DOCSLIB.ORG

Learning Communities Enabled by Mobile Technology: a Case Study of School-Based, In-Service Secondary Teacher Training in Rural Bangladesh

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Learning Communities Enabled by Mobile Technology: a Case Study of School-Based, In-Service Secondary Teacher Training in Rural Bangladesh ADB TA No. 6278-REG Contract No: COCS/60-026 RTI Project No 0210103 Innovative Information and Communication Technology in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region Learning Communities Enabled by Mobile Technology: A Case Study of School-Based, In-Service Secondary Teacher Training in Rural Bangladesh December 2007 Appendix 11 of Final Report Sarah Lucas Pouezevara Rubina Khan Technical Assistance Consultant’s Report Project Number: TA No. 6278-REG December 2007 Appendix 11 of Final Report Bangladesh: Innovative Information and Communication Technology in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region: “Learning Communities Enabled by Mobile Technology: A Case Study of School- Based, In-Service Secondary Teacher Training in Rural Bangladesh” (Financed by the Poverty Reduction Cooperation Fund, Asian Development Bank) Prepared by Sarah Lucas Pouezevara Rubina Khan RTI International 3040 Cornwallis Road Research Triangle Park, NC 27709-2194 USA For Asian Development Bank ATTN: Jouko Sarvi Principal Education Specialist Capacity Development and Governance Division Regional and Sustainable Development Department 6 ADB Avenue, Mandaluyong City 1550 Metro Manila, Philippines This consultant’s report does not necessarily reflect the views of ADB or the Governments concerned, and ADB and the Governments cannot be held liable for its contents. RTI International is a trade name of Research Triangle Institute. iii CONTENTS I. EXECUTIVE SUMMARY ..................................................................................................1 A. Background of the Study............................................................................................1 B. Study Process and Findings ......................................................................................2 C. Study Recommendations ...........................................................................................3 II. COUNTRY CONTEXT ......................................................................................................6 A. Overview ....................................................................................................................6 B. ICT in Bangladesh......................................................................................................7 III. EDUCATION SYSTEM CONTEXT ...................................................................................9 A. Overview ....................................................................................................................9 B. Teacher Training ......................................................................................................11 C. ICT in Education.......................................................................................................11 D. Distance Education in Bangladesh ..........................................................................13 IV. THE TEACHING QUALITY IMPROVEMENT IN SECONDARY EDUCATION PROJECT .................................................................................................13 A. Overview ..................................................................................................................13 B. The Continuous Professional Development Program ..............................................15 V. STUDY ACTIVITIES .......................................................................................................16 A. Site Assessment and Study Development ...............................................................16 B. Procurement, Curriculum Development, and Participant Orientation ......................17 C. Implementation and Monitoring................................................................................19 D. Closing Activities ......................................................................................................20 VI. STUDY METHODOLOGY...............................................................................................21 A. Overview ..................................................................................................................21 B. Subjects and Sample Size .......................................................................................22 C. Evaluation Instruments.............................................................................................24 D. Limitations................................................................................................................26 VII. STUDY FINDINGS..........................................................................................................27 A. Training Design and Materials .................................................................................27 B. Training Effectiveness..............................................................................................30 C. Technology...............................................................................................................31 D. Attitudes Toward Technology-Assisted Distance Training Versus Face-to-Face Training..............................................................................................33 E. Actual Outcomes Compared to Anticipated Risks ...................................................36 VIII. CONCLUSIONS..............................................................................................................37 A. Individual-Level Effects ............................................................................................37 B. School-Level Effects ................................................................................................37 C. The Technology .......................................................................................................38 IX. STUDY RECOMMENDATIONS......................................................................................40 A. Need for Further Research ......................................................................................40 B. Improving the Training Program Design and Delivery .............................................41 iv C. Choosing the Right Technology ...............................................................................42 D. Synthesis and Conclusions ......................................................................................42 X. REFERENCES................................................................................................................45 XI. AUTHORS.......................................................................................................................47 APPENDIX 1: MAP OF BANGLADESH, INDICATING STUDY AREA.......................................48 APPENDIX 2: SAMPLE UNIT FROM THE STUDY DISTANCE-LEARNING CURRICULUM ................................................................................................................49 APPENDIX 3: SIX-WEEK DISTANCE TRAINING SCHEDULE .................................................56 APPENDIX 4: LITERATURE REVIEW ON OTHER EXPERIENCES IN MOBILE LEARNING......................................................................................................................58 List of Exhibits Exhibit 1. Bangladesh: Key Facts ................................................................................................ 7 Exhibit 2. Access to Electricity, Telephone, and Mobile Phones by Residence........................... 8 Exhibit 3. Primary School Net Enrollment Rate ......................................................................... 10 Exhibit 4. Summary of External Support to the Secondary Education Subsector...................... 12 Exhibit 5. The Evaluation Framework ........................................................................................ 22 Exhibit 6. Summary of Evaluation Methods and Sample Sizes ................................................. 24 Exhibit 7. Post-Training Satisfaction Questionnaire (Responses from Trainees) ...................... 28 Exhibit 8. Excerpts from a Sample Training Journal .................................................................. 29 Exhibit 9. Post-Training Evaluation Questionnaire Responses from Trainees........................... 30 Exhibit 10. Summary of the Difference in Average Scores Between Trainee Pre- and Post-Test Scores.......................................................................................... 31 Exhibit 11A. Familiarity with the Phone Features Before the Training Program (Trainees) ............................................................................................................ 32 Exhibit 11B. Familiarity with the Phone Features After the Training Program (Trainees) ............................................................................................................ 33 Exhibit 12. Summary of the Advantages of Distance-Mode Training......................................... 34 Exhibit 13. Quotes from Head Teachers at the End of the Training .......................................... 34 v Abbreviations ADB Asian Development Bank AVEC Audio-Visual Education Centre BBS Bangladesh Bureau of Statistics bEARN Bangladesh Education and Resource Network B.Ed. Bachelor of Education BOU Bangladesh Open University CAMPE Campaign for Popular Education CD compact disc CPD continuous professional development; the Continuous Professional Development Program (within TQI-SEP) DEO District Education Officer DMC developing member country EFA Education for All EMIS education management information system GPRS general
Load more

Recommended publications
  • Primary Education Finance for Equity and Quality an Analysis of Past Success and Future Options in Bangladesh
    WORKING PAPER 3 | SEPTEMBER 2014 BROOKE SHEARER WORKING PAPER SERIES PRIMARY EDUCATION FINANCE FOR EQUITY AND QUALITY AN ANALYSIS OF PAST SUCCESS AND FUTURE OPTIONS IN BANGLADESH LIESBET STEER, FAZLE RABBANI AND ADAM PARKER Global Economy and Development at BROOKINGS BROOKE SHEARER WORKING PAPER SERIES This working paper series is dedicated to the memory of Brooke Shearer (1950-2009), a loyal friend of the Brookings Institution and a respected journalist, government official and non-governmental leader. This series focuses on global poverty and development issues related to Brooke Shearer’s work, including: women’s empowerment, reconstruction in Afghanistan, HIV/AIDS education and health in developing countries. Global Economy and Development at Brookings is honored to carry this working paper series in her name. Liesbet Steer is a fellow at the Center for Universal Education at the Brookings Institution. Fazle Rabbani is an education adviser at the Department for International Development in Bangladesh. Adam Parker is a research assistant at the Center for Universal Education at the Brookings Institution. Acknowledgements: We would like to thank the many people who have helped shape this paper at various stages of the research process. We are grateful to Kevin Watkins, a nonresident senior fellow at the Brookings Institution and the executive director of the Overseas Development Institute, for initiating this paper, building on his earlier research on Kenya. Both studies are part of a larger work program on equity and education financing in these and other countries at the Center for Universal Education at the Brookings Institution. Selim Raihan and his team at Dhaka University provided the updated methodology for the EDI analysis that was used in this paper.
