarded 2,918 B.Ed merit scholarships, exceeding the target of 2,000 scholarships.

2. Enhanced teacher training programs and delivery systems

12. The project met five of the seven targets, and partly achieved the remaining two. Output 2.1 was achieved as planned. The 1-year B.Ed curriculum was revised to include new pedagogical competencies and align with a revised secondary-level curriculum that promotes creative thinking over rote learning. The revised B.Ed curriculum has been in use since 2017. In addition, in 2018 the project distributed textbooks for 22 subjects aligned with the revised curriculum to government and nongovernment TTCs. The project partly achieved output 2.2 on establishing a recognition of prior learning (RPL) system. Although this system was not implemented because of delays in authorization by the Directorate of Secondary and Higher Education (DSHE), the project made significant progress in developing the RPL policy guideline and a validated implementation plan. RPL implementation will be continued under the government’s Secondary Education Development Program (SEDP) for 2017–2023.

13. Output 2.3 on the completion of Secondary Teaching Certificate (STC) training is considered partly achieved. To help in-service teachers meet the NEP 2010 requirement of a B.Ed degree or equivalent, TQI-II continued the STC course offered under TQI-I. The 3-month STC was designed to fulfill the pre-requirement of a general bachelor’s degree for enrolling in a B.Ed program, and thus helped place older in-service teachers without viable options for obtaining a bachelor’s degree on the path to get a B.Ed degree. This target was revised during MTR (see Appendix 1). While the estimated number of teachers without a bachelor’s degree who required STC training was higher at appraisal, it is likely to have decreased, as teachers, especially from madrasahs, increasingly began enrolling in bachelor of madrasah education programs (equivalent to the B.Ed). A total of 2,146 teachers completed the training against a target of 5,000. Delayed implementation and low trainee allowance may have hindered full achievement of this target. The number of teachers requiring STC training during implementation may also have been lower than anticipated.

14. Output 2.4 target for providing subject-based CPD training was exceeded as 45,273 secondary teachers in grades 9 to 12 received training for teaching English, Math, Higher Math, Physics, chemistry, Biology, Accounting, History, Civics, Social science or Bangla as chosen by the trainee against a target of 40,000. The CPD trainings were aligned with the secondary teaching competency standards as well as a needs assessment conducted across 64 districts. The project also exceeded its target for output 2.5 on demonstrating computer-aided learning in 27 schools and TTCs. The project completed the demonstration of computer-aided learning by international and national information and communications technology (ICT) specialists in all 24 cluster center schools (CCSs) and 26 e-learning centers, with some delays. Demonstrations covered the use of the e-resource portal, Shikkhok Batayon; e-resources for science, mathematics, English, and Bangla for grades 9–10; and interactive digital textbooks for grade 6 developed under TQI-II. In addition, TQI-II trained 63,401 teachers on developing digital content to integrate computer-aided learning.

15. The project also exceeded the output 2.6 target. The project constructed 50 CCS in selected government secondary schools and upgraded them with information technology and physical equipment to serve as training facilities. These CCSs served 48 districts that lacked such teacher training facilities (see Appendix 1). The project fully achieved the output 2.7 target on

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developing a TTC as a Center of Excellence (COE) for teaching English, despite a delay in completion. The project ultimately developed three TTCs as COEs for teaching English, mathematics, and science.15 These COEs train teachers on topics such as research methodologies, pedagogy, and digital content development based on the revised B.Ed curriculum.

3. Targeted support for inclusive education

16. Of the two targets under this output, the project exceeded one and substantially achieved the second. The project exceeded the output 3.1 target on pre-service scholarships for 900 female candidates, as 2,201 female candidates received scholarships for a B.Ed program under the project’s B.Ed merit scholarship and B.Ed incentive scholarship schemes. Although the project revised the target during the MTR to account for startup delays (see Appendix 1), the merit scholarships introduced in 2016 targeted additional female candidates, leading to greater benefits for female teachers. Key activities to encourage female candidates and promote B.Ed training among women included advertisements posted in newspapers and on DSHE websites, and outreach letters sent via TTCs to schools in underserved upazilas. TQI-II also promoted gender- friendly teaching environments (see Appendix 15 for details). The project achieved substantial progress on output 3.2. The percentage of female school management committee (SMC) members in secondary schools increased from a baseline of 15.6% in 2011 to 21% in 2017 (against a target of 25%). The project conducted workshops on inclusive education and gender awareness across nine education zones with participation from SMC members, district- and upazila-level officers, and headteachers to create an enabling environment for female officials.

4. Quality project management

17. The project fully achieved one of the two targets and partly achieved another. It partly achieved output 4.1 on the implementation of the project within the timeline and budget as revised during the MTR. Although the project adhered to the budget, it required a 1-year, no-cost extension from December 2017 to December 2018 to allow for the completion of core activities that had faced startup delays. Despite initial delays, the PMU managed to implement activities satisfactorily after the MTR. It maintained a comprehensive teacher training database and monitored 136 schools across 28 districts. The project fully achieved output 4.2 on the completion of a biennial census and teacher performance report. Under TQI-II, the Bangladesh Bureau of Educational Information and Statistics produced two biennial teacher census reports and a report on assessing teacher quality.

C. Project Costs and Financing

18. At appraisal, the total project cost was estimated at $85 million. ADB was expected to finance $70 million (72% of the total project cost), with the rest of the financing expected from the government. At completion, the total project cost was $56.41 million, 33.64% lower than the original estimate. ADB financed $45.63 million, 80.89% of the total actual project cost. This variance occurred primarily because of overestimated local training unit costs and low bid prices for civil works and the purchase of equipment (vehicles). Project costs at appraisal and completion are presented in Appendix 2.

19. There was no cost overrun during implementation. However, the project made additional reallocations for civil works, equipment (furniture), and foreign training given the need to expedite

15 The project developed the following COEs: Dhaka TTC for teaching English, Rajshahi TTC for teaching mathematics, and Sylhet TTC for teaching science.

6 the horizontal extension of school buildings as opposed to vertical extension as appraised and ensure the establishment of a functional NTEC. ADB canceled a total of $18.75 million. Partial cancellation of $13.76 million (equivalent to SDR9.39 million) was approved in 2014 because of savings from various categories (e.g., vehicles, training, and consulting services). At loan closing in 2019, ADB canceled another $4.99 million (equivalent to SDR3.63 million) and reclaimed an unutilized amount of $0.15 million.

D. Disbursements

20. Total disbursement was SDR32.10 million (equivalent to $45.63 million). This amounted to 71.1% of the approved loan of SDR45.12 million (equivalent to $70 million), and 81.1% of the revised loan of $56.23 million (equivalent to SDR35.7 million) following the partial loan cancellation in 2014.16 The partial cancellation was because of savings from vehicles, local training, and consulting services. Disbursements were made through advance account and liquidated through the statement of expenditures procedure.17 Although actual disbursement was lower than projected in the first 4 years, it exceeded projections in succeeding years. Disbursement started in 2013, instead of 2012 as originally planned. The project financially closed in November 2019, two years after the projected closing date. Slow disbursement in the initial years is attributed to startup delays in implementation, primarily as a result of slow consultant deployment in addition to other factors that also led to the scaling down of several targets (para. 5). Pending the refund of the unutilized advance, an account balance of $0.15 million also affected the financial closing date. The disbursements are detailed in Appendix 4.

E. Project Schedule

21. The project had only one extension, which ADB approved in 2017, and was physically completed in December 2018, 1.5 years after the expected completion date. The loan was signed 6 months after approval because of a delay in the approval of the development project proposal. The proposal was approved in September 2012, 5 months after ADB approved the loan. The loan became effective promptly 1 month after loan signing. Progress was slower in the first year because of a delay in the fielding of consultants mainly because of low PMU capacity, among other factors. The team leader and deputy team leader recruited to support the commencement of project implementation deployed in July 2013, about 9 months after loan effectiveness. Two consulting firms recruited to formulate training programs and support partnership arrangements deployed in June 2014. An inception mission took place in January 2013.

22. Delays in consultant fielding, in addition to other factors, slowed the implementation of several essential activities, including policy reform, curriculum revision and implementation, scholarship implementation, learning materials development, and studies. Delayed civil works and consultant recruitment, likely because of capacity issues, eventually led to a project extension (see Appendix 10). The loan closed 11 months after project completion because of the lengthy refund process.

F. Implementation Arrangements

23. The project was implemented according to the implementation arrangement envisaged at appraisal. The MOE was the executing agency and the DSHE was the implementing agency at

16 Because of fluctuations in the SDR–dollar exchange rate over the project implementation period, the revised loan amount at loan closing in 2019 was $50.587 million. 17 Disbursement followed ADB’s Loan Disbursement Handbook 2017, as amended from time to time.

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approval and during implementation. The DSHE, with overall responsibility to plan, organize, manage, and monitor project implementation, established the PMU responsible for day-to-day project implementation and overall coordination among the stakeholders. The PMU was headed by a project director at the joint secretary level, supported by two deputy project directors and four assistant project directors. There were three full-time project directors and two in charge for short transition periods. The PMU was supported by two consultancy teams, one international team leader, and one national deputy team leader.

24. An inter-ministerial project steering committee headed by the secretary of the MOE was formed in line with the requirement in the Project Administration Manual (PAM). The committee held 15 meetings, monitored overall project implementation, and provided guidance and advice. A project implementation committee (PIC) which worked, under the general guidance of the director general of the DSHE, was also formed to monitor and review implementation and provide necessary instructions, approved project activities, and recommended the project steering committee’s approval when necessary. The implementation arrangement was adequate to deliver project outputs and achieve project objectives (see Appendix 11 for the organizational structure).

G. Technical Assistance

25. Transaction technical assistance was used for project preparation. This was approved in December 2009, funded by the Japan Special Fund, made effective in June 2010, and closed in November 2011. The original closing date was August 2010, but an extension was approved on 19 July 2010. ADB recruited an international firm following the quality- and cost-based selection method. The team comprised two international consultants and three national consultants to help with the feasibility study and project design. In April 2011, the firm submitted a draft final report including project feasibility and design that was shared with the MOE and DSHE for comments.

H. Consultant Recruitment and Procurement

26. The recruitment of consultants followed ADB’s Guidelines on the Use of Consultants. According to the PAM, the project had envisaged recruiting an international team leader (SD1), and two international consulting firms for teacher education and management (SD2), as well as a twinning arrangement between national and international teacher development institutes (SD3) following quality- and cost-based selection.18 During implementation, three packages (SD Dhaka- 1, SD Rajshahi-1, and SD Sylhet-1) for the development and maintenance of websites for three COEs (Dhaka, Rajshahi, and Sylhet) were dropped as the COEs did not submit the technical requirements.

27. To expedite implementation, shortly after loan effectiveness the government asked ADB to engage the consulting firms on its behalf. Despite ADB’s involvement in recruitment (advertisement and shortlisting), the firms were mobilized in June 2014, about 1 year after the targeted date. ADB approved contract variations for the firms in August and September 2018 to extend the contract completion date from 30 June to 31 December 2018. To avoid interrupting services from the firms in the interim, the DSHE signed a bridging contract with the firms in June 2017 (variation 4). The international team leader mobilized in July 2013 resigned in September 2014 before contract completion. Although it took 2 years to bring a new team leader on board, the deputy team leader assumed the team leader’s roles and responsibilities in the interim period to ensure smooth project implementation (see Appendix 6). The consultants’ outputs in the two main areas—training and preparation of the NTEC—were delivered, with some delay.

18 SD refers to consultancy package.

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28. Procurement of goods and works followed ADB’s Procurement Guidelines. Under goods, major procurement packages envisaged at appraisal included the purchase of 70 vehicles, training materials, and information technology equipment for CCSs and e-learning centers. Of the 70 vehicles, 67 were purchased following the international competitive bidding method while the remaining three vehicles and other major goods were purchased following the national competitive bidding method. Contract values for vehicles were slightly lower (by 11%) than the original estimates. Most of the major goods procurement and construction were carried out within the stipulated timeframe. However, the project dropped a few small goods packages for the procurement of classroom and e-laboratory materials, mainly because of non-responsive bids and insufficient time for rebidding. The project also dropped three packages for the procurement of furniture, scientific instruments, and books for Sylhet TTC as the TTC did not submit requirements on time. The project dropped construction of one of the 51 CCSs because the soil at the school site was not conducive for construction.19

I. Gender Equity

29. The project was categorized as gender equity theme (GEN). Gender equality indicators and targets cut across the outcome and output indicators of the project’s DMF. A gender action plan (GAP) was prepared to support the achievement of gender-related targets. The project nominated an assistant project director as gender focal point, recruited a national and an international consultant as inclusive education and gender specialist, and allocated budget requirements for the implementation and monitoring activities under the GAP. Major elements of the GAP included the undertaking of mass awareness programs and structuring of incentive packages to encourage women to join the teaching profession (see Appendix 15 for detailed descriptions). In addition, the GAP included helping upazilas and secondary education institutions in rural areas achieve the target of at least 20% female teachers. The GAP specified 28 activities and 12 quantitative targets, including the gender-related targets in the DMF. The project completed 26 of the 28 activities (93%) and achieved 10 of the 12 GAP targets (83%).

J. Safeguards

30. ADB categorized TQI-II as C for environmental safeguards, as adverse environmental impacts from civil works were considered negligible at appraisal and the project team prepared and disclosed an Environmental Assessment and Review Framework. A loan review mission in 2017 advised initiating environmental safeguard due diligence and prepare an environmental due diligence report (EDDR) given the construction of 51 CCSs and e-learning centers. The PMU appointed a focal person and engaged a consultant to carry out environmental safeguard due diligence. With support from the Bangladesh Resident Mission, the PMU organized safeguard training based on the ADB Safeguard Policy Statement 2009 for the capacity building of headteachers of 51 CCSs, engineers from the Education Engineering Department who designed and implemented construction of CCSs, and DSHE officials; and trained 100 people in managing safeguards during construction Contractors also received orientation on environmental health and safety. As a result, the team prepared and disclosed two EDDR reports. The EDDR findings show that, besides minor construction-related dust and noise issues, the project completed most of the civil works without any significant impacts on the environment.

31. The project has no negative involuntary resettlement impacts (category C). ADB categorized the project as B for indigenous peoples as the project covered three hill districts

19 The project had to drop the planned CCS at the Anjuman Adarsha government high school in Netrokona district.

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inhabited by 41% of the total national small ethnic communities (SECs). The project prepared and disclosed an SEC planning framework in January 2012. Trainings, a pre-service scholarship scheme, and an incentive grant program for remedial classes covered SECs from the Chittagong hill tracts, Mymensingh, Dinajpur, Netrakona, Laxmipur, Sylhet, Moulvibazar, and Habiganj. Overall, the social safeguards response under the project is satisfactory.

K. Monitoring and Reporting

32. Most of the applicable loan covenants were or are being complied with (see Appendix 7). Of the 42 loan covenants, 28 were complied with, one was substantially complied with, three were partially complied with, two are being complied with, and one was not complied with. Six covenants related to land acquisition and social and environmental safeguards were not relevant as the project was category C for social and environmental safeguards, while one covenant (Schedule 5, para. 10) related to the availability of persons having received 1 year or more of overseas training was not applicable as no overseas training with a duration of 1 year or more had been arranged during project implementation. Full compliance with partially complied with covenants related to the national budget allocation for the education sector may have further improved project sustainability. The other partially complied covenant relates to enforcement of the NEP 2010 requirement to complete a B.Ed program within 3 years of joining the teaching profession. Full enforcement of this requirement could further help ensure teacher quality.

33. Reporting. The DSHE submitted several periodic reports, including quarterly project progress reports, covering updates to the DMF and GAP, semiannual safeguard reports on indigenous people, a due diligence report on the environment, and quarterly training progress reports in line with the project performance reporting requirement in the PAM. The Foreign Aided Project Audit Directorate, under the Office of the Comptroller and Auditor General, was the project’s auditor and submitted seven annual audit reports. The directorate submitted two reports by the deadline, and the remaining reports 3–5 months later. Five reports received “unqualified” or clean opinions and two (including the last) received “qualified” opinions. Of the 39 audit findings, 19 have been settled while the remaining 20 are unresolved. These were mostly related to noncompliance with government financial rules and regulations, non-adherence to contract conditions, and the inadequacy of the internal control system.

III. EVALUATION OF PERFORMANCE

A. Relevance

34. TQI-II is rated relevant at approval and completion. The project design was consistent with the policies and strategies of the government and ADB as mentioned in paras. 3 and 7. The project also remains aligned with ADB’s Strategy 2030.20 Critically, the project design tackled teacher quality challenges at a time when secondary schools, teachers, and enrollment are rapidly expanding, while the number of qualified teachers was incommensurate. The project design also included innovative features, such as remedial classes and direct school grants (para. 5), which further enhanced the project’s relevance. The selection of the financing modality was assessed as appropriate (para. 4). The use of TA was appropriate as it facilitated project preparation and meaningful consultations (paras. 4 and 25). The project complemented the ADB-funded SESIP and World Bank-funded Secondary Education Quality and Access Enhancement Project which supported improving inclusive access to quality secondary education and improving learning.

20 The project contributes to the Operational Priorities 1 and 2 of ADB’s Corporate Results Framework 2030 (Appendix 9).

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Minor scope revisions made to (i) align the project with recent developments in the sector and enhance the project’s relevance (i.e., replacement of the TTC-university partnerships with B.Ed merit scholarships which helped more teachers meet NEP qualification requirements. The merit scholarships also expanded scholarship coverage to additional female candidates enhancing the project’s inclusiveness); and (ii) provide clarity of measure and ensure that expected targets remain within the range of the project’s intervention (paras. 5-6). Notwithstanding these revisions, the design of the DMF was logical and aligned with the country’s education sector context.

B. Effectiveness

35. TQI-II is rated less than effective based on the achievement status of outcome and output targets specified in the DMF. The project partly achieved its intended outcomes of a strengthened, integrated, and more inclusive secondary teacher education system, as indicated by the status of the relevant outcome indicators. Of the three outcome indicators related to a strengthened and integrated system, the project fully achieved two and partly achieved one. It met outcome indicator 1 on the use of teaching competencies learned from CPD trainings as 79% of teachers demonstrated use of teaching competencies and 45,273 teachers completed CPD training, against a target of 40,000 (see Appendix 1). The project exceeded outcome target 2—90% of eligible secondary teachers having completed a B.Ed degree, thus meeting the NEP requirements—as 93.11% of all eligible secondary teachers21 completed a B.Ed degree against a baseline of 66.5% in 2010. The project partly achieved the related outcome target 3 for ineligible teachers22 as 2,146 teachers of the targeted 5,000 completed the STC course (see Appendix 1). It also partly achieved the intended outcome of a more inclusive secondary teacher education system, since it achieved one of the two relevant outcome targets. It did not achieve outcome target 4—all secondary schools meeting the minimum target for female teachers. As of 2018, the percentage of schools that had met the minimum target for female teachers23 was 43.4% in rural areas and 28.3% in urban areas, against a baseline of 43% for both rural and urban schools in 2010. However, the project substantially achieved outcome target 5 on the overall percentage of female teachers in secondary schools: the percentage of female secondary teachers increased from 23% in 2010 to 26% in 2017, against a target of 28%.

36. Although the project fully achieved eight of the 15 output targets and made substantial progress on two output indicators,24 five output targets were not achieved. This was mostly because of the absence of institutional reforms, such as the legal approval of the NTEC, which will be pursued under SESIP, Tranche 3.

37. ADB categorized TQI-II as C for the environment and B for indigenous peoples. These categorizations were maintained during implementation and closure. The project made satisfactory progress overall in ensuring coverage in SECs as per the SEC planning framework objectives. CCSs were established in SEC-inhabited areas.25 Of the total CPD trainees, 26% were from SECs, and 86 eligible teachers from SECs received B.Ed scholarships. The incentive grants

21 Eligible secondary teachers in this outcome indicator refers to secondary teachers who did not have a B.Ed degree at appraisal but had a general bachelor’s degree. 22 Ineligible teachers refers to secondary teachers who did not have a bachelor’s degree and hence did not qualify to enroll in a B.Ed program. 23 The minimum targets for the percentage of female teachers in a school were 20% in rural schools and 40% in urban schools. 24 Following the Guidelines for the Evaluation of Public Sector Operations, April 2016, achievement of 80% or more of a target is considered “substantially achieved”. 25 These include Bandarban, Cox’s Bazar, Dinajpur and Khagrachari, Naogaon, Chapainawabganj, Sunamganj, Moulvibazar, Hobiganj, and Netrokona.

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program for conducting remedial classes covered teachers from the Chittagong hill tracts, Mymensingh-Sylhet region, and North Bengal region, and received positive feedback (para. 31). The project satisfactorily complied with environmental safeguards as it completed the majority of the civil works without any significant negative impacts on the environment (para. 30).

38. Achievements under the GAP are rated effective. The project achieved 10 of the 12 GAP targets, including the gender-related targets in the DMF, and completed 26 of the 28 gender- related activities identified in the GAP matrix (93%) (see Appendix 15). Notable achievements include (i) the registration of 17,572 female secondary-level teachers; (ii) CPD and “training of trainers” training provided to 2,618 female teachers of English and mathematics; and (iii) the inclusion of female staff (20%) in capacity development activities for secondary teachers’ data collection at the district level.

C. Efficiency

39. TQI-II is rated efficient based on a high ex-post economic internal rate of return (EIRR) and assessment of process efficiency. The EIRR at program completion is estimated at 18.9%, lower than the 22.7% estimated at appraisal, but significantly higher than the 12.0% discount rate used in this analysis. It also falls above the minimum EIRR required for a “highly efficient” rating.26 The ex-post analysis accounts for the partial loan cancellation of $13.768 million and extension of the project closing date. The ex-post analysis revised some assumptions used in the original EIRR calculations since they no longer hold, as follows: (i) it dropped the assumption of direct salary increases for teachers because of training; (ii) it revised TQI-II’s contribution to increase in wage premium for existing and additional secondary graduates and in internal efficiency improvements since two other projects designed to improve education quality were also implemented during TQI-II;27 and (iii) it replaced the opportunity cost of pre-service training from the cost stream with the opportunity cost of secondary education to households (see Appendix 8 for details).28

40. Despite initial implementation delays because of issues with consultant recruitment and delays in institutional reforms, such as legal approval of the NTEC, the PMU compensated for startup delays and managed to implement core activities after the MTR with satisfactory results. ADB approved a 1-year, no-cost extension that helped to complete some planned activities. Nevertheless, the project was implemented without cost overruns. The overall disbursement rate exceeded 80% and the project achieved over 90% of its overall local training target. The PMU was also efficient in reallocating loan proceeds during implementation as deemed necessary. Thus, deficiencies in process efficiency from project delays were not significant enough to justify a downgrading of the overall efficiency rating.

