Technical Assistance Consultant’s Report
Project Number: 37307 January 2006
People’s Republic of Bangladesh: Preparing the Secondary Education Sector Improvement Project- II (Financed by the Japan Special Fund)
Prepared by A team consisting of: G. Kelly (team leader,) D. Carroll, S. Mendoza, A. Parkes, R. Tasker, M. Akhand, H. Begum, P. Biswas, F. Chowdhury, N. Nasreen, M. Manan and A. Rashid. British Council Development Services United Kingdom
This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. (For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design.
Second Secondary Education Improvement Project (SESIP- 2)
ADBTA4532-BAN: Preparing the Secondary Secondary Education Sector Improvement Project- II (SESIP- 2)
January 2006
This report was prepared by a team consisting of: G. Kelly (team leader,) D. Carroll, S. Mendoza, A. Parkes, R. Tasker, M. Akhand, H. Begum, P. Biswas, F. Chowdhury, N. Nasreen, M. Manan and A. Rashid.
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2 Second Secondary Education Improvement Project (SESIP- 2) Table of contents
Page
List of abbreviations 5
Loan and project summary 8
The proposal 12 Sector description and performance 13 Performance indicators and analysis 14 Issues and opportunities 15 Governance 15 Transfer and deputation: the effect on efficiency 15 Reform of the DSHE 16 Decentralisation 18 Education Management Training 19 Education Management Information System (EMIS) 20 Completion of EMIS 20 Data verification 20 User aspects of EMIS 20 Relationship between EMIS and BANBEIS 21 Administrative and management issues 21 Data collection issues 22 Monitoring and evaluation 22 Curriculum, textbooks and teaching-learning materials 23 Curriculum 23 Textbooks and teaching-learning materials 27 Assessment 29 Teachers 34 Gender and underserved communities 36 Girls 36 The female stipend programmes 39 Background 39 The poor 41 Gender and poverty 43 Indigenous people 44 Information Technology 45 Madrasah 46
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The proposed sector development programme 49 Objectives and scope 50 The Secondary Education Sector Development Plan (SESDP) 50 The Asian Development Bank and the secondary sector 50 Important features 51 The project loan 51 Impact and outcome 51 Outputs 51 Management and governance 52 Human resources development 52 Planning and policy formulation 55 Decentralised management 57 Monitoring and evaluation 60 EMIS project activities 63 Madrasah 66 Information management in DSHE and MOE 67 Improved education provision 70 Upgrading quality and capacity in curriculum development 70 Improved secondary textbooks and teaching-learning materials 74 Teacher development 77 Student assessment 78 Information and Communications Technology (ICT) 80 Equity and access 82 Gender and poverty 82 Underserved areas 84 Second Chance Education (SCE) 85 Cost estimates 86 Financing plan 86 Implementation arrangements 87 Management and coordination 87 Implementation period 88 Civil works 88 Procurement 88 Bidding procedure 88 Consulting services 89 Advance action 89 Disbursement arrangements 89 Accounting, financial auditing, and reporting 89 Project performance, monitoring, and evaluation 90 Project monitoring function 90 Baseline study 90 Inception report 90 Project performance management system 91
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Project review 91 Annual reviews 91 Midterm review 91 Project benefits, impacts, and risks 93 Expected benefits 94 Risk analysis 95
Appendices 96 Appendix 1: Subsector analysis 97 Appendix 2: Design and monitoring framework 105 Appendix 3: Policy and institutional reform matrix 125 Appendix 4: Summary of initial poverty and social analysis 131 Appendix 5.1: Summary of project cost by expense category 135 Appendix 5.2: Cost estimate and financing arrangements 137 Appendix 6: Timelines 139 Appendix 7.1: Procurement packages 143 Appendix 7.2: Procurement packages 145 Appendix 8: External assistance and lessons learned 147 Appendix 9: Problem analysis 150 Appendix 10: Financial sustainability analysis 152 Appendix 11: Economic analysis 155 Appendix 12: Summary of consultancy services 158 Appendix 13: Indicative terms of reference 160 Appendix 14: Data on madrasah education 178 Appendix 15: List of people consulted during the project 189
Supplementary annexes 206 Annex A: Chronology and details of stakeholder meetings 207 Annex B: Problem and constraints analysis (tree diagram) 209 Annex C: Description of the Innovation and Development Fund 211 Annex D: Description of training grants 213 Annex E: Description of Master of Education (MEd) training approach 215 Annex F: Indicative schedule for consultancy inputs 217 Annex G: Outline of terms of reference for consultancy inputs 221 Annex H: Outline of base line indicators 229 Annex I: Detailed economic, poverty impact, and financial analysis 233 Annex J: Materials referenced during project 243
5 Second Secondary Education Improvement Project (SESIP- 2) List of abbreviations
ACR Annual Confidential Report AD Assistant Director ADB Asian Development Bank ADEO Assistant District Education Officer ADF Asian Development Fund AI Assistant Inspector AIT Asian Institute of Technology AV Audio-Visual BANBEIS Bangladesh Bureau of Educational Information and Statistics BEd Bachelor of Education BEDU Bangladesh Examination Development Unit BFY Bangladesh Financial Year (01 July to 30 June) BIDS Bangladesh Institute of Development Studies BISE Board of Intermediate and Secondary Education BOU Bangladesh Open University BSEB Bangladesh Secondary Education Board CBT Computer-Based Training CDU Curriculum Development Unit CHT Chittagong Hill Tracts CIDA Canadian International Development Agency CW Curriculum Wing DD Deputy Director DEO District Education Office(r) DG Director General DIA Directorate of Inspection and Audit DPE Directorate of Primary Education DSHE Directorate of Secondary and Higher Education DTE Directorate of Technical Education EED Estimated Effectiveness Date EMIS Educational Management Information System EO Education Officer FEC Female Education Cell FESP Female Education Stipend Project FFE Food for Education programme FSS(P) Female Secondary Stipend (Programme) FSSAP Female Secondary Stipend Assistance Programme FY Financial Year (June to June in Bangladesh) GAP Gender Action Plan GDP Gross Domestic Product
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GIS Geographical Information System GOB Government of Bangladesh HR Human Resources HRDW Human Resources Development Wing HSC Higher Secondary Certificate HSEP Higher Secondary Education Project HSTTI Higher Secondary Teacher Training Institute IBCC Inter-Board Committee of Chairmen ICB International competitive bidding ICT Information and Communications Technology IDA International Development Association IER Institute of Educational Research IS International Shopping IT Information Technology ITEC Independent Textbook Evaluation Committee LAN Local Area Network LCB Local competitive bidding M&E Monitoring and Evaluation MDU Materials Development Unit MEB Madrasah Education Board MEC Monitoring and Evaluation Cell MEd Master of Education MOE Ministry of Education MPIC Madrasah Programme Implementation Committee MPO Monthly Payment Order MTR Mid-Term Report MTTI Madrasah Teacher Training Institute NAEM National Academy of Educational Management NBSE National Board of Secondary Education NCCC National Curriculum Coordination Committee NCTB National Curriculum and Textbook Board NSS National Skill Standards NTEA National Teacher Education Authority (currently NAEM) NTRCA Non-government Teachers Registration and Certification Agency NU National University PC Personal Computer PCP Project Concept Paper PIC Programme Implementation Committee PIU Project Implementation Unit PMU Project Management Unit (sometimes called PIU) PP Project Pro-forma PPTA Project Preparation Technical Assistance PROMOTE Programme to Motivate, Train & Employ Female Teachers in Rural Sec Schools PRSP Poverty Reduction Strategy Paper
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PSC Project Steering Committee PSPU Policy Support and Planning Unit QA Quality Assurance QBS Quality-based selection QCBS Quality and cost-based selection RO Research Officer RRP Report and Recommendation of the President SAU Student Assessment Unit SBA School Based Assessment SCE Second Chance Education SCW Secondary Curriculum Wing SEDP Secondary Education Development Project SESDC Secondary Education Science Development Centre SESDP Secondary Education Sector Development Plan SESIP Secondary Education Sector Improvement Project SICT Support for ICT project SMC School Management Committee SPBMS School Performance-based Management System SPSC Specialist Post Selection Committee SSC Secondary School Certificate SSGSP Secondary Schoolgirls Scholarship Project SSMS Strengthening School Management and Supervision STE Secondary Teacher Education STM Staff Transfer Monitoring TA Technical Assistance TE Teacher Education TECVOC Technical and Vocational TETF Teacher Education Task Force TNO Thana Nirpali (Executive) Officer TOR Term(s) of Reference TQI Teaching Quality Improvement Project TTC Teacher Training College UAS Upazila Academic Supervisor UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organisation UNO Upazila Nirpali (Executive) Officer USEO Upazila Secondary Education Office(r) WAN Wide Area Network WFP (United Nations) World Food Programme ZEO Zonal Education Office(r)
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Loan and project summary
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Loan and project summary
Borrower The People’s Republic of Bangladesh
Classification Poverty classification: Poverty Intervention (Following the Board approval of the R-Paper, Review of ADB’s Poverty Reduction Strategy, staff instructions to replace the PI/CPI classification with a new tracking system are under preparation, in line with para. 83 of the R-Paper.) Sector: Education Subsector: Basic Education Themes: Inclusive Social Development, Gender and Development Sub themes: Human Development, Gender Equity in Opportunities
Environment Environment Category: C Assessment Environment impact was reviewed and no adverse effects were identified.
Project Description The Project will support the Government’s plans to reform the structure and quality of secondary education. While the ultimate aim is to improve the quality of learning in secondary schools through reforms in infrastructure, management and systems capacity, the Project will pursue comprehensive policy, institutional, and systemic developments required for sustainable development of secondary education management. The Project has three components: (i) management and governance (ii) Improved Educational Provision (iii,) and (iii) equity and access. The project design includes features that emphasise gender and social development as crosscutting dimensions in the components, as well as support to managers and teachers in remote areas and from disadvantaged groups, including ethnic minorities. The Project includes a policy and institutional reform framework with time bound milestones and linkages to loan assurances. The Asian Development Bank has been the most active partner to the GOB in the field of secondary education. It has sponsored two major projects in the sector in the nineties (SEDP and HSEP) and is currently supporting the SESIP-1 project scheduled to operate between 2000 – 2005 (recently extended to 2006.) Rationale
Dropout rates average 44% for secondary grades 6–10 and 38% for higher secondary grades 11–12. Pass rates for the secondary school certificate (SSC) have been declining in the last 5 years from 55% in 1999 to 36% in 2003. Pass rates of higher secondary certificate (HSC) have been declining from 56% in 1999 to 27% in 2002, with a slightly improved 38% in 2003. The failure rates represent a huge wastage of financial resources. Specific investment particularly for improving teaching quality in secondary education is necessary and justified to support the Government in achieving the Education-for-All-Goals and Millennium Development Goals. This pivotal fact has been recognized by government and, therefore, much of its current and future planning and resources are – and will continue to be - concentrated on improving accountability and in asserting quality within secondary education. The government will attempt to do this by using the (almost) sole sanction that it has at its disposal – the 90% teacher salary subvention – to control events and quality in schools. Whether it will succeed in doing so will be a crucial factor in the implementation of SESIP-2. Notwithstanding the issue of accountability between government and its secondary education sector, poor management and administration are almost certainly the root cause of many of the day to day problems afflicting education in general and secondary education in particular. Accountability and monitoring systems are weak at all levels and in many cases non existent. Mismanagement and, in many cases, questionable practices, are pervasive. The overall result is that the quality of education provision and related services is less than it could be. This affects almost every element of the secondary process from book production, civil works, teacher recruitment, assignment to schools, salary payments and transfers and examinations.
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Objectives The Project aims to enhance the quality of secondary education in Bangladesh secondary schools by improving the infrastructure supporting the delivery of secondary education. The purpose is to improve management and accountability at all levels and in every sphere of activity resulting in increased quality of education provision quality of teaching.
Cost Estimates The total cost of the Project is estimated at $195.8 million equivalent, including physical and price contingencies, taxes, duties, and interest. Of the total cost, $51.6 million (26 percent) comprises the foreign exchange cost, and $144.2 million equivalent (74 percent) comprises the local currency cost.
Financing Plan It is proposed that ADB provide a loan of $147.3 million equivalent from its Special Fund Resources (ADF) to finance 75 percent of the project cost. The amount covers the total equivalent of foreign exchange cost ($51.6 million) and $95.7 million equivalent of the local currency cost. The Government will finance the remaining $48.5 million equivalent of local costs which is 25 percent of the project cost. ($ million)
Foreign Local Source Total Cost Percent Exchange Currency
Asian Development Bank 51.6 95.7 147.3 75 Government of Bangladesh 0 48.5 48.5 25 Total 51.6 144.2 195.8 100 Source: PPTA Team estimates.
Loan Amount and The terms of the proposed loan will be 32 years including a grace period of 8 Terms years, with an interest of 1.0 percent per annum during the grace period and 1.5 percent per annum thereafter. The Borrower will be the People’s Republic of Bangladesh.
Period of Utilisation Until 2013 (est.)
Estimated Project 2013 Completion Date
Executing Agency The Directorate of Secondary and Higher Education (DSHE,) under the overall guidance of the Ministry of Education (MOE.)
Implementation MOE will establish a project steering committee (PSC) to oversee project Arrangements implementation. A project implementation committee (PIC) will be established with representatives from all stakeholder institutions involved in implementing the Project. As and when necessary, technical committees may also be formed. A project management unit (PMU) to be established at DSHE will be responsible for the day-to-day operational management of project implementation, monitoring and evaluation of progress, and liaison with ADB.
Procurement Local procurement through local competitive bidding (LCB) will follow the Government’s new Public Procurement Regulations 2003, and acceptable to ADB. Vehicles and equipment will be procured through international competitive bidding (ICB) for packages above $500,000 and international shopping (IS) for packages below $500,000, in accordance with ADB’s Guidelines for Procurement.
Consulting Services All international and associated domestic consultants will be financed from the ADB loan, and will be selected and engaged in accordance with ADB’s Guidelines on the Use of Consultants, and other arrangements satisfactory to ADB for engaging domestic consultants.
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Project Benefits and The Project focuses on the systemic improvement in the delivery of secondary Beneficiaries education through its planning, management, and monitoring thus resulting in increased quality. The long-term benefits of the investment will be improved organisational and institutional structures, enhanced human resource development strategies, and provision of additional financial and other resources that will ensure greater long-term sustainability for all new initiatives and activities. Improved systems and structures in management and accountability at both central (DSHE) and local levels will result in greater efficiency and accountability in education provision in teaching and assessment. In country and foreign training for staff in selected departments and key functions will contribute to the sustainable development of better quality secondary education. Access of female students, as well as students from remote areas and disadvantaged groups will be supported. Appropriate gender dimensions, gender equality training, and social development dimensions will be incorporated and mainstreamed in a cross- cutting gender equity programme. The role of women as members of school management committees (SMCs) as well as the role of SMCs in improving teaching quality at grassroots level will be supported. The Project will contribute to poverty reduction indirectly. The direct beneficiaries will be personnel working in and for the DSHE. Who will have their capacity enhanced and working systems made more effective. The indirect beneficiaries are pupils in secondary schools who will benefit from the improved quality of education and teaching skills. Improvement in education quality will further improve learning by pupils, who will show better education outcomes and better performance in the labor market.
Risks and The design of the Project draws heavily from lessons from previous interventions, Assumptions particularly the HSEP and SESIP-1 projects, and is supported through a comprehensive policy and institutional reform framework. While the Government is committed to these reforms, there is a risk that a future Government could reverse or amend this commitment. Examples of this might be the (re-)adoption of the former policy of restructuring the current secondary system into one of 8 years of basic education and 4 years of secondary education, or refusal to continue with the introduction of the uni-track curriculum, or a refusal to continue to implement school based management and assessment. This latter is of acute concern due to the fact that over 1000 persons are directly paid out of the budget of the ongoing SESIP-1. A considerable question hangs over the situation entre projects. The factor mitigating this risk is the fact that the reforms are very much linked with wider long-term development frameworks of Bangladesh in the secondary education sector, and beyond, with linkages to the national poverty reduction strategy and the medium-term macroeconomic framework. A further issue is that under present methods of working, all proposals for change at top management levels have to be presented to, and approved by, the top management that is the subject of the change. Under present working practices in Bangladesh, international projects are directly accountable to senior civil servants, and not to the political body. Thus, senior public servants have to approve change affecting their positions. It has to be assumed that there is a genuine will to reform within the public service.
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The proposal
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Sector description and performance
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Sector description and performance
Performance indicators and analysis
1 Secondary education prepares pupils for employment at entry level and serves as a foundation for those who aspire for advanced studies. In Bangladesh, the steady growth in primary education over the last three decades has resulted in a concomitant expansion in the number of schools, teachers, and enrollments. Currently Bangladesh has 18,746 secondary schools recognized by the Government. The schools have over 8.6 million students, of whom about 53% are girls. The gross enrollment ratio in secondary education averages about 30%, marked by significant losses as grades advance: i.e., 38% in junior secondary, 25% in secondary, and 19% in higher secondary education. The total number of teachers in the secondary schools is about 240,000, of whom about 150,000 are untrained.
2 The Ministry of Education (MOE) is responsible for policy and planning for secondary, vocational, technical, and higher education in Bangladesh. The Directorate of Secondary and Higher Education (DSHE) is responsible for overseeing the administration of the 18,677 secondary schools, 2,293 colleges, and 7,279 post-primary madrasahs (religious schools.) For administrative purposes DSHE has divided the country into nine zones. Districts are headed by district education officers. Given the enormous growth in the number of secondary institutions in recent years, the Government’s administrative and supervisory capacity is inadequate to fulfill its responsibilities. For quality assurance, DSHE has no effective inspection and supervision system and no inspection staff at Upazila (subdistrict) level. Inspection and supervision of teacher training institutions are unsatisfactory and irregular at best.
3 About 98% of secondary schools are private. Each private secondary school is overseen by its own school management committee (SMC.) However, despite the massive government financial subvention programme that provides 90% of teacher salaries in the private secondary schools, performance or accountability requirements are few. Indiscriminate establishment of schools and colleges that fail to meet minimum standards contribute to the deterioration of the quality of education. The ADB financed SESIP-1 project has assisted the Government in developing reform measures to improve the quality, efficiency, and accountability of SMCs.1
4 Notwithstanding the quantitative achievements, weaknesses in the secondary system are reflected in the declining quality of graduates and teachers. Challenges have remained. About 60% of teachers are still untrained, while most schools are devoid of standard conditions essential for the normal instructional process. Standard cohort analysis over the entire secondary cycle reveals the extent of wastage in the secondary education system in terms of both failure and dropout rates. Dropout rates average 44% for secondary grades 6–10 (49% for girls,) and 38% for higher secondary grades 11–12 (36% for girls.) Pass rates for the secondary school certificate (SSC) have been declining in the last 5 years from 55% in 1999 to 36% in 2003. Pass rates for the higher secondary certificate (HSC) declined from 56% in 1999 to 27% in 2002, but slightly improved to 38% in 2003. These failure rates represent a huge wastage of financial resources.
5 The quality of secondary education in Bangladesh has declined. This decline can mainly be attributed to a mixture of poor management and poor teaching. Poor and disadvantaged students are most affected since they rarely have other educational options and cannot afford the fees charged for additional tuition. While girls' enrollment has significantly improved, their performance and retention in secondary education are undermined by several factors, including lack of female teachers in the schools. The
1 The reform measures are also part of the overall education sector reform agenda, for which the International Development Association (IDA) approved a programme credit support in 2004.
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implications are that the secondary education being provided is inadequate and that there is a need to approach the problem in a multifaceted manner. The Project seeks to improve the structures in secondary education as well as its planning, management, and quality of delivery through organisational development, capacity building, and human resources development. In addition, the Project will support the organisational reform of the DSHE and its associated agencies, increase management capacity at decentralised levels, increase and make more relevant curriculum and assessment and allow greater access and standards for girls, students from remote areas and disadvantaged groups, including ethnic minorities. The project framework is in Appendix 1.
Issues and opportunities
Governance
6 The vast majority (more than 98%) of secondary schools in Bangladesh (including the Madrasah, are private non government institutions. Secondary education is, therefore, a private business operating in a public sector. While there appears to be an apparent over-centralised system of administration and control in secondary education, in reality the power of the government over its secondary school sector is not as strong as it would outwardly appear. This pivotal fact has been recognized by government and, as a result, much of its current and future planning resources are concentrated on improving accountability and in asserting quality within secondary education.
7 Notwithstanding the issue of accountability between government and its secondary education sector, poor management and administration are almost certainly the root cause of many of the day to day problems afflicting education in general and secondary education in particular. Accountability and monitoring systems are weak at all levels and in many cases non existent. Mismanagement and questionable practices are pervasive. The overall result is that the quality of education provision and related services is lower than it could be. This affects almost every element of the secondary process including book production, civil works, teacher recruitment and assignment to schools, staff salary payments, teacher transfers and examinations.
8 At all levels, the politicisation of the public service and the (related) practice of frequent intra- and interdepartmental transfer continues to wreak havoc on public sector effectiveness. It destroys the continuity of professional input and purpose. It erases corporate knowledge, and extinguishes the desire to “own” a problem or see through an issue. While this is endemic throughout the public service, within the Ministry of Education it is particularly harmful to the professional agencies such as NAEM, NCTB, BISE etc, where the retention of skilled employees is essential for the quality of the services that these agencies provide.
9 A further problem in the reform of one part of the public service in Bangladesh is that it inevitably overspills into other areas of public service procedures and can soon become a public sector-wide intervention. The issue of “arbitrary transfer”, for example, is not exclusive to the Ministry of Education. This however should not deter reform within one MOE. A cessation of the practice of arbitrary transfer would bring with it such enormous benefits that any attempt to reduce the practice must be seen as both laudable and cost effective. A resolution to this issue would help resolve many other problems that would otherwise have remained insoluble. It would also act as a replicable example of good practice that can be adopted by other ministries.
Transfer and deputation: the effect on efficiency
10 One of the major problems affecting the efficient and effective implementation of public service in Bangladesh is the frequency of personnel changes (transfers and deputations.) This is particularly so in the case of cadre officers. The result is that there is a major lack of management and specialised skills continuity. There are currently over
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12,000 cadre positions in the Ministry of Education, any one of whom is eligible for transfer - often at extremely short notice.
11 It is extremely difficult to assess the overall effect of the problem in Ministry-wide terms as such data have not been compiled. However, it is reasonably safe to assume that the effects have been – and will continue to be – considerable. Logic dictates that, for example, if an investment is made in training a person to do a particular job, and that person is transferred out of the job shortly after training, then the investment will be wasted. Extend that logic to the Ministry as a whole and the enormous number of training courses undergone by ministry officials at a cost of millions of dollars, and the picture will become all too distressingly clear. To this may be added the cost – both professionally and financially – of people being transferred to jobs for which they do not have the necessary skills.
12 It is important to recognize that the single issue of constant transfer, while a pivotal cause of inefficiency, is not the whole story. If this problem were to be solved, the result would not automatically be a rise in productivity. Other factors need to be considered. Among these are skills upgrading (training,) accurate job descriptions, an effective (and transparent) appraisal system and a well organised staff development and succession function. The issue of personnel selection is also paramount as there is little point in having a permanent placement if the incumbent is not able to do the job. However, any resolution of these issues will be of little purpose until and unless the issue of arbitrary transfer is addressed and solved.
Reform of the DSHE
13 The DSHE is a line Directorate under the MoE. All professional positions in the DSHE are cadre posts (except the posts of Accounts Officer and the Administrative Officer, which are non-cadre class II posts.) Transfer or promotion from among the education cadre members fills the posts. Here lies the main problem. There is no agreed policy or rule for posting to the DSHE. Traditionally, government college teachers are posted to specialist positions. Meanwhile, the concept of “equivalent positions” remains strong. For example, a director in the DSHE is “equivalent” to a professor of a government college, a deputy director to an associate professor, and so on. No skills distinction is made between equivalent positions within the cadre for the purposes of posting, promotion and transfer. Thus, a classroom teacher without any training and experience in management may be posted to a management position at the DSHE. Even a professor, essentially a classroom teacher, may be appointed as Director General on promotion or transfer. There are many examples of such appointments.
14 Conversely, a trained and experienced professional may be transferred to a teaching post, as a result of promotion or the non-availability of an equivalent vacant professional post. Transfer between trained professionals and untrained non-professionals is common practice – with inevitable consequences for the DSHE.
15 Frequent changes of personnel, particularly those holding key positions such as DG or directors, is another major problem. However, the effect of such changes might be mitigated if the replacement possessed the necessary skills and experience to perform the job. More often than not, this is not the case.
16 An examination of the functions of the DSHE will reveal that the DSHE has to do a variety of jobs requiring differing specialisations. Table 1 gives an indication of professional competencies needed for the various categories of staff in the DSHE.
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Table 1: Professional competencies required in DSHE
Categories of Staff Specialisation Area
Director General a) Educational system administration and management b) Educational system planning and policy formulation c) Financial management d) Project management e) Personnel management
Secondary Education Wing a) Educational system administration and management b) Institutional management c) Financial management d) Project management e) Personnel management
Training Wing a) Pedagogy b) Teacher training c) Teacher education d) Curriculum development and evaluation e) Educational research
Planning and Development Wing a) Educational planning and development b) Project preparation and management. c) Policy support and strategic planning d) Decentralised education management
17 Meanwhile, the current education cadre structures and its recruitment rules have become obsolete in terms of the emergence of these specialist professional sub-groups. As noted, the current rules allow transfer between specialist and non specialist posts. This is partly related to the fact that there are no modern competency based job descriptions for the different categories of positions, but it is also due to the fact that there is an acute shortage of appropriately qualified professional staff. The latter is, perhaps, a more serious problem. The explosive growth of education in Bangladesh has resulted in an increased need for specialists at a faster rate than their available supply.
18 Moreover, the current staff appraisal system - the Annual Confidential Report (ACR) – is not structured to assessing individual performance in terms of promotion and placement decisions, or identifying training needs.
19 However, the root cause of these and other problems is the absence of a modern human resources management system in the DSHE. The following ongoing initiatives are addressing the efficiency and effectiveness of personnel management in DSHE.
20 Ongoing Initiatives: It is understood that SESIP-1, in consultation with the Personnel Management Subcommittee, has produced a document outlining reforms to the placement and retention of specialist staff in the DSHE, specialist agencies and Colleges.2 Specifically, this would include, amongst other things, the establishment of a Senior Specialist Posts and a Specialist Posts Selection Committee charged with, presumably, ensuring that the right person is placed in any particular vacancy. These bodies would make recommendations for all appointments, transfers, deputations and promotions to all specialist posts within the MOE. Further recommendations in the SESIP-1 document pertain to the specialist agencies of NCTB, BISE, TTC and DSHE.
2 Recommendations for Functional Specialisation within the Education Agencies. SESIP-1: June 2005
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21 It is further understood that the recommendations contained in this document are currently waiting approval for implementation - or otherwise - by the appropriate authorities. It is unlikely that any decision on this will be made during the course of the SESIP-2 PPTA.
22 However, whatever the fate of the SESIP-1 personnel document, one thing remains clear. While addressing issues such as selecting the right people for the job, it will not resolve the main issue of arbitrary transfer. This issue is at the heart of the problem. SESIP-2 will endeavor to use every resource possible to resolve the problem of transfer.
Decentralisation
23 The intention of the MoE to decentralise is clear but the meaning of decentralisation on the part of the MoE seems to be vague. Whatever has been done in the name of decentralisation is actually allocation of staff at the lower levels and representation of local stakeholders. Despite series of recommendations by various research studies (e.g., two studies on decentralisation by SESIP-1 in 2004 and the study # 7 of the World Bank in 2003 on strengthening education management and devolving responsibilities and functions) for greater degree of decentralisation to improve the efficiency of secondary education, as well as the recommendations of the latest National Education Commission and the proposals of the DSHE itself for restructuring and bifurcation of the Directorate, no substantial progress has taken place in the area of decentralisation. The issue of formal distribution of authority for decision-making related to planning and use of educational resources is still elusive. A clear definition of decentralisation in the context of secondary education is thus an urgent need, along with specifying the modus operandi of the de-concentration of decision-making authority at the lower levels.
24 Frustration prevails among the managers at the zonal and district levels due to a feeling of powerlessness. The SESIP-1 project paper indicated that the zonal officers need authority over teacher and staff transfers and disciplinary actions.
25 Adequate decentralisation from the central level to the local levels will require deployment of additional staff at the zonal, district and Upazila levels. This will necessitate provision of training for the additional staff based on redefining of roles/functions and responsibilities required of staff in the decentralised management, and careful assessment of training needs. A well-structured job/position descriptions would be an advantage.
26 High-quality leadership training for the micro-level managers (heads and assistant heads of institutions) is also a crucial need. The national apex training institution in education management training – NAEM – seems to be overburdened due to its limited capacity. Less than half of the existing heads of institutions have so far received training on management. The SESIP-1 project document remarked that at the present rate of providing training to the institutional heads (approximately 325 persons per year) it will take more than 100 years to train the target population.
27 When decentralised, managers at the various levels would like to have growth opportunities – a clear career path as well as job security. This was revealed in discussions with the concerned officials. Ensuring unambiguous career path along with job security is inevitable for upholding the morale of education-managers and planners as well as for the long-term retention of the experienced and competent staff, which is now non-existent.
28 A further issue is improved academic supervision and administrative inspection. Since the quality assurance mostly depends on these issues, they need careful attention. At present, the responsibility of school inspection is vested with the zonal and district level officers who infrequently visit the schools with no formal guidelines to use. There is a need for clear-cut demarcation between the scope of supervision and that of inspection. While supervision should be done by district-and Upazila-level supervisors with full emphasis on academic matters, inspection should be the sole prerogative of the zonal
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inspectors with concentration on administrative matters. DIA inspectors may be placed at the zonal offices for financial audit of schools. However, DIA Inspectors (existing strength: 12 Inspectors, 12 Assistant Inspectors, and 4 Auditors – except one, all on deputation from the government colleges) need to be quadrupled to meet the inspection- needs of the schools which stand at around 16,000. Since the DIA was created in 1980 when a total of 28 inspectors and auditors were appointed for 7,500 schools, no increase in the sanctioned posts has been made by the government which now needs to give inspection facility to around 16,000 schools. They have to be appointed as regular employees – deputation practice must be eliminated to sustain the expertise these people gained.
29 An urgent issue is coordination among the support agencies, especially DSHE, BISE and DIA. They have overlapping roles and requirements. The schools thus feel confused. Lack of coordination further increases the burden of work for schools. The functional jurisdiction of these agencies lacks clarity and thus reduces the scope for inter-agency coordination. Overlapping needs to be eliminated through clearly defining the roles and responsibilities of each of the institutions.
30 Decentralisation would inevitably entail the decentralisation of EMIS at the zonal, district and Upazila levels so that data could be made available to managers regularly on a monthly basis. SESIP-1 has pilot tested a decentralised EMIS in the 3 pilot districts with data collection at Upazila level, and data entry at the district level. GoB has issued notification for the replication of the system throughout the country.
31 The SPBMS is still in its nascent stage. Since it has been well accepted by schools and communities, there is a possibility of developing and gradually replicating the system nationwide. National replication requires establishment of independent secondary education offices at the Upazila level along with the appointment of a huge number of academic supervisors/officers as well as planning & monitoring officers for implementation, supervision and monitoring of the system. SESIP-1 has developed job descriptions of AIs and UASs, and then provided orientation and initial training to the UASs and will continue providing training to the new-comers until the end of this project. However, for future refresher training (or basic training to the newly recruited in the future,) arrangement for local training remains a viable option. Presently, the UASs are provided training by the SESIP-1 officials. The training should have been given by NAEM but the reality is that it cannot. The 25 NAEM-trainers trained at AIT were practically neither available on full-time at school level nor their college-teaching background provided them with the activity-based participatory training skills needed by head teachers/teachers and SMC members to practically apply SPBMS. However, because of active interventions by SESIP-1 officials in terms of motivation, activity-oriented and participatory training, and encouragement, the implementation of SPBMS is constantly being fine tuned.
Education management training
32 Training in management, planning, monitoring, and evaluation are greatly needed at all levels. Currently the NAEM conducts management training for secondary school head teachers and college principals (approximately 400 per year) but much of the work of NAEM centres upon providing civil service foundation (in-service) training. The current NAEM programmes often emphasise rules, regulations, and the duties of managers - what to do rather than how to do it. While these programmes are considered valuable, manager's at each level need much more training in techniques of modern education management, planning, monitoring, evaluation, and inspection. No interventions or innovations were undertaken in SESIP-1 to upgrade management training on a regular basis in these or related management topics (apart from overseas training for a limited few.) SESIP-1 has interpreted – and as a result concentrated on – the introduction of school based management as the answer to management issues in the sector. This has resulted in only a small amount of management training (and management training development) being undertaken centrally in the last 6 years, leaving a large gap as well as backlog in this vital needs area.
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33 Furthermore, NAEM is about to undergo a radical alteration in its function and structure – partly caused by developments and partly by the intervention of the TQI project. NAEM will shortly become the National Teacher Education Authority (NTEA,) a “centre of excellence” in teaching. Interacting with the newly formed NTRCA, it will take on a coordinating role for managing all pre-service teacher education and all government funded in-service professional development of teachers and head-teachers throughout Bangladesh.
34 Meanwhile, the TQI project is tasked with developing and implementing a series of head teacher training courses. According to its TOR, TQI will:
“build the capacity for and enhance the continuing training and support, provided through NAEM, for head teachers and administrators”.
35 While such an undertaking is taking place consideration should be given to the establishment of a small senior policy and management training facility which will support the work of TQI but concentrate on the design, production and delivery of tailor made programmes for a range of senior managers in education (and even outside of education.) Such an entity would act as a specialised management centre of excellence and also be a sound back-up to TQI. It would be a permanent centre which would generate state of the art senior management training, materials development, computer- based training technologies, case studies and internet distance learning.
Education Management Information System (EMIS)
Completion of EMIS
36 At the time of writing, the assumption is that by the completion of SESIP-1 the EMIS will be complete, supporting data entry from all 64 districts. SESIP-2 will need a contingency plan to support the completion of the EMIS if this proves to be necessary. Since computers have already been provided to the district offices by SESIP-1, the contingency plan will be concerned with providing the necessary training to data entry officers and other district personnel in using the new system.
Data verification
37 An important issue relating to information for the EMIS is the need to ensure the accuracy of the data. Many problems with the data arise at source, i.e., in the completing of the data collection forms in the schools. Errors in the data may have a number of causes, such as inappropriate persons completing the form (administrative clerk, rather than teacher or principal, for example,) deliberate falsification, false returns arising from carelessness, lack of understanding of specific categories on the form, and so on.
38 The most important actions in connection with data verification must take place in the schools. Firstly, in the schools the appropriate person should be selected to provide the data, and that person (and a stand by) should receive annual training in the annual use of the data collection forms, and termly training in the use of the termly forms. Secondly, random checking of the data provided by the schools should be carried out, which would involve visits to the schools by appropriate officers. Such a task is best carried out by the UASs, since they visit schools regularly in any case.
User aspects of EMIS
39 The EMIS is likely to be completed by the time SESIP-1 concludes. However, it is unlikely to be completed in time to run a programme to encourage the personnel in the use of the EMIS (at central, zonal, and district levels.) Though the EMIS can serve the
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decision makers and analysts in their work, it will not be adopted naturally by these people, since no matter how powerful the EMIS is, using it will initially require people to make an effort to change their current working practices, and to learn to use a new system. Awareness programmes and training at all levels will be necessary if the EMIS is to be successfully used in educational management.
40 Though initial analysis of user needs was carried out, there has been no user acceptance testing carried out as such. It will thus be necessary to carry out such testing, and also to establish if the reports produced by the system are sufficient to meet the needs of the users, i.e. it may be necessary to carry out further user needs analysis, in MOE, DSHE, zones, districts and upazilas, to determine what additional reports and structures may be required.
41 The EMIS will help people engaged in planning and decision making, but in itself it will not make them effective planners and decision makers. There is a need for DSHE staff to receive training in planning, and in the use of planning and project management tools.
Relationship between EMIS and BANBEIS
42 The planned introduction of GIS at DSHE and its integration with BANBEIS has not yet taken place due to delays in the procurement of GIS software and technical problems of the radio link between BANBEIS and DSHE. However, GIS software has been procured and has been installed in DSHE. The BANBEIS GIS software is an older version, which needs upgrading. The databases used by BANBEIS also require updating. During its extension period, SESIP-1 is expected to develop an integrated GIS to be used throughout MOE. The BANBEIS expertise in GIS will be beneficial for DSHE. However, to address the problem of the limited number of licenses, SESIP-2 support will be required. Given the up to date verified data that will be provided by the DSHE EMIS, the data in the BANBEIS system could be updated, and a web-based interface be designed and implemented to the BANBEIS GIS. Therefore, expert assistance to support completion and integration of GIS application in BANBEIS and DSHE will be needed.
43 The radio link between BANBEIS and DSHE is experiencing technical problems and fails to work effectively. In some respects, this is due to the anomalous situation of two different providers being involved in the link, and the lack of effective communication between them in attempting to solve the problems. Regardless of the cause, it is a serious inhibitor to enhanced data communication between DSHE and BANBEIS. Newer developments, such as the establishment in the near future of fiber optic cabling in Dhaka, may mean that the radio link is now longer the best solution for DSHE and BANBEIS. A range of alternative solutions should be examined, and the optimal one chosen.
Administrative and management issues
44 At the present time, the EMIS cell is under the Planning unit of DSHE. This is not ideal, since the EMIS cell should not be so closely allied with one particular unit. Accordingly, it is proposed that the EMI cell be located in a new ICT unit that will serve DSHE, and is defined in more detail in the section on ICT. Placing EMIS in this IT unit will enable the MPO to be detached from the EMIS cell, and for it to be allocated to a MPO cell to be established within the ICT wing. If the EMIS cell no longer processes the MPO, the number of EMIS cell staff can be reduced, with any removed members of staff being allocated to the newly formed MPO cell, since current EMIS cell members have MPO experience.
45 SESIP-1 has installed a number of EMIS staff in the zones, as follows: 1 Information Audit and Verification officer, 1 Information Auditor, 1 Programmer and 1 Data Entry operator. These personnel were originally placed in the zones as the original EMIS plan did not envisage a web-based solution, and thus more EMIS-related activity was expected to be required at the zones. However, most data verification can be done at the
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upazila level, because the UASs visit the schools regularly, brief the schools on the completion of the EMIS forms, and collect the forms. Discussions with UASs from the pilot districts indicates that they are already fulfilling a data verification role, and further demonstrates their willingness to be involved in this role in the future. It is suggested here that the EMIS-related staff at the zone be reduced to 1 information auditor and 1 assistant. A data entry officer and programmer are not required at the zone, at least as far as the EMIS is concerned, and these positions should possibly be removed, unless the staff concerned can be allocated to an alternative function relating to systems such as M&E or decentralised management. .
46 Queries relating to the MPO are often made by persons such as teachers actually visiting DSHE. This gives the people in DSHE connected with MPO considerable power, and makes the well-know corruption relating to MPO queries more likely to take place. An alternative to requiring persons to visit DSHE to query the system is to provide web- based access through the EMIS system. The EMIS currently features an MPO module. This module could be upgraded to enable queries about the status of MPO cases to be entered through a web site. This would not only be more convenient, but would reduce some aspects of the corruption associated with the MPO.
Data collection issues
47 The current EMIS is based on data collected each year and subsets of the data being collected each term. Some of the data collected annually (such as information about physical facilities available to the school) may be better collected at lower frequency. This would reduce the complexity of the EMIS data collection form.
48 The EMIS data collection form should be updated to obtain more information about computers in school. At the present time, the form requires only two items of information about computers: the number of computers used for official purposes and the rather vaguely worded question “how many students are using computers?” Additional data should be collected for the EMIS, such as number of computers being used for teaching and learning, number available for students, number of internet connected computers, etc.
Monitoring and evaluation
49 The SPBMS system dominates the activities of UASs. However, UASs are already involved with visiting schools in their upazila for other reasons, such as handing out and collecting the completed EMIS data entry forms (annual and termly versions,) and observing teaching sessions and providing feedback to teachers.
50 The AIs at district are complaining about the lack of support for traveling to many schools. However, it can be argued that an AI should not need to travel to many schools. School monitoring should be mainly the task of the UAS, who typically have around 30 schools to deal with, meaning that relatively frequent visits to each school under the respective upazila are possible. Then the AI would visit a random selection of schools to monitor the UAS, perhaps focusing also on the most problematic schools.
51 The Upazila Academic Supervisors (UAS) can fulfill a variety of roles related to monitoring and evaluation. These should not be limited entirely to contributing to the SPBMS. UASs in the three pilot districts currently visit schools for SPBMS purposes, to distribute, advise on the completion of, and collect, the EMIS data forms, to observe and provide feedback and advice to teachers, etc. What is lacking is a clear job description that incorporates all the activities that UASs currently carry out and is flexible enough to allow the UAS to carry out a range of tasks that can be expected as the EMIS and M&E systems are developed.
52 UASs met by the SESIP-2 PPTA expressed a desire to be involved in data entry (currently done at the district offices.) It is estimated that the data from one EMIS data
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collection form (i.e. the form for one school) for the annual data collection can be entered in a maximum of one hour. A typical upazila contains around 30 to 40 secondary schools (some have as many as 80-plus, but this is very rare.) Thus, all of the annual data for most upazilas can be entered in not much more than 30-40 hours, or around one working week in a year (the termly data forms are much shorter than the annual forms, so the data can be entered in much less time for these.) The UASs can enhance the data entry through their local experience, thus making errors of data entry rarer. It is suggested here that in some upazilas pilot testing of data entry by the UASs is carried out.
53 It seems clear that UASs are asked to do a substantial amount of reporting (an 11 page form has to be completed for every school visit.) It would be more effective if reporting stressed the problems and did not need to comment on the aspects of operation in the schools that were progressing without problems. It would be even more effective if the UASs could complete an on-line form, with the information from the UAS reports being added to the EMIS, where it could form the basis of additional reports from the system. A further issue is the destination of the completed UAS report. At present they are sent to the SESIP-1 PIU, where they are used to monitor the activities of the UASs themselves rather than the schools. A more decentralised system would see the UASs reporting to the district. A simple description could be given of problems that have arisen in the school and been solved by the UAS. Problems that the UAS cannot solve would be submitted to the district, problems unsolved at the district passed up to the zone, and so on. In this scheme, the centre would only deal with serious problems that the lower level were unable to solve. Finally, the M&E unit at the centre would receive all reports, and would focus on the problems remaining.
54 The UASs are concerned at several aspects of their position. Firstly, they are perturbed by the lack of a career path for UASs. As project staff they are on fixed pay scales, and thus do not qualify for increments. Secondly, they point out that they do not have sufficient transport support to carry out as many school visits as they would like. Thirdly, they suggest the need for an assistant in the upazila UAS office, since the UAS is usually in the field, someone needs to be present to take phone calls, perform basic administrative tasks, etc. Fourthly, the management “chain of command” for UASs seems illogical; the UAS is essentially under the district office, but nevertheless must ask the TNO in the upazila for permission to go on school visits. Fifthly, the UASs themselves find their job title suggests a low status occupation, which in countries like Bangladesh is by far from being a trivial point. Apparently the term “supervisor” is often used in Bangladesh as the title of fairly low status occupations, such as the helper on a bus.
55 SESIP-1 is providing UASs to 260 of the 476 upazilas. Given the key role that UASs could play in M&E activities, as outlined above, it is imperative that SESIP-2 (a) completes the provision of UASs to the remainder of the upazilas, and (b) seeks the commitment of the GOB to maintain this system in the future.
Curriculum, textbooks and teaching-learning materials
Curriculum
56 Human capacity: Curriculum development is a highly complex and demanding activity and the institution responsible for this work needs adequate resources to do it well. The crucial resource is high quality human capacity. Despite improvements achieved throughout SESIP-1, the current situation at NCTB remains below that necessary for sustained quality outputs.
57 Based on current staffing numbers in SCW, the issues would appear not to include those of quantity. However, with only 5 staff in permanent posts and the remaining appointments being by deputation or relying on continuing project support (SESIP-1 funds 28 staff) the conditions of appointment of most staff in the SCW is of major
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concern. Quite apart from the vulnerability of the SCW losing too many staff to function at all effectively, the lack of security and opportunity within NCTB for establishing a career in curriculum development has a negative impact on individual and collective performance.
58 Providing sufficient numbers of staff can be retained in the SCW, the major human capacity issue relates to available skill level. This relates to both leadership of curriculum development processes and to the technical and creative skills needed to carry a number of these processes. Both overseas and local training provided under SESIP-1 to this group and to the permanent and deputized curriculum specialists produced mixed outcomes. While theoretical knowledge was enhanced, the skills required to carry out the processes involved in a modern curriculum review were not developed to the expected level. On-the-job training in the context of the recently developed curriculum for Grades 9 and 10 has gone some way towards some staff developing sound initial level skills. The ‘hands-on’ involvement of the 28 SESIP-1 funded members of the CDU, MDU and SAU in the development of the supporting Subject Manuals and Teacher’s guides of the grades 9-10 uni-track Curriculum has also been a valuable up-skilling experience. However, to operate an effective and efficient SCW capable of developing creative solutions to complex curriculum challenges, even higher levels of skill competence are needed.
59 A review of staffing is needed to consolidate the SCW around the most capable and committed of its current staff (including those supported by SESIP-1) and further investment in this smaller group needs to be made to build considerably higher levels of skill competency. The success of this strategy will depend on the staff being selected through the strict application of an appropriate set of criteria, on the terms and conditions of their employment, and on the capacity of TA being available to train, support and mentor the group.
60 At the time of writing this proposal, policy work by the Personnel Management sub- committee of the NCCC has produced a review of the major education agencies involved with the secondary sub-sector. This sub-committee has presented a substantial Final Report to MOE in which it makes recommendations for functional specialisation within these agencies; including NCTB.
61 These recommendations which have been adopted by the full NCCC address many of the issues discussed above. The response of the Government to these recommendations will have a considerable influence of the focus of curriculum developmental work in SESIP-2. If the Government has acted on the recommendations then the start point will be quite different than if it has not.
62 Team Culture: Curriculum development necessarily requires a great deal of collaborative work. It will be important that the criteria used to select future SCW staff emphasise abilities needed for effective teamwork as well as ensuing the team includes a balance of specialised knowledge, skills and educational experience. The capability to provide professional leadership through a deep understanding of curriculum theory, issues and developmental processes, and commitment to personal professional development and achieving high quality outputs is also a necessary attribute to establish throughout the team. Experience gained over the last 2-3 years of curriculum development activity associated with Grades 9 and 10, has made apparent that the best work in the SCW was done when the SESIP-1 supported groups worked together contributing specialist expertise to particular tasks. A well led SCW group operating with 5 year Strategic and 1 year/Annual Work plans - that organise the different specialists into task-focused teams with set milestones (outputs and dates) for achieving progress - is therefore seen as able to provide both flexibility and responsiveness in a field where there are workload peaks and a mix of ongoing and shorter term tasks. To assist the achievement of tasks set out in the Annual Workplan of the SCW, individual job descriptions need to include a section which is reviewed each year as well as a more generic section. The job descriptions need to address lines of supervision and accountability, and direct collaborative work and collective outputs by clearly defining individual roles and responsibilities as required
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tasks with expected outcomes. An important goal in SESIP-2 should be for the SCW to achieve a level of focused autonomy in sustaining curriculum outputs that is currently not apparent.
63 Achieving Curriculum Relevance: The focus of curriculum improvement needs to broaden; from a concentration on the written curriculum to also include careful consideration of the communicated and implemented curriculum. This is required because of strong evidence that the written curriculum currently has only an indirect influence on classroom practice (through the subject textbooks) and almost no influence on the frames of reference used in teacher decision-making (most teachers have never seen the written curriculum.) Inadequacies in existing textbooks mean that important curriculum aims and objectives (those other than factual knowledge) have to date been given little attention by teachers, students and those who write the public examinations. The consequence of this situation is an implemented curriculum that is: • failing to deliver to students the full range of learning opportunities expected by Government; and in particular the higher order thinking skills (including those associated with problem-solving) and skills for living and employment, including self-employment • unable to realise critically important personal, social and economic benefits potentially available to students, local communities and the nation; arising from the marked increase in participation in secondary education achieved over the last decade.
64 A focus shift in the approach of the SCW is needed to assist the implemented curriculum to become a much closer classroom translation of the written curriculum. Such a change appears fundamental to improving the quality of secondary sector outcomes (especially the nature and level of student achievement.) After all, the written curriculum is the official policy tool of the Government for communicating the learning outcomes it is expecting from its investment in the secondary sub-sector. The written curriculum needs to be recognized as much more than a document that directs teacher and student activity. It needs to be the foundation QA document for establishing roles and responsibilities within the sub-sector and measuring performance and accountability, especially in schools. The more coherently and realistically the written curriculum places the learning outcomes sought by the government against the life experiences, needs and developing capabilities of the nation’s children (girls and boys,) the more likely it is to be able to be implemented and the more effective and efficient will be the whole system.
65 Curriculum Monitoring: Ongoing monitoring of responses at the school level to the written curriculum is a crucial and integral component of modern curriculum development practice. Currently lack of any structured activity of this kind means that crucial information needed to inform the SCW’s work is not available, placing inevitable limitations on the quality of its outputs. With the next round of curriculum reform upon schools – involving the introduction of a new uni-track curriculum in Classes 9-10 in 2006 - it is important that the SCW be enabled to initiate activity to begin to fill this knowledge gap. Without doing so, the potential of this curriculum reform to refocus teaching and learning, will be severely compromised. For example, information on the effectiveness of curriculum dissemination to teachers (through the SCW prepared Subject Manuals and Teacher’s Guides) will identify misinterpretations and unanticipated actions by teachers. It will also suggest ways the material may be modified or supported through other professional development activity to better align teachers’ understanding and classroom approach with that intended. In the plans that are developed to direct its future work, it would appear important that a team within the SCW be assigned the core and ongoing task of curriculum monitoring. The recommendations of the NCCC HR sub-committee for NCTB provide for this.
66 Curriculum Research: While some factors that limit the ability of teachers to implement the written curriculum are obvious, little is known about many features of, and around, the teaching-learning process in the Bangladesh context. Curriculum development based on assumptions about these influences will always be problematic. This is a sufficient
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enough reason for enabling such research. However, classroom-based research is likely to provide quite immediate gains. For, while a number of current limiting factors will require substantial resources to change, other barriers - once understood – are likely to require creative rather than expensive solutions. Hence, there is a need for the SCW to undertake a number of carefully focused curriculum-based research projects. Knowledge gained from studies of this type is likely to provide almost immediate cost-effective gains as well as enhance the quality of future curriculum development.
67 Learning needs across all Secondary School Grades: The introduction of a uni-track curriculum in Classes 9-10 in 2006 will introduce many challenges for students, teachers and schools. The response of teachers and students to the uni-track curriculum needs to be closely tracked. Its impact, especially at the interfaces with the curricula of Classes 6- 8 and of Classes 11-12, requires close monitoring by the SCW. This work will raise important questions about the learning needs of students in grades 6-8 and grades 11- 12. In particular about the learning needs of students who drop out of schooling during or at the end of Grades 6, 7 and 8. Given the contribution that education at these levels makes to poverty reduction (and through it to economic development) it is considered important that extending the curriculum reform process further across the secondary sub-sector and especially to include Grades 6-8, needs to be a major curriculum development activity of SESIP-2. It should also be noted that on the grounds of curriculum continuity, in some subject and especially science, the introduction of the Grades 9-10 uni-track curriculum may create a problem for some students when they shift to Grade 11. This possibility needs to be reviewed at the onset of SESIP-2 to ensure that giving priority to develop a curriculum that better meets the needs of all students in the context of national goals is the right option.
68 Curriculum Implementation: The adoption of the Multi-track curriculum in 1996 was planned to be accompanied by NCTB led cascade training of teachers on its philosophy, rationale and salient features. The nature of training materials used and the extent of implementation of this training is not recorded. What is apparent is that in 2001 SESIP-1 investigations at the school level identified few teachers with any detailed knowledge of the curriculum beyond the textbooks of the subjects and grades they were teaching. Head Teachers interviewed at the same time were also unable to communicate confidently about the general aims and objectives of the new Curriculum. Even in the pre-service training programme of the Government TTC, little emphasis was given to supporting trainees to develop anything beyond a surface awareness of the then new curriculum. Not surprisingly, our own visits to schools established that for many teachers the curriculum is the textbook and little else.
69 This situation should not be allowed to occur with any future curriculum change. Given the introduction of the uni-track curriculum in Classes 9-10 in 2006, supporting and monitoring school and teacher needs in relation to effective implementation needs immediate and ongoing attention; and again it is the SCW that should take a leading role.
70 Between Project Concerns: With the uni-track Curriculum Classes 9-10 being implemented from 2006 an important opportunity for gathering important information about communicating a new curriculum to teachers, head teachers, SMC and guardians may be lost. It is strongly recommended that resources including TA support are provided to extend the life of the Curriculum Development component of SESIP-1 to ensure that processes around the implementation of the new curriculum are properly monitored and in a full range of school contexts. This will require the development of monitoring ‘tools’ as well as extensive school-based data gathering. The work must be properly summarized in formal reports if future curriculum development projects are to build on the lessons learned. The SCW in its current form is best equipped to undertake this work. Furthermore, unless this group is kept together until SESIP-2 commences, much development expertise in curriculum will be lost to the system as staff are posted to other institutions and roles. Critically, Bangladesh cannot afford to let this happen.
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Textbooks and teaching-learning materials
71 Privatisation of Textbooks. In the time of SESIP-1, as the Government seeks to improve secondary student performance across Bangladesh, the restraining effects of poor quality textbooks on teacher change emerged as a major issue. With support from SESIP-1 and after a long history of control of school textbooks through NCTB, the Government (in 2004) adopted a policy that opened up this activity to the private sector. Not surprisingly given the central role of the textbook in secondary schooling, the Government did not completely “let go” of text content and character. It created ITEC and charged it with the supervision and control of textbook publication. While ITEC will serve a useful function, especially in the period it takes to get market-forces functioning effectively, unless it is organised to operate in a progressive and professional way - and crucially this will include its ability to attract, train, organise and supervise substantial numbers of casual staff as textbook evaluators - it will not simply by its existence assist the Government to realise the improvements it desires.
72 A second factor limiting the Government’s strategy for textbook improvement arises because, until quite recently, educational publishing has been barred to the private sector (with the exception of English-medium private schooling and these schools have tended to import most of the texts they use.) While the privatisation of textbooks for Grades 11-12 in the late 1990’s has supported the emergence of a substantial local publishing capacity for these texts, the capacity of this group to produce textbooks that creatively and comprehensively address broader and deeper curriculum objectives than memorisation and recall of factual information dominated is uncertain. With the new uni- track Curriculum for Grades 9-10 which addresses a wide range of student learning outcomes about to be introduced (in 2006,) this concern needs to be addressed. Experience in other countries shows, as the World Bank and others have recognized, supporting capacity building in the private sector is a pre-requisite of a successful transfer of responsibility in this field from the public to the private sector.
73 SESIP-1 began the process both of helping the private sector develop and creating a public sector monitoring body (ITEC) through a limited number of seminars and workshops. In 2003 these activities revealed that much remained to be done. Indeed it was apparent that to make the government’s policy to improve textbook quality work, more training activity in the private sector and within ITEC would be needed. The scope of the training needed will require a different scale of resourcing in SESIP-2.
74 Very recently, ITEC has released the outcome of it’s second round of secondary textbook evaluations. Although not yet available for public viewing, the manuscripts selected apparently show improvements over those selected in the first round. Hopefully, this is the first sign of the emergence of a ‘new breed’ of textbook writers in the market. In what appears to be a significant development, secondary teachers (often working collaboratively with university and college teachers) have been involved in the preparation of some manuscripts for the new texts. Importantly, many of the SESIP trained curriculum specialists and NCTB specialists involved with the uni-track Curriculum development have also written textbooks (with MOE permission.) They, of course, have drawn on their specialist knowledge and understanding of the new curriculum. Training which can foster this talent and that associated with the other dimensions of textbook production would seem well timed under SESIP-2 to accelerate improvement in textbook quality and consequentially in student learning.
75 The ITEC has been established to undertake the selection of textbooks. However, its current structure and legal authority does not give it the resources it needs to function independently. It therefore relies on NCTB to provide many of the services required to carry out its role. Unfortunately, the continuing involvement of NCTB in textbook production is an issue for publishers and is a barrier to full implementation of the privatisation model. In order for the textbook selection process to be accepted as fair and transparent, NCTB needs to be uncoupled from the textbook selection process. A truly independent ITEC is needed before this can be achieved.
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76 ITEC Independence: SESIP-1 has very recently prepared a proposal for MOE to give appropriate structure and full legal status to ITEC. Acceptance of the proposal would see ITEC renamed as the Independent Textbook Evaluation Council (ITEC,) located in the DSHE and with an organogram that includes supporting administration staff as well as the chairman and members. It would be a self financing organisation with legal authority to set and collect from publishers of textbooks and other library books both evaluation fees and approval fees. The legal status of ITEC will need to be reviewed at the time of the SESIP-2 Fact Finding Mission. However, because the proposal for change was requested by the MOE, in the context of this report it has been assumed that by the time SESIP-2 starts ITEC will be legally structured as a Council.
77 Building professionalism in textbook writing: From the point of view of appreciating the characteristics of more modern teaching methods and including material that addresses the range of learning outcomes in the Grades 9-10 Unitrack Curriculum, most local publishers have little awareness and less expertise. Price constraints also prohibit some design and printing options. What is needed is for the publishers to encourage or identify a new bred of textbook writers. There is evidence in the 2005 round that this is happening. However, the scope and scale of change from the traditional secondary text, required to produce textbooks that align strongly with the expected learning outcomes of the Grades 9-10 uni-track curriculum are substantial. It can be argued that market-forces should be a sufficient mechanism to achieve the necessary shifts in thinking. However, experience in other countries suggests that a substantial and sustained training programme that communicates expectations and builds the skills of committed textbook writers needs to be provided to the private sector before substantial qualitative improvement can be expected.
78 Establishing links with International Publishers: SESIP-1 made a considerable effort to attract publishers from outside Bangladesh willing to form partnerships with local publishing companies. The very weak response suggest that this not a way forward at this time. It may be that an initiative, such as a study tour of a few carefully selected Asian countries, may provide an opportunity for international publishing companies to be informed of this potential business opportunity. However, the main value of such an activity would be to increase awareness of the characteristics of modern textbooks in developing country contexts.
79 Promoting textbook change: Current textbooks, including the first generation of textbooks produced by the privatisation process, need to shift in design, style and content for the implemented curriculum to become aligned with the written curriculum. To develop and apply criteria for the selection of textbooks that are different in ways that are needed to reshape classroom teaching and learning in line with the official curriculum, the ITEC will need to devise ways of monitoring textbook sales. Schools and especially head teachers will need to be educated if they are to support publishers that are innovative. It may be necessary to monitor the sales activities of publishers to ensure schools are aware of the choices that are available. The sponsoring of textbook fairs may be an effective way of stimulating interest among teachers, SMC members and teacher educators.
80 Monitoring textbook effectiveness and communicating with publishers: NCTB, through the CW, must not lose sight of textbooks as they shift the nature of their work under SESIP-2. Textbooks will always be a major influence in the implemented curriculum. The use of textbooks and their influence on teaching and learning needs to be a part of the ongoing curriculum monitoring process. The information gathered needs to inform the ITEC criteria for textbooks and provide publishers with feedback on textbook effectiveness. ITEC needs to take the lead here by maintaining close links with the CW and creating opportunities for the CW to communicate with publishers. These processes will be to be carefully managed to ensure openness and transparency.
81 Materials Development: While NCTB will produce Teachers’ Guide to SSC Examination [for subject] to support the introduction of the Grade 9-10 uni-track curriculum, within the CW the MDU has struggled to produce a range of teaching-learning materials in for the classroom. The range of skills needed and the innate creativity necessary to produce
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materials that capture interest, use local no/low cost materials in innovative ways cannot be easily identified nor learned. It was also unfortunate that the international training of the MDU was essentially the same as that received by the CDU. However, even if this had been different, it is questionable whether a centralised arrangement is the most effective way to develop creative teaching and learning materials. For this reason it may be better that the work of MDU be essentially focused on involvement in the development of the subject curriculum manuals and teacher’s guides; and to supporting ITEC with the training of the private sector in textbook production, particularly through the development of a substantial Textbook Training Manual.
82 There are other options for producing teaching-learning materials, including the use of the private sector in a similar way to the new process that is producing textbooks. However, under TQI both NAEM and the BOU will be supported to develop and disseminate teaching-learning materials for use in teacher education and teacher professional development programmes. Many of these materials will be similar to those needed to stimulate student engagement with the written curriculum. Consequently, one alternative is to broaden the scope of materials development in these institutions. There is an important role for teacher education in this area as they are the professionals who work most closely with teachers and therefore have the opportunity to identify materials being used in the classroom that could be further developed for commercial or funded production and wide dissemination. Teacher Educators need to connect these creative teachers (perhaps through the to be established TTC/NAEM Resource Centre network to the resource development section of NAEM and the technical skills and resources of BOU. One way of achieving this could be through NAEM sponsored regional ‘teaching- learning materials’ fairs with sponsored prizes.
83 TQI: Close liaison between SESIP-2 and TQI will enhance the outputs of both projects. This is particularly so in relation to the use of textbooks and creative teaching-learning materials in the BEd and in the planned 3 month training course for untrained teachers. TQI needs to establish a system which can identify clever developments of teachers/teacher educators, refine them and make them widely available. The new NAEM with its network of Resource centres should be best placed to do this and, given its new role, provides a further reason why materials production may be best located outside NCTB.
84 Specialist support: The nature of developments needed in this sub-component and especially the work involving the private sector requires a wide range of specialist knowledge and experience. It is also the case that the diversity of activity will require close coordination and experience that is not currently available locally. It is apparent that this sub-component will need the support of a number of international consultants, although only one will need to be involved long-term. Some local expertise will also be needed. While contributing some specialist expertise, key roles for a long-term international consultant will need to include close support of the MDU, initially to assist the ITEC to coordinate the development and implementation of a comprehensive textbook production training programme for the private sector, and also to support the ITEC itself as it evolves to become independent and self-sustaining.
Assessment
85 Significant progress has been made during the period of SESIP-1; but much more remains to be done. SESIP-1 has developed new models of question for the SSC examinations which if implemented appropriately will improve the quality of assessment. Exemplars have been developed which are an integral part of the curriculum document for the new uni-track curriculum, and which will therefore be available to all teachers. Not only will these become the basic reference used by teachers; the curriculum document itself will become far more important to them than before. A comprehensive training plan has been developed for BISE paper setters and moderators, which will be funded from the SESIP-1 extension, and will not only create a basic pool of trained paper setters (for the first time,) but also potential trainers of teachers.