    [Show full text]
  • Agricultural Insurance in Bangladesh
    Report No. 53081-BD Public Disclosure Authorized Public Disclosure Authorized Agricultural Insurance in Bangladesh Promoting Access to Small and Marginal Farmers Public Disclosure Authorized June 2010 THE WORLD BANK South Asia Poverty Reduction, Economic Management, Finance and Private Sector Development Insurance for the Poor, GCMNB, Finance and Private Sector Development Public Disclosure Authorized CURRENCY EQUIVALENTS (Exchange rate effective December 1, 2009) Currency Unit = Bangladesh Taka US$1.00 Tk 69.04 GOVERNMENT FISCAL YEAR July 1—June 30 Table of Contents Acknowledgements .......................................................................................................... iii Executive Summary ......................................................................................................... iv Context ........................................................................................................................... iv Challenges for the Development of Agricultural Insurance in Bangladesh ................... v Options for Consideration ............................................................................................ viii Next Steps ...................................................................................................................... xi Chapter 1: Introduction ................................................................................................ 12 Importance of Agriculture in Bangladesh ..................................................................... 12 Government
    [Show full text]
  • Reforming the Education System in Bangladesh: Reckoning a Knowledge-Based Society
    www.sciedu.ca/wje World Journal of Education Vol. 4, No. 4; 2014 Reforming the Education System in Bangladesh: Reckoning a Knowledge-based Society Md. Nasir Uddin Khan1, Ebney Ayaj Rana2,* & Md. Reazul Haque3 1Ministry of Primary and Mass Education, Government of the People's Republic of Bangladesh, Bangladesh 2Unnayan Onneshan-A Center for Research and Action on Development based in Dhaka, Bangladesh 3Department of Development Studies, University of Dhaka, Bangladesh *Corresponding author: Unnayan Onneshan, 16/2, Indira Road, Farmgate, Dhaka-1215, Bangladesh. Tel: 880-172-505-2815. E-mail: [email protected] Received: April 15, 2014 Accepted: June 3, 2014 Online Published: June 25, 2014 doi:10.5430/wje.v4n4p1 URL: http://dx.doi.org/10.5430/wje.v4n4p1 Abstract Education renders people with certain capabilities that prepare them to contribute to the social and economic development of the nation. Such capabilities turn them into human capital which, according to development economists, raises productivity when increased. Following an exhaustive review of literature on education research, this paper, however, aims at exploring the effectiveness of Bangladesh’s present education system in delivering quality education as well as reckoning the prospect of establishing a knowledge-based society in the nation. This paper, being qualitative in nature, reveals that the nation has achieved an exemplary success in primary education as regards increased enrolment rate, while the enrolment rate is not satisfactory in secondary schooling and the tertiary education is expanding. However, the quality of education imparted at all the primary, secondary and tertiary levels is not up to the mark to create a strong human capital and reckon the prospect of knowledge-based society in the country.
    [Show full text]
  • Bangladesh Legislative Elections, 29 December 2008
    LEGISLATIVE ELECTIONS IN BANGLADESH ELECTION OBSERVATION DELEGATION 27 – 31 December 2008 REPORT BY MR Charles TANNOCK CHAIRMAN OF THE DELEGATION Report 2 Annexes 7 1 INTRODUCTION Following an invitation from the Bangladeshi authorities, the Conference of Presidents decided at its meeting on 23 October to authorise the sending of a delegation of the European Parliament to observe the legislative elections in Bangladesh, at that time scheduled for the 18 December. The Constitutive Meeting of the EP EOM was held in Strasbourg on the 19th November and M. Robert Evans (PSE,UK) was elected Chairman. However, the rescheduling of the Election date in Bangladesh to the 29th December made it, unfortunately, not possible for many of the Members initially appointed by their Political Groups to maintain their availability. A new constitutive meeting was therefore held on the 10th December, with M. Charles Tannock (EPP/ED, UK) elected Chairman of a 4-strong delegation; as is customary, these Members were appointed by the political groups in accordance with the rolling d'Hondt system (the list of participants is annexed to this report; the ALDE political group gave its seat to the N/I group). Taking into account this change of dates, the Conference of Presidents re-examined the situation at its meeting of the 17th December and confirmed its initial decision to send a parliamentary delegation. As is usual, the European Parliament's delegation was fully integrated into the European Union Election Observation Mission (EU EOM), which was led by Mr Alexander Graf LAMBSDORFF, MEP (ALDE, D). The EU EOM deployed 150 observers from 25 EU Member States plus Norway and Switzerland.