D. Sustainability

41. The project is rated likely sustainable. This rating is based on (i) the government’s commitment to support teacher quality development; and (ii) the integration of TQI-II activities by the government’s education sector program. The NEP 2010 signals a firm commitment to improving teacher quality and CPD. Government spending on secondary education and teacher training indicates a comfortable resource envelope for continuing operations to improve teaching

26 ADB. 2016. Guidelines for the Evaluation of Public Sector Operations. Manila. 27 These were the ADB-funded Secondary Education Sector Investment Program (SESIP), and World Bank-funded Secondary Education Quality and Access Enhancement Project. 28 The ex-post EIRR would be 63.2% based on the original approach and assumptions.

12 quality. On average, education expenditure was 2.3% of gross domestic product during 2015– 2019,29 and real gross domestic product increased by 14.0% in 2018.30 The MOE’s budget from 2019 to 2023 is estimated at $24.9 billion, and investment in secondary education is estimated at $19.6 billion, accounting for 78.6% of the MOE’s budget during this period.31 Furthermore, domestic financing comprises the majority of education sector financing in Bangladesh. In 2015, domestic sources financed 91% of education sector spending, as opposed to foreign aid.32 In addition to donor-funded training programs, training funded by government revenue is expected to be provided under the training code of the DSHE budget. From 2016 to 2017, the budget under the DSHE’s training code increased by 39%.

42. The government’s national sector program (SEDP) has incorporated activities supported by TQI-II. While ADB-funded SESIP supports a portion of the SEDP, the government is providing most of the funding. Key activities to be integrated include, but are not limited to (i) the expansion of incentive grants for remedial classes piloted by TQI-II; (ii) the implementation of an RPL system for teacher qualification; (iii) the integration of existing educational databases and other project- related databases; (iv) the upgrading of all TTCs to COEs; and (v) the continued provision of CPD training. Moreover, the design of activities under TQI-II enables sustained measures for improving teaching quality and fosters the implementation of further activities to manage teacher development. For example, Rajshahi TTC, which was established as a COE for mathematics teaching, continues to incorporate CPD training practices and instructional materials developed during TQI-II-funded workshops in their general training courses offered after the completion of TQI-II.33

43. Potential risks hampering the project’s benefits may arise if there are significant reductions in budget allocation or a deviation from the government’s commitment to improving teacher quality. However, given increasing spending on secondary education and teacher training (see para. 41), the likelihood of such risks is limited. The government has also complied with loan covenants related to annual budget allocations for secondary education (see Appendix 7, Schedule 5, para. 12). Moreover, as mentioned in para. 42, TQI-II activities have been directly integrated into the government’s flagship secondary education program. This indicates the government’s ownership of project activities.

E. Development Impact

44. The project’s overall development impact is rated satisfactory. TQI-II’s intended impact was improved learning outcomes in secondary education, particularly for lagging students. Over the course of the project, the gap in secondary examination pass rates between the top- and bottom-performing upazilas narrowed from 24.3% in 2010 to 15.0% in 2018. Assuming the same improvement rate, this gap is likely to decrease further to 12.7% by 2020, slightly above the project’s targeted gap of 10.0%. A decrease in the share of low-performing secondary students34 from 23.2% in 2010 to 15.7% in 2018 further indicates improved learning. Progress in student outcomes at the higher secondary level was slower. The gap between the top- and bottom-

29 Government of Bangladesh, Ministry of Finance. 30 ADB. 2019. Bangladesh Economic Indicators Update. Manila. 31 ADB. 2019. Report and Recommendation of the President to the Board of Directors: Proposed Multitranche Financing Facility to Bangladesh for the Secondary Education Sector Investment Project (Economic and Financial Analysis). Manila. 32 Rahman, M., Khan, T. I., and Sahbih, M. A., 2016. “Education Budget in Bangladesh: an analysis of trends, gaps and priorities.” Dhaka: Campaign for Popular Education, Bangladesh and Centre for Policy Dialogue, Bangladesh. 33 Findings from a field visit to Rajshahi TTC during the PCR mission conducted in September 2019. 34 Low-performing students refers to those with a grade point average of 3 on a five-point scale in the Secondary School Certificate examination.

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performing upazilas decreased from 30.3% in 2010 to 26.6% in 2018. The project likely contributed to these improvements. Interviews with project beneficiaries conducted during the PCR mission suggest that the CPD subject trainings helped improve student engagement by making classes more interactive. Students further reported that the use of digital content during lessons increased their interest in learning. Interviews with teachers conducting remedial classes through TQI-II’s incentive grants program suggest that the classes helped lagging students improve their performance. The internal rate of efficiency in progression across grades in Bangladesh increased from 0.50 in 2010 to 0.71 in 2017.35 The project also enhanced learning environments by equipping schools with ICT facilities that will likely support transformative changes in teaching and learning. TQI-II’s activities also contributed to the achievement of ADB’s results framework. In particular, CPD training for teachers, academic mentoring training for headteachers, and upgraded CCS facilities align with pillar 1 under operational priority 1 (human capital and social protection enhanced for all). TQI-II’s output related to pre-service scholarships for females contributed to pillar 1 (women’s economic empowerment increased), while the output related to increasing female participation in SMCs contributed to pillar 3 under operational priority 2 (women’s participation in decision-making and leadership enhanced) (see Appendix 9 for details).

45. The project’s institutional impact is likely to be satisfactory as it supported key reforms in teacher quality management and capacity building. Operationalizing the teacher registration information system and building an integrated teacher database will contribute significantly to managing teacher quality. Activities such as the development of COEs for training in key subjects, enhancement of the B.Ed curriculum, and capacity building training for education officials (see Appendix 12) are likely to strengthen institutions for teacher development.

F. Performance of the Borrower and the Executing Agency

46. The performance of the borrower and the executing agency was satisfactory. The borrower made the necessary counterpart funds available on time and responded positively to specific ADB recommendations regarding implementation. While there was significant turnover in the project director position at the PMU, continuity of officers from TQI-I was ensured so that project implementation could benefit from the officers’ experience and institutional memory. The executing agency provided full support to ADB missions, complied with most of the loan covenants (para. 32) and met safeguards requirements (para. 30). It coordinated efficiently with MOE and departments, such as the National Curriculum and Textbook Board, National Academy for Educational Management, Bangladesh Bureau of Educational Information and Statistics, Board of Intermediate and Secondary Education, TTCs, higher secondary teachers training institutes, Education Engineering Department, SMCs, and other beneficiaries. Initial project implementation was slow primarily because of delays in consultant recruitment. However, procurement of goods and works was mostly efficient and no misprocurement occurred. Implementation also picked up from the second year and was expedited after the MTR in 2014. Towards the end of the project, a lengthy refund process extended the project’s financial closing date. However, the project activities were already completed (per revisions) in December 2018.

G. Performance of the Asian Development Bank

47. ADB’s performance is rated satisfactory. ADB provided adequate support during implementation by holding frequent missions (12 in total) and making salient recommendations. The inception mission was held 2 months after loan effectiveness. It properly identified the

35 Government of Bangladesh, Ministry of Education. 2017. Bangladesh Education Statistics Report. Dhaka.

14 weaknesses in achieving the targets at appraisal and suggested time-bound actions as needed. While ADB did not formally process the revision related to dropping the TTC–university partnership component at the time of the agreement with the government, it rectified this via a post-facto memorandum. It also recommended actions for improved project management. As a result, implementation picked up after the MTR.

H. Overall Assessment

48. Overall, TQI-II is rated successful. It is deemed relevant to the strategy of the government and ADB, but less than effective because of partial achievement of outcome and output targets. The project is rated efficient given the high ex-post EIRR and satisfactory disbursement of the loan amount. TQI-II is rated likely sustainable because not only will the government, TTCs, and ADB continue its activities and initiatives via SESIP, but also the activities completed by the project provide platforms for further teaching and learning improvement.

Overall Ratings Criteria Rating Relevance Relevant Effectiveness Less than effective Efficiency Efficient Sustainability Likely sustainable Overall Assessment Successful Development impact Satisfactory Borrower and executing agency Satisfactory Performance of ADB Satisfactory ADB = Asian Development Bank. Source: Asian Development Bank.

IV. ISSUES, LESSONS, AND RECOMMENDATIONS

A. Issues and Lessons

49. Key lessons learned from TQI-II can be summarized as follows.

50. For future projects, the implementing agency may need additional support in recruiting qualified consultants to avoid startup delays. Slow progress in the recruitment of individual consultants and firms in the first 2 years of the project led to delays in overall project implementation and contributed to the partial loan cancellation and extension of the project’s closing date.

51. To facilitate the approval of high-level institutional reforms crucial to project activities, such as the legal establishment of the NTEC, sufficient authority and an adequate line of responsibilities within the MOE may be needed. The responsibility for drafting the legal framework and submission for enactment lay with the DSHE and not with the PMU itself. The NTEC’s lack of legal status hindered the achievement of project outputs.

52. Despite being highly relevant to the sector and country context, DMF targets needed to be commensurate with the project scope and timeline. This may require a careful review process for future projects. While the targets set at appraisal were directly aligned with the government’s policies and teacher quality challenges, several DMF targets were quite high and required revision.

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53. The incentive grants scheme for remedial lessons for low-performing students in grades 6–12 piloted by the project in disadvantaged upazilas garnered positive feedback from interviewed students and teachers. Future programming to improve the quality of education for all may consider expanding such a scheme to cover other areas (SESIP is supporting this activity).

54. The project benefited from the preparation of EDDRs and conducting of safeguards training despite a category C rating. These steps contributed to the smooth completion of civil works with no negative impacts or complaints. Thus, undertaking due diligence even when not mandatory can smooth the implementation of civil works.

55. There is a need to improve teacher deployment while offering further opportunities for subject-content training for in-service teachers. While TQI-II provided much-needed CPD training, including training on pedagogical approaches and the use of digital tools, interviews with teachers across four districts conducted by the PCR mission revealed that teachers still want more training on subject content. This may indicate subject-specific teacher shortages or mismatches in the secondary school system.

B. Recommendations

56. Future monitoring. Continued efforts to monitor the progress of activities begun but not fully completed under TQI-II—such as the legal establishment of the NTEC; implementation of RPL; and integration of the secondary teacher information system database (STIS), educational management information system, and project databases—are recommended. Monitoring of school-level activities, such as the use of CCSs and e-learning centers and whether headteachers are continuing to supervise teaching, would help ensure the sustainability of project interventions to improve teaching quality. As these activities will be continued under SESIP Tranche 3 and are related to the government’s SEDP, ADB can support such monitoring.

57. Covenants. While most loan covenants were met, for future projects it is recommended that the covenant related to enforcing the pre-requirement (of a B.Ed degree) for taking the Non- Government Teacher Registration and Certificate Authority examination be adopted only in the case of adequate teacher supply.36 At appraisal, this covenant was aligned with government policy, as enforcement of the B.Ed requirement began in 2011. However, enforcement was subsequently relaxed because of the low number of candidates with B.Ed degrees as well as the need to remedy teacher shortages in schools.

58. Further action or follow-up. As mentioned earlier, it is recommended that the activities to be continued under SESIP be monitored to ensure completion. Future programs to improve teaching could incorporate teacher training on (i) subject content in addition to pedagogy, especially for science and mathematics teachers, to address the shortage of subject-specific teachers; and (ii) the use of ICT to build teachers’ confidence in integrating ICT in teaching.

59. Timing of the project performance evaluation report. To allow sufficient time to determine the project’s impact and whether outcome targets have been sustained, it is recommended that a project performance evaluation report be prepared in 2022.

36 Schedule 5, para. 17.

16 Appendix 1

DESIGN AND MONITORING FRAMEWORK

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 Impact Range between secondary Not yet due Improved learning school certificate examination Range between SSC examination pass rate outcomes in pass rate of top 10% and between top 10% and bottom 10% reduced secondary education bottom 10% upazilas: 10% by from 24.3% in 2010 to 15.03% as of 2018. 2020 Source: Email from BANBEIS Baseline: 24.3% (2010) Range between higher Not yet due secondary school certificate Range between HSC examination pass rate examination pass rate between between top 10% and bottom 10% reduced top 10% and bottom 10% of from 30.3% in 2010 to 26.58% as of 2018. upazilas: 15% by 2020 Source: Email from BANBEIS Baseline: 30.3% (2010) Outcome Achieved Strengthened, Percentage of teachers Note: This indicator was revised in 2014 integrated, and more showing use of teaching during the MTR. Specifically, the targets for inclusive secondary competencies in the classroom CPD training were added. Targets for both teacher education by 2017. sub-components are considered achieved. system The first part of the indicator does not CPD target 40,000; specify a quantitative target. However, data 9–10 grade 30,000 (Secondary from classroom visits conducted during school 40%; madrasah 60%; quarterly monitoring and evaluation suggest 20% women teachers from both 79% of teachers demonstrate use of institutions) teaching competencies gained via TQI-II 11–12 grade 10,000 CPD training. A total of 250 secondary (Secondary school 60%; classrooms from 136 schools across 28 madrasah 40%; 20% women districts were monitored between July 2015 teachers from both institutions) to June 2017. Teachers were assessed against 20 indicators related to instructional strategies and assessment developed as part of secondary teaching competency standards (STCS) by an international consultant.

Source: Calculation by PCR Mission from Annual Monitoring and Evaluation Report 1 (2015–2016) and Annual Monitoring and Evaluation Report 2 (2016–2017)

A total of 45,273 teachers received CPD training on agreed subjects. While the targeted share for madrasah teachers was not met, the target for female trainees was exceeded for both grade 9–10 and 11–12 teachers. Targeted share for madrasah teachers could not be met primarily because madrasah teachers were added to the project scope later in 2014. Grade wise achievements were:

Appendix 1 17

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 Grade 9–10: 34,643 School: 24,124 (69.6%); Madrasah: 10,519 (30.4%); Female: 7,368 (21.3%)

Grade. 11–12: 10,630 College: 8,970 (84.4%); Madrasah: 1,660 (15.6%); Female: 2,469 (23.2%)

Source: PMU PCR; TQI-II Training Database Achieved. NEP 2010 requires teachers to earn a C-in- Percentage of incumbent Ed or B.Ed degree within three years of secondary teachers meeting joining the teaching profession.2 According NEP qualification requirements: to the PMU, “incumbent secondary 90% by 2017 for all teachers teachers” in the outcome indicator refer to including madrasah and for existing secondary teachers who meet the female teachers. pre-requirement (a Bachelor’s degree) for Baseline: 66.5% for all enrolling in a B.Ed in TTCs. teachers; 70.3% for female teachers from secondary 93.11% of all incumbent secondary school and all available female teachers met NEP qualification teachers from madrasah (2010) requirements.

Source: Email from BANBEIS Partly achieved. Note: This indicator was revised in 2014 post the MTR. Specifically, the target of 5,000 teachers was added.

Percentage of new secondary 2,146 teachers completed the 3-month STC teacher recruits meeting NEP training which falls below the target of 5,000 qualification requirements: teachers. The targeted share for madrasah 100% by 2017 target total teachers (55% of STC trainees), however, 5,000 out of which (45% was exceeded. Breakdown by type of secondary school & 55% school and gender is as follows: madrasah; 20% women teachers from both institutions) Secondary schools: 536 (25%)

Madrasah: 1,610 (75%) Female: 247 (11.5%)

According to the PMU, “new secondary teacher” in the indicator refers to those teachers who do not have a Bachelor’s degree and therefore, do not meet the pre- requirement for enrolling in B.Ed program. The 3-month STC training was designed as an alternative for such teachers to meet the requirements for enrolling in a B.Ed program or equivalent degree. Therefore, the STC training helped pave the way

18 Appendix 1

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 towards fulfilling the NEP requirement for teachers who otherwise would not have qualified for enrollment in B.Ed. The STC training was specially targeted towards madrasah teachers who are generally older and less likely to enroll in a bachelor’s degree.

Source: PMU PCR; TQI-II Training Database

Two factors may have contributed to the lower than targeted number of STC trainees. First, low training allowance led to attrition among STC trainees. To remedy this, the PSC increased STC training allowance from Tk7,000 to Tk10,500 during the course of implementation.3 Second, the target of 5,000 teachers may have still been high as more madrasah teachers enrolled in BMed degree which is equivalent to B.Ed and did not require the STC training. PMU discussed revision of the target during implementation. However, ADB did not formally approve. Not achieved. Percentage of all schools 43.4% rural schools and 28.3% of urban including madrasah meeting schools meet the female teacher target as female teachers target (20% of 2018 (20% female teachers in rural female teachers in rural schools; 40% female teachers in urban schools; 40% in urban schools): schools) 100% by 2017 Baseline: 43% (2010) Source: EMIS Cell, DSHE

TQI-II project implemented important activities such as provision of B.Ed scholarships for female teachers and advocacy campaigns to increase the number of qualified female teachers in secondary schools and madrasahs. Despite the efforts, the targeted share of female teachers in rural and urban schools was not realized. Percentage of female teachers: Substantially achieved. 28% by 2017 26% of teachers were female as of 2017

Baseline: 23% (2010) Source: BANBEIS

Appendix 1 19

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 Outputs Not achieved. 1. Strengthened 1.1 One-year action plan A one-year action plan has been approved teacher development, approved to formally adopt by SHED under MOE. However, screening institutional and organization and institution mechanism for TTC in terms of staff organizational reforms, with screening capacity, physical facilities and facilities for capacity for mechanism for TTC and female teachers and staff can be approved secondary schools facilities for female teachers only after the NTEC is legally established. and madrasah (2013) SHED has prepared a draft NTEC Act for submission to Parliament.

Delays in preparing the draft Act arose from delays in consultant recruitment and the fact that the line of responsibility for drafting the act lay solely with DSHE and not the PMU.

Source: PMU Achieved. 1.2 Study completed on an A study on professionalizing the secondary attractive secondary teacher teacher career path was completed. The career path to institutionalize study explores how teachers career path high quality recruits, can be aligned with qualification and how to considering women’s needs develop a workable promotion mechanism (2017) for creating an attractive secondary teacher

career path. Stakeholder consultation workshop was held in November 2018. The findings from this research study can be utilized under SESIP.

Source: Study on Teacher Career Path shared by PMU Substantially Achieved 1.3 Number of trained head Note: This indicator was revised in 2014 teachers using teacher during the MTR. Specifically, the targeted performance checklist and number of trained head teachers was providing academic mentoring: revised from 22,000 per year to a total of 20,000 for secondary school by 20,000. 2017 While data to measure the number of Baseline: 0 (2011) trained head teachers using the teacher performance checklist is not available, a total of 20,165 head teachers and assistant head teachers received training on providing academic mentoring to teachers as of August 2017. Including assistant head teachers in the head teacher training makes sense for two primary reasons: (i) assistant head teachers tend to support in monitoring teachers; and (ii) assistant head teacher position is a pathway to becoming a head teacher in the future.

The teacher performance checklist, developed in 2016, was disseminated

20 Appendix 1

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 during the Refresher Workshop on Inclusive Education and Gender for Stakeholders of TQI-II conducted across 9 education zones. The PCR mission found that although headteachers in some of the 7 schools and madrasahs visited did not have the checklist, nearly all head teachers reported monitoring teachers’ performance often with the help of assistant headteachers. Headteachers also maintained the teacher performance diary introduced under SESIP for monitoring teachers.

Source: TQI-II Training Database; PMU; PCR mission field visit (Dropped via post-facto minor change is scope memo.) 1.4 Number of TTC and Note: This indicator was dropped via a university partnerships signed post-facto revision approved in 2019. While (for 3+1 or 4+1, new Bachelor the PMU and ADB had agreed to drop the of Education programs) TTC-university partnership arrangement in 2013, 0 2016 and replace the indicator with 2014, 0 provision of B.Ed merit scholarships, ADB 2015, 4 had not processed the revision. The 2016, 6 arrangement was dropped as the rules of Baseline: 0 (2011) the National University that govern TTCs and those of the University Grants Commission that governs universities were not deemed compatible enough to enable an effective partnership. Upon finding solid evidence documenting the 2016 agreement, the ADB project processed a post-facto memo to formalize the agreed revision.4 Since assessment of DMF targets is based on the performance indicators as of the 2014 MTR revision, we report the status of both indicators in this appendix (however, the indicators shall not be double counted for rating effectiveness).

Achieved. 1. A total of 2,918 potential and existing (Revised indicator) teachers were awarded merit scholarships 1.4 B.Ed. merit scholarship to in 2016 and 2017 for pursuing a one-year attract good teacher in teaching B.Ed course in any government TTC. profession to 2,000 trainees. Minimum requirements for scholarship eligibility included achievement of at least 50% in all examinations from SSC to Graduate degree as relevant. The scholarship amount was Tk3,000 per individual. 2. Source: PMU PCR

Appendix 1 21

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 Achieved. 2. Enhanced teacher 2.1 One-year Bachelor of One-year Bachelor of education curriculum training programs and education curriculum upgraded was upgraded in 2016. The revised delivery systems to include new pedagogy curriculum includes new pedagogy competencies (2015) competencies and has been in use since the 2017 academic year. Textbooks for 22 subjects aligned with the revised curriculum were printed and distributed to government and non- government TTCs in December 2018.

Source: PMU Partly achieved. 2.2 RPL established and While implementation of RPL has not been teachers receive credits for started, the project has made headway in previous trainings (2017) terms of establishing a platform for using RPL to help teachers receive due credit and attain registration. Under TQI-II, RPL policy guideline has been prepared post consultation with key stakeholders and

approved by NTEC. Draft RPL guides have also been validated by assessment specialists. The project has also prepared an RPL implementation plan that is ready to be used and will indeed be utilized under SESIP.

Source: PMU Partly achieved. 2.3 Number of teachers Note: This indicator was revised in 2014 completing in-service training during the MTR. Specifically, targets for for STC continued for first 2 years 1 and 2 were revised from 10,000 to years, and for bridging training 0 and targets for years 3, 4 and 5 were on RPL-assessed gap from revised from 20,000 to 5,000. third year. (years 1 and 2, 0); 2,146 teachers completed the 3-month STC (year 3, 2000, and years 4 and training which falls below the target of 5,000 5, 3,000) teachers. Implementation of STC training (25% female) started in 2014 (year 3) of the project. Breakdown by type of school and gender is as follows:

Secondary schools: 536 (25%) Madrasah: 1,610 (75%) Female: 247 (11.5%) Training to bridge gaps based on RPL assessment was not possible since awarding of RPL credits was not implemented.

Source: TQI-II training database. Exceeded. 2.4 Number of teachers Note: This indicator was revised in 2014 completing CPD training in during the MTR. Specifically, the target was

22 Appendix 1

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 agreed subjects (20,000) revised from 12,000 teachers per year to teachers per year) from 2014, 20,000 teachers per year. However, the including madrasah (25% revised target of 20,000 teachers per year female for secondary schools) no longer applies since the implied and all available female cumulative target of 80,000 teachers teachers in agreed subjects (20,000 per year for 4 years) exceeds the from Madrasah). overall CPD training target of 40,200 for the entire duration of the project (See Appendix 12). Outcome indicator 1 has a target of 40,000 for CPD training in agreed subjects. For the purpose of measuring achievement against output indicator 2.4, we will follow this target of 40,000 teachers. A total of 45,273 teachers from secondary schools and madrasahs received CPD training on agreed subjects, out of which 9,837 (22%) were female.