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86 Potentially even more significant is the change that will result from privatisation of textbooks. If there are multiple textbooks in use in the schools, it will be impossible for SSC to consist of questions based on the textbook. That single fact will require question setters to base their questions on the curriculum rather than the textbook.
87 However, it is possible to exaggerate the likely scale of the planned change. Examination of the curriculum documents suggests that change at the level of the specific objectives has been rather less radical than the broad goals might suggest. Most of the specific objectives are still knowledge objectives of one sort or another. This means that in practice the new structured questions will predominantly continue to assess knowledge, although they may give more emphasis to understanding than in the past, and the increase in the proportion of questions assessing higher-order thinking skills will in practice be small. This however is good news rather than bad, because it presents an opportunity to increase awareness of the need to assess a range of goals and also the capacity to write higher-order questions, without undue disruption to students at a point when their futures depend on their scores in the examination. So long as thus opportunity is taken, the capacity will be developed to increase the proportion of questions testing higher-order skills in an orderly way when required, for example at the next review or revision of the curriculum.
88 That being said, it seems clear that change in HSC is all but inevitable, to articulate with the changes being introduced in SSC. Since the first group of students to study the uni- track curriculum will complete their SSC in 2008, they will face HSC in 2010. For that reason alone, a new model of HSC, consistent with the type of question used in the new model of SSC, would be desirable in that year. That, however, need not be a major component in any putative new project. New models for HSC question papers, consistent with the new types of question to be used in the SSC, have already been produced under the HSEP, as part of a comprehensive plan of action for examination reform of higher secondary education, which was not implemented at the time. At this stage, it would appear preferable to reactivate existing plans and models for HSC, rather than making a new set. The capacity building that has taken place during SESIP-1 could play an invaluable role in implementing an action plan for HSC. If that capacity is allowed to dissipate, that should not be a justification for repeating the capacity building.
89 It is important to note, however, that in terms of the secondary sector as a whole, changes to SSC (and indeed HSC) have only limited impact. Consistently, from year to year, most candidates fail the SSC; at the same time, significant numbers never even become candidates, being eliminated by the Test Examination or forced for other reasons to leave full-time education without taking SSC. It is not possible to ignore these individuals, to assess the external efficiency of secondary education purely on the basis of the successful candidates.
90 Therefore, if the SESIP-2 is to have maximum impact on the largest possible number of entrants to secondary education, activity should be focused on meeting the needs of those who do not pass SSC. These individuals will almost certainly enter, or attempt to enter, the world of work (whether formal or informal.) What they need, therefore, is knowledge, skills and attitudes that will help them to maximize their productivity, whether in employment, within the family, or in informal commerce.
91 The present assessment system, which emphasises recall of textbook information, goes nowhere in meeting that aim; and the changes currently being made in SSC (and likely to follow in HSC) will not address the needs of the majority of secondary students. Nor is there any reason to expect the “trickle down” of new types of question (e.g., structured questions) to do much to change their situation. The SSC (Vocational,) offered by the Bangladesh Technical Education Board, is an alternative model which has insights to offer. While preparing students for traditional examinations, the SSC (Vocational) also links to national skill standards (NSS,) and enables a student to earn NSS awards (NSS- III at grade 9, NSS-II at grade 10) alongside, but independent of, the more traditional SSC. Thus, a student who does not take, or does not pass, end-of-year examinations still has the opportunity to gain a vocationally-relevant qualification; and the content of
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the “traditional” school subjects can be steered by the linkage into greater relevance to the world outside academic education.
92 If the next cycle of development in secondary education is to focus on the needs of the majority, it will be necessary to explore models of this kind, and try to develop assessment methods which encourage closer links between secondary education and life as it is experienced by those without higher qualifications.
93 There has been significant capacity building since the last PPTA, notably through the SAU within the NCTB, and the BEDU in relation to the SSC. There is, however a critical weakness which needs to be addressed – the capacity is not stable, because the individuals whose capacity has been developed do not have permanent posts, but are on deputation for the duration of the project. Because this capacity is project-funded, it may be scattered as soon as the project ends, unless the posts are transferred to the revenue budget. Experience suggests that even though the will may be there to make the transfer, and it will happen in due course, it is unlikely to happen in time to prevent the post holders from transferring out. Once that happens, the likelihood of that capacity being deployed as intended becomes remote.
94 A second, and perhaps more fundamental, issue relates to the nature of the capacity that has been developed. This is essentially mid-level professional capacity – understandably, little has been done to develop capacity at senior levels. In the longer term, when the immediate pressure of project goals is removed, the effective utilisation of this mid-level capacity will depend on the capacity of officers at senior level to plan for its effective deployment. At that stage, critical systemic weaknesses that have not yet been addressed will tend to limit how effectively the capacity can be used. The most fundamental issue is the need for higher standards of technical and professional expertise to mastermind the development of new systems. The present system, where so many post-holders are generalists, and likely to be transferred at any time, militates against the development of the required specialist expertise.
95 Within the BISE system, there is a special problem, not found elsewhere in the education system, because of the regional fragmentation of the examination system between seven effectively independent BISE. At one level, this is administratively convenient; each BISE can be responsible for a manageable area and number of candidates, and when an area grows too populous, it can be divided, and a new BISE created. However, the number of candidates varies widely from BISE to BISE, suggesting that administrative convenience may not be the only factor determining the number and locations of the BISE. From a quality standpoint, the independence of the BISE is problematic. It means that for any one examination, there are seven different papers, and seven different sets of marking criteria. This means that there is in effect no way to compare standards from one region to another; and there are signs that standards do in fact vary widely from BISE to BISE. The existence of seven BISE also results in fragmentation of capacity. In effect, seven groups of people set and moderate papers, plan marking etc., where one could do it for all. There is at present no means of holding the BISE accountable for their procedures or outputs; and in some respects (notably paper-setting and moderating,) the BISE cling to antiquated practices which impede development. Until some form of accountability can be put in place, however, efforts to develop the system are essentially palliative.
96 Therefore, the single most critical issue that SESIP-2 could address in the area of assessment would be the creation of some kind of central entity, to set standards for the practices of the BISE, monitor their assessment practices against these standards, and provide training and other capacity building for the individual BISE.
97 In the case of the BEDU, the independence of the BISE creates a question about how if at all it can be institutionalised. The BEDU is currently located within the premises of the Dhaka BISE, but is intended to serve the nation as a whole. For the Dhaka BISE to take over the BEDU using funds derived from the examination fees of Dhaka BISE candidates would impose an unfair financial (if small) burden on Dhaka BISE candidates. Some
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other arrangement is therefore indicated. By rights, the BEDU should be jointly funded by the seven BISE, and centrally located, whether reporting to the IBCC collectively, to the Chairman of the IBCC, or one individual Chairman (as the Computer Centre is under the overall control of Dhaka BISE Chairman.) The BEDU also needs much better access to the Boards Computer Centre, both to use its facilities and to get a much wider range of data.
98 Giving the BEDU a firmer hold on life, therefore, points almost inescapably towards a stronger central coordinating entity, possibly under the overall control of the IBCC. Ideally, such a central entity would link the BEDU with the Boards’ Computer Centre, giving it access to examination records, and the possibility of influencing the ways in which data are captured, as well as access to significant computing capacity “out of season”.
99 Once such a central entity becomes thinkable, many other questions arise. The central entity might be a logical means of laying down standards for the various aspects of the activities of the BISE, and monitoring their individual procedures against them. It might be, for example, that such a central entity could define specific procedures for paper setting, moderation and marking, and then determine whether the individual BISE follow those procedures appropriately. In due course it might go father than this, and monitor the outcomes of the examinations, monitoring the quality of the question set by item analysis, and the standards set by each individual BISE, carrying out small scale studies.
100 Having done such studies, it might publish the results in different media and formats, thereby stimulating debate, helping teachers understand their students’ strengths and weaknesses, and putting pressure on those BISE which are defined as falling short of the required standards and quality.
101 It might even be that, having established its credibility, the central entity could go one step further, and centralise the process of question setting and paper assembly, and even preparation of marking schemes and training of markers, thus making a huge contribution to both raising the quality of paper setting and marking, and setting a common standard across the nation as a whole. There would be many options for achieving this which did not require the individual BISE to give up entirely their role in paper setting.
102 Such a central entity might be a partial answer to the critical problem of building stable technical capacity in the examination system. It would not only create the potential for a core group of technical specialists to work; it could be a source of training and capacity building for the BISE themselves. However, it will not be able to fill such a role effectively if it is staffed mainly with generalists – i.e., college teachers on deputation. A new approach is needed, to develop the strong professional culture within which the required technical capacity can develop. How this might be done is outside the scope of this section, although it is addressed elsewhere.
103 A further coordination issue also needs to be given attention, namely the large mass of secondary students who study outside the general secondary system, mainly under the Madrasah Education Board (the Technical Education Board appears not to need attention so much.) The assessment system clearly has a major role to play in ensuring that students who go through the madrasah system have equality of opportunity with those who go through the general secondary system, and also in assuring the quality if the education they receive. Ideally, there would be common core courses, taken by students in both systems, plus elective subjects to cater to students who want a more religious education. There would be common instructional materials and examinations in the common subjects, to allow for monitoring of standards, and this would be under the oversight of the putative central entity outlined above. At present, however, no clear plan exists; and it is impossible to develop the examination system without such a plan.
104 In the area of SBA, changes since 2000 present a more mixed picture. It is true that not all curriculum goals can be assessed by pencil-and-paper testing. This is the primary
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argument for the inclusion of SBA in the SSC. It is also argued that giving responsibility to teachers for the terminal assessment of their students will help them to feel more involved in the assessment process, and so more responsible for ensuring that assessment is fairly and validly done.
105 Although the report on the SBA pilot3 identified as constraints the difficulty of providing training to teachers, and the risk of bias if teachers’ assessments are used for SSC, it concluded that teachers in the pilot schools could apply SBA, and so recommended that SBA be introduced in the SSC from March 2008 on. Other informants, however, have been more cautious. They have pointed out that most teachers have not had training in SBA and do not understand it well, that training the approximately 200,000 teachers in 25,000 secondary schools across Bangladesh to the point where they could apply SBA fairly and accurately would be a huge task – and that even were this done, some teachers might be subject to pressure to be generous to individual students.
106 It is certainly true that almost all students achieve very high marks in the component of SBA already included in the SSC (the practical tests in science subjects and higher mathematics.) Most in fact appear to get full marks4. Head teachers of high-achieving schools express the concern that this gives an unfair advantage to students from weaker schools (others might see this as no bad thing.) Anecdotal evidence also suggests that in some cases the quality of the assessment itself is poor – possibly even to the point where it is not based on actual practical work. If the same trends were apparent in SBA across the curriculum, it would be hard to justify it as improving the present system.
107 The solution to this problem proposed by the SESIP-1 team is moderation, which in principle could very quickly demonstrate to teachers the importance of giving students fair marks. But moderating SBA is always problematic to some degree. On a technical level, if the SBA is measuring different skills from those tested in the external examination, it would be surprising if the SBA scores did not differ from the external criterion, in both level and rank order. Even without this technical concern, there is a risk that stakeholders will not understand why it was necessary to adjust the scores in this way, and may suspect that it was done in a way to benefit certain individuals.
108 Given these concerns, it would not be surprising if some decision-makers conclude that it is premature to introduce SBA into the SSC in 2008, and that more time should be taken to establish good standards of assessment practice in all or most of the secondary schools before this takes place. These doubts have to be taken seriously. Applying SBA under present conditions is not risk-free. The MoE notification which has been issued, for introduction of SBA from class 6 to class 8/9 from the year 2006, therefore makes good sense.
109 The SESIP-1 pilot of SBA appears to have been successful; but as of the time of writing, the situation in the great majority of schools has not changed; although NCTB, with support from SESIP, has begun the process of change. Models of school-based assessment have been developed (initially for classes 9-10, and subsequently for classes 6-8) and piloted in schools. Concerns remain, however, about both the appropriateness of the present model and exemplars, and the ability of the teachers to implement it under present circumstances.
110 Although an initial evaluation was carried out by the SESIP-1 team, a more searching evaluation, by an independent but sympathetic evaluator is needed, as a first step towards further long-term development. The PPTA team was not able to assess SBA practice in the pilot schools in depth, and was only able to meet with a small number of school heads and teachers involved in the pilot. Although the participating teachers
3 Report on a Feasibility Study on Introducing SBA in Classes 9 and 10 as a Component of the SSC Examination. SESIP, February 2005 4 See, for example, pages 9, 11, 13 and 15 of A Presentation of SSC 2000 Data from Dhaka BISE, SESIP, January 2003
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generally show considerable enthusiasm for the approach developed under SESIP-1, they do not always show adequate understanding of the potential uses of assessment information. This is partly an effect of the original design for the project component, which emphasised the potential role of SBA in the SSC. The SESIP-1 materials are therefore deliberately ambiguous about the nature of “formative assessment”. There is, however, a growing body of research evidence that assessment can have its greatest positive impact on teaching and learning when assessment information is used by teachers and learners to inform and guide the process. In SESIP-2, therefore, attention needs to be given to developing SBA as “assessment for learning”.
111 A further problem articulated by teachers participating in the pilot was that they lack the broad pedagogical foundations required to deploy successfully a full range of classroom assessment techniques. The new syllabus for BEd and the proposed Certificate for In- service Teachers will in time help to resolve this problem; but in the interim, strategies are needed to help teachers who do not have the necessary enabling skills, by developing an interim model of school-based assessment mainly using tools that are already familiar to them, and by greatly simplifying the present guidance materials.
112 Regardless of whether this change of focus is implemented, a national commitment has already been made to introduce SBA in classes 6-9; and the question of how to disseminate SBA is therefore central. A draft training plan has been prepared by NCTB, with support from SESIP. This programme would inevitably be very costly, and the difficulties faced by the teachers who participated in the pilot suggest that the model is not yet ready for dissemination in this way. The likely impact of an immediate mass training programme is therefore open to question, at best. On the other hand, if there is no serious attempt to orient teachers to the new system, implementation will inevitably suffer. A wider range of delivery options need to be explored, and in particular options which support the initial orientation to SBA through encouragement to school principals to offer school-based professional development.
Teachers
113 The quality of teaching and therefore the quality of teachers is the major concern in secondary education. With high numbers of secondary teachers untrained, especially in the private schools and Madrasah, it is not surprising that efforts to improve student achievement through changes to the curriculum have failed to produce hoped-for gains. This state of affairs, while disappointing, also reflects Government success in raising the participation rates of both girls and boys in secondary education.
114 Demand for resources to support the rapidly expanding secondary school population has until recently outstripped supply. However, in late 2003, the GOB successfully negotiated with the ADB the establishment of a major project that would be focused solely on raising the quality of teachers and teaching in Bangladesh secondary schools. This project, TQI, was initiated with the appointment of a Project Director in April 2005 and is planned to be fully operational from January 2006.
115 Under TQI, NAEM will become the ‘Centre of Excellence’ in teaching. This is a coordinating role that sees it take responsibility for managing the Government’s role in pre-service teacher education through the Government TTC, HSTTI and SESDC and all Government funded in-service professional development of teachers and head teachers.
116 A major task will be the planning and implementation of a new initial 3-month training programme/qualification for untrained secondary teachers. The programme is to be based on the study of a module of courses in the new BEd curriculum developed under SESIP-1 and approved by the NU for implementation from July 2006. Given that this training is compulsory for all untrained teachers under the age of 40 and that it also will include teachers in the Madrasah system, this is a massive undertaking. A key feature of this new STE Certificate-level qualification is that teachers can build on it through further study to achieve the same BEd as those who enter the secondary teaching service following successful completion of the fulltime, one-year TTC based programme. The
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introduction of the 3 month Certificate course is a component of the Government’s strategy for achieving, as quickly as possible, a situation where all secondary teachers working in schools and Madrasah are trained and registered.
117 The other very significant innovation to be implemented under TQI will be the establishment of the NTRCA. This new authority will set standards for teachers and manage a national teacher registration process. From June 2005, all new staffing appointments to MPO positions in secondary schools must involve only registered teachers. The 3-month Certificate programme will be the minimum professional qualification for applying to the NTRCA for registration.
118 Under TQI, teaching in secondary schools in Bangladesh will be professionalised and the quality of secondary education will be enhanced by improving the quality of teaching. TQI will provide quality initial and in-service teacher training, including continuing professional development, to all eligible teachers of grades 6–10 in Government and private secondary schools. The impact of this on the quality of classroom teaching will be considerable. It is in this regard that SESIP-2 and TQI come together. TQI is designed for comprehensive development of teacher training in secondary education. From a micro point of view TQI will pursue policy, institutional and systemic development required for improvement in education of teachers of secondary schools. Under SESIP-1 and to be continued under SESIP-2, there are lots of activities, including the provision of training programmes, with a direct influence on teachers and teaching, and on schools and school management. Both SESIP-1 and SESIP-2 are looking at different issues of secondary education sub-sector from a macro point of view and suggesting various steps for overall improvement of the quality of the sector. It will be critically important that SESIP-2 and TQI work in harmony across all activities in this sub-component. Synergy between TQI and SESIP-2 on Teacher Education is illustrated in figure 1. Details of TQI and its relationship with SESIP-2 are discussed in Appendix 14.
Figure 1: Synergy between TQI and SESIP-2 on Teacher Education
SESIP-2
In-service training Develop and Training of SMC for new revise curriculum members curriculum
School teachers Madrasah School Madrasah teachers
TQI
In-service training Training of SMC Three month Material develop members course for serving for regular BEd teachers course
School teachers Madrasah teachers
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Gender and underserved communities
Girls
119 Since the World Declaration on Education for All (1990,) there has been a major intensification of efforts to provide basic education for all Bangladeshi children. Primary education was made compulsory for all children by act of Parliament in 1990, and a separate division with ministerial status was set up in 1992 with full responsibility to deal with matters concerning primary and mass education. The gross enrolment in primary schools increased from 59 percent in 1982 to 96 percent in 1999. However, it has been observed that although the gender gap in primary education was closing at an impressive pace, there was considerable gender gap in enrollment in age group 16-205.
120 There are some socio-cultural factors which are related to girls’ gender identity and contributed to the drop outs of girls from schools. Historically girls’ education has been given less priority. The patriarchal structure of the society makes girls, from early childhood, fully conscious that they are liabilities and their brothers are the assets for the family. Throughout their development as children girls are taught the two principal virtues: patience and sacrifice, the ‘ideals’ of Bengali womanhood6. It is evident form the studies that adolescent girls and women spend most of their lives within the boundary of the homestead and its kin-based extensions. Laws of inheritance do not provide a sister equal share of property to her brother. The gendered social construction, the social basis of power relations, the interrelations between gender and education and many other issues are not addressed properly due to the male dominated structure of the society.
121 However Since the late 1990s the gender gap in the secondary education has been emphasised by both the government and donor agencies, which is reflected at the policy making level. The Fifth Five Year Plan (1997-2002) incorporates bringing women into the mainstream of development activities as a major goal of the government.
122 The Secondary Education Sector Improvement Project (SESIP) has been designed in accordance with the The Fifth Five Year Plan objectives and targets to achieve gender parity in secondary education. It has been expected that SESIP would strengthen the policy making and management capacities, improve effectiveness in using education resources, enhance quality of education and ensure its relevance to the world of work and contribute to equitable access for girls and for students in underserved areas.
123 The Secondary Education Development Project (SEDP) was the first foreign (ADB) funded intervention at secondary level. It was designed to expand equity and access; to improve quality of education; to upgrade the institutional capacity of Directorate of Secondary and Higher Education (DSHE)7. At later stage the Secondary Sector Improvement Project (SESIP) was designed to support government of Bangladesh in reforming and restructuring secondary education sector. One of the main objectives of the SESIP was to expand equitable access to secondary education through: • facilities development to new secondary schools or classrooms in underdeveloped areas • establishing a school improvement fund in underserved areas • female stipend support.
124 The process of bringing girls into the secondary education has been emphasised by both the government of Bangladesh and donor agencies since mid-1980. This is reflected in
5 Nasreen, Mahbuba in Draft Final Report of Social Protection for Women and Children, Ministry of Women and Children Affairs, GoB and ADB, TA, 2004 6 Nasreen, Mahbuba. 1995. Coping with Floods: The experiences of Rural Women in Bangladesh. Unpublished PhD dissertation, Massey University, NZ 7 Final Report, SEDP, 1997, Ministry of Education, GoB and ADB)
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different programmes through providing Scholarship/stipends to girls at secondary levels. The programmes include Female Education Scholarship Project (FESP,) 19848; Secondary School Girls’ Scholarship Project (SSGSP,) 1990;9 Female Education Stipend Project (FESP,) 1990; 1992; Female Secondary School Assistance Project (FSSAP,) 1993; Female Secondary Stipend Project (FSSP,) Female Secondary School Assistance Project (FSSAP,) Secondary Education Development Programme (SEDP,) 199410, SEDP, FSSAP, 1995; SEDP, 1997; Secondary Education Sector Development Plan (SESDP) FSSAP, 1999; Higher Secondary Female Stipend Project, 2002; Higher Secondary Education Project (HSEP.) These programmes helped to expand girls’ education, in a system where girls had generally been excluded from the formal education system and were dropping out of primary schools. As a result of these programmes the ratio of boys and girls in secondary schools has changed from 67:33 in 1990 to 48:52 in 200411.
125 Although the nationwide stipend programmes12 were built on achieving gender equity in secondary education, gender as an individual concept or component was not emphasised in any of the projects or programmes. It must be mentioned here that apart from targeting girls in secondary schools, most programmes, especially ADB and World Bank funded projects, also have the objective of bringing girls into teaching. The European Union supported PROMOTE project initiated a programme to train and employ women teachers in rural schools since the year 2000. This was to support government’s policy to recruit 30% women13 teachers in non-government Secondary schools, Colleges and Madrasahs. In early 2002 the Ministry of Education directed to all Secondary schools to give preference to PROMOTE fellows in recruiting women teachers14. However, it has been observed that educational institutions have continuously recruited teachers in violation of the Government order. In some cases schools were penalised and schools authorities were provided with repeated circulars.
126 It is evident that women teachers are also facing some problems as minorities15. For example, they do not have a common room or separate toilets and even if there is a room for women teachers the space is usually severely limited. It has also been discovered that only a small proportion of women teachers have received adequate training.
127 Although girls in secondary education have outnumbered boys, one study shows that the percentage of girls receiving stipends has been decreasing over time (Table 2)16. Most of the girls (at least 85% according to a SESIP-1 study) receiving stipends belong to the better off households. The girls of poor households fail to score 45% marks in the examination and thus do not qualify for stipend. The poor performance in examination is mainly related to guardians’ poor economic conditions that do not allow them to provide private tutors to their children.17
128 Under the equitable access to secondary education component providing stipend to all of the girls enrolled in secondary schools, building new schools, constructing new class rooms and helping schools in underserved areas to generate school funds were the major tasks. Of all the activities bringing large number of girls in the secondary schools
8 Thein et al 1988, BACE/TAF project set up in 1984 9 Sarker et al 1995, BACE/TAF 1990 extension of project 10 GOB, 1996 11 Report of Project Director FESP, 23 April, 2005. 12 The four metropolitan areas of Dhaka, Chittagong, Rajshahi and Khulna divisions are excluded 13 Amended Circular, No. 11/misc-39, Ministry of Education, GOB, 13.01.1999. 14 Circular, No. 6/misc.-2 (ADP)/2001/149, Ministry of Education, GOB, 06.03.2002 15 Field work in Srimongol and Kishoreganj 16 FSSP, 3rd Phase, April, 2005 17 FGDs with Parents’/guardians, students and teachers during field work in Hobiganj and Srimongol, June 2005
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through providing stipend is the major positive contribution of SESIP18. It is evident that stipend has a very positive impact on lives of girls in context of: • increasing enrolment • decreasing child marriage • reducing early pregnancy • making girls self-reliant • increasing girls involvement in co-curricular activities • increasing trend to see boys and girls equally.
129 The project has been successful to increase the participation of girls not only through providing stipend to all the girls in secondary schools but also through imposing some conditions to be eligible to get stipend. The Remaining unmarried till SSC, having 75% attendance and getting 45% marks in the examination.
130 There were however, many constraints mentioned by different stakeholders related to secondary education (Head teachers, teachers, stipend girls, parents, SMC members) such as lack of space in classrooms to accommodate large number of girls, lack of furniture, inadequate number of female teachers, lack of teachers and teaching aids, and lack of other facilities such as toilet and drinking water facilities19. It must be mentioned here that although there was a provision in the project for the improvement of facilities including segregated sanitation and other areas for girls, this issue was not given serious attention.
131 The purpose of enrolling more girls in school of SESIP has been achieved; however, failure of retaining the girls is the most challenging part of the programme. The less completion rate of girls in SSC indicates that although equity is ensured in terms of enrolment and attendance, it did not happen for the completion. Moreover, quality of secondary education, especially of girls did not improve as it was expected.
Table 2: Number of girls receiving (yearly) stipend under different projects, administrative challenges encountered in the stipend programmes and project implications.
Year FESP FSSP FSSAP SESIP Total
2000 1,51,079 22,73,122 9,31,102 4,05,999 3761302
2001 1,67,664 23,83,639 9,26.234 4,33,901 3911438
2002 1,48,142 25,72,434 9,82694 4,39,416 4141687
2003 1,12,786 23,48,646 6,66,651 4,30,746 3604723
2004 58,806 12,38898 7,32,785 2,76,048 2306537
Decreasing girls from 65% 52% 25% 37% 44% 2001/2002 to 2004 (%)
18 20% of the total project budget was allocated in the component. 19 Fifth Progress Report, Integrated Monitoring and Tracer Study on Female Stipend Programme Under SESIP, February, 2005, Dhaka: Uniconsult International Limited
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The female stipend programmes
Background
132 The Female Stipend Programmes (FSPs) of GoB are implemented and managed by the respective project implementation units (PIUs) of four projects under the overall supervision of MoE. In order to ensure the effective management of FSPs, a monitoring and evaluation (M & E) system has been introduced. For an effective implementation of FSPs, several actions have been undertaken20: • Three banks Agrani, Janata and Rupali are given the responsibility of disbursement of stipends and tuition subsidies to the girls and schools • A uniform disbursement procedure for the banks is formulated • Upazila Project Offices (UPOs) with recruitment of staffs are established • A stipend operation manual with common guidelines for all projects and the bank’s disbursement activities is developed.
133 The stipend disbursement procedure includes the following roles and activities: • The project director (PD) need to send the payment authorisation to the main branch of respective banks, which then issues inter-branch credit advice (IBCA) to their branches along with Award Confirmation and Tuition Subsidy Statements (ACTSS.) • The bank-branch then credits the stipend amount to the students’ accounts and tuition subsidies to school accounts. This procedure is supposed to be completed within 3 working days of receipt of the IBCA. • The bank-branches then inform the schools with the cooperation of the UPOs within 5 working days; they settle a date and venue for disbursing the stipend money to the girl-recipients. • The girls have to withdraw the stipend money, in person, from their accounts by cheque only.
134 UPOs maintain the links between the PIUs and the schools and are fully responsible for implementing the FSP at Upazila level. The list below describes their duties: • coordinating the fixation of date and venue for bank-account opening and stipend disbursement • keeping ‘Account Opening Register’ and other registers updated concurrently with the branch • collecting specific data from schools, such as student application, school profile form, students performance and attendance related semi-annual data, semi-annual school data; quarterly UPO data • checking the correctness of the registers against FSP-1 form maintained at the UP office • visiting schools and classes under FSP to verify the number and genuineness of stipend recipients, their attendance, performance and the physical facilities including the number of teachers and students shown in FSP-4 • regular verification of various books and registers maintained in the institutions • visiting schools/classes, listening to the problems of the girls and discuss with teacher, guardians and SMC members
20 Chapter Three: ‘Management Monitoring and Supervision’, Integrated Monitoring and Tracer Study on Female Stipend Programme under SESIP, Draft Fifth Progress Report, February 2005
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• conducting follow-up studies to provide feedback on questions and issues identified by MIS • creating awareness among the people in cooperation with the PTAs, upazila advisory committee (UAC) and so on • liaising with the DEOs and the PIU and with UNO, SMC and the institutions or schools • organising the formation of UACs, call meetings of UACs, prepare agenda, minutes of the meetings.
135 A longitudinal study on FSPs titled “Integrated Monitoring and Tracer Study on Female Stipend Programme under SESIP” is in progress. In its 5th progress report, the study displayed significant information about management, monitoring and supervision of female stipend programmes. The findings are summarised below.
136 The study reveals that some UPOs lacked awareness about their responsibilities related to implementation of FSP and were not able to perform some of their duties fully (e.g., arrangement for opening bank accounts; organising monthly coordination meeting with UAC; collecting information about new students using FSP-3.)
137 Irregularity in the stipend disbursement procedure was found at bank, school and upazila level. Bank-related problems: • transaction records were not up-to-date against the accounts • bank pass books were found with incorrect account numbers and without the photograph of the stipend recipients • pass book and forms were not supplied in due time.
138 School level anomalies included: • guardian’s unjustified pressure for including his/her daughters’ name in the eligible list of stipend holders • non-delivery of relevant information by the head teacher • non-preservation of stipend-related documents or papers • difficulties in identifying girls wearing a veil (burkha) • irregularities in monitoring and scrutinising ‘students admission registers’, ‘examination results’, ‘teachers registers’, ‘cashbook for tuition fees’ and ‘salary registers’ by the UPOs.
139 Upazila level problems were: • lack of required time for verifying FSP-1 and FSP-3 • political pressure for providing stipend to non-eligible girls • mismanagement in preserving stipend related documents.
140 In few cases, disbursement of stipend money was not as per schedule. The major reasons were, in many upazilas UACs were not formed which play a vital role in time scheduling for distribution of stipend money and in identifying eligible girls; the banks did not receive payment authorisation and credit advice from principal office in time; the banks had shortage of manpower and difficulties in transport facilities to reach remote schools. In consequence, girls received one year’s money in the next year.
141 Head teachers and class teachers were found to be critical about at least two set criteria for eligibility of receiving stipend money. They believed that the criteria of securing 45% score and 75% attendance should be lowered (e.g., to 33% and 60% respectively.) This
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in turn is threatening towards improving the quality of teaching and learning. As teachers’ belief will influence the teaching-learning-assessment process followed in school21.
142 Research findings show that personnel at management level and beneficiaries lack the necessary knowledge, understanding and skills required for completing the collection and disbursement procedure of stipend money. In addition they sometimes fail in the proper execution of their responsibilities and commitment to tasks, due to various practical factors (e.g., time constraint, lack of facilities and logistics – such as transport and so on.)
143 Appropriate training module and refreshers courses need to be provided to upazila project officers22 (USEOs,) head and responsible class/assistant teachers, responsible bank personnel, members of UACs, SMCs and PTAs.
144 It has been learnt from the participants of a FGD23 that Head Teachers received tremendous pressure from the guardians of non recipient students. “Some guardians even want to assault the Head Teachers physically”, a participant commented.
145 The participants, especially parents opined that the stipend is not distributed on due time. They informed that although the first instalment of stipend amount is due in the months of January to June, girls receive it in the months of October to November. Similarly, the second instalment, which is due in the months of July to December, it is distributed between March and April of the second year. The following steps are proposed in response to these issues: • Initiative to distribute stipend on time • Raising awareness of the people through arranging parent-teachers meetings • Dissemination of the conditions of stipend through state media • Students and guardians need to be well-equipped with information and procedure related to stipend withdrawal system.
146 As it is found that the three selected banks are facing problems with respect to workload and time schedule one/two more banks could be selected based on the availability at local level and workload. It has been found in a study12 that Bank officers/managers demands transport fair when they come to distribute stipend. The Head teacher cut off Taka 20 from the money sanctioned for each student. Strong monitoring is needed to have a solution to the problem and actions to be taken so that poor students do not suffer.
147 Many Upazilas do not have the local bodies like UAC. Some schools do not have PTA. These bodies need to be formed wherever necessary and to be imparted training about pros and cons of stipend management aspects.
The Poor
148 In 2003, the government began a new initiative culminating in the publication of an Interim Poverty Reduction Strategy Paper (I-PRSP.) This document, started in 2003 and last revised in January 2005, essentially aims to halve the number of people living below the poverty line by 2015. It sets out a road map for improving living standards through a general multi sector approach to poverty reduction through concentration on reform in 7 major areas: • Employment
21 More on the issue has been discussed in the Draft Final Report of SESIP-2, Pp. 23-26 and Pp. 61-63 22 Current designation is Upazila Secondary Education Officer 23 FGD findings with teachers, UPOs/USEO and parents, Nagarkanda, Faridpur, Integrated Monitoring and Tracer Study on Female Stipend Programme under SESIP, Draft Fifth Progress Report, December, 2005
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• Nutrition • Maternal Health • Sanitation and Safe Water • Quality Education (in primary, secondary and vocational) • Criminal Justice • Local Governance.
149 In the PRSP, education reform is seen as one of the main vehicles to the achievement of the overall aim of poverty reduction. Major recommendations for secondary education include many reforms and recommendations relating to decentralisation, school based management and assessment, teachers career paths, equity and gender, increased performance etc.
150 None of these recommendations are particularly new or groundbreaking. They have all been put forward in one form or another by various studies, consultancies and projects. However, they now form part of the government’s medium term framework strategy for secondary education.
151 Bangladesh made notable progress in income-poverty reduction during the last decade. Between 1991/92 and 2000, the incidence of national poverty declined from 58.8% to 49.8% indicating a modest reduction rate of 1 percentage point per year. The declining trend also remains valid for other poverty measure (Table 3.)
Table 3: Trends in poverty in the nineties in Bangladesh24
Poverty Measure 1991/92 2000 Change per Year (%)
Headcount Rate 58.8 49.8 -1.8
Poverty Gap 17.2 12.9 -2.9
Squared Poverty gap 6.8 4.6 -3.8
152 The strategic elements of anti-poverty policies of the Bangladesh government to mitigate poverty will cover five broad avenues. These are: • The first set of policies would accelerate and expand the scope for pro-poor economic growth for increasing income and employment of the poor • The second set would foster human development of the poor for raising their capability through education, health, nutrition, employment-oriented skill training and social interventions • The third set of policies would support woman’s advancement and closing of gender gaps in development • The fourth set of policies would provide social protection to the poor against anticipated and unanticipated income/consumption shocks and vulnerability to disasters through targeted and other efforts • The fifth set would favourably influence participatory governance, enhance the voice of the poor, and improve non-material dimensions of well-being including security, power and social inclusion.
24 BBS, Preliminary Report of Household Income and Expenditure Survey-2000
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Gender and poverty
153 One of the critical areas of concern of the National Action Plan is women and poverty. Though some success has been made in poverty reduction, significant gender disparity still exists in income-poverty. This is evidenced by several indicators developed by BIDS25 and the World Bank26. First, the incidence of extreme poverty is generally for the women-headed, women-managed, and women-supported households. Second, women workers earn considerably less than men workers. Third, lower average consumption for women is also evident from persistent gender inequality in severe malnutrition, mortality and morbidity. In Bangladesh 20-30% households are headed by women, and 95% of these are considered to fall below the poverty line. Women are the poorest of the poor, overall. Women face many problems due to their gender identity.27 Throughout the lifecycle poor women suffer more than men from poverty, hunger, malnutrition, economic crises, environmental degradation, disaster related problems and become victim of violence and political instability. Gender inequality is prevalent in the context of a literacy rate which is 29% for women and 52.3% for men in the age group of 15 years & above.28 The I-PRSP clearly emphasise the need to increase the educational capacity of poor and close the gender gap. However, it is evident that achieving PRSP goals is still a long way off as far as gender is concerned (discussed earlier.)
154 A major weakness of SESIP-1 was that it featured no gender dimension in its design plan or implementation. In most of the component titles the word ‘female’ is used, which is biological rather than a gender focused. No gender action plan (GAP) was adopted throughout the project. No project target was gender disaggregated except the stipend programme. It has been observed that the average proportion of women officers in SESIP-1 is only 10% and staff in posts only 13%, with lower rates in rural areas than urban areas. Hiring 30% women teachers is not achieved and was not emphasised by SESIP-1. Failure to retain the girls is the most challenging part of the programme. The lower completion rate of girls in SSC indicates that although equity in terms of enrolment and attendance has been attained, this equity does not continue through to completion. Quality of secondary education, especially of girls has improved as was expected.
155 The issue of poverty was not critically analyzed in SESIP-1 except through the recent focus of SPBMS. However, SPBMS was initiated when the project was almost complete and there is thus little scope to monitor its activity, except by continuing to do so under SESIP-2. However, the UASs appointed to supervise school activities under SPBMS have been given gender training by PROMOTE (the only staff of SESIP-1 staff to receive gender training.) Although the duration of this training programme was short (one day of a four-day training programme,) feedback on its results, in terms of its affect on the UAS understanding of gender issues, is promising29.
156 SESIP-1 did not make any attempt to ensure a gender balance in SMC composition. Most of the SMC members are untrained and illiterate men30. It should be mentioned here that in the revised SMC composition the GOB requires the inclusion of two women representatives (UP member and a woman guardian out of four guardians)31. However, this is not yet institutionalised as a writ petition was filed in the High court by the Head teachers of Non-government Secondary schools regarding the amended SMC
25 BIDS, Fighting Human Poverty: Bangladesh Human Development Report-2000 26 The World Bank, Poverty in Bangladesh: Building on Progress, Report No. 24299-BD, 2002 27 Nasreen, Mahbuba. 2003. Gender and Sustainable Development in Bangladesh: Myths and Realities. Paper presented at the Workshop on Environment and Development, organised by VNRP, Hanoi, Vietnam, October 9 and 10, 2003 28 UN Gender Development Index, 2003
29 Field visit in Kuliarchar and Hossainpur of Kishoreganj Upazila and meetings with UAS
30 Fifth Progress Report, Integrated Monitoring and Tracer Study on Female Stipend Programme under SESIP, February, 2005, Dhaka: Uniconsult International Limited
31 Circular issued on 16 August, 2004 by the Board of Secondary Education
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composition. However, the objection was not concerned with woman members of the SSC, but on another issue. However, no initiative has yet been taken to ensure that women members are actually admitted to the SMC 32.
Indigenous people33
157 In Bangladesh indigenous people constitute less than 1 percent of the total population. They live in the Chittagong Hill Tracts and in the regions of Mymensingh, Sylhet and Rajshahi. The majority of the indigenous population live in rural areas. They differ in their social organisation, marriage customs, birth and death rites, food and other social customs from the people of the rest of the country. According to a 1991 Government survey the ethnic communities constitute 29% of the total population. However, some argued the numbers of ethnic minorities are higher (45%) than the Government statistics. In a1981 survey it was observed that the percentage of population by religion was Hindu 24%, Buddhist 44%, Christian 13% and others 19%. By 1991, however, a survey revealed that 18% of the ethnic people were Muslim, 21% Hindu, 37% Buddhist, 11% Christian and 13% others.34
158 Indigenous communities largely speak Tibeto-Burman languages. The Major indigenous groups are the Chakmas, Maghs (Marmas,) Tipras, Murangs, Kukis and Saontals. It has been identified by researchers that:35 • the students in the indigenous communities are shy compared to students of Bengali communities and hesitant to request teachers to clarify topics that were not understood • the weak learners of the indigenous communities come from poor households and most of them are engaged in income generation activities. According to one of the teachers 30% of the ethnic boys and girls work in the agricultural fields • the social environment of the indigenous communities is comparatively disadvantageous. Parents, guardians and other household members of these students have little or no education • the literacy rate of indigenous communities is very low • there is a lack of committed individuals to encourage the indigenous communities to appreciate the importance and benefits of education • the students of the indigenous communities are more engaged in religious activities than Bengalis tend to be, which is another factor that results in lower class attendance levels and lower attendance rates • there is a lack of skilled teachers drawn from the indigenous communities • the quality of teaching provided at the Primary level is poor • there is a lack of teaching and learning aids • there is insufficient time to conduct many classes • at the primary education level, pupils do not receive proper lessons on the subjects taught and learnt in Bangla
32 FGDs with Head Teachers and SMC members at Kuliarchar and Hossainpur of Kishoeganj
33 Different terms are used for indigenous people such as ‘ethnic minorities’, ‘tribal’, ‘native’ people, ‘aborigines’, ‘cultural minorities’ etc. The term ‘indigenous’ is used in the report according to UN and ADB usage
34 Bangladesh Bureau of Statistics. 1998. Population Census, 1991
35 Nasreen, Mahbuba. Performance of ethnic minority students in Secondary Education: An Exploratory Study of Selected BRAC-PACE schools, 2005
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• students of indigenous communities have difficulty in comprehending long or complex sentences • the syllabuses of Mathematics and Science are continuously increasing in complexity, but teachers are not getting appropriate training to teach the newly introduced topics • teachers do not have sufficient time to take special care of weak learners.
159 The PRSP aims to make the maximum impact on poverty, especially in minimizing the severity of poverty, when these are targeted on the poor regions with special focus on the needs of the most disadvantaged populations and indigenous groups. Policies and institutional actions delineated under the strategy will be designed to reach out to the poorest and the remote rural areas, which are vulnerable to adverse ecological processes, and those with high concentration of socially disadvantaged and marginal indigenous groups.
160 The CHT Development Plan ahs been designed to assure the optimal participation of indigenous communities, women and communities living in remote areas of the CHT. Some of the objectives of the Plan has already been achieved in the context of Secondary education which is revealed from the comparative data of the ‘baseline scenario’ and .the ‘improved scenario’ in the CHT Region Development Plan, TA No. 3328-BAN, Final Report.
161 Apart for the CHT Region Development Plan of GoB, different non-government organisations are also working towards the development of the indigenous communities. Of the educational programmes, BRAC has been supporting 400 schools of the secondary education system through PACE, of which 125 schools are located in the location where people of the indigenous communities reside. Under the programme the teachers of non-government schools are receiving training on how to manage schools better and improve the quality of education. It has been realised that the performance of the ethnic minority schools is not satisfactory and requires special attention for improvement. Through a exploratory study (Nasreen, 2005) BRAC PACE has also identified the barriers of quality performance of the students of ethnic minority schools and to provided suggestions to improve performance of these students through addressing the role of teachers.
162 SESIP-2 suggests that to improve the performance of the students of indigenous communities in secondary education all secondary schools those are located under SESIP-2 intervention should be given emphasis. This will ensure the access to the proposed infrastructure and others facilities including stipend by the students of indigenous communities. It must be mentioned here that the TQI Project will also be involved in improving the teaching learning of the students of indigenous communities through its component on Access and Equity (for more please see Synergy between TQI and SESIP- 2) through providing trained teachers.
Information Technology
163 The IT in DSHE is fragmented, with “programmers” (usually data processing, analysis and database staff rather than programmers) allocated to different groups (for example PSPU.) Investigation reveals that when allocated to these small groups, the relevant person is not always given sufficient work to require a full time position. Such staff could form a useful “pool” of IT expertise available to DSHE in general.
164 A useful addition would be an IT unit/wing in DSHE to handle IT requirements of DSHE, interface with BANBEIS, run the EMIS, run the MPO, provide training, maintain and develop the DSHE web site, and publish a newsletter (printed, email and web page) each month giving details of developments in all aspects of IT in DSHE, including latest equipment, latest developments in EMIS, etc.
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165 In terms of ICT in education, It is difficult to determine how many computers are available to schools, or how many teachers are able to teach computing skills, especially in connection with the forthcoming SSC ICT curriculum developed by SESIP-1. There is a need for a survey of schools to determine availability of computers and related technologies and teachers trained in ICT among secondary schools.
166 There are only two computer-related questions on EMIS data instrument. One requests the number of computers under the heading “official equipment”, and one requests how many students are using computers, if any are available. There is no question asking for the existence or otherwise of a fax machine.
167 If the new ICT curriculum is not supported in rural/disadvantaged areas, the people from those areas will lag even further behind in the future. The survey proposed above can be combined with the school mapping of SESIP-1 to determine clusters of schools that are underserved by ICT facilities. This data can be used to identify a suitable number of sites to receive IT centres that are available for the surrounding cluster of schools. The precise operational responsibilities for these centres is yet to be defined, but it could involve one of the following: • one school in the cluster runs the lab, but all schools in the cluster can use it at agreed times • the lab is run by an NGO, and possibly not located at any of the schools in the cluster, but in some locations reasonably accessible to all of the schools • the lab is run by a partnership of one or more schools from the cluster (and also maybe an NGO.)
168 At the present time, the connection to the internet from the districts, that supports the EMIS and will support future M&E systems, takes the form of a dialup connection. Three original alternative solutions were proposed that involved other forms of connection, such as radio. However, these were abandoned due to the poor supporting infrastructure at that time. Since developments in ICT occur rapidly, and by the time SESIP-2 begins the original plan will be around 3 years old, it would be pertinent to consider alternatives to the dialup connection as a potential to support a WAN to district level.
169 BANBEIS has been allocated a role in ICT training for teachers. In order to support this role, assigned by GOB, the organisation has been provided with a laboratory of twenty computers, linked in a LAN, a multimedia projector and so on. .The capacity of BANBEIS to adequately carry out his role should be assessed, and support should be given if this the study indicates that the role could be exploited further.
170 The IT unit in the Administration wing of MOE serves the MOE, which has altogether 90 computers of a total of 115 to be introduced around the Ministry. They maintain a number of Oracle databases and provide information services to MOE. Though the management of the unit believes the unit has sufficient equipment, the unit, and MOE as a whole, lacks a maintenance specialist, and would also benefit greatly from an additional programmer. As in many cases, they identify a perceived need for overseas training, in this case they would like to see how IT systems are run in government organisations in other countries (study tours, rather than training courses, may be better in this respect.) They also pointed out that they had not been considered for overseas training by SESIP-1 project.
Madrasah
171 The TOR of SESIP-2 was charged to include the Madrasah within its wider activities. It should be noted that the Madrasah have never before been included in any previous development aid project, and so, to a large extent, this is a “greenfield” activity. The first issue to be resolved, therefore, will be to determine the extent and parameters of SESIP- 2 involvement. (See Appendix 14: Data on Madrasah for an overview of Madrasah in Bangladesh)
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172 To date the madrasah have largely existed separately from the mainstream of education. They are under the control of the Madrasah Board and have a separate curriculum. There is only 1 teacher training college compared to 11 (soon 13) in general education and that only offers short courses. Standards of teaching consequently leave much to be desired. To a certain extent, all this has resulted in madrasah students being isolated and excluded from opportunities that would otherwise have been available to students of mainstream education. However, there have been recent indications that at least a section of the madrasah sub sector would welcome greater integration into mainstream education, and this certainly seems to fit in to the aspirations of the GOB in respect of madrasahs.
173 There are two categories of Madrasah in Bangladesh. One is Qaumi Madrasah and the other is Alia Madrasah . Qaumi Madrasah is financed by locality and the government has no control over their curriculum, examination etc. Their academic work is evaluated by Board/Boards through examination and the government has no link with this .The government does not pay subvention (MPO) to the Qaumi Madrasah.
174 The government of Bangladesh establish a Board for Alia madrasah called Bangladesh Madrasah Education Board (BMEB) under the Madrasah Education Ordinance, 1978 for the organisation, regulation, supervision, control, development and improvement of Madrasah education in Bangladesh.
175 Government pay subvention (MPO) to the Alia Madrasah and the categories of Alia Madrasah are: FURQUANIA / IBTEDAYEE , DAKHIL, ALIM, FAZIL and KAMIL. Students of Alia Madrasah from Dakhil to Kamil are assessed by Bangladesh Madrasah Education Board.
176 Types of Alia Madrasah and its equivalent institution in general education: • Ibtedaye/ Furquania Madrasah (class 1-5) = Primary School (class 1-5) • Dakhil Madrasha (class 6-10) = Secondary School (class 6-10) • Alim Madrasha (class 11 – 12) = Higher Secondary (class 11--12) • Fazil Madrasah (class 13-14) = Non Honours Degree college (class 13-14) • Kamil Madrasah (class 15-16) = Masters Degree.
177 Government of Bangladesh accepts the equivalencies as presented above in school years and the degree status of Madrasah (4and 5) however it does not consider this to be to a general education degree. In this respect the degrees of the Dakhil and Alim Madrasah are equivalent in study time to the degrees of secondary & higher secondary institutions respectively, but the Madrasah curriculum, examination system and qualification of teaching staff are not similar.
178 There are 11 teachers training colleges and three more will start soon for the training of graduate secondary school teachers and non teacher graduates intend to become teachers There is one teachers training institute (MTTI) for madrasah teachers which offers only short time courses.
179 The uni-track curriculum will be implemented in class 9 of general secondary schools and students will sit for SSC examination under the uni-track curriculum in 2008. However, Dakhil Madrasah curriculum continues to be multi-track and its students will continue to sit for the Dakhil examination (equivalent to SSC) under the multi track curriculum.
180 Anticipated activities for madrasah education for SESIP-2 are: • The curricula of the General and Science groups of the Dakhil stage should be changed from multi-track to uni-track and this uni-track curriculum should be implemented from January 2008. The curricula of the Mujabbid and Hifjul Quran
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groups should remain as they are, as these curricula are mainly religious. It will be left to the relevant madrasah authorities to determine if this situation should be changed. • Provisions should be made for extended training (equivalent to BEd) for Fazil and Kamil teachers of Madrasah. • Provisions should be made to considerably upgrade one additional Madrasah in each of 64 districts. • Provisions should be made to supply at least one thousand computers to madrasahs to support a computer course in the Dakhil class.
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The proposed sector development programme
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The proposed sector development programme
Objectives and scope
The Secondary Education Sector Development Plan (SESDP)
181 The proposed project is based upon the recommendations of the Secondary Education Sector Development Plan (revised 2005 – 2013) The original SESDP was developed in 1998 with financial assistance from the Asian Development Bank. The original plan identified problems of quality, efficiency (internal and external) and access in the secondary sector. It also identified a number of systemic constraints, in policy, planning and budgeting, as well as teacher education, curriculum and instructional materials, management staff and quality control systems.
182 The original plan further drew on a socioeconomic analysis of the development needs of Bangladesh and how secondary education could support development. While confirming that poverty remained the critical socioeconomic problem, and that the traditional economy remains mainly non-formal, it found grounds for optimism in a growing local economy and expanding service sector both of which are entrepreneurial and highly flexible. It concluded that secondary education must respond to and support these changes.
183 The analysis concluded there was inadequate planning of resource allocation. In order to provide graduates who fit into growing non-formal and small business economies, it advocated retargeting the curriculum and examinations toward more practical applications, and upgrading teacher training. It also advocated strengthening and decentralizing capacity, especially local capacity, for planning and monitoring and evaluation.
184 The principle aims of SESDP were, and are, to ensure that future expansion and quality improvement in secondary education is effectively implemented, key institutions supporting secondary education need to be reformed and improved and the capacity of their staff needs to be upgraded. Institutional capacity for curriculum development, textbook production, teacher training and upgrading, and student assessment should be raised before large increases in facilities, teachers, or learning materials are contemplated. Academic supervision and school management also need to be improved. Unless institutional capacity in these areas is raised, it is unlikely that resources will be used to their maximum effect and objectives attained for secondary education improvement. Capacity building is an essential prerequisite before further secondary education expansion takes place.
The Asian Development Bank and the secondary sector
185 The Asian Development Bank has been the most active partner to the GOB in the field of secondary education. It has sponsored two major projects in the sector in the nineties (SEDP and HSEP) and is currently supporting the SESIP-1 project scheduled to operate between 2000 – 2005 (recently extended to 2006.)
186 Following the publication of the SESDP in 2000, the Bank’s commitment was to long term involvement in the sub sector commencing with SESIP-1. That project has always been viewed as the first part of that long term process. It was aimed at strengthening and reforming the core infrastructure of the Directorate of Secondary and Higher Education (DSHE) as well as the quality of education provision. There have been some gains, but much remains to be done. It is logical therefore, as well as technically necessary, that the activities and interventions of this project be continued - and further developed - in a follow-on project. The institutionalisation of sustainable reforms, built upon previous accomplishments, is the main objective of the SESIP-2 project.
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187 The design of the proposed project builds strongly on lessons from previous ADB-funded projects (particularly SESIP-1) and other externally funded projects (Appendix 3.) The project seeks to continue the developments of SESIP – 1 – where these are worth continuing – and introduce new interventions based on the sector directions advocated by the SESDP.
Important features
188 Due to the considerable delays and interruptions that have affected SESIP-1, certain key activities will only reach full implementation levels by the end of 2005, the original date for completion of that project. For example, SESIP-1’s activities in relation to school based management (SPBMS) is about to be trialed on a greatly expanded replication basis commencing the end of 2005 (the official termination date of the project.) This means that the success or failure of this activity will not be known until well into the last part of 2006, yet planning for its further continuation was made in late 2005. Of perhaps greater significance, SESIP -1 will come to its conclusion with over 1000 personnel being paid from the project budget (about half of those hired in late 2005.) Given the reliance on these employees for much of SESIP – 1’s innovations and activities, and given the likely gap between the end of SESIP -1 and the commencement of SESIP-2, their fate (and that of the activities they support) is cause for concern.
189 It consequently follows that it would be illogical to make specific plans for the 2007 continuation of SESIP-1 activities based only on data available in mid 2005. For this reason, special measures will have to be taken which build in the maximum flexibility to SESIP-2’s design. A large amount of review, revision and alteration will have to be anticipated during the inception period of SESIP-2. Consequently, a 6 month inception period is recommended.
The project loan
Impact and outcome
190 The overall impact of the project will be enhanced quality of education in Bangladesh secondary schools by improving management, quality of learning and increasing access. The outcome of the project will be to provide support in terms of material and human resources to strengthen the management and implementing structures of the DSHE and associated agencies and to ensure that the reform and restructuring of secondary education, commenced with SESIP -1, is implemented efficiently and effectively. This will be accomplished through: • a total review and overhaul of management and organisational practices in the DSHE with the aim of improving policy making and operational management at the central and decentralised levels. This will include the introduction into day-to-day line management of electronic systems, modern methods of personnel management and human resources capacity building. • the further consolidation and development of decentralisation, particularly of school based performance management and assessment. • increase the quality of secondary education provision through enhancement to curriculum and assessment. • increase equity of education with particular reference to gender and minority groups.
Outputs
191 The project will consist of 3 major components which essentially follows those of SESIP- 1: • Management and governance
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• Improved education provision • Equity and access.
192 Implementation will be aimed at producing outputs at central and decentralised levels in terms of material and human resources, access and equity and construction and procurement
Management and governance
Human resources development
193 The issue of frequent transfer is pivotal to government’s effectiveness and efficiency. Before the commencement of SESIP-2, the Ministry of Education must give by covenant an undertaking that, within year 1 of the project effectiveness, it will commit itself to reducing staff transfers by a minimum of 5% of the frequency then currently taking place in the DSHE and associated agencies (but not applicable to colleges.) This will be reduced by a further 2.5 percent per year over the duration of the project. The situation of transfers will be monitored by the Human Resources Development Wing who will report to the Project Implementation Committee, through that to the PSC and will include these reports in the 3 monthly report to the ADB.
194 The project will field a Human Resources Development team of 2 international and 4 local consultants for periods of 24 and 48 months respectively tasked with reforming and reorganising the personnel and organisational structure of the DSHE and its associated agencies - with the exception of NAEM. Major outputs will be: • This task is of the highest priority: to reduce the practice of frequent transfer and deputation within the DSHE. In coordination with the PMU Monitoring Section, the team will therefore conduct an analysis of the problem in order to record in detail the scale and effects of the practice. They will then produce a plan that will reduce such transfers by 5% in the first year and by at least 2.5 percent in the following years. • The team, in cooperation with the relevant section of the new Human Resources Development Wing (see below,) will conduct a comprehensive functional analysis of all positions in the DSHE and specialised agencies. Following this, the project will produce comprehensive modern job descriptions for each position. These job descriptions will be used as the sole criteria for the selection of staff whether or not they are directly hired or come from cadre. Furthermore, as comprehensive job descriptions are prerequisites for a good performance appraisal, it is important that the revised job descriptions should contain measurable objectives upon which an individual’s performance can be assessed. • The team, in cooperation with the relevant section of the new Human Resources Development Wing (see below,) will design, trial and implement a new appraisal system (to either replace, but more likely to run concurrent with) the present ACR system. The objectives of the new appraisal will include performance measurement, performance improvement, the identification of potential, the identification of training needs, assist in making placement and promotion decisions etc. • The team will establish, within the Staff Development Section of the HRDW, a small but highly effective Senior Management Training Cell. The job of this cell is to organise senior level courses and seminars as well as to produce appropriate high quality training materials. • The team will establish a Human Resources Development Wing (HRDW)36. The project will assist with the recruitment, and fund the salaries of, the 27 staff
36 It is recognized that the establishment of a “wing” might prove difficult for various logistical reasons. However, the critical issue is the outstanding need for an HRD function – whatever it is called. The project consultants should therefore produce a formula acceptable to government by which the function can be set up. This will include deciding whether the function should be established in the Ministry or the DSHE.
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members of the wing It is anticipated (subject to inception review) that the main sections and activities of the HRDW will be as detailed below.
195 The overall impact of the project will be enhanced quality of education in Bangladesh secondary schools by improving management, quality of learning and increasing access. The outcome of the project will be to provide support in terms of material and human resources to strengthen the management and implementing structures of the DSHE and associated agencies and to ensure that the reform and restructuring of secondary education, commenced with SESIP -1, is implemented efficiently and effectively. This will be accomplished through:
196 It is important to note that the aim of this section will be to support the current SESIP-1 proposals for functional specialisation. If these proposals are adopted by government, the Placement Section will act as the day to day mechanism to the 2 Specialist Posts Selection Committees proposed by SESIP-1. It will act as their secretariat. It will organise candidates, prepare background documentation, organise interviews and contracts and assist the Selection Committees in every way possible.
197 However, if the SESIP-1 proposals are not adopted, the Placement Section will, in the first instance, act as an advisory body to the DSHE and specialised agencies in respect of specialist recruitment and appointment. It will then be the responsibility of the HRDW in general, to devise an alternative formula for appointments that will be acceptable to the Ministry at that point in time
198 Other activities of the Staff Placement Section will include: • preparing plans for current and future recruitment needs • initiating and processing the recruitment of the education cadre members • selecting candidates for posting, transfer and promotion • selecting suitable candidates for appointment on deputation to specialised professional positions • providing relevant information as regards recruitment, posting, transfer, deputation, within the DSHE • dealing with all kinds of leave.
199 Staff development section: Once recruited, new staff need orientation and foundation training. In fact, staff development through training is a continuous process and constitutes an essential part of personnel management. The activities of this section will include: • assessment of current and future training needs on the basis of job description, job specification, job analysis and performance appraisal results • preparing annual staff development plan through foundation, in-service, in-country and overseas training on the basis of needs • preparing short and long term schemes for staff development through training at home and abroad in various areas of educational specialisation • planning, designing and arranging training programmes based on needs • liaison with Records Section to maintain an inventory of trained personnel and other training records • maintaining an inventory of persons needing training on specific areas of specialisation • providing on-the-job and refresher training to the DSHE staff • nominating/selecting candidates for training, attending seminars/workshops, higher studies
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• The organisation and implementation of senior policy and specialised training.
200 Senior policy and specialised training cell: The responsibility of this cell is to organise senior level courses and seminars as well as to produce appropriate high quality training materials. Members of the Cell will not present training themselves, but will organise training and seminars by planning the event, selecting the trainers and participants and ensuring that everything runs smoothly on the day. It will not run training courses for head-teachers or duplicate any training being offered by NAEM/NTEA
201 A further task will be to design and produce high quality training aids that can be used in training courses. Once again, it is envisaged that these will be commissioned rather than being produced by Cell members.
202 Personnel and training records database: A comprehensive and efficient information base is the key to effective personnel management and human resource planning. The quality of decisions depends on the quality of information. Amongst other activities, this section will: • gather and maintain all relevant information about each education cadre personnel (e.g. name; date of birth; subject; qualification; experience; skills possessed; date of joining; date of promotion; etc.) • gather and maintain all relevant information about each post or job (e.g. category of post; number of sanctioned posts; qualification, skill and experience required for the post etc.) • gather and maintain all relevant information about organisation/institution (e.g. type of institution; number of sanctioned posts – subject and category-wise; number of filled posts with names of personnel in positions; number of vacant posts etc.) • provide data and information to other sections and to the management when required. • cross reference with – or be part of – the EMIS.
203 Staff appraisal section: Enlightened staff appraisal is essential for effective performance. The current ACR does not do this. Appraisal methods need to be reviewed, revised and brought up-to-date. The objectives of appraisal will include performance measurement, performance improvement, the identification of potential, the identification of training needs, assistance in making placement and promotion decisions, etc. As comprehensive job descriptions are prerequisites for a good performance appraisal, it is important that the revised job descriptions should contain measurable objectives upon which an individual’s performance can be assessed. The activities of this section will include: • designing an appropriate appraisal methodology • assisting managers and supervisors with the administration of appraisal • regularly collecting appraisal reports • reviewing the appraisal reports and recommendations and identifying strengths and weaknesses • determining suitability for promotion and posting to specific positions, in liaison with Placements • identifying areas of training needed to overcome the weaknesses or improve performance, in liaison with Staff Development • identifying and dealing with any cases calling for disciplinary action • providing necessary information to other authorized sections, in liaison with Records • dealing with discipline and severance.
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204 Anticipated HRMW Staffing Requirements. Note: Members of the HRDW must be transferred to the revenue budget within 24 months of commencing their duties.
Anticipated HRMW staffing requirements
Director 1
Deputy Directors 4
System Manager 1
Assistant Directors 4
Programmer 1
Psychologist 1
Education Officers 7
Research Officers 5
Data Entry Operators 3
TOTAL 27
205 Overseas and in-country training would be indicated for members of the HRDW.
Figure 2: Proposed organogram for the HRDW
Director General DSHE
EMIS Director HRDW
Systems Deputy Director (1) Deputy Deputy Manager Staff Development Director Director Records Placement Appraisal
Programmer Assistant Senior Staff Psychologist Assistant Directors (2) Training Unit (1) Director (1) 1 DD 2AD 2 EO 1RO
Data Entry Education Officer Education Research Education Operators (3) (1) Officers (2) Officers (2) Officers (2) Research Officer (1)
Planning and Policy Formulation
206 The development of policy approaches and the planning for the enactment and implementation of policy decisions is one of the most strategic and critical activities in the sector. It usually involves several levels of intervention which range from top strategic policy formulation through to the administration and implementation of policy decisions.
207 It is consequently doubtful if all the processes of planning and policy formulation can be effectively accommodated within the planning section of the DSHE. As it is currently
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constituted, the Planning Wing is more concerned with the “passive”37 monitoring of aid and other “projects” operating within the DSHE than with the formulation of what would generally be known as strategic planning. That there is a need for strategic planning is not disputed. The question is whether the modality of strategic planning is – or even should be – housed within a line function such as the current “planning wing”.
208 In terms of development, it is probably fair to say that the current operational modality of planning in the DSHE is more “re-active” than “pro-active”. The major example of this is in the identification, formulation and selection of development investment projects which, by and large, are determined by donor agencies and their contracted consultants. It would appear that the DSHE / MOE does not play a major pro-active role in the design of either development plans or concomitant projects.