    [Show full text]
  • Microentrepreneurship Development in Bangladesh: Achievements and Shortcomings
    Microentrepreneurship Development in Bangladesh: Achievements and Shortcomings Md. Mahmudul Alam Rafiqul Islam Molla Mohammad Muntasir Hossain LAP Lambert Academic Publishing AG & Co. KG Saarbrücken, Germany January, 2010 ISBN: 978-3-8383-3044-0 Citation Reference: Alam, M.M., Molla, R.I., and Hossain, M.M. 2010. Microentrepreneurship Development in Bangladesh: Achievements and Shortcomings, LAP Lambert Academic Publishing: Saarbrucken, Germany. [Online Link] This is a pre-publication copy. The published book is copyrighted by the publisher. * The authors are researchers, scholars, and practitioners in rural development in Bangladesh. Currently they are engaged as: M. M. Alam, Graduate Research Assistant, LESTARI, UKM, Malaysia; Dr. R.I. Molla, Specialist in Economics, MMU, Malaysia; M. M. Hossain, Director, PSRi, Bangladesh. 0 TABLE OF CONTENTS ABSTRACT 02 CHAPTER I INTRODUCTION 03 CHAPTER II GROWTH AND DEVELOPMENT OF MICROENTREPRENEURSHIP IN BANGLADESH 06 CHAPTER III AN EMPIRICAL STUDY ON ECONOMICS OF MICROCREDIT BORROWING 10 CHAPTER IV ACTIVITIES OF OTHER INSTITUTIONS: A CASE STUDY 18 - Sheba Polly: An Integrated Rural Development Centre 19 CHAPTER V SHORTCOMINGS IMPEDING THE MICROENTREPRENEURSHIP DEVELOPMENT 33 - Government Policy and Action 33 - NGOs and MFIs Practices 35 - Influences of Non-Structured Institutions 38 - Influences of Non-Institutional Factors 38 CHAPTER VI POLICY RECOMMENDATIONS TO OVERCOME THE SHORTCOMINGS 41 - Formation of a Specialist Agency or Department 43 CHAPTER VII CONCLUSION 47 REFERENCES 48 1 ABSTRACT Micro-entrepreneurial activities play a pivotal role in rural economic development in the third world countries. As a result, in Bangladesh poverty alleviation through rural centric micro- entrepreneurship development has been focused for more than thirty five years. Over 600 registered and thousands unregistered microcredit organizations including globally prominent institutions like Grameen Bank, BRAC, ASA, BARD, ActionAid, CARE etc.
    [Show full text]
  • Expanding Access to Education in Bangladesh1
    Expanding Access to Education in Bangladesh1 Naomi Hossain Widespread poverty and biases against women and girls make Bangladesh an unlikely setting for groundbreaking achievements in education for girls and the poor. Yet Bangladesh has succeeded in dramatically expanding access to basic education in the last two decades, particularly among girls. Today there are 18 million primary school places - in theory enough for the entire school-aged population.2 Gross enrolment ratios in primary schools have exceeded 100 per cent,3 and the once-stark gender disparity has been completely eliminated. Girls now constitute 55 per cent of Bangladesh’s total primary school enrolment, up from a third in 1990. In just two decades, the number of girls enrolled in secondary school has increased by more than 600 per cent, from 600,000 in 1980 to 4 million in 2000. It is now one of the largest oprimary It is not all good news in Bangladesh’s primary education sector: low quality education presents a serious obstacle to children’s learning achievements, although interventions are now in place to tackle some of the most acute constraints. There are also growing concerns about those left behind - the children of the urban slums and ethnic minority communities whom providers still find ‘hard-to-reach’. Given the success with which the gender disadvantage of poor girls has been addressed, it is striking that the single largest disadvantaged group now seems to be boys from the poorest households: they are more likely to be in paid work from an early age than to be in school.