Source: TQI-II training database. Exceeded. 2.5 Computer-aided learning Note: The completion timeline for this demonstrated in 27 schools indicator was revised in 2014 during the and TTCs MTR from 2015 to 2016. 14 in 2015 Demonstration of computer-aided learning 13 in 2016 (e-learning resources) was completed in the 26 CCS cum e-learning centers as well as in the remaining 24 CCS. An international ICT/e-learning specialist completed

demonstration of e-learning resources developed for English, Mathematics, Science, Bangla, Accounting and Global Studies for grades 9-10 in 6 CCS cum e- learning centers as of May 2017. The remaining CCSs were visited by a national ICT specialist.

Source: PMU PCR, QPRs Exceeded. 2.6 Cluster center schools Note: This indicator was revised in 2014 upgraded with training facilities: during the MTR. Specifically, the targeted 2015, 14 schools number of CCS were revised from 51 to 24 2016, 10 schools schools. Baseline: 0 (2011) The project completed upgrading of 50 cluster center schools with computer, furniture and other equipment needed to operate as training facilities. The CCSs were established in selected government secondary institutions in 48 district headquarters that lacked appropriate teacher training facilities.

Construction of 31 CCSs were completed by 2015 while the 20 remaining CCSs were

Appendix 1 23

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 completed by 2018. Year-wise data on upgrading of CCSs is not available since provision of ICT equipment and furniture was done in parallel across the centers.

Source: PMU PCR Achieved. 2.7 A TTC developed into 3 TTCs in Dhaka, Sylhet and Rajshahi have center of excellence for English been developed into centers of excellence language teaching (2016) (COE) in English, Science and Mathematics respectively. The COEs have conducted teacher trainings on topics such as research methodologies, pedagogy and digital content development based on the revised B.Ed. curriculum.

Source: PMU PCR Exceeded. 3. Targeted support 3.1 Number of eligible females Note: This indicator was revised in 2014 for inclusive education receiving scholarships for pre- during the MTR. Specifically, the targeted service training (300 number of scholarships were revised from scholarships per year: between 1500 to 900. 2015 - 2017) Between 2015 and 2017, 2,201 scholarships for B.Ed program were awarded to eligible female candidates.

Source: PMU PCR Substantially Achieved. 3.2 Percentage of female Percentage of female members in SMC members in secondary school was 21% as of 2017. In 2018, the figure is management committees: 25% 22.7%. by 2017

Baseline: 15.66% (2011) Source: BANBEIS; PMU Partly Achieved. 4. Quality project 4.1 Project (as revised by 2014 The project was implemented within the management MTR) is implemented on time allocated budget. A no-cost extension of 1 and within budget year was made from December 2017 to December 2018 to allow for completion of core activities that had faced start-up delays. Achieved. 4.2 Biennial and annual teacher One annual teacher performance report performance report prepared covering secondary schools and with sex-disaggregated data (to madrasahs, and two biennial census include madrasah). reports of all secondary schools with sex disaggregated data including madrasah for 2013 and 2015 have already been published in collaboration with BANBEIS. In addition to these reports, the project produced quarterly reports on teacher performance for a sample of schools across

24 Appendix 1

Performance Indicators and Design Summary Targets1 Achievement as of December 2018 28 districts to ensure the teaching standards and lessons from trainings developed by TQI-II were being followed in classrooms.

Source: BANBEIS, PMU BANBEIS = Bangladesh Bureau of Educational Information and Statistics, COE = Center of Excellence, CPD = continuous professional development, DMF = design and monitoring framework, DSHE = Directorate of Secondary and Higher Education, HSC = higher secondary school certificate, ICT = information and communications technology, MOE = Ministry of Education, MTR = midterm review, NEP = National Education Policy, NTEC = National Teacher Education Council, PCR = project completion report, PMU = project monitoring unit, QPR = quarterly progress report, RPL = recognition of prior learning, SESIP = Secondary Education Sector Investment Program, SHED = Secondary and Higher Education Division, SSC = secondary school certificate, STC = Secondary Teaching Certificate, STCS = secondary teaching competency standards, TQI-II = Second Teaching Quality Improvement in Secondary Education Project, TTC = teacher training colleges. Note: An indicator is considered “Achieved” if the indicator targets were fully achieved; “Substantially Achieved” if at least 80% of the target was met; and “Partly Achieved” if over 40% of target was met. 1 Note: The Design and Monitoring Framework indicators reported in this appendix are the latest revised set of indicators that were approved by ADB. Revision to DMF indicators were approved via a minor change in scope memo on 20 October 2014 (See document titled “20141020 Change in Scope, Reallocation, Cancellation 20Oct14 (with attachments).pdf”) 2 Government of Bangladesh, Ministry of Education. 2010. National Education Policy 2010. Dhaka. 3 Aide Memoire. ADB Loan Review Mission (3–12 November 2015) Aide Memoire. ADB Loan Review Mission (20 October–3 November 2016). 4 ADB. 2019. Report and Recommendation of the President to the Board of Directors: Proposed Loan to Bangladesh for the Secondary Second Teaching Quality Improvement in Secondary. Manila. Source: Asian Development Bank.

Appendix 2 25

PROJECT COST AT APPRAISAL AND ACTUAL ($'000) Component Appraisal Estimate Actual Cost Foreign Local Total Foreign Local Total Exchange Currency Cost Exchange Currency Cost A. Component-1: Strengthened Teacher Dev. and Inst. and Org. Capacity 1. Strengthened Institutional and Policy Framework 559.20 422.20 981.40 163.00 452.00 615.00 2. Strengthened DSHE Planning and EMIS capacity 1,710.50 207.90 1,918.40 457.00 331.00 788.00 3. Enhanced Teacher classroom performance monitoring - 17,561.50 17,561.50 410.00 14,176.00 14,586.00 4. Facilitate partnership arrangements - 2,789.50 2,789.50 133.00 1,458.00 1,591.00 Subtotal A 2,269.70 20,981.10 23,250.80 1,163.00 16,417.00 17,580.00

B. Component-2: Enhanced teacher training programs and delivery systems 1. Modernized pre-service teacher training program 394.7 236.80 631.60 371.00 - 371.00 2. CPD policy and program development and delivery established - 9,552.60 9,552.60 - 8,919.00 8,919.00 3. Strengthened in-service teacher training program - 22,098.70 22,098.70 - 8,800.00 8,800.00 4. ICT based teaching and learning demonstrated - 1,217.10 1,217.10 331.00 1,955.00 2,286.00 5. Strengthened capacity of teacher training providers - 2,898.70 2,898.70 6,945.00 6,945.00 Subtotal B 394.70 36,003.90 36,398.70 702.00 26,619.00 27,321.00

C. Component-3: Targeted support for inclusive education 1. Strengthened inclusive education policy and program - 1,733.60 1,733.60 - 781.00 781.00 2. Increased participation of female teachers and teachers from dis. adv groups - 526.30 526.30 - 1,137.00 1,137.00 3. Increase female participation in school management committees - 328.90 328.90 - 928.00 928.00 Subtotal C - 2,588.80 2,588.80 - 2,846.00 2,846.00

D. Component-4: Quality Project Management 1. Enhanced project management system 4,513.20 5,009.20 9,522.40 3,593.00 2,912.00 6,505.00 2. Effective monitoring and evaluation 690.80 - 690.80 - 1,026.00 1,026.00 Subtotal D 5,204.00 5,009.20 10,213.20 3,593.00 3,938.00 7,531.00 Total BASELINE COSTS (A+B+C+D) 7,868.40 64,583.00 72,451.50 5,458.00 49,820.00 55,278.00 Taxes and Duties - 8,964.80 8,964.80 - - 379.00 Interest during implementation 750 - 750.00 744.00 - 744.00 Physical Contingencies - 947.40 947.40 - - Price Contingencies - 1,886.30 1,886.30 - - Total PROJECT COSTS 8,618.40 76,381.50 85,000.00 6,202.00 49,820.00 56,401.00 Source: Asian Development Bank estimates.

26 Appendix 3

PROJECT COST BY FINANCIER

Table A3.1: Project Cost at Appraisal by Financier ($'000) Government Government of of Bangladesh % of Bangladesh Total % of % of ADB Cost Amount Taxes & Including Cost Total Total Item Amount Category Base Cost Duties Taxes Category Cost Cost I. Investment Costs A. Civil Works 1,112.0 43% 1,237.0 258.0 1,495.0 57% 2,607.0 3% B. Furniture 81.0 45% 81.0 19.0 100.0 55% 181.0 0% C. Equipment, Computer, Software & Peripheries 2,965.0 80% 329.0 396.0 725.0 20% 3,690.0 5% D. Vehicle 3,589.0 34% 897.0 6,199.0 7,096.0 66% 10,685.0 13% E. Learning Materials and Resources 763.0 87% - 115.0 115.0 13% 878.0 1% F. Local Training 43,951.0 100% - - - 0% 43,951.0 52% G. Overseas Training 2,270.0 90% - 250.0 250.0 10% 2,520.0 3% H. Study and Researches 1,280.0 90% - 141.0 141.0 10% 1,421.0 2% I. Advocacy 132.0 90% - 15.0 15.0 10% 147.0 0% J. Grants (Partnership, IDF, Teacher Incentives)* 3,961.0 91% - 396.0 396.0 9% 4,357.0 5% J1 Partnership Grants 2,579.0 91% 258.0 258.0 9% 2,837.0 J2 IDF Grants 198.0 91% 20.0 20.0 9% 218.0 J3 Teacher Incentives 1,184.0 91% 118.0 118.0 9% 1,302.0 K. Consulting Services 6,809.0 87% - 998.0 998.0 13% 7,807.0 9% Total Investment Costs 66,913.0 86% 2,554.0 8,787.0 11,331.0 14% 78,244.0 II. Recurrent Costs 0% A. Counterpart Staff Salary - 0% 1,161.0 - 1,161.0 100% 1,161.0 1% B. Operational Cost 355.0 91% - 36.0 36.0 9% 391.0 0% C. Incremental Recurrent Cost - 0% 1,480.0 141.0 1,621.0 100% 1,621.0 2% Total Recurrent Cost 355.0 11% 2,641.0 177.0 2,818.0 89% 3,173.0 4% Total BASE LINE COSTS 67,268.0 83% 5,185.0 8,964.0 14,149.0 17% 81,417.0 96% Interest During Implementation 750.0 100% - - 0% 750.0 1% Physical Contingencies 662.0 70% 285.0 285.0 30% 947.0 1% Price Contingencies 1,320.0 70% 566.0 566.0 30% 1,886.0 2% Total PROJECT COSTS 70,000.0 82% 6,036.0 8,964.0 15,000.0 18% 85,000.0 100% * Grants refer to expenses related to partnerships and incentives for teachers to serve in underserved areas. IDF refers to innovation and development funding to support innovative and practical projects designed to improve the quality of training and teaching and learning in secondary education. Source: Asian Development Bank.

Appendix 3 27

Table A3.2: Project Cost at Completion by Financier Government of Category ADB Financing Bangladesh Financing Project Nos. Category Name Amount Percent Amount Percent Total A. Civil Works 1,468 43% 1,946 57% 3,414 B. Furniture 198 45% 242 55% 440 C. Equipment, Computer, Software & Peripheries 2,881 80% 720 20% 3,601 D. Vehicles 1,859 34% 3,609 66% 5,468 E. Learning Materials, Resources 1,513 87% 226 13% 1,739 F. Local Training 26,502 100% 0 0% 26,502 G. Overseas Training 3,052 90% 339 10% 3,391 H. Study and Research 0 90% 0 10% 0 I. Advocacy 28 90% 3 10% 31 J. Grants (Partnership, IDF, Teacher Incentives)* J1 Partnership Grants 1,458 91% 144 9% 1,602 J2 IDF Grants 182 91% 18 9% 200 J3 Teacher Incentives 955 91% 95 9% 1,050 K. Consulting Services 4,598 87% 687 13% 5,285 Total Investment Costs 44,694 85% 8,029 15% 5,2723 II. Recurrent Costs A. Counterpart Staff Salary 0 0% 850 100% 850 B. Operational Cost 217 91% 21 9% 238 C. Incremental Recurrent Cost (including tax) 0 0% 1,846 100% 1,846 Total Recurrent Cost 217 7% 2,717 93% 2,934 TOTAL BASE LINE COSTS 44,911 81% 10,746 19% 55,657 Interest During Implementation 744 100% 0 0% 744 Physical Contingencies 0 0% 0 0% 0 Price Contingencies 0 0% 0 0% 0 Total 45,655 81% 10,746 19% 56,401 * Grants refer to expenses related to partnerships and incentives for teachers to serve in underserved areas. IDF refers to innovation and development funding to support innovative and practical projects designed to improve the quality of training and teaching and learning in secondary education. Source: Asian Development Bank.

28 Appendix 3

Table A3.3: Variance in ADB Financing ($ million) Cost at Cost at Variance Item Appraisal Completion Amount % I. Investment Costs A. Civil Works 2,607 3,414 807 31% B. Furniture 181 440 259 143% C. Equipment, Computer, Software & Peripheries 3,690 3,601 (89) (2%) D. Vehicles 10,685 5,468 (5,217) (49%) E. Learning Materials, Resources 878 1,739 861 98% F. Local Training 43,951 26,502 (17,449) (40%) G. Overseas Training 2,520 3,391 871 35% H. Study and Research 1,421 0 (1,421) 100% I. Advocacy 147 31 (116) (79%) J. Grants (Partnership, IDF, Teacher Incentives) 4,357 (4,357) 100% J1 Partnership Grants 2,837 1,602 (1,235) (44%) J2 IDF Grants 218 200 (18) (8%) J3 Teacher Incentives 1,302 1,050 (252) (19%) K. Consulting Services 7,807 5,285 (2,522) (32%) Total Investment Costs 78,244 52,723 (25,521) (33%) II. Recurrent Costs A. Counterpart Staff Salary 1,161 850 (311) (27%) B. Operational Cost 391 238 (153) (39%) C. Incremental Recurrent Cost 1,621 1,846 225 14% Total Recurrent Cost 3,173 2,934 (239) (8%) TOTAL BASE LINE COSTS 81,417 55,657 (25,760) (32%) Interest During Implementation 750 744 (6) (1%) Physical Contingencies 947 0 (947) 100% Price Contingencies 1,886 0 (1,886) 100% Total 85,000 56,401 (28,599) (34%) IDF = innovation and development funding Source: Asian Development Bank.

Appendix 4 29

DISBURSEMENT OF ADB LOAN AND GRANT PROCEEDS

Table A4.1: Annual and Cumulative Disbursement of ADB Loan Proceedsa ($ million) Actual Projected Annual Cumulative Annual Cumulative Disbursements Disbursements Disbursements Disbursements Amount % of Amount % of Total Amount % of Amount % of Total Year ($ million) Total ($ million) Actual ($ million) Total ($million) Projected 2012 - - - 2.78 4% 2.78 4% 2013 0.13 0.28% 0.13 0% 2.11 3% 4.89 7% 2014 4.21 9.23% 4.34 10% 21.79 31% 26.68 38% 2015 12.67 27.77% 17.01 37% 19.64 28% 46.32 66% 2016 15.17 33.25% 32.18 71% 16.11 23% 62.43 89% 2017 7.29 15.98% 39.47 87% 7.57 11% 70.00 100% 2018 3.96 8.68% 43.43 95% 0% 70.00 100% 2019 2.20 4.82% 45.63 100% 0% 70.00 100% Total 45.63 100.00% 70.00 100% a Includes disbursements to advance accounts. ADB = Asian Development Bank. Source: Asian Development Bank.

Figure A4.1: Projected and Actual Cumulative Disbursements

80 70 60 50 40 30 20

Amount Amount $ in Million 10 0 2012 2013 2014 2015 2016 2017 2018 2019 Year

Projected Disbursement Cumulative Disbursement

30 Appendix 5

CONTRACT AWARDS OF ADB LOAN AND GRANT PROCEEDS

Table A5.1: Annual and Cumulative Contract Awards of ADB Loan Proceeds ($ million) Actual Projected Annual Contract Cumulative Contract Annual Contract Cumulative Contract Awards Awards Awards Awards Amount % of Amount % of Total Amount % of Amount % of Total Year ($ million) Total ($million) Actual ($ million) Total ($million) Projected 2013 7.33 16.3% 7.33 16.3% 12.28 18% 12.28 18% 2014 4.71 10.5% 12.04 26.8% 19.29 28% 31.57 45% 2015 10.73 23.9% 22.77 50.7% 15.55 22% 47.12 67% 2016 17.07 39.4% 40.47 90.2% 16.03 23% 63.15 90% 2017 1.96 4.4% 42.43 94.5% 6.85 10% 70.00 100% 2018 2.27 5.1% 44.70 99.6% 0% 70.00 100% 2019 0.18 0.4% 44.88 100.0% 0% 70.00 100% Total 44.88 100.0% 70.00 100% ADB = Asian Development Bank. Source: Asian Development Bank.

Figure A5.1: Projected and Actual Contract Awards

80 70 60 50 40 30

20 Amount Amount $ in Million 10 - 2013 2014 2015 2016 2017 2018 2019 Year Actual Contract Awards Projected Contract Awards

Appendix 6 31

CHRONOLOGY OF MAIN EVENTS

Date Event A. General 2009 8 Dec PPTA-7426 approval by ADB: Teaching Quality Improvement II in Secondary Education 2010 24 Jun PPTA effectivity 2012 21 Feb PPTA closing 2011 22 Oct–3 Consultation mission on PPTA 7426 Nov 2011 14 Dec Concept paper approval by ADB 2011 29 Nov–4 Fact finding mission Dec 2012 26 Jan ADB Staff Review Meeting 2012 30 Mar Loan approval by ADB 2012 4 Sep DPP approval by Government of the People’s Republic of Bangladesh 2012 2 Oct Loan signing 2012 2 Nov Loan became effective 2012 4 Dec Project imprest account opened 2012 18 Dec $2.78m disbursed to imprest account 2012 17 Dec PD appointed 2013 27–31 Jan Inception mission 2013 9 Sep Revision in disbursement arrangements by ADB 2013 2 Dec Government approved amendments to loan agreement for change in the disbursement arrangements 2014 8–19 Sep Midterm review mission 2014 20 Oct ADB approves (i) minor change in scope to include madrasah teachers in training programs, scale down national training activities from 287,700 trainees to 220,000; (ii) minor change in implementation arrangement; (iii) reallocation of loan proceeds and cancellation of surplus of $14.01 million; and (iv) change in baseline projections due to delays in implementation 2014 20 Nov Partial loan cancellation of SDR9,392,000 ($14.11 million) due to estimated initial savings from the loan proceeds for reduced project scope. 2014 29 Dec Project administration delegated to Bangladesh Resident Mission 2014 30 Oct TQI-II web page launched {Included in Procurement Plan} 2016 28 Mar ADB approves minor change in implementation arrangement for inclusion of additional task to roles and responsibility of National Curriculum and Textbook Board 2017 5 Jun ADB approves (i) one-year extension of loan closing; (ii) minor scope change to include 17,000 additional trainees and 200 computers; and (iii) and reallocation of loan proceeds mainly to local training category 2017 Oct Revised DPP approved by the government 2018 31 Dec Project completion 2019 21 Nov Loan Account Closing B. Procurement of Goods PCSS 007-Package GD 101: Procurement of 455 sets of laptops/desktop computers 2014 23 Apr EA submits bidding documents to ADB 2014 15 Jan ADB’s no objection to bidding documents 2014 17 Feb Advertisement 2014 23 Apr Bid evaluation report and recommendation for contract award submitted for procurement of laptop, desktop computer with accessories & UPS-tender package No. GD101/13–14

32 Appendix 6

Date Event 2014 25 Apr ADB No Objection for contract award for procurement of laptop, desktop computer with accessories & UPS-tender package No. GD101/13-14 2014 25 May Contract signing 2014 Sep Contract completion PCSS 008- Package GD 102: Procurement of 48 multimedia projectors with screen 2014 30 June EA submits bidding documents to ADB 2014 15 Jan ADB’s no objection to bidding documents 2014 19 Feb Advertisement 2013 4 April EA submits BER to ADB 2014 25 Apr ADB No Objection for Contract Award 2014 25 May Contract signing 2014 Jul Contract completion Procurement of 70 Vehicles Package GD 107: Procurement of 35 Vehicles, $0.89 million 2014 12 Mar EA submits bidding documents to ADB 2014 13 Mar ADB approves bidding documents 2014 20 Mar Advertisement 2015 9 Jun EA submits Bid Evaluation Report (BER) to ADB 2015 16 Jun ADB’s no objection to contract award 2014 25 Sep Contract signing 2015 March Contract completion Package GD 211: Procurement of 32 Vehicles, $2.9 million 2014 2 Jan EA submits bidding documents to ADB 2014 16 Jan ADB’s comment for revision of bidding documents and rebidding 2014 15 Oct ADB receives revised draft bidding documents for package no. GD-211 2014 20 Oct ADB approves revised bidding documents 2014 17 Oct IFB published in ADB website 2015 30 Mar EA submits BER to ADB 2015 7 Apr EA’s BER submitted to ADB 2015 25 May ADB’s no objection to contract award under GD 211 2015 7 Jun Contract signing 2015 Jun Contract completion Package GD 212: Procurement of 3 Vehicles, $0.15 million 2014 12 Mar EA submits bidding documents to ADB 2014 13 Mar ADB approves bidding documents 2015 1 Feb Advertisement 2015 18 May EA submits BER to ADB 2015 11 Jun ADB’s no objection to contract award 2015 June Contract signing 2015 Aug Contract completion GD 104 Procurement of Printers for Training Providers (DEO, DSHE, MOE, NTEC, and Planning Commission 2014 24 Jul Bid evaluation report submitted for re-bidding 2014 1 Aug ADB’s no objection to re-bidding 2014 15 Dec Bid Evaluation Report and Recommendation submitted for Contract Award 2014 29 Dec ADB’s no objection to Contract Award 2015 May Contract completion C. Procurement of Civil Works: Construction of 50 Cluster Center Schools/e-learning Centers 2013 17 Dec EA submits bidding documents to ADB 2014 2 Apr ADB sends comments on first NCB documents for civil works 2014 2 May ADB’s no objection to bidding documents for first NCB for civil works