209 The DSHE wing currently consists of 4 sections: • Policy Support and Planning (PSPU) • Systems Analysis • Project Management Unit (PMU) • Planning and Development.
210 With the exception of some SESIP-1 prepared research exercises, and some ad hoc research, the PSPU is probably not as fully a functioning entity as originally planned. The abilities of the current staff, almost all of whom have received advanced overseas training, would be better applied elsewhere where their skills can be put to better use. The project will therefore support the disbanding of the PSPU and the integration of its project trained staff into the new Monitoring and Evaluation Wing.
211 The Systems Unit will be merged with the new EMIS which will be part of the ICT wing.
212 The PMU will continue to be funded by the World Bank and monitor the Stipend projects until 2006. Thereafter it should be incorporated into the M&E Wing.
213 Planning and Development will remain as the core activity of the Planning Wing continuing with the duties that it currently has. However, in order to function as a planning facility rather than a line operation it needs support to re-focus its identity and activities into a pro-active policy formulation asset of the DSHE.
214 The project will therefore field a sort term technical assistance team of 1 international and 1 local organisational development consultant for a period of 3 months. Their task will be to conduct a total review of the planning structure both the DSHE and the MOE and produce recommendations to rationalise the planning function and make it more relevant to educational development requirements. This may include the establishment of a Strategic Secondary Sector Planning Committee.
215 The Planning and Development Wing is mainly concerned with offering support to, and liaison with, the development projects taking place under the auspices of the DSHE. Currently, there are 17 projects in that category. There is an identified need for strengthening the work of the Wing in this respect. Management of P&D stress that the Wing does not have the capacity to monitor the standards of service or quality of delivery of development projects. The project will therefore fund the establishment of a Project Quality Assurance and Liaison Unit. This unit will be responsible for all activities related to all development projects in education. These will range from strategic planning to the monitoring of quality in project delivery and project management. The unit will consist of:
37 By “passive” is meant that the work is largely “reactive” rather than “proactive” and consists mainly of data collection and monitoring activities rather than development opportunity identification and policy formulation.
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Anticipated staffing requirements of Project Quality Assurance and Liaison Unit
Deputy Director 1 Assistant Director 2 Research Officer 2 Programmer 1 Computer Operator 1 Manual Staff 1
Decentralised management
216 Decentralisation of DSHE would have ramifications for activities such as EMIS, school performance-based management (SPBMS,) and strengthening of school management and supervision (SSMS.) Clearly, the SPBMS and SSMS would require an enhanced EMIS as well as strengthened management in zonal and district offices. Keeping all this in consideration, the project will plan and implement greater decentralisation of secondary education management. Taking the above into consideration, decentralisation of education management by SESIP-2 will require the following.
217 Formal delegation of operational matters from the DSHE to the lower levels: The impact of this will be an increase in the responsibilities at the zonal, district and Upazila levels. The requirements of this are: • support for implementation of structural and operational reforms as a component of SESIP-2 • modification and upgrading the job descriptions of staff at the central, zonal and district levels, as necessary, based on the redefined duties and responsibilities • support for the continued employment of existing and additional staff at the aforementioned levels, as necessary, related to decentralised management.
218 Improved systems of accountability, auditing and quality control: The requirements for SESIP-2 in this regard are to: • limit DIA functions to financial accountability and auditing • assign responsibility for ensuring compliance related to recognition and quality standards with Zonal offices. Increase staff accordingly and provide necessary training • provide training to the existing and newly recruited staff of these agencies and offices on inspection and accountability responsibilities.
219 Redefining the role of DSHE to strengthen its capacity in: • policy research • programme evaluation • auditing • quality control.
220 In this regard, the project will provide support to strengthen the research and quality control capacity of the Planning and Development Wing of DSHE.
221 Strengthening planning capacity at the zonal and district offices: In this regard, to assist with the decentralisation of appropriate aspects of planning, SESIP-2 will need to: • establish a planning unit in each zone and district office • recruit two planning experts for each office
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• provide 2-months pre-service training to the planning experts.
222 Formulating regulations and legislation to define new roles and responsibilities of DSHE and the implementing agencies: In this respect, the requirements are for the project to: • develop new roles and responsibilities of DSHE and the relevant agencies and obtain approval for the regulations from MoE (SESIP-1 has developed new roles of DSHE including a proposal for its bifurcation into secondary and non-secondary education, which are awaiting approval of DSHE/MoE. Therefore, this requirement may not exist if already accomplished during SESIP-1 • relocate staff of the existing PSPU in DSHE to the proposed M&E wing also under DSHE . The officials of this unit have already received overseas training under SESIP-1.
223 Defining and providing training on new roles and responsibilities of DSHE, ZEO, DEO and UEO: The requirements here are to: • define new roles and responsibilities • identify and then assess the current capacities of the office and the training needs of the staff • provide the necessary training • strengthen local training capacity (in TTCs and HSTTIs) • regularly examine/assess quality of management training provided.
224 Establishing M&E Unit in the DSHE and MoE with monitoring staff in the zonal and the district offices: The proposed M&E unit is discussed in more detail later in this section. The overall requirements in terms of decentralised management are for SESIP-2 to: • establish M&E unit within DSHE and employ planning & monitoring staff (to be called Planning & Monitoring Officer) in the zonal and district offices • assign staff and provide 2-week pre-service training with a focus on planning and monitoring • define the functions and responsibilities of the M&E Unit and develop job descriptions for the staff • provide necessary office furniture and data processing facilities. • provide for regular monitoring of project activities related to SPBMS. For this purpose, appoint consultants and regular monitoring staff. • provide one computer in each zone and district offices for use by planning & monitoring staff.
225 School-level capacity building for improved academic supervision and school management: SESIP-2 will carry out the following activities in this regard: • develop supervision procedures • develop materials to support capacity building • provide training to SMC members (The TQI Project will provide training to the heads and subject teachers) • assess the quality of the training provided.
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226 Improved supervision and inspection: In this area, SESIP-2 will carry out the following: • define the roles and responsibilities of academic officers (to be called Upazila Academic Officers – UAOs instead of present UASs) at the Upazila level • prepare manuals of rules and regulations for inspection and supervision • evaluate the effectiveness of inspection and accountability systems • employ an appropriate number of supervisors at the zonal, district and upazila levels • organise and deliver orientation programmes for SMC members based on the defined roles and responsibilities to enable the SMCs to conduct periodic review and monitoring of academic quality • provide vehicles to those supervisors who have not received a vehicle from SESIP- 1 • select and assign 216 new UAOs (currently called UASs) in upazilas if not covered by SESIP-1 by the end of the project.
227 Establishing measures for sustainability of decentralised management: The requirements for SESIP-2 in this area are: • recommend the inclusion of recruited officials (Supervisors/Academic Officers, Inspectors/Planning & Monitoring Officers, Research Officers and other staff) in the revenue budget of the government. It is essential to transfer these (and other personnel put into place by SESIP-1, i.e., about 1100 project-funded employees) to the revenue budget or the system will become unsustainable • institute a sound and unambiguous career plan for the officials and devise an appropriate reward system to encourage good performance • conduct regular assessment of SPBMS during its nationwide implementation in order to evaluate the effectiveness of this system against the investment made in it.
228 The Project will endeavour to translate the rhetoric of decentralisation into reality by undertaking programmes to distribute authority, roles and responsibilities related to secondary education management from the DSHE to the mid-level to the local level. It will continue the process of decentralisation undertaken in SESIP-1 and support the establishment of a Secondary Education Office at the upazila level which would accommodate all upazila-level secondary education officials (such as the UPO and AUPO who look after the female stipend programme) in one place to reduce wastage of resources and to further help improve school-level academic performance. In this regard, the status of progress of SESIP-1 will be reviewed, discussions will be held with relevant stakeholders, needs will be assessed, and actions to be taken anew will be agreed upon. SESIP-1 is likely to make considerable progress in many regards between now and the end of 2006. This will necessitate a project-end review of progress in December 2006 or in January 2007, immediately before the commencement of SESIP-2.
229 Requirements for new staff at the decentralised levels will be assessed, determined and approved. New roles and responsibilities of existing and newly introduced positions at the zonal, district and Upazila levels will be determined. The necessary job descriptions will be prepared.
230 Upon approval, the nine zonal offices will be reorganised – each zone will be headed by a Director who will be assisted by a Deputy Director. The number of School Inspectors and Inspectresses will be increased two-fold to cater to the needs of schools. These personnel should be supported by GOB. One Assistant Maintenance Engineer will be employed in each zone to deal with computer related hardware and software within the zone including the districts and Upazila. The Assistant Maintenance Engineer will work under guidance of the newly established Maintenance Unit of the DSHE ICT wing.
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Additionally, there will be 2 Planning and Monitoring Officers (currently called Assistant Inspectors) and two Research Officers (provided before by SESIP-1 and hence needing support by SESIP-2.) One Research Officer (Information audit and verification) will handle the decentralised EMIS with guidance from the DSHE ICT wing. A computer operator will assist the RO. The AIs and ROs appointed by SESIP-1 who are surplus in the zonal offices will be absorbed into the SESIP-2 budget as UASs.
231 The District Education Offices will be expanded to accommodate newly recruited staff such as 2 Planning and Monitoring Officers, one Research Officer, and one Computer Operator. Necessary furniture, computers, and other equipment has already been provided by SESIP-1, and will be maintained as necessary by SESIP-2.
232 Arrangement will be made for training of the decentralised staff in collaboration with NAEM, HSTTIs and TTCs. Short courses will be offered both in-country and abroad. International consultants will provide the in-country training including development of training materials and manuals. Training courses will also be arranged for the SMC members at the regional level. For this purpose the regional centres will be used.
233 The project will fund the salaries of all staff to be involved in the project.
234 The project will further strengthen the SPBMS in terms of revising and updating the Manuals, Teachers Diaries, Head Teachers Diary, Annual School Development Plans and other relevant documents. Arrangements will be made for training of the SMC chairpersons and members. It will also periodically assessment and consequential reforms in the SPBMS.
235 Each UAO (UAS) will be assisted by one Peon (MLSS) funded by the project. The provision of a motor cycle for each UAO (UAS) will continue.
236 The project will provide 2 weeks of school management training to 3,200 SMC members in each project year. Such training will be carried out in TTCs and HSTTIs. The training materials will be developed by SESIP-2 local and international consultants, who will also train 80 trainers (5 in each of the 5 HSTTIs an 5 in each of the Government-operated TTCs.
237 The project will recruit and fund 80 trainers for each of the Government-operated TTCs an HSTTIs.
238 The project will strengthen the coordination between DSHE and the support agencies in secondary education, in particular the BISEs, NCTB, DIA, NAEM, BANBEIS, TTCs an HSTTIs. The project will: • appoint a liaison officer, to be placed at the DSHE, who will maintain regular contact with the agencies as well as with the zonal and district offices for relevant information • prepare job descriptions for the liaison officer.
Monitoring and evaluation
239 The project will establish a Monitoring and Evaluation Wing within DSHE to monitor all interventions undertaken at the school level, through a decentralised monitoring system that makes use of the zones, districts and upazilas. The M&E wing will be concerned with improving the quality of secondary education. The SPBMS developed under SESIP- 1 will be the ultimate responsibility of this wing, which will ensure that the SPBMS is implemented effectively at the school level. Staff of the M&E wing (see Figure 3) will meet regularly with field level staff to determine problems in the implementation of various interventions at the secondary school level.
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Figure 3: The Proposed M&E Wing in DSHE
M&E Wing Director (1) Support Staff (3)
Monitoring Unit Evaluation Unit Deputy Director (1) Deputy Director (1) Assistant Director (2) Assistant Director (2) Support Staff (1) Support Staff (1)
240 The project will assist with the recruitment, and fund the salaries of, the 13 staff members of the wing. Through the project, the Directors, Deputy Directors and Assistant Directors will receive one month’s local training and 1 month’s overseas training (likely to be in Malaysia or Thailand) in Management, Planning, Monitoring and Evaluation. The project will fund the provision of 10 PCs for the wing.
241 The project will fund the salaries of the M&E staff at the zone, district and upazila levels as detailed in the section on Decentralised Management.
242 The project will design and implement an effective M&E system for schools by retraining existing staff (ZEOs, DEOs, AIs, ROs and UASs) employed by SESIP-1. The project will redefine the job descriptions and terms of reference for such staff to introduce flexibility, so that officers at the district and upazilas do not become tied to one particular initiative, but can participate in ensuring the effective operation and accountability of the SPBMS, teaching and learning quality monitoring, EMIS data collection and verification systems.
243 At present no wing of the DSHE is specifically responsible for monitoring the activities related to SPBMS, which is now looked after by the SESIP-1 TA consultants and support officials.
244 After the completion of SESIP-1 TA contract there will be no agency to monitor the SPBMS which has been highly acclaimed to be a successful endeavour towards the improvement of school performance. When the SPBMS will be implemented in all the 476 upazilas all over the country, it will be a Herculean job to look after the progress of this system. PSPU after performing its mandated functions related to policy support and planning may not handle this task effectively. That’s why, a separate Wing is necessary to collect data about the performance of SPBMS, collate the data, make analysis of the data and explore the strengths, weaknesses, opportunities and threats as they relate to SPBMS.
245 In addition, this wing will carry out research studies for evaluating results and progress. Based on the analysis and research findings, DSHE will be able to visualise the situations and make appropriate decisions. This major activity pivotal to the quality assurance at the school level cannot be left to any existing Wing as all of the existing wings are already overburdened with their specialised functions. For example, although the PDW has a Programme Monitoring Unit, this unit is dealing with all the female stipend projects and a large variety of development projects traditionally carried out under the supervision of DSHE. Therefore, from the sustainability point of view, a
62 Second Secondary Education Improvement Project (SESIP- 2)
separate wing is a necessity as it will be tasked with the prime responsibility of dealing with SPBMS and ensuring that it is implemented effectively at the school level.
246 The project will put into place a decentralised M&E system, with a well-defined reporting and action chain of command. Most school level monitoring will be carried out at the upazila level. At each level, starting at the upazila upwards, the officers concerned will deal with problems they can, and report to the next level upwards on those they cannot. Reporting requirements will be kept to a minimum, so that reporting on a normal state of affairs will require little effort, slightly more substantial reporting being required for problems solved, more still for problems than cannot be solved at that level. Analogous to this will be the way situations are dealt with at the district (reporting to the zone) at the zone, and so on. Only brief reports and significant unsolved problems will reach the centre.
247 The project will design and install an electronic system (most likely to be web-based and linked to the EMIS) to support communication, reporting and data collection in the M&E system.
248 Zonal Offices: The project will determine the responsibilities to be delegated to the zone in terms of monitoring and evaluation and decentralised management. The job descriptions of the zone will be redefined in terms of decentralised management concepts. The zone will prepare an annual plan based on the guidelines given by the DSHE M&E wing. The project will enable the DD Zone to play increased role in the planning of the monitoring system and there will be more involvement of the zone to discuss the issues that affect the zone.
249 The zone will be more active in monitoring the performance of the District Education Offices in terms of its duties given under various components of regular programmes and project interventions. The zone will ensure that the DEOs efficiently an effectively carry out their duties for all project components, especially M&E and EMIS data collection, processing, validation and reporting. The zone will carry out independent data validation on a sample basis to ensure validity of data in all districts within the zone. The DEO will be accountable to the zone. Similarly, the zones will be accountable to the M&E wing of the DSHE.
250 District Offices: The project will streamline the monitoring system at the district so that the district is concerned with: • monitoring the performance of the UASs • dealing with problems the upazilas cannot solve, or that the district has been directed to deal with by the zone • directing the upazilas to take certain actions with respect to identified schools in their upazila • reporting to the zone.
251 For the AIs in the district office the project will design systems so that AIs: • have a reduced number of school visits confined to spot checks on a percentage of schools (particularly underperforming schools) • visit upazilas to check on UASs • deal with problems passed to districts by UASs (see above,) or by the zone.
252 UASs: In order to implement effective school level systems involving the UASs, the project will carry out the following with respect to UASs: • ensure that all 476 upazilas are each staffed by one UAS, by funding 216 UASs in addition to the 260 provided by SESIP-1
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• train the UASs in modern teaching and learning methods, to facilitate their skills as observers of teaching and learning situation in the schools • train the UASs in continued implementation of the SPBMS system • train the UASs in the system for the verification of data collected for the EMIS • train the UASs in their role, responsibilities and reporting requirements in the M&E system • clearly define the position of the UAS as being answerable to the district office, not other personnel in the upazila • provide a general clerical assistant for each UAS, to take phone calls, perform basic administrative tasks, and so on, involving the employment of 476 clerical/office assistants • define a career path for UASs • seek a guarantee from the GOB that the post of UAS and the monitoring systems established under SESIP-2 and those continued from SESIP-1 will be taken into the revenue budget before the end of SESIP-2 • rename the job “UAS”, to a title agreeable to UASs and GOB, since supervisors are regarded as being very low status in Bangladesh • provide sufficient funds for all UASs to carry out regular visits to the schools in the upazila.
253 The project will reformulate the job descriptions of the UASs so that, based on the above training, UASs will play an important role in M&E, data verification, school-based observation of, feedback on and improvement of, teaching and learning in the schools, and SPBMS. The project will need to pay great attention to defining the role of UASs in the M&E system. It needs to be determined whether UASs can actually simply collect and verify the M&E data before passing it to the Districts, or can play a more active role in the actual monitoring of schools, since it may transpire that the latter activities would conflict with the schools perception of the UASs as playing a supporting, rather than supervisory role.
254 The project will define reduced reporting requirements of UASs, and define a clear line of reporting and command. UASs will report only briefly on unexceptional situations, but in more length on exceptional situations, detailing any actions taken, and referring problems yet to be solved to the next level up (the district.) Officers in the districts will take up these exceptional unsolved cases. The districts will have a similar reporting pattern to the upazilas, in that they will report on solved cases and unsolved cases to the zone, who will take up the unsolved cases, reporting to DSHE in a similar way. Thus, only the most challenging unsolved cases will then reach the MOE.
EMIS project activities
255 Nationwide completion of the EMIS: The project will provide a contingency plan to oversee the completion of the installation and uptake of EMIS-related ICT of any of the 64 district education offices that were not completed under SESIP-1. Note that the expectation is that SESIP-1 will complete the installation in all 64 districts. Under the same plan, SESIP-2 will monitor the operation of the data entry system and specify streamlined procedures where applicable. The project will support the staff required at Zone, District and upazila as shown in Figure 4.
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Figure 4: Project funded M&E staff at zones, districts and upazilas
Zone Education Office Research Officer (EMIS) (1) Assistance Maintenance Engineer (1)
District Education Office Data Entry Operator (1)
Upazila Academic Office Upazila Academic Officer (1) (UAS in SESIP1) (Data collection and verification)
256 Note that the staff allocated to the upazila are not solely assigned to EMIS duties. They are to be involved in SPBMS, M&E, and other operations, as detailed elsewhere in this report.
257 The project will also provide training in EMIS basics and EMIS use for upazila, district, and zone officers, training in EMIS awareness and use for Directors, Assistant Directors and other managerial staff from DSHE, MOE and BANBEIS.
258 The project will fund a needs analysis study for both the DSHE EMIS and the GIS, in order to specify the technical requirements of an TOR for contractors to bid to develop improvements to both systems. The project will also upgrade the Oracle databases on which the systems are based, and purchase more end user licenses for the GIS. at least 5 more will be purchased for decision makers in DSHE and MOE. Costs permitting, more will be allocated to BANBEIS and the zones.
259 Data Verification: The project will design and implement a data verification system covering the EMIS data collection from schools up to its entry into the EMIS at the district. This scheme will involve the UASs at the upazilas (see M&E section for more details on project support for UASs.) The project will specify and carry out the necessary training for the UASs in order to implement the scheme effectively. The project will continue to pay the salaries of the 260 UASs employed under SESIP-1, and will further fund the salaries of the remaining 216 UASs required to ensure that all 476 upazilas have a UAS. The UASs will also be involved in the M&E process, as detailed elsewhere in this report.
260 The project will fund meetings to be headed by the UASs, one in each upazila, in which the UASs will explain to head teachers (or designated teaching staff members) the valid data requirements for the EMIS, the process of completing the EMIS data collection forms and the M&E process (discussed elsewhere.)
261 To assist in the strengthening pf the capacity of the UASs to carry out the range of activities envisaged for them in SESIP-2, the project will fund the provision of a telephone, PC, and modem for each UAS (the project will also fund a telephone in each of the 64 district offices, also to support EMIS activities.)
262 Administrative and Management Issues: The project will plan and implement awareness and training schemes for the EMIS, to encourage and promote the use of the
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EMIS at all levels of the system once the EMIS is operational nationwide. Such activities will include: • management and planning training for DSHE and MOE decision makers, including training in the use of planning tools • training in using EMIS directors and managers in MOE and DSHE, with particular emphasis of EMIS support for decision making and planning • promotion, awareness and training of zones, districts and upazilas in using the EMIS in their particular jobs.
263 Though the EMIS has been piloted, it has not been evaluated by end users in MOE, DSHE, the zones and the districts to determine if it fully meets the needs of such users. The project will conduct such end user evaluation and determined what improvements can be made, and extra features can be added, to the EMIS to extend its usefulness.
264 The project will also examine current system in operation within MOE and DSHE that involve visitors to the establishments seeking appointments to acquire information about matters concerning specific cases relating to the MPO, for example. The project will determine the potential of the EMIS to provide information, possibly through a web- based query interface, that would address many such queries and thus reduce dramatically the number of visitors to the MOE and DSHE, thus further releasing the establishments’ staff for other duties and reducing the level of corruption in MOE and DSHE.
265 The project will examine EMIS-related staffing at the zones and districts with a view to streamlining the staff and defining effective roles for them to support the EMIS, M&E, and SPBMS functions.
266 Relationship of EMIS with BANBEIS: The project will determine and clarify the respective roles, with respect to the EMIS and GIS, of DSHE and BANBEIS in terms of the EMIS and GIS, and will remove redundancy in data collection and data analysis from this relationship. The project will seek the assurance from GOB that BANBEIS will not take part in the collection of data already being collected for the EMIS. In turn, DSHE will guarantee that BANBEIS has access to the EMIS databases and can use them to support its data analysis activities.
267 One potential problem in formalizing and stabilizing the relationship between DSHE EMIS and BANBEIS has been the instability and malfunctioning of the radio link network connection between BANBEIS and DSHE. The project will determine and support the establishing of a more reliable and faster link between BANBEIS an DSHE than this link. The precise solution (as in the case of the WAN set up for districts) depends critically on developments in the Bangladesh ICT infrastructure in the near future. The project will take these developments on board in formulating the plan.
268 In particular, the project will track and ensure coordination with projects that affect the relationship between DSHE and BANBEIS. One such project in which BANBEIS is involved is an EMIS project under the GOB-funded Support for ICT Task Force (SICT) project, administered by the Ministry of Planning.
269 Data collection and entry issues: The project will study and streamline the data collection system, and determine and implement amendments and additions to the data collected, for the EMIS. Aspects of the system considered will be the frequency at which certain items are collected, the actual items collected (some of this relates to data concerning ICT in the schools, as discussed elsewhere) the comprehensibility of the data collection forms, the success or otherwise of the training received by those completing the data forms, the data verification system, the efficiency of the data entry, the turnaround time from producing the forms to entering the data, etc.
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270 The project will design and implement a system to balance the data entry load across different districts, so that certain districts will deal with some of the data entry requirements of other districts. This method is to be preferred to adjusting the number of data entry operators in districts since it requires no additional staff costs, and takes account of the fact that in some districts, data entry would be only a full time job if the operator also take on some of the load from another district.
Madrasah
271 The inclusion in Madrasah in SESIP-2 is a requirement in the project Terms of Reference. In keeping with government policy, the project will endeavor to bring Madrasah more into the mainstream of education activity and developments in Bangladesh while enabling madrasah to keep their traditional values.
272 The project will: • conduct a school mapping exercise for Madrasah, and update the nationwide school maps accordingly • upgrade and strengthen the capacity of the Madrasah Education Board. In particular, to develop and implement an effective structure for monitoring and evaluation. This will involve the introduction of Annual Confidential Reports for all teachers including the introduction of modern appraisal methods, job descriptions and other human resources innovations introduced by the project for general establishments • strengthen the curriculum and textbook wing of the Madrasah Education Board by: • upgrading the capacity of existing staff • creating and supporting new posts as considered necessary to upgrade curriculum of Ibtedaye, Dakhil and Alim stages and produce high quality textbooks • in cooperation with the TQI project, strengthen the capacity of the MTTI Gazipur in those areas not covered by TQI • introduce a “second chance” education system in the form of modern technical and vocational education opportunities within the New Model Madrasah (as described below) • pilot an experimental development which will ultimately result in the establishment of one upgraded New Model madrasah in every district38. Currently there are only 3 government madrasahs in 3 out of 64 districts. The project will identify and select 1 madrasah in each of the remaining 61 districts. The project will, within 2 phases, attempt to create 64 fully equipped modern madrasah in 64 districts, the students of which, while receiving traditional madrasah instruction, will have full access to the national education system through the introduction of a specially modified uni-track curriculum.
273 Phase 1 (Year 1-2) will see project support for 30 madrasahs in 30 districts. The project will offer support to these new madrasahs in terms of upgraded buildings and facilities, local and international staff training and capacity development, new equipment (particularly ICT) etc. To be eligible for this transformation and support, the selected madrasahs must undertake to offer a curriculum identical to specified core components of the curriculum of general schools, as well as other subjects belonging to the madrasah tradition. They must also agree to participate in any new monitoring and evaluation system to be set up by the project.
38 The establishment of 1 government college for boys, 1 for girls and 1 madrasah in every district was announced by former President Zia-ur-Rahman. However, the recommendation pertaining to madrasah was never fulfilled. NEC (2003) recommendation No. 15 (Madrasah Education, Administration and Management) calls for it to be so
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274 It is anticipated that the first part of Phase 1 will be commenced by the TQI project which has a mandate to train teachers of madrasah. TQI will, in the first instance, identify the 30 pilot schools according to set criteria, train the teachers and then hand over the pilot to SESIP-2 upon that project’s commencement.
275 Phase 2 (Year 3 - 6) will see the extension of the scheme to a further 31 districts.
276 The project will field 3 international and 5 local consultants exclusively for the madrasahs sub project for an overall period of 60 months. They will be assisted from time to time by other SESIP-2 and TQI consultants as their specialisations are required. Funds will be available for hiring “special advisers” who are madrasah specialists whose job it will be to advise the consultants on matters of religious sensitivity.
277 To effectively manage and monitor developments in the Madrasah subcomponent, there will be a separate Madrasah Project Implementation Committee (PIC) See paragraphs 393 - 414 Implementation Arrangements.
278 Updating of School Mapping. Inclusion of Madrasah: In SESIP-1 a School Mapping exercise was carried out in 2002. When SESIP-2 will be implemented in 2007 (expected) many changes will have taken place in terms of school location and numbers particularly in under served areas. Identification of over crowded schools and the location of new schools in under served areas can be effectively carried out by school mapping. The project will therefore update the SESIP-1 school mapping exercise. However, on this occasion, madrasah will be included.
Information Management in DSHE and MOE
279 The project will plan and implement as far as possible an IT wing within DSHE. This wing will not be subordinate to any of the current wings of DSHE, but will serve the whole of DSHE in terms of: • data processing and analysis in general • administration and maintenance of EMIS • processing of the MPO • information systems services such as user training, software installation, machine set up for end users, application, operating system and virus control version maintenance, providing information about the latest developments in ICT • training end users (especially in the use of the EMIS) • revising and maintaining the DSHE web site • management of the DSHE LAN, including security maintenance.
280 The IT wing will thus include the current EMIS cell, but the GOB will be expected to commit to recruiting additional staff to deal with the MPO. The project will support the continued employment (on the SESIP-2 budget) of IT-related staff that were employed under SESIP-1. However, the project will update the job descriptions of the staff to make more flexible demands on employees. For example, a programmer may be required to work part of the time on the EMIS, and at other times assist in data processing to support data analysis and reporting in the PSPU.
281 The structure and suggested staffing of the proposed ICT wing can be seen in Figure 5. As can be seen, the ICT wing is to be headed by a Director, who will be an experienced IT manager. The system manager is supported by a senior systems analyst. The manager and the senior analyst, in consolation with the systems analysts, are responsible for formulating and managing the execution of the annual action plan for the ICT wing.
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282 The senior systems analyst is responsible for the day to day management of the unit, allocating staff to tasks according to the ICT plan or according to ad hoc demands that may arise.
283 Though figure 5 shows the ICT wing as being composed of three discrete units, it is intended that all personnel will have flexible job descriptions, and that the Senior Systems Analyst and System manager can direct staff to take part in different activities as needed. For example, an EMIS operative may be called to work on the MPO at a particularly busy time. In particular, the wing will maintain a pool of 12 computer operators that will be dynamically allocated to different tasks as the need arises. The units in the ICT wing are now briefly described.
Figure 5: The proposed ICT wing in DSHE
ICT Wing Director (1) Support Staff (3)
Senior Systems Analyst (1)
Information Services Unit Maintenance Unit MPO Services Unit
Functions: Functions: Functions: EMIS Maintenance Process ing MPO ICT Training User Support Personnel Personnel Personnel Systems Analyst (1) Systems Analyst (1) Systems Analyst (1) Programmer (1) Programmer (2) Maint. Engineer (2) Asst. Programmer (2) Asst. Programmer (2) Asst. Maint. Eng. (2) Operators (allocated Operators (allocated from Operator Pool (6 + 6) from pool) pool) Support Staff (1) Support Staff (1) Support Staff (1)
284 Information Services Unit: This unit is responsible for the following: • EMIS The unit is responsible for the overall operation of the EMIS, and thus takes on the responsibilities of the current EMIS cell in DSHE • ICT training The unit will be responsible for training staff of DSHE, the zones, districts and upazilas. Training at various levels and in various topics will be carried out by the group, including on going training in basic PC use, training in general office applications (Word, Excel, PowerPoint) from beginner through to advanced levels, and training education managers in the use of management tools such as Microsoft Project and the DSHE EMIS.
285 The ICT component in the proposed SESIP-2 project has two distinct parts: • ICT in secondary schools and Madrasah • Use of ICT for management and administrative purposes within the DSHE.
286 The reasons for setting up an ICT wing are as follows: • Need to separate EMIS and MPO, to free EMIS group for activities in promoting EMIS use and awareness, training EMIS users and so on
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• Free ICT from influence of any particular wing, and help to make a coherent approach to ICT across DSHE as a whole, especially in terms of technical systems support system and version updates and compatibility training and awareness of software tools, from basic applications through to management and planning support tools • Provide training, MPO and EMIS support services for the DSHE • Set in place an independent ICT management structure in DSHE, to manage the ICT resources and staff through trained ICT managers and manage the allocation, uptake and use of the full range of ICT services in DSHE.
287 ICT in secondary schools and Madrasah will be introduced using a system of cluster of laboratory involving a total of 4500 institutions. The newly developed ICT curriculum will be used. This is a new component and there is no setup in DSHE which can handle the technical aspects of ICT. The EMIS cell currently deals with data collection processing and reporting. The processing of MPO was never planned in SESIP-1 EMIS. The decision was made by the Ministry of Education to transfer the processing of MPO from BANBEIS to DSHE. Since it is a very important function of DSHE the EMIS cell had to handle that. The SESIP-1 experience shows that EMIS cell cannot effectively handle both EMIS and MPO activities. The handling of MPO is a continuous process and the EMIS cell has to devote considerable time handling it and this leads to less time for EMIS. When EMIS is replicated in all the zones, districts and Upazilas there will be no way that the cell can effectively handle both. It is very much essential to separate the EMIS and MPO activities.
288 Under this situation it will not be possible for the existing EMIS cell to handle the new ICT activities. The EMIS cell is functioning under the Planning and Development Wing. It has been experienced in SESIP-1 that after performing the functions of policy, planning and development functions it cannot provide adequate attention to EMIS and MPO related activities. Therefore establishing an ICT wing is essential and it will allow the EMIS and MPO activities to be separated and placed there along with ICT which will be more effectively managed and closely guided by a Director conversant with ICT and technical aspects of EMIS.
289 Maintenance Unit: This unit will provide maintenance and user support services to DSHE. This will include maintaining the PCs in use in DSHE, especially in terms of keeping security/virus prevention software up to date. The unit will also deal with installation of software and hardware systems, maintaining consistent versions of packages in DSHE, and maintaining and managing the computer networks in use at DSHE.
290 An important function of the unit will be to provide troubleshooting and assistance both for technical systems (MPO and EMIS) and to end users throughout DSHE, who will be able to contact the unit to receive help with any technical problem.
291 MPO Services Unit: This unit will run the MPO system, as is currently being carried out by the EMIS cell in DSHE.
292 Proposed project funding for ICT wing: The project will fund the staffing and furniture for the additional personnel recruited for the ICT wing. The Director is assumed to be appointed and funded by GOB. New computers (30) will be provided to all staff in the wing that need to do most of their work on the computer (management, programming staff and operators.) In some respects, this will be a continuation of funding of ICT staff funded under SESIP-1. The personnel required are shown in Figure 5, earlier. Note that of the proposed staff, 1 programmer, 1 assistant programmer and 6 operators are already, or are about to be, funded by the GOB revenue.
293 All technical staff of the wing and all other ICT staff in DSHE (30 in all) will receive a half- day briefing in the new ICT working practices for DSHE. ICT management staff, i.e. Systems Managers, Senior Systems Analysts and Systems Analysts of MOE, DSHE,
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and BANBEIS (8 in all) will receive 2 weeks local management training. The same staff, along with the Director of the IT Wing will be funded to undertake an overseas study tour to investigate ICT administration in other countries (probably Thailand, Malaysia or Singapore.)
294 Programming staff (8 persons) will receive 3 weeks overseas training in web-enabled application design and maintenance.
295 Oracle databases supporting the GIS and EMIS will be upgraded as necessary.
296 MOE: The project will strengthen the ICT support capacity of MOE, which currently resides in only four staff in the ICT unit of the administration wing of the ministry. The project will support the recruitment of an additional programmer, and maintenance/support technician. The project will provide a PC for each of these new appointments. The project will provide for oversees study tours for the current systems analyst and programmer (as detailed under ICT wing.) This will enable these personnel to acquire experience of how ICT systems are administered is large public organisations in more advanced countries, such as Malaysia, Thailand, etc. The project will also plan and support any necessary upgrades to the databases, software applications and data processing services of the unit.
297 Internet connection to districts: Networking infrastructure developments, for example the widespread installation of fibre optic cabling, are taking place rapidly in Bangladesh. Many possible developments are likely by the time SESIP-2 commences. The project will examine the available and emerging network infrastructure developments in the ICT sector and Bangladesh in order to determine the optimal solution to establishing a WAN encompassing DSHE, the zones, and the district levels, and supporting the EMIS, M&E, and other management support systems at all the levels.
Improved education provision
Upgrading quality and capacity in curriculum development
298 Functional organisation and staffing pattern in NCTB curriculum wing: The consolidation and further strengthening of the NCTB Curriculum Wing’s curriculum development capability is a key priority of this sub-component. This will be initiated through a review of the staffing pattern, appointment arrangements, and ongoing and planned activities of NCTB; particularly in terms of its functional and sustainable capacity to undertake quality curriculum monitoring, maintenance and development in the context of Secondary Education Grades 6-12. Of special interest will be establishing whether or not the August 2005 recommendations of the NCCC Personnel Management Subcommittee for functional specialisation within NCTB have been adopted and introduced. If the recommended changes are in place, the review will inform activity that will strengthen strategic planning and performance by ensuring all specialist staff have job descriptions that detail line responsibilities, functional relationships, assigned tasks and expected outcomes. Furthermore, all job descriptions will be linked to a comprehensive Secondary Curriculum Plan that sets goals, identifies activities and describes expected outcomes against a 5 year timeframe and to an Annual Workplan. This arrangement will focus all secondary sub-sector work in the Curriculum Wing squarely onto curriculum monitoring, maintenance, research and development.
299 The review will also give direction to Curriculum Wing management regarding the building of a team culture that enables efficient and flexible use of the specialists whose curriculum focus is on secondary education. If deemed advantageous in terms of human resource capacity, some internal adjustment of the Curriculum Wing will be supported to better balance curriculum development needs and staff workloads. Whatever the staffing pattern that exists at the start of SESIP-2, the outcome of the review will create a cohesive group of skilled specialists organised into task-orientated teams, who communicate effectively among each other to ensure that curriculum maintenance, development and reform processes are well informed by monitoring and research.
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300 To achieve the high level of sustainable autonomy in secondary curriculum development targeted for by SESIP-2 end, it is crucial that all specialist appointments to the NCTB Curriculum Wing are made under common conditions of service. These conditions need to include on-going professional development opportunities, as well as pay scales and promotional arrangements that reward performance, and provide sufficient staffing stability to ensure that a critical mass of expertise and experience in all aspects of secondary curriculum is serving the sub-sector. If such conditions are not in place at the onset of SESIP-2 then achieving them will be a major focus of project activity in this sub- component.
301 Human resource development in NCTB curriculum wing: The NCTB Chairman, Member Curriculum and four senior Curriculum Wing staff will be provided with practical management training for supervising, appraising and supporting staff performance and for strategic and shorter term planning in the context of national-level curriculum development and monitoring, through a TA supported in-house mentoring/training programme. At a suitable time, a study visit will enable a small group of senior personnel, accompanied by the ITEC Chairman and Coordinating Officer, to gather ideas and information around curriculum and supporting materials (including Textbooks) development from a small range of selected Asian and possibly Pacific countries. The intent of this visit is to broaden perceptions of modern secondary curricula, pedagogy, textbooks and other classroom materials. Advanced training in curriculum development processes will be provided to other specialist staff - whose job descriptions set their work in the secondary sub-sector - through a mix of international study (some at Masters and some at Advanced Diploma levels) and local on-the-job, project focused training; including specialist led seminars.
302 Monitoring and research projects within the secondary curriculum wing: Supported work in Years 1 and 2 of the Secondary Curriculum Plan will involve teams of CW secondary staff, each working on specific but related projects linked to the curriculum reform process initiated under SESIP-1. Through these projects - which will require school-based monitoring and research; data gathering, piloting interventions, analyzing findings, providing in- and out-of-house presentations and publishing reports - the Curriculum Wing will build a substantial description of the ‘implemented’ curricula at Grades 6-8, 9-10 and 11-12. These descriptions will then be set against (1) descriptions of the ‘written’ and ‘implemented’ curriculum Grades 4-5 provided by PEPD-2; and (2) the relevant ‘written’ secondary curricula to identify matches and mismatches and to inform the next phase of curriculum reform.
303 One Curriculum Wing group will monitor the introduction of the uni-track Curriculum in Grades 9-10. In particular, through a series of case studies, it will gather information on how schools and subject teachers are using the Curriculum Manual and Teachers’ Guide to plan and action the new curriculum. The group will also observe teacher-student interaction in actual classrooms. Instruments will be developed to record the nature of teaching-learning activities, including any focus on higher order thinking skills, use of the new textbooks and the inclusion of girls. Focus group interviews and surveys based on findings from the case studies will seek to inform the curriculum implementation process, deepen understanding of emerging issues, direct curriculum maintenance and provide evidence to assist NAEM to prioritize ongoing professional development needs of teachers.
304 Three other secondary groups within the Curriculum Wing will undertake research studies designed to prepare for the next phase of curriculum reform. One study (set at Grades 6-8) will be centred in the development of skills for real life and paid work situations. It will seek information to assist in the development of a uni-track curriculum that serves the needs of those students who leave at, or before, the end of Grade 8, as well as those who continue into Grade 9. The work will include the piloting of possible units of an innovative ‘Skills for Living and Earning’ subject to be undertaken in a sample of schools willing to trial teach an extra subject in Grades 6-8. The purpose of the trial is to gain insights into effects of teaching these skills explicitly as compared with the
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integrated approach of the current curriculum and the uni-track curriculum Grades 9-10. The second study (set at Grades 10 and 11) will track the academic progress of a representative sample of students into Year 11 to gain an understanding of issues for learners that may arise through differences between the Year 10 uni-track curriculum and Year 11 Multi-track curriculum. The third study, using skills currently located mainly in the SAU, will seek to inform future and ongoing curriculum development by investigating the impact of SBA on classroom practice and student performance; that is, on the implemented curriculum in Grades 6-9.
305 Another group’s work will involve close cooperation with the Madrasah Education Board to achieve - in line with the Government’s desire to enable Madrasah to achieve formal equivalency with standards in the General Education System – the introduction of the Grade 9-10 uni-track Curriculum into Madrasah that want to offer their students the chance of sitting and passing SSC. It is accepted that before this is possible some adjustment of the non-compulsory parts of the Grade 9-10 uni-track Curriculum for General Education will be needed to ensure a Grade 9-10 Unitrack Curriculum – Madrasah version consistent with the religious character of Madrasah while retaining equivalency of standard.
306 Once a Madrasah version of the Grades 9 -10 uni-track Curriculum has been developed; acceptable to the Madrasah Education Board and, in terms of equivalency, acceptable by the Ministry of Education, this CW project will be extended to support a small number (30) of Madrasah to become curriculum implementation ‘models’ for other Madrasah. The model Madrasah will be the sites of development of teaching-learning materials and new teaching methods. Through an agreement negotiated between MTTI and NAEM, teachers in the model Madrasah will be given priority for early participation in the 3 month Certificate training programme.
307 Curriculum reform: Commencing in the later half of Year 2, the Curriculum Reform initiated under SESIP-1 with the development of the Grades 9-10 uni-track Curriculum will be extended. The Curriculum Wing will establish a number of curriculum Subject committees that include serving secondary teachers, teacher educators and college lecturers, to develop a new curriculum for Grades 6-8 or Grades 11-12. The decision about which levels will be the priority for the next phase of curriculum reform will be informed by the findings from the research and monitoring projects and an evaluation of how well existing curricula are supporting the government in achieving its priorities for secondary education. This development work and initial implementation of a new curriculum will be the major curriculum activity within this sub-component in Years 3-6.
308 If chosen for development – and the positive effect on poverty reduction of lowering drop-out rates among students in these grades suggests it should be - a new curriculum for Grades 6-8 will involve a common core of learning for all students while at the same time providing some flexibility to accommodate the different needs, aptitudes and living contexts/aspirations of all students. This new curriculum will need to interface smoothly with the Primary Curriculum (especially Grade 5) and the uni-track Curriculum for Grades 9-10 being introduced in 2006, so concepts of curriculum continuity and progression in learning will also shape the Grade 6-8 curriculum. Prior to development work at individual subject level the SCW will prepare an overarching Curriculum Framework Statement for Grades 6-10. This will set out the links between the curriculum and national goals set for education, describe high level aims and objectives for these grades, communicate the principles on which knowledge, skills and attitudes will be considered for inclusion and balance in the curriculum, include a rationale for the teaching-learning approach(es) being emphasised and other key curriculum considerations, e.g. relating to gender, ethnic minorities, introduction of ITC.
309 Toward the final phase of the Grade 6-8 curriculum development, a small Curriculum Wing team will be formed from specialists and teachers working on the Grade 6-8 reform, to update the Grade 9-10 uni-track curriculum by responding to monitoring and research findings on the implemented curriculum and to ensure a relatively seamless curriculum transition between Grade 8 and Grade 9.
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310 If preference is given to the development of the curriculum for Grades 11-12, then initial work will establish the philosophical and policy framework for this reform activity. The research and monitoring activities of the secondary CW group will provide important direction here. Initial effects of the Grades 9-10 uni-track Curriculum on desired learning outcomes, including the development of higher order cognitive skills, will be emerging as will information about any Grade 10 – Grade 11 transition issues for students and teachers. From both quality of teaching and quality of learning perspectives, reforming Grade 11 and 12 should be shaped by the same principles and set within the same core subject and pedagogical framework as the Grades 9-10 uni-track curriculum. This would provide for continuity in teaching approach (and therefore maximize benefits from investments from TQI into teacher professional development) and learning approaches (avoiding probable negative effects on student achievement of too many transitions within the sub-sector.)
311 Curriculum materials: As part of the Grade 6-8 curriculum development process the SCW will develop and distribute curriculum support materials to assist all teachers, head teachers, SMC and TTC staff to become familiar with the rationale and overall character and principles of the written curriculum prior to it’s introduction. It will also produce Subject Manuals and Teacher’s Guides as appropriate. The lessons learned from the curriculum monitoring of the Grades 9-10 uni-track Curriculum will give direction to this work and to an associated professional development programme.
312 Linkages: Effective implementation of this sub-component will require linkages with other SESIP-2 subcomponents. It will also require: • links with BISE to keep up to date with and provide feedback on developments in assessment and examinations • links with ITEC regarding developments in Textbook design, content and production • links with NAEM regarding developments in Teacher Training • links with the Madrasah Education Board to facilitate information exchange and collaboration re curriculum developments.
313 NCTB, through the Curriculum Wing, will establish close links with TQI as this ‘sister’ project will be involved in training teachers to implement both the new Grades 9-10 and existing Grade 6-8 Multi-track curriculum. One area of interaction will involve the CW using findings from monitoring and research activities to suggest and critique training and teaching-learning materials being developed for or used in pre- and on- service teacher training, and in-service training to improve teacher performance. TQI will also be involved with the Madrasah Board and the MTTI.
314 Facility improvement and development: To function effectively the work areas where the secondary groups of CW are located in NCTB will receive maintenance and some refurbishment. ICT equipment will be checked to ensure that all specialists have ready access to a computer with suitable software and links to one of a number of printers. At least 10 computers will be set up with broadband access. Other office equipment including a photocopier will also be provided; as will secure storage cabinets. Funds will be available to establish a small resource area (library) where books, papers, reports, teaching materials and aids, and other materials and equipment used for reference and training can be stored in an organised way for ready access.
315 Technical assistance: Technical support will be provided by international and local consultants and selected overseas curriculum development institutions/agencies. The TA support will assist in the development of the Secondary Curriculum Development plan and the review of the CW staffing pattern; advise in the preparation of individual Job Descriptions; organise and facilitate ongoing professional development within the CW to assist the Member Curriculum to:
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• introduce a new ‘model’ of curriculum development and curriculum maintenance – based on feedback from structured monitoring of the implemented curriculum and on research-informed knowledge of issues related to both expected and achieved learning opportunities and outcomes • support the specialist groups to design and initiate the various curriculum monitoring, research and pilot projects • plan and carry out the development of a new curriculum and associated materials for Grades 6-8 or 11-12 • work with the MEB to develop a grades 9-10 uni-track Curriculum – Madrasah version.
Improved secondary textbooks and teaching-learning materials
316 Strengthening private sector educational publishing: Initiatives in this sub- component are anchored in the premise that the textbook is the major teaching-learning aid in secondary education in Bangladesh and this situation will remain so for the foreseeable future. Improvement in textbook quality is therefore central to improvement in the quality of teaching and raising the standard of student learning outcomes. The strategy to achieve a major upgrade of textbooks is set within the policy decision to transfer of responsibility for educational publishing at secondary level to the private sector. A policy was implemented under SESIP-1 for Grades 9-10 textbooks in 2004 with expectations for extension to Grades 6-8 in the near future.
317 As nothing in the privatisation decision per se guarantees qualitative improvement, in addition to extending the privatisation process to the remaining secondary Grades, there will be a focus in SESIP-2 on raising the standard of textbook quality. Most importantly, in terms of content and how that content is brought to life and made interesting and participatory in the classroom. The end-of project goal will be to have achieved a sustainable situation where schools are able to choose texts from good quality alternatives - in at least the compulsory subjects - at all secondary school grades.
318 Achieving quality educational publishing able to significantly assist in raising student achievement standards in the secondary sub-sector will involve a substantial inputs. This will be needed because the development of writers who really understand the needs of students, active teaching-learning methodologies and the demands of new forms of assessment is bound to be a slow process. Additionally, educational publishers - almost without exception - at present rely on the writers they employ for almost all quality inputs into their products.
319 The main mechanism to build textbook publishing capability and capacity using the private sector will be through the provision of technical support, initially coordinated through NCTB and later in the project through ITEC. One dimension of this support will, by project end, have established ITEC as a self-sustaining agency, operating an efficient, rigorous and transparent process to evaluate and select secondary textbooks. The other dimension of support will be provided in the form of intensive and ongoing training of private textbook writers that, in the context of curriculum reform, changes existing conceptions of what constitutes a quality textbook, and modernizes current textbook development practice.
320 Consequently, this sub-component will involve a coordinated and linked series of training workshops. The first workshop will target publishing managers/commissioning editors of bona fide educational publishers. Participation in the remaining workshops of the training programme will be through a Registration of Interest process in which educational publishers (represented in the first workshop) will nominate a pair of writers (who together have sound subject content knowledge and a comprehensive understanding of contemporary theory on how students’ learn and of modern teaching approaches, strategies and techniques) and provide a written commitment to initiate the production of a nominated (subject and Grade) secondary textbook prior to the first writer’s workshop
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and submit a manuscript for evaluation by ITEC within three months of the final workshop in the training series. If necessary to achieve manageable numbers for training, the MDU will select the participating teams using criteria published in the Request for Registration of Interest.
321 The workshops in the series that follow the first workshop will be carefully sequenced around the key activities for writers involved in producing a quality textbook. A series of five workshops will be involved: • Publishing management/commissioning editors: a one-day workshop for managers (often it will be owners) and commissioning editors to learn about NCTB’s expectations regarding Grades 9-10 uni-track Curriculum Textbooks. The opportunity to have a pair(s) of writers involved in the series of workshops will be promoted at this time. • Writers: involving three, two-week workshops by school subject and school level (Grades 6-8 and Grades 9-10) There will be an 6-8 week interval between each workshop.
These workshops will be led by international experts in textbook writing supported by members of the SCW including the MDU. • Marketing representatives: a 5-day workshop in marketing principles and practice held towards the end of the workshop series. This workshop will provide an opportunity for issues for both publishers and the Ministry around the marketing of textbooks to considered.
This workshop would be led by a local marketing expert.
322 At the writers workshops, the emerging draft textbook manuscripts will be informally evaluated by the MDU in an open process using ITEC endorsed criteria (set out at the start of the programme) that strongly reflect a set of over-arching curriculum principles as well as the general aims, specific objectives, structure, pedagogy, assessment, resources, general and specific learning outcomes, content, and example teaching- learning strategies and learning activities of the appropriate subject curriculum. This feedback will assist the publishers to develop their manuscripts.
323 At any time in the subsequent three months following completion of the training programme, the publishing companies will have the right to submit fully developed versions of their textbook manuscripts for ITEC evaluation. ITEC will apply its published criteria to select some, all or none for production.
324 The MDU will participate in all workshops in the training programme, to further build their own capability in materials development processes. They will use this and prior relevant training and experience – as well as the mentorship of the coordinating international textbook expert – to develop a comprehensive ‘Training Guide for Textbook Writers’ manual from the training resources developed by the textbook experts and selected material from the draft ‘textbook’ manuscripts.
325 One of the international textbook experts will have a central advisory role in the ongoing management of all activity in this sub-component, including the coordination training programme. This person will work fulltime for the project for 9 months from Q3 of Year 1 of the project and for a further 3 months in each of Years 4 and 5. The other experts’ inputs will involve one to three short-term consultancies.
326 Sufficient funds will be budgeted for to enable members of the MDU, enhanced at times with selected participants from the first training programme and with some input from the coordinating TA, to use the Training Guide to offer a second training cycle involving different teams and different curriculum subjects.
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327 Government monitoring of textbook quality: In Years 1 and 2 NCTB will continue to have a role in textbook evaluation and selection. However, by the end of Year 3 it is expected that ITEC will have responsibility for this function, with NCTB’s role being reduced to providing ITEC with regular feedback on textbook issues identified as part of the CW’s ongoing curriculum monitoring.
328 Before this transfer is finalised the role and function of ITEC will need to be very carefully and precisely defined to ensure that ITEC encourages quality textbook publishing rather than being a control mechanism that inhibits progress. The long-term International Textbook Expert will support a process that reviews ITEC TOR to ensure that in becoming totally independent of NCTB and solely responsible for the approval of textbooks, it also becomes a positive force for textbook modernisation and improvement.
329 The transition to full independence will involve the transition of ITEC into a Independent Textbook Evaluation Council which will have a small administrative office located in the DSHE. This arrangement has been requested in a proposal to the MOE by SESIP-1 in late 2005. It will be important to review developments associated with ITEC at the onset of SESIP-2.
330 To support the ITEC in it’s initial establishment phase, limited resources will be provided to ensure the Council’s office has the necessary furniture, office equipment including secure storage facilities to carry out its functions. Funds will also be provided to purchase exemplar textbooks and teaching-learning materials, training aids and equipment for in-house and regional training. Job Descriptions will be developed for all members of the ITEC (including the Chairman) and the Coordinating Officer, Accountant and Computer Operator. The ITEC office will be modest in scale and resources. Following the initial establishment phase is expected that ITEC will be self-funding.
331 To ensure its work is both consistent with developments in curriculum and teaching and learning, ITEC will be supported to establish formal links with NCTB, NAEM, NU, BOU and BISE with regard to development of new curricula, tests, exams and materials.
332 In Years 2 and 3 ITEC will be assisted to offer a series of TA supported in-house workshops to train its members and the members of its evaluation panels. This training will be supported to ensure that panel members of ITEC understand the publishing process, notions of learner-centered teaching and changing approaches to assessment, as well as develop skills for evaluating textbooks. To achieve the required level of competence to lift and secure textbook standards, ITEC will ensure membership of its panels is exclusively composed of people who are educational practitioners, not civil servants or academics remote from the secondary sub-sector.
333 This training will be led by the long-term international textbook expert with MDU support. It will involve an initial ten-day workshop prior to an evaluation round, and then, after the ITEC panel has made its initial deliberations, by a follow-up workshop lasting one week.
334 A final focus of support from the long-term international coordinating textbook expert will be on assisting NCTB to make a staged withdrawal from its role in the evaluation and selection of Grade 6-10 textbooks; to accept the decisions of ITEC; and to set up efficient procedures for handling all contractual arrangements necessary to ensure the private publishers’ responsibilities are legally binding and schools receive the textbooks they have selected and ordered for a realistic price and in advance of the start of the school year.
335 From the last quarter of year 2 and in subsequent years, ITEC will seek ways to become a catalyst to help develop professional educational publishing in Bangladesh. Some funds will be budgeted to support activities of this nature. For example, schoolbook publishing is a cooperative venture between the public and private sectors and it is important that there is a dialogue. ITEC could hold an annual forum or series of seminars that bring together the public and private sector to discuss matters of mutual interest. Alternatively, or in addition, ITEC could encourage publishers to form their own
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professional association to represent the industry’s common interests. The development of private sector publishing must become a partnership between all stakeholders and ITEC is well placed to coordinate this. That said, it may be that other ways can be found to achieve this goal. It should be left to the long-term international consultant to work with local stakeholders to advise on the best way forward.
336 Materials development: As a result of the training and development work associated with updating the production of textbooks in the private sector, the MDU will work with the CDU and apply higher skills and understanding to the design of subject curriculum documents and the development of materials designed to support communication and implementation of the secondary curriculum. They will be especially active in this regard at times of curriculum reform when they will be embedded within the CDU development teams. Funds will be budgeted to enable the MDU to show initiative and creativity in this regard.
337 However, direct involvement in the production of teaching-learning resources will not be a major activity of the MDU. Its members will collaborate closely (to identify needed resources and to monitor and provide feedback on the quality of any teaching-learning materials NAEM activity develops) with the TQI supported NAEM materials development group(s) who will have this as a major task. As necessary, the MDU will take advantage of the publishing expertise TQI will develop at the BOU to produce quality Guides and other over-arching curriculum materials for trainers, head teachers and subject teachers.
Teacher development
338 SESIP-2 will establish formal structures to ensure high levels of synchronisation and cooperation with TQI. These structures will operate at all levels of the project to encourage and assist collaborative activity, and to avoid overlap and conflict of interests and in activities.
339 Continuous professional development for curriculum implementation. The coincidental timing of the introduction of the Class 9-10 uni-track Curriculum, the new BEd curriculum and the 3 month Certificate qualification in 2006 provides a unique opportunity to provide comprehensive professional development to individual teachers set in the context of the major current curriculum initiative (the Grade 9-10 uni-track Curriculum.) In time, through TQI, this will mean that most teachers will have been comprehensively introduced to the new curriculum. However, the rate at which this teacher development will occur is problematic. The majority of teachers will have been teaching the new curriculum for at least 3 years before they receive any training designed to up-skill them in relation to the nature of expected learning (not just recall of facts but also higher order cognitive skills) and pedagogical approach (participatory teaching and learning.) Furthermore, there is an important group of teachers who sit outside the groups who will receive training through either the BEd or the Certificate programmes. This group of around 50,000 is comprised of the trained teachers already in schools. While, at least in theory, this group should be best placed to cope with the new demands on their teaching skills, they should also be the group best placed to provide leadership in curriculum change to colleagues. It is therefore considered crucial that these teachers’ training needs in terms of the Grade 9- 10 uni-track Curriculum are met as soon as possible.
340 SESIP-2 will provide Curriculum Implementation training to some 21,000 members of this group alongside that being provided through TQI. The training model used will seek to bring together trained teachers working in lower achieving schools for two spells of 5- day training and include elements designed to sustain professional development over time. Training materials used on this programme will be sourced from TQI, with the trainers being chosen from among the 1500 head teachers and teachers whose schools participated in the training associated with the trialing of SBA under SESIP-1.
341 250 head teachers/subject teachers will be trained as trainers by participating in one of 10, 25-day training of trainers programmes in Q2 of Year 1. Members of the NCTB CW who are trained teachers will provide this training. In SESIP-2 Year 1, in both the school
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summer vacation (June) and again in the following January, in 45 schools, 8 groups (4 groups in Week 1 and 4 groups in Week 2) of 30 teachers from surrounding areas will each receive 10 (5 x 2) days training focused on implementing the new Grades 9-10 uni- track curriculum. A second cycle of the programme, based in 45 different schools will be repeated for a second cohort of teachers in SESIP-2 Y2.
342 In January of Year 5 of SESIP-2 Curriculum Implementation training will be initiated to support what will be the newly developed Grades 6-8 (6-10) uni-track Curriculum. Again some 21,000 trained teachers will be involved. The training model will be a repeat of that used for the Grades 9-10 uni-track Curriculum Implementation training and described in paragraphs (42) and (43) above.
Student assessment
343 Although the current HSC will need to be reviewed to make it consistent with the new SSC format, much preparatory work has already been done. HSEP developed model for a new HSC format that need to be reviewed, piloted and researched. After piloting, a new HSC consistent with the changes to be introduced in SSC in 2008 could in principle be introduced in 2010.
344 The critical factor impeding achievement of this goal is surely the lack, in spite of various capacity-building efforts, of the stable technical capacity required to develop examinations and assessment. There are several reasons for this situation. Some of them relate to the system of recruitment, transfer and promotion, and are thus beyond the scope of a project component. Other, however, can be addressed more directly. These include the fragmentation of the examination system between multiple BISE, and the lack of effective monitoring and accountability. SESIP-2 needs to address these issues.
345 Although it is unlikely to directly affect individual students below HSC level, the lack of uniformity across Bangladesh in examination content and standards is an important problem for quality assurance. A central body needs to be established to coordinate among the boards, set standards and assure compliance.
346 This central body should have the following major responsibilities: • doing post-examination analysis and preparing annual reports for policy makers, educators and the general public • setting standards of good practice for the setting, administration, marking and reporting of public examinations, and monitoring BISE compliance with these standards • assuring equivalence in examination standards between boards, subjects and years • providing training to paper setters, moderators and head teachers.
347 Such a central body could take a leading role in both monitoring implementation of the new SSC, and developing HSC to align it with the changed SSC.
348 A further critical issue is the need to develop a better linkage between the madrasah system and general secondary education. At present, however, the precise nature of this linkage is not determined. Until a policy decision is taken about the precise means by which this will be achieved, its implications for the examination system cannot be incorporated into project planning.
349 A more critical issue than HSC, both in terms of numbers affected and the longer-term strategy for the development of secondary education, is developing terminal assessment in the schools.
350 SESIP-2 project should find out a way forward so that the students who terminate or dropout can be absorbed by the job market. The assessment should include some ways
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so that they nurture skills required for job market. Therefore, the new assessment should be amiable to employment opportunities of learners.
351 On this basis, three project sub-components are proposed: • building the capacity of the BISE system • developing secondary assessment • strengthening SBA.
352 Building the capacity of the BISE system: Purpose: to establish stable capacity within the examination system to continue the development of examinations begun by SESIP- 1, and begin a wider process of quality review and improvement. Activities: • establish a central entity to coordinate BISEs, assure quality and report nationally • build the required technical capacity centrally and in BISEs • develop a participatory paper setting process leading to a single national paper for each subject • set standards for all phases of BISE activity and quality assurance procedure • prepare first annual reports for policy makers, educators and general public. Resources: • national and international TA • study tours for senior BISE and MoE staff • training in Bangladesh and overseas for key professional staff • budget for training in Bangladesh, monitoring BISE activities, preparing and printing monitoring reports.
353 Developing secondary assessment: Purpose: to increase the relevance of terminal assessment for classes 6-8 by linking to national skills standards. Activities: • identify valued skills for class 6-8 leavers by a participatory process • develop new assessment models based on valued skills • develop guidance and training materials for new models of assessment • establish a “light” monitoring of examination content in classes 6-8, and of standards achieved. Resources: • national and international TA • study tours for senior staff • training in Bangladesh and overseas for key professional staff • budget for materials development, piloting and dissemination • budget for monitoring activities.
354 Strengthening SBA: Purpose: to introduce SBA on a national scale, based on SESIP-I pilot activity. Activities: • review impact of SESIP-I pilot activity in SBA • revise model of SBA as required, based on findings of impact assessment • develop additional exemplars primarily linked to class 6-8 curriculum • revise teacher’s guide and develop school-based training package
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• orient DEOs, supervisors and potential resource persons/trainers to school-based training in SBA (e.g., linked to PBSM) • support widespread dissemination activity at local level (i.e., school, cluster or upazila.) Resources: • national and international TA • training for resource persons in Bangladesh • budget for carrying out impact assessment, printing materials and supporting local training.
Information and Communications Technology (ICT)
355 Schools, ICT and ICT curriculum: The project will ensure that in future the EMIS includes details of the number of computers used for teaching and learning purposed in schools. In particular, the following questions will be included in the EMIS data collection forms in the future: • How many computers are used by students? • How many internet connections are available to the school? Of these, how many are available to students? • Does the school have a dedicated computer laboratory? If so, how many computers does it contain? • How many printers are available to teachers and/or students? (Of these printers, how many are networked?)