    [Show full text]
  • Cultural Barriers to Maternal Health Care in Rural Bangladesh Lori Maria Walton DPT, Ph.D Andrews University, [email protected]
    Online Journal of Health Ethics Volume 9 | Issue 1 Article 3 Cultural Barriers To Maternal Health Care In Rural Bangladesh Lori Maria Walton DPT, Ph.D Andrews University, [email protected] Bassima Schbley MSW, Ph.D. Washburn University, [email protected] Follow this and additional works at: http://aquila.usm.edu/ojhe Recommended Citation Walton, L. M., & Schbley, B. (2013). Cultural Barriers To Maternal Health Care In Rural Bangladesh. Online Journal of Health Ethics, 9(1). http://dx.doi.org/10.18785/ojhe.0901.03 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Online Journal of Health Ethics by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. Running head: CULTURAL BARRIERS TO MATERNAL HEALTH BANGLADESH 1 CULTURAL BARRIERS TO MATERNAL HEALTH CARE IN RURAL BANGLADESH Lori Maria Walton, DPT, Ph.D. Professor Andrews University Berrien Springs, Michigan USA Bassima Schbley, MSW, Ph.D. Associate Professor Washburn University Topeka, Kansas USA Abstract Bangladesh is a country with over one third of the population living in poverty and another one third living just above poverty level. The World Health Organization (2010) indicates that Bangladesh has poor prenatal and postpartum care, nutritional deficiencies, high incidence of non-skilled birth attendant utilization, and the second highest maternal mortality and morbidity rates next to sub-Saharan Africa. Women living in Bangladesh are at high risk for maternal mortality and morbidity in the postpartum period. Malnourishment, anemia, poverty, lack of skilled birth attendants, and limited prenatal and postpartum care are some of the issues facing women living in rural Bangladesh.
    [Show full text]
  • Freemuse-Drik-PEN-International
    Joint submission to the mid-term Universal Periodic Review of Bangladesh by Freemuse, Drik, and PEN International 4 December 2020 Executive summary Freemuse, Drik, and PEN International welcome the opportunity to contribute to the mid-term review of the Universal Periodic Review (UPR) on Bangladesh. This submission evaluates the implementation of recommendations made in the previous UPR and assesses the Bangladeshi authorities’ compliance with international human rights obligations with respect to freedoms of expression, information and peaceful assembly, in particular concerns related to: - Digital Security Act and Information and Communication Technology Act - Limitations on freedom of religion and belief - Restrictions to the right to peaceful assembly and political engagement - Attacks on artistic freedom and academic freedom As part of the third cycle UPR process in 2018, the Government of Bangladesh accepted 178 recommendations and noted 73 out of a total 251 recommendations received. This included some aimed at guaranteeing the rights to freedom of expression, information and peaceful assembly. However, a crackdown on freedom of expression has been intensified since the review and civil society, including artists and journalists, has faced adversity from authorities. These are in violation of Bangladesh’s national and international commitments to artistic freedom, specifically the International Covenant on Civil and Political Rights and International Covenant on Economic, Social and Cultural Rights which were ratified by the authorities in 2000 and 1998, respectively. This UPR mid-term review was compiled based on information from Freemuse, Drik and PEN International. 1 SECTION A Digital Security Act: a threat to freedom of expression Third Cycle UPR Recommendations The Government of Bangladesh accepted recommendations 147.67, 147.69, 147.70, 148.3, 148.13, 148.14, and 148.15 concerning the Information and Communication Technology Act and Digital Security Act.
    [Show full text]
  • Revisiting Tertiary Education System in Bangladesh: in Quest for Unraveling Existing Issues and Challenges
    Journal of Contemporary Governance and Public Policy Vol. 2 No. 1, April 2021, 45-66 Available Online at http://journal.ppishk.org/index.php/jcgpp ISSN (Print): 2722-3981 | ISSN (Online): 2722-3973 Revisiting Tertiary Education System in Bangladesh: In Quest for Unraveling Existing Issues and Challenges Shah Md. Azimul Ehsan1,2*) 1Global Development Institute, University of Manchester, Oxford Rd, Manchester M13 9PL, United Kingdom. 2Department of Public Administration, Faculty of Social Sciences, Jagannath University, 9-10, Chittaranjan Avenue, Dhaka 1100, Bangladesh. Received: 2021-02-01; Accepted: 2021-02-20; Published: 2021-04-30 Abstract Once termed as a basket case, Bangladesh is now a development wonder. Recently, it has entered the cluster of lower-middle-income countries and is predicted to join the cohort of developed ones by 2041. However, the challenge that lies ahead is to sustain the current economic growth with the emerging threat of the fourth industrial revolution (4IR). There is no doubt that the country have the upper hand in order to counter these emerging critical scenario with its huge number of youths. Nonetheless, it will be pertinent to turn these youth force into productive human capital through providing both general and technical education in order to yield higher returns. On this backdrop, this study attempts to know whether our existing tertiary education system is rendering quality education to convert our youth force into effective human resources. Using qualitative tools of social research and drawing information from various secondary sources, the study argues that the existing tertiary education system is failing to produce skilled human resources which is again resulting in lower returns to the economy.