Appendix 6 33

Date Event 2014 23 May ADB’s no objection to construction of cluster center school (CCS)/e-learning centers (vertical extension) in 15 schools and CCS/e-learning centers (horizontal extension) in 12 schools 2014 29 Sep ADB’s no objection to contract awards for civil works for 2 CCS and e-learning centers (vertical extension of 3 classrooms in existing building in Joydevpur Govt. Girls’ School, Gazipur and vertical extension of existing building in Satkhira Govt. High School, Satkhira) 2014 29 Dec ADB’s no objection to contract awards for civil works of 12 CCS and e-learning centers (1. S. M. Model Government, 2. Jamalpur Zila, 3. Cox’s Bazar Government Girls, 4. Bandarban Government, 5. Khagrachari Government, 6. Annada Government Boys, 7. Noakhali Zila, 8. Government Jubill, 9. Kustia Zila, 10. Jhenidah Government, 11. Bhola Government Girls, 12. Government Zila Boy’s 2015 27 Jan ADB’s no objection to contract awards for 1 CCS and e-learning at Barguna district 2015 6 Apr ADB’s no objection to contract awards for 3 CCS and e-learning at 1. Brahmandi K. K. M Government, 2. Natore Government Boys, 3. Kurigram Government Girls 2015 6 May ADB’s no objection to contract awards for 12 CCS and e-learning at 1. Rajbari Government High, 2. Manikganj Government High, 3. Bindubashini Government Boys, 4. United Islamia, 5. Palang Tulaser Gurudas Government, 6. Sherpur Government Victoria Academy, 7. Bogural Zila, 8. Narail Government, 9. V. J. Government, 10. Magura Government Boys, 11. Meherpur Government Boys, 12. Jhalkathi Government 2015 24 May ADB’s no objection to contract awards for 1 CCS and e-learning at K. K. Government Institution 2016 23 Mar ADB’s no objection to contract awards for 5 CCS and e-learning at 1. Pirojpur Government Boys, 2. Panchagarh B. P. Government, 3. Gaibandha Government Boys, 4. Nilphamari Government, 5. Bagerhat Government High School 2016 3 May ADB’s no objection to contract awards for 1 CCS and e-learning at Habiganj Government 2016 5 May ADB’s no objection to contract awards for 1 CCS and e-learning at Moulvibazar Government 2016 23 Jun ADB’s no objection to contract awards for 1 CCS and e-learning at Laxmipur Government Girls 2016 4 Jul ADB’s no objection to contract awards for 7 CCS and e-learning at 1. Ramdeyo Bazia Government, 2 Harimohan Government, 3. Naogaon K. D. Government, 4. Lalmonirhat Government Girls, 5. IET Government, 6. B. L. Government, 7. Dhanmondi Gov’t Boys 2017 6 Mar ADB’s no objection to contract awards for 1 CCS and e-learning at S. V. Government Girls 2017 18 Oct ADB’s no objection to contract awards for 1 CCS and e-learning at Chandpur Technical School and College 2018 22 Mar ADB’s no objection to contract awards for 2 CCS and e-learning at 1. Mirpur Government Girls, and 2. Motijheel Government Girls D. Procurement of consulting services Recruitment of consulting firm for Teacher Education Management (SD 2) 2013 31 Jan Government request to ADB for involvement in recruitment of consultant 2013 23 Apr Advertisement 2014 31 Jan ADB approval 2014 29 May Contract signed 2014 1 Jun Consultancy firm (Sweco) fielded for teacher education management 2015 16 Jun Contract variation no. 1 signed and effective

34 Appendix 6

Date Event 2016 26 Jun Contract variation no. 2 signed and effective 2017 10 May Contract variation no. 3 signed and effective 2017 28 Jun Contract variation no. 4 signed and effective 2017 6 Nov Contract variation no. 5 signed and effective 2018 5 Feb Contract variations no. 1–5 approved by ADB 2017 7 Dec Resignation of Deputy Team Leader (national) due to illness 2018 13 Jun ADB approval of replacement of expert (Deputy Team Leader-national) 2018 14 Aug Notice to Proceed issued for replacement Deputy Team Leader (national) 2018 6 Sep Contract variation no. 6 approved by ADB 2018 23 Jul Contract variation no. 6 signed and effective 2018 31 Dec Contract completion Recruitment of consulting firm for Twinning Arrangement (SD 3) 2013 23 Apr Advertisement 2014 25 Apr ADB approval of draft negotiated contract 2014 22 Jun Contract signing 2014 23 Jun Consultancy firm (DSIC) fielded for twinning arrangement 2017 29 May ADB approval of replacement of 3 experts (national) 2017 4 Jun ADB approval of replacement of expert (Secondary Teacher Competency Development Specialist- international) 2015 1 Jan Contract variation no. 1 signed and effective 2016 5 Apr Contract variation no. 2 signed and effective 2017 6 Apr Contract variation no. 3 signed and effective 2017 28 Jun Contract variation no. 4 signed and effective 2017 27 Dec Contract variation no. 5 signed and effective 2017 20 Dec Contract variations no. 1–5 approved by ADB 2018 12 Aug Contract variation no. 6 approved by ADB 2018 14 Aug Contract variation no. 6 signed and effective 2018 31 Dec Contract completion Recruitment of individual consultants (Team Leader and Deputy Team Leader) (SD 1) 2013 20 Jun ADB approval of draft negotiated contracts for Team Leader and Deputy Team Leader 2013 11 Jul Contract agreement signed with Team Leader and Deputy Team Leader 2013 14 Jul Notice to Proceed sent for Deputy Team Leader 2013 20 Jul Notice to Proceed sent for Team leader 2014 Oct Team Leader resigns on personal grounds 2016 29 Feb EA requests ADB’s concurrence to recruit replacement Team Leader 2016 6 Jun ADB’s no objection to replacement of Team Leader 2016 28 Jun Contract variation for Deputy Team Leader for compensation of responsibilities as Team Leader 2017 8 Feb ADB’s no objection to draft negotiated contract for Team Leader under package SD-313 2017 8 Feb ADB’s no objection to revised draft negotiated contract for Team Leader under package SD-313 2017 9 Feb Notice to Proceed issued for Team Leader under package SD-313 2017 20 Nov Contract variation no. 1 & 2 approved by ADB for Team Leader (SD-313) 2018 4 Mar Contract variation no. 3 approved by ADB for Team Leader (SD-313) 2018 31 Dec Contract of Deputy Team Leader closed ADB = Asian Development Bank, BER = bid evaluation report, CCS = cluster center school, DEO = district education officer, DPP = Development Project Proforma, DSHE = Directorate of Secondary and Higher Education, EA = executing agency, GD = goods, IFB = invitation for bid, MOE = Ministry of Education, NTEC = National Teacher Education Council, PD = project director, PPTA = project preparatory technical assistance, SD = consulting services, TQI-II = Second Teaching Quality Improvement in Secondary Education Project, UPS = uninterrupted power supply. Source: Asian Development Bank.

Appendix 7 35

STATUS OF COMPLIANCE WITH LOAN COVENANTS

Covenant Reference in Status of Compliance Loan Agreement In the carrying out of the Project and operation of the Article IV, Substantially complied Project facilities, the Borrower shall perform, or cause Section 4.01 with. to be performed, all obligations set forth in Schedule 5 Partially complied with: to this Loan Agreement. paras. 12(a), 13(b), and 15 Not complied with: para. 17 of Schedule 5. (a) The Borrower shall (i) maintain, or cause to be Article IV, Complied with. maintained, separate accounts for the Project; (ii) have Section 4.02 (a) (i) The Borrower such accounts and related financial statements maintained separate audited annually, in accordance with appropriate accounts for the Project. auditing standards consistently applied, by (ii) Accounts and financial independent auditors whose qualifications, experience statements were audited and terms of reference are acceptable to ADB; (iii) annually by independent furnish to ADB, as soon as available but in any event auditors. not later than 6 months after the end of each related (iii) Total seven annual fiscal year, certified copies of such audited accounts audit and financial and financial statements and the report of the auditors statements (APFS) were relating thereto (including the auditors' opinion on the submitted to ADB. Out of use of the Loan proceeds and compliance with the seven APFS, two were financial covenants of this Loan Agreement as well as submitted on time and the on the use of the procedures for imprest fund, rest were submitted with including with respect to any advances from the three to five months delay. imprest account to any government agencies or third Five APFS received parties, and statement of expenditures), all in the ‘unqualified’ or clean English language; and (iv) furnish to ADB such other opinion, and two received information concerning such accounts and financial ‘qualified’ opinion from the statements and the audit thereof as ADB shall from auditor. time to time reasonably request. (iv) The Borrower furnished information regarding accounts and financial statements whenever requested. (b) The Borrower shall enable ADB, upon ADB's Article IV, Complied with. request, to discuss the Borrower's financial statements Section 4.02 The PMU was transparent for the Project and its financial affairs related to the (b) and provided financial Project from time to time with the auditors appointed documents as and when by the Borrower pursuant to subsection (a) requested. hereinabove, and shall authorize and require any representative of such auditors to participate in any such discussions requested by ADB, provided that any such discussion shall be conducted only in the presence of an authorized officer of the Borrower unless the Borrower shall otherwise agree. The Borrower shall enable ADB's representatives to Article IV, Complied with. inspect the Project, the Goods and Works, and any Section 4.03 During review missions, relevant records and documents. PMU allowed ADB to inspect any matter requested for. Implementation Arrangements

36 Appendix 7

Covenant Reference in Status of Compliance Loan Agreement The Borrower shall ensure that the Project is Schedule 5 Complied with. implemented in accordance with the detailed Para. 1 Project was implemented arrangements set forth in the PAM. Any subsequent in line with the PAM. ADB change to the PAM shall become effective only after approved changes in approval of such change by the Borrower and ADB. In project scope and the event of any discrepancy between the PAM and implementation this Loan Agreement, the provisions of this Loan arrangements during mid- Agreement shall prevail. term review in 2014. Subsequent changes were noted and agreed upon during review missions during 2015–2017. Revised DPP approved in 2017 reflected all changes during implementation. The Borrower acknowledges the importance of Schedule 5 Complied with. retaining the institutional memory and the institutional Para. 2 Out of 6 TQI-I officers, 5 capacity built under TQI-I for purposes of the Project. were continued to TQI-II. The Borrower shall ensure that the project PMU was established and management unit established under TQI-I forms the maintained in accordance basis for the PMU for the Project. The Borrower shall with the PAM and was ensure that the PMU is established and maintained in equipped with necessary accordance with the provisions of the PAM and resources for the entire remains equipped with the necessary office space, project duration. facilities, equipment, support staff and management information systems for the entire duration of the Project. The Borrower shall ensure that the PMU employs Schedule 5 Complied with. sufficient staff for the duration of the Project with Para. 3 PMU had adequate staff for adequate and relevant expertise in the field of project the entire project duration. management, financial management, procurement, consultant engagement and selection, and environmental and social safeguards implementation. The Borrower shall ensure that the members of the PIC have adequate and relevant expertise in the field of innovations in pre-service and in-service teacher training and professional development, including with respect to teacher recruitment and management, headmaster training and school management. The Borrower shall undertake best efforts to ensure Schedule 5 Complied with. that persons assigned to the PMU and the PIC remain Para. 4 Although five project in their position for a reasonable period of time and directors were posted, it that staff replacements will not unduly disrupt didn’t disrupt project implementation of the Project. The Borrower shall implementation. provide ADB reasonable opportunity to comment on any proposed appointment of persons to membership of the PIC or to key positions in the PMU, including, without limitation, the position of project director of the PMU. Subproject Selection The Borrower shall ensure that (a) all Subprojects Schedule 5 Complied with meet the selection criteria set out in the PAM for the Para. 5 establishment of ICT based learning facilities at

Appendix 7 37

Covenant Reference in Status of Compliance Loan Agreement schools and TTCs or for the establishment of training (a) Selection criteria set in venues in cluster center schools, as applicable; and PAM were followed for civil (b) none of the Subprojects involve any impacts that works. would make the Subproject a Category A subproject (b) The project was for purposes of the Environmental Safeguards, the category C for the Small Ethnic Communities Safeguards or the purposes of Environment Involuntary Resettlement Safeguards. safeguard, and category B for indigenous peoples. The project has no negative involuntary resettlement impact. The Borrower shall submit the first three proposed Schedule 5 Complied with. Subprojects for ICT based learning facilities and the Para. 6 The approvals were first three proposed Subprojects for establishment of obtained cluster-wise. In training venues in cluster center schools to ADB for May 2014, ADB approved approval. Thereafter, the Borrower shall provide the first 26 ICT based details on the screening, selection and implementation learning centers. ICT of Subprojects in the quarterly reports furnished to learning centers also ADB pursuant to Section 6.05 of the Loan Regulations. served as the training venues, according to DPP. The Borrower shall ensure that all documents forming Schedule 5 Being complied with. the basis for screening, selection and processing of Para. 7 Documents required by the Subprojects are made available to ADB upon request PCR mission were made and are kept available for such purposes for a available. All project minimum period of five years from the date of the documents will be kept as project completion report for the Project. records for next five years. Data Collection and Analysis No later than 1 month after the Effective Date, the Schedule 5 Complied with late. Bangladesh Bureau of Educational Information and Para. 8 The MOU between Statistics and DSHE shall have entered into a Bangladesh Bureau of memorandum of understanding, in form and Educational Information substance acceptable to ADB, pursuant to which the and Statistics and DSHE Bangladesh Bureau of Educational Information and signed MOU on 25 Statistics undertakes to conduct biennial teacher February 2013 to conduct surveys and collect, manage and analyze other data biennial teacher census, required for successful implementation and monitoring studies to assess the of the Project. quality of education, and to prepare a comprehensive annual teacher performance report. Counterpart Support The Borrower shall make available all counterpart Schedule 5 Complied with. funds required for timely and effective implementation Para. 9 Year-wise fund released of the Project, including, without limitation, any funds were (BDT million): required to mitigate unforeseen environmental and 2012–13 14.4 social impacts and/or other unforeseen 2013–14 47.8 circumstances. The Borrower shall make the 2014–15 301.0 resources thus required available on an annual basis 2015–16 208.4 for each fiscal year. 2016–17 150.0 2017–18 66.7 Staff Development and Outreach

38 Appendix 7

Covenant Reference in Status of Compliance Loan Agreement The Borrower shall take measures to ensure that any Schedule 5 Not applicable. person that receives overseas training of one year or Para. 10 No overseas training was more that is financed out of proceeds of the Loan imparted with a duration of returns to his/her original position upon completion of one year or more. the training for a period of at least three years. No later than 31 December 2012, the Borrower shall Schedule 5 Complied with. have reviewed which TTCs participated in TQI-I and Para. 11 It had been included in submitted to ADB for its approval proposed measures DPP (page 30, para. to promote wider participation of public and private 14.14.2.2). TTCs in the Project. Financial Support for Education Sector (a) The Borrower shall ensure that its annual budget Schedule 5 Partially complied with. allocation towards expenditures in the education Para. 12 Annual budget allocation sector remains at or above 2.3% of the Borrower’s (a) for education sector gross domestic product for each year of the Project comparing to GDP during implementation period. project implementation period were as follows: 2012–13: 2.2% 2013–14: 2.2% 2014–15: 2.3% 2015–16: 2.0% 2016–17: 2.6% 2017–18: 2.4% 2018–19: 2.2% 2019–20: 2.3% Source: Finance Division, Ministry of Finance. (b) The Borrower shall ensure that actual annual Schedule 5 Complied with. expenditures towards secondary education are Para. 12 Year-wise Allocation for increased at least at the same rate as the annual (b) Education in the National increases in the overall budget allocation towards the Budget were (BDT million): education sector. 2011–12: 217,660 2012–13: 224,840 3% 2013–14: 261,880 16% 2014–15: 305,210 17% 2015–16: 335,990 10% 2016–17: 515,240 53% 2017–18: 535,940 4% 2018–19: 569,410 6% 2019–20: 653,480 15% Source: Finance Division, Ministry of Finance.

Actual annual expenditures (from 2014-15 to 2017-18) towards secondary education were (BDT million): 2014–15: 169,171 2015–16: 194,355 15% 2016–17: 253,908 31%

Appendix 7 39

Covenant Reference in Status of Compliance Loan Agreement 2017–18: 231,221 (9%) Data on secondary education budget before 2014 could not be retrieved. Source: Summation of expenditure under revenue budget of DSHE, Interim Financial Report (IFR) from SESIP, and TQI-II annual expenditure from audit reports. (a) Within 6 months from the Effective date, the Schedule 5 Complied with. Borrower shall have established a system to track and Para. 13 An integrated system, monitor its annual budget and expenditures for teacher (a) IBAS++ (Integrated education and training in its secondary education Budgetary and Accounting budget. System) was established in July 2006 and updated in July 2018 under Ministry of Finance. It is maintained by Account General of Bangladesh to track actual expenditures. (b) For each year of the Project implementation period, Schedule 5 Partially Complied with. the Borrower shall increase its budget for teacher Para. 13 (b) Budget of teacher education and training in secondary education at a education and training rate of at least 10% per annum. were as follows (BDT ‘000’): 2014–15: 43,500 2015–16: 44,000 1.15% 2016–17: 45,020 2.32% 2017–18: 62,520 38.87% Source: Finance and Procurement Wing, DSHE The Borrower shall ensure that adequate resources Schedule 5 Complied with. are made available for the operation and maintenance Para. 14 The PCR Mission observed of the teaching facilities and training venues improved, that the training materials rehabilitated or constructed under component 2 of the were available and the Project. venues were in good condition. Policy and Regulatory Reforms The Borrower shall ensure that the requirement under Schedule 5 Partially complied with. the Borrower’s National Education Policy (2010) that Para. 15 New teachers are all secondary education teachers have obtained, at encouraged, but not minimum, a tertiary education certificate equivalent to obliged, to obtain tertiary Bachelor of Education within 3 years of joining a education certificate (B.Ed, school, is enforced for newly appointed teachers with B.Med etc.) within 3 years immediate effect and that a time-bound action plan for of joining. If any teacher enforcement of this requirement for existing teachers cannot complete the is in place by 31 December 2013 and is thereafter required B.Ed or equivalent implemented without delay. degree his/her salary remains downgraded at

40 Appendix 7

Covenant Reference in Status of Compliance Loan Agreement grade 11, after obtaining the degree he/she gets salary at grade 10. The Borrower shall ensure that the requirement under Schedule 5 Being complied with as a the Borrower’s National Education Policy (2010) that Para. 16 continuous process. all secondary education teachers participate in Teacher training institutes compulsory professional development at least once arrange professional every 3 years is enforced from 1 January 2014 trainings year-round for onwards. secondary teachers. The Borrower shall ensure that from 1 January 2014 Schedule 5 Not complied with. onwards only candidates with a Bachelor of Education Para. 17 This criteria was enforced degree are eligible to appear for the NTRCA in 2011 and later relaxed examination. until further notice. Any bachelor degree holder can appear in NTRCA examination. No later than 30 June 2013, the Borrower shall adopt Schedule 5 Complied with. and announce a pilot to incentivize teachers, Para. 18 Teacher incentive preferably women, to serve in schools that are packages to conduct financed, but not operated by the government, in the remedial classes were Chittagong Hill Tracts and other underserved areas. piloted in underserved The Borrower shall ensure that the incentive package areas of the selected 1,195 offered under this pilot is comparable to the packages institutions in 83 upazilas of offered to incentivize teachers to serve in government- 32 districts including operated schools in such areas. No later than 31 Chittagong Hill Tracts. December 2015, the Borrower shall have reviewed TQI-II offered scholarships and reported to ADB on the results of the pilot, and for B.Ed degree to eligible developed policy measures and a time-bound action candidates including plan to scale up the pilot in a sustainable manner. existing teachers with a focus on candidates from disadvantaged areas. To avoid disruption in teaching, the project also provided allocation for recruiting temporary teachers in underserved areas as substitutes for teachers pursuing B.Ed degree under the scholarship scheme. Environment The Borrower shall ensure that the preparation, Schedule 5 Complied with. design, construction, implementation, operation and Para. 19 decommissioning of each Subproject comply with (a) all applicable laws and regulations of the Borrower relating to environment, health, and safety; (b) the Environmental Safeguards; (c) the EARF; and (d) all measures and requirements set forth in the respective IEE and EMP, if any, and any corrective or preventative actions set forth in a Safeguards Monitoring Report. Land Acquisition and Involuntary Resettlement

Appendix 7 41

Covenant Reference in Status of Compliance Loan Agreement The Borrower shall ensure that all land and all rights- Schedule 5 Not applicable. of-way required for a Subproject are made available to Para. 20 Land acquisition and the Works contractor in accordance with the schedule involuntary resettlement agreed under the related Works contract and all land were not necessary. acquisition and resettlement activities are implemented in compliance with (a) all applicable laws and regulations of the Borrower relating to land acquisition and involuntary resettlement; (b) the Involuntary Resettlement Safeguards; (c) the RF; and (d) all measures and requirements set forth in the respective RP, if any, and any corrective or preventative actions set forth in a Safeguards Monitoring Report. (a) Without limiting the application of the Involuntary Schedule 5 Not applicable. Resettlement Safeguards, the RF or the RP, if any, the Para. 21 No resettlement issue was Borrower shall ensure that no physical or economic (a) there. displacement takes place in connection with Subprojects until: (a) compensation and other entitlements have been provided to affected people in accordance with the RP; and (b) A comprehensive income and livelihood restoration Schedule 5 Not applicable. program has been established in accordance with the Para. 21 No resettlement issue was RP. (b) there. Small Ethnic Communities The Borrower shall ensure that the preparation, Schedule 5 Complied with, design, construction, implementation and operation of Para. 22 The preparation, design, the Project comply with (a) all applicable laws and construction, regulations of the Borrower relating to small ethnic implementation and communities; (b) the Small Ethnic Communities operation of the project Safeguards; (c) the SECPF; and (d) all measures and were in line with the laws requirements set forth in the respective SECP if any, and regulations of the and any corrective or preventative actions set forth in government. a Safeguards Monitoring Report. Human and Financial Resources to Implement Safeguards Requirements The Borrower shall make available necessary Schedule 5 Complied with. budgetary and human resources to fully implement Para. 23 EMP and RP were of any EMP, RP and SECP. category C. SECP activities such as remedial classes, merit scholarships were covered under ADB funding, thus government budget was not necessary. Safeguards – Related Provisions in Bidding Documents and Works Contracts The Borrower shall ensure that all bidding documents Schedule 5 Complied with. and contracts for Works contain provisions that require Para. 24 Bidding documents contractors to: (a) incorporated required (a) comply with the measures and requirements provisions. relevant to the contractor set forth in any IEE, EMP, RP and SECP (to the extent they concern impacts on affected people during construction), and any

42 Appendix 7

Covenant Reference in Status of Compliance Loan Agreement corrective or preventative actions set out in a Safeguards Monitoring Report; (b) make available a budget for all such environmental Schedule 5 Complied with. and social measures; and Para. 24 Budget was available (b) through the project did not have environment and social measure issue. (c) fully reinstate pathways, other local infrastructure, Schedule 5 Not applicable. and agricultural land to at least their pre-project Para. 24 Infrastructure and condition upon the completion of construction. (c) agricultural land were not affected. Safeguards Monitoring and Reporting The Borrower shall do the following: Schedule 5 Complied with. (a) submit semi-annual Safeguards Monitoring Para. 25 Semi-annual safeguard Reports to ADB and disclose relevant information from (a) monitoring reports were such reports to affected persons promptly upon submitted. submission; (b) if any unanticipated environmental and/or social Schedule 5 Not applicable. risks and impacts arise during construction, Para. 25 No such occurrence took implementation or operation of the Project that were (b) place. not considered in the IEE, the EMP, the RP or the SECP, if any, promptly inform ADB of the occurrence of such risks or impacts, with detailed description of the event and proposed corrective action plan; and (c) report any actual or potential breach of compliance Schedule 5 Not applicable. with the measures and requirements set forth in any Para. 25 No breach of compliance EMP, RP or SECP promptly after becoming aware of (c) occurred. the breach. Prohibited List of Investments The Borrower shall ensure that no proceeds of the Schedule 5 Complied with. Loan are used to finance any activity included in the Para. 26 No activity included in the list of prohibited investment activities provided in list of prohibited investment Appendix 5 of the SPS. activities provided in Appendix 5 of the SPS was financed by the loan. Labor Standards The Borrower shall ensure that the contracts for Works Schedule 5 Complied with. in relation to the Project include specific provisions to Para. 27 There were separate ensure that the contractors (a) comply with applicable toilets, and breastfeeding core labor standards, labor laws and incorporate areas for female workers. applicable workplace occupational and health and Female workers received safety principles; (b) eliminate discrimination in same wages as male for respect of employment and do not differentiate same value of work. Child payment between men and women or between people labor was not allowed, and from different ethnic groups for work of equal value; (c) female workers were given do not employ child labor; (d) eliminate forced or priority compulsory labor; and (f) maximize employment of females in accordance with the provisions of the Gender Action Plan, and maximize employment of other local poor and disadvantaged persons for construction purposes, provided that the requirements for efficiency are adequately met.