356 Early on in the project, a nationwide schools ICT survey will be conducted to gather data of the type referred to immediately above. This survey will provide the basis to determine which schools the project will target in the provision of computers and ICT support to make ICT available to disadvantaged communities. The project will use the results of the survey, in conjunction with the secondary school mapping produced earlier by SESIP-1, to produce a secondary school ICT map, describing, for each upazila, the availability of ICT in the schools under that upazila. These maps will be used to identify around 1,000 of the most ICT-deprived clusters of around 5 schools. From these clusters, 900 will be chosen, and thus at least 20% of the secondary schools will be represented. The criteria to be considered in selecting a cluster will include: • the number of secondary students served by the cluster (a large number of students is to be favored over a smaller number) • (other things being equal,) a cluster that can include a Madrasah is to be preferred over one that does not Other criteria will be defined by the project.
357 The survey can be conducted by the project, using upazila and district office staff to gather the data. Since the survey is required very early on in the project, all UASs will not be in place, thus, a system is to be devised where some UASs cover more than one upazila, and some ROs and AIs from the District Offices also participate. The project will fund the necessary travel allowances to support staff in this activity. The project will also design and produce the required questionnaires and process and analyze the data.
358 Each cluster defined above will be served by a computer laboratory of 15-20 computers (precise number to be proportional to number of students served.) For each cluster, the project will determine where the lab will be located. The lab could be located at one of the schools in the cluster, for example. An alternative is to develop or build a laboratory in a neutral location, where it is less likely to be regarded as a possession by any individual schools. The lab could also be located at a non-school site, such as an NGO
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(see below.) The project will determine if, at the chosen site, a purpose-built lab is required, or an existing building can be renovated to serve as a lab. The availability of a suitable potential location will be one of the key criteria in the project’s selection of a site or building for the lab. The overall aim should be to put one computer laboratory in each upazila, and two in many, where appropriate. It may be necessary to relax the condition that schools must share a laboratory in some upazilas, as the distance between schools may be too great to support sharing.
359 The project will determine a range of management, administration and maintenance models for the cluster ICT labs. For each cluster, the appropriate management model will be selected. Some possible models are: • one school in the cluster runs the lab, but all schools in the cluster can use it at agreed times • the lab is run by an NGO, and possibly not located at any of the schools in the cluster, but in some location reasonably accessible to all of the schools • the lab is run by a partnership of one or more schools from the cluster (and also maybe an NGO.)
360 However, care must be taken to use the most appropriate location and management model for each upazila. For example, particularly in rural areas parents may be reluctant to allow their daughters to attend classes in an office building; for this reason certain laboratories may be best located in schools.
361 The project will determine a range of activities for the schools in the cluster that are to be supported by the lab. One of these must be support for the new ICT SSC curriculum. Others should include basic IT skills for both teachers and students.
362 The project will enable the schools in the cluster to form an ICT lab committee that will, with the lab managers enable the coordination of school usage of the lab, in order to achieve a fair distribution of times in the lab among the schools.
363 The project will fund the skills upgrading of one teacher for each cluster. Skills upgrading will be in the form of a 1 month mainly hands on training course, to be arranged and funded for by the project, using local training agencies. The teachers concerned will be full time at the laboratory. Though the project will support the training of the teachers, it is expected that GOB will pay the salaries of the teachers to support the new ICT curriculum. This may require the project to agree a special scheme for these teachers with respect to MPO, by perhaps formally attaching the teacher to one of the schools in the cluster. Teachers with existing ICT experience are to be preferred for selection. If such teachers are not available, mathematics and/or science teachers are likely to be the most suitable. It is possible however, that some non science teachers with the appropriate background may wish to re-train as ICT teachers, if they have good ICT skills. In selecting the teachers, the project will select the maximum possible number of women.
364 Since 900 clusters are to be provided for, this programme will result in around 900 upgraded ICT teachers. The project will also work with the TQI project to ensure that the latter provides for skills upgrade of many more ICT teachers in parallel with those being provided by SESIP-2.
365 The project will procure, through international shopping, 900 sets of computer-based training (CBT) materials, in both English and Bangla, for use in secondary education, both in and outside of the school clusters. This CBT material in should primarily support the teaching and learning of science, mathematics and English language in secondary education up to SSC level. Through the ICT survey, the project will determine how many licenses are required for each CBT package provided by the project. The project will further investigate the possibility of acquiring free CBT materials from agencies and translating this material into Bangla. For example, the Bangladesh UNESCO office has
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English language CBT on CD-ROMs in English, Mathematics and Science. This material is freely available and translation could be supported by the project.
366 BANBEIS and ICT training: The project will track the potential for BANBEIS to participate in training to upgrade teachers’ ICT skills for the ICT cluster laboratories In particular, the project will determine if BANBEIS can provide skills upgrade training for ICT teachers selected to support the ICT school clusters described above. The project will carry this out in determining the ICT teacher training plan also referenced above.
Equity and access
Gender and poverty
367 The SESIP-2 PPTA has attempted to assess gender issues with the following overall guidelines: • Determine how gender issues have been addressed in project documentation of SESIP-1 • Review the gender aspects of programme documentation, implementation, monitoring and impact assessment practices • Develop practical guidelines on how to achieve the gender action plan (GAP) objectives and checklists for gender analysis, awareness raising and monitoring in projects and outline approaches for building the capacity of project teams to promote gender equity and equality more effectively.
368 As gender is an over-arching priority in the ADB’s plan for developing countries, a gender brief review of SESIP-1 was undertaken during the PPTA of SESIP-2 inception phase. It has been identified that the promotion of gender equality has not received systematic attention across the SESIP-1 project. The overall goal of the SESIP-2 PPTA is to provide guidance across all the components on promoting gender equality more effectively. A gender action plan (GAP) will be developed so that equitable access for women to project benefit is established and the issues related to gender are properly addressed.
369 Gender Action Plan: A Gender Action Plan (GAP) will be incorporated in the project to address gender issues across the project components (See Annexure.) The GAP attempts to ensure that through a systematic approach the practical and strategic needs of girls and women are addressed within the project. It must be mentioned here that SESIP-1 has failed to address some of the structural constraints, such as those on recruiting women teachers and including women in school management committees. The GAP should be separated to adopt a systematic gender-specific approach across the project components.
370 To achieve the long term goal of the project the following gender concerns will be addressed: • The project will address gender issues through the different components of the projects: Management and Governance, Education Provision and Equity and Access. • Women teachers’ and girls’ specific needs (both practical and strategic needs) will be addressed, and the project will enable access by women teachers and girl pupils to educational resources. • Create a women-friendly environment for to encourage women’s participation in project components to support the DSHE in achieving the goal of gender equity in secondary education.
371 Gender and poverty activities: Gender issues will be focused on by SESIP-2 in support of the GOB’s National Strategy for Economic Growth and Poverty Reduction
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(PRSP) objective of advancing the position of the poor in general and girls and ethnic minorities in particular. The female stipend programme is the main mechanism of SESIP- 1 to increase the participation of girls in secondary education. However, it has been learnt that 85% of the stipend recipient girls belong to better off households. SESIP-2 recommends the continuation of the stipend programme but further proposes that it should be targeted at poorer students and not to all the eligible girls in secondary schools.
372 The issue of gender and poverty would be addressed from different dimensions such as: • Demographic targeting: Identify stipend recipients based on pro-poor targeting. Poverty issues should also be explored irrespective of the gender of the poor. • Controversies pertaining to adherence to stipend criteria: This especially applies to the requirement of students to score a minimum of 45%. Improved criteria should be sought. • Problems faced by students from indigenous communities • Issues relating to facilities in schools, such as drinking water and toilet facilities needed to retain girls. Special attention is to be given to poor/low performing girls, and recruitment and training of women teachers. • Composition and functions of SMC.
373 Demographic targeting of Girls: The project would support the poor and most needy girls through the stipend programme. SESIP-2 would provide stipend to the girls of poor families (not exceeding 50% of the total enrolled girls) in a school.
374 Demographic targeting of Boys: As it is evident that the drop out rate in secondary education is increasing, poor boys will also be considered by the SESIP-2 project. The number of boys receiving stipends will not exceed 10% of the total enrolled boys in a school.
375 Students to receive stipends will be selected based on the socio-economic background of their households. Girls and boys who meet one or more of the following criteria fall within the target group: • children of destitute women (using primary education stipend recipients’ and WFP selection criteria,) with special attention to woman headed households • children of a widow having no adult men in household • children from a home that has less than 1/2 acre of land • children from a household where the income from all sources is less than Tk18,000 per year • vulnerable groups such as orphans, children of disabled parents, children of families displaced by natural disaster such as river erosion or flood or social disorder.
376 When selecting the schools from a pro-poor point of view, the schools located in poor geographical locations will be given preference. In this context the 260 schools selected for SPBMS under SESIP-1 will be identified as the first target group. This is because SPBMS is thus far focused on the poverty prone areas. SESIP-2 will recommend that the government has a coordination meeting with donors so that all 476 Upazilas are covered by a stipend programme that has a single set of selection criteria.
377 Selection committee: A ‘pro-poor’ selection committee will be formed to select the poor students. The selection committee will include the following members: • SMC Chairperson • Head teacher • Women member of SMC
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• Women ward commissioner of the concerned Union parishad/ward • UAS of SPBMS.
378 After having the initial list from the ‘pro-poor’ selection committee the UAS of SPBMS can verify the list in a participatory way.
379 The suggested stipend rates are specified in Table 4.
Table 4: Suggested stipend rates
Class Monthly rate (in Taka)
6 65
7 75
8 90
9 150
10 150
380 Controversial stipend criteria: It has been determined that poor girls are able to fulfil two of the three current criteria of eligibility to receive stipend. However, many of them are unable to achieve 45% or more in examinations. Low scoring in examination is highly correlated to the socio-economic condition of their households. The project thus recommends that one stipend adherence criteria for poor girls will be that they attain at least 33% in examinations (the pass mark of the examination) and for poor boys 40% marks in the examination. The difference in criteria for boys and girls takes account of the lower social status of girls and their lower level of representation in the public sphere (which acts as a barrier to acquire knowledge from the outside world) compared to boys. It is suggested that the 33% criteria may be raised when the quality of education increases through other projects and programmes.
381 Indigenous people: SESIP-2 will place special emphasis on improving the performance of indigenous students. It is recommended that SESIP-2 includes all secondary schools that serve indigenous communities, in terms of providing stipends and other facilities to the girls and boys of ethnic communities.
382 Issues related to facilities: The project will enhance the girl-friendly and women- friendly school environment through the provision of separate toilets, prayer rooms and drinking water facilities for women teachers and girls. It will also attend to the issues relating to increasing the number of women teachers. Co-curricular activities for girls will also be emphasised.
383 Composition and functions of SMC: The composition, roles and functions of SMC will be addressed from a gender perspective. It is recommended that SMC membership includes a mother and the women UP member of the Union Parishad.
Underserved areas
384 A school mapping exercise was completed during SESIP-1 and underserved areas were identified. SESIP-2 has provided funds for updating the first exercise which will also include secondary level madrasahs. Based on the result of the updated mapping exercise, the project has allocated funds for the construction of 56 new secondary schools and the provision of the necessary furniture. Two additional classrooms in 500 selected schools – a total of 1,000 new classrooms – will also be constructed and furnished.
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Second Chance Education (SCE)
385 The issue of dropout at secondary level gives great cause for concern. Table 5 shows the level of dropout in classes 9 -10 is over 50% with slightly more girls dropping out than boys. In 2002 alone, that meant that virtually 50% of 2.5 million young people (about 1.25 million) left education for good. What became of them is unknown, but it is likely that their lives have been seriously affected by being deprived of a continuing education. All data and statistics point to a correlation between the quality of life and continued access to education.
Table 5: Level of school dropouts in 2003
Year Level Dropout rate %
Total Girls
Classes 6 -8 19.8 17.2 2001 Classes 9-10 52.9 54.8
Classes 6 -8 18.7 16.8 2002 Classes 9-10 51.6 53.4
Banbeis 2003
386 The issue here is that the nation is wasting its most precious resource, which is manpower in general, and skilled manpower in particular. The traditional answer to this problem has been: A. attempt to lower dropout rates and retain enrolment B. devise methods of getting dropouts back to school.
387 While the project will certainly be associated with method A in respect of traditional education, it will adopt an alternative approach to B.
388 SESIP-2 will assume that some young people neither appreciate nor obtain any value from traditional academic education. It will also assume that they would return to school if school had something to offer them, such as a useful skill. But for this they would have to be given a “second chance.”
389 The project will therefore include an experimental “second chance” education facility in a selected group of secondary schools. In close cooperation with the Directorate of Technical and Vocational Education, and later in cooperation with the forthcoming ADB funded Technical and Vocational Education project, the project will fund a sub project which will: • establish a Second Chance facility in between 5 – 10 pilot schools39 • investigate, assess and establish a modality for selecting, recruiting, and enrolling students who wish to attend a second chance school. In particular, attention should be paid to the feasibility of offering SCE to persons in the age group 16 – 21. • investigate the feasibility of using stipends to finance dropout students in second chance schools • assess the likely cooperation and involvement of local employers, trade associations and other commercial groups. The aim is to offer a basic technical education with the option of participating in normal school work if that is what the student wishes.
39 Pilot schools will be selected on the basis of location, and agreements with local employers.
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390 The project will field 1 international and 1 local consultant for a period of 36 months for the above activities.
Cost estimates
391 The total cost of the Project is estimated at $195.8 million equivalent, including physical and price contingencies, taxes, duties, and interest. Of the total cost, $51.6 million (26 percent) comprises the foreign exchange cost, and $144.2 million equivalent (74 percent) comprises the local currency cost. The indicative project cost estimate by project component is summarized in Table 6 and the cost estimate by expense category is in Appendix 5.1 and 5.2.
Table 6: Summary of project cost by component
Project component Foreign Local Total % of base exchange currency ($,000) cost ($,000) ($,000)
1. Management and governance 6,213 44,314 50,526 32
2. Improved education provision 30,660 36,196 66,856 43
3. Equity and access 2,438 27,930 30,367 19
4. Project management 2,535 1,631 4,166 3
5. Taxes and duties 0 4,707 4,707 3
Total base cost 41,845 114,779 156,624 100
6. Contingencies
A. Physical 2,092 5,739 7,831
B. Price escalation 3,099 23,641 26,740
Sub-total 5,191 29,380 34,571
7. Interest charges 4,568 0 4,568
Total project cost 51,604 144,158 195,762
Percentage 26 74 100
Notes: 1. Base costs are as of October 2005. X Sheet 1 2. Taxes and duties at 10% of furniture and equipment. 3. Physical contingency is computed at 5% for all categories. 4. Local currency price escalation computed at 6.5% for 2005 and 5.0% per year from 2006 to 2012; foreign exchange escalation based on MUV index of 3.0% 2005; 2.8% 2006 and 1.9% thereafter. 5. Interest charges are computed at 1.0% per year. 6. Totals may not add up because of rounding.
Financing plan
392 It is proposed that ADB provide a loan of $147.3 million equivalent from its Special Fund Resources (ADF) to finance 75 percent of the project cost. The amount covers the total equivalent of foreign exchange cost ($51.6 million) and $95.7 million equivalent of the local currency cost. The terms of the proposed loan will be 32 years including a grace period of 8 years, with an interest of 1.0 percent per annum during the grace period and 1.5 percent per annum thereafter. The Borrower will be the People’s Republic of Bangladesh. The Government will finance the remaining $48.5 million equivalent of local costs which is 25 percent of the project cost. The proposed financing plan is in Table 7 and the details are in Appendix 5.1 and 5.2.
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Table 7: Proposed financing plan
Source Foreign Local Total Percent exchange currency ($ million) cost ($ million) ($ million)
Asian Development Bank 51.6 95.7 147.3 75
Government of Bangladesh 0.0 48.5 48.5 25
Total 51.6 144.2 195.8 100
Implementation arrangements
Management and coordination
393 DSHE, acting under the overall guidance of MOE, will be the Executing Agency (EA) for the Project. DSHE will be accountable for making project implementation adhere to Government and ADB procedures and guidelines, as well as for overall transparency and accountability in using project funds. DSHE has satisfactorily executed ADB’s Higher Secondary Education and the SESIP-1 projects and is the EA for the ongoing SESIP. DSHE’s performance and capability for implementing the Project are considered adequate.
394 MOE will establish a project steering committee (PSC) to oversee the work of DSHE and the project management unit (PMU); and to provide policy and strategic guidance, and inter-ministerial and inter-institutional coordination of training programmes and project interventions. The secretary of MOE will chair the PSC, and the project director will act as member secretary. The PSC will consist of senior-level representatives from Ministry of Establishment, Economic Relations Division, Planning Commission, Finance Division, Implementation Monitoring and Evaluation Division, Madrasah Board, Ministry of Women and Children's Affairs, Ministry of Chittagong Hill Tracts Affairs, Ministry of Labor and Employment, as well as representation from NAEM, NCTB and BISE. The PSC may co- opt other members as necessary. The PSC will meet whenever necessary but, in any case, not less than once every quarter. It will (i) approve annual project progress reports, annual operation plans, as well as the supporting budgets; (ii) provide overall policy and operational guidance in implementing the Project, and decide on corrective action if needed; (iii) undertake inter-ministerial coordination essential to achieve the reforms agreed upon for teacher training in support of the Project; and (iv) resolve issues and conflicts that may emerge during project implementation. In addition to the PSC, a Project Implementation Committee (PIC) to be established will meet at least every third month. It will have representation from all institutions involved in implementing the Project (including the TQI Project,) and be chaired by the DSHE Director General. The project director will be a member secretary of the implementation committee. As and when necessary, technical committees may also be formed. In order to more closely manage and monitor developments in Madrasah, and in recognition of the special factors involved in the subsector, there will be a separate Madrasah Project Implementation Committee (MPIC.) The MPIC will consist of the Chairman Madrasah Education Board, the Principal of the MTTI and 9 other to be selected by the GOB and MEB.
395 A PMU headed by a project director with professional background in education, and supported by international and domestic consultants will be established within DSHE. It will be responsible for the day-to-day management of project implementation, and monitoring and evaluation (M&E) of progress. More specifically, the PMU will help DSHE to (i) prepare the annual operational plans; (ii) undertake procurement activities; (iii) prepare and maintain financial records, accounts, and statements; (iv) prepare all consolidated progress reports, including the midterm review (MTR) report, as well as the project completion report; (v) organise project M&E activities; (vi) coordinate the work of the consultants; and (vii) liaise on project implementation matters with ADB. The PMU will also have a deputy project director with professional background in financial
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management of projects, as well as officers in charge of training, procurement, and M&E. The PMU will have an adequate number of support staff. To ensure close cooperation with the TQI project, both projects will appoint Liaison Officers who will meet on a frequent basis.
Implementation period
396 The Project will be implemented for 6 years. Estimated effectiveness date is April 2007, and end date is March 2013. There will be an inception period of 6 months. An indicative implementation plan is shown in Appendix 6.
Civil works
397 Civil works and classroom furniture will be sub-contracted to private companies by the EED, which will oversee construction and rehabilitation activities. EED will ensure that new schools are constructed on suitable land so as not to abnormally increase construction costs. The PIU will sub contract a construction supervision firm to monitor progress and construction quality. The firm will deploy engineer to the district level and make spot checks and intensive visits at critical stage of works. EED will also remain responsible for detail supervision for quality control taking measurement, preparing bills both R/A bills and final bill and payment to the contractor. EED will remain responsible for preparing implantation schedules and an annual development programme in consultation with P.I.U. The zonal offices of education will submit quarterly reports on progress, fund allocation, commitments and disbursement summaries and issues , and proposals for resolution to the PIU . The PIU will channel funds for facilities development from the impress account directly to the EED Consultation will be carried out on a continuing basis with local communities regarding facilities development appraisal and maintenance planning.
Procurement
398 There will be separate packages for procurement of transport vehicles, furniture, except school furniture equipment and teaching aids. The PIU will be responsible for procurement to ensure adherence to the banks requirements, The PIU will (a) determine bid packages and propose procurement methods (b) prepare detailed materials lists and specifications (c) evaluate bids and certify payments. PIU will maintain a register. They will enter all items in the register and will receive the signature at the time of delivery. The person who will receive the goods must have authorisation from the head of the institutions. All the institutions should maintain a register to maintain an inventory of the equipment, furniture up till now they received. PIU will make arrangement to train the teachers on the method of record keeping, storage, maintenance of the equipment. In the contract document, provisions can be made that suppliers will give training to at least two teachers from each institution on the use, storage and maintenance of computers and other equipment. DEOs should be supplied with delivery lists so that at the time of inspection, the record can be checked and an overview made of the proper utilisation of equipment and instrument. Indicative procurement packages are in Appendix 7.
Bidding procedure
399 All bank-financed procurement for the project will be in accordance with the banks guidelines for procurement. Each contract for the supply of goods and services estimated to cost $ 500,000 equivalent or more will be awarded on the basis of international competitive bidding (ICB) procedure while contract packages of less then $ 500,000 equivalent will be in accordance with international shopping procedure. Civil works will be awarded on the basis of local competitive bidding (LCB) procedures acceptable to the bank. Minor items having a value less than $ 50,000 equivalent may be procured on a direct purchase basis.
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Consulting services
400 All international and associated domestic consultants will be financed from the ADB loan, and will be selected and engaged through an international consultancy firm in accordance with ADB’s Guidelines on the Use of Consultants, and other arrangements satisfactory to ADB for engaging domestic consultants. Given the extensive development needs of secondary education sector, and the challenge to improve its quality significantly, the Project will have a strong focus on capacity building, including intensive training in support of project developmental initiatives. Adequate inputs through consultancy support will be necessary. It is estimated that at least 555 person-months of international and 686 person-months of domestic consultants’ inputs will be necessary to support the organisational development and capacity building planned for the project. To ensure the highest quality of consultancy inputs, it is recommended that the quality- based selection (QBS) method will be used for recruitment.
401 In addition, the Project includes a flexible provision for a pool of international and domestic consultancies to meet additional needs possibly arising during project implementation, including small consulting services contracts for supervision of civil works for which domestic consultants will be selected by the EA in accordance with Public Procurement Regulations 2003. The indicative schedule of consultancy inputs is in Supplementary Appendix F. Outline terms of reference for consultants.
Advance action
402 Given the urgent need to have the Project operating immediately after loan effectiveness, ADB should approve advance action for procuring office equipment and vehicles for the PMU. The Government will be advised that advance action does not commit ADB to finance the Project. ADB will, as requested by the Government and on behalf of the EA, shortlist consultancy firms, invite proposals, and evaluate and rank them. ADB will start shortlisting consulting firms before loan approval. The EA will negotiate the contract with the first ranked firm.
Disbursement arrangements
403 ADB loan proceeds will be advanced to the Borrower and deposited in dollar imprest accounts held in a commercial bank nominated by the Finance Division of the Ministry of Finance, and acceptable to ADB. The initial amount advanced to the imprest accounts will not exceed the estimated expenditures for the first 6 months of project implementation or 10% of the total loan amount, whichever is less. The imprest accounts will be established, managed, and liquidated in accordance with ADB’s Loan Disbursement Handbook, and detailed arrangements agreed to by the Government and ADB. The Borrower can then transfer funds from the imprest accounts into the taka account as needed. ADB’s statement of expenditure (SOE) procedure may be used to reimburse eligible expenditures and to liquidate advances made into the imprest accounts in accordance with ADB’s Loan Disbursement Guidelines. SOE procedures will apply to individual payments of less than $100,000. On a quarterly basis or earlier, the EA can apply to ADB for liquidation or replenishment of the imprest accounts. The withdrawal application must include an SOE. ADB will review the withdrawal applications and will approve eligible expenditures to replenish the imprest accounts.
Accounting, financial auditing and reporting
404 The PMU will maintain consistent records, accounts, and related financial statements adequate to identify goods and services financed under the Project. The PMU will submit quarterly financial reports to ADB according to ADB’s rules and regulations. Independent auditors acceptable to ADB will audit the project accounts and related financial statements each year in accordance with sound auditing standards. The audited accounts and financial statements and the auditor’s report will be submitted to ADB within 9 months after the close of each fiscal year. The audit report will include the audit
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of the imprest accounts and SOE, and a separate audit opinion on their use. Additional financial audits and financial management and systems reviews may be undertaken through ADB in accordance with agreed-upon rules and regulations.
Project performance, monitoring and evaluation
Project monitoring function
405 The PMU will have an independent monitoring function. This function will be devoted to monitoring the progress of the project – as opposed to the DSHE-wide M&E function. It will, however, cooperate closely with the M&E section of the new ITC Wing.
406 The Project Monitoring will, amongst other activities: • conduct a baseline study within the first 6 months (inception period) • establish a set of indicators to monitor performance, attainment and failure of all programme activities • design and implement an electronic and hard copy reporting system (in coordination ICT - M&E) • produce regular (and ad hoc) reports for project management (frequency to be decided by Project Director and Team Leader, but should be at least quarterly.) • assist and advise the Project Director on the production of project and periodic reports for the ADB, Steering Committee, Project Implementation Committee • hold regular briefing meetings with PD and TL.
407 The SESIP-2 project will fund 1 international and 1 local consultant in Project Monitoring and Evaluation for a total of 24 and 36 months respectively. The PMU will appoint an officer responsible for Project M&E.
Baseline study
408 The establishment of baseline data is always important, but it is particularly important for this project. The reason for this is that the position in respect of SESIP-1 project activities will be relatively unknown at the beginning of SESIP-2 due to the fact that SESIP-1 may or may not be extended and, if extended, it is currently unclear by how long. This specially applies the decentralisation component, but is also pertinent to other project areas. Further, the plans for a new SESIP-2 ICT Wing, incorporating an M&E function, will be at embryonic stages during inception.
409 It is therefore essential to build up a “picture” of the situation as it will exist at project effectiveness, partly because it will be unknown, and partly because such knowledge will be necessary for designing (perhaps re-designing) the activities of SESIP-2. It would be of enormous assistance to have as much of this picture created before the arrival of the specialist consultants. Therefore, one of the activities of the PMU between loan effectiveness and the TA start-up will be to collect data that will be required for the forthcoming TA. This will be the responsibility of the PMU M&E Officer. This will be followed by a full baseline survey during Inception, which will identify and quantify performance indicators for use during the project implementation.
Inception report
410 In view of the unforeseen development that will take place in SESIP-1 before the start of the project, there will be an inception period of 6 months. The resulting Inception Report will consist of an extensive baseline study with recommendation to alter pre-prepared plans if considered necessary.
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Project performance management system
411 The EA will, with support from the PMU, prepare and submit to ADB quarterly progress reports on project implementation, within 3 weeks after the end of each quarter. The progress reports will indicate, among other things, (i) progress made against established targets; (ii) problems encountered during the period and remedial actions taken or proposed to resolve the problems; (iii) compliance with loan covenants; and (iv) proposed implementation activities to be undertaken and physical and financial progress expected during the succeeding quarter, including detailed contract awards and disbursement projections. The EA will prepare a project completion report and submit it to ADB not later than 3 months after physical completion of the Project. The report will analyze overall progress, achievement of outputs and compliance with the loan covenants, and will include costs.
412 The Project Monitoring Unit will determine whether the inputs for implementing project activities have yielded the expected outputs and benefits to the intended beneficiaries. The data will indicate project progress in improving the access of disadvantaged groups as well as participants from remote areas to teacher training. The system will seek to detect any deficiency in and discrepancy between the operational plan and execution in using the resources efficiently, so that timely corrections can be made to update the plans to improve benefits, outcomes, and impact. Information from the ICT Wing M&E unit will be utilized.
Project review
Annual reviews
413 The Government and ADB will jointly review project progress annually to determine compliance with specific loan covenants and whether all required inputs and support functions on the Government side are in place. The review will also evaluate the effectiveness of implementation mechanisms. Reviews will specifically (i) analyze the results of the previous year, (ii) identify adjustments needed, (iii) assess the impact of the Project on poverty reduction, (iv) assess project contributions to improving the quality of management in DSHE and the provision of education in government and non- government schools, (v) assess implementation performance against agreed-upon indicators and adjust indicators as needed, (vi) identify policy issues in secondary education, and (vii) identify constraints to project implementation. Special attention will be given to: • the effectiveness of project strategies for promoting greater participation of female students and students from disadvantaged groups and remote areas • progress on key project innovations (e.g. madrasah, second chance education and ITC • coordination of project interventions, particularly with the TQI project.
Midterm review
414 The Government and ADB will jointly undertake an MTR during year 3 of project implementation to assess progress in meeting the long-term vision for teacher education in secondary education in Bangladesh. The MTR will evaluate: • project scope, design, implementation arrangements, and institutional changes • implementation progress against agreed-upon indicators • procurement performance • PMU effectiveness • performance of consultants
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• fund flows and arrangements • progress in implementing the gender strategy • lessons learned • other issues agreed upon by the Government and ADB. One month before the MTR, the EA will submit to ADB a comprehensive report covering the above issues. Feedback on project implementation will be sought from civil society during the MTR. The MTR will recommend changes in project design and implementation, as necessary.
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Project benefits, impacts and risks
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Project benefits, impacts and risks
Expected benefits
415 The Project focuses on systemic improvement in the operating structures and modalities of that deliver secondary education to students in classes 6 – 12. With the exception of teacher training, the project will intervene in virtually all mechanisms set up to provide education at central and decentralised levels. It will aim to uplift and improve the structures of planning and delivery so that the quality of education received is made more effective, efficient and relevant to the needs of Bangladeshi secondary students.
416 The project will continue the work of SESIP-1 in its attempt to decentralise the management of secondary education. This will include the establishment of systems to ensure more effective management and supervision of non government schools. It will also continue the work begun in the field of decentralizing assessment and will set up effective monitoring and evaluation structures to ensure that progress is being made.
417 The project will, for the first time ever, include madrasah education in a major international development project. It will attempt, through creating model madrasah linked to the mainstream education system of the country, to set a model to which other madrasah can aspire.
418 The need for a modern human resources management system (encompassing modern appraisal and training systems) within the DSHE will be addressed by the setting up a Human Resources Management Wing that will introduce best practice in the management, welfare and development of personnel involved in the provision of secondary education.
419 In recognition of the need to use advanced technology to support the mechanism and structures that control the quality and effectiveness of education, the project will vastly increase the use of information technology through the establishment of an ICT Wing. This entity will consolidate all electronic data collection across the sector and provide managers with up-to-date accurate information with which to formulate wise policy and make judicious decisions.
420 To ensure that these improvements reach beyond the urban areas to the furthest regions and overcome the barriers caused by remoteness and geography, access of candidates from remote areas and disadvantaged groups to teacher training will be supported. So too will be the position of women and girls. The project will support initiatives to forward the issues of gender that will cross-cut every aspect of project activities. The role of women as members of SMCs will be supported. The role of SMCs in supporting improvement of school management and teaching quality will be part of the project efforts at grassroots level.
421 The Project will contribute to poverty reduction indirectly. The indirect beneficiaries are pupils in secondary schools who will benefit from the improved curriculum, teaching support and management structures and receipt of stipend. Improvement in teaching quality and school management will further improve learning by pupils, resulting in better education outcomes and better performance in the labour market.
422 Overall, the estimated immediate beneficiaries in secondary education are the policy makers and planners who will receive better tools to carry out their functions. Teacher students and parents in the madrasah system will also benefit from project intervention. Poor students, women, girls and dropouts will also benefit directly from policies and actions undertaken by the project. Finally, the ultimate beneficiaries will be the average secondary school student who, through a mixture of improved curriculum, improved teaching and improved school management and administration, will receive a better education more relevant to Bangladesh in the 21st century.
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Risk analysis
423 The design of the Project draws heavily from the lessons learned from previous interventions. Implementation will be supported through the comprehensive policy and institutional reform matrix with linkages to the loan assurances. While the Government is committed to these reforms, there is a risk that a future Government could reverse this commitment. This risk is mitigated by the fact that the reforms are linked with wider long- term development frameworks in the sector and beyond, with the national poverty reduction strategy, and the medium-term macroeconomic framework (MTMF.)
424 There is also the risk that structural innovations such as the Human Resource Development Wing and the ICT Wing may meet with obstruction due to the difficulty in setting up new structures of the DSHE.
425 The personnel situation that will be inherited from SESIP-1 may cause considerable problems. Over 1,000 project dependent personnel are filling new structures set up by SESIP-1. It is intended that these structures be continued and, in many cases, further developed and expanded in SESIP-2. However, because of the uncertainty over the future extension of SESIP-1, exacerbated by the fact that there will almost certainly be a gap between the end of SESIP-1 (even if extended) and the start of SESIP-2, the future of these project paid employees is uncertain. If they were to no longer exist, the plans of SESIP-2 would be considerably affected, as would the structures and institutions they work within.
426 The issue of project paid personnel also brings up concerns about project dependency. Having such a large number of people (to be yet further increased under SESIP-2) invites questions of whether this is the right way to go. Many of these project paid personnel are now holding positions that are vital for the smooth running of the DSHE machinery (e.g. the administration of subventions.) There is little or no chance of them ever going on to the revenue budget. This seems to be an issue that has attracted little attention from government or the management of SESIP-1. Is it to be the assumption – and the case - that there will be a continuous series of SESIP-style projects funding part of the day to day structure and activities of secondary education administration?
427 The position relating to stipends is also uncertain. These are currently under review with particular reference to their continuation in 2006. If they are not continued under the SESIP extension in 2006, there may be problems about resuscitating them in 2007.
428 The Project’s environmental impacts were reviewed, and no significant adverse impacts were identified.
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Appendices
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Appendix 1: Sub-sector analysis
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Appendix 1: Sub-sector analysis
A. Introduction
1 Education in Bangladesh is administered by two ministries. The Ministry of Primary and Mass Education, as its name suggests, is responsible for primary education. The Ministry of Education (MOE) is responsible for secondary, vocational and tertiary education. Within the MOE, the Directorate of Secondary and Higher Education (DSHE) is responsible for the day to day management of all educational activities affecting classes 6 – 12. Secondary education is itself divided into three levels: junior secondary (classes 6 – 8) senior secondary education (classes 9–10) and higher secondary education (classes 11–12). Just under 9 million students are enrolled in about 19,000 secondary institutions, (excluding madrasah), recognized by the Government. The following table shows the structure of secondary education in Bangladesh.
No of Schools No of Teachers No of Students % Female Students Classes 6-10 Government 317 9821 326864 31.86 Non-Government 17069 199234 7903622 53.37 Total 17386 209055 8230486 Classes 11 – 12 Government 10 153 3647 86.15 Non Government 1350 25574 276661 46.50 Grand Total 18746 234782 8510794 Source: BANBEIS (2004)
2 Enrolment in both primary and secondary education has increased rapidly in recent years. Primary enrolment rose from 71% in 1990 to 96% in 2000 while secondary enrolment more than doubled during the 1990s to about 8.5 million. Gender parity has also kept pace with these developments. Girls’ enrolment in primary increased by 45% in the 1990s and is now almost at a par with boys. In the secondary sector, female enrolments have also rapidly increased from about 33% in 1990 to over about 53% in 2003 – mainly due to the introduction of incentives. The originally took the form of a Food for Education (FFE) programme that provided grain rations to poor families on condition that their female children attended school. The FFE was later replaced by a system of direct cash subsidy (stipends) known as the Female Secondary Stipends (FSS). Over 4 million girl students in non urban areas and attending grades 6 -10 receive stipend and tuition waivers annually.
B. Issues in secondary education
3 It could be argued that, at institutional and policy level, the core issue facing secondary education is that the government is one of governance. As has been stated above, the vast majority (more than 95%) of secondary schools in Bangladesh (including the religious Madrasha, are private non government institutions. Secondary education is, therefore, a private sector business. While there appears to be an apparent over- centralised system of administration and control in secondary education, in reality the power of the government over its secondary school sector is not as strong as it would appear. Examples of this can be seen in the government’s (past) difficulties in linking performance to the substantial subsidies it gives to private education, with the result that there have been problems establishing and maintaining the quality of education and the quality of management in secondary schools. Yet, and despite this, the secondary school sector is critical to any national manpower (or other) development plans produced by government. This pivotal fact has been recognised by government and, therefore, much of its current and future planning and resources are – and will continue to be - concentrated on improving accountability and in asserting quality within secondary education. The government will attempt to do this by using the (almost) sole sanction that
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it has at its disposal – the 90% teacher salary subvention – to control events and quality in schools. Whether it will succeed in doing so will be a crucial factor in the implementation of SESIP-2.
4 Notwithstanding the issue of accountability between government and its secondary education sector, poor management and administration are almost certainly the root cause of many of the day to day problems afflicting education in general and secondary education in particular. Accountability and monitoring systems are weak at all levels and in many cases non existent. Mismanagement and, in many cases, questionable practices, are pervasive. The overall result is that the quality of education provision and related services is less than it could be. This affects almost every element of the secondary process from book production, civil works, teacher recruitment, assignment to schools, salary payments and transfers and examinations.
5 Moreover, and apart from management at central and institutional levels, no effective system of school supervision exists, with the result that quality, in terms of teaching performance and teaching outputs, is rarely, if ever, assessed. Since teachers are not assessed, it follows that there is no scope for professional development in a meaningful form.
6 At all levels, the practise of frequent intra and inter departmental transfer continues to wreak havoc on the continuity of professional input and purpose, corporate knowledge, and the desire to “own” a problem or issue. This is particularly significant in the professional agencies such as NAEM, NTBC, BISE etc, where the retention of skilled employees is essential for the quality of the services that these agencies provide. Not surprisingly, in these circumstances, staff morale is extremely low, a factor that further exacerbates the quality of work.
7 In financial terms too, a major factor affecting the provision of quality education is the mismatch between educational spending and investment in schools. Bangladesh’s education expenditure is currently about 2.2% of GDP and 15 – 16% of total government spending, The problem is that by far the biggest proportion (80%)1 of the recurrent secondary education expenditure is spent on teachers’ salaries or salary related subsidies . This leaves little to be invested in resources and teaching or learning material2. The irony is that, despite this huge and disproportionate spending on subventions, the government’s control over the secondary education sector is, until recently, been limited.
C. Current Government Policy, Plans and Aspirations for Secondary Education
8 The problems in secondary education, some of which have been exampled above, are well known to all concerned with education in Bangladesh. There is therefore no need to belabour them or continue to list them. The issue is not that there are problems. That is accepted by all observers. The issue is what is to be done to resolve them.
9 There is a plethora of reports and recommendations relating to almost every aspect of secondary education in Bangladesh. However, the government has recognised that what is now needed is constructive action. The government’s overall policy had originally been enshrined in the Secondary Education Sector Development Plan (2000 – 2010) supplemented by later revisions. Some of the provisions in this Plan (e.g. the reorganisation of primary and secondary education into an 8 year Basic and a 4 year Secondary system) have since proved impracticable.3 However, in 2002, the government
1 In primary, 97% is spent on salaries and subsidies 2 The norm in secondary education in other countries for spending on educational materials etc is usually 30% of total expenditure 3 While the concept of a two tier education 8 + 4 system has never been implemented (probably due to the huge logistical problems of doing so), it has never been officially abandoned.
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convened a 51-member expert committee to recommend areas of reform in secondary education. The Committee’s recommendation was to establish a high quality cost effective and equitable education system through governance reforms.4 Following further in-depth studies completed in 2003, the government produced a medium term framework for reform. This framework (2004-08) includes the following policy objectives: • Increasing the accountability of secondary schools both to the government and the community • Enhancing equity in access • Administrative capacity building • Monitoring, evaluation and dissemination • Improving teacher quality through emphasis on teacher training and recruitment • Reducing opportunity for corruption and misuse of public resources in textbook production • Making the curriculum more relevant and demand driven
10 Meanwhile, a new initiative was begun that culminated in the publication of an Interim Poverty Reduction Strategy Paper (I-PRSP)5. This document, started in 2003 and last revised in January 2005, essentially aims to half the number of people living below the poverty line by 2015. It sets out a road map for improving living standards through a general multi sector approach to poverty reduction through concentration on reform in 7 major areas. • Employment • Nutrition • Maternal Health • Sanitation and Safe Water • Quality Education (in primary, secondary and vocational) • Criminal Justice • Local Governance
11 In the PRSP, education reform is seen as one of the main vehicles to the achievement of the overall aim of poverty reduction. Major recommendations for secondary education include a basket of reforms and recommendations relating to decentralisation, school based management and assessment, teachers career paths, equity and gender, increased performance etc.
12 None of these recommendations are particularly new or groundbreaking. They have all been put forward in one form or another by various studies, consultancies and projects. Indeed, they form part of the government’s medium term framework strategy for secondary education. Once again, the issue is not the lack of ideas and suggestions. The issue is how to successfully address and resolve the clearly defined problems and make the results sustainable.
D. Government initiatives in secondary education from 2005 onwards
13 The government has, and will continue to, utilise several conduits and methodologies to practically address the issues of secondary education highlighted in the medium term framework and the PRSP. These fall roughly into two categories.
4 Studies by IDA, JICA, EU and ADB all pointed to the lack of governance in the system as a key constraint to improving quality. 5 Unlocking the Potential: National Strategy for Accelerated Poverty Reduction (Planning Commission: 2004)
101 Second Secondary Education Improvement Project (SESIP- 2) i. Current / Recent Government Reform Initiatives
14 This involves action already taken by the government, or about to be taken, and would include • The creation of a central Agency to control the quality of teachers by registering them as fit to teach. This body, known as the Non Government Teachers Registration and Certification Authority (NTRCA), has been created by act of parliament (March 2005) and is currently waiting for its management and organisational structure to be finalised. • Pro-active initiatives to more tightly tie the provision of teacher and school subventions (MPO) to enforceable and proven performance criteria. • The conversion of the National Academy for Education Management (NAEM) into a National Teacher Education Authority (NTEA), an “apex” organisation responsibly for ALL secondary teacher training in Bangladesh. • The dividing of NCTB into separate textbook production and curriculum development divisions. • The introduction of the female stipend programme resulting in a remarkable increase in girl enrolments • The award of pensions to private secondary school teachers. ii. Donor Support Initiatives
15 These have been the traditional conduits for introducing change and reform. Since about 2000, the main project addressing reform in secondary education has been the Secondary Education Sector Improvement Project (SESIP). This project covered 3 major areas of concern: • Strengthening the MOE’s capacity to plan, manage and monitor the secondary system and improve the resource management • Improve the quality in secondary education • Expand equitable access to secondary education
16 Running simultaneous to SESIP has been the less extensive PROMOTE project aimed at increasing the number of qualified female teachers in rural secondary schools.
17 To continue and expand on the work of both SESIP-1 and PROMOTE, the government has, with the donor funding support, initiated two further projects. • SESIP – 2. The aim of this project is to continue and expand on the work of SESIP-1 • Teacher Quality Improvement Project (TQI). As its name suggests, this project is aimed at improving teacher capacity. However, it will also include an element that will accommodate PROMOTE’s work on gender development
E. The Secondary Education Sector Development Plan (2000 – 2010)
18 The Secondary Education Sector Development Plan (SESDP) was developed in 1998 with financial assistance from the Asian Development Bank. It consisted of an introduction and five main sections: • A Socioeconomic Rationale for Change • National Strategy • The Present State of Secondary Education in Bangladesh • Major Issues and the Framework for Change • The Sector Development Plan
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19 The report identified problems of quality, efficiency (internal and external) and access. It also identified a number of systemic constraints, in policy, planning and budgeting, as well as teacher education, curriculum and instructional materials, management staff and quality control systems.
20 The document drew on a socioeconomic analysis of the development needs of Bangladesh and how secondary education could support development. While confirming that poverty remained the critical socioeconomic problem, and that the traditional economy remains mainly non-formal, it found grounds for optimism in a growing local economy and expanding service sector both of which are entrepreneurial and highly flexible. It concluded that secondary education must respond to and support these changes.
21 The analysis concluded there was overemphasis on secondary education’s gatekeeping role, and inadequate planning of resource allocation. In order to provide graduates who fit into growing nonformal and small-business economies, it advocated retargeting the curriculum and examinations toward more practical applications, and upgrading teacher training. It also advocated strengthening and decentralising capacity, especially local capacity, for planning and monitoring and evaluation.
22 The proposed Secondary Education Sector Development Plan was divided into two areas – the first addressing the (then-anticipated) extension of basic education to eight years (classes 1 -8), and the second to improvement of the remainder of secondary education (classes 9-12). The main aims of the Plan were to: • provide the resources to expand basic education to eight years; • decentralize to the point where actors at all levels work together to plan how to attain the goal of eight years of basic education; • reorganize and strengthen management and accountability, with an emphasis on academic supervision; • improve access and equity in secondary education in an efficient and sustainable manner: and • build capacity among supporting institutions to lay a solid foundation for future development. • i. Comments on the SESDP
23 There have been a number of significant changes since the original SESDP was prepared, many of which impact on the plan’s relevance and validity: • The strategic framework for sub-sectoral planning now gives priority to poverty reduction as the ultimate goal of all development efforts. As a result, strategic planning for the secondary education sub-sector must now link directly to the national poverty reduction strategy plan, and the monitorable indicators of the secondary sub-sector development plan should link to the indicators of the Poverty Reduction Strategy. • The validity of the SESDP has also been affected by policy decisions since 1998. For example, the proposed change in the educational ladder from 5-3-2-2 to 8-4 did not take place. This has strongly affected development activities based on the original Plan; its major elements were to establish classes 6-8 as part of basic education, and classes 9-12 as a single homogeneous stage. • On the other hand, new trends in secondary education such as the proposed bifurcation of DSHE, and the growth in the number of secondary schools offering HSE, are likely to have a long-term impact, and need to be taken into account in revising the Plan. • There has also been significant institutional development within secondary education, such as the rapid development of EMIS. The Plan needs to be adapted to take account of this.
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• A number of lessons have been learned through development activity since 1998. The sub-sector development plan needs to be adjusted to take account of the lessons learned. • There are also elements which were given insufficient prominence in the original SESDP, which have only become apparent with time. For example, the original SESDP gave limited attention to gender issues, in spite of its significant female stipend component.
24 Finally, the view has been expressed that the style of the SESDP needs to be changed, to make it less academic, and more “user-friendly” – that, for example, it should focus more on specific actions to be taken, that will help guide the activity of MoE and DSHE. The team will need to take account of this.
F. The First SESIP Project (SESIP – 1)
25 The ADB loan-financed Secondary Education Sector Improvement Project (SESIP I) was designed with ADB technical assistance in 1998 to assist the Government in the implementation of the Secondary Education Sector Development plan (SESDP), 2000- 2010. Both the Plan and the Project were developed in terms of the outcomes of the earlier ADB Secondary Education Development Project (SEDP), 1993-2000 (Loan-BAN 1268) and the Higher Secondary Education Project (HSEP), 1991-1998 (Loan-BAN 1123).
26 Both SEDP and HSEP indicated a number of longstanding and serious critical issues in the secondary education sub-sector as a whole; including, • Weak and overlapping policy and planning structures, and over-extended and cumbersome management • Poor quality of outcomes in terms of apparent relative academic standards, and employability of graduates • Low internal and external efficiency in terms of pass through rates and relatively very high unit costs of provision, linked to low rates of return for graduates • Extremely high financial demands on Government budgets despite majority non- government provision, and • Limited access and equity particularly in rural areas, and in the disparity of quality between schools.
27 SESIP was therefore sector-wide in its scope with components focussed on strengthening core agencies (DSHE, NCTB, BISE, NAEM, BANBEIS), improving the management of schools, developing a new Grade 9-10 curriculum and reforming the SSC examination, privatizing textbooks, up-skilling TTC staff and developing a new pre-service STE curriculum, improving access to schools through financial support to girls and building new schools in remote areas. The scale of these challenges has meant that despite meeting most outputs much development work remains. i. Developments Under SESIP-1
28 The SESIP-1 goal, objectives and outputs are listed in the project logframe. The day to day operational systems, costs and resources are given in the GoB Project Proforma (PP). One of the first tasks of the PPTA will be to check the logframe’s stated outputs against actual outputs. In this way, the PPTA will be able to arrive at an up-to-date audit of what has been achieved and what remains to be done.
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29 From discussions held and an initial study of the relevant documentation – in particular the various review mission reports6, it would appear that SESIP-1 has, by and large, undertaken most of the activities required of it. However, various delays (stemming from a variety of causes) in project implementation have meant that many of its activities have commenced much later than anticipated7. This has resulted in some major activities and outputs remaining outstanding or semi-completed. Examples of this would include, but are not restricted to, the functionalisation of education cadre and the implementation of the School Performance-based Management System (SPBMS). In the case of the latter, which is one of the largest of the project’s activities, mainline implementation work has only just begun. . G. Teacher Quality Improvement Project (TQI)
30 When SESIP-2 mobilises, a second major secondary sub-sector project will have been operating for at least 2 years. The overall goal of Teacher Quality Improvement project (TQI) is essentially shared with SESIP-2, i.e. ‘to enhance the quality of secondary education in Bangladesh’. What distinguishes TQI is that its predominant strategy for achieving this goal is ‘by improving the quality of teaching’. To this end TQI will strengthen the capacity of DSHE and BANBEIS, and support a major reorganisation and upgrading of NAEM (as the coordinating centre for teacher education). It will assist in the establishment and operation of the NTRCA (a new authority that will set and maintain standards for teacher registration). TQI will also provide training and trainer materials to assist TTC to implement the recently developed BEd that the NU will introduce from 2006. A major initiative will assist NAEM to develop (from the BEd) a 3 month Teacher Training Certificate and provide this pathway to registration to practicing secondary teachers who are untrained. In other components, TQI will seek to build on the achievements of the PROMOTE project through proactive support to woman seeking to enter secondary teaching, and address equity concerns relating to the availability and support of suitably trained teachers to assist in meeting the needs of disadvantaged groups including ethnic minorities.
31 In designing SESIP-2 it will be crucially important to ensure that the two projects are complementary and mutually supportive. Furthermore, once SESIP-2 is operative, collaboration at the project management level - on the nature, timing, location and scale of activities - will be needed to achieve the synergies that ensure the two projects leverage off, rather than frustrate, each others’ initiatives.
6 The most recent review report is in the Aid Memoire of the Loan Review Mission 23 May – 9 June 2005 7 The project has completed about 70% of activities in about 85% of elapsed loan period
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Appendix 2: Design and monitoring framework
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Appendix 2: Design and monitoring framework
Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks Impact To enhance the quality of Improved secondary certificate pass rates, • Data, evaluation and monitoring from That such reform and innovation is wanted at education in Bangladesh reduced repetition and dropout rates, and the Project Monitoring Unit and the all levels. secondary schools by increased relevance of education to DSHE Monitoring and Evaluation improving management, employment and further education. Wing. quality of learning and • Continuous Focus Group meetings. increasing access. Outcome To provide support in terms of • Establishing a Human Resources • Data, evaluation and monitoring from • Inaccurate or spurious data leads to material and human resources Development Wing the Project Monitoring Unit and the wrong conclusions to strengthen the management • Establishing an ICT Wing DSHE Monitoring and Evaluation • A change of government might alter or Wing. and implementing structures of • Implementing a plan to accommodate change project plans. the DSHE and associated disadvantaged groups • Continuous Focus Group meetings • Arrangements are made to employ agencies. • Improve management at central and • Periodic and Mid Term reviews SESIP-1 project personnel during the gap local levels • Periodic workshops. between projects. • Improve school management and quality of teaching • Improve assessment and examinations. Outputs: A: Management and governance 1. Reform of the DSHE 1.1 Reduce transfer in DSHE Transfers reduced by 5% in first year and up Monitored by HRMW and PMU- Assumptions and specialized agencies to 3 % in each succeeding year. Monitoring Unit. Government cannot / will not comply. Quarterly report on transfer to PIC. No mechanism will exist to ensure compliance 1.2 Establish a Human New Wing established consisting of: HRDW established either in DSHE or Government accepts SESIP-1 Specialized Resources Development Wing • Records Section MOE. Posts Selection Committee. • Placement Section Specialist Posts Selection Committees Difficulty in setting up a new Wing. established and operating. • Staff Appraisal Section Resistance to introducing modern appraisal Modern job descriptions written for all methods. • Staff Development Section officers of DSHE and specialized • Senior Staff Training Unit. agencies. New appraisal system introduced.
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 1.3 Upgrade 64 madrasah and National workshop on Madrasahs Project Monitoring Unit reports bring them into line with implemented. Frequent meetings with regular secondary education Selection of 61 madrasah in districts without The Madrasah Steering Committee. a government madrasah. 1.4 Upgrade capacity of 64 “New Model” Madrasah totally upgraded Madrasah and bring them in equipment, teacher training and more into mainstream curriculum (2 stages of 3 years each) education Upgrade capacity of Madrasah Education Board. Curriculum and textbook wing strengthened. New madrasah style adoption of uni-track curriculum produced and trialed. MTTI Gazipur strengthened (in cooperation with TQI). School mapping exercise carried out for madrasah. 2. Decentralized Management 2.1 Continue and develop the Requirements for new decentralized staff Job descriptions prepared. process of decentralization assessed undertaken by SESIP-1 2.2 Reorganize 9 Zonal offices Reorganization approved New posts approved 2 Planning and Monitoring , 1 RO and 1 Reorganization approved Computer Operator appointed 2.3 Expand District Education 2 Planning and Monitoring , 1 RO and 1 Offices Computer Operator appointed
2.4 Strengthen SPBMS Revision of manuals, teachers and head- teachers diaries, annual school development plans implemented. 3,200 SMC members per year received training.
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 3. ICT 3.1 ICT basic skills and ICT ICT school mapping survey (SMS) Data for SMS gathered at schools by Assumptions Uni-track curriculum teaching completed within 6 months of loan UASs (or ROs/AIs in those districts with There are sufficient in-country resources to and learning enhanced in effectiveness. no UAS). carry out skills upgrade for 900 teachers. 4,500 schools in underserved 900 ICT lab school clusters identified within 900 ICT teachers can be found in (or are areas, including around 700 12 months of loan effectiveness. Madrasah. willing to be allocated to or remain in) underserved areas. 3.2 900 teachers upgraded Logistical, Organizational or other problems with ICT skills to teach new may cause delays in the gathering of data ICT curriculum. from schools which will, in turn, delay the results of the SMS 3.3 Core subject teaching supported by CBT in 4,500 schools 3.4 900 ICT laboratories There may be insufficient numbers of lab provided to serve clusters of maintenance technicians in, or willing to be secondary schools located in, underserved areas 3.5 ICT services and use in ICT Wing established, staff recruitment Consultant input to monitor development DSHE and MOE and completed, equipped, and furnished in of Wing and report to PMU and TL. streamlined, strengthened and DSHE within 12 months of loan rationalized effectiveness. 3.6 DSHE staff trained in ICT, Additional staff recruited to MOE. Management Tools and EMIS 3.7 Strengthened ICT skills of DSHE ICT staff 3.8 Strengthened Management skills of ICT Managers in DSHE, MOE and BANBEIS 3.9 Rationalized ICT functions, EMIS and MPO
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 4. Monitoring and Evaluation Monitoring and Evaluation of M&E Wing established, staff recruitment Data gathered from education institutes Assumptions secondary education takes completed, equipped, and furnished in by UAS and others through the defined M&E data collection requirements can be place nationwide through a DSHE within 12 months of loan monitoring instruments. integrated with existing EMIS decentralized reporting and effectiveness. Job description prepared for management mechanism M&E wing and staff. 4.1 Development of plan for Needs Analysis of data requirements carried M&E Reports Software requirements for M&E wing will be decentralized monitoring and out. handled by EMIS software enhancement evaluation with responsibilities contract. for HQ, Zone, District and Upazila 4.2 Development of Monitoring Monitoring indicators identified. Examine the Consultant input to monitor development Instruments/Tools indicators from SPBMS for possible use. of Wing and report to PMU and TL. Develop monitoring formats and determine frequency of data collection. 4.3 Integration of M&E with Reporting system defined and put in place EMIS and close working at HQ, Zones, Districts, Upazila level. relation established between ICT wing and M&E wing 4.4 Training of new staff of Regular meeting held with Zone, District, M&E wing in Management, UAS Planning, Monitoring and Integrate data collection and processing Evaluation with EMIS. 5. Strengthening of information management 5.1 Strengthening of Data collection and verification system UASs, SESIP-1 reports, District data entry Assumptions information management and reviewed and enhanced. operators, central EMIS cell staff SESIP-1 would complete EMIS replication in decision making in DSHE, all the zones, Districts and 260 Upazilas MOE and BANBEIS 5.2 EMIS data collection and EMIS data forms, outputs updated. EMIS Input from BANBEIS, NAEM, Related Recruitment of new UAS will be completed for verification system operating software enhanced through Software initiates to assist in determining for 216 new Upazilas. effectively nationwide contract. design. For system enhancements, data Internet connection in all Districts available 5.3 EMIS upgraded to reflect from end user study, UASs and data entry and established by SESIP-1 latest user needs operators.
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 5.4 GIS upgraded and access GIS licenses for MOE, DSHE and BANBEIS PMU records Documents, Manuals , source code from to GIS widened in MOE, expanded and updated GIS maps available SESIP-1 EMIS subcontract is available BANBEIS and DSHE through the LAN and if Possible through the Competent software development firms 5.5 Grass roots participation in internet to Zones, Districts, Upazila etc. available EMIS data collection 20,000 head teachers briefed in M&E, EMIS DSHE and BANBEIS will cooperate towards strengthened and requirements of data collection. the development of integrated EMIS and GIS and share the same databases. B. Improved education provision 6. Curriculum Development Curriculum Development in secondary sub-sector improved through organizational adjustment, strategic planning, research- informed approach and capacity building 6.1 Curriculum Development CW operates in working groups that match CW Annual Work-plan. Assumption tasks are undertaken by specialized skills and knowledge to clearly NCTB Organogram. MOE has adopted NCCC HR proposal for specialized groups working in defined tasks/activities/mini-projects. (by NCTB Functional Specialization. a team environment end 2008) Schedule of Internal Seminars. Risk CW activity includes formal and informal Minutes of Team and Wing Meetings. interaction across and within working Staffing arrangements at NCTB do not provide groups. necessary stability, nor critical mass of expertise for high level skill development and (by end 2008) activity in curriculum processes. 6.2 Curriculum Development All NCTB CW Secondary specialists have Written Individual Job Descriptions signed Assumption in secondary sub-sector is Job Descriptions aligned to a CW Annual by each CW specialist and the NCTB Some form of on-going monitoring of progress strategically planned Work-plan derived from a 5 Year Secondary Chairman. against Work-plan timelines and quality of task Curriculum Development plan. (by end Letter of approval from MOE formalizing a completion is being used to improve 2008) 5 Year Secondary Curriculum performance. Development plan CW Annual Work-plans published and dated under signature of NCTB Chairman CW staff.
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 6.3 Curriculum Development 4 Research/Monitoring Reports available by Research/Monitoring Reports available on Assumption approach is informed by a end 2008. Project Web-site and CD-ROM Research findings will influence curriculum range of CW research studies 4 more Research/Monitoring Reports decision-making available by end 2009 Risk Political expediency will over-ride research- based decisions. 6.4 Enhanced knowledge and 30 CW secondary specialist staff complete Certified Academic transcripts of Assumption skill capacity in CW Masters or Advanced Diploma qualifications Awarding Institution provided by staff who NCTB Chairman and Member Curriculum will Management and Specialist in Curriculum related areas. (by July 2013) receive training staff give status to Training Program by insisting on Chairman NCTB, Member Curriculum and Written report of Study Visit members full and active participation four Senior Specialist staff complete 14 day Copies of international Study Visit to three Asian/Pacific countries Risk (by July 2009) Curriculum Documents and textbooks in Appointments/promotion practices will move NCTB CW library Staff Training program in place and up-skilled managers and specialists out of CW functioning (by July 2008) Training manual and Training participation and provide unskilled replacements logs 6.5 SSC examination Grade 9-10 Uni-track Curriculum – Subject Manuals for SSC Curriculum – Assumption accessible to students Madrasah version developed and approved Madrasah version Grades 9-10 Uni-track Curriculum for General attending Dakhil Madrasah by Madrasah Education Board and MOE Teacher’s Guide to SSC Examination – Education provides sufficient flexibility for Madrasah version NCTB to meet MEB requirements while retaining a sufficient common core of subjects, content and marks for MOE to accept equivalency Risk Compromises needed to reach MEB and MOE agreement re Grades 9-10 Uni-track Curriculum -Madrasah version mean loss of equivalency 6.6 New Grades 6-8 Uni-track Curriculum Framework Statement for Letter from MOE endorsing Written Assumption Curriculum introduced Grades 6-10 Uni-track Curriculum Curriculum Framework Statement Poverty reduction imperative will give priority developed and approved by MOE (by June Official Notification communicating date to development of new Grades 6-8 Uni-track 2010) for implementation of new Grades 6-8 in Curriculum Subject Manuals for Grades 6-8 Uni-track 2012 Risk Curriculum developed (by September 2011) Government shifts policy focus away from poverty reduction resulting in shift in expected outcomes from secondary education
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 6.7 Grades 9-10 Uni-track Subject Manuals for Grades 9-10 Uni-track Official Notification communicating date Assumption Curriculum revised Curriculum reviewed and revised (by for implementation of new Grades 6-8 Grades 9-10 Uni-track Curriculum is shifting September 2011) also covers revised Grades 9-10 Unit- learning outcomes towards those considered track Curriculum in 2012 positive for individual students, local communities and national needs; and monitoring indicates review involves adjustments rather than major changes 6.8 Teacher’s Guides Teacher’s Guide to Achieving Grades 6-8 Printed copies of Teacher’s Guides Assumptions available to support Grades 6- Learning Outcomes developed (by end available CW monitoring processes indicate that head 10 Curriculum Implementation 2011) teachers and subject teachers and school Teacher’s Guide to SSC Examination [for students are benefiting from use of Grades 9- subject] reviewed and revised (by end 2011) 10 Teacher’s Guide and therefore development of Grades 6-8 Teacher’s Guide is warranted. 6.9 Program of continuous 21,000 trained Headteachers/subject Grades 9-10 Uni-track Curriculum professional development of teachers complete 2x5day Grades 9-10 Uni- Training of Trainers manuals available teachers for curriculum track Curriculum Implementation training List of 250 Headteachers/Subject implementation initiated program (by February 2009) teachers trained as Grades 9-10 Uni-track trainers available. Grades 9-10 Uni-track Curriculum Training manuals available List of 21,000 Headteachers/Subject teachers completing Grades 9-10 Uni- track Curriculum training available 21,000 trained Headteachers/subject Grades 6-8 Uni-track Curriculum Training teachers complete 2x5day Grades 6-8 Uni- of Trainers manuals available. track Curriculum Implementation training List of 250 Headteachers/Subject program (by February 2012) teachers trained as Grades 6-8 Uni-track trainers available. Grades 6-8 Uni-track Curriculum Training manuals available. List of 21,000 Headteachers/Subject teachers completing Grades 6-8 Uni-track Curriculum training available.