Appendix 7 43

Covenant Reference in Status of Compliance Loan Agreement Gender and Development The Borrower shall comply with and implement the Schedule 5 Complied with. Gender Action Plan in accordance with its terms, Para. 28 Gender Action Plan was allocate adequate resources for such implementation, successfully implemented; and shall monitor and report to ADB on key gender 93% of 28 activities outcome and output targets in accordance with the completed, and 83% of 12 project performance and monitoring system quantitative targets, developed for the Project, including with respect to the including the gender- number and quality of female teachers, especially in related targets in the DMF, disadvantaged areas, strengthening of inclusive were achieved. education, and representation of females in school management committees. Governance and Anticorruption The Borrower and its agencies shall (i) comply with Schedule 5 Complied with. ADB’s Anticorruption Policy (1998, as amended to Para. 29 (i) ADB’s anticorruption date) and acknowledge that ADB reserves the right to policy (1988) was followed. investigate directly, or through its agents, any alleged (ii) Government corrupt, fraudulent, collusive or coercive practice cooperated with all relating to the Project; and (ii) cooperate with any such required investigations. investigation and extend all necessary assistance for satisfactory completion of such investigation. The Borrower shall ensure that the anticorruption Schedule 5 Complied with. provisions acceptable to ADB are included in all Para. 30 Bidding documents were bidding documents and contracts, including provisions prepared in line with ADB’s specifying the right of ADB to audit and examine the anticorruption provisions. records and accounts of the executing and implementing agencies and all contractors, suppliers, consultants, and other service providers as they relate to the Project. The Borrower shall announce the Project and Schedule 5 Complied with. business opportunities associated with the Project on Para. 31 As per provision of PPR the MOE’s website. In addition, the website shall at 2008, the advertisements least disclose the following information in relation to were announced in Project goods and services procured for the Project: (i) the list website, DSHE website, of participating bidders, (ii) the name of the winning MOE and CPTU website. bidder, (iii) the amount of the contracts awarded, and The results and description (iv) the goods and services procured. of winning bidder were disclosed in CPTU website only for procurements of BDT 1 crore or more. ADB = Asian Development Bank, APFS = annual audit and financial statements, BDT = Bangladeshi Taka, B.Ed = Bachelor of Education, B Med. = Bachelor of Madrasah Education, CPTU = central procurement technical unit, DPP = Development Project Proforma, DSHE = Directorate of Secondary and Higher Education, EARF = environmental assessment review framework, EMP = environmental management plan, IBAS = Integrated Budgetary and Accounting System, ICT = information and communications technology, IEE = initial environmental examination, MOU = Memorandum of Understanding, NTRCA = National Teacher Registration and Certification Authority, PAM = project administration manual, PCR = project completion report, PIC = project implementation committee, PMU = project monitoring unit, PPR = project performance report, RF = resettlement framework, RP = resettlement plan, SECP = Small Ethnic Communities Plan. Source: Asian Development Bank and TQI-II Project Management Unit.

44 Appendix 8

SUMMARY OF ECONOMIC REEVALUATION

A. Introduction

1. The Second Teaching Quality Improvement in Secondary Education Project (TQI-II project) was approved in 2012 with the targeted outcome of a strengthened, integrated and more inclusive secondary teacher education system intended to lead to improved learning outcomes at the secondary level. The total estimated cost of the project at appraisal was $85 million and ADB provided a support of $70 million through an investment project modality. This document provides a reevaluation of the economic rationale for the TQI-II project.

B. Methodology

1. Internal Rate of Return Analysis

2. The ex-ante economic analysis had estimated private rate of return for an additional year of schooling of 10.4% based on Household Income and Earnings Survey (HIES) 2005 data. In 2016, the private rate of return using Mincerian wage regression for an additional year of schooling in Bangladesh was 7.8%.1 The rate of return for another year of schooling in rural area is lower than in urban areas by more than 20%. The returns to primary and secondary levels have decreased over time from 2005 to 2016, while it remains consistently over 20% at the tertiary level. However, this does not mean that primary and secondary levels should be given less priority. The increase in returns for tertiary education could be because better performing students in primary and secondary levels are now more likely than before to continue their education to tertiary level as labor markets may increasingly value higher order skills and more education.

2. Economic Cost-Benefit Analysis

3. At appraisal, the estimated economic internal rate of return (EIRR) was 22.7% with a net present value (NPV) of $64.5 million, assuming a discount rate of 12%, for a period of 25 years based on 5 years of investment in teaching quality in secondary education. At appraisal, the project’s economic benefits were based on (i) improved internal efficiency for the system (through reduction of repetition and dropout rates); (ii) improved external efficiency for students (measured by enhanced earning capacity of SSC graduates in the labor market); and (iii) direct monetary benefits for trained teachers due to increased productivity from training.2 The ex-ante analysis had identified three major cost streams. These were (i) direct project-related costs of $85 million; (ii) indirect costs related to operations and maintenance and recurrent costs; and (iii) economic costs, namely, opportunity costs of pre-service training. The following assumptions were made in the ex-ante analysis; (i) it was assumed that the project would improve internal efficiency and hence, resource savings from reduced wastage by 6% starting from a baseline total secondary education expenditure of Tk53 billion and internal efficiency rate of 0.49; (ii) the secondary wage premium was estimated to be $9 per month based on the difference in median earnings between students who completed secondary education and those who did not as of 20083; and (iii) it was assumed that a trained teacher would receive 15% higher salary per year than an untrained teacher. Data on the number of secondary graduates and public spending on secondary

1 Calculations using HIES 2016 data done by the PCR team. 2 The ex-ante analysis assumed that a trained teacher would receive 15% higher salary per year than an untrained teacher. 3 This estimate was based on a 2008 World Bank study.

Appendix 8 45

education were taken from Bangladesh Bureau of Educational Information and Statistics (BANBEIS).4

4. Reevaluation of the economic internal rate of return. This ex-post economic analysis recalculates EIRR using updated assumptions to account for program extension of one year, reduced actual costs due to partial loan cancellation, and a more conservative estimate of TQI- II’s contribution to external and internal efficiency benefits given that two other major education programs focusing on improving education quality were in operation during TQI-II implementation.5 To the extent possible, the ex-post analysis uses the same basic structure as the ex-ante economic analysis conducted at appraisal. However, the ex-post analysis adjusts the economic benefits and costs streams to reflect changes in assumptions made at appraisal that no longer hold. The ex-post EIRR is estimated for a period of 25 years based on 7 years of investment. The following general assumptions are used in the reevaluation.

(i) An exchange rate of US$1 to Tk83.9 is used. (ii) All costs and prices are in FY2016 constant prices. (iii) Taxes, duties, and price contingencies are excluded in computing NPV and EIRR. (iv) Labor costs were adjusted by shadow wage rate factors of 0.75 for unskilled labor and 1.0 for skilled labor to arrive at the economic opportunity cost.6 Other expenses have been converted to economic prices by using a standard conversion factor of 0.9.

5. Economic benefits. The ex-post analysis agrees with the benefit streams from improved internal and external efficiency in the secondary education system. However, direct monetary benefits for teachers was dropped as salary increase was not linked to in-service training but seems to be determined more by seniority and qualification .7 External efficiency benefits arise from two channels- additional secondary graduates due to TQI-II and improvement in quality of existing secondary graduates. The following assumptions are made in estimating the economic benefits of the project.

(i) Benefits for additional secondary graduates are measured by the secondary wage premium (compared to primary completers) estimated at $54 per month based on HIES 2016 data. The number of secondary graduates is assumed to have been 2 percentage points (pp) lower each year in the “without project” scenario. (ii) Improvement in quality of secondary graduates is measured by the growth in average wage of secondary graduates before and after the TQI-II project. Based on the secondary wage estimate from HIES 2010 and 2016 data, real wages were estimated to grow at an annual rate of 1.5%.8 (iii) The analysis assumes an employment rate of 39% among secondary graduates. (iv) Quality premium due to quality enhancement interventions is assumed to be 6%. This follows assumptions made by two recent secondary education level projects funded by ADB and the World Bank.9

4 Bangladesh Bureau of Educational Information and Statistics (BANBEIS), Ministry of Education, Government of Bangladesh. 2018. Bangladesh Education Statistics Report 2017. Dhaka. 5 These are the ADB-funded Secondary Education Sector Investment Program (SESIP) and World Bank-funded Secondary Education Quality and Access Enhancement Project (SEQAEP). 6 For civil works, 15% of costs is taken as labor costs based on information provided by PMU. The breakdown between skilled and unskilled labor for civil works is 49% and 51% respectively, based on PMU information. 7 Dewan, Roohi Zakia (2017). “Study on Professionalising Secondary Teacher Career Path.” Teaching Quality Improvement in Secondary Education (TQI-II) Project, Dhaka. 8 Annual earnings for secondary graduates was 143,379 Taka and 157,067 Taka in 2010 and 2016 respectively. 9 These are SESIP Tranche 3 and SEQAEP respectively.

46 Appendix 8

(v) To account for potential frictions in the labor market, it is assumed that there is a lag in perceived quality improvements of secondary graduates in the labor market. Quality benefits are only assumed to be realized after 2014, and the share of employed secondary graduates earning higher wages is assumed to increase incrementally by 20 pp thereafter. (vi) The project’s contribution to improved internal efficiency is also expected to grow incrementally over time (20% after year 1, 40% after year 2, etc.). It is assumed that in the “without project” scenario, secondary cycle drop-out rate would have decreased by 5% every year compared to an actual average annual decrease of 6.5% during the project implementation period. (vii) Finally, instead of attributing 100% of improvement in external and internal efficiencies to the project, TQI-II’s contribution is weighted by the share of its investment out of the total funding provided by three donor-funded secondary level projects that were implemented during TQI-II’s implementation period. Thus, TQI- II’s contribution is assumed to be 12% of the estimated improvement in benefits.10 For example, TQI-II’s contribution to the secondary quality premium is, thus, assumed to be conservative at less than 1% (12% of 6% quality premium).

6. Despite a more conservative estimate for the project’s contribution to increased wage premium, the estimated benefits is greater in the ex-post analysis primarily due to faster growth in the actual number of SSC graduates by 10% annually on average than the projected annual increase of 3% at appraisal.11

7. Economic costs. In the ex-post analysis, the recurrent costs and operations and maintenance costs are dropped since all project costs are expected to be covered under the direct cost ($85 million estimated at appraisal and $56.4 million at completion). Since it is difficult to identify the actual number of pre-service trainees that can be attributed to the project, the opportunity costs of pre-service training are also dropped in the ex-post calculations.12 Given the increasing number of secondary level completers, opportunity costs to households of schooling are instead added in the costs stream. As in the case of the project’s contribution to benefits, opportunity costs of one year of secondary education attributed to TQI-II is assumed to be 12% of the annual wage rate for adults with only primary education ($1,213). The direct cost of the project was updated to reflect the actual cost of $56.401 million.13

8. Based on these estimates, the project yielded an NPV of $22.7 million and an EIRR of 18.9%, which is significantly higher than the discount rate of 12% (see Table A8.1).14 One could even argue that this is a lower bound estimate, as positive externalities linked to enhanced education quality and equity arising from a healthier, better educated and inclusive society have not been included in the analysis.

10 In total, Government of Bangladesh implemented quality enhancement projects at the secondary level with estimated cost of $705 million from World Bank-funded SEQAEP ($435 million), ADB-funded SESIP tranche 2 ($185 million) and TQI-II ($85 million) between 2012 and 2018. TQI-II’s contribution was 12% out of the $705 million. 11 At appraisal, the number of students appearing in SSC exam were used as proxies for graduates. 12 A total of 3,743 pre-service training (B.Ed) participants can be directly attributed to the project through two B.Ed. scholarships schemes. However, the project also promoted enrollment in B.Ed program through activities other than direct funding which could have increased the number of pre-service trainees. 13 The costs were converted to economic prices resulting in a total direct economic cost of $52,351. 14 Many researchers recommend using discount rates between 8 to 12% for developing countries.

Appendix 8 47

Table A8.1: Economic Costs and Benefits Calculated Ex-Post (in US $ ‘000s) Economic Cost Economic Benefit Opportunity to (Internal (External Year Net Benefit Capital secondary education Total Cost Efficiency) Efficiency) Total Benefit 1 2,876 - 2,876 - - - (2,876) 2 3,232 3,477 6,710 80 724 805 (5,905) 3 4,353 3,286 7,638 373 684 1,058 (6,581) 4 13,090 3,699 16,789 987 770 1,757 (15,031) 5 15,666 3,613 19,279 2,020 1,743 3,763 (15,516) 6 7,371 4,158 11,529 3,517 4,610 8,127 (3,403) 7 5,763 4,090 9,852 4,668 8,826 13,494 3,642 8 - - - 3,735 15,351 19,086 19,086 9 - - - 2,241 15,351 17,592 17,592 10 - - - 896 15,351 16,247 16,247 11 - - - 179 15,351 15,530 15,530 12 - - - 143 15,351 15,494 15,494 13 - - - 115 15,351 15,466 15,466 14 - - - 92 15,351 15,443 15,443 15 - - - 73 15,351 15,424 15,424 16 - - - 59 15,351 15,410 15,410 17 - - - 47 15,351 15,398 15,398 18 - - - 38 15,351 15,389 15,389 19 - - - 30 15,351 15,381 15,381 20 - - - 24 15,351 15,375 15,375 21 - - - 19 15,351 15,370 15,370 22 - - - 15 15,351 15,366 15,366 23 - - - 12 15,351 15,363 15,363 24 - - - 10 15,351 15,361 15,361 25 - - - 8 15,351 15,359 15,359 ENPV= 22,733 EIRR= 18.9% Year 1= 2012 Source: Asian Development Bank estimates.

48 Appendix 8

9. Sensitivity Analysis. A sensitivity analysis has been undertaken on the basis of alternative assumptions regarding external and internal efficiency benefits. The project’s contribution to increased earnings for all secondary graduates and change in dropout rates are the only variables subjected to sensitivity analysis as other measures in the benefit stream are based on actual data.15 In the base case, 6% of increased earnings for all secondary employed graduates is assumed for three major secondary education programs being implemented in Bangladesh and TQI-II’s contribution is assumed to be 12% of the 6%. It is assumed that secondary cycle dropout rate would have reduced annually by 5% every year in the absence of TQI-II. We explore how the EIRR changes if the quality premium is reduced to 3% or 4% and if the annual change in secondary cycle dropout rate in “without project” scenario was 4% or 6%.

10. If the quality premium is assumed to be 4% instead of 6%, the EIRR decreases to 13.7%. The EIRR decreases to 10.5% if quality premium is lowered further to 3% (see Table A8.2). Similarly, if we assume that the reduction in secondary cycle dropout rate was 6% per year instead of 5% even in the absence of the project, EIRR would decrease to 15.7%, ceteris paribus. If we assume an annual change in cycle dropout rate by 4% in the absence of TQI-II, then EIRR increases to 23.1%. When we assume quality premium to be 4% and annual reduction in cycle dropout rate to be 6%, then the EIRR decreases to 10.7%. However, the lower premium and high improvement in default cycle dropout rates occurring at the same time are highly unlikely given that wages for secondary graduates in Bangladesh have been increasing over time and that Bangladesh has made massive improvements in internal efficiency during TQI- II’s implementation. The economic analysis conducted here suggests that TQI-II was, ex post, a sound investment decision.

Table A8.2: Sensitivity Analysis Annual change in Quality dropout rate premium "without project" EIRR Base 6% 5% 18.9% Lower quality premium 4% 5% 13.7% Lower quality premium 3% 5% 10.5% Low reduction in dropout rate "without project" 6% 4% 23.1% High reduction in dropout rate "without project" 6% 6% 15.7% Lower quality premium and higher reduction in dropout rate "without project" 4% 6% 10.7% Source: Asian Development Bank estimates

15 The wage premium and improvement in secondary graduates’ earnings are based on nationally representative HIES 2010 and 2016 data.

Appendix 9 49

CONTRIBUTION TO ADB RESULTS FRAMEWORK

Results Framework No. Indicators DMF Indicator Achievement Methods/Comments Operational Priority 1: Addressing Remaining Poverty and Reducing Inequalities, 2019-2024 Pillar 1: Outcome indicator 1: 45,273 teachers received Figures based on Human Percentage of teachers in-service CPD training for teachers in grades 9– capital and showing use of teaching teaching agreed subject. 12 who completed CPD social competencies in the classroom training in agreed protection by 2017. subjects. enhanced for all CPD target 40,000; 1 30,000 (grades 9–10) TI 1.1.1 (Secondary school 40%; People madrasah 60%; 20% women enrolled in teachers from both institutions) improved 10,000 (grades 11–12) education (Secondary school 60%; and/or training madrasah 40%; 20% women (number) teachers from both institutions) Output indicator 1.3: A total of 20,165 head This figure refers to the Number of trained head teachers and assistant number of secondary teachers using teacher head teachers received school head teachers performance checklist and training on providing and assistant head providing academic mentoring: academic mentoring to teachers that received 20,000 for secondary school teachers as of August 21-day and 35-day by 2017 2017. trainings respectively on academic mentoring and management. Output indicator 2.6: In 51 cluster center Cluster center schools schools, rooms were upgraded with training constructed and facilities: equipped with physical 2015, 14 schools and IT facilities. These 2016, 10 schools rooms are used for Baseline: 0 (2011) conducting multimedia- based classes and for teacher training. Operational Priority 2: Accelerating Progress in Gender Equality, 2019-2024 This figure is based on Pillar 1: the number of eligible Women’s female candidates who economic received scholarships empowermen for a one-year B.Ed. t increased program. The B.Ed scholarships were TI 2.1.1 awarded as part of an Women Output indicator 3.1: incentive scheme to enrolled in Number of eligible females Between 2015 and 2017, encourage greater TVET and receiving scholarships for pre- 2,201 scholarships for female participation in other job service training (300 B.Ed. program were the teaching profession training scholarships per year: awarded to eligible female and as part of the merit 2 (number) between 2015–2017) candidates. scholarships scheme.

50 Appendix 9

Results Framework No. Indicators DMF Indicator Achievement Methods/Comments Pillar 3: Women’s participation in decision- making and leadership enhanced

TI 2.3.1 Output indicator 3.2: Percentage of female Women with Percentage of female members in SMCs strengthened members in secondary school increased to 21% as of leadership management committees: 2017. In 2018, the figure capacities 25% by 2017 was 22.7%. (number) Operational Priority 1: Addressing Remaining Poverty and Reducing Inequalities, 2019-2024 Pillar 1: Outcome indicator 1: 45,273 teachers received Figures based on Human Percentage of teachers in-service CPD training for teachers in grades 9– capital and showing use of teaching teaching agreed subject. 12 who completed CPD social competencies in the classroom training in agreed protection by 2017. subjects. enhanced for all CPD target 40,000; 1 30,000 (grades 9–10) TI 1.1.1 (Secondary school 40%; People madrasah 60%; 20% women enrolled in teachers from both institutions) improved 10,000 (grades 11–12) education (Secondary school 60%; and/or training madrasah 40%; 20% women (number) teachers from both institutions) Output indicator 1.3: A total of 20,165 head This figure refers to the Number of trained head teachers and assistant number of secondary teachers using teacher head teachers received school head teachers performance checklist and training on providing and assistant head providing academic mentoring: academic mentoring to teachers that received 20,000 for secondary school teachers as of August 21-day and 35-day by 2017 2017. trainings respectively on academic mentoring and management. Output indicator 2.6: In 51 cluster center Cluster center schools schools, rooms were upgraded with training constructed and facilities: equipped with physical 2015, 14 schools and IT facilities. These 2016, 10 schools rooms are used for Baseline: 0 (2011) conducting multimedia- based classes and for teacher training. Operational Priority 2: Accelerating Progress in Gender Equality, 2019-2024 Pillar 1: Output indicator 3.1: Between 2015 and 2017, This figure is based on Women’s Number of eligible females 2,201 scholarships for the number of eligible 2 economic receiving scholarships for pre- B.Ed. program were female candidates who

Appendix 9 51

Results Framework No. Indicators DMF Indicator Achievement Methods/Comments empowermen service training (300 awarded to eligible female received scholarships t increased scholarships per year: candidates. for a one-year B.Ed. between 2015–2017) program. The B.Ed TI 2.1.1 scholarships were Women awarded as part of an enrolled in incentive scheme to TVET and encourage greater other job female participation in training the teaching profession (number) and as part of the merit scholarships scheme. Pillar 3: Women’s participation in decision- making and leadership enhanced

TI 2.3.1 Output indicator 3.2: Percentage of female Women with Percentage of female members in SMCs strengthened members in secondary school increased to 21% as of leadership management committees: 25% 2017. In 2018, the figure capacities by 2017 was 22.7% or 23%. (number) B Ed. = Bachelor of Education, CPD = continuous professional development, TVET = technical and vocational education and training. Source: Asian Development Bank.

52 Appendix 10

IMPLEMENTATION SCHEDULE

Activity/Milestone 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18 2018–19 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 Output 1: Strengthened Teacher Development and Organizational Capacity

1.1 Enhanced NTEC established by Cabinet decision, Planned X with operational secretariat 1 Actual 1.2 Review of transport and other requirements for DEO/ Planned X USEO finished Actual Y 1.3 Phased delivery of vehicles and other equipment to Planned X X X X X X X X selected DEO Actual Y Y Y Y Y Y Y 1.4 CD program for DEO/USEO, including leadership Planned X X X X program and training in RPL Actual Y Y Y Y Y Y 1.5 An integrated secondary teacher training system Planned X approved by NTEC to cover (i) pre-service education system, (ii) CPD, and (iii) an in-service training system Actual Y 1.6 One-year action plan approved by MOE to formally Planned X adopt the institutional and organizational reforms (June 2013) Actual Y 1.7 Partnership arrangements for 3+1 and 4+1 B.Ed Planned X approved by NTEC and UGC. 2 Actual Y 1.8 Partnership implementation started between TTCs Planned X X X X X X X X X X X X X X and universities 3 Actual Y Y Y Y Y Y Y Y Y 1.9 Head teacher training program based on agreed Planned X competencies approved Actual Y 1.10 Partnerships between IT companies and TTC- Planned X X X X X X X X X curriculum development initiated Actual Y Y Y Y Y 1.11 10 international post-graduate training candidates Planned X selected and training started Actual Y 1.12 Teacher classroom performance monitoring piloting Planned X initiated Actual Y 1.13 Training of 22,000 head teachers rolled out over 3 Planned X X X X X X X X X X X X X years Actual Y Y Y Y Y Y Y Y Y 1.14 Partnerships between IT companies and TTC- Planned X X X X X X X curriculum development initiated (Same as 1.10) Actual 1.15 STIS integrated with DSHE EMIS and training Planned X decisions using functional STIS Actual Y 1.16 40 international short-term training candidates Planned X selected and training started Actual Y 1.17 Study on integrated career path finalized Planned X Actual Y

Appendix 11 53

Activity/Milestone 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18 2018–19 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2

Output 2: Enhanced Teacher Training Programs and Delivery Systems 2.1 In-service training (STC) and selected CPD from Planned X X X X X X TQI-1 continued Actual Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 2.2 Teacher and Head teacher competencies and Planned X approved by NTEC and UGC Actual Y Planned X X X X X X X X X X X X X X X 2.3 e-learning in 27 facilities initiated and demonstrated Actual Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 2.4 RPL system adopted and started to credit teachers Planned X X X X X X X X X X X X X X X for previous training 4 Actual Y Y Y Y Y Y Y Y Y Y Y 2.5 New pre-service curriculum based on new Planned X X X X X X X X X X X X X X competencies delivery Actual Y Y Y Y Y Y Y Y Y Y Y Planned X X X X X X X X X X X X X X 2.6 Refined CPD programs delivery Actual Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 2.7 In-service teacher training focused at bridging RPL Planned X X X X X X X X X X X X X X assessed gap delivery Actual Y Y Y Y Y Y Y Y Y Y Y Y 2.8 Cluster Center Schools constructed and become Planned X X X X X X X X X X operational (2015) Actual Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 2.9 Center of Excellence for English language teaching Planned X X X X and learning operational Actual Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 2.10 Center of Excellence for Science and Mathematics teaching and learning identified and development started Planned X X X X based on lessons from Center of Excellence for English language teaching and learning Actual Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 3. Targeted Support for Inclusive Education 3.1 Target upazila and schools and madrasahs identified Planned X (2012) Actual Y 3.2 IE teacher training policy made more explicit and Planned X supported by advocacy (2012) Actual Y 3.3 Gender sensitive workshops for SMCs conducted Planned X X X X X X X X X X X X X X X X X X (continuous) Actual Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Planned X X X X X X X X X X X X X X X X X X 3.4 Targeted scholarships program implemented (2013) Actual Y Y Y Y Y Y Y Y Planned X X X X X X X X X X 3.5 Incentive program for teachers piloted (2014) Actual Y Y Y Y Y Y Y Y 3.6 Targeted remedial classes piloted (2015) Planned X X X X X X X X X X X X X X Actual Y Y Y Y Y Y Output 4: Quality Project Management

Planned X

54 Appendix 10

Activity/Milestone 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18 2018–19 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 4.1 PSC, PIC, and PMU established with critical positions filled and team leader deployed immediately Actual Y Y after project effectiveness 4.2 MOU with BANBEIS finalized about the Biennial Planned X Teacher Performance Census Actual Y Planned X 4.3 TA team deployed Actual Y 4.4 Review meetings conducted with appropriate Planned X X X X X X X X X reporting Actual Y Y Y Y Y Y Y Y Y 4.5 Teacher performance report, with 3 times BANBEIS Planned X X X X X X X X X census input report 5 Actual Y Y Y Planned X 4.6 Mid-term Review Actual Y BANBEIS = Bangladesh Bureau of Educational Information and Statistics, B.Ed. = Bachelor of Education, CD = capacity development, CPD = Continuing Professional Development, DEO = District Education Office, DSHE = Directorate of Secondary and Higher Education, EMIS = Education Management Information System, IT = Information Technology, MOU = Memorandum of Understanding, NTEC = National Teachers Education Council, PIU = Project Implementation Unit, PMU = Project Management Unit, PSC = Project Steering Committee, RPL = Recognition of Prior Learning, UGC = University Grants Commission, USEO = Upazila Secondary Education Office, SMC = School Management Committee, STIS = Secondary Teacher Information System, STC = Secondary Teaching Certificate, TQI = Teaching Quality Improvement, TTC = Teachers Training College, 1 1.1 NTEC formed in February 2010 and reformed in October 2014. The law has been prepared for sending to the Cabinet. 2 1.7 Instead, merit scholarship approved by NTEC. UGC was not involved. 3 1.8 Instead, merit Scholarship program conducted) ADB approved post-facto basis in 2016 4 2.4 RPL Developed policy guidelines in June 2016 and disseminated to the stakeholders up to 2018). 5 4.5 Census of 2013 and 2015. Source: TQI-II Project Management Unit and Asian Development Bank.

Appendix 11 55

ORGANIZATIONAL CHART FOR PROJECT IMPLEMENTATION

Ministry of Education Secondary & Higher Education Division

Project Steering Committee

DG, DSHE

Project Implementation 1 Project Director P&D Wing, DSHE Committee

2 Deputy Project Directors

4 Assistant Project Directors

3 Project Officers 1 Accounts Officer

14 staffs

DG: Director General, DSHE: Directorate of Secondary and Higher Education, P&D: Planning and Development. Source: Asian Development Bank and TQI-II Project Management Unit.

56 Appendix 12

SUMMARY OF TQI-II TRAINING ACTIVITIES

Sl Training Name Course Content Trainer Participants Duration 1 Professional Basic, Academic, Integrated Education and Gender, Teachers of Higher Secondary Level 21 days Leadership Monitoring and Evaluation, service regulations Information Secondary Head Teachers Development Communication Technology (ICT), Expanded Education etc. Teachers Training Training for Institute (HSTTI) HT/Principal/ and National Super Academy for (Grades 9–12) Educational Management (NAEM) 2 In-Service Secondary Education System Of Bangladesh; Equality, Teachers of Higher Secondary Level 35 days Training for Justification And Integration Of Secondary Education; National Secondary Assistant/ Officer-in- HT/Principal/ Education Program Development And Implementation; Teachers Training Charge/ Current Super Student Education; Monitoring and Evaluation; Human Institute (HSTTI) Charge Head (Grades 9–12) Resources/Staff Management and Development; Leadership, and National Teachers Responsibility and Accountability Of Institution Heads In Academy for Development Of Education Institution; Essential and Legal Educational Rules and Regulations In Directing and Managing Educational Management Institutions; Secondary Educational Institution Management; (NAEM) Information and communications technology In School Management and Teaching English. 3 Follow up Strategic Planning; Quality Improvement in School Teachers of Higher Secondary Level 6 days Training for Management; Favorable School Environment; Effective Secondary Head Teachers HT/Principal/ School Management; Qualitative Learning, Directed Works Teachers Training Super Institute (HSTTI) and National Academy for Educational Management (NAEM) 4 CPD for ICT for Introduction to Computer and its Use; Preparation of Digital Teachers of Secondary Level 14 days Digital Content Content using Power Point; Internet Use; View Video Clip Government Class Teachers Development using You Tube; Download and Cutting; Email Account Teachers Training Training Opening and Introduction to Shikkhok Batayon and Use; Colleges Downloading of necessary software for preparation of digital content and installation; Others (paint tool, MS Office); List of important web sites on education; Common Computer Problem and Solution

Appendix 12 57

5 CPD for ICT for Identification the Skills Required for Managing Multi-media Teachers of Secondary Level 5 days Digital Content Classroom and Ways for Improvement; Introduction of Government Class Teachers Development Dashboard and its Use; Lesson; Practice Shikkhok Batayon; Teachers Training Training (follow Presentation of Edited Content Evaluation and Improvement Colleges up) and Upload Edited Content in Shikkhok Batayon; Managing Multi-Media Classroom and Projector and Troubleshooting of computer 6 Subject based Teaching and Learning Technique; Integrating Learning; Use Teachers of Secondary Level 14/24 days CPD for New of Information Communication Technology in Learning Government (Grades 9–10) Teachers (Pedagogy). Subjects: Bangla, English, Physics, Chemistry, Teachers Training Class Teachers (Grades 9–10) Zoology, Accounting, and Bangladesh World Overview Colleges (TTCs) and NAEM; Secondary Schools 7 Subject based National Education Policy-2010; Introduction to Education Teachers of Higher Secondary Level 24 days CPD for New Program and National Education Progrom-2012; Areas of Secondary (Grades 11–12) Teachers Learning Objectives Determination of Learning Results; Teachers Training Class Teachers (Grades 11–12) Strategy and Methods of Learning; Organizing and Managing Institute (HSTTI), Classes; Strategy of Teaching Special Learning; Preparation NAEM and Colleges of Lesson Plan; Measuring Learning Progress; Monitoring and Evaluation; Good Survey and Characteristics of Good Survey; World Efforts in Improving Qualitative Education; Learning Materials; Creative Question Method; Motivation and Reinforcement; Co-educational Functions; Educational Institution Inspection Format; Reporting Format; Introduction to Integrated Education; Creating Environment for Cooperative Integrated Learning; Especial Method and Materials for Teaching Learning for Children with Different Types of Special Needs; Creating Gender Friendly Environment in Educational Institute and Women Empowerment; Autism; Use of Information Communication Technology in Education Subjects: Bangla, English, Mathematics, Physics, Economics, Civics, Good Governance, Accounting, and Social Science 8 Secondary Subject Maters in Improving Professional Skills, Learning, Teachers of Secondary Level 90 days Teaching Valuating, reflective Practice, Teaching strategy and method, Government Class Teachers Certificate (STC) Continuous valuation, Examination Survey; Motivation; Teachers Training (Madrasah) Classroom Management; SMC; Structure of Bangladesh Colleges Secondary Education; Teaching Practice; Dedicated Work; Viva. Subject: Religion Education Learning, Agriculture Education Learning

58 Appendix 12

9 SMC and PTA Inclusive Education and Gender; Multi-Media Classroom Teachers of Secondary Level 3 days Training Implementation and Expansion; Organizational Structure, Government TTCs, (Grades 6–12) SMC Rules & Regulations of Financial Management of the Non-Govt HSTTIs, NAEM, and PTA Members Institutions and Roles of the Managing Committee/Governing BMTTI Body.

10 Advance ICT C Language, Web Development Graphics, Mobile Apps & Specialists of Secondary Level 46 days Training Course Outsourcing Nongovernment Class Teachers (46 days) Computer Institutes

11 ICT Fundamental of Computer, Hardware Assembling & Teachers of Youth Secondary Level 3 days Troubleshooting Disassembling, Connecting Devices of Computer, Operating Training Centers’ Class Teachers Training (3 days) System Software, Installation and Uninstallation (Application Software, Antivirus, Device Driver), Monitor, Multimedia Projector, Scanner, Printer & UPS Troubleshooting 12 DSHE Capacity Introduction to Computer and its Use; Preparation of Digital NAEM, DSHE Officers of 10 days Building Training Content using Power Point; Internet Use; View Video Clip using officials, Resource Directorate of You Tube; Download and Cutting; Email Account Opening and Person from other Secondary Introduction to Shikkhok Batayon and Use; Downloading of Govt. offices like Education necessary software for preparation of digital content and BANBEIS, A2I installation; Others (paint tool, MS Office); List of important web program of Prime sites on education; Common Computer Problem and Solution. Minister’s office, Except those more Training Activities might be included/added NCTB, MOE, and here. MOPA etc. BANBEIS = Bangladesh Bureau of Educational Information and Statistics, BMTTI = Bangladesh Madrasah Teachers Training Institute, CPD = continuous professional development, DSHE = Directorate of Secondary and Higher Education, HT = head teacher, HSTTI = Higher Secondary Teachers Training Institute, ICT = information and communications technology, MOE = Ministry of Education, NCTB = National Curriculum and Textbook Board, PTA = parent-teacher association, SMC = school management committee, STC = secondary teaching certificate, TTC = teacher training colleges. Source: TQI-II Project Management Unit

Appendix 12 59

Table A12.1: Targets and Achievements on TQI-II Training Activities

Target Actual Initial Target Revised Target Actual no. of Training/Workshop Name (DPP) (at MTR) trainees TNI for CPD (2 days) 1,600 1,200 472 Professional Leadership Development Training for 22,000 10,000 9,794 head teacher/principal/super (Grades 9–12) In-Service Training for head teacher/principal/super 22,000 10,000 10,371 (Grades 9–12) Follow-up training for head teacher/principal/super 22,000 14,000 13,986 CPD for ICT for Digital Content Development Training 60,000 55,000 63,401 (14 days) CPD for ICT for Digital Content Development Training 60,000 55,000 56,588 (follow up) CPD TOT for new teachers (Grades 11–12) (6 days) 800 800 795 CPD TOT for new teachers (Grades 9–10) (3 days) 2,300 1,800 1,811 Subject-based CPD for new teachers 45,000 30,000 34,643 (Grades 9–10) (14–24 days) Subject-based CPD for new teachers 15,000 10,200 10,630 (Grades 11–12) (24 days) Secondary Teaching Certificate (3 months) 10,000 5000 2,146 School Management Committee and Parent-Teacher 25,000 25,000 34,827 Association Training (3 days) DSHE Capacity Building Training (10 days) 500 500 453 Dissemination of B.Ed. Curriculum (2 days) 600 600 985 EMIS/STIS to Collect Data (6 days) 900 900 1,189 Total 287,700 220,000 242,091 Training courses added after project approval Advance ICT Training Course (46 Days) N/A 1100 988 Advance ICT Refreshers Training (10 Days) N/A 1000 609 ICT Troubleshooting Training (3 days) N/A 23,400 23,404 MPhil/PhD Program N/A 10 12 TQI-II District/Cluster Seminar (1 day) N/A 1,500 1,189 Total 287,700 247,010 268,293 CPD = continuous professional development, DPP = development project proforma, DSHE = Directorate of Secondary and Higher Education, EMIS = educational management information system, ICT = information and communication technology, STIS = Secondary Teacher Information System, TOT = training of trainers, TNI = Training Needs Identification, TQI-II = Teaching Quality Improvement II. Source: TQI-II Project Management Unit and Asian Development Bank.

60 Appendix 13

LIST OF OVERSEAS TRAININGS

SL Training Course Male Female Total Training Provider Country 1 P-3: Education Leadership for 18 7 25 De La Salle University Philippines DEO/USEO 2. P-6(b): Strengthening of Teacher 2 1 3 University of Technology Australia Accreditation Sydney, Australia 3 P-4: Leadership for head teachers 15 10 25 De La Salle University Philippines and principals 4 P-5: Support to Twinning Partnership 11 5 16 University of Massey New Mechanisms Zealand 5 P-7: Project Planning and 5 0 5 University of Canterbury New Management Zealand 6 P-9(b): Teacher Core Subject 6 5 11 Queensland University of Australia Strengthening – Mathematics Technology 7 P-9(c): Teacher Core Subject 5 6 11 University of Canterbury New Strengthening – Science Zealand 8 P-2(01): Capacity Strengthening for 11 4 15 University of Canterbury New Directorate of Secondary & Higher Zealand Education 9 P-6(a): Strengthening of Teacher 11 3 14 University of Canterbury New Accreditation Zealand 10 P-9(a): Teacher Core Subject 6 5 11 University of Canterbury New Strengthening – English Zealand 11 P-1: Quality Assurance of Teacher 7 7 14 University of Canterbury New Development System Zealand 12 P-2.02: Capacity Strengthening for 16 3 19 Queensland University to Australia Directorate of Secondary & Higher Technology Education 13 P-8(a): Education Policy and 13 0 13 University of Technology Australia Planning Sydney 14 P-8(b): Education Policy and 13 2 15 University of Technology Australia Planning Sydney 15 P-2.03: Capacity Strengthening for 14 6 20 Queensland University to Australia Directorate of Secondary & Higher Technology Education 16 P-6(c): Strengthening of Teacher 2 1 3 University of Canterbury New Accreditation Zealand 17 Teacher Core Subject Strengthening: 16 9 25 Kasetsart University Thailand English 18 Teacher Core Subject Strengthening: 18 7 25 Kasetsart University Math 19 Teacher Core Subject Strengthening: 10 11 21 Kasetsart University Science 20 Capacity Building of Head 15 11 26 Kasetsart University Teacher/Principal 21 Teacher Core Subject Strengthening: 20 6 26 Kasetsart University ICT 22 Education Management and Capacity 18 7 25 Kasetsart University Building of Administrators 23 Monitoring and Evaluation 2 0 2 Kasetsart University Total 254 116 370 DEO = district education officer, HT = head teacher, ICT = information and communications technology, USEO = Upazila secondary education officer. Source: Project Completion Report, TQI-II Project Management Unit.

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INNOVATION AND DEVELOPMENT FUND

First Round IDF Projects (2015–2016) Implementing Sl. No. Name of Project institutions/organizations Inclusive learning-friendly education for all students in secondary Government TTC Jessore 1. schools Web-based science resources collection, study and Government TTC, Rajshahi implementation in science class teaching in selected secondary 2. education institutions Cluster-based life skills education: monitoring, implementation Government TTC, Khulna 3. and follow-up for ensuring quality education Enhancing secondary teachers’ professional development Bangladesh Madrasah Teachers’ 4. through reflective practice and action research Training Institute , Gazipur Producing low and no-cost improvised science teaching materials Government TTC, Rangpur 5. and developing strategies for using those in secondary science classes Ensuring co-curricular activities for students in the light of Steps Towards Development, Dhaka 6. National Education Policy 2010 to develop human quality of students Interaction among teachers, students, parents and local Steps Towards Development, Dhaka 7. government representatives for ensuring friendly environment in secondary schools Capacity enhancement of teachers and school management Steps Towards Development, Dhaka 8. committee members to address gender issues in classroom teaching and management of secondary schools TTC = Teachers’ Training College. Source: Project Completion Report, TQI-II Project Management Unit.

Second Round IDF Projects (2016–2017) Implementing Sl. No. Name of Project institutions/organizations Cluster-based training on promoting information and communication technology knowledge and skills of science Government TTC, Khulna and mathematics teachers in rural secondary schools for ensuring quality education. Producing low or no-cost improvised mathematics and science teaching materials and developing strategies to use them in Government TTC, Jessore secondary mathematics and science classes Ways to enhance transition rate from junior secondary (grades Datishawr Ahmed Delwara School & 6–8) to secondary (grades 9–10) sub-cycles through reducing College, Nangolkot, Comilla dropout at secondary cycle (grades 6–10): A case study Ensuring quality education through academic and co-curricular Islam Ganti High School, Ganti,

activities: A case study of Islam Ganti High School, Pabna Pabna Teacher and subject-based classroom and teaching resources Saturia Pilot Girls High School,

development Saturia, Manikgonj Measures to solve problems of providing special education to Blooming Roses Buddhi Protibondhi students with intelligence disabilities and autism and Autistic school, Maulavibazar

TTC = Teachers’ Training College. Source: Project Completion Report, TQI-II Project Management Unit.

62 Appendix 13

Third Round IDF Projects (2017 –2018) Implementing Sl. No. Name of Project institutions/organizations 1 Functionalization of Multimedia Classroom in Barisal, Govt. TTC, Barisal Patuakhali & Jhalakati Districts 2 Functionalization of Multimedia Classroom in Rangpur, Govt. TTC, Rangpur Gaibandha & Kuriugram Districts 3 Promote inclusive educational environment for students with Steps Towards Development, Dhaka disability (Especially physically challenged girls and boys) 4 Fusion of Materials for Popularizing Science Govt. TTC, Dhaka 5 Internet Based business studies teaching learning process for Govt. TTC, Rajshahi secondary school teachers in 4 Upazilas in Rajshahi district. Source: Project Completion Report, TQI-II Project Management Unit

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IMPLEMENTATION OF GENDER ACTION PLAN AND ACHIEVEMENTS

A. Introduction

1. During the preparation phase of the Second Teaching Quality Improvement Project (TQI- II), Bangladesh has achieved gender parity in enrollment in primary and secondary education. The identified challenges were in improving the quality of education, equitable access disadvantaged groups, and participation, retention, and cycle completion rates. Given these challenges, TQI-II emphasized the improvement of the quality of teachers through: (i) helping establish standards and quality assurance mechanisms, (ii) developing a robust system of pre- service teacher training through partnerships between eligible teacher training institutes and universities, (iii) strengthening in-service and continuous professional development (CPD) programs, and (iv) strengthening teacher performance monitoring systems. Eyeing to improve the opportunities for graduates to seek more meaningful and economically rewarding employment and/or transition to higher education, TQI-II also focused on improving teaching and learning practices in the classroom, especially in English, mathematics, and science, including demonstrating computer-aided learning with the use of information and communications technology.1 TQI-II was developed on the basis of lessons learned from First Teaching Quality Improvement in Secondary Education (TQI-I) and aligned with the government’s National Education Policy (NEP). It aimed to support the establishment of an integrated teacher education system for enhancing the quality of teachers as a foundation for improving the overall quality of education.2 The project was approved in March 2012.

2. The targeted impact of TQI-II was improved learning outcomes in secondary education. The outcome was a strengthened, integrated, and more inclusive secondary teacher education system. The following outputs were set to achieve the outcome: (i) strengthened teacher development and institutional and organizational capacity; (ii) enhanced teacher training programs and delivery systems; (iii) targeted support for inclusive education; and (iv) quality project management.

3. The project was categorized gender equity theme (GEN). Gender equality indicators and targets were incorporated in the target outcomes and outputs of the project’s design and monitoring framework (DMF). A gender action plan (GAP) was prepared to support the achievement of the project’s gender-related targets.