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 7. Textbooks 7.1 NCTB CW facilities Reorganization and refurbishment of CW Before and after refurbishment photos of refurbished and upgraded Work Area in NCTB CW Work Area. Upgrade of furniture and equipment (by end 2008) 7.2 Improved Textbooks and Assumption teaching-learning materials ITEC has been re-established as the Independent Textbook Evaluation Council with its own administrative support and legal authority to become self-funding through collection of fees Risk Private publishing companies fail to produce textbooks that provide a good match in terms of scope, balance and depth of treatment to support expected classroom interaction leading to achievement of learning outcomes specified in the Grades 9-10 Uni-track Curriculum 7.3 Textbook evaluation and ITEC has trained pool of textbook Textbook Evaluation training manual Assumption selection is fully independent evaluators and sufficient financial and developed by NCTB to orientate ITEC ITEC and Schools will give weighting in administrative resources to operate without evaluators to Grades 9-10 Uni-track selecting and purchasing textbooks to ‘match’ service support from NCTB. (by September curriculum expectations. with curriculum 2008) Report on Evaluator training. Risk
Data-base of trained Textbook evaluators. Training program fails to re-orientate textbook Published ITEC Evaluation criteria. Evaluators and rate of change in scope and character of approved texts constrains expected shift and improvement in student learning outcomes. Changes in ITEC evaluation criteria are ITEC Records of Textbook Uptake by demonstratively linked to its own monitoring schools. of textbook uptake by schools and feedback MDU monitoring reports include from CW Curriculum monitoring reports. evaluation of textbook use and impact on classroom practice in context of written curriculum expectations.
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 7.4 Private Publishers are 20 textbook writing and production groups Report on Training program and included Risk trained in modern Secondary associated with local publishing companies evaluations of participants. Creative an innovative developments in Textbook development and are trained in processes capable of Textbook Development Processes textbooks are not rewarded by ITEC selection production processes in the accelerating textbook improvement (by end Training Manual prepared. for publication. context of the Grades 9-10 2009) Uni-track Curriculum 7.5 Private Publishers are 20 textbook writing and production groups Report of Training Program Assumption trained in modern Secondary associated with local publishing companies Publishers will consider that participating in Textbook development and pay for training by MDU in processes training will improve the chances of their production processes in the capable of accelerating Grades 6-10 textbook meeting ITEC criteria. context of the Grades 6-10 textbook improvement (by end 2009) Uni-track Curriculum
8. Assessment and Examinations 8.1 Public examination results Marker reliability increases by Dec 2011 Assumptions more valid and reliable Standard SSC scores by Dec 2011 NAC established by June 2007 BISE respond to NAC quality review reports. Trained staff retained by BISE 8.2 SSC, HSC assess Average 40% understanding and 10% BISE and NAC reports . understanding and higher higher ability questions in SSC by Dec 2011 abilities. 8.3 Improved BISE NAC established by Jun 2007 GoB, PMU reports NAC able to access BISE Computer Centre. examination administration 15 NAC staff trained by Dec 2008 Changes to system of capturing marks facilitate analysis 8.4 Standards across BISE 200 BISE staff trained by Dec 2011 SESIP-2 progress reports Official Notification issued for changes to HSC equated SSC standards equated by Dec 2011 Model HSC papers in 10 subjects by Dec. 2008 8.5 New HSC examination New HSC papers in 2010 exam. NAC reports . papers developed assessing 70 Master Trainers by Dec 2008 NAC, BISE reports. understanding and higher abilities 2000 setters and moderators trained by Dec SESIP-2 progress reports 2009 10000 examiners/ head examiners trained by Dec 2010
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 9. School Based Assessment 9.1 Schools assess broader 5000 secondary schools use SBA by Dec SESIP-2 progress reports Assumptions range of curriculum goals 2011 Schools support quality improvements 9.2 Schools respond to needs 1000 secondary schools identify and of high and low achievers provide for low achievers by Dec 201
9.3 Workable model of 100 exemplar lessons piloted by Dec 2008 SESIP-2 progress reports Assumptions “assessment for learning” Teacher’s guide and introduction to AFL SPBMS is adopted nationally (AFL) developed by June 2009 Experienced UAS are not lost during transition from SESIP-1 to SESIP-2 9.4 Guidance materials for Training package developed by Dec 2009 teachers on AFL 9.5 School-based Assessment audits in 5000 secondary dissemination system for AFL schools by Dec 2012 100 UAS support school-based training by Dec 2011 10000 teachers trained in SBA by Dec 2011 C. Access and equity 10. Gender 10.1 Gender issues are Gender policy is formulated and Research by the gender consultants; Assumptions adopted in the project implemented from the first year of the reports of DSHE/MOE and relevant Gender policy is adopted and within the first management, monitoring, project/by December 2007 organizations three months of project duration/by March evaluation, implementation 100% of the key individuals of the project is Training manuals on gender issues 2007 and environment across the trained within the first six months project components Key persons (including consultants, PIU) of SESIP 2 are trained by Gender consultants by June 2007 10.2 Gender focal points and Gender focal point and gender resource Gender training manuals and materials, Gender training is imparted to the UAS within resource groups are formed in group are formed involving UAS after TOT by gender consultants of SESIP 2; one months of their recruitment along with the the Upazila levels recruiting the new Upazila academic Gender Action Plan and gender training existing ones. supervisors (UAS) by January 2008 manuals 10.3 Gender friendly Separate toilets, prayer rooms, etc. are built Observation and procurement data The environment of project office become environment for staff of SESIP at the beginning of office set up for SESIP- gender friendly from the starting point 2 is created 2/January 2007
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 10.4 Curriculum, textbooks Curriculum of Uni-track system is reviewed NCTB, National University, Bangladesh Curriculum is reviewed by the year 2008 along and materials of B.Ed and by curriculum developer/s from gender Open University with continuous review throughout the project class texts are reviewed from perspectives within the first year of the duration gender perspective project duration/January 2008 10.5 Gender friendly SBA materials and system are evaluated SESIP 2, Boards of Examination assessment in school within the first six months of project examination is established duration/June 2007 10.6 ICT is made gender ICT is taught to all both boys, girls and SESIP 2, MOE friendly women and men teachers with no gender biasness at the set up of ICT 10.7 Girl friendly school Girl friendly school infrastructure is built; MOE/ DSHE/ SESIP 2/ DPHE Environment of all schools are improved and environment is built separate toilets and drinking water; co- made gender friendly by January 2010 curricular activities for girls has been introduced and lessons of reproductive health to girls are given throughout the project duration based on the needs 10.8 Awareness is built to Teachers and SMC members are made Teachers are trained and recruited by increase the number of aware regarding the benefit of recruiting of TQI, SESIP 2 will observed, monitor and women teachers recruiting women teachers within the first build awareness of the benefit of year and throughout the project duration recruiting women teachers by UAS Gender awareness guideline of SESIP 2 and other documents. 10.9 Women participation is 100% schools will ensure participation of SESIP 2, MOE, DSHE increased in SMC women in the SMC following the Government criteria within the first year of project duration/January 2008 10.10 Gender sensitivity of Gender sensitivity training provided to head Gender training manuals and other The SMC are aware about gender issues after teachers and SMC members teachers (if not already done by TQI) and documents on gender issues they have received training has been increased SMC members by the UAS within the three months of their recruitments 10.11 Needs of under-served Poor students, and students of indigenous Documents, maps, of SESIP 21 and Students of underserved areas, poor and areas, pro poor and minority communities have been identified as project SESIP 2, DSHE, MOE and data collected indigenous communities are included in the issues are addressed participants by December 2007. by the UAS. project from the starting points.
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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 11. Underserved Areas School mapping update Construct 56 secondary schools School mapping update exercise undertaken to identify areas of Construct 2 new classrooms in 500 schools Reports from Engineers Department greatest need (total 1,000) Equip and furnish new schools and classrooms 12. Second Chance Education 12.1 Review and assess the Select 10 pilot schools in strategically Reports from assigned consultants feasibility of establishing a located areas Reports from Headteachers of pilot Second Chance Access to Convert 1 classroom in each to schools Education system for accommodate second chance participants secondary school dropouts Reports from employers Establish working relationships with employers and employer organizations
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Activities with Milestones Inputs 1.1 HRDW established and functioning • ADB 1.2 Specialist Posts Selection Committees established and operating. • Government 1.3 Modern job description written for all officers of DSHE • Beneficiaries 1.4 New appraisal system introduced. • Private sector 1.5 Selection of 61 Madrasah completed. 2.1 An independent Secondary Education Office at each upazila established, and the zonal education offices reorganized upon approval of the MoE. 2.2 Formal instructions delineating the jurisdiction of authority of DSHE as well as Zonal, district and upazila education offices issued by the MoE.. 2.3 Duties, roles and responsibilities of the staff at the DSHE and the decentralized levels redefined in the new reforms, job descriptions updated and approval obtained of the MoE. 2.4 Requirements for new staff at the decentralized levels assessed, determined and approved. 2.5 Staff deployment at the decentralized levels completed, their training needs assessed, appropriate training provided. 2.6 Orders issued by the MoE for limiting the DIA functions to financial accountability and auditing. 2.7 Coordination between the DSHE and the support agencies established through employment of a liaison officer to be placed within DSHE. 2.8 A Planning and Monitoring Unit in each zonal and district office established. 2.9 For school level capacity building, supervision procedures/manuals and necessary materials developed, and school-management training provided to the SMC members. 2.10 The project staff eventually absorbed in the revenue budget of the government for ensuring sustainability of decentralized management. 2.11 Regular assessment of SPBMS made during its nationwide implementation. 2.12 A sound career plan for the officials at the decentralized levels developed and a performance-based reward system for the officials instituted. 3.1 ICT Wing established in DSHE and functioning 3.2 Job descriptions and responsibilities of ICT staff defined • DSHE 3.3ICT school mapping survey (SMS) completed within 6 months of loan effectiveness. • MOE 3.4 900 ICT lab school clusters identified within 12 months of loan effectiveness. • BANBEIS 3.5 Strengthened ICT skills of DSHE ICT staff • SESIP-2 Consultants 3.6 Strengthened Management skills of ICT Managers in DSHE, MOE and BANBEIS 3.7 # ICT technical staff trained in web-enabled technologies Internet connection from centre through zones to districts using most suitable emerging
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Activities with Milestones Inputs 3.8 ICT User training and maintenance services established is DSHE 4.1 M&E Wing established in DSHE and functioning • DSHE 4.2 Define rationalized M&E system responsibilities at district and zonal levels • MOE 4.3 Defined control and reporting chain of command and responsibilities at each level • BANBEIS 4.4 M&E system installed and operational in zones, districts upazilas and at the school level • SESIP-2 Consultants 4.5 M&E manuals produced for zones and districts incorporating reporting and action responsibilities 4.6 Relevant staff in DSHE, zones and districts trained in reporting and action responsibilities 4.7 Common data collection forms designed to support all school level annual and termly information gathering mechanism to ensure coordination between all EMIS-related agencies established (DSHE, MPE, BANBEIS, etc.) 4.8 Develop electronic M&E support systems 4.9 Computer-based M&E support systems and web or LAN-based interface to M&E data provided to centre, zones and districts and linked to EMIS 4.10 Coordinate M&E and EMIS 4.11 Train Zonal, District and UASs in M&E system requirements 4.12 20,000 head teachers briefed in M&E, EMIS and requirements of data collection 5.1 Nationwide EMIS operational and linked to M&E system and related EMIS systems in DSHE and BANBEIS • DSHE 5.2 Data collection and verification system reviewed and enhanced • MOE 5.3 Data collection and verification systems for EMIS and M&E coordinated • BANBEIS 5.4 Rationalized ICT functions, MPO and EMIS processing responsibility in separate units or cells in DSHE ICT wing • SESIP-2 Consultants 5.5 GIS licenses for MOE, DSHE and BANBEIS expanded and updated GIS maps available through the LAN and if Possible through the internet to Zones, Districts, Upazila etc 5.6 EMIS data forms, outputs updated. 5.7 EMIS software enhanced through Software contract. 5.8 Relevant DSHE and MoE decision makers trained in Management and Planning using ICT tools, 5.9 476 UASs trained in SPBMS, data collection, reporting, and other issues 5.10 Relevant staff at zonal and district offices trained in planning an use of planning tools (EMIS, project planning packages, etc) 5.11 Relevant staff in zones, districts an upazilas receiving EMIS awareness and use training 5.12 DSHE staff trained in ICT, Management Tools and EMIS 5.13 Staff trained in management, planning, information systems and planning tools
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Activities with Milestones Inputs 6.1 Modernize Curriculum Development, Maintenance and Reform Inputs • Review NTCB organizational and functional arrangements • ADB • Develop National Secondary Curriculum Plan (NSCP) • Government • Link NTCB SCW activities to NSCP • Beneficiaries • Carry out and report SCW curriculum monitoring • Private sector • Carry out and report classroom-based research and pilot studies • Develop Grades 6-10 Curriculum Framework Statement 6.2 Build Professional Capacity • organize and support off-shore study program for NCTB SWC specialists • Train NCTB SCW senior officers in project/process management • Integrate in-house training with seminar program within NCTB SCW • Arrange study tour for senior NTCB SCW and ITEC officers 6.3 Upgrade Facilities • Reorganize and refurbish NCTB SWC work area • Add to and upgrade SWC equipment • Create SCW resource library 6.4 Develop new Grades 6-8 Uni-track Curriculum • Establish Steering committee • Organize CDU specialists as leaders of Subject teams of serving teachers, teacher educators and subject experts • Use Grades 6-10 Curriculum Framework Statement to establish policy framework for Grades 6-8 curriculum development • Develop Draft Subject Manuals • Review and modify Draft Subject manuals until Steering Committee endorses 6.5 Review and adjust Grades 9-10 Uni-track Curriculum • Form Grade 9-10 Uni-track Curriculum review and revision team • Use Curriculum Framework Statement, curriculum research and monitoring data plus final draft ‘new’ Grade 6-8 Curriculum to adjust Grades 9-10 Uni-track Curriculum • Gain Steering committee endorsement of modifications to Grades 9-10 Uni-track Curriculum • Recommend via Steering Committee that MOE notifies sub-sector and public of introduction of ‘new’ Grades 6-10 Curriculum 6.6 Develop Grades 9-10 Uni-track Curriculum – Madrasah version
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Activities with Milestones Inputs • Form CDU team to work with Madrasah Education Board • Liaise with MOE and MEB to establish Steering Committee • Negotiate with MEB to establish Grades 9-10 Uni-track Curriculum – Madrasah version curriculum development committee • Develop and gain approval from Steering Committee for an adjusted Grades 9-10 Uni-track Curriculum – General Education version subject list and arrangement • Form with MEB any necessary Subject committees • Develop draft alternative/additional Subject Manuals • Gain Steering committee endorsement making modifications as advised • Recommend to MEB and MOE via Steering committee that the Grades 9-10 Uni-track Curriculum – Madrasah version be approved. 6.7 Curriculum Implementation linked to Continuous Teacher Development • Design and plan a two-phase Curriculum Implementation Training Program for trained teachers to build on SESIP-1 Grades 9-10 Uni- track Curriculum 1 day Awareness program • Train 250 Head or subject teachers as trainers • Train 21,000 head or subject teachers • Monitor and report on training process and follow on effect in schools • Develop Teacher’s Guides for Grades 6-8 SBA and revise Teacher’s Guides for SSC • Design and plan a two-phase Grades 6-8 Curriculum Implementation Training Program for trained teachers • Develop Training of Trainer Manuals for Grades 9-10 Uni-track Curriculum • Train 250 Head or subject teachers as trainers • Train 21,000 head or subject teachers • Monitor and report on training process and follow on effect in schools 6.8 Accelerate Improvement in Textbook Quality including Curriculum Alignment • Review ITEC’s legal status, structure and processes • Review ITEC textbook evaluation criteria and evaluate application of criteria in practice • Negotiate adjustments to criteria for strong alignment with Grades 6-10 Curriculum Framework and Curriculum Subject Manuals and to encourage creative development • Develop ITEC Evaluators Training Manual • Train MDU as Textbook Evaluator trainers • Train ITEC evaluators • Design and plan a series of Training Workshops for private sector publishers, textbook writers and editors
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Activities with Milestones Inputs • Prepare Training Manuals for the Training Workshop • Carry out training • Evaluate training impact by analysis and comparison of ITEC evaluations of textbook quality • Plan and deliver second series of Training Workshops for private sector publishers, textbook writers and editors following endorsement of final draft of Grades 6-8 Curriculum • Evaluate training impact by analysis of ITEC evaluations of textbook quality 8.1 Establish NAC Inputs • Establish NAC with NCSEE as its Policy Board • ADB • Appoint 20 professional staff • Government 8.2 Build Professional Capacity • Cofinancing • Train NAC staff • Beneficiaries • Train Key BISE professional staff • Private sector • Train SSC and HSC question setters, moderators and examiners • Others 8.3 Establish Quality Assurance System • Carry out and report baseline study • Carry out and report equating and marker reliability studies • Define and disseminate standards of good BISE practice in examinations • Carry out and report follow-up study 8.4 Establish regular post-examination reporting • Develop model post-examination reporting format 8.5 Produce consolidated annual report • Delegate annual reporting to the BISE 8.6 Develop new HSC • Establish expert committee and subject committees • Train subject committees • Review existing proposals for HSC papers • Prepare new models • Pilot new models • Prepare exemplars and guidance materials
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Activities with Milestones Inputs 9,1 Evaluate SBA pilot and first year of implementation 9.2 Train core team in AFL 9.3 Develop and pilot AFL exemplars 9.4 Develop and field-test AFL training materials and modalities for dissemination 9.5 Develop national dissemination strategy for AFL 9.6 Train UAS as facilitators 9.7 Disseminate AFL 10.1 Adopt a gender policy with a guideline which includes gender planning in documentation, implementation, monitoring and impact SESIP 2 assessment. SESIP 2/consultants 10.2 Provide gender sensitivity training to all staff SESIP 2 10.3 Working as focal point to have linkage with schools, service providers and community members to focus on gender issues DSHE 10.4 Training to SPBMS staff as ‘gender resource group’ to collect gender disaggregated data. Collection of gender disaggregated data and NCTB, SESIP 2 recording the data SESIP 2, DSHE 10.5 Ensure gender friendly working environment for project staff (e.g. provision of separate toilet, prayer room, facilities etc. for women and men) SESIP 2 10.6 Gender friendly materials, examples are included in the curriculum. Review of curriculum from gender perspective and include examples MOE/DSHE/NCTB/DPHE in text referring both boys and girls. Inclusion of gender aspects in Uni- track curriculum. Curriculum to be reviewed by the gender sensitized TQI, SESIP 2 experts SESIP 2 10.7 SBA materials development and examination system TQI, SESIP 2 10.8 Development of ICT component and training to both women and men teachers, girls and boys SESIP 2 (through UAS) 10.9 Girl friendly school infrastructure; provision of separate toilets and drinking water; co-curricular activities for girls; giving lessons of reproductive health to girls 10.10 Make teachers, SMC aware about the benefit of recruiting women teachers; giving preference to trained women teachers during recruitment 10.11 Sensitize Head teachers, and SMC members to include women in the SMC 10.12 Men and women teachers and SMC members are aware about gender issues 10.13Aware SMC and teachers to include poor, girls and students of indigenous communities as project participants (e.g. getting stipends/other benefits etc.) and observe, ensure that it happens. Inputs ($ ‘000) Civil Works: $ 34,962 Furniture and Equipment: $ 30,464 Instructional Materials: $ 2,809
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Activities with Milestones Inputs Staff Development: $ 16,888 Consultancy Services: $ 12,628 Special Programs: $ 16,400 Stipend Program: $ 3,000 Research Studies: $ 919 Incremental Recurrent Cost: $ 29,572
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Appendix 3: Policy and institutional reform matrix
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Appendix 3: Policy and institutional reform matrix
Relationship to Sector Development Project Activity Assurances / Milestones 1. Strengthen secondary education management, planning and governance 1.1.Strengthen Selection and Functional Real and sustainable sector development Establish a Human Resources Within 3 months of loan effectiveness the Specialization will not take place unless there is reform Development Wing (HRDW) in DSHE government will have established the 1.2. Curtail Frequent Transfer of in the system of frequent transfer and an Establish a Placement Section in HRDW Specialist Posts Selection Committees Managerial Staff. Real and sustainable increase in the recruitment and retention which supports the Specialist Posts Within 12 months of loan effectiveness sector development will not take place of specialized and qualified personnel Selection Committees (SPSC) the government will have reduced unless there is reform in the system of Monitoring the frequencies of transfer transfer by 5% and by 3% p.a. thereafter frequent transfer and reduce by 5% 2. Strengthen Policy and Planning in DSHE Planning and monitoring is an essential Incorporate project trained staff of PSPU The government might not approve of the function within a government ministry. It into new M&E system. M&E system or the ICT Wing is important that they remain completely Incorporate systems unit into new ICT up-to-date and proactive in their support wing of government policies Provide technical assistance to conduct a total review of the planning structure both the DSHE 3. Strengthen Decentralized Management Structures 3.1. Strengthen mid and local level Activities are usually more effective if Strengthen SPBMS Assumption: that the ministry will management they are organized, implemented and Strengthen coordination between DSHE continue to employ the 1000 plus staff 3.2 Improve systems of accountability, monitored at local level. The GOB is and secondary education support hired by SESIP-1 even if there is a gap auditing and quality control committed to decentralization of agencies, in particular the BISEs, NCTB, between SESIP-1 and SESIP-2. government structures and the project DIA, NAEM, BANBEIS, TTCs and Assumption that government will absorb 3.3. Strengthen planning capacity of the will support this policy in every way zonal & district offices HSTTIs key decentralized staff in to the revenue possible budget. 3.4. Establish mechanisms to sustain Formally delegate of operational matters decentralized management to the lower levels (zones and districts) 3.5. Build school-level capacity for Allocate responsibilities for recognition improved academic supervision and and quality standards to Zonal offices school management Establish planning capacity in zonal and district offices Establish well defined career paths for officials Establish clear roles for UASs
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Relationship to Sector Development Project Activity Assurances / Milestones 4. Establish Monitoring and Evaluation Structures 4.1. Establish school level M&E The establishment of decentralized Establish M&E wing in DSHE The government might not approve of a 4.2. Strengthen Zonal Offices structures, while increasing Define control and reporting chain of new M&E Wing effectiveness, does not mean exclusion 4.3. Strengthen District Offices command and responsibilities are each or independence from central level 4.4. Re-define the roles UASs government’s writ. A strong and efficient monitoring system is essential for central Coordinate M&E and EMIS government to remain in touch with local Develop electronic M&E support systems events Define rationalized M&E system responsibilities at district and zonal levels Train UASs in M&E system requirements 5. Strengthen Secondary Education EMIS 5.1. Increase EMIS awareness, No government ministry can plan, devise Complete nationwide installation of EMIS Providing information and data is one knowledge and capacity or properly implement policies without Conduct end user studies an upgrade thing. Being able to use and apply it is 5.2. Coordinate EMIS and BANBEIS up-to-date and relevant information. A EMIS as required another. It is assumed that government functioning and efficient management will train managers to interpret and 5.3. Rationalize IT services in DSHE information system can provide that Management and planning training for effectively manage the information 5.4 Improve Internet Connection to information DSHE and MoE decision makers, provided by EMIS. Districts including training in the use of planning tools Promotion, awareness and training of zones, districts and upazilas in using the EMIS in their particular jobs Coordinate data collections systems and databases between DSHE, BANBEIS, an emerging initiatives such as the SICT project Establish ICT Wing in DSHE Review and improve internet connections to district
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Relationship to Sector Development Project Activity Assurances / Milestones 6. Reform of Curriculum and Textbook Development Processes 6.1. Reorganize and Strengthen the Curriculum has to be relevant to the Conduct a review of the staffing pattern, If the government changes, a new Professionalism the NCTB needs of students. It should also be appointment arrangements, and planning government may take a totally different 6.2. Develop Curriculum for Classes relevant to the needs of industry and activities of NCTB approach the education structures and commerce. It is generally agreed that the Strengthen the monitoring, research, this will affect the curriculum 6.3. Develop a Madrasah version of old multi-track curriculum did not do this. general education curriculum evaluation and development capacity of It was to narrow and geared to tertiary the NCTB studies. The development of a new uni- track curriculum allows for a much more Develop and implement a new Uni-track broader education that is more relevant Curriculum for classes 6-8 to students Implement the phased development of Madrasah versions of uni-track curriculum 7. Improve Teacher Capacity and Performance 7.1.Introduce Professional Qualifications Systems in education can be perfect, but Implement a minimum professional The government will establish the for ‘Untrained’ Secondary Teachers in the last resort, the key to good qualification for teachers and associated NRTCA and the NTEA in 2006 7.2.Improving the Quality of Teacher education provision is the school teacher training program Education (and headteacher). While teacher and Coordinate large-scale delivery of the headteacher training will be provided by 7.3.Professionally Develop Teacher minimum qualification training program the TQI project, SESI-2 will support TQI through NAEM Trainers at al times and in all ways. 7.4.Improve In-service Education Implement a national teacher Opportunities for Teachers accreditation and registration system Implement an information system to support teacher accreditation and registration Support the development of the BEd program. Increase quality of teaching Build the capacity of ITC and TTI teaching staff Build the capacity of NAEM as a centre for excellent in teaching
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Relationship to Sector Development Project Activity Assurances / Milestones 8. Introduce Relevant and Effective Student Assessment Systems 8.1 Improve Student Evaluation A solid and relevant curriculum, Develop assessment systems that The government will establish a central 8.2 Build the Capacity of the BISE presented by effective teaching is in itself require problem solving, analysis, and entity to coordinate the BISE’s in 2006 System pointless without an equally relevant and evaluation effective assessment system. The 8.3. Strengthen SBA Establish a central entity to coordinate development of SSC and HSC the BISEs examinations is critical to the sector. Develop and assist with the use of standards for examinations and other forms of assessments Develop new models of SBA Support the nationwide introduction of SBA 9. Information and Communications Technology in schools 9.1. Increase school access to ICT In the 21st century, knowledge of, and the Implement a phased program to make 9.2. Increase opportunities for computer- skills to use, information technology will ICT available to secondary schools and based learning become as basic as reading and writing increase equity of access for was in the 20th century. Therefore, it is underserved areas 9.3.Increasing access to ICT for women essential that ICT is introduced en masse Develop the uni-track ICT curriculum and disadvantaged people to the education sector. Apart from the skills acquired which will be Develop the use of ICT-based teaching indispensable in the workplace, the ability and learning methods in secondary to use IT and the internet will open up schools young peoples lives to events and developments taking place all over the world.
10. Increase educational opportunities for girls Girls will, and should, play a bigger part Implement a Gender Action Plan (GAP) There is the risk that government will not in the life of the nation. Every statistic across the sector push through plans for gender proves that one extra year of education – Create a girl- and women-friendly school development. particularly for girls – has a concurrent environment Stipend programs are not the answer to effect on raising standards of living. Foster the recruitment of women into sustainable gender development SMCs
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Relationship to Sector Development Project Activity Assurances / Milestones 11. Enhance educational performance for indigenous people Minorities are also citizens and must be Develop secondary schools for given the same opportunities as any indigenous communities other citizen. 12.. Make mainstream education available to Madrasah students 12.1. Develop Madrasah Curricula and The madrasah and the students of Conduct a national school mapping There is the risk of resistance from Teaching and Learning Materials madrasah have rather been left out of exercise for Madrasah sections of the madrasah community to 12.2. Improve the quality of Madrasah developments in mainstream education. Strengthen capacity of Madrasah the proposed reforms Teachers The SESIP-2 project will start the Education Board There is a slight risk of incompatibility process of inclusion so that students from 12.3. Upgrade Madrasah infrastructure Set up an M&E system for Madrasah between the madrasah curriculum ad the madrasah can, should they wish, amended uni-track curriculum participate in the SSC and eventually education HSC examinations. Support the curriculum and materials development of Ibtedaye, Dakhil and Alim stages Develop a Madrasah version of the uni- track curriculum Implement a phased new model Madrasah program Upgrade and strengthen the MTTIs Train untrained Madrasah teachers 13. Develop a second chance education system 13.1 Investigate the feasibility of Drop-out rates at secondary level are Conduct the phased implementation of a There may be resistance to the concept establishing an effective “second chance” very high. This is a massive waste of program in second chance education from heads and teachers education system for ex students who human resources and a loss to the state. Work to coordinate the DSHE, the Post project funding may be a constraint have dropped out of the conventional It also represents a huge human cost. Directorate of Technical and Vocational system. The SESIP-2 project will therefore start There may be no takers amongst Education an related donor initiatives in students the process by which some of the refining the second chance program wastage can be salvaged in order to Employers might no cooperate, benefit both state and individual.
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Appendix 4: Summary of initial poverty and social analysis
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Appendix 4: Summary initial poverty and social analysis
A. Linkages to the Country Poverty Analysis
Is the sector identified as a X Yes Is the sector identified as a national X Yes national priority in country poverty priority in country poverty partnership analysis? agreement? No No
Contribution of the sector/subsector to reduce poverty in Bangladesh Recognition of the systematic weakness in the sector prompted the Government to invest in education as a one of the four pillars of human development and accelerated economic growth. The Government is committed to improving secondary education through a set of comprehensive reforms. The Government has also committed, in addition to Education for All I and II, to the Millennium development Goals and the interim poverty reduction strategy paper process. Attaining the Millennium Development goals requires, among other things, the achievement of universal primary education, an adult literacy rate of 95%, and a secondary school enrollment rate of 95 % by 2015, while the interim poverty reduction strategy paper process entails the whole gamut of human development issues. The Government’s secondary education reform involves strengthening a large number of institutions and developing important policies, such as the nature and scope of decentralization. The reform process involves a large group of stakeholders and influences the flow of all major inputs into the subsector. A long-term view is necessary in relation to the implementation and achievement of policy and reform objectives. One of the major challenges has been to predict the pace at which reforms will take place. Thus the Government is pursuing reforms through a process approach, whereby pilot reform activities and lessons learned from them inform the continuation and expansion of reform activities. For the reforms to succeed, adequate time must be allowed to learn the lessons of pilots and to obtain the views and incorporate the plans of stakeholders at lower levels before a reform initiative is amalgamated into a nationwide initiative and expansion. To ensure the involvement and ownership of stakeholders, a bottom-up strategy for reform formulation is necessary instead of a top-down process. The reforms will contribute to better sector governance, increased system efficiency, more efficient use of resources and enhanced access to and quality of secondary education for all. The enrollment rates at the secondary level are still low, though female enrollment rates have increased significantly. However, the system is characterized by internal inefficiency as evidenced by low retention rates and poor result on the part of students . Dropout rates average 52% for secondary. education grades 6 – 10 (53 % for girls ) and 41% for higher secondary education grades 11-12 ( 40% for girls ) The major problem is poor teaching quality. Poor and disadvantaged students are affected the most because they rarely have other educational options and cannot afford the fees for additional tuition. While girls’ enrollment has improved significantly, their performance and retention in secondary education are determined by several factor, including the lack of female teachers. Other factors responsible for the poor quality of secondary education include the selection of unsuitable teachers, the unattractive job conditions, the lack of adequate training for teachers, and the inadequate supervision and monitoring. Students’ poor results in the secondary school certificate and higher secondary school certificate examinations, especially in the majority of rural schools, are indications of extensive wastage. Even successful secondary school graduates find that obtaining gainful employment is difficult, partly because of the irrelevance of the successful school curriculum to the labor market’s needs. All these factors discourage\the poor and disadvantaged from pursuing secondary education . Most of the underserved population is poor, landless, and rural, representing about 80% of the poor.Most of the benefits of secondary education are reaped by the better off, the bottom 20% of families receive 6% of the benefits of secondary education while the top 20% receive about 35%. Education is the basis of socioeconomic transformation and advancement and plays a major role in alleviating the worst effect of poverty. Globally, Education has been linked to a number of poverty–reducing behaviors. Reduced fertility rates are noticeable even among women with minimal education, health practices improve and participation in health clinics increases with education, farmers with education tend to obtain higher yields, and market activity increases in areas where education has been established for some time. The effects of education carry across generations. People who have been exposed to education view themselves and their roles within the community differently than those without such exposure. Nationwide, even a modest exposure to education reduces poverty levels substantially. When the head of a household has had only 1 to 4 years of schooling, that household is 37% less likely to be below the lower poverty line.
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B. Poverty Analysis Targeting Classification: General intervention
What type of poverty analysis is needed? Those poverty-related factors that affect enrollment, attendance, retention, cycle completion, and progression to higher education and/or the world of work will have to be analyzed. The following factors should be analyzed as causes of dropping out, poor performance in examinations, and poor correlation between external and internal assessments: irrelevant courses and curricula, poor quality of teaching and learning in the classroom, unfavorable academic environment at home and at school, and lack of remedial teaching and parental/ family support. However, poverty is multidimensional in nature, having spatial, ethnic, and gender characteristics. Thus all aspects of poverty need to be assessed to be able to design a project that will effectively address the multifarious needs of and constraints facing disadvantaged groups in relation to their successful participation in the secondary education subsector. The criteria for subproject design and selection also need to be clearly spelled out to address the specific constraints facing rural girls, the rural and urban poor, and ethnic minority groups. One possibility could be the provision of free textbooks, stipends, and free tuition to targeted disadvantaged groups as in the case of primary education, and this option could also be analyzed. Monitoring and evaluation criteria should specifically address all these issues, and both quantitative qualitative indicators should be provided to measure changes in status.
C. Participation process
X Yes Is there a stakeholder analysis No
The main actors and the direct beneficiaries of the project will include secondary school students; members of school management committees; teachers; teacher trainers and other professional educators in various institutions and organizations; educational officials, such as supervisors and managers; and key personnel engaged in formulating educational policies, plans, strategies, and regulatory frameworks and overseeing, monitoring, and evaluating their implementation impacts. The possible options for providing incentives to teachers, especially those serving in remote areas and those teaching subjects such as mathematics, science, and English, either in the form of additional remuneration and/or in kind ( social status, recognition, etc.) could be explored. Extensive consultation by means of seminars, workshops, and focus group discussions will be needed with all stakeholder groups to identify the strengths and weaknesses of the secondary education sector, while looking at improving the quality and relevance of the education provided, ensuring equitable access to quality education, and improving the efficiency of planning, management, and monitoring. The insights obtained will be helpful in designing the Secondary Education Sector Improvement Project II, first by building on the education system’s strengths and then by addressing its weaknesses, paying particular attention to system efficiency, decentralized management, increased enrollment of students from disadvantaged groups, higher retention rates, improved results and performance, and enhanced job prospects ( including self- employment ).
X Yes Is there a participation strategy? No
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D. Gender Development
Strategy to maximize impacts on women : Existing policies, plans, strategies and interventions should be reviewed in relation to sustaining the growth in enrollment of girls in secondary education and enhancing the cross generation effects of education. Given the lessons learned from the ongoing SESIP project, and in line with similar efforts under the Teaching Quality Improvement in Secondary Education Project, efforts to hire more female teachers to reach the target of 30%, especially in rural and remote areas, need to be enhanced, not only to improve girls’ access to secondary education, but also to provide more female role models for girls. Efforts to attract and retain qualified women to take up teaching in rural secondary schools as a profession by ensuring a gender friendly in schools and dormitories in rural upazilas, which would both improve girls access and enhance the career prospects of female teachers, need to be continued. Representation by women teachers and mothers on school management committees should be supported in line with similar efforts under the TQI project. Mainstreaming gender dimensions in curricula and materials needs further attention. In addition to issues related to girls’ secondary education, a focus on issues affecting boys’ success in secondary education is also important.
X Yes Has an output been prepared?
No
Social Safeguards and Other Issues Item Significant/not Strategy to address issues Plan significant/none required
Significant Full Resettlement Not significant Short X None X None
Affordability X Significant In line with ongoing reforms, government subvention X Yes of private secondary schools will be linked in a more Not significant No transparent manner to the performance of these None schools. Similarly, decentralized management will help reduce wastage in the subsector. The provision
of incentives for teachers and stipends for poor students, along with cost recovery through increased community participation should be explored
Labour Significant Yes Not significant X No X None
Indigenous Significant Specific actions to ensure that benefits will accrue to Yes Peoples X Not significant all, including indigenous peoples and ethnic X No minorities, should be integrated into the project None design
Other risks Significant X Yes and/or Not significant No vulnerabilities X None
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Appendix 5.1: Summary of project cost by expense category
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Summary of Project Cost by Expense Category (US$ '000)
Foreign Local % of Base Category Exchange Currency Total Cost
I. BASE COST A. Civil Works 0 34,962 34,962 23 B. Furniture and Equipment 1. Furniture 0 3,194 3,194 2. Equipment 24,226 1,275 25,501 3. Vehicles 1,769 0 1,769 Sub-total 25,995 4,469 30,464 20 C. Instructional Materials 281 2,528 2,809 2 D. Staff Development 1. Foreign 4,028 0 4,028 2. Local 0 12,860 12,860 Sub-total 4,028 12,860 16,888 11 E. Consultancy Services 1. International 11,020 0 11,020 2. Domestic 0 1,608 1,608 Sub-total 11,020 1,608 12,628 8 F. Special Programs 0 16,400 16,400 11 G. Stipend Program 0 3,000 3,000 2 H. Research Studies 0 919 919 1 I. Incremental Recurrent Cost 1. Adm. Support and O & M 0 28,744 28,744 2. P I U 0 828 828 Sub-total 0 29,572 29,572 19 J. Taxes & Duties 0 4,638 4,638 3 TOTAL BASE COST 41,323 110,956 152,279 100
II. CONTINGENCIES A. Physical Contingency 2,066 5,548 7,614 B. Price Escalation 3,059 22,880 25,939 TOTAL CONTINGENCIES 5,126 28,428 33,553
III. INTEREST & OTHER CHARGES 4,436 0 4,436
TOTAL PROJECT COST 50,884 139,383 190,268
PERCENTAGE 27 73 100 Notes: 1. Special Programs: a. Madrasah Improvement Fund - $15,000 SESIP2 Sheet1 b. Second Chance Education - $1,400 2. Base costs are as of October 2005. 3. Taxes and Duties at 10% of furniture and equipment. 4. Physical contingency is computed at 5% for all categories. 5. Local currency price escalation computed at 6.5% for 2005 and 5.0% per year from 2006 to 2012; foreign exchange escalation based on MUV Index of 3.0% 2005; 2.8% 2006 and 1.9% thereafter. 6. Interest charges are computed at 1.0% per year. 7. Totals may not add up because of rounding.
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Appendix 5.2: Cost estimate and financing arrangements
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COST ESTIMATE & FINANCING ARRANGEMENTS ($ 000 - contingencies distributed)
TOTAL COST BANK FINANCING GOVERNMENT FINANCING COST COMPONENTS Foreign Local Foreign Local Foreign Local Currency Currency Total Currency Currency Total Currency Currency Total A. Civil Works 0 43,328 43,328 0 43,328 43,328 0 0 0 B. Furniture and Equipment 1. Furniture 04,0564,05600004,0564,056 2. Equipment 27,436 1,614 29,050 27,436 1,614 29,050 0 0 0 3. Vehicles 1,975 0 1,975 Sub-total 29,411 5,670 35,080 29,411 1,614 31,024 0 4,056 4,056 C. Instructional materials 318 3,191 3,508 318 3,191 3,508 0 0 0 D. Staff Development 1. Foreign 4,497 0 4,497 4,497 0 4,497 0 0 0 2. Local 0 15,485 15,485 0 15,485 15,485 0 0 0 Sub-total 4,497 15,485 19,981 4,497 15,485 19,981 0 0 0 E. Consultancy Services 1. International 12,224 0 12,224 12,224 0 12,224 0 0 0 2. Domestic 0 1,954 1,954 0 1,954 1,954 0 0 0 Sub-total 12,224 1,954 14,177 12,224 1,954 14,177 0 0 0 E. Research Studies 01,1521,15200001,1521,152 F. Special Programs 0 21,389 21,389 0 21,389 21,389 0 0 0 G. Stipend Program 0 3,758 3,758 0 3,758 3,758 0 0 0 I. Incremental Recurrent Cost 1. Adm. Support and O & M 0 36,561 36,561 0 1,462 1,462 0 35,099 35,099 2. P I U 01,0371,03700001,0371,037 Sub-total 0 37,599 37,599 0 1,462 1,462 0 36,136 36,136 J. Taxes & Duties 05,8605,86000005,8605,860 TOTAL 46,449 139,383 185,832 46,449 92,180 138,629 0 47,203 47,203
Interest & other charges 4,436 0 4,436 4,436 0 4,436 0 0 0 GRAND TOTAL 50,884 139,383 190,268 50,884 92,180 143,064 0 47,203 47,203 PERCENTAGE 277310027487502525 SESIP2 Sheet2
138 Second Secondary Education Improvement Project (SESIP- 2)
Appendix 6: Implementation schedule
139 Second Secondary Education Improvement Project (SESIP- 2)
Component 1: Management and governance
SESIP 2 Indicative implementation schedule
Interventions/activities Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Component 1: Management and governance
Mobilise PMU Advisory phase PMU Full implementation phase PMU Inception period/inception report Recruit and employ firm for construction and renovation Establish Steering Committee/PIC Establish HRD wing Write job descriptions Design, trail and test appraisal system Set up HR database Set up, implement a senior managers development unit Review planning and development wing Set up and implement EMIS wing Set up and implement ICT wing Identify first group madrasah Implement reforms madrasah first group Identify second group madrasah Implement reforms madrasah second group Train SMC members Recruit and expand SPBMS personnel Plan and conduct needs analysis study for GIS and EMIS Plan and conduct ICT school survey and map data Plan and implement improved network infrastructure Develop M & E system Assess and refine M & E system Train MOE/DSHE managers in EMIS, M & E etc. UASs to brief head teachers in EMIS and M & E Oversee training programmes in web technology for ICT staff Plan and deliver management training for managers in ICT Delegate operational matters from DHSE to lower levels Improve systems of accountability, auditing and QA Strengthen DSHE mangement capacity Strengthen zonal and district planning capacity Formulate new roles and responsibilities for DSHE Provide training on roles to DSHE, zones, districts Train SMCs in SPBMS School level capacity building for academic supervision Establishing sustainability measures for decentralised management Reorganise zonal offices Revise and update SPBMS processes manuals and guides
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Component 2: Improved education provision
SESIP 2 Indicative implementation schedule
Interventions/activities Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Component 2: Improved education provision
Identify 900 clusters of schools to reecive ICT laboratories Plan detailed schedule to install ICT labs in schools Develop and set up 900 school ICT labs Review SCW organisation and functional arrangements Modernise curriculum development processes Mentor/train SCW managers and specialists Organise study tour Organise and support off-shore study programme Carry out report curriculum research Carry out and report curriculum monitoring Develop national secondary curriclum plan Develop grades 6-10 curriculum framework statement Reorganise and refurbish SCW area and upgrade equipment Develop new grades 6-8 Uni-track curriculum Review, adjust and modify grade 9-10 Uni-track curriculum SC recommends new grades 6-10 curriculum to MOE Liaise with MOE and ME B to establish SC Establish grades 9-10 Uni-track curriculum - Madrasah Develop grades 6-10 Uni-track curriculum - Madrasah Design/plan curriclum implementation training programmes Prepare training manuals and train trainers Train head and subject teachers Review ITEC legal status, structure and processes Align ITEC Textbook evaluation criteria Train ITEC evaluators Design/deliver private textbook writers training programme Prepare textbook writers training manual Monitor textbook approval and uptake by schools Review HSC format and recommend changes Establish a central assessment review body Build capacity of BISE system Develop secondary assessment Strengthen SBA
141 Second Secondary Education Improvement Project (SESIP- 2)
Component 3: Equity and access
SESIP 2 Indicative implementation schedule
Interventions/activities Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Component 3: Equity and access
Adopt gender policy and train in gender sensitivity Train SPBMS-related staff in gender issues Provide SESIP 2 staff with women-friendly environment Review TLRs, remove gender bias, add girl focus Ensure ICT targeted at girl students and women teachers Ensure SBA free from gender bias and girl focussed Ensure all project developed schools are girl friendly Encourage recruitment of women teachers Encourage women participation in SMCs Improve gender sensitivity of general and Madrasah staff Plan second chance education system Select secondary schools for piloting of second chance Pilot second chance system Monitor second chance system and recommend changes
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Appendix 7.1: Procurement packages
143 Second Secondary Education Improvement Project (SESIP- 2)
INDICATIVE PROCUREMENT PACKAGES ($ '000) /a Package/Items Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Total Cost Procurement Responsible I. Civil Works A. Management and Governance 1.ZEO offices ( 2 ) new 0 0 324 0 0 0 324 LCB DSHE/PMU 2.DEO offices ( 4 ) new 0 0 360 0 0 0 360 LCB DSHE/PMU 3.DEO office extension ( 60 ) 0 0 1,350 1,350 0 0 2,700 LCB DSHE/PMU 4.EED zonal offices (32) 0 1,037 1,037 0 0 0 2,074 LCB DSHE/PMU 5.Asst. District Engineers office (32) 0 288 288 0 0 0 576 LCB DSHE/PMU B. Improved Education Provision 1. Refurbishment of ITEC secretariat 10 0 0 0 0 0 10 LCB DSHE/PMU 2. Refurbishment of NCTB-SCW 40 0 0 0 0 0 40 LCB DSHE/PMU 3. Computer labs new (300) 0 1,260 1,260 1,260 0 0 3,780 LCB DSHE/PMU 4. Computer labs, major renovation (300 ) 0 420 420 420 0 0 1,260 LCB DSHE/PMU 5. Computer labs, minor renovation (300 ) 0 210 210 210 0 0 630 LCB DSHE/PMU C. Equity and Access 1. New schools ( 56 ) 0 0 4,914 4,259 0 0 9,173 ICB/LCB DSHE/PMU 2. Additional classrooms (1000) 2,520 3,780 3,780 2,520 0 12,600 ICB/LCB DSHE/PMU 3. Toilet facilities for girls (1500 ) 400 350 0 750 LCB DSHE/PMU Total Civil works 34,277 II. Equipment A. Management and Governance 1. Computers, software, copiers for DSHE, MOE, ZEO & DEO 743 275 175 0 0 0 1,193 IS/LCB DSHE/PMU B. Improved Education Provision 1. Computer, LAN setup, and aircon units for 900 ICT labs 0 2,640 5,280 8,760 5,280 0 21,960 IS/LCB DSHE/PMU 2. Training equipment for NCTB-SCW, ITEC, and NAC 98 0 0 0 0 0 98 IS/LCB DSHE/PMU C. Equity and Access 1. Science equipment for 900 schools 0 0 0 0 2,250 2,250 IS/LCB DSHE/PMU Total equipment 25,501 III. Vehicles A. Management and Governance 1. Motorbikes (546) for ZEO, DEO and UAS 0 0 1,340 0 0 0 1,340 LCB DSHE/PMU 2. Jeeps and microbus for DSHE, DIA, ZEO and PIU 0 0 429 0 0 0 429 LCB DSHE/PMU Total Vehicles 1,769 IV. Furniture A. Management and Governance 1. Furniture for ZEO, DEO, UAS and MOE 19 270 0 46 0 0 335 IS/LCB DSHE/PMU B. Improved Education Provision 1. Furniture for computer labs, NCTB and ITEC 12 0 664 664 0 0 1,340 IS/LCB DSHE/PMU C. Equity and Access 1. Furniture for 56 new schools & 1000 additional classrooms 0 0 0 773 747 0 1,520 IS/LCB DSHE/PMU Total Furniture 3,195
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Appendix 7.2: Procurement packages
145 Second Secondary Education Improvement Project (SESIP- 2)
INDICATIVE PROCUREMENT PACKAGES - Continued ($ '000) Package/Items Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Total Cost Procurement Responsible V. Instructional Materials A. Management and Governance 1. Printing of EMIS and M&E forms 13 13 13 13 13 13 78 IS/LCB DSHE/PMU B. Improved Education Provision 1. Teacher guides, training & curriculum materials 115 363 291 1,541 289 132 2,731 IS/LCB DSHE/PMU Total Instruction Materials 2,809 VI. Overseas Training A. Management and Governance 1. Regional training for M&E staff 0 70 0 0 0 0 70 QBS/QCBS DSHE/PMU 2. Study tour for EMIS staff 0 60 68 0 0 0 128 QBS/QCBS DSHE/PMU B. Improved Education Provision 1. Study tours on curriculum and student assessment 60 30 205 205 30 0 530 QBS/QCBS DSHE/PMU 2. Master/PG diploma 480 780 780 780 480 0 3,300 QBS/QCBS DSHE/PMU Total Overseas Training 4,028 VII. Consultancy Services A. Management and Governance 1. International consultants 480 1560 1020 480 300 120 3,960 QBS ADB/DSHE 2. Domestic consultants 68 285 143 90 45 15 646 QCBS ADB/DSHE B. Improved Education Provision 1. International consultants 1140 1280 1040 660 520 140 4,780 QBS ADB/DSHE 2. Domestic consultants 78 203 195 165 78 35 753 QCBS ADB/DSHE C. Equity and Access 1. International consultants 120 240 480 240 0 0 1,080 QBS ADB/DSHE 2. Domestic consultants 15 15 30 30 30 0 120 QCBS ADB/DSHE D. Project Management 1. International consultants 360 480 240 120 0 0 1,200 QBS ADB/DSHE 2. Domestic consultants 15 30 30 15 0 0 90 QCBS ADB/DSHE Total Consultancy Services 2276 4093 3178 1800 972.6 309.6 12,629
Total Indicative Procurement 84,208
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Annual Indicative Procurement 3,866 14,328 26,366 26,261 12,932 455 84,208
DSHE = Diectorate of Secondary and Higher Education, PMU = Project Management Unit, ZEO = Zonal Education Office, DEO = District Education Office, EED = Education Engineering Department, ITEC=Independent Textbook Evaluation Committee, NCTB-SCW = National Curriclum and Textbook Board, Secondary Curriculum Wing, NAC = National Assessment Center, UAS = Upazilla Academic Supervis EMIS = Educational Managnement and Information Sustem, M & E = Monitoring and Evaluation, MOE = Ministry of Education, LCB = Local competive Bidding, ICB = International Competitive Bidding, IS = International Shopping, QBS = quality based selection, QCBS = quality and cost based selection. /a Values do not include contingencies
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Appendix 8: External assistance and lessons learned
147 Second Secondary Education Improvement Project (SESIP- 2)
External assistance and lessons learned
Project Title & Source of Amount ($) Project Objectives Major Lessons Learned Lessons Learned Incorporated in Project Period Funding Design Secondary ADB 72 million To assist the Government’s efforts to New posts created for capacity An organizational and capacity review will be Education arrest deterioration in the quality of development in a project must be carried out at the beginning of the Project. Development secondary education. The Project carefully targeted and staffed to Project aimed to improve the quality, achieve the project outputs. (SEDP) relevance, and efficiency of secondary education. 1994–1999 Higher ADB 60.9 million To establish effective mechanisms for Management training should not be The project will establish a small top-grade Secondary detailed policy formulation and a one-off (paper) exercise senior management development center Education implementation of the reform agenda. Unplanned transfers of project staff concerned with training in planning, the use Project The Project focused on subsector and appointments of staff without of electronic data for MIS (HSEP) reforms, quality, equitable access, and the relevant professional The project will monitor management training management and planning capacity. 1995–1999 competency will jeopardize an in- held under TQI and collaborate if or when The Project financed curriculum service teacher training network. necessary. development and textbook improvement, in-service teacher Non-transfer of development posts The project will attempt to reduce arbitrary training, education management to the revenue budget will result in transfer by about 5% per annum improvement, and construction of unfilled posts and staff postings, The project will differentiate between “project” HSTTIs and higher secondary intermittent funding, and training appointments (finite for the duration of the schools. target numbers not achieved. project) and ”permanent appointments” (to be Specific responsibility for all aspects transferred to the revenue budget) of a project must be allocated to An extended inception phase will ensure that appropriate government officials, allocation of responsibilities will take place with clear lines of responsibility for after suitable consultation and agreement. sustainability and non-transfer of key staff, to ensure sense of ownership and advocacy at the end of the Project. Secondary ADB 56.1 million To strengthen institutional capacity at Bringing together stakeholders The Project design entailed consultation with Education national, district and school levels to through regular meetings can stakeholders and other concerned parties Sector deliver education services more contribute to policy development The composition of the project steering Improvement efficiently and equitably, in addition to and realistic targets. committee is broad to ensure efficient inter- Project assisting the Government in Investing in the professional ministerial reform coordination. (SESIP) implementing its Secondary Education development through overseas Sector Development Plan, 2000–2010 The project will liaise frequently with the TQI 2000–2005 training and in-country activities can project through PMU coordination officers Strengthening Ministry of Education's show tangible results in both The Project will have strong inputs of in-
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Project Title & Source of Amount ($) Project Objectives Major Lessons Learned Lessons Learned Incorporated in Project Period Funding Design (MOE’s) institutional capacity to plan, individual and group activities. country and overseas training for selected manage and monitor the secondary Covenants for key project activities, staff. education system. such as filling vacant posts, rapid A new ICT Wing will be established to ensure Expanding equitable access to posting of key staff, etc., must be improved data collection for central and secondary education by providing new enforced to ensure success of decentralized management secondary schools or classrooms in previous and existing projects. The capacity of DSHE, other relevant MOE under-served areas and stipends for New Initiatives should NOT be directorates, and BANBEIS will be girls. started at the end of projects strengthened to analyze and use data Strengthening the capacity for Follow-up projects should be adequately for policy and planning. curriculum development. planned in good time to take care of The Project contains a policy and institutional Privatizing textbook production. incomplete and leftover programs reform matrix presenting the important Reforming the examination system. and interventions that are unlikely to relationships between project activities, be completed during the remaining quality improvement, assurances, and Improving teacher education. life of a project. milestones. These will be closely monitored Strengthening school management Projects must not hire too many by the Project Monitoring Unit of the PMU. and supervision. people who either are not finite or The Project will take further key initiatives cannot be transferred to the revenue begun in earlier projects including budget. PROMOTE, HSEP, SEDP. Projects must not make (or Establishment of senior positions in teacher encourage) GoB to become donor training faculty is included to ensure more aid dependent attractive career structure at TTCs. Consolidating a plan to establish functional specialization within the specialized agencies Establish a Human Resources Development Wing to staff effectiveness and morale Program to European 37 million To create a congenial environment for Male dominated SMCs fail to The Project will build on successful Motivate, Commissi quality education for girls at rural encourage women or girls from interventions made by various development Train, and on (EC) secondary schools by improving the participating in secondary.Girl partners to further develop measures to Employ quality of primary female teachers and students in remote areas and from encourage women and girls to participate in Female helping the transition from a disadvantaged groups are not secondary education Teachers in conservative to a more gender- attracted to secondary education The Project will support restructuring the Rural sensitive society gender awareness SMCs composition to include more females. Secondary programs and special courses for Schools women teachers;gender sensitivity in (PROMOTE) training materials; assessment; opportunities for professional 1999–2005 development and advancement.
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Appendix 9: Problem analysis
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Appendix 10: Financial sustainability analysis
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Financial sustainability analysis
1 The Government’s share in the project is estimated at $47.2 million over six years and will consist mainly of furniture, research studies, incremental recurrent costs and taxes and duties. Two scenarios were prepared to analyze its affordability and fiscal impact on governments’ education budget: (i) a “high case” scenario where the education budget was projected based on the actual budgets from 1999 to 2004; and (ii) a “low case” scenario where the education budget remains the same from 2007 to 2012, with no provision for increases.
2 The annual share of the Government in the Project cost, together with commitments in another ongoing ADB funded project, the Teaching Quality Improvement in Secondary Education Project (TQI), were compared to the annual education budget (“high case” scenario) for the years 2007 to 2012. The Government’s annual commitment as a percentage of the education budget ranges from 0.6% to 1.2%, averaging 0.8% per year over the six-year life of the project. The same comparison was made for the government’s share in the incremental recurrent cost for both SESIP-2 and TQI projects, with their education revenue budget and the range is 0.6% to 0.9%, averaging 0.8% over the life of the project.
3 In the “low case” scenario, the Government’s annual commitment as a percentage of the education budget ranges from 0.6% to 1.4%, and averaging 0.9% over the six-year life of the project. On the incremental recurrent cost, the ratio is 0.9% per year over the life of the project.
4 In both scenarios, the Government’s annual commitment for the SESIP-2 and TQI is deemed affordable and sustainable.
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FINANCIAL SUSTAINABILITY ANALYSIS High Case Scenario a/ (US$ '000)
2007 2008 2009 2010 2011 2012
1. Gov't. Share in SESIP-2 2,935 6,786 11,806 13,298 8,964 3,414 2. Gov't. Share in TQI 3,600 3,600 3,600 3,600 3,600 0 3. Total Gov't. Commitments 6,535 10,386 15,406 16,898 12,564 3,414 4. Central Gov't.Education Budget b/ 1,171 1,232 1,293 1,355 1,416 1,477 5. % Gov't. Share/Educ. Budget 0.6 0.8 1.2 1.2 0.9 0.2
6. Share in SESIP-2 Recurrent Cost 6,023 6,023 6,023 6,023 6,023 6,023 7. Share in TQI Recurrent Cost 275 275 275 275 275 0 8. Total Gov't. Commitments 6,298 6,298 6,298 6,298 6,298 6,023 9. Gov't.Education Revenue Budget b/ 737 775 814 852 891 929 10. % Gov't. Share/Educ. Rev. Budget 0.9 0.8 0.8 0.7 0.7 0.6 a/ High case scenario assumes the education budget will increase based on 1999 to 2004 trend. b/ (in $ million) Source: Bangladesh Educational Statistics, BANBEIS (1999 - 2004) and projected to Year 2012.
Low Case Scenario c/ (US$ '000)
2007 2008 2009 2010 2011 2012
1. Gov't. Share in SESIP-2 2,935 6,786 11,806 13,298 8,964 3,414 2. Gov't. Share in TQI 3,600 3,600 3,600 3,600 3,600 0 3. Total Gov't. Commitments 6,535 10,386 15,406 16,898 12,564 3,414 4. Central Gov't.Education Budget d/ 1,171 1,171 1,171 1,171 1,171 1,171 5. % Gov't. Share/Educ. Budget 0.6 0.9 1.3 1.4 1.1 0.3
6. Share in SESIP-2 Recurrent Cost 6,023 6,023 6,023 6,023 6,023 6,023 7. Share in TQI Recurrent Cost 275 275 275 275 275 0 8. Total Gov't. Commitments 6,298 6,298 6,298 6,298 6,298 6,023 9. Gov't.Education Revenue Budget b/ 737 737 737 737 737 737 10. % Gov't. Share/Educ. Rev. Budget 0.9 0.9 0.9 0.9 0.9 0.8 c/ Low case scenario assumes no increase in the education budget from 2007 to 2012. d/ (in $ million) Source: Bangladesh Educational Statistics, BANBEIS (1999 - 2004) and projected to Year 2012.
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Appendix 11: Economic analysis
155 Second Secondary Education Improvement Project (SESIP- 2)
Appendix 11: Economic analysis
1 An economic analysis of the SESIP-2 project was prepared using the Reverse Cost- Benefit method. In the traditional method of performing a cost-benefit analysis, the stream of costs and benefits are enumerated, normally over a 25-year period and the internal rate of return (IRR) is calculated, based on the stream of net benefits. The ADB hurdle rate for the IRR of projects is 12 percent.
2 In the reverse cost-benefit method, the flow of costs, taken from the project cost estimates, are calculated. Given the target IRR of 12 percent, the amount of benefits required to attain this IRR, are then estimated. A financial model was prepared, where selected variables can be tried, until the IRR reaches the target of 12 percent.
3 The following assumptions are used in the financial model: • Enrolment projections will follow the straight-line projections, given in the UNFPA paper, up to year 2020. These projections were tested with the actual enrolment reported by BANBEIS for 2000 to 2003, and were found to be reasonably accurate (+/- 2% variance). The enrolment growth for 2022 - 2032 were estimated at 3 percent per year. • Completion rates were based on the average of 1999 – 2003 rates from BANBEIS data. These are 24.4 percent for secondary and 56.8 percent for higher secondary students. • Dropout rates are 75.6 percent for secondary and 43.2 percent for higher secondary students. • A minimum wage of $300 per year or Tk19,500 is used and adjusted for real growth in the wage rate by 3 percent annually. • Benefits will start in 2009 which is the third year of project implementation. • Project cost will be distributed annually, based on the disbursement schedule estimated for the project. • After project completion in 2012, the government will continue expenditure for the incremental recurrent cost, with the exception of the PIU. These expenses are mainly for salaries, operations and maintenance of agencies established by the project.
4 The variables used in the financial model are: • Percentage of graduates, both secondary and higher secondary, absorbed into the labor force, annually. • Percentage of dropouts from both secondary and higher secondary, absorbed into the labor force annually.
5 In order to attain the 12 percent IRR, the absorption rate of graduates from both secondary and higher secondary schools must be 35 percent annually. The absorption rate for school dropouts must be 40 percent. For 2007, the estimated entry into the active labor force is 4.3 million for both graduates and dropouts, using the above absorption rates. The latest labor force survey was done in 2001-2003 and shows an employed population of 44.3 million. The growth rate of employed population in Bangladesh is about 5 percent annually. The calculated labor force entry of 4.3 million is only 7 percent of the estimated employed labor force in 2007. Hence the absorption rate required for the IRR of 12 percent is deemed attainable. The table below gives the calculations.