B. Gender Issues

4. The secondary net enrollment rate increased from 44% in 2010 to 55% in 2011 for girls and from 32% to 45% for boys in the same period.3 Completion rates of girls at the primary and junior secondary level were 8%–9% higher than those of boys in 2010. This suggests a reversal of the gender gap in completion rates at the junior secondary level in 2000–2010. However, at the senior secondary and higher education levels, men’s completion rates were 5%–7% higher

1 ADB. 2012. Report and Recommendation of the President to the Board of Directors: Proposed Loan for People’s Republic of Bangladesh: Second Teaching Quality Improvement in Secondary Education Project. Summary Poverty Reduction and Social Strategy (accessible from the list of linked documents of Appendix 8). Manila, page 1. 2 ADB. 2012. Report and Recommendation of the President to the Board of Directors: Proposed Loan for People’s Republic of Bangladesh: Second Teaching Quality Improvement in Secondary Education Project. Manila, page 1. 3 World Bank. 2013. Bangladesh Education Sector Review. Dhaka, page XVII.

64 Appendix 15 than those of women, although the gap has been decreasing. Only about 45% of tertiary students were women.4

5. The dropout rate was a key challenge and it was much higher for students from poor and disadvantaged groups since they had limited educational options.5 Issues such as the poor attendance, particularly among girls, and low quality of secondary education for both girls and boys were frequently attributed to poor teaching. Increased number of women teachers was needed to ensure the targeted percentage of women teachers in both rural and urban schools.6

6. While girls' enrollment had significantly improved, their performance and retention in secondary education were undermined by several factors, particularly by a traditional value structure that favored early marriage for girls7 and placed greater value on boys' education. Other factors include insecurity, harassment, low mobility, lack of hygiene, low confidence, and the lack of women teachers in schools.8 The country partnership strategy (CPS) of the Asian Development Bank (ADB) for Bangladesh, 2011–2015 identified improving the quality and relevance of education to facilitate access for the poor, women, and excluded groups as a key priority.9

C. Gender Features

7. Since gender was a cross-cutting issue, the GAP used a multifaceted approach. The major element of the GAP of TQI-II included (i) undertaking mass awareness programs to encourage and attract women to the teaching profession; (ii) raising general awareness with emphasis on the positive accomplishments and successes of female teachers; (iii) structuring incentive packages, especially for remote and rural areas, to motivate female teachers to join and remain in the teaching profession; and (iv) introducing mechanisms to increase the proportion of female members on school management committees (from 15.7% to 25% in 2016). The GAP prepared and implemented under TQI-I was updated to (i) help upazilas and secondary education institutions in rural areas achieve the target of at least 20% female teachers; and (ii) enhance the proportion of women in school management committees to at least 25%.10

8. The GAP had 28 activities and 12 quantitative targets, including the gender-related targets in the DMF.11 The GAP was revised twice: (i) during the project mid-term review mission on 24, September, 2014 to make three activities and six targets specific;12 and (ii) during the Project

4 Footnote 3, page XVII. 5 Footnote 2, page 8. 6 The rules of the Government of the People’s Republic of Bangladesh on recruitment of women teachers: 20% in rural and 40% in urban areas. 7 The rules of the Government of the People’s Republic of Bangladesh on recruitment of women teachers: 20% in rural and 40% in urban areas.Once girls will be married off and not contribute to the family in the long run; also with limited equation they have less opportunities to earn as much as the boys; Traditionally, parents do not have high hopes about girls and comparing to boys, girls have very limited opportunity of earning cash having only SSC or HSC degree or having dropped out in middle of study. Poverty, insecurity, natural disaster, religious beliefs as well contribute for this value structure. 8 Footnote 1, page 1–2. 9 Footnote 1, page 1. 10 Footnote 2, page 8–9. 11 The activities and targets are listed and not numbered in one column of the GAP matrix. In Table 1, similar activities were merged and so with similar quantitative targets. 12 Final Aide Memoire of Mid-Term Review Mission dated 24 September 2014. As shown in the GAP achievements matrix of this report, “secondary schools” and/or “madrasah” were added in Activities 13, 14, 15 and Targets 2, 5, 6, 7, and 9; and target percentage of 30% women teachers oriented on using eLearning in the classroom was added in Target 2.

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Implementation Committee meeting on 21 January 2018, where one activity13 was dropped due to lack of budget allocation in the original Development Project Proforma (DPP).14 As TQI-II was category C in social safeguards, activities related to resettlement of households or displacement of economic activities were irrelevant and, hence, dropped.15

9. TQI-II nominated an assistant project director as gender focal point, recruited an international consultant as inclusive education and gender specialist to assist in the implementation and monitoring of the progress of the GAP and allocated budget requirements for the implementation and monitoring activities under the GAP.

D. Overall assessment of Gender-Related Result/Achievements

10. As shown in Table 1, the implementation of the GAP was successful: 93% of 28 activities were completed, and 83% of 12 quantitative targets, including the gender-related targets in the DMF, were achieved. Practical and strategic gender benefits of completed activities and targets for women and girls were as follows:

1. Practical Gender Benefits

11. The provision of the following created an enabling learning environment for the girls and helped women capture the training and employment opportunities provided by the project:16

(i) Hostels, separate toilets for men/ boys and women/girls, drinking water, kitchen (cooking food allowed for the women participants with kids), prayer room, cleaning facilities (by appointing a cleaner), fan, adequate lighting, internet connectivity and private safe spaces (curtain in the women trainees room) for women trainees or teachers and girls in the various training centers; (ii) Sanitary napkins for girl students if their menstrual cycle suddenly started in school. Review classes were opened for lagging behind students where girl students could join who were hesitant in attending classes during their menstrual cycles. This helped the girls stay in class or recover from absences. (Box 1); and (iii) Childcare facilities and separate toilets for women and men in training venues, schools, and construction sites helped mothers with little children.

2. Strategic Gender Benefits

13 The dropped activity was Comprehensive socio-economic study conducted including incentives, promotion mechanism and cost considering gender issues, women's situation and situation of small ethnic community in areas inhabited by small ethnic communities. 14 DPP is the standard format to follow -in Bangladesh- in submitting investment project proposals for approval to the planning commission. Hence, this activity is not included and counted in this assessment. 15 TQI II did not require land acquisition, resettlement of households, and displacement of economic activities. Hence, these activities were irrelevant: (i) special assistance to female headed affected household and other vulnerable affected households designed and applied; (ii) people from small ethnic communities received compensation for the loss of common/community property in all cases; (iii) participation of women of the affected people in resettlement and rehabilitation process ensured by incorporating membership in Grievance Redress Committee 20% and Resettlement Advisory Committee 20%; and (iv) all progress and monitoring reports on resettlement issues include sex disaggregated information. 16 Practical gender benefits refer to addressed needs (usually short-term needs) of girls and women that help ease the burden of their traditional roles but do not change or contest gender stereotypes or transform the traditional gender roles and unequal gender relations of men and women.

66 Appendix 15

12. The following project achievements are considered strategic gender benefits because they helped or could help enable girls and women to break gender stereotypes in education and transform traditional inequitable gender relations.

A. Gender equality in human capital development. The program resulted in greater access of teachers including women to competency programs, and access of girls and boys to quality education. It also led to increase in students’ attendance and better performance in schools. Specifically:

(i) The remedial classes in Science, Math, and English helped the students, especially shy girls, to perform better in school and the teacher classroom monitoring tools encouraged them to interact with fellow students and ask their teachers questions and clarifications in classes. Teachers used decent words when addressing the boys and girl students. The open learning environment inspired the students, particularly the girls, to continue attending their classes and earn quality education; (ii) Advocacy campaigns, promotional activities, and the establishment of cluster center schools and outreach resource center in small ethnic communities attracted women to apply for scholarships in pre-service training and for teaching jobs, and participate in continuous professional development (CPD)—9,837 (22%) who participated in CPD were women—and training of eligible teachers in ethnic communities—125 (26%) of participants were women (Box 1); (iii) The increase of women in school management committees (SMC) and the engagement of more women teachers in secondary education created a women- and girl-friendly school environment with more parents’ willing to send their girls to school, complete their secondary or higher secondary education, and encourage women in the household to join the teaching force; and (iv) Teachers were trained to use e-Learning, including in the use of multimedia and visual presentations in class, which were found attractive to students’ attention and helped girl and boy students understand their lessons better.

B. Women’s economic empowerment. Implementation of the GAP created avenues for women to make decisions for the household, combat domestic violence, and takeout formal loans.

(i) The number of women teachers increased in public teacher training institutes, from 275 in 2010 to 342 in 2018; (ii) In the PMU and district level project structure, of the 36 staff, 11 or 31% were women; (iii) A total of 1,547 women laborers (40% of the 3,891 laborers) were engaged in project-generated construction work; and (iv) The stories gathered from women beneficiaries suggest that their earned income helped them manage the day-to-day financial needs of their families, pay children’s school-related expenses, and improve living standards, independently from men. Their paid jobs also qualified them to receive loans from community associations, NGOs, and banks. In some cases, their economic independence helped them combat domestic violence (Box 2).

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C. Gender equality in decision-making and leadership. The significant increase in number of women in secondary teaching profession and women receiving income, positively influenced the attitude of families and communities towards women. Platforms were created for women to participate in family and community decision-makings.

(i) Percentage of female members in SMCs increased to 22.7% from 15.7%; (ii) Gaining education and income boosted women’s confidence and resilience in dealing with male counterparts in the teaching profession. They stood as strong role models that inspire students, especially girl students. (Box 1); (iii) Increased quantity in quality women teachers in school management committees (SMCs), and building them into community leaders through different trainings, paved more seats for informed women voices at the decision-making table (Box 2); (iv) Women as professional teachers raised their status as a key voice in the family’s decision-making processes and gained them a respectful place in the community. In some cases, they became the prime decision-maker of the family (Box 2); and (v) The specialized learnings helped women not only to be professionals, but also opened opportunities for them to join other forums such as the District Sport Federation Council, Unit Leader, Bangladesh Scout and Enumerator of Voter Registration. These positions, coupled with their teaching, increased their credibility as active community members (Box 2).

68 Appendix 15

Table A15.1: Gender Action Plan Achievements Matrix Activities Achievements Assessments Component 1: Strengthened teacher development and institutional and organizational capacity Activity 1. Career path proposed for teachers that Provision for increasing the percentage of women teachers in the top positions in secondary Activity completed address gender issues to attract qualified women. education institutions was one of the major recommendations listed in the ‘Study on Professionalizing Secondary Teachers Career Path’ (Nov 2018). The study also included the Aligned with DMF Output 1.2. Study completed ‘policy implications’ of increasing number of women teachers in top positions and was sent to on an attractive secondary teacher career path to the MOE for necessary action.17 institutionalize high quality recruits, considering women’s need (2017). Activity 2. DSHE staff oriented on considering Workshops and trainings on the gender action plan (GAP) and on monitoring teaching quality Activity completed and addressing gender aspects while monitoring with emphasis on the gender aspects organized for DSHE staff, Project Management Unit teacher quality. (PMU) officers, and consultants. A total of 139 participants: 95 (68%) men and 44 (32%) women participated in the workshops—and 1,189 DSHE field staff: 940 (79%) men and 249 (21%) women were trained in managing sex-disaggregated data in Education Management Information System (EMIS) database including teacher information. Activity 3. STIS database strengthened with • STIS database strengthened through regular collection of sex disaggregated data on Activity completed further use of sex-disaggregated data and district level secondary teachers during the Teacher Censuses (1st and 2nd) by the integration in DSHE, EMIS.18 Bangladesh Bureau of Education Information and Statistics (BANBEIS). These data were integrated in the EMIS of DSHE in October 2017;19 • District level sex-disaggregated data used in recommending policy actions that will benefit teachers especially women such as in recruitment and reassignment of teachers; enabling women teachers to avail of scholarship, grants, and trainings; and provision of facilities in training centers for the welfare of women. Activity 4. Periodic gender-based analysis Regularly submitted periodic gender-based analysis helped central level policy makers to Activity completed provided to management by using the sex formulate policy and planning for developing secondary education, including the identification disaggregated EMIS data. of the training needs of women and men teachers and developing the skills among women teachers. The analysis also helped fulfil the target of women teachers’ recruitment as per Government of the People’s Republic of Bangladesh quota, monitor provision of facilities in the education institutions (separate toilet, health and hygiene facilities for women teachers and girl students, address the needs of lagging behind students), and teachers’ classroom performance.

17 Total 1,033 persons participated in the study: 845 teachers and head teachers (238 women and 607 men) interviewed, 132 teachers participated in focus group discussions, 21 key informants {heads of departments under the Ministry of Education (National Teachers Education Council [NETC], Bangladesh Bureau of Educational Information and Statistics Bangladesh Bureau of Educational Information and Statistics [BANBEIS], National Academy for Education Management [NAEM]) who were involved in policy making and zonal or district heads (District Education Officers [DEOs], Deputy Director [DD], Secondary Education)} Interviewed, and 35 education experts Interviewed. The objective of the study was to devise an attractive career path for teachers and training cost model. The results showed that men and women secondary level teachers have no clear existing career path. 18 Activity 3 is related to two other activities in the GAP-- collection of sex disaggregated district level secondary teacher’s data ensured under Component 1 and collection, production, and use of sex-disaggregated of teachers ensured under Component 3. As these three activities have the same data on achievements, they are counted as one activity in this assessment. 19 EMIS is a central server of DSHE, which was updated in 2017 by installing a new software for merging the vast database.

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Activities Achievements Assessments Target 1. Inclusion of female staff (20%) in Total of 1,189 staff, of whom 249 (21%) women and 940 (79%) men, participated in district Target 1 district level secondary teachers’ data collection level secondary teachers’ data collection capacity development activities. achieved capacity development activities ensured. Activity 5. Teacher classroom performance Teacher classroom monitoring tools’ developed by the project and approved by the National Activity completed monitoring criteria include equal attention to boys Teachers Education Council (NTEC). It has 18 indicators including teacher’s equal attention and girls and encourage participation of girls. to boys and girls encouraging participation of girls (e.g., by using proper language, throwing questions carefully, not using humiliating words, and allowing the students to raise questions), and paying extra attention to students with disability.20 Component 2: Enhanced teacher training programs and delivery system Activity 6. Gender perspectives in the pre-service Gender perspectives integrated in the pre-service teachers’ training program or one year Activity completed teacher training program incorporated.21 Bachelor in Education (B.Ed) program:22 • Gender perspectives in the B.Ed. training • B.Ed curriculum revised to incorporate ‘inclusive education’ topics, such as gender program incorporated. equality, equity, women’s empowerment and gender mainstreaming, in line with the revised secondary level (grades 6 to 12) curriculum and textbooks according to National Education Policy (NEP) 2010; • Based on the revised curriculum, 22 B.Ed textbooks developed (funded by the project) with gender aspects and inclusion issues addressed. Activity 7. Selected TTCs and training institutions 14 government TTCs, 5 HSTTIs, 43 CCSs cum e-Learning center, and 1 BMTTI renovated or Activity completed have infrastructural facilities (hostel, toilet, water) constructed with facilities for women teacher trainees: hostel, toilets, drinking water, kitchen for women teacher trainees (target to be (cooking food for the women participants’ kids), prayer room, cleaning facilities (by appointing decided).23 cleaner), fan, adequate lighting, internet connectivity and other privacy (curtain in the women trainees room). Activity 8. DMF Output 1.1. (not in the GAP). A one-year action plan has been approved by SHED under MOE. However, screening Activity not One-year action plan approved to formally adopt mechanism for TTC in terms of staff capacity, physical facilities and facilities for female completed organization and institution reforms, with teachers and staff can be approved only after the NTEC is legally established. SHED has screening mechanism for TTC and facilities for prepared a draft NTEC Act for submission to Parliament. female teachers and staff (2013). Activity 9. Special needs of SECs especially for Project identified and considered the following special needs and requirements of SECs in Activity completed women teachers identified and incorporated in the the project’s program (e.g., different trainings): program. • Establishment of CCSs or e-Learning centers in the catchment areas of SEC inhabitants (Bandarban, Cox’s Bazar, Dinajpur, Khagrachari, Naogaon, Chapainawabganj, Sunamganj, Moulvibazar, Hobiganj); • Training on ICT, for 10 teachers (4 women and 6 men) from SEC;

20 The tools are used periodically by the assigned field level officials (head teachers, academic supervisors, upazila [sub-district] secondary education officer, training coordinator, inspector, assistant inspector, district education officer) to monitor teachers’ performance. 21 Activity 7 and the next activity (Gender perspectives in the B.Ed. training program incorporated) are related and have the same data on achievements. These activities are merged in this assessment. 22 ADB's Aide-Memoire of November 2015 and April 2016 endorsed a merit scholarship scheme to promote enrollment of teachers and nonteachers in one-year B.Ed. training programs. On 2 August 2016, ADB expressed no objection to the provision of the B. Ed. Training scholarship. 23 No target was decided.

70 Appendix 15

Activities Achievements Assessments • Training (14 or 24 days) on CPD provided to 483 eligible teachers (125 women and 358 men); from SEC • Orientation on inclusive education and Teachers Classroom Performance Monitoring Checklist, which was attended by 20 teachers (8 women and 12 men) from SEC; • B.Ed. scholarship provided to 86 teachers (73 men and 13 women) from SEC; • Incentive grants for remedial classes provided to 83 eligible teachers (70 men and 13 women) from SEC; • Incentive grants for remedial classes provided to 83 eligible teachers (70 men and 13 women) from SEC. Activity 10. Promotional activities undertaken to Project undertook the following promotional activities to attract more women teachers to Activity completed attract women in CPD program. participate in CPD: • Development of advocacy materials (audio/video, car and door sticker, booklet, leaflet, key ring); • 10-minute documentary video about the project’s activities; • Promotional campaigns for women teachers;24 • Provision of separate facilities for women (accommodation, toilet facilities) and childcare facilities.25 • Publishing messages in monthly newsletter (from January 2015 – June 2016) to raise awareness of women teachers to participate in CPD training; and • Inclusion of ‘gender and inclusive education’ in the CPD training manuals. Target 2. Secondary school teachers oriented Total 87,793 eligible secondary school teachers, out of whom 17,218 (20%) were women, Target 2 achieved (30% female) in using e-Learning in the participated in various trainings on using e-Learning in the classroom. These trained teachers classroom. now use multimedia in explaining the subject matter in classes regularly. The training courses were the 14-day CPD ICT-Digital Content Development Training (63,401 participants), the 3- day ICT Troubleshooting Training (23,404 participants), and the 46-day Advanced ICT Training (988 participants).26 Activity 11. In-service teacher training includes Female teachers included in different in-service trainings: STC, CPD trainings, one-year Activity completed female teachers. B.Ed. courses, and advanced ICT training. Target 3. DMF Output 2.3. Number of teachers • 2,146 teachers out of which 247 (12%) were female completed in-service STC training. Target 3 not completing in-service training for STC continued • RPL policy guideline was approved and RPL Assessors guide and candidate guide was achieved

24 During different trainings, the trainees were oriented on the special facilities for women trainees and encouraged to motivate their women colleagues to attend the training. During the celebration of the International Women’s Day, education institutions disseminated the opportunities offered by TQI-II for women teachers. 25 Only few women, especially those coming from the rural and disadvantaged areas, were willing to or could attend the trainings due to expenses incurred in attending. Their responsibilities as nursing mother, insecurity, and transportation also hindered participation in the meetings. 26 The project organized these training using e-learning for all eligible secondary school teachers. Since the percentage of female secondary school teachers (26%) is less than the target, overall achievement of women who participated in the refresher trainings was 20%. The number of teachers who received training on using e-learning is likely to be higher than 87,793 as a small number of teachers who did not partake in the original CPD ICT- Digital Content Development Training and Advanced ICT Training attended the corresponding refresher trainings. Given that we do not have accurate data on the number of such teachers, we use a conservative figure of 87,793 teachers for this target. To ensure the participation of all eligible women in training, the project provided allowances and allowed mothers to bring small children along with an attendee to the training venue. A number of teachers could not attend the training due to maternity leave, sick leave, sickness of children and other family responsibilities. For those unable to physically participate, e-learning module was offered.

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Activities Achievements Assessments for first 2 years and for bridging training on RPL developed by NTEC in April 2016. RPL assessed gap training will start after assessed gap from third year (years 1 and 2, 0); establishment of RPL credit system under SESIP. (year 3, 2000, and years 4 and 5, 3,000)27 (25% • Yearly break up of training numbers are not available. female). Target 4. DMF Output 2.4. Number of teachers CPD training in agreed subjects provided to 45,273 teachers: 9,837 (22%) women and 35,436 Target 4 achieved completing CPD training in agreed subjects (78%) men of schools and madrasahs of grades 9-12. The breakdown by school type is as (20,000) teachers per year from 2014, including follows: madrasah (25% female for secondary schools) Secondary school teachers: 7,888 (26%) women and 22,105 (74%) men; Madrasah and all available female teachers in agreed teachers: 1,949 (all available eligible) women and 13,421 men. subjects from madrasah). Activity 12. Training of women teachers from • Project facilitated the participation of women teachers from SECs in training through the Activity completed SECs ensured by addressing their specific needs following initiatives: (Monitored by number). o Establishment of ORC in small ethnic communities (Rangamati and Thakurgaon) and disadvantaged areas (Potuakhali); o Provision of childcare and breast-feeding facilities; o Assigning one attendee to take care of small children of women trainees; and o Providing transport allowance and honorarium. • Training provided to 483 eligible teachers (125 women and 358 men) from SECs. Target 5. Female teachers (100%) attain Since 2005, the government has required all teachers to register by passing the Teachers’ Target 5 registration for secondary schools. Registration Examination to become a secondary level teacher. All 17,572 (100%) female achieved teachers who applied for secondary level teaching positions from 2005 onwards are registered. Component 3: Targeted support to inclusive education Activity 13. Inclusive Education Policy Inclusive Education Policy Guideline (concurred by ADB in January, 2016, approved in the Activity completed strengthened by addressing gender issues of NTEC meeting on 12 September 2017, and sent to MoE on November 2017 for further secondary teaching and needs of teachers, SMC, action) conducted addressed the following gender-related concerns of secondary teaching, MMC, governing body students for secondary as well as the needs of teachers, SMCs, MMCs, governing body and students of secondary schools and madrasah. schools and madrasah: • Extending opportunities (training and incentive grants) to increase the number of female teachers who are assigned in the low performing educational institutions in the underserved or remote areas and conduct remedial classes for shy or low performing students; • Increasing the number of female participants in SMC to at least 25%; • Integrating inclusive education and gender perspectives in all training programs, manuals for classroom teachers, SMC, MMC, and governing body, and institute head as stated in Inclusive Education Policy 2016, Clause 6, 8 and Appendix A; • Raising awareness on women’s and girls’ rights, women’s empowerment, gender roles, women in development and gender and development; • Promoting women teachers and the welfare of women teachers in disadvantaged areas;

27 The target was officially changed from 5,000 to 3,000 teachers during the 11th Project Steering Committee meeting on 23 January 2017. This is reflected in the Revised Development Project Proforma.