156 Second Secondary Education Improvement Project (SESIP- 2)
ECONOMIC ANALYSIS ($ '000)
A BCDE Year Project Cost GOB Costs Total Cost Benefits Net Benefits (I R C) (A+B) (D - C)
2007 11,605 0 11,605 0 -11,605 2008 26,887 0 26,887 0 -26,887 2009 46,476 0 46,476 2,097,109 2,050,633 2010 52,263 0 52,263 2,593,614 2,541,351 2011 34,994 0 34,994 3,132,510 3,097,516 2012 13,276 0 13,276 3,716,215 3,702,939 2013 0 5,749 5,749 4,347,376 4,341,627 2014 0 5,749 5,749 5,028,773 5,023,025 2015 0 5,749 5,749 5,764,656 5,758,907 2016 0 5,749 5,749 6,555,921 6,550,172 2017 0 5,749 5,749 7,406,491 7,400,742 2018 0 5,749 5,749 8,319,722 8,313,973 2019 0 5,749 5,749 9,299,135 9,293,386 2020 0 5,749 5,749 10,348,419 10,342,670 2021 0 5,749 5,749 11,470,712 11,464,963 2022 0 5,749 5,749 12,681,756 12,676,007 2023 0 5,749 5,749 13,981,927 13,976,179 2024 0 5,749 5,749 15,377,115 15,371,366 2025 0 5,749 5,749 16,873,579 16,867,831 2026 0 5,749 5,749 18,477,979 18,472,230 2027 0 5,749 5,749 20,197,390 20,191,641 2028 0 5,749 5,749 22,039,336 22,033,588 2029 0 5,749 5,749 24,011,815 24,006,066 2030 0 5,749 5,749 26,123,326 26,117,578 2031 0 5,749 5,749 28,382,904 28,377,156 2032 0 5,749 5,749 30,800,151 30,794,402 GOB = Government of Bangladesh IRC = Incremental Recurrent Cost IRR % 12
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Appendix 12: Summary of consultancy services
158 Second Secondary Education Improvement Project (SESIP- 2)
Project Component/Expertise Person-Months Estimated Cost ($'000) International Domestic International Domestic 1. Management and Governance 1a. Human Resources Management 1. Policy and Reform / Team Leader 60 60 1,200 150 2. Job Descriptions 9 12 180 30 3. Records 12 12 240 30 4. Senior Management Development 12 12 5. Appraisals 9 12 180 30 1b. Planning and Policy 1. Organizational Development 33 608 1d. Monitoring and Evaluation 1. Education M & E 033083 1e. E M I S 1. EMIS specialist 9 30 180 75 2. GIS specialist 60 1200 1g. Madrasha 1. Policy and Management 36 36 720 90 2. Curriculum Reform 18 24 360 60 Sub-total 174 234 3,240 555
2. Improved Education Provision 2a. Curriculum, Textbooks and Materials 1. Curriculum Dev. & Implementation 45 36 900 90 2. Curriculum Monitoring & Development 41 39 820 98 3. Curriculum-based Classroom Research 24 18 480 45 4. Curriculum Implementation Training 24 0 480 0 5. Secondary School Textbook 24 24 480 60 6. Publishing Management 1.5 0 30 0 7. Textbook Writing 90 1800 8. Textbook Editing 40 800 9. Textbook Design 1.5 0 30 0 10. Textbook Marketing 01 03 2b. Student Assessment 1. Psychometrics & Research 18 24 360 60 2. Senior Examination Expert 18 0 360 0 3. Assessment for Learning 12 18 240 45 4. Test Development 12 0 240 0 5. Science Assessment 018045 6. Social Studies Assessment 018045 7. Language Assessment 018045 8. Mathematics Assessment 018045 9. Training Specialist 6 12 120 30 2c. ICT 1. ICT specialist 6 33 120 83 2. School ICT Survey 4338083 Sub-total 250 310 5,000 775
3. Equity and Access 3a. Gender 1. Gender policy specialist 36 48 720 120 3e. Second Chance 1.Organization and Development 18 24 360 60 Sub-total 54 72 1,080 180
4. Project Management 00 00 2. Financial Adviser 12 0 240 0 3. Procurement Adviser 12 0 240 0 4. Project M & E Adviser 36 36 720 90 Sub-total 60 36 1,200 90
Total 538 652 10,520 1,600
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Appendix 13: Indicative terms of reference
160 Second Secondary Education Improvement Project (SESIP- 2)
Appendix 13: Indicative terms of reference for SESIP-2 consultants
International consultants PM Policy and Reform Consultant / Team Leader 60 • The Team Leader will have overall management and supervision of the SESIP-2 technical assistance team, coordinate their work, and ensure the quality and timely production of their inputs. The TL will represent the TA team at the Steering and Project Implementation Committees, and ensure the establishment and maintenance of constructive relations between the project and the government and between the project and other projects – particularly the TQI project. S/he will also be responsible for: • The production of a comprehensive Inception Report within 6 months of the commencement of the TA. This report should contain a survey of the position in secondary education at that time and should contain recommendations – if appropriate – for changes or amendments to the original project plan. • The timely production of all other reports required by either the ADB of the GOB and ensuring that they are of the highest quality • Oversee the establishment of the HRDW and advise and assist the HRD specialists in the structure and modality of all its constituent sections – in particular the senior staff development section. • Specifically advise and assist the team of O&D consultants who will review the role and functions of the Planning and Development Wing of the DSHE • Specifically advise and assist the teams working on the Madrasah and Second Chance sub projects. Human Resources Development Specialist – Job Descriptions 9 • The consultant will be an experience HRD practitioner preferably with experience of working in public service reform in south Asia. The consultant will • Conduct a survey (interviews / workshops / focus groups / document study etc) into the situation pertaining to job descriptions in the DSHE and related agencies. • In cooperation with HRD Appraisals Specialist discuss with senior managers, section heads and personnel and conduct a job analysis of all positions from research officer upwards • After having sought and received agreement from senior management and other concerned parties, and having liaised with members of the Specialized Posts Selection Committees (if they exist) write modern job descriptions for DSHE personnel that will be relevant to the needs of management and staff. • Train the staff of the Placement Section of the HRDW in job analysis, job descriptions and other related HRD matters. Human Resources Development Specialist – Records 12 The consultant will be an experience HRD practitioner preferably with experience of working in public service reform in south Asia. In close cooperation with the job description specialist, the consultant will, using on-the- job training modalities, train the members of the Records Section of the HRDW in the construction, implementation and maintenance of a personnel and training records database. Working in close cooperation with the EMIS wing, this will include a facility to: • Collect data concerning all aspects of personnel (e.g. training, appraisal reports, positions held, skills and qualifications) to be recorded on a database linked to the EMIS • Gather and maintain all relevant information about each education cadre personnel (e.g. name; date of birth; subject; qualification; experience; skills possessed; date of joining; date of promotion; etc.) • Gather and maintain all relevant information about each post or job (e.g. category of post; number of sanctioned posts; qualification, skill and experience required for the post etc.) • Gather and maintain all relevant information about organization/institution (e.g. type of institution; number of sanctioned posts – subject and category-wise; number of filled posts with names of personnel in positions; number of vacant posts etc.) • Provide data and information to other sections and to the management when required. • Closely liaise and cross reference with the EMIS Human Resources Development Specialist – Appraisals 9 The objectives of the Appraisal function will include performance measurement, performance improvement, the identification of potential, the identification of training needs, assistance in making placement and promotion decisions etc. In close cooperation with the job description specialist, the consultant will, using on- the-job training modalities, train the members of the Appraisals Section of the HRDW in the design, implementation and practice of modern appraisal techniques. This will include a facility to: • design an appropriate appraisal methodology • assist managers and supervisors with the administration of appraisal and the timely collection of appraisal reports • review the appraisal reports and recommendations and identifying strengths and\weaknesses • in liaison with Placements, determine suitability for promotion and posting to specific positions • in liaison with Staff Development, identify areas of training needed to overcome the weaknesses or improve performance • identify and deal with any cases calling for disciplinary actions in liaison with Records, provide necessary information to other authorized sections 161 Second Secondary Education Improvement Project (SESIP- 2)
International consultants PM Senior Staff Development Specialist 12 The objective of this consultancy is to assist the Staff Development Unit to establish and implement bespoke training programs and senior policy and planning seminars using senior facilitators from Bangladesh and elsewhere. The work will involve on-the-job training of Staff Development personnel in: • Training needs analysis and the assessment of current and future training needs on the basis of job description, job specification, job analysis and performance appraisal results • Preparing annual staff development plans to address training needs • Preparing short and long term schemes for staff development through training at home and abroad in various areas of educational specializations • Planning, designing and arranging senior and specialized training events • Liaison with Records Section to maintain an inventory of trained personnel and other training records • Maintaining an inventory of persons needing training on specific areas of specialization • Nominating/selecting candidates for training, attending seminars/workshops higher studies • Identify, invite, brief and generally assist Bangladeshi and foreign Leaders of seminars and other senior policy and planning events. Organizational Development (P&D) 3 • The consultant will review the status of the Planning and Development Wing of the DSHE and prepare an audit that will • Quantify and qualify the contribution that the Wing makes to the DSHE in general and planning in particular • Review the activities and value of the new Quality Assurance Unit and advise it on its activities and development • Make practical recommendations for the future of the Planning and Development Wing so that it will play a fuller part in policy planning and Monitoring. Decentralization Specialist 24 The International Consultant will have the following responsibilities:
• Prepare implementation programs in the areas of decentralized management in collaboration with the DSHE/MoE. • Provide professional advice and training to the relevant agencies on matters relating to implementation of decentralized management. • Review the arrangements and progress in the formal delegation of operational matters from the DSHE to the lower level. • Review the existing systems for decentralization of planning and monitoring at the zonal and district education offices. • Assess the outcome of training provided to the planning and monitoring officers, upazila academic officers, SMC members and others associated with the decentralized management structure. • Assess the level of capacity building for improved academic supervision and school management. • Analyze the measures for sustainability of decentralized management. • Review the functionality of the upazila level secondary education offices and their usefulness in improving academic performance of schools. • Assess and decide the requirements for new staff employed at the decentralized levels. • Analyze the strengths and weaknesses of the school performance based management system (SPBMS) and propose measures for further strengthening of the system. • Establish appropriate criteria for developing and strengthening coordination between the DSHE and the support agencies.
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International consultants PM EMIS Specialist 9 • Work with the ICT specialist in designing and supervising the execution of end user trials and user information needs analysis studies for the current EMIS in DSHE. • Define the job descriptions of the EMIS services unit staff. • Work with the GIS and ICT specialists to recommend improvements to the EMIS and GIS and assist project staff to produce a tender document to secure the services of a contractor to enhance the EMIS and GIS according to the results of the end user trials and user needs analysis study. • Prepare TOR for inclusion into tender documents for the enhancement of EMIS software already developed under SESIP-1 • Design and implement a series of training workshops to provide EMIS use training to personnel from MOE, DSHE and other agencies, including district and zonal managers. • Design and implement a range of awareness activities to increase EMIS awareness and promote EMIS use for education managers in DSHE and MOE • Liaise with M&E specialists to incorporate in the TOR the requirements for the M&E wing’s software. • Liaise with ICT, GIS and M&E specialists and BANBEIS to prepare plan for data collection, verification, data entry and use of outputs generated by these systems. • Assist DSHE ICT wing in planning for user awareness and training activities • Oversee the EMIS software enhancement by the implementing firm. • Review data collection and verification system and suggest enhancements. GIS Specialist 6 • Review GIS at BANBEIS and DSHE and perform user needs analysis studies to develop a unified GIS to be used in the Secondary sector integrated with EMIS database. • Design and supervise the execution of end user trials and user information needs analysis studies for the current GIS. • Work with the ICT & Education specialist to recommend improvements to the EMIS and GIS and assist project staff to produce a tender document to secure the services of a contractor to enhance the EMIS and GIS according to the results of the end user trials and user needs analysis study. • Work with IT managers in DSHE to purchase, allocate and install sufficient additional user licenses for the GIS system • Coordinate the operation of the GIS between BANBEIS and DSHE so the institutions share the GIS databases. • Advise BANBEIS on the incorporation of the ICT school survey data into BANBEIS databases and assist in the preparation of an ICT schools map ICT & Education Specialist 6 • Work with the EMIS and GIS specialists in designing and supervising the execution of end user trials and user information needs analysis studies for the current EMIS in DSHE and GIS systems in DSHE and BANBEIS. • Work with the GIS and EMIS specialists to recommend improvements to the EMIS and GIS and assist project staff to produce a tender document to secure the services of a contractor to enhance the EMIS and GIS according to the results of the end user trials and user needs analysis study. • Investigate overseas training programs in web-enabled technologies and determine a suitable program for the technical staff in the new ICT wing in DSHE • Assist the DSHE in setting up the new ICT wing, and work with other specialists in formulating the job descriptions for all staff in the new ICT wing, organising and/or providing training for management staff as necessary • Prepare ADB international shopping bidding documents to tender for the purchase and translation into Bangla of sets of computer-based learning materials in Mathematics, English and Science for the 900 computer laboratories being provided by the project • Assess the suitability of the current network infrastructure linking DSHE, BANBEIS and MOE and, taking account of emerging network infrastructures in Bangladesh, produce a timed and costed action plan for necessary improvements. Oversee the implementation of the plan. • Work with the School survey and ICT Laboratory specialist define criteria (inc Madrasah, underserved areas, number of students, number of female students) for selecting clusters of schools eligible to share laboratories. • Review the recent ICT curriculum produced by NCTB, and determine appropriate short courses in Bangladesh to upgrade the skills of one teacher for each ICT school laboratory being introduced by the project. Assist project staff in making arrangements for teachers to be trained in these courses.
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International consultants PM School ICT Survey Specialist 4 • Design and plan a study to produce a school map of ICT facilities in all secondary schools in Bangladesh, based on the school mapping carried out by SESIP-1. • Assist in the production of tender documents, survey instruments and ToR for the process of local tendering to carry out the study, and assist in identifying the best tender. • Work with the ICT and ICT Laboratory specialists define criteria (inc Madrasah, underserved areas, number of students, number of female students) for selecting clusters of schools eligible to share laboratories. Policy and Management Specialist (Madrasah) 36 The specialist will be responsible for the development of the 64 pilot study madrasahs and for assisting and advising Madrasah Curriculum Reform Specialist develop a variation of the uni-track curriculum for use in madrasah. The specialist will • Build up good working relations with the Madrasah Education Board (MEB), the MTTI Gazipur, staff students and parents of all pilot schools, and other relevant actors and stakeholders. • During inception, prepare and implement a National Workshop on madrasah. The objective is to ensure consensus on, and support and assistance for, the planned project activities. • Conduct a baseline survey of the 30 Stage 1 madrasah selected by TQI • Prepare and implement a development plan for the Stage 1 Madrasah • Repeat for Stage 2 madrasah but amend according to lessons learned in Stage 1. • In cooperation with TQI, prepare a plan for the upgrading of the MTTI Gazipur • Review the structure and workings of the MEB and make recommendation for reform / improvement Madrasah Curriculum Reform Specialist 18 The specialist will be responsible for developing a Grades 9-10 Uni-track Curriculum – Madrasah version that provides a pathway for Dakhil Madrasah students to SSC Examination. The specialist will:- Build up good working relations with the Madrasah Education Board (MEB), the MTTI Gazipur, staff students and parents of all pilot schools and other relevant actors and stakeholders • Through negotiation, meetings, focus groups etc, prepare a preliminary plan of action for developing the madrasah style curriculum and present it for at a major workshop and also to the project Steering Committee for approval • Working closely with both the MEB and the relevant sections and specialists of the NCTB, design and pilot test (in the 64 pilot madrasah and elsewhere) a version of the Grades 9-10 Uni-track Curriculum that provides a pathway for Dakhil Madrasah students to present at the SSC Examination • Prepare a report on the results and present to a national workshop • Organize workshops and courses for MTTI trainers on the new (amended) curriculum • Organize workshops and courses for relevant madrasah teachers on the new (amended) curriculum Curriculum Design and Development Specialist 45 The specialist will • In the context of the project and in coordination with concerned agencies and management staff, prepare a 5 year National Secondary Curriculum Plan (NSCP) that provides a logical framework for Government planned reform and developments in secondary curriculum for the period 2008-2012; • Develop, for implementation in January each year, an Annual Secondary Curriculum Workplan (ASCWP) based on progress and any MOE requested adjustment of the NSCP • Review SCW staffing structure and, within available resources, assist the Chairman NCTB to align SCW staff Job Descriptions to both the NSCP and ASCWP; • Support/mentor and assist the Member Curriculum to manage the work of groups of SCW specialists around a range of curriculum monitoring, research and development projects designed to upgrade the quality of curriculum maintenance and reform processes, and outputs; • Assist the Chairman NCTB to set criteria and recommend SCW specialists for international study; • Advise the Chairman NCTB on a suitable institutions and/or agencies to visit during a 2-3 week off-shore study tour for senior NCTB and ITEC staff; • Work with the Madrasah Education Board to develop a Grades 9-10 Uni-track Curriculum – Madrasah version that provides a pathway for Dakhil Madrasah students to SSC Examination; • Work with the Curriculum Research and Development specialist to assist the Member Curriculum and CDU to develop a Curriculum Framework Statement for Grades 6-10; • Assist the Member Curriculum to support SCW established curriculum development groups to develop Subject Manuals for a new Grades 6-8 Uni-track Curriculum; • Assist the TL to coordinate the involvement of the TA specialists in this component.
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International consultants PM Curriculum Monitoring and Development Specialist 41 The specialist will
• Collaborate with the Member Curriculum to plan, direct and support the work of the Curriculum Monitoring Unit (CMU) and the MDU (in relation to Textbook use in classrooms); • Provide on-the job mentoring/training to the Member Curriculum, CMU and MDU in relation to curriculum monitoring processes including instrument development, data collection and analysis from schools and classrooms, and teachers and students; • Assist in the preparation of written reports to provide regular feedback on the implemented curriculum and recommendations for improvements to the MOE, DSHE, NTRCA, ITEC, NAEM and TTC • Work with the Curriculum Design and Development specialists to assist the Member Curriculum and CDU to develop a Curriculum Framework Statement for Grades 6-10 Uni-track Curriculum; • Support SCW established curriculum development groups to develop Subject Manuals for the Grades 6-8 Curriculum; • Work with a small group of CDU members to review the Grades 9-10 Uni-Track curriculum and adjust as necessary to align with Curriculum Framework Statement for 6-10 and the ‘new’ Grades 6-8 Uni-track Curriculum, and also to make improvements as indicated by classroom research and curriculum monitoring reports; • Assist the CDU and the MDU to produce Teacher’s Guides for SBA Grades 6-8 (for Subject); • Support the SCW Monitoring Group to establish sound base-line data on the introduction of the new Grades 6-8 Uni-track Curriculum and devise ways of communicating and using these data. Curriculum Research and Development Specialist 24 The specialist will
• Work with the Member Curriculum to assist groups of SCW specialists identify, design, pilot, carry out and prepare reports on a suite of research projects designed to provide up-to-date and context relevant data to inform future secondary curriculum reforms and in particular the development of a modernised Grades 6-8 Uni-track Curriculum; • Assist the SCW staff involved in off-shore Masters and Advanced Diploma study, to identify and design research projects that while meeting Study Provider requirements also add usefully to the Bangladesh secondary curriculum knowledge base • Work with the Curriculum Design and Development specialists to assist the Member Curriculum and CDU to develop a Curriculum Framework Statement for Grades 6-10 Uni-track Curriculum; Curriculum Implementation Specialist 24 The specialist will
• Work with the Member Curriculum and a group of SCW specialists to design and plan a 2 x 5 day Curriculum Implementation Training Program for trained head and subject teachers in the context of the Grades 9-10 Uni-track Curriculum; • Assist the SCW group to develop a comprehensive Training of Trainers manual and to organise and deliver a series of 25 day Training of Trainers program for 250 selected head teachers/subject teachers; • Work with a SCW group and the selected trainers to develop subject-centred, activity-based Training manual for the 2 x 10 day Curriculum Implementation Training program; • Assist the SCW group to organise and deliver two cycles of Curriculum Implementation Training involving a total of 21,000 teachers; • Assist the SCW Monitoring Unit to prepare a report on this training which will include suggestions for improvement • Assist the Member Curriculum and a group of SCW specialists to repeat an improved (through feedback) similar scale training model [(1) – (6) above] with different trainers and teachers once the to be developed Grades 6-8 Unitrack Curriculum is being finalised for implementation; • Assist the Monitoring Unit to prepare a report on this training which will include recommendations for improvement.
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International consultants PM Textbook Design and Development Specialist 15 The specialist will
• Complete a review of the legal standing, processes and activities of the ITEC; • Work with DSHE and key ITEC and NTCB staff to assist with any remaining policy and practice requirements to achieve full privatization of all General Education Grades 6-12 secondary subject textbooks except those for Bangla and Religious Studies; • Work with ITEC to review the process for setting textbook evaluation criteria to ensure alignment with Secondary Curricula; • Work with ITEC and the MDU to develop a training manual and program to train a pool of ITEC Evaluators; • Support the MDU to deliver the Evaluator Training Program to ITEC established groups; • Develop a brief and support the short-term international TA to prepare Training Manuals and associated training materials for a series of 10-day Training Programs on key processes in secondary textbook writing for private sector writers in the context of the Grades 9-10 Uni-track Curriculum; • Work with the MDU to plan and assist the short-term TA to deliver a series of 10-day Training Programs; (vii) work with the MDU to develop a detailed ‘Training Manual for Secondary Textbook Writers’ complete with training materials based on the International TA led training and on feedback from participants and facilitators Textbook Writing Specialist 1 5 The specialist will
• Work with the other Textbook Writing specialists to design and produce a training manual and associated materials for 3 x 10-day Training Program for private sector textbook writers in the context of upgrading the quality and alignment of textbooks for the compulsory subjects in the Grades 9-10 Uni-track Curriculum; • Facilitate 3 x 10-day Training Program for private sector Science, Mathematics, ICT textbook writers; • Provide the MDU with a disk copy of the Training Program and supporting material for inclusion in a ‘Training Manual for Secondary Textbook Writers and Publishers’ Textbook Writing Specialist 2 4.5 The specialist will
• Work with the other Textbook Writing specialists to design and produce a training manual and associated materials for 3 x 10-day Training Program for private sector textbook writers in the context of upgrading the quality and alignment of textbooks for the compulsory subjects in the Grades 9-10 Uni-track Curriculum; • Facilitate 3 x 10-day Training Program for private sector textbook writers; • Provide the MDU with a disk copy of the Training Program and supporting material for inclusion in a ‘Training Manual for Secondary Textbook Writers and Publishers’ Textbook Writing Specialist 3 4.5 The specialist will
• Work with the other Textbook Writing specialists to design and produce a training manual and associated materials for 3 x 10-day Training Program for private sector textbook writers in the context of upgrading the quality and alignment of textbooks for the compulsory subjects in the Grades 9-10 Uni-track Curriculum; • Facilitate 3 x 10-day Training Program for private sector textbook writers (of other curriculum subjects – not Bangla nor religious Studies); • Provide the MDU with a disk copy of the Training Program and supporting material for inclusion in a ‘Training Manual for Secondary Textbook Writers and Publishers’
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International consultants PM Psychometrics and Research Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will:
• Advise the senior management of the NAC on team building and professional development strategy; • Establish NAC capacity in key areas of psychometrics, notably item response theory (IRT), and help the NAC to build a bank of resources on statistics and psychometrics; • Assist the NAC team in the design and planning of the studies which it is tasked to carry out under the project; • Assist the NAC team in analyzing and reporting the studies which it is tasked to carry out under the project, and on dissemination strategy; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Senior Examinations Expert (NAC) 18 In collaboration with other members of the consultant team, the expert will:
• Advise the senior management of the NAC on team building and professional development strategy; • Deliver seminars for educators and policy advisers on developments in examination systems internationally, and help the NAC to build a bank of resources on examinations systems internationally; • Review the present public examination system in depth, identify critical issues that may impede future development, and propose options for medium-term development strategy; • Advise the senior management of the MoE and BISE as required on options and strategy for developing BISE system; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Assessment for Learning (AfL) Specialist (NAC) 12 In collaboration with other members of the consultant team, the specialist will:
• Advise the senior management of the NAC on team building and professional development strategy; • Support planning of the AfL component of the project; • Support and guide implementation of the AfL component of the project; • Build awareness, through seminars, workshops and other means, of developments in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests, and help the NAC to develop a bank of resources on AfL and related areas; • Assist the NAC to plan and deliver capacity building for teachers in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators.
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International consultants PM Test Development Specialist (NAC) 12 In collaboration with other members of the consultant team, the specialist will
• Advise the senior management of the NAC on team building and professional development strategy, and help the NAC to build a bank of resources on test development; • Assist the NAC in establishing systems for test development, and developing a common approach to the formative and summative assessment of learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments – written, practical and project-based; • Assist the NAC team in the design, development and field testing of formative and summative assessment items that are appropriate to the curriculum stage and overall approach; • Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items according to the overall approach adopted; • Assist the NAC team to design, develop and field test activity-based workshop materials for training for teachers, paper setters and moderators and others on constructing and scoring formative and summative assessment items according to the overall approach adopted; • Participate as required in developing formative and summative assessment instruments, including specifications and exemplar questions, and content and question analysis; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Training Specialist (NAC) 6 In collaboration with other members of the consultant team, the specialist will:
• Establish an activity-based approach to design of training materials within the NAC; • Support development of a house style for training packages, incorporating the activity-based approach; • Assist the NAC team in developing training and dissemination plans as required for the project; • assist the NAC team in planning the training packages required for the project, and developing the necessary materials; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Gender Specialist 36 • The International consultancy is required for three years, from January 2007 to December 2009 to extend her/his support to formulate gender policy, impart training, review and develop documents on gender in Bangladesh and involve in awareness raising activities. Participatory research will be a part of the consultancy. • The consultant will work closely with the local gender consultants and project staff and be responsible to form the gender focal points and gender resource groups at field level. • Participation in the training sessions of gender focal points and gender resource groups will also be the responsibility of the consultant. The consultant will take the key role in monitoring the activities across the components so that the gender issues are addressed properly. • The consultant will be responsible to provide guidelines in incorporating gender sensitive strategies in curriculum, project documents and reports. The collection of gender disaggregated data by the UAS will be closely monitored by the consultant. • The consultant will support the organize workshops, follow up workshops and make recommendations for future follow up activities. • The consultant should have worked in the areas of gender and education with experience of working in South Asian countries.
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International consultants PM Organization and Development (Second Chance) Consultant 18 • The consultant will review the feasibility of establishing second chance education in the secondary school sector. The consultant will: • Carry out a feasibility study to establish the need and desire on the part of stakeholders and other concerned persons to introduce a second chance education opportunity • Interrelate and liaise with employers and employer and trade associations to establish the extent of their cooperation in second chance education • Identify and profile the types of dropout students who would be likely to benefit from Second Chance • In cooperation with the Technical Training Directorate and (perhaps) the MOL, identify up to 10 pilot schools in selected areas that could offer the second chance system wih the best chance of success • Advise and assist the management and staff of the selected pilot schools on how to offer second chance education. • Investigate the possibilities of attracting stipends to fund the system. Adviser to the PMU- Finance 12 • The Project Finance Adviser will be an accountant with experience of international aid projects. s/he will be familiar with the accounting systems of the Asian Development Bank as it pertains to major Loan projects. • The Project Finance Adviser will advise and assist the Project Director and train his staff on all issues relating to the projects finances (the operation and management of the imprest account, reporting, monitoring etc). • The Adviser will be based in the PMU but will also advise the Team Leader on all aspects financial affecting the project. • Initially scheduled for 12 months input, this should be reviewed after 6 months by the Team Leader, Project Director and the Bank with a view to reducing the period if circumstances indicate that there is no further need for such an input. Adviser to the PMU- Procurement 12 • The Project Procurement Adviser will be an experience procurement practitioner with experience of international aid projects. s/he will be familiar with the procurement systems of the Asian Development Bank as it pertains to major Loan projects. • The Project Procurement Adviser will advise and assist the Project Director and train his staff on all issues relating to the procurement (tender preparation, letting, reporting, monitoring etc). • The Adviser will be based in the PMU but will also advise the Team Leader on all aspects of procurement affecting the project. • Initially scheduled for 12 months input, this should be reviewed after 6 months by the Team Leader, Project Director and the Bank with a view to reducing the period if circumstances indicate that there is no further need for such an input. Project Monitoring and Evaluation Consultant 36 • The Project M&E Specialist’s function is to monitor the activities and direction of the SESIP-2 project to ensure that they are running on schedule and achieving the objectives set out in the Logframe. The consultant will be based in either the PMU or project TA offices. The consultant will:- • Organize a baseline study of all aspects of the project activities. Special attention should be given to updating conditions on the previous SESIP-1 project. • Identify and establish quantifiable time-bound performance indicators for all 3 components and their sub- components • In cooperation with the main EMIS and M&E, design an electronic data collection and monitoring system relating exclusively to SESIP-2 activities • In cooperation with the other project subject specialists and stakeholders design a system that will, in addition to the quantifiable related data, will monitor quality in project activities • Produce regular (frequency to be decided) reports to the Project Director and the Team Leader. In addition provide reports on an ad hoc basis for project subject specialists. • Contribute, as required, to Steering Committee or PIC meetings • Train members of the PMU in monitoring and evaluation techniques TOTAL INTERNATIONAL CONSULTANTS - 31 551
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Local consultants PM Policy and Reform Consultant / Deputy Team Leader 60 • The Deputy Team Leader will, in the absence of the Team Leader, have overall management and supervision of the SESIP-2 technical assistance team, coordinate their work, and ensure the quality and timely production of their inputs. When necessary, the Deputy TL will represent the TL at the Steering and Project Implementation Committees, and ensure the establishment and maintenance of constructive relations between the project and the government and between the project and other projects – particularly the TQI project. S/he will also assist and advise the TL in his/her responsibilities for: • The production of a comprehensive Inception Report within 6 months of the commencement of the TA. This report should contain a survey of the position in secondary education at that time and should contain recommendations – if appropriate – for changes or amendments to the original project plan. • The timely production of all other reports required by either the ADB of the GOB and ensuring that they are of the highest quality • Oversee the establishment of the HRDW and advise and assist the HRD specialists in the structure and modality of all its constituent sections – in particular the senior staff development section. • Specifically advise and assist the team of O&D consultants who will review the role and functions of the Planning and Development Wing of the DSHE • Specifically advise and assist the teams working on the Madrasah and Second Chance sub projects. Human Resources Development Specialist – Job Descriptions 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, The consultant will • Conduct a survey (interviews / workshops / focus groups / document study etc) into the situation pertaining to job descriptions in the DSHE and related agencies. • In cooperation with HRD Appraisals Specialist discuss with senior managers, section heads and personnel and conduct a job analysis of all positions from research officer upwards • After having sought and received agreement from senior management and other concerned parties, and having liaised with members of the Specialized Posts Selection Committees (if they exist) write modern job descriptions for DSHE personnel that will be relevant to the needs of management and staff. • Train the staff of the Placement Section of the HRDW in job analysis, job descriptions and other related HRD matters. Human Resources Development Specialist – Records 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, the consultant will: • Collect data concerning all aspects of personnel (e.g. training, appraisal reports, positions held, skills and qualifications) to be recorded on a database linked to the EMIS • Gather and maintain all relevant information about each education cadre personnel (e.g. name; date of birth; subject; qualification; experience; skills possessed; date of joining; date of promotion; etc.) • Gather and maintain all relevant information about each post or job (e.g. category of post; number of sanctioned posts; qualification, skill and experience required for the post etc.) • Gather and maintain all relevant information about organization/institution (e.g. type of institution; number of sanctioned posts – subject and category-wise; number of filled posts with names of personnel in positions; number of vacant posts etc.) • Provide data and information to other sections and to the management when required. • Cross reference with the EMIS Human Resources Development Specialist – Appraisals 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, the consultant will: • Design an appropriate appraisal methodology • Assist managers and supervisors with the administration of appraisal and the timely collection of appraisal reports • Review the appraisal reports and recommendations and identifying strengths and weaknesses • In liaison with Placements, determine suitability for promotion and posting to specific positions • In liaison with Staff Development, identify areas of training needed to overcome the weaknesses or improve performance • Identify and deal with any cases calling for disciplinary actions in liaison with Records, provide necessary information to other authorized sections
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Local consultants PM Training and Staff Development Specialist 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, the consultant will organize and give on-the-job training of Staff Development personnel in: • Training needs analysis and the assessment of current and future training needs on the basis of job description, job specification, job analysis and performance appraisal results • Preparing annual staff development plans to address training needs • Preparing short and long term schemes for staff development through training at home and abroad in various areas of educational specializations • Planning, designing and arranging senior and specialized training events • liaison with Records Section to maintain an inventory of trained personnel and other training records • Maintaining an inventory of persons needing training on specific areas of specialization • Nominating/selecting candidates for training, attending seminars/workshops, higher studies • Identify, invite, brief and generally assist Bangladeshi and foreign leaders of seminars and other senior policy and planning Organizational Development (P&D) 3 Working with and to the instructions of the international consultant, the consultant will review the status of the Planning and Development Wing of the DSHE and prepare an audit that will • Quantify and qualify the contribution that the Wing makes to the DSHE in general and planning in particular • Review the activities and value of the new Quality Assurance Unit and advise it on its activities and development • Make practical recommendations for the future of the Planning and Development Wing so that it will play a fuller part in policy planning and Monitoring. Decentralization Specialist 24 The consultant will support the international consultant to carry out the following responsibilities: • Prepare implementation programs in the areas of decentralized management in collaboration with the DSHE/MoE. • Provide professional advice and training to the relevant agencies on matters relating to implementation of decentralized management. • Review the arrangements and progress in the formal delegation of operational matters from the DSHE to the lower level. • Review the existing systems for decentralization of planning and monitoring at the zonal and district education offices. • Assess the outcome of training provided to the planning and monitoring officers, upazila academic officers, SMC members and others associated with the decentralized management structure. • Assess the level of capacity building for improved academic supervision and school management. • Analyze the measures for sustainability of decentralized management. • Review the functionality of the upazila level secondary education offices and their usefulness in improving academic performance of schools. • Assess and decide the requirements for new staff employed at the decentralized levels. • Analyze the strengths and weaknesses of the school performance based management system (SPBMS) and propose measures for further strengthening of the system. • Establish appropriate criteria for developing and strengthening coordination between the DSHE and the support agencies. Education M&E Specialist 33 • Define the job descriptions of the M&E wing staff.
• Analyse the data collection and reporting needs for the M&E wing. • Assist the Director (M&E) to develop monitoring indicators and data collection formats. Indicators from SPBMS to be examined for possible inclusion. • Assist the GIS, ICT and EMIS specialist to prepare TOR for Software firm for the development of software for M&E wing. • Prepare M&E training plan and develop materials for training of DSHE, Zone, District and Upazila staff including heads of institution. • Assist the Director (M&E) to conduct training using the materials developed.
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Local consultants PM EMIS Specialist 30 • Assist the International EMIS specialist in his/her TOR.
• Review the current status of EMIS in DSHE, along with related developments in BANBEIS and any relevant ongoing or emerging projects • Define the job descriptions of the EMIS services unit staff. • Prepare TOR for Software firm for the enhancement of EMIS software already developed under SESIP-1 • Liaise with M&E specialists to incorporate in the TOR the requirements for the M&E wing’s software. • Liaise with ICT, GIS and M&E specialists and BANBEIS to prepare plan for data collection, verification, data entry and use of outputs generated by these systems. • Assist DSHE ICT wing in planning for user awareness and training activities • Oversee the EMIS software enhancement by the implementing firm. • Review the EMIS data collection and verification system, suggest enhancements and instigate programs to implement these enhancements. ICT Specialist 33 • Assist the International ICT specialist in his/her TOR. • Assist in determining the best tender for the provision of computer-based learning materials for the school laboratories. • Work with the domestic ICT Laboratory specialist in overseeing the laboratory installation process at each stage of the phased installation plan, recommending improvements for the next phase and overseeing their implementation • Work with M&E and EMIS specialists in reviewing the M&E an EMIS system improvements at all stages ICT Laboratory Specialist 33 • Design a suitable layout for the schools computer laboratory, along with a appropriate LAN, printers, specifications of all necessary hardware and software configurations for the laboratory, additional equipment required. • Use the school clusters identified by the School survey and ICT Laboratory specialist in formulating a phased plan for the installation of laboratories into schools, and assist project staff in preparing bidding documents for the laboratory installation process. • Work with project staff and the ICT specialists in formulating the local competitive tender documents for the laboratory provision process. • Assist in the selection of the best tender to carry out the laboratory installation program. • Work with the domestic ICT specialist in overseeing the laboratory installation process at each stage of the phased installation plan, recommending improvements for the next phase and overseeing their implementation. Policy and Management Specialist (Madrasah) 36 Working with and to the instructions of the international consultant, the specialist will be responsible for the development of the 64 pilot study madrasahs and for assisting and advising Madrasah Curriculum Reform Specialist develop a variation of the uni-track curriculum for use in madrasah. The specialist will • Build up good working relations with the Madrasah Education Board (MEB), the MTTI Gazipur, staff students and parents of all pilot schools, and other relevant actors and stakeholders. • During inception, prepare and implement a National Workshop on madrasah. The objective is to ensure consensus on, and support and assistance for, the planned project activities. • Conduct a baseline survey of the 30 Stage 1 madrasah selected by TQI • Prepare and implement a development plan for the Stage 1 Madrasah • Repeat for Stage 2 madrasah but amend according to lessons learned in Stage 1. • In cooperation with TQI, prepare a plan for the upgrading of the MTTI Gazipur • Review the structure and workings of the MEB and make recommendation for reform / improvement
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Local consultants PM Madrasah Curriculum Reform Specialist 24 Working with and to the instructions of the international consultant, the consultant will be responsible for developing a Grades 9-10 Uni-track Curriculum – Madrasah version that provides a pathway for Dakhil Madrasah students to SSC Examination. The specialist will:- • Through negotiation, meetings, focus groups etc, prepare a preliminary plan of action for developing the madrasah style curriculum and present it for at a major workshop and also to the project Steering Committee for approval • Working closely with both the MEB and the relevant sections and specialists of the NCTB, design and pilot test (in the 64 pilot madrasah and elsewhere) a version of the Grades 9-10 Uni-track Curriculum that providesa pathway for Dakhil Madrasah students to present at the SSC Examination • Prepare a report on the results and present to a national workshop • Organize workshops and courses for MTTI trainers on the new (amended) curriculum • Organize workshops and courses for relevant madrasah teachers on the new (amended) curriculum Curriculum Design and Development Specialist 36 The specialist will work in tandem with the International Design and Development Specialist to • Ensure the International specialist has a high level of awareness of existing and emerging stakeholder perceptions, concerns and positions relating to all aspects of their TOR; • Prepare the NSCP and ASCWP; • Assist in aligning SCW Job Descriptions to both the NSCP and ASCWP; • Assist the Member Curriculum and SCW groups involved in curriculum monitoring, research and development projects • Assist in all aspects of discussion, negotiation, and developmental activity involving the Madrasah Education Board or its nominated staff and SCW to develop a Grades 9-10 Uni-track Curriculum – Madrasah Version; • Assist the development of a Curriculum Framework Statement for Grades 6-10; • Support the SCW develop Subject manuals for a new Grades 6-8 Uni-track Curriculum. Curriculum Monitoring and Development Specialist 39 The specialist will work in tandem with the International Monitoring and Development Specialist to • Collaborate with the Member Curriculum to plan, direct and support the work of the Curriculum Monitoring Unit (CMU) and the MDU (in relation to Textbook use in classrooms); • Provide on-the job mentoring/training to the Member Curriculum, CMU and MDU in relation to curriculum monitoring processes including instrument development, data collection and analysis from schools and classrooms, and teachers and students; • Assist in the preparation of written reports to provide regular feedback on the implemented curriculum and recommendations for improvements to the MOE, DSHE, NTRCA, ITEC, NAEM and TTC • Work with the Curriculum Design and Development specialists to assist the Member Curriculum and CDU to develop a Curriculum Framework Statement for Grades 6-10 Uni-track Curriculum; • Support SCW established curriculum development groups to develop Subject Manuals for the Grades 6-8 Curriculum; • Work with a small group of CDU members to review the Grades 9-10 Uni-Track curriculum and adjust as necessary to align with Curriculum Framework Statement for 6-10 and the ‘new’ Grades 6-8 Uni-track Curriculum, and also to make improvements as indicated by classroom research and curriculum monitoring reports; • Assist the CDU and the MDU to produce Teacher’s Guides for SBA Grades 6-8 (for Subject); • Support the SCW Monitoring Group to establish sound base-line data on the introduction of the new Grades 6-8 Uni-track Curriculum and devise ways of communicating and using these data. Curriculum Research and Development Specialist 18 The specialist will • Work in tandem with the International Research and Development specialist to • Ensure the International specialist has a high level of awareness of stakeholder perceptions, concerns and positions relating to all aspects of their TOR; • Assist groups of SCW specialists to identify, design, pilot, carry out and prepare reports on a suite of research projects designed to provide up-to-date and context relevant data to inform future secondary curriculum reforms and in particular the development of a modernised Grades 6-8 Uni-track Curriculum; • Assist the SCW staff involved in off-shore Masters and Advanced Diploma study, to identify and design research projects that while meeting Study Provider requirements also add usefully to the Bangladesh secondary curriculum knowledge base • Work with the Curriculum Design and Development specialists to assist the Member Curriculum and CDU to develop a Curriculum Framework Statement for Grades 6-10 Uni-track Curriculum
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Local consultants PM Textbook Design and Development Specialist 15 The specialist will work in tandem with the International Textbook Design and Development specialist to
• Ensure the International specialist has a high level of awareness of stakeholder perceptions, concerns and positions relating to all aspects of their TOR; • Assist a review of the legal standing, processes and activities of the ITEC any remaining policy and practice requirements to achieve full privatization of all General Education Grades 6-12 secondary subject textbooks except those for Bangla and Religious Studies; • Work with ITEC to review the process for setting textbook evaluation criteria to ensure alignment with Secondary Curricula; • Work with ITEC and the MDU to develop a training manual and program to train a pool of ITEC Evaluators; • Support the MDU to deliver the Evaluator Training Program to ITEC established groups; • Develop a brief and support the short-term international TA to prepare Training Manuals and associated training materials for a series of 10-day Training Programs on key processes in secondary textbook writing for private sector writers in the context of the Grades 9-10 Uni-track Curriculum; • Work with the MDU to plan and assist the short-term TA to deliver a series of 10-day Training Programs; • Work with the MDU to develop a detailed ‘Training Manual for Secondary Textbook Writers’ complete with training materials (in Bangla) based on the International TA led training and on feedback from participants and facilitators. Textbook Marketing Specialist 1 The specialist will
• Design and facilitate a 5-day Training Program on the marketing of secondary textbooks in Bangladesh; • Provide the MDU on disk a summary of issues and a description of approaches and techniques that can assist to develop an informed and viable market. Educational Research Specialist (NAC) 24 In collaboration with other members of the consultant team, the specialist will:
• Advise the senior management of the NAC on team building and professional development strategy; assist the NAC team in the design and planning of the studies which it is tasked to carry out under the project; • Assist the NAC team in analyzing and reporting the studies which it is tasked to carry out under the project, and on dissemination strategy; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Assessment for Learning (AfL) Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • • Advise the senior management of the NAC on team building and professional development strategy; • Support planning of the AfL component of the project; • Support and guide implementation of the AfL component of the project; • Build awareness, through seminars, workshops and other means, of developments in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests, and help the NAC to develop a bank of resources on AfL and related areas; • Assist the NAC to plan and deliver capacity building for teachers in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and report at the end of each period of consultancy against the workplans and other agreed progress indicators
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Local consultants PM Science Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will:
• Assist the NAC in developing a common approach to the formative and summative assessment of learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments in science subjects – written, practical and project-based; • Assist the NAC team in the design, development and field testing of formative and summative assessment items in science subjects that are appropriate to the curriculum stage and overall approach; • Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items in science subjects according to the overall approach adopted; • Assist the NAC team to design, develop and field test activity-based workshop materials for training for teachers, paper setters and moderators and others on constructing and scoring formative and summative assessment items according to the overall approach adopted; • Participate as required in developing formative and summative assessment instruments in science subjects, including specifications and exemplar questions, and content and question analysis; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Social Studies Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will:
• Assist the NAC in developing a common approach to the formative and summative assessment of learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments in social studies subjects – written, practical and project-based; • Assist the NAC team in the design, development and field testing of formative and summative assessment items in social studies subjects that are appropriate to the curriculum stage and overall approach; • Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items in social studies subjects according to the overall approach adopted; • Assist the NAC team to design, develop and field test activity-based workshop materials for training for teachers, paper setters and moderators and others on constructing and scoring formative and summative assessment items according to the overall approach adopted; • Participate as required in developing formative and summative assessment instruments in social studies subjects, including specifications and exemplar questions, and content and question analysis; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators.
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Local consultants PM Language Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • Assist the NAC in developing a common approach to the formative and summative assessment of learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments in languages – written, practical and project-based; • Assist the NAC team in the design, development and field testing of formative and summative assessment items in languages that are appropriate to the curriculum stage and overall approach; • Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items in languages according to the overall approach adopted; • Assist the NAC team to design, develop and field test activity-based workshop materials for training for Teachers, paper setters and moderators and others on constructing and scoring formative and summative assessment items according to the overall approach adopted; • Participate as required in developing formative and summative assessment instruments in languages, including specifications and exemplar questions, and content and question analysis; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Mathematics Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • Assist the NAC in developing a common approach to the formative and summative assessment of learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments in mathematics – written, practical and project-based; • Assist the NAC team in the design, development and field testing of formative and summative assessment items in mathematics that are appropriate to the curriculum stage and overall approach; • Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items in mathematics according to the overall approach adopted; • Assist the NAC team to design, develop and field test activity-based workshop materials for training for teachers, paper setters and moderators and others on constructing and scoring formative and summative assessment items according to the overall approach adopted; • Participate as required in developing formative and summative assessment instruments in mathematics, including specifications and exemplar questions, and content and question analysis; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress indicators. Training Specialist (NAC) 12 In collaboration with other members of the consultant team, the specialist will: • Establish an activity-based approach to design of training materials within the NAC; • Support development of a house style for training packages, incorporating the activity-based approach; • Assist the NAC team in developing training and dissemination plans as required for the project; • Assist the NAC team in planning the training packages required for the project, and developing the necessary materials; • Assist the NAC in establishing systems for developing and field-testing training materials, and commissioning and monitoring training activities; • Advise on, support and monitor the NAC field-testing of training materials and delivery of training; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them; • Participate as required in in-country staff training and orientation; and report at the end of each period of consultancy against the workplans and other agreed progress indicators.
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Local consultants PM Gender Specialist 1 36 • The consultant should have experience of training in gender textual analysis, a strong understanding and working experience of gender issues and education in Bangladesh, have knowledge and experience about the secondary Education system in Bangladesh. • The consultant will be responsible to help in formulating gender policy, doing participatory research, review and develop documents on gender, construct gender focal point and resource groups, organize workshops, facilitate/impart/ arrange training for project staff, gender focal points and gender resource groups. • The consultant will have close links with all the components of the projects to ensure that gender issues are addressed across the project components. Gender Specialist 2 12 • A local consultant will be hired for one year for intermittent period. The duration of the consultancy will be based on the needs of the gender components, especially to impart training to project key personnel, in different phases. • The consultant should have experience of training in gender textual analysis, a strong understanding and working experience of gender issues and education in Bangladesh, have knowledge and experience about the secondary Education system in Bangladesh. • The consultant will be responsible to construct gender focal point and resource groups, facilitate/impart/ arrange training for project staff, gender focal points and gender resource groups.. Organization and Development (Second Chance) Consultant 36 Working with and to the instructions of the international consultant, the consultant will
• The consultant will review the feasibility of establishing second chance education in the secondary school sector. The consultant will: • Carry out a feasibility study to establish the need and desire on the part of stakeholders and other concerned persons to introduce a second chance education opportunity • Interrelate and liaise with employers and employer and trade associations to establish the extent of their cooperation in second chance education • Identify and profile the types of dropout students who would be likely to benefit from Second Chance • In cooperation with the Technical Training Directorate and (perhaps) the MOL, identify up to 10 pilot schools in selected areas that could offer the second chance system with the best chance of success • Advise and assist the management and staff of the selected pilot schools on how to offer second chance education. • Investigate the possibilities of attracting stipends to fund the system. Project Monitoring and Evaluation Consultant 36 Working with and to the instructions of the international consultant, the consultant will:
• The Project M&E Specialist’s function is to monitor the activities and direction of the SESIP-2 project to ensure that they are running on schedule and achieving the objectives set out in the Logframe. The consultant will be based in either the PMU or project TA offices. The consultant will:- • Organize a baseline study of all aspects of the project activities. Special attention should be given to updating conditions on the previous SESIP-1 project. • Identify and establish quantifiable time-bound performance indicators for all 3 components and their sub- components • In cooperation with the main EMIS and M&E, design an electronic data collection and monitoring system relating exclusively to SESIP-2 activities • In cooperation with the other project subject specialists and stakeholders design a system that will, in addition to the quantifiable related data, will monitor quality in project activities • Produce regular (frequency to be decided) reports to the Project Director and the Team Leader. In addition provide reports on an ad hoc basis for project subject specialists. • Contribute, as required, to Steering Committee or PIC meetings • Train members of the PMU in monitoring and evaluation techniques TOTAL LOCAL CONSULTANTS - 30 643
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Appendix 14: Data on madrasah education
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Appendix 14: Data on madrasah education
Information on the number of students, number of trained and untrained teachers, gender breakdown, facilities, unit costs, class sizes, curriculum etc is given below. Data collected from a research study which was conducted in July 2005 entitled, “Analysis of Madrasah in Bangladesh & Pakistan” (Authors: Mercer, M. M, Murshid T. M, Kabir M. Z, Khan A. R, July 2005. Firm: SEMA Belgium & Atos Origin Belgium in association with Ace Global and financed by Europe Aid/116548/C/SV Lot No: Studies for Asia), from BANBEIS, 2003 and from Bangladesh Madrasah Education Board.
Madrasahs, teachers and students, 2002
Teachers Students Institutions Total Female Total Female
Type Number Number Number % Number Number %
Madrasa Education (Dakhil to Kamil) 7,820 113,810 5,195 4.6 3,398,043 1,507,824 44.4
Number of Alia (government approved1) madrasahs by level, 1998– 2004
1998 1999 2000 2001 2002 2003* 2004** Level Number Number Change % Number Change % Number Change % Number Change % Number Change % Number Change %
Dakhil 4,868 4,890 0.5 5,015 2.6 5,391 7.5 5,536 2.7 5,628 1.7 5,926 5.3
Alim 998 1,074 7.6 1,087 1.2 1,087 0.0 1,105 1.7 1,129 2.2 1,138 0.8
Fazil 970 1,017 4.8 1,029 1.2 1,029 0.0 1,032 0.3 1,036 0.4 1,042 0.6
Kamil 120 141 17.5 148 5.0 144 -2.7 147 2.1 152 3.4 156 2.6
TOTAL 6,956 7,122 2.4 7,279 2.2 7,651 5.1 7,820 2.2 7,945 1.6 8,262 4.0
* Provisional ** Estimated
1 For all years there are 3 Government Kamil madrasahs; all other Alia madrasahs are non-government madrasahs operating with government approval
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Number of teachers in Alia (Government approved) madrasahs by level, 1998–2004
1998 1999 2000 2001 2002 2003* 2004** Level Number Number Change % Number Change % Number Change % Number Change % Number Change % Number Change % Dakhil 60,120 61,310 2.0 64,211 4.7 67,026 4.4 70,247 4.8 71,475 1.7 75,853 6.1 Alim 17,965 17,562 -2.2 18,648 6.2 18,117 -2.8 18,428 1.7 18,854 2.3 19,232 2.0 Fazil 18,352 20,811 13.4 21,840 4.9 21,136 -3.2 21,423 1.4 21,549 0.6 21,882 1.5 Kamil 3,0`34 3,679 21.3 3,792 3.1 3,714 -2.1 3,712 -0.1 3,854 3.8 3,962 2.8 TOTAL 99,471 103,362 3.9 108,491 5.0 109,993 1.4 113,810 3.5 115,732 1.7 120,929 4.5
* Provisional ** Estimated
Number of students in Government approved Alia madrasahs by level, 1998–2004
1998 1999 2000 2001 2002 2003* 2004** Level Number Number Change % Number Change % Number Change % Number Change % Number Change % Number Change % Dakhil 1,708,318 1,817,770 6.4 1,879,707 3.4 2,091,253 11.3 2,168,441 3.7 2,206,176 1.7 2,320,992 5.2 Alim 429,229 508,292 18.4 518,178 1.9 521,957 0.7 532,601 2.0 544,178 2.2 548,216 0.7 Fazil 436,106 584,218 34.0 596,456 2.1 595,588 -0.1 605,112 1.6 607,096 0.3 610,212 0.5 Kamil 74,822 114,613 53.2 117,864 2.8 90,309 -23.4 91,889 1.7 94,544 2.9 96,720 2.3 TOTAL 2,648,475 3,024,893 14.2 3,112,205 2.9 3,299,107 6.0 3,398,043 3.0 3,451,994 1.6 3,576,140 3.6
* Provisional ** Estimated
Alia madrasa student:teacher ratio (STR) by level, 1998–2004
Level 1998 1999 2000 2001 2002 2003* 2004** Dakhil 28 30 29 31 31 31 31 Alim 24 29 28 29 29 29 29 Fazil 24 28 27 28 28 28 28 Kamil 25 31 31 24 25 25 24 Average 27 29 29 30 30 30 30
** Number of alia madrasahs by level: total and for girls, 1998–2002
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Dakhil Alim Fazil Kamil Total Year Total For girls Total For girls Total For girls Total For girls Total For girls Number Number % Number Number % Number Number % Number Number % Number Number % 1998 4,868 520 10.7 998 42 4.2 970 13 1.3 120 1 0.8 6,956 576 8.3 1999 4,890 609 12.5 1,074 59 5.5 1,017 21 2.1 141 3 2.1 7,122 692 9.7 2000 5,015 628 12.5 1,087 61 5.6 1,029 23 2.2 148 4 2.7 7,279 784 10.8 2001 5,391 701 13.0 1,087 61 5.6 1,029 21 2.0 144 1 0.7 7,651 784 10.2 2002 5,536 733 13.2 1,105 64 5.8 1,032 23 2.2 147 1 0.7 7,820 821 10.5
Number of teachers in alia madrasas by level: total and female, 1998–2002
Dakhil Alim Fazil Kamil Total Year Total Femal Total Female Total Female Total Female Total Female Number Number % Number Number % Number Number % Number Number % Number Number % 1998 60,120 1,936 3.2 17,965 341 1.9 18,352 277 1.5 3,034 32 1.1 99,471 2,586 2.6 1999 61,310 2,630 4.3 17,562 420 2.4 20,811 471 2.3 3,679 47 1.3 103,362 3,568 3.5 2000 64,211 2,731 4.3 18,648 462 2.5 21,840 502 2.3 3,792 51 1.3 108,491 3,746 3.5 2001 67,026 3,677 5.5 18,117 593 3.3 21,136 562 2.7 3,714 62 1.7 109,993 4,894 4.4 2002 70,247 3,954 5.6 18,428 605 3.3 21,423 571 2.7 3,712 65 1.8 113,810 5,195 4.6
Enrolment in alia madrasahs by level: total and female, 1998–2002
Dakhil Alim Fazil Kamil Total Year Total Femal Total Female Total Female Total Female Total Female Number Number % Number Number % Number Number % Number Number % Number Number % 1998 1,708,318 704,200 41.2 429,229 135,437 31.6 436,106 97,898 22.4 74,822 9,536 12.7 2,648,475 947,071 35.8 1999 1,817,770 829,385 45.6 508,292 182,567 35.9 584,218 160,157 27.4 114,613 13,898 12.1 3,024,893 1,186,007 39.2 2000 1,879,707 862,820 45.9 518,178 186,426 36.0 596,456 162,621 27.3 117,864 14,292 12.1 3,112,205 1,226,209 39.4 2001 2,091,253 1,016,696 48.6 521,957 209,303 40.1 595,588 191,776 32.2 90,309 11,217 12.4 3,299,107 1,435,068 43.5 2002 2,168,441 1,082,892 49.9 532,601 216,571 40.7 605,112 196,843 32.5 91,889 11,518 12.5 3,398,043 1,507,824 44.4
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Distribution of alia madrasas, teachers and students by sex between urban and rural areas, 1998–2002
Teachers Students
Year Location Madrasas Total Female Total Female
Number Number % Number Number %
Urban 436 7,656 627 8.2 228,402 63,632 27.9
1998 Rural 6,520 91,815 1,959 2.1 2,420,073 883,439 36.5
Total 6,956 99,471 2,586 2.6 2,648,475 947,071 35.8
Urban 459 8,430 703 8.3 257,246 72,362 28.3
1999 Rural 6,663 94,932 2,865 3.0 2,767,647 1,113,645 40.2
Total 7,122 103,362 3,568 3.5 3,024,893 1,186,007 39.2
Urban 482 8,654 763 8.8 270,366 84,526 31.2
2000 Rural 6,797 99,837 2,983 3.0 2,841,839 1,141,683 40.2
Total 7,279 108,491 3,746 3.5 3,112,205 1,226,209 39.4
Urban 520 8,852 823 9.3 269,758 92,461 34.3
2001 Rural 7,131 101,141 4,071 4.0 3,029,349 1,342,607 44.2
Total 7,651 109,993 4,894 4.5 3,299,107 1,435,068 43.5
Urban 548 9,087* 975 10.7 261,815* 116,077* 50.1
2002 Rural 7,272 104,803 4,220 4.0 3,136,228 1,391,747 44.4
Total 7,820 113,810 5,195 4.6 3,398,043 1,507,824 44.4
* Figures in italics are our re-calculations since the published figures in BANBEIS (2003a) appear to be inaccurate.
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Distribution of alia madrasas, teachers and students between urban and rural areas, 1998–2002
Teachers Students Madrasas Year Location Total Female Total Female Number % Number % Number % Number % Number % Urban 436 6.3 7,656 7.7 627 24.2 228,402 8.6 63,632 6.7 1998 Rural 6,520 93.7 91,815 92.3 1,959 75.8 2,420,073 91.4 883,439 93.3 Total 6,956 100.0 99,471 100.0 2,586 100.0 2,648,475 100.0 947,071 100.0 Urban 459 6.4 8,430 8.2 703 19.7 257,246 8.5 72,362 6.1 1999 Rural 6,663 93.6 94,932 91.8 2,865 80.3 2,767,647 91.5 1,113,645 93.9 Total 7,122 100.0 103,362 100.0 3,568 100.0 3,024,893 100.0 1,186,007 100.0 Urban 482 6.6 8,654 8.0 763 20.4 270,366 8.7 84,526 6.9 2000 Rural 6,797 93.4 99,837 92.0 2,983 79.6 2,841,839 91.3 1,141,683 93.1 Total 7,279 100.0 108,491 100.0 3,746 100.0 3,112,205 100.0 1,226,209 100.0 Urban 520 6.8 8,852 8.0 823 16.8 269,758 8.2 92,461 6.4 2001 Rural 7,131 93.2 101,141 92.0 4,071 83.2 3,029,349 91.8 1,342,607 93.6 Total 7,651 100.0 109,993 100.0 4,894 100.0 3,299,107 100.0 1,435,068 100.0 Urban 548 7.0 9,087* 8.0 975 18.8 261,815* 7.7 116,077* 7.7 2002 Rural 7,272 93.0 104,803 92.0 4,220 81.2 3,136,228 92.3 1,391,747 92.3 Total 7,820 100.0 113,810 100.0 5,195 100.0 3,398,043 100.0 1,507,824 100.0 * Figures in italics are our re-calculations since the published figures in BANBEIS (2003a) appear to be inaccurate.
Independent2 alia ebtidai (primary level) madrasas, teachers and enrolment, 2002
Teachers Enrolment No. of madrasas Female Female Total Total Number % Number % 6,711 26,788 2,971 11.1 1,242,602 597,401 48.1
2 These are primary level madrasahs which stand alone, i.e. are not a part of a Dakhil (secondary level) madrasah.
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Number of alia ebtidai (primary level) students by grade, sex and division, December 2003
Class 1 Class 2 Class 3 Class 4 Class 5 Total Division Total Girls Total Girls Total Girls Total Girls Total Girls Total Girls No. No. % No. No. % No. No. % No. No. % No. No. % No. No. % Barisal 83,233 38,531 46.3 66,715 28,616 42.9 56,477 25,414 45.0 51,473 22,608 43.9 45,812 20,088 43.8 303,710 135,257 44.5 Chittagong 65,016 27,687 42.6 54,823 22,150 40.4 54,889 21,487 39.1 54,955 21,378 38.9 54,392 22,073 40.6 284,075 114,775 40.4 Dhaka 134,947 63,110 46.8 95,530 44,454 46.5 83,518 38,267 45.8 74,756 33,291 44.5 73,272 33,710 46.0 462,023 212,832 46.1 Khulna 58,629 27,874 47.5 40,018 18,272 45.7 37,107 17,209 46.4 35,736 15,942 44.6 36,990 16,218 43.8 208,480 95,515 45.8 Rajshahi 186,603 88,716 47.5 137,205 65,120 47.5 119,244 58,040 48.7 108,824 50,969 46.8 103,304 45,515 44.1 655,180 308,360 47.1 Sylhet 13,956 6,103 43.7 9,980 4,005 40.1 9,359 3,598 38.4 9,048 3,286 36.3 9,612 3,672 38.2 51,955 20,664 39.8 Total 542,384 252,021 46.5 404,271 182,617 45.2 360,594 164,015 45.5 334,792 147,474 44.0 323,382 141,276 43.7 1,965,423 887,403 45.2
Source: Adapted from Abdalla et al. (2004:5, Table 3).
Government expenditure on education by level in 1990/91 and 2000/01 to 2003/04 (million Taka)
1990-1991 2000-2001 2001-2002 2002-2003 2003-2004 Type of Institution Budget % Budget % Budget % Budget % Budget % Primary 5,289.3 44.7 13,591.4 38.0 13,480.5 36.1 13,572.6 34.4 14,063.0 34.2 Secondary 2,492.1 21.1 8,514.6 23.8 9,007.2 24.1 9,301.2 23.6 9,574.2 23.3 College 1,184.8 10.0 5,022.5 14.0 5,175.1 13.8 5,536.6 14.0 5,774.0 14.1 Madrasah 953.3 8.1 4,108.3 11.5 4,395.5 11.8 4,570.7 11.6 4,708.9 11.5 Technical 266.9 2.3 441.1 1.2 439.3 1.2 412.3 1.0 443.3 1.1 University 1,030.0 8.7 2,919.1 8.2 2,913.5 7.8 3,191.6 8.1 3,448.5 8.4 Teachertraining 92.3 0.8 234.1 0.7 211.4 0.6 220.8 0.6 186.3 0.5 Cadet college 120.9 1.0 168.0* - 170.0* - 177.0* - 177.0* - Other administrative & subsidiary departments 390.5 3.3 965.5 2.7 1,767.2 4.7 2,641.3 6.7 2,877.7 7.0 Total 11,820.1 100.0 35,796.6 100.0 37,389.7 100.0 39,447.0 100.0 41,075.9 100.0
* Included elsewhere Source: BANBEIS (2003a) cited in Government of Bangladesh (2005b:28)
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Recurrent unit cost per student (to government) by type of institution and recurrent unit costs relative to recurrent unit costs for madrasahs at school/college and university levels, 2002–2003
Level of education Unit cost (Taka) Ratio of unit cost to unit costfor madrasah education Government primary school 1,127 0.8 Government secondary school 4,551 3.4 Non-government secondary school 1,044 0.8 Non-government madrasa (dakhil – kamil levels) 1,339 1.0 Government college 4,470 3.3 Non-government college 3,185 2.4 Government madrasa (kamil level only) 5,084 1.0 Technical and vocational education 14,468 2.8 Teacher training college 12,513 2.5 Cadet College 62,018 12.2 University (public) 32,357 6.4
Source: BANBEIS (2003a:92). Occupational background of parents of madrasah students (%)
Qaumi madrasa Alia madrasa Occupation Urban Rural Urban Rural Farmer 37.7 65.7 8.5 65.1 Service (e.g. teacher, police) 35.1 14.4 49.0 4.8 Businessman 10.6 12.4 31.3 13.5 Driver 2.1 0.0 2.8 1.0 Day labourer 4.3 0.0 0.0 0.0 Imam/priest 3.6 0.0 0.0 0.0 Doctor 0.0 4.7 3.8 2.7 Other 6.6 2.8 4.6 2.9 Distribution of sample (n = 788) 188 104 201 295
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3. Comparison of the major curriculum for general education and Alia and Quaumi madrasaha
General Education Alia Madrasah Qaumi Madrasah Primary Ebtidai Ebtidai Bengali, English, mathematics, Bengali, English, mathematics, Bengali, English, mathematics, general science, social science, general science, social science, history, geography, social drawing, religious studies Qur’an, Arabic, Aquaid, Fiqh studies, Arabic, Urdu, Qur’an, Fiqh Secondary Dakhil Ustaani Bengali, English, mathematics, Bengali, English, mathematics, History, political science, Fiqh, general science, social science, general science, social science, Tajweed (Recitation), Mantiq social studies, history, social studies, agriculture, (Logic), Bengali, Arabic, Urdu, geography, agriculture, home home economics, history, Persian economics, history, computer computer science, basic trade, science, basic trade, physics, physics, chemistry, biology, chemistry, biology Qur’an, Arabic, Aquaid, Fiqh Higher secondary Alim Sanubi Bengali, English, civics, Bengali, English, history, Bengali, history, Arabic, Usuli- economics, computer science, economics, civics, higher Fiqh (explanatory law), Mantiq agriculture, home economics, English, physics, chemistry, (logic), Tafsir (exegesis), Faraiz computer science, basic trade, biology, mathematics, computer (inheritance law) physics, mathematics, chemistry, science, Qur’an, Hadith, Fiqh, biology, business studies Arabic Bachelor of Fazil arts/science/commerce Bengali, English, oriental Bengali, English, history, Tafsir (exegesis), Usul-I-Qur’an, languages, liberal arts, social political science, economics, Usul-I-Hadith (explanation of sciences, law, business exegesis of Qur’an, Hadith, the sayings of Prophet), Fiqh management, accounting and Arabic (jurisprudence), Arabic finance, physics, chemistry, mathematics Masters Kamil Taqmil Subjects offered are similar to Hadith, Tafsir (exegesis), Fiqh, Hadith Courses (Dawrah Bachelor degree excepting that Arabic, history Hadith), Al-Qur’an, Tafsir there is no general compulsory (exegesis), Fiqh (jurisprudence) subjects like Bengali, English
Source: Government of Bangladesh (2005b), for the General Education and Alia Madrasa columns; and Sattar (2004) for the Qaumi Madrasa column.
(4) Recommendations of the National Education Commission 2003 on madrasah education
(I) Recommendations about Madrasah Inspection and Management
(a) Ibtedaye Madrasah Upazila PEO will inspect. If necessary DEO,Asst. Inspector, Regional madrasah education board(RMEB) will inspect (b) Dakhil Madrasah Asst Inspector, RMEB/DEO/Regional DD will inspect. On special reason BMEB/ DSHE will inspect. (c) Alim Madrasah Regional DD or BMEB or DSHE will inspect (d) Fazil & Kamil madrasah Chairman, BMEB will inspect Fazil madrasah. Chairman BMEB and DG,DSHE will jointly inspect Kamil madrasah. When Fazil & Kamil madrasah will go under university, then these will be inspected by University regulations. (e) Female Inspector/Officer should be appointed to inspect Dakhil madrasah.
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(II) Recommendations about Madrasah Education, Administration and Management
1 Immediate steps should be taken so that the Ibtedaye madrasah, its students and teachers can get equal government facilities as institution of primary stage, its students and teachers are getting.
2 To nationlise Ibtedaye madrasah in phases in proportion to the number of General stream.
3 To remove the disparity of money and number with general stream.
4 Government is supplying books from 2003 to primary school and Ibtedaye Madrasah free of cost. Same textbooks of Bangla, English and Mathematics should be supplied to both Primary school and Ibtedaye madrasah in order to avoid cost, easy marketing etc. These three textbooks should be written the experts of both the streams.
5 Hifjul Quran group should be transferred form Dakhil stage to Ibtedaye stage as childhood is the proper age to memorise the holy Quran.There should be two groups at Ibtedaye stage-General group and Hifjul Quran group. One additional Hafij-e-Quran should be appointed for Ibtedaye Hifj group.
6 Nationally arranged scholarship at the end of junior secondary (class 8) of general stream should be introduced in Madrasah at the end of class 8.
7 To establish a separate Madrasah Education Directorate outside the jurisdiction of DSHE.
8 Present curriculum and textbook wing of Madrasah Education Board should be strengthened. Posts for controller of publication, curriculum specialist, subject specialist and necessary manpower should be created in order to frame, revise and moderate the syllabus of Ibtedaye, Dakhil and Alim stage. Ultimate aim is to establish an independent and autonomous Board named National Madrasah curriculum and textbook Board.
9 To open necessary sections in class 6-10 at Dakhil stage where students in a class exceeds 60 and creation of posts for this purpose in madrasah stream like the practice prevailing in general stream..
10 There should be compulsory training course for heads of madrasah on educational administration and management and subject-based training for other teachers and for this training they will get increased scale.
11 Introduction of annual confidential report for all teachers is necessary for transparency and accountability.
12 To stop co-education from Dakhil class 6 to Kamil and to establish female Madrasah.
13 There is disparity between staffing pattern of Government College and equal status government madrasah in Enam Commission Report 1983. Following steps need to be taken to remove this disparity: • Posts of one associate professor, one asst. professor and two lecturers need to be created for each subject of Fazil class as in govt. college. • Necessary number of posts including professor, associate professor should be created for each of Hadit, Tafsir, Fikah and Adab subject in Kamil madrasah like masters degree of general college.
14 BCS (madrasah education ) cadre need to be created like BCS ( general edn) BCS (technical edn).
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15 Sheed president Zia-ur-Rahman announced that there would be on govt college for boys, one govt college for girls and one government madrasah. First two materialized and the third one not. One government madrasah is essential in every district.
16 Fazil should be announced equivalent to Bachelor degree Kamil equivalent to Masters degree. Temporarily Gazipur MTTI will offer degree under Islamic University till the establishment of a separate University for madrasah Education.
17 Same syllabus and same books should be introduced for Bangla, English, Mathematics and Science subjects from class 6-10 of madrasah education and general education. Madrasah Education Board will take necessary steps.
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Appendix 15: List of people consulted during the project
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Second Secondary Education Sector Improvement Project (SESIP- 2)
List of persons attended in focus group discussion held on 15 June 2005
Sl. Name Designation No.
1 Prof Dilara Hafiz Director General, Secondary & Higher Education 2 Mr Md Mahfuzul Haque Joint Secretary, Min of Education 3 Prof. Syed Ahmed Director (R&D), NAEM 4 Mr Md Mustafa Deputy Director, NAEM 5 Mr Md Khizir Hayat Khan Deputy Director, PSPU, DSHE. 6 Prof. Shaheda Obaed Chairman, BISE, Dhaka 7 Prof. Md Anwarul Hoque Chairman, BISE, Barisal 8 Prof. Dr Md Idris Ali Chairman, Technical Education Board, Dhaka 9 Mr Gazi Md Ahsanul Kabir Chairman, NCTB 10 Prof. Meherun Nessa Principal, TTC, Dhaka 11 Mr. Md Hafizur Rahman Principal, TTC, Jessore 12 Mrs Setara Begum Head Mistress, Faizunnessa Govt. Girls High School, Comilla 13 Mr Syed Hafizul Islam Teacher, Govt. Laboratory School, Dhaka 14 Prof. Meherun Nessa Principal, TTC, Dhaka. 15 Mr Abu Raihan Khan Asst. Teacher, MTTI. 16 Mr Md Mamun-ul-Hoque Training Specialist, NAEM. 17 Mr Mushfique Ahmed Training Specialist, NAEM. 18 Dr Md Mustafa Director Planning (In-Charge), NAEM. 19 Prof. Hannana Begum Member, Curriculum, NCT.
Facilitator
Sl. Name Designation No.
1 Mr George Kelly Team Leader 2 Prof. Abdur Rashid Deputy Team Leader 3 Dr. Ross Tasker Examination & Assessment Specialist 4 Dr. Mahbuba Nasreen Gender Specialist 5 Mrs. Hosne Ara Begum Examination & Assessment Specialist 6 Mr. M A Rouf Akhand EMIS Specialist
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List of persons met by Dr Mahbuba Nasreen during her field visits
FGD with students of Bhunabeer Doshorath High School, Srimongol
Name of the Student Class
Mosammat Ripa Aktar Ten Sonchita Koiri Ten Mosammat Sabiha Sultana Nine Mosammat Rahela Aktar Eight Pinki Koiri Eight Mosammat Rabiya Aktar Seven Mosammat Lubna Aktar Seven Mosammat Nasreen Aktar Nine Mohammad Shaheen Mia Eight Mohammad Mohsin Kabir Bhuiya Seven
1: FGD with students of Hossainpur Girls High School, Kishoreganj
Name of the Student Class
Iffat Rahman Nine Alpana Khatun Nine Nusrat Jahan Nadia Nine Suma Begum Nine Bushra bin Mustafiz Eight Rajia Islam Seven Farzana Aktar Ten Sumaiya Aktar Ten Alfa Siddiqa Seven Suraiya Begum Seven Nurunnesa Seven Fatema Aktar Eight Sabina Yasmin Nine (Vocational) Shirin Aktar Nine (Vocational)
2: FGD with students of Musa Mia High School, Kuliarchar
Name of the Student Class
Mosammat Tamanna Aktar Eight Mosammat Mukta Sultana Nine Mosammat Happy Aktar Eight Mosammat Sweety Aktarr Eight Sania Khanam Ten Mosammat Habiba Khanam Nine Mosammat Yasmin Aktar Seven Zeesa Khanam Ten Mohammad Sharmin Aktar Ten Rafeza Aktar Ten
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4: FGD with stakeholders at District Education Office, Moulavibazar
Name of the Participants Identity
Md. Abdus Salam District Education Officer Jotsna Ara Begum Head Teacher, Hafiza Khatun Girls High School Lutfunnesa Khanam Head Teacher, Ali Amjad Govt. Girls High School Priti Bikash Paul Chowdhury Head Teacher (acting), Moulavibazar Govt. High School Ajit Kumar Roy Assistant Head Teacher, Kashinath-Alauddin High School Hafiza Khatun Ali Amjad Govt. Girls High School Md. Fayezur Rahman Head Teacher, Sayed Abdul Malik High School Abinash Chandra Dey Head Teacher, Sadhuhati Abdul Bari High School Maya Wahed Principal, The Flowers Radiant High School Md. Atiqur Rahman Assistant Teacher, Ali Amjad Govt. Girls High School
5: FGD with Mothers, Mostafapur, Enatganj, Hobiganj
Name of Mothers Daughters’ Identity
Jibunnesa Student of class V, Nadampur Primary School Ruby Student of class IV Nadampur Primary School Akirun Student of class IV Nadampur Primary School, class VIII, Nadampur High School Isnara Begum Drop out from class V, Nadampur Primary School Momota Begum Drop out (two daughters) from Primary Sharifa Begum None of the child goes to school
6: FGD with Mothers, Radhapur, Dighlbak, Hobiganj
Name of Mothers Children’s Identity
Asia Begum Son drop out from class IX Rahima Daughter student of class X; Son student of class IX, Dogholbak High School Dilara Begum Daughters in class IX and X; son in class VIII Surma Begum Son class VI and III Rafi Begum Daughter class V Honufa Daughter class III
7: FGD with drop out girls, Mostafapur, Enatganj, Hobiganj
Name of the participants When dropped out
Mosammat Rubina Begum Class VI Parvin Begum Class VI Sabina Begum Class VIII Asma Begum Class VI Masuma Begum Class V
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1: FGD with teachers of Musa Mia High School, Kuliarchar
Name of the Teachers Designation
Noor Mohammad Head Teacher Md. Farid Uddin Pathan Assistant Head Teacher Md. Alauddin Senior Teacher Padmabati Das Assistant Teacher
2: FGD with mothers of girl students of Musa Mia High School, Village Ali Akbari, Kuliarchar
Name of the Mothers Daughters’ identity
Molina Rani Sutradhar Class VI and VII Saddhana Rani Sutradhar Class X Lolita Rani Sutradhar IX Ranu Begum VIII and IX Sukumari Debnath X Jamela VII, VII Kheron Rani Sheel VI
3: FGD with SMC members Hossainpur Pilot Girls High School, Kishoreganj
Name of the Participants Designation
Md. Aiyub Ali President Md. Moslehuddin Vice-president Moulavi Md. Abdus Salam Member Md. Mizanur Rahman Teachers’ representative Sontosh Chandra Modok Head Teacher and Secretary
4: FGD with women teachers of Hossainpur Pilot Girls High School, Kishoreganj
Name of the Teachers Designation
Begum Jinnat Aktar Senior Teacher Gulbahar Begum Senior Teacher Kazi Asma Begum Assistant Head Teacher Lutfunnesa Begum Physical Education Teacher Shahnaj Begum Trade Teacher Bithi Rani Modok Assistant Teacher Shiuli Begum Assistant Teacher Salma Aktar Junior Teacher Geeta Rani Modok Instructor (Technical-Dress) Nargis Sultana Instructor (Technical-Dress) Nazma Aktar Senior Teacher Fazila Aktar Assistant Teacher
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12: FGD with mothers/guardians of girls in Hossainpur Pilot Girls High School, Kishoreganj
Name of Mothers Daughters’ identity
Razia Aktar Class VIII Leena SSC candidate Salma VI Khoshnahar VI Rina Aktar VI
13: Discussion with teachers of Mostafapur Anwarul Ulum Dakhil Madrasa, Hobiganj
Name of the participants Identity
Abdus Shahid Assistant Supervisor Mujibur Rahman Assistant teacher
Meetings
Date Persons met Venue
29 May 2005 Barry Tailor, Team Leader, SESIP 1 SESIP 1 June 2005 Caroll Eggen, SESIP 1 SESIP 6 June 2005 Mr. J. Servi, ADB ADB, Dhaka office 6 June 2005 Dilara Hafiz, DG, DSHE DSHE 7 June 2005 Jamal Mahmood, ADB ADB, Dhaka office 7 June 2005 Ferdousi Sultana, ADB ADB, Dhaka office 9 June 2005 Viv Casteel, PROMOTE PROMOTE 9 June 2005 Mr. Shafiqul Islam and other staff of BRAC- BRAC PACE 26 June 2005 Viv Casteel, PROMOTE PROMOTE 26 June 2005 Noorjahan Begum, Nazneen Aktar NCTB 30 June 2005 Anup Datta, Head Teacher Santgaon High School, Kanti Rani Koiri, Teacher Srimongol, Moalavibazar 30 June 2005 Mr. AbdulAziz, Head Teacher Bhunabir Doshorath High School, Srimongol, Maulavibazar 30 June 2005 Mr. Swapan Kumar Mistry, District Manager, TARC, BRAC, Srimongol BRAC-PACE 30 June 2005 Shamsunnahar Parvin, UPO, DSHE Srimongol, Moulavibazar 13 July 2005 Technical Advisory Group Conference room, DSHE 24 July 2005 Ferdousi Sultana, ADB ADB, Dhaka Lucy Jenks, PROMOTE Shamima Parvin, PROMOTE 27 July 2005 Mohaimanul Islam, UAS, Bajitpur Musa Mia High School, Shapna Begum, UAS, Kuliarchar Kuliarchar 28 July 2005 Sontosh Kumar Modok, Head Teacher Hossainpur Girls Pilot High School, Kishoreganj 28 July 2005 Md. Qamruzzaman UAS, Hossainpur
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Date Persons met Venue
17 August 2005 Meeting with Leah Guiterrez, J. Servi of ADB SESIP Conference room 31 August 2005 Workshop on Madrasa Shikkha Bhaban 13 September 2005 Meeting with MOE Secretariat 13 September 2005 Mr. Zaki Imam, NAEM SESIP 2 14 September 2005 Mr. Nazrul Islam, PD, TQI TQI 14 September 2005 Mr. Bashirul Haque, PD, SESIP 1 SESIP 1 14 September 2005 Md. Omar, MOE SESIP 2 Md. Mahbubur Rahman, DSHE 26 September 2005 Prof. Zohora Umme Hasan, Director Planning DSHE 27 September 2005 Mr. Mahfuzul Haque, Joint Secretary, MOE Secretariat 5 October 2005 Viv Casteel, PROMOTE SESIP 2 Tayeba Nasir, British Council 9 October 2005 Workshop on Interim Report with policy BIAM makers/stakeholders 27 November 2005 Leah Guiterrez, ADB SESIP 2 27 November 2005 Roger Munnes, British Council SESIP 2 28 November 2005 National Seminar on Draft Final Report with BCS Academy policy makers and other stakeholders 29 November 2005 Roger Munns SESIP 2 30 November 2005 Roger Munns and others British Council
List of persons attending madrasah education workshop held on 31 August 2005
Sl. No. Name Designation
1. Prof. Dilara Hafiz Director General, Secondary & Higher Education 2. Prof. Zohara Ummey Hassan Director, Planning & Development, DSHE 3. Mr Md Abdun Noor Controller of Examinations, BMEB 4. Mr Sk Abu Zafor Ahmad Assistant Inspector, Madrasah Education Board 5. Mr Md Khorshed Alam Deputy Registrar, Madrasah Education Board 6. Prof. M Mahbubur Rahman Principal, MTTI 7. Mr Khan Md Sabbir Lecturer, English, MTTI 8. Mr Md Nurullah Lecturer, Islamic Studies, MTTI 9. Prof. Muhammad Islam Ghani Principal, Govt. Alia Madrasah, Dhaka 10. Mr M A Musabbir Principal, Govt. Alia Madrasah, Sylhet 11. Mr Abul Kalam Md Ishaque Ali Principal, Govt. Alia Madrasah, Bogra 12. Mr Muhammad Muqaddasul Islam Principal, Madinatul Ulum Madrasah, Rajshahi 13. Dr A T M Taher Principal, Darul Ulum Kamil Madrasah, Chittagong 14. Mr Md Zainul Abedin Principal, Tamirul Millat Kamil Madrasah, Dhaka 15. Moulana Mansurur Rahmah Retired Principal, Alia Madrasah Dhaka 16. Mr Md Munirul Haque Deputy Chief-2, MOE 17. Mr Md Nazrul Islam Project Director, TQI 18. Mr Mohammad Abdus Sabur Deputy Director DSHE 19. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 20. Mr Md Mahbubur Rahman Assistant Director DSHE 21. Mr S M Morshed Bipul Research Officer (P&D), DSHE
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List of participants attending school-based assessment workshop held at Hstti, Mymensingh on 1 September 2005
Sl. No. Name Designation
1. Dr Sirajuddin Ahmed Director (T&M) DSHE 2. Mr Md Tozammel Hoque Asst. Head Teacher, Jamuna High School, Sharishabari Upazila 3. Mr Noor Mohammed Headteacher, Musa Miah Pilot High School, Kuliarchar 4. Mr Md Fazlur Rahman Head Teacher, Itna Girls High School, Itna Upazila 5. Ms Nusrat Parveen Asst. Teacher, Arjat Atarjan High School, Sadar Upazila 6. Mr Abul Hashem Asst. Teacher, Kishoreganj Girls High School, Sadar 7. Mr Kamrul Ahmed Head Teacher, Rajur Bazar Collegiate High School, Sadar Upazila, Netrakona 8. Ms Ferdousi Begum Head Teacher, Purbadhala Girls High School 9. Ms Tripti Rani Sinha Assistant Teacher, Purbadhala Girls High School 10. Ms Ludia Malancha Sangma Assistant Teacher, Birisiri Mission Girls’ High School. 11. Mr Md Khairul Bashar Assistant Teacher, Netrakona Govt. High School. 12. Mr Md Abdul Baset Head Teacher, Singhjani Multilateral High School, Jamalpur 13. Ms Shahnaz Kabir Head Teacher, Kishoreganj Govt. Boys School . 14. Ms Farida Akhtar Head Teacher, Netrakona Govt. High School. 15. Mr Mohaiminul Islam (Arif) UAS, Bajitpur, Kishoreganj. 16. Mr Md Abdul Awal UAS, Karimganj, Kishoreganj 17. Mr Golam Mustafa UAS, Purbadhala, Netrakona. 18. Mr A T M Ruhul Amin Beg UAS, Sharishabari, Jamalpur
List of persons attending school-based assessment workshop held at Dshe, Dhaka on 3 September 2005
Sl. No. Name Designation
1. Prof. Md Khorshed Alam Director (Secondary) DSHE 2. Prof. Zohara Ummey Hassan Director (P&D) DSHE 3. Mr Syed Hafizul Islam Head Teacher, Govt. Laboratory High School, Dhanmondi 4. Mr Mohammad Hossain Head Teacher, Govt. Hasan Ali School, Chandpur 5. Mr Abu Rayhan Mizanur Rahman Head Teacher, Dinajpur Govt. High School, Dinajpur 6. Mr Azizullah Head Teacher, Darbeshganj High School, Chandpur 7. Ms Setara Begum Head Teacher, Nawab Faizunnissa Girls’ High School, Comilla 8. Ms Nafisa Khanam Senior Teacher, Holy Cross Girls’s High School, Tejgaon 9. Ms Papri Barai Assistant Teacher, Barisal Sadar Girls’ High School, Barisal 10. Ms Robaida Binta Rahman Senior Teacher, Cantonment Public School & College, Mymensingh 11. Ms Momtaz Khatun Assistant Teacher, Gov. Coronation Girls’ High School, Khulna 12. Ms Syeda Nasrin Akhter Assistant Teacher, Dr Khastogir Govt. Girls’ High School, Chittagong 13. Mr Bashudeb Ray Chowdhury Assistant Teacher, Rangpur Zilla School, Rangpur
196 Second Secondary Education Improvement Project (SESIP- 2)
Sl. No. Name Designation
14. Mr Md Fazlur Rahman Assistant Teacher, Naogaon K D Govt. High School 15. Mr Abdul Wazed Assistant Teacher, Kurigram Govt. High School, Kurigram 16. Mr A K M Shahid Uddin Assistant Teacher, Noakhali Zilla School, Noakhali 17. Mr Uttam Kumar Roy Assistant Teacher, Ananda Govt. High School, B-Baria 18. Mr A B M Mozammel Haque Assistant Teacher, Religious Studies, Manikganj Govt. High School 19. Mr Syed Shahidul Huda Assistant Teacher, Dinajpur Govt. High School, Dinajpur 20. Mr Md Aminul Haque Assistant Teacher, Dhaka Collegiatge School, Sadarghat 21. Ms Marium Begum Assistant Teacher, Rangpur Govt. High School, Rangpur 22. Mr Nurul Hossain Assistant Professor, Jhenaidah Cadet College, Jessore 23. Mr Mohammad Abdus Sabur Deputy Director (D&P), DSHE 24. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 25. Mr Md Mahbubur Rahman Assistant Director (P&D), DSHE
List of persons attending examination procedures workshop held at Edd, Dshe, Dhaka on 8 September 2005
Sl. No. Name Designation
1. Prof. Dilara Hafiz Director General, DSHE 2. Prof. Zohara Ummey Hassan Director (P&D) DSHE 3. Prof. Alauddin Ahmed Chairman, BISE, Comilla 4. Prof. A J M Shahidullah Chairman, BISE, Chittagong 5. Prof. Shireen Sufia Khanam Chairman, BISE, Rajshahi 6. Mr Noor Mohammad Chairman, BISE, Jessore (In-charge) 7. Mr Md Mainuddin Controller, BISE, Dhaka 8. Prof. Md Yousuf Controller, BISE, Comilla 9. Mr A Y M Obaidul Akbar Controller, BISE, Chittagong 10. Mr Md Moazzem Hossain Controller, BISE, Rajshahi 11. Mr Amirul Alam Khan Controller, BISE, Jessore 12. Mr Pearuddin Ahmed Controller, BISE, Barisal 13. Mr Md Monir Uddin Controller, BISE, Sylhet 14. Mr Mohammad Abdus Sabur Deputy Director (P&D), DSHE 15. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 16. Mr Md Mahbubur Rahman Assistant Director (P&D), DSHE 17. Prof. Dr M A Mannan Specialist, SAU, SESIP, NCTB. 18. Dr Md Abdul Mannan Specialist, SAU, SESIP, NCTB. 19. Mr Md Giasuddin Specialist, SAU, SESIP, NCTB. 20. Mr Abul Kalam Azad Specialist, SAU, SESIP, NCTB. 21. Mr Rabiul Kabir Chowdhury Specialist, BEDU, BISE, Dhaka 22. Dr Khademul Islam Specialist, BEDU, BISE, Dhaka 23. Mr Ali Hasan Specialist, BEDU, BISE, Dhaka 24. Dr Saleha Khatun National Consultant, SESIP-1. 25. Mr Abul Kalam Shamsuddin DD (QS), SESIP
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List of persons attending discussion held at the Ministry of Education, Planning-3 on 13 September 2005
Sl. No. Name Designation
1. Mr Asahabur Rahman Additional Secretary, Ministry of Education 2. Mr Md Rafiqul Islam Chief, Planning Wing, MOE 3. Mr Md Murtazul Haque Joint Secretary, Min. of Education 4. Dr Gazi Md Ahsanul Kabir Chairman, NCTB 5. Prof. Md Khalilur Rahman DG, NAEM 6. Prof. Zohara Ummey Hassan Director (P&D) DSHE 7. Prof. Md Khorshed Alam Director (Secondary), DSHE 8. Mr George Kelly Team Leader, SESIP-II, PPTA 9. Prof. Abdur Rashid Deputy Team Leader, SESIP-II, PPTA 10. Prof. M Mahbubur Rahman Principal, Bangladesh Madrasah Teachers Training Institute, Gazipur 11. Mr Md Munirul Haque Deputy Chief, Ministry of Education 12. Mr Md Bashirul Haque Project Director, SESIP-1 13. Mr Md Nazrul Islam Project Director, TQI-SEP 14. Mr Md Abdun Noor Controller of Examination, Bangladesh Madrasah Education Board 15. Mr Khan Md Sabbir Lecturer, Bangladesh Madrasah Teachers Training Institute, Gazipur 16. Mr Md Kamal Ataher Hossain Senior Assistant Chief, Planning-3 17. Mr Md Mahbubur Rahman Assistant Director, (P&D), DSHE 18. Mr Shipon Kumar Das Assistant Director, SESIP-1
List of persons attending national workshop on interim report held on Sunday 9 October 2005
Attendance of the Participants (Not in order of seniority)
Sl. No. Name Designation
1 Mr. Md. Abdul Aziz ndc Secretary, Ministry of Education (MoE) 2 Prof. Dilara Hafiz Director General, Directorate of Secondary & Higher Education (DSHE) 3 Mr. Md. Asahabur Rahman Additional Secretary Ministry of Education (MoE) 4 Mr.Mahfuzul Hoque Joint Secretary (Dev), Ministry of Education (MoE) 5 Mr. Fazle Kabir Joint Secretary (Secondary), Ministry of Education (MoE) 6 Mr. Md. Rafiqul Islam Chief of Planning, Ministry of Education (MoE) 7 Mr. Fasir Ahmed Deputy Secretary (Dev).MOE 8` Mr. Md. Moij Uddin Ahmed Deputy Secretary, Secondary, MOE 9 Mr.Nasim Ahmed P S to Secretary, MOE 10 Mr. Mukhlesur Rahman Sarker Deputy Chief-1, MOE 11 Mr. Md Munirul Hoque Deputy Chief-2, MOE 12 Mr. Mofakkharul Islam System Analyst. MOE 13 Mrs. Nasreen Akhter Senior Assistant Secretary (Dev), MOE 14 Mr. Kamal Ataher Hossain Senior Assistant Chief - 3, MOE
198 Second Secondary Education Improvement Project (SESIP- 2)
Sl. No. Name Designation
15 Mr. Prodip Kumar Mohatham Senior Astt. Chief, MOE 16 Mr. S M Sharif Uddin Senior Astt. Chief - 2, MOE 17 Mr. Md.Abul Hossain Assistant Secretary, Secondary, Madrasah, MOE 18 Mr. Didarul Alam Astt. Chief, MOE 19 Mrs. Dipannita Astt. Chief, MOE 20 Mr. Md. Mojibur Rahman Astt. Chief - 4, MOE 21 Mr. Golam Mohammad Faruk Research Officer, Planning Wing, MOE 22 Vice Chancellor Representative from National University. 23 Vice Chancellor Representative from Bangladesh Open University 24 Prof. Md. Khalilur Rahman Director General, NAEM 25 Dr. Siraj Uddin Ahmed Director (Training), DSHE 26 Prof. Zohara Ummey Hassan Director (Planning & Development), DSHE 27 Mr.A R Mahmudul Hasan Deputy Director (Training), DSHE 28 Mr. Muhammad Abdus Sabur Deputy Director (P&D), DSHE 29 Mr. Khizir Hayat Khan Deputy Director, PSPU, DSHE 30 Mr. Bablu Kumar Saha Deputy Director, PMU, DSHE 31 Mr. AFM Belal System Analyst. DSHE 32 Mr. Sanaur Rahman DPD, Pear Education, DSHE 33 Mr. Md. Khalequzzaman Deputy Director (Engg.) DSHE 34 Mr.Mohammed Enamul Hye ACS Assistant Director-I (P&D),DSHE 35 Mr. Md. Mahbubur Rahman Assistant Director (P&D) 36 Mr. Fazle Rabbi Assistant Director (C-2), DSHE 37 Mr.A.H.M. Danial-bin-altamas Assistant Director, PMU, DSHE 38` Dr. Mahbuba Islam Assistant Director, PMU, DSHE 39 Dr. Rafiqul Islam Assistant Director (T&M), DSHE 40 Mr. Aminul Hoque Assistant Director, PSPU, DSHE 41 Mr. Syed Md Omar Hafiz Assistant Director, PSPU, DSHE 42 Mrs. Rebeka Sultana Assistant Director, PSPU, DSHE 43 Mr. Nurul Hayder Prince Programmer, PSPU, DSPU 44 Mr. Md. Zakir Hossain Attached Officer, PSPU, DSHE 45 Mrs. Selina Hamid Project Officer, PMU, DSHE 46 Ms. Selina Begum Research Officer (P&D), DSHE 47 Mr. S M Morshed Bipul Research Officer (P&D), DSHE 48 Mr. Abdul Khaleque Assistant Director (Engg.), DSHE 49 Mr.Md. Enamul Haque Astt. Professor, Saroda Sundori College, Faridpur 50 Mr. Abdul Momen Musabbir Research Officer, PSPU, DSHE 51 Mrs. Zaheda Sultana Attached Officer, PSPU, DSHE 52 Mr. Fazlul Karim Documentation Officer, PSPU, DSHE 53 Mr. Bashirul Haque Project Director, SESIP-1 54 Mr. Md. Nazrul Islam Project Director, TQI-SEP 55 Mr.Md. Jainal Abedin Project Director, FSSAP-II 56 Mr. Md. Shafayet Hossain Project Director, FESP 57 Mr. Md. Abdur Razzak Project Director, FSSP 58 Mr. Md. Tazul Islam Project Director, HSFSP-III 59 Mr. Barry Taylor Team Leader, SESIP-I
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Sl. No. Name Designation
60 Dr. Sawat Udompoch Consultant, SESIP-TA 61 Ms. Carol Eggen Consultant, SESIP-I 62 Ms. Lucy Gender Coordinator, PROMOTE 63 Dr. Jack Holbrook Examination & Assessment Specialist, SESIP-I 64 Prof. Muhammad Islam Ghani Principal, Alia Madrasah, Dhaka 65 Prof. M Mahbubur Rahman Principal, BMTTI 66 Prof. Dr. Md. Idris Ali Chairman, TEB 67 Mr. Syed Hafizul Islam Headmaster, Govt. Laboratory High School, Dhaka. 68 Prof. Md Elias Ali Director, BANBEIS 69 Dr. Siddiqur Rahman Professor, IER 70 Dr. A Aziz Muttaque Director, IER 71 Mr. Md. Gias Uddin Assessment Specialist, SAU-NCTB 72 Prof. Dr. M A Mannan Assessment Specialist, SAU-NCTB 73 Mr. Md. Ali Hasan Research Officer, BEDU-BISE 74 Dr. Md. Khademul Islam Examination Specialist, BEDU-BISE 75 Mrs. Monowara Sultana Senior Specialist, NCTB 76 Moulana Mansurur Rahman Retired Principal, Alia Madrasah, Dhaka 77 Prof. Dr Shahjahan Mian Tapan Head, Dept. of ITS & REASP, Islamic Univ. of Technology 78 Mrs. Tazkera Begum Dept. Chief (Edu) Planning Commission 79 Mr. Md. Salim Senior Assistant Chief (Edu) Planning Commission 80 Mrs. Shamima Akhtar Dept. Chief (ADB Desk), ERD 81 Mr.Mahmudur Rahman Senior Assistant Chief (ADB Desk), ERD 82 Ms. Shamima Parveen Gender Specialist, PROMOTE 83 Mr. SASM Taifur Project Director, Planning Commission 84 Prof. HKA Arefin Dept. of Anthropology, DU 85 Mr. Mofazzal Hossain System Manager, BANBEIS 86 Ms Viv Casteel Team Leader, Promote 87 Mrs. Nusrat Rahman Specialist, MDU, NCTB 88 Mr. Zaki Imam Assistant Director ,TQI-SEP 89 Dr. Monira Hossain Dean (Education), BOU 90 Ms Masuda Begum Sr. Teacher (In-Charge), SWID Bangladesh, Ramna Branch 91 Mr Md Shamsul A Khan Assistant Director, TQI-SEP 92 Dr Md Abdul Mannan Specialist, SSAW, SESIP-1, NCTB 93 Ms Joan Sandy Specialist, SESIP-1 94 Mr Md Abdun Noor Controller of Examinations, Madrasah Education Board 95 Prof. Meherun Nessa Principal, TTC, Dhaka 96 Mr Abu Raihan Khan Asst. Teacher, MTTI 97 Mr Md Mamun-ul-Hoque Training Specialist, NAEM 98 Mr Mushfique Ahmed Training Specialist, NAEM 99 Dr Md Mustafa Director Planning (In-Charge), NAEM 100 Prof. Hannana Begum Member, Curriculum, NCT.
200 Second Secondary Education Improvement Project (SESIP- 2)
Facilitator
Sl. No. Name Designation
101 Mr George Kelly Team Leader 102 Prof. Abdur Rashid Deputy Team Leader 103 Dr. Ross Tasker Examination & Assessment Specialist 104 Dr. Alan Parkes EMIS Specialist 105 Mr. Simon Mendoza Education Finance Specialist 106 Dr. F K Chowdhury Education Finance Specialist 107 Dr. Mahbuba Nasreen Gender Specialist 108 Dr. M A Mannan Decentralized Management Specialist 109 Mr. P K Biswas Education Infrastructure Specialist 110 Mrs. Hosne Ara Begum Examination & Assessment Specialist 111 Mr. M A Rouf Akhand EMIS Specialist
Announcer
Sl. No. Name Designation
112 Mrs. Jahanara Arju Training Specialist, NAEM
Rapporteur
Sl. No. Name Designation
113 Mr. Md. Shameem Ahsan Khan Research Officer DSHE 114 Mrs Ajanta Islam Project Officer, PMU, DSHE
List of persons attending steering committee meeting held at the Ministry of Education on 16 October 2005
Sl. No. Name Designation
1. Mr M A Aziz, ndc Secretary, Ministry of Education 2. Prof. Dilara Hafiz. DG, DSHE 3. Prof. M Khalilur Rahman DG, NAEM 4. Dr Gazi Md Ahsanul Kabir Chairman, NCTB 5. Mr Fazle Kabir Joint Secretary (Secondary & Tech.), MOE 6. Mr Fasir Ahmed Deputy Secretary, MOE 7. Prof. Zohara Ummey Hassan Director (P&D)DSHE 8. Mr Md Mahbubur Rahman Assistant Director (P&D) DSHE 9. Mr Bashirul Haque Project Director, SESIP-1 10. Mr Barry Taylor Team Leader SESIP-1 11. Ms Nasrin Akhter Senior Assistant Secretary, Ministry of Education 12. Mr Md Munirul Hoque Deputy Chief, MOE 13. Dr M A Mannan Consultant, SESIP-2, PPTA 14. Mr Md Nazrul Islam Project Director, TQI-SEP 15. Dr Ross Tasker Consultant, SESIP-2, PPTA 16. Mr Simon Mendoza, Jr. Consultant SESIP-2, PPTA
201 Second Secondary Education Improvement Project (SESIP- 2)
Sl. No. Name Designation
17. Prof. Abdur Rashid Deputy Team Leader,SESIP-2, PPTA 18. Dr Alan Parkes Consultant,SESIP-2, PPTA 19. Mr George Kelly Team Leader,SESIP-2, PPTA 20. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 21. Mr Md Manjurul Haque Joint Secretary (Dev), MOE 22. Ms Shamima Akhtar Deputy Chief, ADB Desk, ERD 23. Mr M Asahabur Rahman Additional Secretary, MOE 24. Mr Md Rafiqul Islam Chief of Planning,MOE 25. Dr Md Idris Ali Dewan DG, IMED
List of persons attending national seminar on draft final report held on 28 November 2005
Sl. No. Name Designation
1. Mr Md Abdul Aziz ndc Secretary, Ministry of Education (MoE) Chairperson – inaugural session 2. Prof. Dilara Hafiz Director General, Directorate of Special Guest Secondary & Higher Education (DSHE) – inaugural session 3. Ms. Leah C. Gutierrez Senior Social Sectors Specialist Specialist Mission Leader, ADB Guest 4. Mr. Md. Asahabur Rahman Additional Secretary Ministry of Chief guest – Education (MoE) Working & closing session 5. Mr.Mahfuzul Hoque Joint Secretary (Dev), Ministry of Chairperson – Education (MoE) working & closing session 6. Mr. Md. Rafiqul Islam Chief of Planning, Ministry of Education Chairperson – (MoE) closing session 7. Mr. Fasir Ahmed Deputy Secretary (Dev).MOE Participant 8. Mr.Nasim Ahmed P S to Secretary, MOE Participant 9. Mr. Mukhlesur Rahman Sarker Deputy Chief-1, MOE Participant 10. Mr. Md Munirul Hoque Deputy Chief-2, MOE Participant 11. Mrs. Nasreen Akhter Senior Assistant Secretary (Dev), MOE Participant 12. Mr. Kamal Ataher Hossain Senior Assistant Chief - 3,MOE Participant 13. Mr. Prodip Kumar Mohatham Senior Astt. Chief, MOE Participant 14. Mr. S M Sharif Uddin Senior Astt. Chief - 2, MOE Participant 15. Prof. Md. Khalilur Rahman Director General, NAEM Participant 16. Dr. Gazi Md. Ahsanul Kabir Chairman, NCTB Participant 17. Dr. Siraj Uddin Ahmed Director (Training), DSHE Advisor 18. Prof. Zohara Ummey Hassan Director (Planning & Development), Convener DSHE 19. Mr Md Rezaul Karim Deputy Director (Secondary) DSHE Participant 20. Mr. Muhammad Abdus Sabur Deputy Director (P&D), DSHE Member 21. Mr. Khizir Hayat Khan Deputy Director, PSPU, DSHE Participant 22. Mr. Bablu Kumar Saha Deputy Director, PMU, DSHE Participant 23. Mr. Md. Khalequzzaman Deputy Director (Engg.) DSHE Participant 24. Ms Shumsun Nahar Assistant Director-1 (P&D) DSHE Participant
202 Second Secondary Education Improvement Project (SESIP- 2)
Sl. No. Name Designation
25. Mr. Md. Mahbubur Rahman Assistant Director (P&D) Member Secretary 26. Mr Aminul Hoque Assistant Director-1, PSPU, DSHE Participant 27. Mr Syed Md Omar Hafiz Assistant Director-1, PSPU, DSHE Participant 28. Mr.A.H.M. Danial-bin-Altamas Assistant Director, PMU, DSHE Participant 29. Dr. Mahbuba Islam Assistant Director, PMU, DSHE Participant 30. Mr Tofail Ahmed Bhuiyan Research Officer, P&D, DSHE Participant 31. Mrs. Taslima Sultana Research Officer, PSPU, DSHE Participant 32. Mrs Shahina Sultana Research Officer, PSPU, DSHE Participant 33. Mrs Shahnaz Parvin Research Officer, PSPU, DSHE Participant 34. Mr Md Zakir Hossain Attached Officer, PSPU, DSHE Participant 35. Mr Abul Fazal Md. Belal System Analyst, EMIS, DSHE Participant 36. Mr. Bashirul Haque Project Director, SESIP-1 Participant 37. Mr. Abdul Khaleque Assistant Director (Engg.), DSHE Participant 38. Mr.Md. Nazrul Islam Project Director, TQI-SEP Participant 39. Mr.Md. Jainal Abedin Project Director, FSSAP-II Participant 40. Mr. Md. Shafayet Hossain Project Director, FESP Participant 41. Mr. Md. Abdur Razzak Project Director, FSSP Participant 42. Mr. Md. Tazul Islam Project Director, HSFSP-III Participant 43. Mr. Barry Taylor Team Leader, SESIP-I Participant 44. Prof. Muhammad Islam Ghani Principal, Alia Madrasah, Dhaka Participant 45. Prof. Md. Monirul Islam Chairman, BMEB Participant 46. Mr. Khan Md. Sabbir Controller of Examination, BMTTI Participant 47. Prof. M Mahbubur Rahman Principal, BMTTI Participant 48. Prof. Dr. Md. Idris Ali Chairman, TEB Participant 49. Mr. Syed Hafizul Islam Headmaster, Govt. Laboratory High Participant School, Dhaka 50. Ms. Setara Begum Headmistress, Dhanmondi Govt. Girls Participant High School, Dhaka 51. Prof. Md Elias Ali Director, BANBEIS Participant 52. Dr. Siddiqur Rahman Professor, IER Participant 53. Dr. Saleha Khatun Consultant Curriculum, SESIP-I Participant 54. Prof. Mainuddin Controller, BISE, Dhaka Participant 55. Mr. Nazmul Huda Deputy Controller, BISE, Dhaka Participant 56. Moulana Mansurur Rahman Retired Principal, Alia Madrasah, Participant Dhaka 57. Mrs. Tazkera Begum Dept. Chief (Edu), Planning Participant Commission 58. Mr. Md. Salim Senior Assistant Chief (Edu), Planning Participant Commission 59. Mrs. Shamima Akhtar Dept. Chief (ADB Desk), ERD Participant 60. Mr. S A S M Taifur Project Director, Planning Commission Participant 61. Mr Md Abdul Khaleque Assistant Director (Engineering) DSHE Participant 62. Ms Ajanta Islam PMU, DSHE Participant 63. Mr. Tayyeba Nasir AD, British Council Participant 64. Prof. Mayezuddin Ahmed PBM Consultant, SESIP Participant 65. Mr Mominul Huq Chowdhury Deputy Director (Cell), DSHE Participant
203 Second Secondary Education Improvement Project (SESIP- 2)
Sl. No. Name Designation
66. Mr Khan Md Sabbir Coordinator, BMTTI Participant 67. Mr Golam Mohammad Faruk Research Officer, MOE Participant 68. Mr Syed Hafizul Islam H.M. Govt. Lab., Dhaka Participant 69. Mr Prodip Kumar Mahottam Senior Assistant Chief, MOE Participant 70. Mr Bikash Kumar Nandi Computer Programmer, PMU Participant 71. Mr Md Enamul Huque Attached Officer DSHE 72. Mr Md Shamsul A. Khan Assistant Director, TQI Project DSHE 73. Prof Abdul Hamim Dean, Undergraduate Studies, National Participant University, Gazipur 74. Dr Monira Hossain Dean, Education, Bangladesh Open Participant University 75. Chairman Board of Intermediate & Secondary Participant Education, Jessore 76. Chairman-in-Charge Board of Intermediate & Secondary Participant Education, Comilla 77. Chairman Board of Intermediate & Secondary Participant Education, Chittagong 78. Deputy Director Secondary & Higher Education, Participant Faridpur Mansion, Malibag Moor, Dhaka 79. Deputy Director Secondary & Higher Education, Participant Chittagong 80. Deputy Director Secondary & Higher Education, Comilla Participant 81. Deputy Director Secondary & Higher Education, Sylhet Participant 82. Deputy Director Secondary & Higher Education, Participant Mymensingh 83. Deputy Director Secondary & Higher Education, Participant Rajshahi 84. Deputy Director-in-Charge Secondary & Higher Education, Participant Rangpur 85. Deputy Director Secondary & Higher Education, Khulna Participant 86. Deputy Director Secondary & Higher Education, Barisal Participant 87. DEO-in-Charge District Education Officer, Tangail Participant 88. DEO District Education Officer, Kurigram Participant 89. DEO District Education Officer, Natore Participant 90. DEO District Education Officer, Moulvibazar Participant 91. DEO District Education Officer, Coxes Bazar Participant 92. DEO District Education Officer, Patuakhali Participant 93. DEO District Education Officer, Laxmipur Participant 94. DEO District Education Officer, Kishoreganj Participant 95. DEO District Education Officer, Sirajgong Participant 96. DEO District Education Officer, Bogra Participant 97. DEO District Education Officer, Hobiganj Participant 98. Principal Dinajpur Government College, Dinajpur Participant 99. Principal Khulna Women College,Khulna Participant 100. Principal Teachers Training College, Dhaka Participant 101. Principal Teachers Training College, Barisal Participant 102. Principal Teachers Training College, Rangpur Participant 103. Principal Teachers Training College, Chittagong Participant
204 Second Secondary Education Improvement Project (SESIP- 2)
Sl. No. Name Designation 104. Principal Teachers Training College, Participant Mymensingh 105. Principal Teachers Training College, Feni Participant 106. Principal Teachers Training College, Khulna Participant 107. Director Higher Secondary Teachers Training Participant Institute, Comilla 108. Director Higher Secondary Teachers Training Participant Institure, Rajshahi 109. Director Higher Secondary Teachers Training Participant Institutre, Mymensingh 110. Head Mistress Noakhali Govt. Girls High School, Participant Noakhali 111. Head Master Bogra Government High School, Bogra Participant 112. Head Master Bandarban Govt. High School, Participant Bandarban 113. Head Mistress Jessore Govt. Girls High School, Participant Jessore 114. Head Master Rangpur Zilla School, Rangpur Participant 115. Head Mistress Tangail Bindu Basini Govt. Girls High Participant School, Tangail 116. Principal Government Alia Madrasah, Bogra Participant 117. Principal Jessore Aminia Kamil Madrasah, Participant Jessore 118. Principal Madinatul Ulum Kamil Madrasah, Participant Rajshahi 119. Principal Kuatul Ulum Kamil Madrasah, Kushtia Participant 120. Principal Comilla Islamia Kamil Madrasah, Participant Comilla 121. Principal Darul Ulum Alia Madrasah, Chittagong Participant 122. Prof. Eltasuddin Retd. Chairman, NCTB, Dhaka Participant Facilitator
Sl. No. Name Designation 123. Prof. Abdur Rashid Deputy Team Leader SESIP 124. Dr. F K Chowdhury Education Finance Specialist SESIP 125. Dr. Mahbuba Nasreen Gender Specialist SESIP 126. Dr. M A Mannan Decentralized Management Specialist SESIP 127. Mr. P K Biswas Education Infrastructure Specialist SESIP 128. Mrs. Hosne Ara Begum Examination & Assessment Specialist SESIP 129. Mr. M A Rouf Akhand EMIS Specialist SESIP Announcer
Sl. No. Name Designation 130. Ms Zahida Sultana Attachment Officer, PSPU (P&D) DSHE 131. Mr Md Abdul Momen Mussabir Research Officer, PSPU (P&D) DSHE Rapporteur
Sl. No. Name Designation 132. Mrs Selina Begum Research Officer (P&D) DSHE 133. Mr Md Shameem Ahsan Khan Research Officer (P&D) DSHE 134. Mr S M Morshed Bipul Research Officer (P&D) DSHE
205 Second Secondary Education Improvement Project (SESIP- 2)
Supplementary annexes
206 Second Secondary Education Improvement Project (SESIP- 2)
Annex A: Chronology and details of stakeholder meetings
207 Second Secondary Education Improvement Project (SESIP- 2)
Annex A: Chronology and details of stakeholder meetings and details of stakeholder meetings
2003 Activity
February-March PPTA Inception
March Stakeholder Meetings at National, District, Upazila, and Training Institution levels
April Final Inception Report
May Stakeholder Meetings at National, District, Upazila, and Training Institution levels
June Stakeholder Meetings at National, District, Upazila, and Training Institution levels
July Stakeholder Meetings at National, District, Upazila, and Training Institution levels
July 1st draft PPTA report
August 1st National Stakeholder Workshop
August 2nd draft report
September 2nd National Stakeholder Workshop
October Draft final PPTA report
November Revised final PPTA report
December Tripartite meeting
December Pre-fact finding mission (ADB)
2004 Activity
January Fact- finding mission (ADB & CIDA)
April-May Appraisal mission (ADB & CIDA)
208 Second Secondary Education Improvement Project (SESIP- 2)
Annex B: Problem and Constraints Analysis
209 Second Secondary Education Improvement Project (SESIP- 2)
Annex B: Problem and Constraints Analysis
PROBLEM ANALYSIS FOR TEACHING QUALITY IMPROVEMENT IN SECONDARY EDUCATION
POOR TEACHING QUALITY IN SECONDARY EDUCATION
Weak Many untrained Inadequate Lack of Lack of Teaching as a Lack of teacher Poor teacher organizational/ and poorly funding strategic accountability, career not incentives recruitment supervisory trained arrangements planning and monitoring and valued system capacity teachers coordination evaluation
Weak gender and Poor classroom Multiple institutions No standardized Poor school physical Multiple teacher Under resourced social development performance teacher education standards training programs secondary education policies curriculum system
Inadequate teacher Lack of teaching and Quality v expansion Lack of assessment Lack of defined Teacher inertia and Inequitable access for training facilities learning resources dichotomy and inspection standards and absenteeism disadvantaged competencies children
GOVERNMENT ACTION BEING TAKEN
Implementing Support for MOE's Proposed Poverty Stipend EFA Strategy NTRCA National SESIP and greater de- Perspective Policy Reforms Reduction Programs and Agenda proposed Assessment other projects centralization Plan 1995- Strategy (NICAR) 2010
Secondary Teacher Teacher Preparation of Teacher Development Training Teaching Quality Education Task and Deployment Curriculum Improvement Force Council Reform Project
PROPOSED PROJECT ACTIVITIES
1. Establish an integrated 2. Strengthen the 3. Support NTRCA 4. Strengthen 5. Improve training of 6. Upgrade secondary 7. Develop an in- secondary Teacher. capacity of DSHE and capacity of BANBEIS head teachers and TT institutions and service teacher training Training system NAEM administrators programs network
8. Accredit secondary 9. No new 10. Develop 11. Compulsory 12. Improved training 13. Improve teacher school teacher training unqualified teachers modularized B.Ed. And teacher in-service for teacher trainers training materials Teaching Certificate professional devel.
14. Establish an 15. Renovate and 16. Increase access for 17. Improve teaching 18. Encourage greater 19. Develop greater 20. Build linkages with innovation and upgrade SESDCs and remote and rural areas and learning in participation of women social awareness for SESIP, PROMOTE development fund HSTTIs disadvantaged areas teachers special needs and SESIP II
210 Second Secondary Education Improvement Project (SESIP- 2)
Annex C: Description of the Innovation and Development Fund
211 Second Secondary Education Improvement Project (SESIP- 2)
Annex C: Description of the Innovation and Development Fund
Teaching quality improvement in secondary education
Innovation and Development Fund
1 As part of the Teaching Quality Improvement Project financing will be provided through an Innovation and Development Fund, to support practical and creative ways to implement reforms and innovative schemes for enhancing the quality of teacher training and teaching in secondary schools. This flexible pool of funding will be established and made available to the teacher training network of Teacher Training Colleges (TTCs), Madrasah Teacher Training Institute (MTTI), Secondary Education Science Development Centers (SESDCs), Higher Secondary Education Teacher Training Institutes (HSTTIs), and resource centers. It is anticipated that through this mechanism the Project will support the development and implementation of creative schemes and pilots focusing on the improvement of teaching and learning strategies, practices, and materials at the training institutions. Priority will be given particularly for those schemes initiated by TTCs, MTTI, SESDCs, HSTTIs, and resource centers at the local level through schools. Innovative schemes may include, where possible, learning from and working with NGOs, which have experience in teacher training in secondary education. Innovation and Development Fund Operation Manual will be finalized at project inception detailing the application procedures, selection criteria, regulations and guidelines for funding, and reporting and monitoring requirements. The training institutions will prepare proposals according to predetermined criteria, and those proposals meeting the criteria will be funded from the Innovation and Development Fund, which may be awarded for new proposals, or for the continuation and expansion of existing innovations.
2 An Innovation and Development Fund Committee will be formed at the national level under the leadership of Director General of Directorate of Secondary and Higher Education (DSHE), made up of representatives from government, training institutions and the community. This Committee will meet regularly to agree policies, assess and review proposals, accept those with particular merit, and determine funding allocations for selected innovations. The Project Management Unit (PMU) will be responsible for developing and drafting the Innovation and Development Fund Operation Manual detailing the application procedures and screening the applications, detailed selection criteria, regulations and guidelines for funding, and reporting and monitoring requirements.
3 The priority focus of the applications should be within the following general criteria: • Innovative collaborative programs between training institutions, schools and communities, particularly at grass-roots level, which support improved quality of teaching in secondary schools. • The establishment and strengthening of programs designed to implement reforms and innovative schemes for enhanced quality of initial and in-service teacher training. • Support for innovative ideas and programs that require financial support for improved quality of teaching and teacher training, including the development of teaching and learning materials. • Proposals that strengthen and support the development of teaching initiatives for increasing the quality of secondary school teaching in remote and underserved areas.
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Annex D: Description of training grants
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Annex D: Description of training grants
Training Grants
1 The Project will provide training grants for secondary school teachers. The proposed grants will be provided to assist teacher trainees and untrained teachers to attend a range of training courses. They will include: • Training grants for new teachers undertaking Bachelor of Education (B.Ed.) courses. • Training grants for teachers, under the age of 40, undertaking Teacher Training Certificate courses. • Training grants for secondary school teachers from remote and underserved areas undertaking Bachelor of Education (B.Ed.) courses. • Training grants for secondary school teachers from remote and underserved areas undertaking in-service professional development. • Training grants for female teachers through the provision of Female Teaching Fellowships, developed by the PROMOTE program, particularly in the remote and underserved areas. As part of this program, grants will be provided for replacement teachers for the Female Teaching Fellows during their absence from their schools during training.
2 It is also proposed to provide grants, during the Project, for teacher trainers from Government Teacher Training Colleges (TTC), the Madrasah Teachers’ Training Institute (MTTI), the Secondary Education Science Development Centers (SESDC), and the Higher Secondary Teacher Training Institutes (HSTTI), to undertake M.Ed. in-country training. It is proposed that these M.Ed. students would be sponsored through the provision of grants, similar to those proposed for the B.Ed. training, to complete accredited courses of a suitable standard in Bangladesh.
3 The Project Management Unit (PMU), who will be responsible for producing operations manuals, regulations and guidelines for each activity, detailing eligibility criteria procedures, will implement the system of grants.
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Annex E: Description of Master of Education (MEd) Training Approach
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Master of Education (MEd) Training
1 The improvement in the quality of teaching in Bangladesh secondary schools will require a cadre of teacher educators capable of leading the ongoing development of the Teaching Quality Improvement initiatives in all areas of teacher training. Currently there is a gap in the provision of opportunities that enable the development of a core of career Teacher Educators, with a deeper theoretical knowledge and critical appreciation of the application of modern theory and practice in teacher education, sufficient to lead future change and to train and support their colleagues. There is also a need within the teacher educator cadre for a core of specialists with research skills, especially those able to inform the teaching-learning process in the Bangladesh context. To meet this need it is proposed to develop a system of Masters of Education (MEd) training for teacher educators as part of the Project.
2 It is estimated that approximately 50% of Government Teacher Training College (TTC) lecturers do not have, or are not currently studying for, an MEd, or equivalent, degree. This equates to approximately120 Government TTC lecturers who will not have an MEd within the next 12 months. Many of the TTC lecturers have a Masters Degree in a school teaching subject, together with a Bachelor of Education (B.Ed.) degree, which would enable them to meet the entry requirements for many overseas university courses. However, fluency in the English language can be a barrier for entry to many Western universities. A Bangladesh based English Language program could address this requirement if needed. However, there obviously are many other practical reasons why a large number of lecturers cannot be sent simultaneously for MEd training overseas.
3 There are a number of possible ways of providing MEd training for teacher trainers, as part of the Project.
In-country MEd Training
4 MEd students could be sponsored through the provision of grants, similar to those proposed for the Bachelor of Education (B.Ed.) training, to complete suitably accredited MEd courses in Bangladesh.
Overseas MEd Training
5 A number of teacher educators, possibly between 20 and 30, could be sponsored, through the Project to study for an overseas Masters of Education, or equivalent, preferably through an affiliation with appropriate overseas training institutions with recognized international standards. For example, under the current SESIP good model has been tested with flexible learning options. Based on SESIP model, the constituent courses, including a compulsory research methods paper, and the thesis, can be studied at a distance using mixed delivery modes.
Combined In-country and Overseas MEd Training
6 One possible model is an MEd Course commencing with approximately four to six months of overseas study, when a research methods paper and one other could be completed. The remaining part of the degree could be completed in Bangladesh, with the added advantage of supporting a body of research in the Bangladesh secondary teaching-learning context. The overseas institution could bring lecturers to Bangladesh to enable the maintenance of continuity and support. There are a range of overseas institutions that could offer such programs.
Female Fellowship scheme for MEd Training
7 The PROMOTE Fellowship scheme, to sponsor selected female teachers and teacher educators could be included in any of the above training modalities.
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Annex F: Indicative schedule for consultancy inputs
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Summary of Required Consultants Number Person-Months Total of Person- Consultants Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Months
Component 1 - Teaching Quality Improvement Through Organizational Development and Capacity Building International Consultants:
Team Leader/Adviser for Teaching Quality and Education Policy, 1 12 1212 12 12 6 66 Planning and Management Teacher Registration and Accreditation Adviser 1 9 12 3 24 Teacher Education Authority Adviser 1 9 12 3 24 Education Management Training Adviser 1 9 12 3 3 3 3 33 Monitoring and Evaluation Adviser 1 9 12 3 3 3 3 33 EMIS Adviser 1 9 3 12 Total 576324181812192 Domestic Consultants:
Teaching Quality and Education Policy, Planning and Management 11212121212 6 66 Adviser Teacher Registration and Accreditation Adviser 1 9 12 3 24 Teacher Education Authority Adviser 1 9 12 3 24 Education Management Training Adviser 1 9 12 12 12 3 48 Monitoring and Evaluation Adviser 1 9 12 12 12 12 57 EMIS Adviser 1 9 12 12 33 Total 57725436276252
Component 2 - Improving Teacher Training Facilities International Consultants:
Teacher Education Institution Planning Adviser 1 6 12 6 24 Total 6 12 6 24
Domestic Consultants:
Teacher Education Institution Planning Adviser 1 6 12 6 24 Total 6 12 6 24
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Number Person-Months Total of Person- Consultants Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Months
Component 3 - Strengthening In-service and Pre-service Teacher Training International Consultants:
Teacher Training Course Development and Design Adviser 1 9 12 12 12 12 57 Teacher Training Distance Education Adviser 1 9 12 12 12 3 3 51 Teacher Training Materials Development Adviser 1 9 4443 24 Total 27282828183132
Domestic Consultants:
Teacher Training Course Development and Design Advisers tbd 48 48 48 48 48 240 Teacher Training Distance Education Adviser 1 9 12 12 12 12 3 60 Teacher Training Materials Development Adviser 1 9 12 12 12 3 48 Total 187272726351348
Component 4 - Equity and Access International Consultants:
Equitable Access Adviser 1 6 12 4 4 2 2 30 Special Needs and Gender Adviser 1 3 3 3 2 2 2 15 Special Education and Disability Adviser 1 4 4 3 3 3 3 20 Total 13191097765
Domestic Consultants:
Equitable Access Adviser 1 6 12 6 4 4 4 36 Special Needs and Gender Adviser 1 3 3 3 2 2 2 15 Special Education and Disability Adviser 1 4 4 3 3 3 3 20 Total 13191299971
Flexible Consultancy Pool
International Consults:
To be decided during project implementation 4 4 4 4 4 20
Domestic Consultants:
To be decided during project implementation 8 8 8 8 8 40
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Number Person-Months Total
of Person-
Consultants Year 1 Year 2Year 3Year 4Year 5Year 6 Months
Summary of Consultancy
International Consultants 103 126 72 59 47 26 433
Domestic Consultants 94 183 152 125 107 74 735
Notes: 1. The indicated years are project years, not GOB financial years. 2. Under component 3, the exact number of Teacher Training Course Development and Design Advisers (Domestic Consultants) will be determined during project implementation depending on the number and content of the courses being designed and the specific course needs.
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Annex G: Outline terms of reference for consultancy inputs
221 Second Secondary Education Improvement Project (SESIP- 2)
Annex G: Outline terms of reference for consultancy inputs
Component 1 – Teaching Quality Improvement Through Organizational Development and Capacity building
International Consultants:
Team Leader/ Adviser for Teaching Quality and Education Policy Planning and Management (12 person months in each of Years 1 to 5 and 6 person months in Year 6. Total 66 months.)
1 The international Adviser for Teaching Quality and Education Policy, Planning and Management will have expertise in secondary pre-service and in-service teacher training, curriculum development, teaching and learning materials, head teacher training, teacher support and supervision, education policy development, planning and management, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), located within the Directorate of Secondary and Higher Education (DSHE), and will work closely with the Director General (DG) of the DSHE, and will assist and support the Ministry of Education (MOE) and the DSHE in coordinating and managing all aspects of the Project. The Adviser will take particular responsibility for improving the quality of teacher trainers, both in subject matter and pedagogy, through a combination of overseas and local training, coordinated through the National Academy for Education and Management (NAEM). The Adviser will be the Team Leader of the consultants.
Teacher Registration and Accreditation Adviser (9 person months in Year 112 person months in Year 2 and 3 person months in Year 3. Total 24 months.)
2 The international Teacher Registration and Accreditation Adviser will have specialist expertise and in-depth experience in accreditation and registration, preferably with large educational and Government agencies. He/She will be situated in the Program Management Unit (PMU), and will advise on developing policy, planning, and implementation of the proposed Registration and Accreditation Authority, with responsibility for the registration, accreditation and deployment of all qualified teachers and head teachers working in secondary schools. The adviser will coordinate the logistic support and capacity building for this activity, provided by the Project.
Teacher Education Authority Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in Year 3. Total 24 months.)
3 The international Teacher Education Authority Adviser will have specialist expertise and in-depth experience in education management and in policy development, planning, and implementation specifically in developing teacher education authorities. He/She will be located in Program Management Unit (PMU), and will work closely with the National Academy for Education and Management (NAEM), and will assist with building the capacity of NAEM to carry out its functions effectively and to become the ‘center of excellence’ in academic development for secondary teacher education and training.
Education Management Training Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in each of Years 3 45 and 6. Total 33 months.)