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Activities Achievements Assessments • Providing child-care facilities for women teachers in TTCs, HSTTIs, and BMTTI; and • Providing separate toilet facilities and safe drinking water, health and hygiene facilities for girl students and women teachers. Activity 14. Advocacy programs conducted for • The advocacy programs included awareness materials and activities that promoted Activity completed promoting inclusive education addressing issues inclusive education, girls’ participation and recruitment of female teachers including in of girls’ participation and (recruitment of) female madrasahs. The key messages were access to education of girls, boys, children with teachers including madrasah. special needs, and children from SECs; the way to access schools in disadvantaged areas; project’s support for women and girls; wage of women labor; and United Nations’ SDGs 4 and 5 on gender equality.28 • The advocacy communication plan aligned the project’s activities with the SDGs, including gender equality. Activity 15. Remedial classes for lagging • Remedial classes in science, math, and English to encourage shy girls and boys were Activity completed students conducted with attention to encourage piloted from March 2016 to December 2017 (1st phase) and September–October 2018 shy girl students at secondary schools. (2nd phase) with 167,300 grades from 6–12 students, of whom 117,110 (70%) were girls.29 The following activities were done to improve the performance of shy girls: individual counseling, development of customized materials, regular assignments or exercises given, close follow-up of home works and engaging parents to follow up on class assignments. Female teachers used proactive and gender sensitive remedial learning methods, as evidenced by the monitoring visits in 6 schools. Target 6. Refresher workshops on inclusive 14 refresher workshops on inclusive education conducted in 9 zones with total 1,424 eligible Target 6 achieved education for SMCs, head teachers, and district participants, of whom 261 (18%) were women30 and 1,163 (82%) were men, from SMC, head and upazila authorities (target 25% women) teachers, district and upazila authorities. Details on the participants are as follows: conducted for secondary schools and madrasah. ▪ 48 (34%) women and 92 (66%) men from SMC, MMC, governing body; ▪ 68 (18%) women and 319 (82%) men head teachers, madrasah super, principal; ▪ 145 (16%) female and 752 (84%) male district and upazila authorities (director, deputy directors), director office, district education officers (DEOs), upazila secondary education officers (USEOs), academic supervisors, academic instructors or research officers.

28 These include 5,800 inclusive education flyers (in Bangla); 2,050-TQI-II project booklets; 250 teacher’s primer to conduct remedial classes; 1,500 newsletters; 1,500 festoons/banners; one documentary film (10 minutes); one promo on project activities and progress; and 14 advocacy workshops. 29 These classes were held in 1,195 selected secondary institutions in 32 districts and 83 upazilas (underserved areas of all zones). 30 The project organized refresher workshops for all eligible women and men. The following were eligible for participation in the refreshers' workshop on IE: (i) member of SMC, MMC, or school governing body and head teacher, madrasha super or principal who had received the training earlier from TQI-I and were still in service ( since SMC, MMC or governing body members are changed every two years, many TQI-I-IE-workshop participants were not eligible to participate in refreshers workshop) and who were capable to disseminate the knowledge within their own institution, and; (ii) district and upazilla authorities (director, deputy directors, director office, district education officers [DEOs], upazila secondary education officers [USEOs], academic supervisors, academic instructors or research officers). The total number of women in district and upazila authorities (Director, DD, DEO, USEO, AS) was 145 and all of them (100%) participated in the refresher workshops. Since the percentage of women in district and upazila authorities is lower than the target, overall achievement of women who participated in the workshops was 18%.

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Activities Achievements Assessments Target 7. Priority for women teachers given in All 15,812 (100%) eligible English and Mathematics teachers, comprising 2,618 (17%) women Target 7 achieved English, mathematics (100% of all teachers of and 13,194 (83%) men, from secondary schools and madrasha received CPD subject and those subjects to be trained) at secondary training of trainers (TOT) trainings. The trainings31 were provided to: schools and madrasah. ▪ CPD - 5,487 Mathematics teachers of grades 9-12 (498 women, 4,989 men); ▪ CPD -9,921 English teachers of grades 9-12 (2,030 women, 7,891 men); ▪ TOT -239 Mathematics teachers of grades 9-10 (28 women,211 men); and ▪ TOT- 165 English teachers of grades 9-10 (62 women,103 men).

The project gave priority to female teachers of English and Mathematics of schools and madrasahs and instructed clearly to the teachers' training institutions and DEOs to invite each female teacher of the respective subjects who have not received training under TQI-I or TQI- II. The project as well strongly instructed the DEOs that, school/madrasahs have to send each eligible female teacher of the respective subjects to participate in the training. Male teachers of the respective subjects were allowed for training if additional seats after enrolling female trainees were available (the size of female teachers in the respective subjects were small). Female teachers of these respective subjects were also given preference in e-learning or ICT training. To ensure the participation of all female teachers of the respective subjects, the training invitation letter explicitly mentioned that the training institution would allow bringing children along-with a caretaker. Female trainees were also allowed given access to kitchen facilities to prepare food for their children, if any. Target 8. 300 scholarships per year for pre- • Between 2015 to 2017, B.Ed. scholarships were given to a total of 2,201 females. All of Target 8 achieved service training provided to eligible female them completed their B.Ed from 14 government TTCs and BMTTI. The scholarship grants candidates. improved quality and performance of B.Ed trained teachers specially women teachers. Project took the following initiatives to promote B.Ed. training: ▪ Preparation and approval of policy guidelines (B.Ed Scholarship Policy Guidelines (aligned with DMF Output 3.1): Number of concurred by ADB and approved by NTEC in April 2016); eligible females receiving scholarships for pre- ▪ Advertisement posted in daily newspapers and in websites of DSHE and TQI-II, and service training (300 scholarships per year: letters sent to government TTCs and BMTTI for granting of B.Ed scholarship to between 2015-2017).32 teachers from the 83 underserved upazilas’ (special priority given to the female) in 2016 and 2017 academic years. • In addition, 2,918 existing and potential teachers, of whom 1,532 (52.5%) were women, received scholarships under the B.Ed merit scholarship program. 33

31 The project provided training on Mathematics and English to all eligible women excluding those trained under TQI I. 33 This represents 1,456 (54%) women teachers and 1,224 (46%) men teachers in schools and 76 (32%) women teachers and 162 (68%) men teachers in madrasah. 32 According to the DPP, the original target was 1,500 eligible females. This was revised in the aide memoire, April 2016 to 300 per year (2015 to 2017) for a total of 900.

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Activities Achievements Assessments Activity 16. Provision for more women teachers Women teachers increased from 275 in 2010 to 342 (20%) in 201834 in all public teachers Activity completed in TTCs, HSTTIs, and ORCs and training centers training institutes.35 increased (Target to be set by January 2015).33 Activity 17. Incentive mechanism developed TQI-II awarded incentive grants to 2,295 teachers (277 women, 2,018 men)36 to incentivize Activity completed and implemented to increase the number of teachers in disadvantaged areas, especially female teachers, to conduct one extra remedial teachers especially women in rural and class daily. This extra effort impacted positively on student’s attendance rate in the classroom underserved areas and in girls' schools with no and the pass rate in the exam. The project also awarded B.Ed scholarships to 204 female women teachers and to increase especially teachers in the 83 disadvantaged upazilas. women from disadvantaged group. Target 9. SMC composition proposal with more • Proposal for women’s participation in the SMCs included in the proposed Inclusive Target 9 not (25%) women participation at secondary schools Education Policy Guidelines (submitted to the Ministry of Education for necessary achieved and madrasah initiated, approved and circulated. action). DMF Output 3.2: Percentage of female members • Percentage of female members in the SMCs increased to 22.7% from 15.7% (baseline). in secondary SMCs increased to 25% by 2017 The project oriented and motivated the SMCs through training programs to increase (baseline: 15.66%). women participation in the SMC. Activity 18. Capacity building programs All 34,780 eligible members—9,279 (27%) women and 25,501(73%) men—of SMC, MMC, and Activity completed conducted for SMC members include all women governing body trained on gender, inclusive education, concept and use of multimedia in members. classrooms, financial and administrative rules, and regulations of the institution. Activity 19. Advocacy campaign to attract female Different types of advocacy campaign to attract female teachers and SMC female members Activity completed teachers and SMC members conducted. conducted. Advocacy programs led to increase in the number of women in SMC and teaching work force. The campaign activities were the following: • 12 advocacy campaigns organized for field level officials, institute head, teachers, SMC, governing body, MMC, and parents on remedial measures for lagging behind students; • Flyers and posters and TQI-II booklets that contain gender-related issues and information on opportunities for women, scholarships, and incentive grants for professional growth of teachers and SMC members distributed; • 200 posters, 200 festoons, and 200 banners on teachers’ training and inclusive education distributed in all districts; Activity 20. Women representatives from the Women representative from the SECs (Chakma, Marma, Pakhaing, Santal, Garo, Tripura, Activity completed SECs incorporated in SMCs in the area Tanchanga and Barman) incorporated in SMCs in the areas inhabited by SECs. Each of the inhabited by SECs. SMCs of the respective area was represented by at least one SEC member. Activity 21. Implementation of government rules Government rules on recruitment of women teachers (20% in rural and 40% in urban areas) Activity not on recruitment of women teachers ensured. were implemented in 43% of all rural schools and 26% of all urban schools. (Source: completed BANBEIS Data)

33 No target was set by the project. 34 Government of the People’s Republic of Bangladesh, Bangladesh Bureau of Educational Information and Statistics. 2019. Bangladesh Education Statistics 2018. Dhaka. pp. 253-254. 35 Since there is no fixed provision for female teachers’ posts in TTCs, HSTTIs, and BMTTI there is no scope to increase the provision for more women. Moreover, it is beyond the project scope as the posting in those positions is determined by government irrespective of sex and it depends on the required qualification. 36 These teachers came from 1,195 institutions (girls and co-education secondary school or madrasah) in 9 educational zones. Amount of incentive grants was BDT2,000 per person per month.

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Activities Achievements Assessments Component 4: Quality Project Management Target 10. Women recruited in PMU, district, Total recruitment in PMU and district level was 36—women: 11 (30.6%) and men: 25 Target 10 and other levels (20%). (69.4%).37 achieved Activity 22. Rules, provisions, infrastructure are Rules, provisions, and infrastructure were conducive to women staff and stakeholders Activity completed conducive to women staff and stakeholders in all implemented in 21 (all) partner institutions. These include the same salary and travel partner institutions. allowance for male and female staff; separate toilet for men and women; and separate male and female staff room in government TTCs (14), HSTTIs (5), BMTTI (1), and NAEM (1). Activity 23. All staff oriented on gender action 31 orientation workshops on GAP and gender-related issues38 organized in 9 zones for all Activity completed plan, its operation and responsibilities. 4,182 staff (755 [18%] women and 3,427 [82%] men) of PMU and field level.39 Activity 24. Financial and human resources Project engaged an international consultant (IE and Gender Specialist) and a Gender Focal Activity completed (focal point, gender specialist) allocated to Point (Assistant Project Director of PMU); required budget to implement and monitor the GAP support implementation and monitoring of the was allocated. gender action plan. Activity 25. Monitoring system ensures use of Monitoring system with collection of sex-disaggregated data was developed and Activity completed sex disaggregated data and gender-based disseminated to all the zones and gender analysis of these data in place. The gender analysis. analysis of data was used in formulating policy and planning, fulfilling women-teacher quota, providing training for women, Monthly Pay Order (MPO), and formulating Revised Development Project Proforma (RDPP). Activity 26. All periodic reports from each level All (22) quarterly progress reports–GAP reports; Indigenous Peoples (IP) reports; training Activity completed include sex disaggregated information with progress reports; assessment of the status of DMF indicators and targets— were submitted gender analysis and progress of GAP to concerned Directorate, Ministry, and ADB and included sex-disaggregated data. implementation.

Target 11. DMF Output 4.2: Biennial census of Two annual teacher performance reports and two reports on biennial census of all secondary Target 11 all secondary institution teachers and annual schools and madrasah teachers—1st biennial teacher census in 2013 and 2nd biennial achieved teacher performance report prepared with sex- teacher census in 2015—prepared and published with sex-disaggregated data. disaggregated data (to include madrasah). Component V. In all land acquisition, resettlement, compensation and construction the following issues will be ensured: construction, resettlement, and rehabilitation.40

37 The positions of the 36 trained staff were officers (total: 11, women: 4, and men: 7), computer operators or accountants (total: 4, women: 2, and men: 2), and consultants (total:18, women: 5, and men: 13). 38 Conducted 10 workshops on the GAP, including gender-sensitive information, its operation and responsibilities, scholarship and incentive grants for women, inclusion of women in trainings, increased women membership of SMC, labor employment of women in construction, inclusion of sex-disaggregated data in the EMIS; 3 workshops on safeguard issues; and 18 workshops on remedial classes where gender issues were main concern. 39 Director Zone, Deputy Director, Zone, District Education Officer (DEO), Upazila Secondary Education Officer (USEO), Academic Supervisor (AS), Assistant Inspector, and Training Coordinator. 40 Four activities related to social safeguards were dropped because, being category C, the project did not require resettlement of households or displacement of economic activities. These activities were (i) special assistance to female headed affected household and other vulnerable affected households designed and applied; (ii) people from small ethnic communities received compensation for the loss of common/community property in all cases; (iii) participation of women of the affected people in resettlement and rehabilitation process ensured by incorporating membership in Grievance Redress Committee 20% and Resettlement Advisory Committee 20%; and (iv) all progress and monitoring reports on resettlement issues include sex disaggregated information.

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Activities Achievements Assessments Target 12. Employment of women in 3,891 laborers, of whom 1,547 (39.8%) were women and 2,344 (60.2%) were men; 1,910 Target 12 construction activities ensured (20% of unskilled skilled laborers, of whom 872 (46%) were women and 1,038 were men; 1,981 unskilled achieved laborers). laborers, of whom 675 (34%) were women and 1,306 (66%) were men, engaged in project generated construction work. Activity 27. Water supply and sanitation facilities As of December 2018, the construction work of 50 cluster centers cum e-Learning centers Activity completed for women laborers ensured through contractors completed, and 7 almost completed. All construction took place in the existing school campus in all sites. and all (50) sites had water supply facilities, childcare facilities and separate sanitation facilities for women and men labors. Activity 28. Contractors oriented to pay equal 8 orientation workshops and meetings held with the contractors, engineers, assistant Activity completed wage for men and women for work of equal value. engineers on equal wages and equal work of value for men and women, safety of the workers, hygiene, safe drinking water, separate sanitation facilities and child day care women workers, with 244 participants, of whom 56 (23%) were women and 188 (77%) were men; these participants included 100 contractors/ sub-contractors (all men) from all 50 awarded contracting firms, 35 executive engineers, 51 assistant engineers, 51 head teachers and 7 assistant teachers. Overall GAP Assessment: Successful41 ADB = Asian Development Bank, BANBEIS= Bangladesh Bureau of Education Information and Statistics, B.Ed. = Bachelor in Education, BMTTI = Bangladesh Madrasah Teachers Training Institute, CCS = cluster center school, CPD = continuous professional development, DEO = district education officer, DMF = design monitoring framework, DSHE= Directorate of Secondary and Higher Education, EMIS = educational management information system, GAP = gender action plan, HSTTI = higher secondary teacher training institute, ICT= information and communications technology, MMC = madrasah management committee, MOE = Ministry of Education, NAEM = National Academy for Education Management, NEP = national education policy, NTEC = National Teachers Education Council, ORC = outreach resource center, PMU = project management unit, RPL = recognition of prior learning, SDG = sustainable development goal, SEC = small ethnic community, SHED = Secondary and Higher Education Division, SMC = school management committee, STC = secondary teaching certificate, STIS = secondary teacher information system, TQI-II = Second Teaching Quality Improvement in Secondary Education Project, TTC = teacher training college, USEO = upazila secondary education officer. Source: Asian Development Bank.

41 26 (93%) of 28 activities were completed and 10 (83%) of 12 quantitative targets were achieved.

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D. Evidence of the Project’s Gender Equality and Social Inclusion Results

13. Focus group discussions on women and girls’ benefits from the project were held in five secondary schools, one secondary school and college, one alim madrasah, one teachers training college, and one Bangladesh madrasah teachers training institution with 57 (33 women and 24 men) teachers, seven (all women) teacher trainees, and 32 (20 girls and 12 boys) students. Overall, all teachers expressed that the project provided trainings resulted in (i) increased leadership quality of women teachers in classes and school; and (ii) increased acceptance, honor and participation in decision-making at the family and community levels. Also, children became more attentive in their studies, and teachers were better equipped to explain lessons effectively. Childcare facilities for trainees’ children and caretakers in training venues motivated more women teachers to attend trainings and improve their teaching methods.

14. The following are the testimonials on the outcomes of the project shared during the FGDs.

(i) Gender equality in human capital development

Box 1. Developed confidence to carry out professional responsibility “Before receiving trainings, I was hesitant, confused and a bit afraid about lesson delivery and managing students. After attending the CPD training, my confidence and courage increased. I learnt how to manage classes in a systematic way, the way to attract both girl and boy students and keep them lively in the classroom and, how to deliver lessons effectively. Before the trainings, I used to deliver one-way lessons but now I deliver the lessons in an interactive manner, organize group works and deliver clearer understanding to the students including girls. Receiving ICT training boosted my confidence further. Now, I develop digital contents myself and deliver lessons using multimedia. This helped me gain the respect and honor of my students, colleagues and headteacher. With the trainings, I became more gender sensitive. It helped me to deal better with boys and girls according to their needs. I also managed to convince the school authority to consider the menstrual issue of the girl students and provide the needed support. This capacity development helped me make decisions confidently.”

Mrs. Rebeca Sultana, Assistant Teacher, Premier Ideal High School, Mymensingh

(ii) Gender equality in decision-making and leadership

Box 2. Increased capacity to voice opinion and become role model “The opportunity provided by TQI-II brought immense honor and created multi-fold opportunity for me. As a teacher, receiving different trainings including overseas training helped me develop my ability to make the right decision quickly. This capacity development helped me be selected as a member of SMC, District Sports Federation Council and Women Sport Federation Council. This identity helped me built networks, attend different forums, boosted my confidence and awaken my leadership potential. In absence of my father, I became the prime decision maker of my parental family, which gained me a strong position in my community as well. In many cases, community people even rely on me for decisions. Being a good teacher and member of different forums, I am honored everywhere. I have earned the respect of my students and their parents including students who are now working overseas in Republic of Korea and India. I feel successful when I see them treat me as a role model.”

Ms. Bina Prova Chakma, Assistant Teacher, Rangamati Government High School, Member, District Sports Federation Council and Women Sport Federation Council, Rangamati

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F. Challenges

15. The challenges that were encountered during GAP implementation were:

(i) Despite giving priority to women teachers for training, the number of women teacher trainees were still very low. Many women teachers cannot afford the costs of training. They have too many home responsibilities that leaves hardly adequate time for them to leave for training. To accommodate more women teacher trainees, the project established ORCs in disadvantaged or remote areas and childcare facilities for women trainee’s small children and their caretaker in the training venue. These ORCs and practice must however be sustained and replicated where feasible. (ii) Some targets in the GAP are higher than the actual existing number. For instance, 30% target was set for teachers oriented on e-Learning where women comprise only 24.5% of secondary level teachers. Targeting and other targets must be more practical. (iii) Overall, poverty, negative perceptions on education as a means towards women’s empowerment, social security issues, early marriages leading to increased dropout rates of girls especially in grades 9 to 12 impact on the delivery of quality education. More in-depth studies and inclusive innovations to combat the impacts in the sector require additional funding and support.

G. Conclusion and Lessons

16. The TQI-II training programs were essential to improving the competencies of teachers. TQI-II provided trainings to actual and potential teachers including women, and supported women-friendly environment in teachers’ training institutes. The number of training enrollment of women in public training institutes increased from 8,488 (36.23%) in 2011 to 10,803 (58.14%) in 2018.42 The increase in the number of trained and qualified teachers, along with other initiatives, resulted in the increase of education competency among students. The number of students that obtained grade A+ in secondary school certificate increased by 36% from 62,778 (57% boys, and 43% girls) in 2011 to 97,964 (50.35% boys, 49.64% girls) in 2017. Also, the number of students that obtained grade D decreased by 88% from 11,925 (40% boys, 60% girls) to 1,489 (61% boys, 39% girls) for the same period.43 This data showed that girls obtaining grade D decreased from 1.8% to 0.09%. In addition, it suggested a more positive trend in girls’ education competency than the boys -the percentage for girls’ obtained grade A+ increased by % from 26,778 to 48,636.

17. The following are the lessons from GAP implementation:

(i) A continuing training program for teachers, enhance teachers, including women teacher’s ability to deliver quality lessons for all students in their classes. The provision of separate facilities for women and accommodation of childcare facilities in the training venues, and provision for incentives or scholarship that defray training costs, encourage women-teachers to join trainings even in distant locations. Establishing ORCs and CCSs increased the number of trained women teachers. Replication of these practices will inspire more women into the profession;

42 Bangladesh Bureau of Educational Information and Statistics (BANBEIS). 2019. Bangladesh Education Statistics 2018. Dhaka.pages 253 - 254. 43 http://data.banbeis.gov.bd/index.php?option=com_content&view=section&id=87&Itemid=270.

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(ii) The CPD training and e-Learning for teachers are effective as well. These trainings boost the capacity of women and men teachers to deliver lessons more effectively and creatively in their class. Moreover, it is important to provide refreshers training on CPD and e-Learning with special emphasis on gender related issues to increase the competency of girl and boy students in receiving higher education and being employed; (iii) Conduct of e-Learning and use of various multimedia for teachers to learn new teaching techniques were effective in delivering class lessons. Teachers are motivated to be more creative with their lesson presentations. The use of multimedia in classrooms was effective delivering clearer lesson messages, and in drawing and sustaining the attention of students (both girls and boys). Use of multimedia, however, requires more time for newly trained teachers to prepare. On one hand, teachers cannot do away with their usual day-to-day responsibilities which require most their time. Having additional teachers on board, will distribute the burden and allow trained teachers to explore various teaching techniques and use of multimedia to convey class lessons; (iv) There is huge gap in teacher student ratio and insufficient classroom spaces. Future projects in the sector must include focus on reducing the gaps and identifying more effective programs for students with special needs, out-of-school youths and need more support as they are lagging way behind other students. Also, continuous innovation of programs for the sector must make it more appealing for more women teachers to apply, since they are role models for girl- students and their parents, especially for those with special needs. (v) More women recruited in SMC is beneficial for creating an enabling environment for women teachers and girl students to participate and contribute more in the sector. The participation of more women in SMC helps to maintain a congenial school environment for women teachers and students, and contributes in achieving quality education; and (vi) To achieve inclusive education, curriculum should be revised to include skill-based lessons and address gender and disability related issues. At the same time, more awareness raising on the need of education attainment for both boys and girls and demerits of child marriage especially for girls and the scope for girls and women in education institutions and in employment opportunity is required.