4 The international Education Management Training Adviser will have in depth experience of training head teachers and education administrators, in all aspects of managing secondary education and secondary schools. He/She will be located in the National Academy for Education and Management (NAEM), and will assist with building the capacity of NAEM to develop and implement a range of education management training courses, aimed at upgrading existing courses to include aspects of innovative teaching and good education practices, and specifically the role of head teachers and district officials in encouraging and maintaining good teaching practice through monitoring and professional support.
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Monitoring and Evaluation Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in each of Years 3 4 5 and 6. Total 33 months.)
5 The international Monitoring and Evaluation Adviser will have expertise and broad experience in monitoring and evaluation. He/She will be located in the Program Management Unit (PMU), and will work closely with the Policy and Strategy Planning Unit (PSPU) at DSHE and with the Bangladesh Bureau of Educational Information and Statistics (BANBEIS). The Adviser will strengthen the monitoring and evaluation functions and support at all levels and will assist and guide the M & E staff at the DSHE and BANBEIS to develop their expertise in monitoring and evaluating education programs and projects, including program assessment, surveys, research and impact studies,
EMIS Adviser (9 person months in Year 1 and 3 person months in Year 2. Total 12 months.)
6 The international EMIS Adviser will have expertise and experience in EMIS, including GIS and their use in educational planning, preferably with experience in Bangladesh. He/She will be located in the EMIS unit of the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) and will work with the staff to develop and strengthen the EMIS activities, including expanding and enhancing secondary education data collection, and the use of EMIS and GIS data to support improved decision-making, monitoring and evaluation at central and other levels.
Domestic Consultants:
Teaching Quality and Education Policy Planning and Management Adviser (12 person months in each of Years 1 to 5 and 6 months in Year 6. Total 66 months.)
7 The domestic Teaching Quality and Education Policy, Planning and Management Adviser will have expertise in secondary pre-service and in-service teacher training, curriculum development, teaching and learning materials, head teacher training, teacher support and supervision, education policy development, planning and management. He/She will be situated in the Program Management Unit (PMU), located within the Directorate of Secondary and Higher Education (DSHE), and will be the counterpart to the international Adviser for Teaching Quality and Education Policy, Planning and Management, and will support all aspects of developing quality teaching quality improvement.
Teacher Registration and Accreditation Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in Year 3. Total 24 months.)
8 The domestic Teacher Registration and Accreditation Adviser will have specialist expertise and in-depth experience in accreditation and registration, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), located within the Directorate of Secondary and Higher Education (DSHE), and will work with the international Teacher Registration and Accreditation Adviser in developing and implementing the proposed Teacher Registration and Accreditation Authority.
Teacher Education Authority Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in Year 3. Total 24 months.)
9 The domestic Teacher Education Authority Adviser will have specialist expertise and in- depth experience in education management and in policy development, planning and implementation in teacher education, preferably in Bangladesh. He/She will be located in the Program Management Unit (PMU), and will be the counterpart to the international Teacher Education Authority Adviser, working closely with the National Academy for Education and Management (NAEM).
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Education Management Training Adviser (9 person months in Year 1 12 person months in each of Years 2 to 4 and 3 months in Year 5. Total 48 months.)
10 The domestic Education Management Training Adviser will have in depth experience of training head teachers and education administrators, including District Education Officers (DEO), and Upazila Secondary Education Officers (USEO), in all aspects of managing secondary education and secondary schools. He/She will be located in the National Academy for Education and Management (NAEM), and will be the counterpart to the international Education Management Training Adviser, working closely with the staff of NAEM to develop and implement a range of education management training courses for head teachers and district officials.
Monitoring and Evaluation Adviser (9 person months in Year 1 12 person months in each of Years 2 to 5. Total 57 months.)
11 The domestic Monitoring and Evaluation Adviser will have expertise and broad experience in monitoring and evaluation. He/She will be located in the Program Management Unit (PMU), and will work closely with the international Monitoring and Evaluation Adviser to provide support to the Policy and Strategy Planning Unit (PSPU) at DSHE and with the Bangladesh Bureau of Educational Information and Statistics (BANBEIS). The adviser will assist and guide the M & E staff at the DSHE and BANBEIS to develop their expertise in monitoring and evaluation.
EMIS Adviser (9 person months in Year 1 and 12 person months in each of Years 2 and 3. Total 33 months.)
12 The domestic EMIS Adviser will have expertise and experience in EMIS, including GIS and their use in educational planning, preferably in Bangladesh. He/She will work closely with the international EMIS adviser and will be located in and provide support to the EMIS unit of the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) to develop and strengthen EMIS activities, including expanding and enhancing secondary education data collection, and the use of EMIS and GIS data to support improved decision-making, monitoring and evaluation at central and other levels.
Component 2 – Improving Teacher Training Facilities
International Consultants:
Teacher Education Institution Planning Adviser (6 person months in Year 1 12 person months in Year 2 and 6 person months in Year 3. Total 24 months.)
13 The international Teacher Education Institution Planning Adviser will have specialist expertise and in-depth experience in planning and management, including financial planning, in teacher education institutions. He/She will be located in the Program Management Unit (PMU), and will work closely with the Teacher Training Colleges (TTC), the existing Secondary Education Science Development Centers (SESDC) and the Higher Secondary Teacher Training Institutes (HSTTI), together with a number of selected and approved private TTCs, to strengthen the delivery of pre-service and in- service teacher training through the development of a network of quality training institutes. The Adviser will assist with planning and upgrading the physical facilities of the secondary teacher education institutions, including renovation of classrooms, libraries, laboratories, storage, and provision of furniture and teaching aids.
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Domestic Consultants
Teacher Education Institution Planning Adviser (6 person months in Year 1 12 person months in Year 2 and 6 person months in Year 3. Total 24 months.)
14 The domestic Teacher Education Institution Planning Adviser will have specialist expertise and in-depth experience in planning and management in teacher education institutions in Bangladesh. He/She will be located in the Program Management Unit (PMU), and will support the international Teacher Education Institution Planning Adviser in developing a network of quality training institutes and upgrading their physical and other facilities.
Component 3 – Strengthening In-service and Pre-service Teacher Training
International Consultants
Teacher Training Course Development and Design Adviser (9 person months in Year 1 and 12 person months in each of Years 2 to 5. Total 57 months.)
15 The international Teacher Training Course Development and Design Adviser will have specialist expertise and in-depth experience in developing and implementing programs of initial teacher training, in-service teacher training, and professional development. He/She will be located in the National Academy for Education and Management (NAEM), and will assist with developing and implementing a range of initial and in-service teacher training courses, aimed at upgrading existing courses to include aspects of innovative teaching and good education practices. The Adviser will provide advice on the development of the improved design of the teacher-training curriculum to ensure a nationally standardized and accredited modularized B.Ed., modularized one-year B.Ed. He/She will also be instrumental in designing and developing a new in-service teacher- training program to train the untrained teachers currently serving in schools through a basic 3-month in-service training course at certificate level, as a component of the proposed modularized one-year B.Ed. course.
Teacher Training Distance Education Adviser (9 person months in Year 1 12 person months in each of Years 2 to 4 and 3 person months in each of Years 5 and 6. Total 51 months.)
16 The international Teacher Training Distance Education Adviser will have specific expertise and in-depth experience in developing and implementing programs of initial and in-service teacher education and professional development, in distance mode, including cluster-based training. He/She will be located in the National Academy for Education and Management (NAEM) and will work closely with the Bangladesh Open University (BOU) and with Teacher Training Materials Development Advisers.
Teacher Training Materials Development Adviser (9 person months in Year 1 4 person months in each of Years 2 to 4 and 3 person months in Year 5. Total 24 months.)
17 The international Teacher Training Materials Development Adviser will have wide experience of designing and developing initial teacher education and in-service and professional development teacher training materials, including trainers’ guides, textbooks and manuals, for both face to face and distance modes. He/She will be located in the National Academy for Education and Management (NAEM) and in the Bangladesh Open University (BOU), who will be commissioned, with technical support from TQI, to design, produce and distribute the training materials for both face-to-face and distance modes. The Teacher Training Materials Development Adviser will work closely with both the Teacher Training Course Development and Design Advisers and the Teacher Training Distance Education Advisers.
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Domestic Consultants
Teacher Training Course Development and Design Advisers (Estimated average 48 person months in each of Years 2 to 6. The number of Advisers to be decided during project implementation depending on the number and content of courses being designed and the specific course needs. Total 240 months.)
18 The domestic Teacher Training Course Development and Design Advisers will have specialist expertise and experience in developing and implementing programs of initial teacher training, in-service teacher training, and professional development, including specialist subjects, preferably in Bangladesh. They will be located in the National Academy for Education and Management (NAEM), and will work closely with the international Teacher Training Course Development and Design Adviser to develop and implement a range of initial and in-service teacher training courses, aimed at upgrading existing courses, both in innovative teaching and good education practices, and in specialist subjects.
Teacher Training Distance Education Adviser (9 person months in Year 1 12 person months in Years 2 to 5 and 3 months in Year 6. Total 60 months.)
19 The domestic Teacher Training Distance Education Adviser will have specific expertise and in-depth experience in developing and implementing programs of initial and in- service teacher education and professional development, in distance mode, including cluster-based training. He/She will be located in the National Academy for Education and Management (NAEM) and will work closely with the international Teacher Training Distance Education Adviser.
Teacher Training Materials Development Adviser (9 person months in Year 1 12 person months in each of Years 2 to 4 and 3 person months in Year 5. Total 48 months.)
20 The domestic Teacher Training Materials Development Adviser will have wide experience of designing and developing initial teacher education and in-service and professional development teacher training materials, including trainers’ guides, textbooks and manuals, for both face to face and distance modes, preferably in Bangladesh. He/She will be located in the National Academy for Education and Management (NAEM) and in the Bangladesh Open University (BOU), and will work closely with the international Teacher Training Materials Development Adviser.
Component 4 – Increasing Equitable Access and Improving Community Involvement
International Consultants
Equitable Access Adviser (6 person months in Year 1 12 person months in Year 2 4 person months in each of Years 3 and 4 and 2 person months in each of Years 5 and 6. Total 30 months.)
21 The international Equitable Access Adviser will have expertise and experience in providing equitable access to schooling for secondary age children with special needs. He/She will be situated in the Program Management Unit (PMU), and will assist and support the Ministry of Education (MOE) and the DSHE in coordinating and managing a range of activities to improve access to secondary schooling for children with special needs, including improving teaching quality in the remote and underserved areas by giving priority for both initial and in-service training to teachers from these areas. The Adviser will assist with establishing and implementing three outreach stations, or satellite teacher resource centers, to improve the access to teacher education in the areas of Rangamati (CHT), Patuakhali and Thakurgaon, with appropriate professional linkages with the nearest training institutes. A network of outlying or mobile facilities will be developed, based on these resource centers and the consultant will work closely with the Teacher Training Distance Education Advisers to develop school cluster-based distance education pilot schemes for teacher education and professional development in these remote and underserved areas.
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Special Needs and Gender Adviser (3 person months in each of Years 1 to 3 and 2 person months in each of Years 4 to 6. Total 15 months.)
22 The international Special Needs and Gender Adviser will have particular experience in gender and of working with secondary age children with special needs, and for community participation and mobilization. He/She will be situated in the Program Management Unit (PMU), and will assist and support the Ministry of Education (MOE) and the DSHE in coordinating and managing a range of activities to improve the provision of secondary education for children with special needs, including those from various disadvantaged groups such as the disabled, ethnic minorities and refugees. The Adviser will support the development of a component for inclusion in the initial and in- service training for all head teachers, and for district and other government officials, on ways of supporting and enhancing the teaching and learning of children from disadvantaged groups, including the development of special teaching and learning materials for teachers working with these children. The Adviser will also develop an awareness-training program for use with School Management Committees (SMC) and other parent and support groups, including NGOs, to promote understanding and support for teachers working with children from disadvantaged groups.
Special Education and Disability Adviser (4 person months in each of Years 1 and 2 and 3 person months in Years 3 to 6. Total 20 months.)
23 The international Special Education and Disability Adviser will have relevant expertise and experience in special education and disability, and for community participation and mobilization. He/She will be based in the DSHE and will work closely with the NAEM and will review existing policies regarding education and disability and will recommend ways to reinforce the Government’s commitment to inclusive education and to providing support to disadvantaged children. The Adviser will work with the Special Needs and Gender Advisers, and the BOU, to develop the special teaching and learning materials for teachers working with children from various disadvantaged groups and the awareness-training program for use with SMCs and other parent and support groups.
Domestic Consultants
Equitable Access Adviser (6 person months in Year 1 12 person months in Year 2 6 person months in Year 3 and 4 person months in each of Years 4 to 6. Total 36 months.)
24 The domestic Equitable Access Adviser will have expertise and experience in providing equitable access to schooling for secondary age children with special needs, and for community participation and mobilization, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), and will assist and support the international Equitable Access Adviser, in coordinating and managing a range of activities to improve access to secondary schooling for children with special needs, including improving teaching quality in the remote and underserved areas. The Adviser will assist with establishing and implementing the three outreach stations and in developing school cluster-based distance education pilot schemes for teacher education and professional development in these remote and underserved areas.
Special Needs and Gender Adviser (3 person months in each of Years 1 to 3 and 2 person months in each of Years 4 to 6. Total 15 months.)
25 The domestic Special Needs and Gender Adviser will have experience in gender and of working with secondary age children with special needs, and for community participation and mobilization, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), and will work with the international Special Needs and Gender Adviser in coordinating and managing a range of activities to improve the provision of secondary education for children with special needs.
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Special Education and Disability Adviser (4 person months in each of Years 1 and 2 and 3 person months in each of Years 3 to 6. Total 20 months.)
26 The domestic Special Education and Disability Adviser will have expertise and experience in special education and disability, in Bangladesh. He/She will be based in the DSHE and will work closely with the international Special Education and Disability Adviser to provide support to disadvantaged children, and their teachers.
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Annex H: Outline of baseline indicators
229 Second Secondary Education Improvement Project (SESIP- 2)
Annex H: Outline of baseline quality indicators
Quality Teacher Training
1 During the Project, quality teacher training will be measured by the ability of training colleges, and other training institutes, to: • Deliver the proposed standardized modular 1-year B.Ed. course and the proposed 3-month Teacher Training Certificate. • Employ increasing numbers of teacher trainers with an M.Ed qualification, or better. • Support and provide good quality in-service secondary teacher professional development courses. • Have sufficient senior positions to provide an enhanced career structure for professionally qualified staff. • Provide well equipped, and staffed, Teaching Resource Centers. • Provide the improved gender sensitive, teacher-training materials, including trainers’ guides, textbooks and manuals, developed during TQI. • Provide training to enable teachers to work in secondary schools with children from disadvantaged groups, including indigenous children. • Provide well designed and equipped teaching spaces and facilities, including libraries, laboratories and IT facilities.
Quality Teacher Trainers
2 During the Project increasing numbers of teacher trainers and educators will: • Be trained and qualified to at least M.Ed. level. • Receive overseas training to improve their pedagogic and other knowledge to M.Ed. level. • Acquire in-depth knowledge and understanding of the concepts and skills in their specialist subject and are able to develop, and deliver, teaching methodologies that enhance the skills and learning of their students as teachers. • Develop total familiarity with the training curriculum, resources and assessment methods for the courses for which they are responsible. • Demonstrate improved understanding of modern pedagogic techniques and methods. • Employ a range of training techniques and methodologies, including the use of computer and other technology where appropriate • Develop the skills to train teachers to use the improved gender sensitive teaching and learning materials and textbooks, developed during the Project. • Carry out regular practical supervision of trainee teachers in a range of schools. • Demonstrate commitment, energy and enthusiasm for imparting training to their students and improving quality teaching in Bangladesh secondary schools.
Quality Teachers
3 During the Project increasing numbers of teachers will: • Acquire a B.Ed. qualification, or the proposed 3-month Teacher Training certificate. • Receive regular in-service secondary teacher professional development. • Demonstrate improved knowledge and understanding of the subject matter they teach. • Understand the importance of setting high expectations for their students so as to challenge and motivate them and deepen their knowledge and understanding.
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• Revise and improve their lesson Planning processes to include clear lesson objectives, content and activities. • Employ methods and organizational strategies that match the curricular objectives and the needs of students, including those from disadvantaged groups, including indigenous children. • Demonstrate good classroom management skills with high standards of discipline. • Learn to improve time and resource Mangement to improve effectiveness in teaching. • Learn to us gender sensitive and other specialist teaching materials and are able to develop suitable teaching aids. • Assess students’ work thoroughly and constructively, and use assessments to inform teaching and subsequent work. • Adopt more systematic processes to record student achievement and progress • Issue and mange homework tasks effectively to reinforce and extend what is learned in school.
Quality Head Teachers
4 During the Project increasing numbers of Head Teachers will: • Qualify as registered teachers with relevant experience. • Receive initial head teacher training, and regular in-service professional development. • Provide improved professional leadership to their schools to ensure success and enhanced learning opportunities by providing a high quality of education for all their students, with improved standards of learning and achievement. • Develop their professional knowledge and understanding, and acquire a range of leadership, management and personal skills and attributes that allow them to: • lead and manage people to work towards common goals; • investigate, solve problems and make decisions; • make points clearly and understand the views of others; and • plan time effectively and self organize. • Develop a strategic view for the school within its community and analyze and plan for its future needs and further development. • Support and ensure effective teaching and learning throughout the school by monitoring and evaluating the quality of teaching and the standard of student achievement. • Lead, motivate, support, challenge and develop staff to ensure improvement through in-service training and appraisal. • Deploy staff and resources efficiently and effectively to meet specified objectives in line with the school’s strategic plan. • Monitor and ensure regular teacher and pupil attendance. • Work closely and harmoniously with School Management Committees and Parent teacher Associations (PTA), and encourage community and parent participation in their schools.
Quality Schools
5 During the Project increasing numbers of secondary schools will: • Ensure the content, breadth and balance of the curriculum, for all students, reflects the aims of the government and of the school, with clear planning and organization. • Employ suitably qualified teachers with qualifications and experience that match the demands of the curriculum.
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• Implement arrangements for the induction, appraisal and professional development of staff to contribute to their effectiveness. • Ensure that school accommodation allows the curriculum to be taught effectively. • Provide teaching and learning resources that are adequate for the school’s curriculum, and the range of students, with sufficient quantities of textbooks, equipment and supplementary reading materials. • Provide regular reports on the progress of students. • Ensure that the resources provided to the school are managed efficiently and effectively, including the use made of specific grants, and the use of funds for students with special educational needs. • Ensure that equality of opportunity is provided for all children, with arrangements made to meet the needs of gender, students of differing ability, children of all ethnic groups, and individuals and groups of students with special social circumstances. • Establish clearly defined links with parents and the community, with parental support for the school encouraged and well organized. • Increase involvement rates and reduce absentee rates. • Reduce the number of repeating students and retain increasing numbers of students completing Year 10. • Employ increasing numbers of well-qualified female teachers.
Standards for Qualified Secondary Teacher Status
6 For teachers to achieve Qualified Secondary Teacher Status they must have a Bachelor of Education (B.Ed.) degree, or the proposed 3-month Teacher Training Certificate, and are able to demonstrate that they are able to demonstrate: • A sound knowledge and understanding of the concepts and skills in their specialist subject(s), at a standard to enable them to teach correctly and confidently. • Knowledge and understanding of, and know how and when to apply the relevant teaching and assessment methods specified in the curriculum for their specialist subject. • Ability to plan their teaching to achieve progression in students’ learning through clear teaching objectives, by setting challenging tasks and expectations, providing clear targets for students’ learning and identifying students with special educational needs. • Skills and ability to provide clear lesson plans and sequences of lessons. • Skills and ability to make effective use of assessment information on students’ attainment and progress for future lesson planning. • Effective class teaching, and groups within classes, to meet objectives and use available teaching time effectively, using a variety of teaching methods that sustain the momentum of students’ work and keep all students engaged. • Skills and ability and Understanding required to mark and monitor students’ assigned class work and homework and to provide constructive oral and written feedback, and assess and record each pupil’s progress systematically.
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Annex I: Detailed economic, poverty impact and financial analysis
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Annex I: Detailed economic, poverty impact and financial analysis
Secondary Education Sector Finance
1 Education sector has experienced substantial increase in the budget allocation in the last decades and is designated a priority sector in Bangladesh. The percentage of education sector budget in Gross Domestic Product (GDP) was 1% in 1970s but had reached 3% in the middle of 1990s. The percentage has slightly decreased to 2.4% since FY2002. Despite the drop in the percentage in the recent years, education sector received the largest proportion at approximately 14 to 15% of total government budget. Internationally, however, the current education budget level as a percentage of GDP is lower than the average of other less developed countries (3.8%) and of developed countries (5.8%). The percentage is comparatively lower than other countries in South Asia region, 3.7% in India, 3.4% in Sri Lanka and 2.9% in Nepal.
2 Secondary education sector is financed under Ministry of Education (MOE). MOE shared education sector budget equally with the Ministry of Primary and Mass Education (MOPME) in FY2001. However, as Table 1 shows, while the MOE budget continued to grow at around 8 to 14% per annum, that for MOPME grew less than MOE and was eventually reduced to FY2002 level in FY2004. As a result of the drop in the MOPME budget, the total education sector budget in FY2004 did not grow much from FY2003 and was Tk67.4 billion, of which the largest portion, 43% (Tk29.0 billion), was allocated to secondary education (Table 2) and 42% (Tk28.0 billion) to primary education.
Table 1: Education Budget1 FY2001-FY2004
Tk million FY2001 FY2002 FY2003 FY2004 Government Expenditure 385,240 423,060 448,540 519,800 Education Sector Budget 55,670 60,280 67,100 67,400 (Proportion to Government (14%) (14%) (15%) (13%) Expenditure)
Ministry of Primary and Mass Education 27,240 28,380 32,560 28,010 Ministry of Education 28,430 31,900 34,540 39,390
Notes: In order to examine the initial commitment of the government at the beginning of each financial year, the figures are based the original budget. Education sector budget in the table is the sum of the budget for Ministry of Primary and Mass Education and Ministry of Education. Ministry of Education includes secondary, VTE and higher education budgets.
Sources: Budget in Brief, Ministry of Finance, Government of Bangladesh.
3 In the area of teacher training, the government supports only public teacher training colleges (TTCs) and institutions from its secondary education budget. Recurrent budget for teacher training institutions has been reduced by both volume and proportionally in secondary education budget since FY2001, from Tk68 million (0.4percent) in FY2001 to Tk57 million (0.3percent) in FY2004.
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Table 2: Secondary Education Sub-sector Budget 2001-2004 Tk million FY2001 FY2002 FY2003 FY2004 Secondary Education Sector 22,496 25,125 27,270 28,971 (Proportion to education budget) (40%) (42%) (41%) (43%) Development budget 6,922 7,187 8,343 8,572 Capital expenditure 3,121 2,853 3,582 4,380 Recurrent expenditure 3,801 4,334 4,761 4,192 Recurrent budget 15,642 18,008 18,986 20,456 Administration 91 102 103 296 Secondary Schools 15,483 17,836 18,824 20,103 Teacher Training Institutions 68 70 58 57
Notes: All figures are estimates based on detailed budget records To examine the initial commitment of the government at the beginning of each financial year, the figures are based the original budget rather than the revised budget.
Sources: Annual Development Program 2001-2004, Planning Commission, Government of Bangladesh. Demands for Grants and Appropriations 2001-2004, Ministry of Finance, Government of Bangladesh.
A. Economic Analysis
4 Secondary education in Bangladesh is facing low internal efficiency, and teaching quality improvement will contribute in reduction in the wastage. Notwithstanding the quantitative achievements in enrollments, weaknesses in the secondary system are reflected in the declining quality of graduates and teachers. Challenges have remained and about 60% of teachers are still untrained, while most schools are devoid of standard conditions essential for the normal instructional process. Standard cohort analysis over the entire secondary cycle reveals the extent of wastage in the secondary education system in terms of both failure and dropout rates. Dropout rates average 44% for secondary grades 6-10 (49% for girls) and 38% for higher secondary grades 11-12 (36% for girls). Pass rates for the Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) have been declining since 1999. In 2001 the percentages of students passing the grade 10 SSC and grade 12 HSC examinations were 35% and 28% respectively. Such failure rates represent a huge wastage of financial resources. This can be countered by improvement in teaching quality in classrooms through training of teachers. Given the declining budget for teacher training in secondary education in both percentage and volume, investment and policy changes are necessary to achieve improvement in teaching quality.
5 There are currently over 6,000 teacher students studying in the government TTCs and the Project will further generate additional demand for teacher training from the pool of 150,000 untrained teachers in secondary schools. Firstly, the Project will create financial incentives for training among untrained teachers through increments in salary for trained teachers. Secondary, the Project will introduce new compulsory teacher qualification regulations, which inevitably create demand among untrained teachers for better pre- service and in-service teacher training. Thirdly, the provisions of grants will provide for untrained teachers in disadvantaged and remote areas better opportunities for training. During the project period the potential demand for teacher training exceed the current low utilization rate of colleges and training institutions, thus efficient allocation of the resources is required. The Project will assist in revitalizing the capacity.
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6 Under the Project, efficient use of the investment resources is achieved by putting more emphasis on certain groups of the beneficiaries. Firstly, the Project will have primary focus on only government teacher training institutions, and such private institutions, which are performing well. There are currently 25 government and 54 private training institutions1. Despite the higher number of private institutions, about 60% of the teacher training students enroll in the government training institutions and about 40% in the private sector. Therefore, investment into the government teacher training institutions will have an effect on a higher number of beneficiaries than investment in the private institutions. In addition, the quality of private training institutions is low, only few of the private institutions meet the basic requirements set for the institutions in the Private University Act.2 Given the rapid mushrooming of private training institutions without adherence to basic standards in recent years, it would not be wise to invest extensively in such institutions.
7 Efficiency of the investment is further achieved by emphasizing more pre-service and in- service training of secondary school teachers under age of 40. There are approximately 240,000 teachers in secondary schools, and 50% of them are below age 40. Nearly 60% of teachers over age 40 are actually above age 50. In other words, approximately 30% of total number of teachers will retire from service within next 5 years after the project period. Therefore, by focusing on teachers particularly under age 40 years, who are likely to serve in schools more than 10 years, higher utility of teacher training is obtained.
8 In order to assess the economic efficiency of the investment under the Project, economic internal rate of return (EIRR) in 25 years was estimated.3 To illuminate the impact of the proposed Project, it is assumed that enrolment and completion ratio of secondary education remain constant at the estimated 2004 level in without-project scenario, and completion rate is manipulated in with-project scenario. Three major streams of economic benefits of the proposed project are identified, namely (i) direct benefit for teachers, (ii) improved internal efficiency and (iii) enhanced educational effectiveness in secondary schools. The impacts of the two educational improvements are estimated in monetary values, based on estimated future salary increments4 of pupils in secondary school as a result of completing additional year of secondary education.5
9 The direct economic benefit includes an increase in teacher salary as a result of trainings, grants and incentive awards. It is estimated that a trained teacher currently receives 25% increase more salary per year at maximum than an untrained teacher, and the total amount of grants and incentive awards received by trained teachers during the project period is approximately $2 million per year.
10 Improvement in internal efficiency is measured by the difference in completion rates between with- and without-project scenarios, based on an assumption that a better trained teacher in secondary schools result in better completion rate in a class. Given the absence of statistical data on the relationship between the level of teacher training and the degree of improvement in completion rates, it is assumed that the salary difference between trained and untrained teachers derives from the ability to successfully deliver education6. In other words, a trained teacher who receives 25% more salary than an untrained teacher has ability to increase the completion rate of his/her class by 25%.
1 Teacher training institutions include government’s Teacher Training Colleges (n=11), government’s Secondary Education Science Development Centers (SESDCs, n=9) and government’s Higher Secondary Education Teacher Training Institutes (HSTTIs, n=5), and private teacher training colleges/Universities (n=54) 2 As reported by the University Grants Commission, 2004. 3 Prices are adjusted to economic price by using standard conversion factor at 0.88, estimated from export, import and tax data. Shadow wage rate of secondary school graduates (skilled labor) was estimated at 0.87, based on BAN-1947 Urban Governance and Infrastructure Improvement Project. 4 Earning level was estimated by using earning functions developed in World Bank’s Education Sector Review. The function indicates that a secondary school pupil will receive an average increment of $71 per year throughout his/her working life by completing additional year of secondary education. 5 Bangladesh: Education Sector Review - Volume II, The University Press Limited, Bangladesh. 2000. 6 The mission is aware of the fact that teacher salary levels are defined by the government and, therefore, the difference in salary level may not fully reflect the teacher’s ability in reality but is a sufficient proxy for the analytical purpose.
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11 Enhanced educational effectiveness is measured by the difference in teacher-pupil ratio between with- and without-project scenarios, assuming that reduced teacher-pupil ratio gives more time for teachers to spend their time with each pupil, and this enhances the learning ability and earning capacity of pupils in their future in labor market. Again, in the absence of reliable methods in establishing formulae to estimate the impact of reduced teacher-pupil ratio on the future earning of the pupils, the salary increments of pupils brought by additional year of secondary education is further increased by an inverse proportion to the changes in teacher-pupil ratio. Although the proposed project is not designed to increase the number of teachers, it is expected that the introduction of the compulsory teacher qualification regulations will lead to higher utility of TTCs, hence supply of teacher will marginally increase.
12 There are three major streams of economic costs, namely the cost of (i) the proposed project, (ii) new trained teachers graduated from pre-service training, and (iii) retrained teachers. The cost of project is estimated at $109 million. The economic costs of the trained teachers from pre-service training comprise public costs of the teacher training and teacher salary, and private7 and opportunity cost8 of the pre-service training. The economic cost of the re-trained teachers, on the other hand, includes only the public cost of re-training since the schools pay their salary while the teachers are being re-trained.
13 The Project is estimated to yield a net present value (NPV) of $448 million and an EIRR of 29.4%, assuming a discount rate of 12.0%. The result is presented in Table 3. The actual economic rate of return is likely to be somewhat higher reflecting positive externalities and longer-term intergenerational social benefits that come with improved quality of secondary education, which may be reflected in population and health outcomes, to which it is difficult to assign monetary values. No allowance is made for the fact that the improvements in teacher education will encourage teachers to have higher esteem, wider exposure to different teaching skills, which lead to better performance of pupils.
Table 3 Economic Internal Rate of Return Estimate
($ ‘000) Economic Cost Economic Benefit Pupils Pupils NPV Y Cost Benefit Net ea Recurre Benefici (Efficien (Effectiv (12 r Capital nt aries Total Teacher cy) eness) Total Benefit percent) 1 9,499 0 0 9,499 0 0 0 0 -9,499 -8,482 2 24,719 8,671 21 33,412 8,671 2,522 1 11,194 -22,218 -17,712 3 19,886 15,091 75 35,052 15,091 7,552 7 22,651 -12,402 -8,827 4 19,742 22,687 1,727 44,156 22,687 15,091 43 37,821 -6,335 -4,026 5 18,061 29,448 2,260 49,769 29,448 25,159 195 54,802 5,033 2,856 6 8,143 33,506 2,260 43,909 33,506 37,726 508 71,740 27,831 14,100 7 0 33,542 2,260 35,802 33,312 50,365 946 84,623 48,821 22,084 8 0 33,323 2,260 35,582 33,092 63,079 1,507 97,678 62,096 25,079 9 0 33,107 2,260 35,367 32,877 75,873 2,188 110,937 75,570 27,251 10 0 33,145 2,260 35,404 32,666 88,749 2,988 124,403 88,999 28,655 11 0 32,691 2,260 34,951 32,461 101,711 3,907 138,079 103,128 29,647 12 0 32,490 2,260 34,750 32,260 114,396 4,915 151,570 116,820 29,985 13 0 32,248 2,260 34,508 32,018 126,813 6,004 164,835 130,327 29,868 14 0 32,013 2,260 34,272 31,782 138,970 7,169 177,920 143,648 29,393 15 0 32,030 2,260 34,290 31,552 150,873 8,404 190,829 156,539 28,599 16 0 31,559 2,260 33,818 31,328 162,530 9,705 203,564 169,745 27,689
7 Private cost of education includes annual expenses for education materials, living and transport estimated at $71. 8 Opportunity cost of teacher training is the forgone income during the training, estimated at $746 per year.
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Economic Cost Economic Benefit Pupils Pupils NPV Y Cost Benefit Net ea Recurre Benefici (Efficien (Effectiv (12 r Capital nt aries Total Teacher cy) eness) Total Benefit percent) 17 0 31,341 2,260 33,600 31,110 173,857 11,054 216,021 182,421 26,569 18 0 31,096 2,260 33,356 30,866 184,862 12,448 228,176 194,820 25,334 19 0 30,859 2,260 33,119 30,628 195,558 13,880 240,067 206,948 24,028 20 0 30,876 2,260 33,135 30,398 205,955 15,346 251,699 218,563 22,658 21 0 30,404 2,260 32,663 30,173 216,061 16,842 263,076 230,413 21,327 22 0 30,185 2,260 32,445 29,955 225,960 18,375 274,291 241,846 19,987 23 0 29,960 2,260 32,220 29,730 235,658 19,943 285,330 253,110 18,676 24 0 29,741 2,260 32,001 29,511 245,159 21,540 296,210 264,209 17,407 25 0 29,776 2,260 32,036 29,298 254,468 23,166 306,933 274,897 16,170
NPV= 448,316 EIRR= 0.294 Source: Asian Development Bank estimates.
14 A sensitivity analysis has been undertaken on the basis of alternative assumptions regarding the teacher training capacity and quality. Teacher training capacity is reflected in the number of teachers trained under the proposed project. It is estimated that there will be about 33,000 new trainees enrolled in the pre-service training courses and about 100,000 exiting untrained teachers will receive in-service training during the project investment period. The “low” case for training capacity represents that the number of trained teacher is 50% lower than that planned, and the “high” case 50% higher. On the other hand, training quality is reflected in the completion rate of classes taught by a trained teacher. As discussed in the earlier paragraph, it is assumed that trained teacher has ability to increase the completion rate of his/her classes by 25%. The “low” case for training quality assumes that the increments in completion rate is 50% lower than the target and the “high” case 50% greater. Table A10.4 highlights the change in the rate of return under different assumptions.
15 The findings of the sensitivity analysis indicate that the rates of return are highly sensitive to both teacher training capacity and quality. If changes in training quality are held constant, a 50% change in training capacity roughly corresponds to 50 to 150% changes in the rate of return. Similarly, if changes in training capacity are held constant, a 50% change in training quality corresponds to 50 to 150% changes in the rate of return. The results indicate that, achievements in the number of teachers trained and improvement in training quality are equally important, and the combination of the two improvements brings about substantial economic returns.
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Table 4: Sensitivity Analysis
(Percent) Training Capacity Low case Normal Case High case Training Quality Low case 6.7 14.9 21.4 Normal case 16.7 29.4 40.9 High case 24.6 41.7 57.9 Source: Asian Development Bank estimates.
16 The sensitivity analysis is based on the 8 extreme cases for experimental proposes and it is unrealistic to encounter 50% changes in training capacity and quality in reality. The minimum number of trainee necessary for retaining economic viability of the investment is estimated to be additional 45,000 (34% of target). Similarly, the minimum degree of increase in completion rate, which is necessary for economic viability of the investment, is estimated to be 10% (42% of target). Since the compulsory teacher qualification regulations and sufficient financial incentives will encourage teachers to go through trainings and to perform well in schools, it is likely that minimum target will be well achieved.
B. Poverty Impact Assessment
17 The Project will contribute to poverty reduction through indirect benefits. The direct beneficiaries of the proposed project are teachers in secondary schools, who will earn between $746 and $931 per year on average, depending upon the levels of achievement in trainings. As their income levels are well above the poverty lines9 defined by Cost of Basic Need method, it is unlikely that the direct beneficiaries are in poverty.
18 The indirect beneficiaries are pupils in secondary schools. They benefit from the proposed project through better teaching skills of teachers. Improvements in teaching quality further enhance learning ability of the pupils, which results in better educational outcomes and better performances in labor market. In other words, better teaching quality is likely to increase the earning capacity of pupils, assuming that the wage levels is a reflection the ability of laborers.
19 In secondary education, there are approximately 9.4 million pupils and around 30%10 of them are from poor family in 2000. The government set its targets11 for poverty reduction and secondary school enrolment ratio, aiming 3.3% annual decline in the poverty rate between 2000 and 2015 and 95% of enrolment rate in 2015. Based on the two factors, namely poverty rate reduction and enrolment growth, the percentages of pupils in poverty between 2005 and 2030 are estimated. Between 2005 and 2015, the percentage remains constant at approximately 30%, due to the two factors offsetting each other. After 2015, the percentage of pupils in poverty gradually declines and reaches 18% in 2030. The total number of pupils in poverty between 2005 and 2030 is 91 million, which is 26% of all pupils in secondary school in the same period.
9 Bangladesh Bureau of Statistic uses CBN method in its House Hold Income and Expenditure Survey in 2001, and higher and lower poverty lines are TK893 and TK649 per month respectively. 10 ADB estimates based on cohort and enrolment data in Benefit Incidence Analysis: Education and Health Sectors, Asian Development Bank and World Bank, 2001, and Public Expenditure Review, Asian Development Bank and World Bank, 2003. 11 National Strategy for Economic Growth, Poverty Reduction and Social Development, Ministry of Finance, Government of Bangladesh, 2003
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20 Base on the above forecast and Handbook for Integrating Poverty Impact Assessment in the Economic Analysis of Projects, the distribution of the economic effects of the proposed project between 2005 and 2030 is estimated amongst three major stakeholders: (i) Government/Economy, (ii) teachers, and (iii) secondary school pupils. The total economic effects are $992 million, which are shred by Government/economy ($285 million), teachers ($176 million) and secondary school pupils ($531 million). Despite the economic effect, the government bears the financial cost of the proposed project ($543 million) and, therefore, Government/Economy looses $258 million. The net total economic effect is $448 million. Summary result of the distribution analysis is presented in Table 5.
Table 5: Distribution of Net Benefits and Poverty Impact Ratio
($ Million) Financial Economic Distribution of Project Effects Economic NPV NPV Effects Government (a) (b) (b-a) & Economy Teachers Pupils Inflows (A) Loan 99 0 -99 -99 0 0 Project benefits 0 716 716 0 185 531 Total inflows 99 716 617 -99 185 531 Outflows (B) Investment costs -99 -70 29 29 0 0 Teacher salary -494 -188 306 306 0 0 Beneficiaries’ cost 0 -9 -9 0 -9 0 Repayment -49 0 49 49 0 0 Total outflows -642 -268 375 384 -9 0 NPV (A-B) -543 448 992 285 176 531 Note: Financial and economic flows are discounted at 4% and 12% respectively. Totals may not add up due to rounding.
Source: Asian Development Bank estimates.
C. Financial Analysis
21 Financial affordability and sustainability of the proposed Project is analyzed based on the medium term macroeconomic framework (MTMF) in National Strategy for Economic Growth, Poverty Reduction and Social Development, IMF Staff Report12 and Bangladesh Public Expenditure Review. Base case and high case scenarios are developed based on different assumptions regarding GDP growth rates and total government budget levels. In the base case scenario, GDP growth rate is assumed to be constant at 4.0%, and the government budget as a proportion of GDP at around 15.5% between FY2005 and FY 2011. On the other hand, in the high case scenario, GDP growth rate is assumed to be constant at around 6.5%, and the government budget as a proportion of GDP at around 16.4% between FY2005 and FY 2011. The proportion of education sector to the total government budget and the proportion of secondary education sub-sector to the education sector budget are the same in both scenarios, assumed to be constant at 14.0% and 42.0% respectively. The base case and high case are presented in tables 6 and 7, respectively.
12 Staff Report for the 2003 Article IV Consultation and Request for a Three-Year Arrangement Under the Poverty Reduction and Growth Facility, International Monetary Fund, June 2003.
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Table 6: Secondary Education Budget and Teacher Training - Base Case
(Tk billion in FY2004 value) FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010 FY2011 Real GDP growth (%) 5.8 4.0 4.0 4.0 4.0 4.0 4.0 4.0 Total public expenditure (%) 16.3 15.6 15.6 15.5 15.5 15.5 15.5 15.5
Nominal GDP (Tk billion) 3,180.0 3,307.2 3,439.5 3,577.1 3,720.2 3,869 4,024 4,185 Total budget 519.8 515.9 536.6 554.5 576.6 599.7 623.7 648.6 Development budget 203.0 206.4 214.6 221.8 230.7 239.9 249.5 259.5 Recurrent budget 289.7 283.8 295.1 304.9 317.1 329.8 343.0 356.7
Education Sector 67.4 72.2 75.1 77.6 80.7 84.0 87.3 90.8 Development budget 26.3 28.9 30.0 31.0 32.3 33.6 34.9 36.3 Recurrent budget 41.1 43.3 45.1 46.6 48.4 50.4 52.4 54.5
Secondary Education 29.0 30.3 31.6 32.6 33.9 35.3 36.7 38.1 Development budget 8.6 8.7 9.0 9.3 9.7 10.1 10.5 10.9 Recurrent budget 20.5 21.7 22.5 23.3 24.2 25.2 26.2 27.2
Teacher Training Recurrent budget 0.057 0.065 0.068 0.070 0.073 0.076 0.079 0.082 Note: All figures are totals and may not add up due to rounding.
Source: Asian Development Bank estimates.
Table 7: Secondary Education Budget and Teacher Training - High Case
(Tk billion at FY2004 price) FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010 FY2011 Real GDP growth (%) 5.8 6.0 6.5 6.5 6.5 6.5 6.5 6.5 Total public expenditure (%) 16.3 16.1 16.4 16.4 16.4 16.4 16.4 16.4
Nominal GDP (Tk billion) 3,180.0 3,370.8 3,589.9 3,823.3 4,071.8 4,336 4,618 5,238.2 Total budget 519.8 542.7 588.7 627.0 667.8 711.2 757.4 859.1 Development budget 203.0 217.1 235.5 250.8 267.1 284.5 303.0 343.6 Recurrent budget 289.7 298.5 323.8 344.9 367.3 391.1 416.6 472.5
Education Sector 67.4 76.0 82.4 87.8 93.5 99.6 106.0 120.3 Development budget 26.3 30.4 33.0 35.1 37.4 39.8 42.4 48.1 Recurrent budget 41.1 45.6 49.5 52.7 56.1 59.7 63.6 72.2
Secondary Education 29.0 31.9 34.6 36.9 39.3 41.8 44.5 50.5 Development budget 8.6 9.1 9.9 10.5 11.2 11.9 12.7 14.4 Recurrent budget 20.5 22.8 24.7 26.3 28.0 29.9 31.8 36.1
Teacher Training Recurrent budget 0.057 0.068 0.074 0.079 0.084 0.090 0.095 0.108 Note: All figures are totals and may not add up due to rounding.
Source: Asian Development Bank estimates.
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22 As a result of the administrative changes, new training facilities and education grants introduced by the proposed project, there is a direct cost implication in the recurrent budget after the project investment period. It is estimated that the recurrent expenditure for teacher training requires approximately additional Tk17 million at minimum. This could be just financed from increments in the recurrent budget for teacher training, as the government budget for teacher training is expected to increase from Tk65 million in 2005 to Tk82 million in 2011 (Tk17 million increase in six years).
23 In addition to the Tk17 million additional recurrent expenditure, further Tk28 million is necessary in every 5 years after the investment period to cover the cost of major maintenances of the facilities13. This requires teacher training budget to be more than Tk110 million by FY2010 to cover the cost of major maintenance work. Unfortunately, such level of funding is not possible under the base case scenario, but is possible under high case scenario, in which the budget level will become closer to the required amount by 2011. In other words, for the sustainability of the proposed project, the teacher training budget has to be increased more than the pace of GDP growth, at least, approximately 10% growth per year. Corresponding assurance has been included in the loan agreement for the Project. Given the relatively small size of the teacher training budget, the increase can be absorbed by the increase in the overall secondary education budget.
24 There are also two indirect cost implications. Firstly, changes in the teacher qualification policy and in-service teacher trainings during the project period lead to salary increase from untrained to trained teacher pay scale levels. Although there will not be a substantial change in the total teacher number, there will be approximately 133,000 more trained teachers by 2011, who are eligible for salary increase in the rage of Tk3,800 at minimum and Tk10,800 at maximum, depending upon the level of qualification achieved. It is estimated that, the teacher salary budget will rise gradually to finance the salary increase, and the minimum requirement for the secondary education sector to finance the salary increase is in the range of additional Tk503 million and Tk1,436 million by the end of the proposed project.
25 Secondly, the coverage of the remote area incentives will be extended to the trained teachers in 52 geographically disadvantaged Upazillas. The level of annual allowance is expected to be between Tk14,300 and Tk16,400, depending upon the level of salary, and approximately 20,000 trained teachers is estimated to be eligible for the allowance. The government will require the additional budget in the range of approximately TK285 million and Tk327 million to finance the extended allowance for trained teachers in remote areas.
26 The total additional budget requirement as a result of the indirect cost implications will be in the range of Tk788 million and Tk1,763 million in secondary education sub-sector. Since there are no major recurrent cost implications of the on-going projects14 in secondary education sub-sector estimated at around Tk60 million per year, such increases could be absorbed by the increments (Tk5,500 million in six years) in the secondary education sub-sector budget between 2005 and 2011 under the base case scenario, based on ADB and IMF analysis on the economy.
13 The further Tk28 million could be spread into Tk6 million in 5 years. However, the amount would be more than the teacher training sector budget in FY2011 as this requires government to finance Tk23 million annually (that is, Tk17 million plus Tk6 million). 14 Secondary Education Sector Improvement Project (ADB), Female Secondary School Assistant Project (World Bank), Female Education and Stipend Project (NORAD), Program to Motivate, Train Female Teachers in Rural Secondary Schools (European Union), Computer Supply Project (Netherlands), Female Secondary Stipend Project (Government of Bangladesh) and Higher Secondary Female Stipend Project (Government of Bangladesh).
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Annex J: Referenced materials consulted during the study
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Annex J: Referenced materials consulted during the study
SI No. Names of documents Author
Project documents of Secondary Education Development Project (SEDP), 2000-2010
1. Project Proposal on Restructuring and Improvement of Secondary Education. Secondary Education Sector Development (SESD) TA No. 2908-BAN. Academy for Educational Development and Pathmark Associates Limited. 5 October 1998 2. Secondary Education Sector Development Plan, 2000-2010. Academy for Educational Development and Pathmark Associates Limited, October 1998 3. Secondary Education development Project (Final Report), March 1997. MoE and ADB. CDMP (Philippines) and Eusuf and Associates and Madecor, Philippines Project documents of Higher Secondary Education Project, 1996-1998
Documents of SESIP TA (SESIP-1):
4. Performance-Based Management 1: A Shared Responsibility and Accountability. SESIP TAADB Loan No. 1690-BAN (SF). Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer. Report: Management 5 5. Performance-Based Management 2: Report on Development and Implementation of Indicators by School and College Task Forces in 2002. ADB Loan No. 1690-BAN (SF) 30 March 2003. Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer. Report: Management 6 6. Performance-Based Management 3: Proposed Set of National School- Based Indicators within a Performance-Based Management System. ADB Loan No. 1690-BAN (SF) 30 November 2003. Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer. Report: Management 7 7. Performance-Based Management: Evaluation and Implementation Plan of Pilot (Research Study-1), 12 October 2004. SESIP and DSHE/UNICONSULT 8. School Management Committee Training on Performance-Based Management SESIP, April 2005 9. Secondary Education in Bangladesh: A Sub-Sector Study, December 1992. Ministry of Education, DSHE 10. Decentralized Education Management. SESIP TA ADB Loan # 1690-BAN (SF) (Report: Management 2) 11. Decentralized Management of Secondary Education. Research Study-1: Interim and Draft Final Report. Cambridge Education Ltd. October 2003 12. Decentralized Management of Secondary Education. Research Study-1: Draft Final Report, Revised June 2004 13. Decentralized Management of Secondary Education. Research Study-2: Inception Report. Cambridge Education Ltd., 24 August 2004 14. Decentralized Management of Secondary Education (Final Report: Research Studies 1 & 2). SESIP-1 TAADB Loan 1690-BAN (SF) November2004. Cambridge Education Consultants Lts in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer
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15. Policy Support and Strategic Planning (Report 1). SESIP-1 TAADB Loan 1690-BAN (SF). June 2002. Cambridge Education Consultants Lts in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer 16. Improved Policy Support and Strategic Planning (Report 2). SESIP-1 TA ADB Loan 1690-BAN (SF). July 2004. Cambridge Education Consultants Lts in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer 17. National Workshop on Decentralized management of Secondary Education. SESIP TA ADB Loan # 1690-BAN (SF): Cambridge Education Consultants, 11 April 2004 18. SESIP TA Inception Report May 2001 by Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer 19. SESIP Personnel Management Subcommittee Recommendations, 16 June 2003 20. Study of Introductory Stage of School Performance Based Management System (SPBMS) (Policy Linked Study-3). PSPU, Planning and Development wing, DSHE/SESIP TA, March 2005 21. Personnel Management. SESIP TAADB Loan # 1690-BAN. Cambridge Education Consultants, September 2002 22. Bangladesh Education Sector Overview (JBIC Sector Study: Final Report). Japan Bank for International Cooperation, March 2002 23. Training Program on Education Policy Support and Strategic Planning (Completion Report). Organized by MED & AIT, Thailand. 22 July to 31 October 2003 24. Medium Term Policy Framework for the Secondary and Vocational Education Reforms (Study # 07: Strengthening Education Management and Devolving Administrative Functions). The World Bank: February 24, 2003
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Other texts
25. BBS, Preliminary Report of Household Income and Expenditure Survey- 2000 26. BIDS, Fighting Human Poverty: Bangladesh Human Development Report-2000 27. Chittagong Hill Tracts Region Development Plan, TA No. 3328-BAN, Final Report, June 2002 28. The World Bank, Poverty in Bangladesh: Building on Progress, Report No. 24299-BD, 2002 29. 2003. Gender and Sustainable Development in Bangladesh: Myths and Nasreen, Realities. Paper presented at the Workshop on Environment and Mahbuba Development, organized by VNRP, Hanoi, Vietnam, October 9 and 10, 2003 30. Ministry of Women and Children Affairs, in Draft Final Report of Social Nasreen, Protection for Women and Children, GoB and ADB, TA, 2004 Mahbuba 31. 1995. Coping with Floods: The experiences of Rural Women in Nasreen, Bangladesh. Unpublished Ph.D Dissertation, Massey University, NZ Mahbuba 32. UN Gender Development Index, 2003 33. Fifth Progress Report, Integrated Monitoring and Tracer Study on Female Stipend Program under SESIP, February, 2005, Dhaka 34. Integrated Monitoring and Tracer Study on Female Stipend Program under SESIP, Draft Fifth Progress Report, December, 2005 35. Circular issued on 16 August, 2004 by the Board of Secondary Education 36. Bangladesh Bureau of Statistics. 1998. Population Census, 1991 37. Nasreen, Mahbuba. Performance of ethnic minority students in Secondary Education: An Exploratory Study of Selected BRAC-PACE schools, 2005 38. Report on Gender Consultancy V, PROMOTE, September 2005 Gender Raynor, Janet Guideline, ADB 39. Guideline for Indigenous people, ADB 40. Gender Equality Results in ADB Projects, Bangladesh Country Report, ADB, May 2005 41. Assessment of SESIP (1) by ADB 42. Briefing paper for the UN Beijing+ 10 Review and Appraisal 'Girls can't wait', Global Campaign for Education, March 8, 2005 43. Revised Draft Final Report on Performance Based Management: Evaluation and Implementation Plan of Pilot (Research Study 1), UCIL, 17 November, 2004 44. Impact Study on Female Stipend Programme Under Female Secondary Stipend Project (FSSP), UCIL, and S.N. Corporation, USA, 2 June 2005 Final Report, SEDP, 1997, Ministry of Education, GoB and ADB) 45. Impact Study on Female Stipend Program Under Higher Secondary Female Stipend Project (HSFSP), Phase 2, UCIL, 6 June 2000 46. SMC training Material (2nd draft), SESIP, April, 2004 47. Concept paper on Pro-poor self-targeting scheme, Female Secondary School Assistance Project II (FSSAP-II), World Bank, July, 2005 48. 1988, BACE/TAF (project set up in 1984) Thein et al 49. 1995, BACE/TAF 1990 extension of project Sarker et al 50. Report of Project Director FESP, 23 April, 2005 51. Amended Circular, No. 11/misc-39, Ministry of Education, GOB, 13.01.1999
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52. Circular, No. 6/misc.-2 (ADP)/2001/149, Ministry of Education, GOB, 06.03.2002 FSSP, 3rd Phase, April, 2005 53. Analysis of Madrasah in Bangladesh and Pakistan - Financed by Europe Malcolm M Aid/1 6548/C/SV lot N°5: studies for the Mercer & others. 54. Curriculum from Ibtedayee Stage to Kamil Stage. BMEB 55. National Education Commission - 2003 Report. NEC-2003 56. SESIP Technical Proposal, Jun.,2000 CEC 57. SESIP: Terms Of Reference for Lead Firm's Consultants CEC 58. SESIP: Information for Consultants ADB 59. GoB Project Performa (PP) for SESIP, Oct."99 DSHE 60. GoB Revised Project Proforma (PP) for SESIP, Jan.,02 DSHE 61. Report and Recomcommendation of the President of the Board of ADB Directors on a Proposed Loan to the GoB for the SESIP, May, 99 62. GoB Project Proforma (PP) for SESIP, Oct.'2002 ADB 63. SESIP: Inception Report, 01 May, 2001 SESIP 64. Teacher Education. Report: Teacher Education-1, 30 Jun.,2001 SESIP 65. Assessment Systems 1: Report on Assessment Systems, 09 Aug., 2001 SESIP 66. Textbook Privatization 1: Report on Textbook Privatization, 30 Sep., 2001 SESIP 67. EMIS 1: 30 Sep.,2001 SESIP 68. Curriculum Reorganization & Training: Report: Curriculum 1, 30 Sep., SESIP 2001 69. Pilot Testing & Implementing Decentralized EMIS: Application Brief, Jun SESIP 2004 70. Assessment System: Int'l Training Orientation Program, Papers, Jul.,02 SESIP 71. Final Report of the lat. STE Group on Int'l Trng Program, New Zealand, SESIP Dec., 2002 72. Proposal for the Privatization of Textbooks for Grades 9-10, SESIP Report.Textbook Privatization 2 May., 2002 73. Performance-Based Management 1: A Shared Responsibility & SESIP Accountability, Jan.,02 74. Assessment Systems. Report: Assessment Systems 3, 1 1 July 2002 SESIP 75. Report of the secondary teacher education task force. April 2002 SESIP 76. Methods & Techniques of Curriculum. Development. Papers prepared for SESIP a Training. Prog, in Curr. Dev. December,2002 77. DMSE: Research Study 1, Draft Final Copy, April 2004 SESIP 78. Policy and Planning for secondary Teacher Education Reform. 15 SESIP November, 2001 79. Quarterly Progress Report for the Period July -Sep.,"2001 SESIP 80. International Training Provision for - Curriculum, Assessment, Teacher Education, 12 January 2002 81. STETF: Support Papers, Dhaka 04 July 2001 SESIP 82. SESIP: Teacher Education Component: Translation on Selected SESIP Chapters of Bed Textbooks Developed under the SEDP 1994-98 83. Quarterly Progress Report for the Period Oct-Dec,'01 SESIP 84. Assessment Systems: Feb., 02 SESIP 85. Report on Humanities Curriculum Document 24: Oct.' 97 CEC 86. Report on Agril. Curr., March'97 CEC 87. Report on Curr. Reform, June'98 CEC
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88. Report on Science Curr., March 97 CEC 89. Report on Business Edu. Curr. March 97 CEC 90. Report on Data Survey, Data Analysis and Curriculum Reform CEC Management, Doc. 25, Feb., 98 91. Curr.-based Sub. Teaching Guide: Chemistry, Jun '98 CEC 92. Curr.-Based Sub. Teaching Guide: English, 'Nov.,97 CEC 93. Curr.-Based Sub. Teaching Guide: Physics, May, 98 CEC 94. Res. Study 6: Curr. & Textbook Dev at HS Level and the Role of NCTB CEC 95. Guide for HSC Question Setting for the HSE Revised Curr., Mar'98 CEC 96. 97. Report on 2nd Input: Textbook Editing & Design, Doc. 23, Sep., 97 CEC 98. Report on first. Input: Textbook Editing & Design, Doc. 15, Apr, 97 CEC 99. Final Report: Academic & Schools Management, Doc. 30, May 97 CEC 100. Report on Management Dev. (Management Reviews, Fin. & Audit, Report CEC on second Input, Doc. 16, Jun.,96 101. HSEP: Eight Res. Studies, Vol 1&2, Mar.,98 CEC 102. Final Report: Technical Assistance Completion, Doc. 36i, Nov., 98 CEC 103. An Action Plan for the Improvement of the HSC Examining Practice, CEC Mar.,98 104. HSEP: Examination Reform: The way forward, Oct., 1998 UNDP 105. An Action Plan for the Improvement of the HSC Examining Practice, CEC Mar.,98 106 A Training Prog. On Examination Skills Dev. (for BISE & HSTTI CEC Personnel) 1998 107. Specimen Examination Paper: Accounting, May, 98 CEC 108. Guidelines on Textbook Writing and Edition CEC 109. Guidelines on Textbook Design CEC 110. HSEP: Inception Report, Doc.1, Mar, 96 CEC 111. Overview of the PEDP: Annual Review 1, 20-21 May,2001 ESTEEM 112. A report on the 2002 1st. Quarter Primary School Survey, Report 3.4 Vol. ESTEEM 1, Feb.,03 113. A report on the 2002 1st. Quarter Primary School Survey, Report 3.4 Vol. ESTEEM 1, Feb.,03 114. A Report on the 2002 First Quarter Primary School Survey. REPORT 3.4 ESTEEM Vol: 2 Feb'03 115. Fifth Report of Academic Supervision and Teacher Training, Report 6.7, ESTEEM Dec., 03 116. Main Phase: Third Bi-annual report, Jul-Dec.,03, Report A-3, Jan.,04 ESTEEM 117. Tenth Report of the Education Planning Consultant, Report 2.11, Mar.,04 ESTEEM 118. SESD: Project Proposal: Restructuring & Improvement of Secondary AED/PA Education, Oct.98 119. SEDP: Final Report, Mar/97 CDMP 120. SEDP: Project Completion Report. '00 Eusuf Assoc. 121. A Stronger and Diversified Secondary Edu. Sub-Sector for Socio Eco. BIDDS/UNESC Dev. Of Bangl Mar.2002 O 122. Revised Project Proforma: Dev of Curr & Text book for Primary Stage of NCTB Edu., Fe.91 123. Follow up of Female Stipend Program, Workshop Report FSSAP 124. Study Report: Edu Sector Dev Support (IDA Assisted), Dec.,02 NAEM
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125. PROMOTE's Gender Strategy PROMOTE 126. PROMOTE/TTC Resource Centres: Dev. Policy & Strategies, May, 01 PROMOTE 127. Consultancy Report on Resource Centre Staff and Resource PROMOTE Management Committee Training, Jul., 01 128. PROMOTE: Updated Annual Work Plan, Jan-Dec., 02 PROMOTE 129. A Follow-up Study on the Implementation of School Practice in the PROMOTE Teacher Training Colleges in Bangladesh, Apr, 02 130. PROMOTE's Gender Strategy, PROMOTE 131. Report on Bangladesh PROMOTE Consultancy, Jun-Jul., 00 PROMOTE 132. The Organisational Dev. Of Teachers Training Colleges in Bangladesh, PROMOTE Feb., 01 133. Supporting Management Change in the Teachers Training Colleges in PROMOTE Bangladesh, May, 01 134. Monitoring the TTC and Secondary Schools in Bangladesh, Oct., 01 PROMOTE 135. Workshop to review 'Foundations of Edu.' Courses in B.Ed/M.Ed., Oct., PROMOTE 01 136. Report on Mathematics Consultancy and PROMOTE Workshop for PROMOTE Teacher Educators at Dhaka TTC Resource Centre, Feb., 02 137. Teaching Practice Dev. Research, TTC Comilla PROMOTE 138. Documents held in the PROMOTE Lib., Feb.,03 PROMOTE 139. Annual Dev. Program 2003-2004 PC 140. Edu. Res.: Edu. & Dev.: The Issues and the Evidence, SI. 6; 1993 DFID 141. Final Report: Participatory Perspective Plan for Bangladesh 1995-2010 Ping. Min 142. Workshop on Teacher Edu., SEDP CDMP 143. Words & Deeds BRAC at 25 BRAC 144. Annual Report:2000, BRAC BRAC 145. Global Partnership for NGO Studies GLOBAL 146. Curriculum of Integrated Bachelor of Edu. (Hons.) Prog.,95 IER, DU 147. Expert's Committee on Edu. Reforms - Report Dhaka Jul 2002 MoE 148. Report: Edu. Reform Specialist Committee, Dhaka Jul. 2002 149. Workshop on Quality Edu/ N Poverty Reduc. with ref to I-PRSP of MoE Bangladesh, Jun 2002 150. National Children Policy, Dec., 94, Min. of Women and Children Affairs MW&CA 151. 5th Management Dev. Workshop for NGOs, May'00: Workshop Materials EDRC 152. Handbook of Style and Usage, '98 ADB 153. Science in Bangladesh: Past Present & Future, Oct. '96 ASHIC 154. Project Performance Audit Report on the Primary Education Sector ADB Project in Bangladesh, Nov.,00 155. JBIG Sector Study: Bangladesh Education Sector Overview, Mar.'02 JBIC 156. Books, Working Papers & Expert Reports Derived from Experience Comon- wealth Around the Commonwealth, 2002 Sect. 157. Aide Memoire of the PPTA for Quality Improvement in Secondary ADB Teacher Edu Project, May 2002 158. Education: North West Frontier Province Elementary Education Task Re: Dr. White Force: Planning Documentation, July,'98 159. Ten Good Schools: A Secondary School Enquiry: A discussion paper by DES (Re. Dr. some members of HM Inspectors of Schools White) 160. Aide Memoire of the Edu Sector Dev. Support Mission, Sep. 02 WB
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161. Name of the Technical, Vocational and Business Institutions under the Bangladesh Tech. Edu. Board 162. Documents for pre-qualification of EMIS Subcontracts under SESIP, April 2002. 163. Presentation of Technological Plan for EMIS development - DDC Ltd., 2003. 164. Presentation of Revised Technological Plan, November 2003. 165. Revised Technological Plan for EMIS Development, DDC Ltd., September 2003. 166. Brief Presentation of Status of Pilot Testing and implementing Decentralized EMIS, DDC Ltd., June 2004. 167. Pilot Testing and Implementing Decentralized EMIS: Application Brief, June 2004. 168. Presentation of Pilot Test Assesment Report, DDC Ltd., November 2004. 169. Education Management Information System (EMIS) Report-1, CEC, September 2001 170. Educational Statistics Capacity-Building Programme to support the People's Republic of Bangladesh: Diagnostic Report: May 2005 - by UNESCO and National Technical Committee on Educational Statistics Capacity Building -Funded by EU
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