    [Show full text]
  • Rapid Education & Risk Analysis Cox's Bazar
    RAPID EDUCATION & RISK ANALYSIS COX’S BAZAR October 2018 DISCLAIMER: THE VIEWS EXPRESSED IN THIS PUBLICATION DO NOT NECESSARILY REFLECT THE VIEWS OF THE UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT OR THE UNITED STATES GOVERNMENT. CONTENTS EXECUTIVE SUMMARY 1 ACKNOWLEDGMENTS 5 INTRODUCTION 6 RERA METHODOLOGY 7 CONTEXT: NATIONAL LEVEL 14 CONTEXT: COX’S BAZAR DISTRICT 19 CONTEXT: THE EDUCATION SECTOR 28 RERA FINDINGS AND ANALYSIS 35 CONCLUSIONS 58 RECOMMENDATIONS 62 ANNEX 64 ENDNOTES 66 EXECUTIVE SUMMARY PURPOSE USAID/Bangladesh commissioned a Rapid Education and Risk Analysis (RERA) to understand the impact of the Rohingya influx on pre-primary through secondary education in Bangladeshi schools in Cox’s Bazar. The specific objectives of the RERA were to (i) gain a broader understanding of the risks, needs, assets, and capacities of the education sector in Cox’s Bazar, and (ii) inform education programming to support Bangladeshis in Cox’s Bazar, particularly host and impacted communities. METHODOLOGY A RERA is a “good enough” qualitative situation analysis that examines the education sector, the learners, and the community as a dynamic system of multiple contextual risks and assets. The RERA in Cox’s Bazar was conducted in October 2018 and focused on the situation of Bangladeshis in a limited, purposive primary data sample of schools in 32 communities in 6 upazilas (sub-districts) across Cox’s Bazar: Ukhiya, Teknaf, Ramu, Cox’s Bazar Sadar, Maheshkhali, and Pekua. The RERA reached 900 respondents through 141 focus group discussions and 33 key informant interviews. CONTEXT The rapid influx of more than 727,0001 Rohingya people from Myanmar since August 2017 presented a shock to the communities in Cox’s Bazar, a diverse district already under significant stress.
    [Show full text]
  • BANGLADESH COUNTRY of ORIGIN INFORMATION (COI) REPORT COI Service
    BANGLADESH COUNTRY OF ORIGIN INFORMATION (COI) REPORT COI Service Date 30 September 2012 BANGLADESH 30 SEPTEMBER 2012 Contents Go to End Preface REPORTS ON BANGLADESH PUBLISHED OR FIRST ACCESSED BETWEEN 31 AUGUST AND 30 SEPTEMBER 2012 Paragraphs Background Information 1. GEOGRAPHY ................................................................................................................... 1.01 Public holidays ................................................................................................... 1.06 Maps of Bangladesh ............................................................................................. 1.07 Other maps of Bangladesh ................................................................................. 1.07 2. ECONOMY ....................................................................................................................... 2.01 3. HISTORY ......................................................................................................................... 3.01 Pre-independence: 1947- 1971 ............................................................................ 3.01 Post-independence: 1972 - April 2010 .............................................................. 3.02 Government of Sheikh Mujibur Rahman, 1972-75 ............................................. 3.02 Government of Ziaur Rahman, 1975-81 ............................................................. 3.03 Government of Hussain Mohammed Ershad, 1982-90 ...................................... 3.04 Government of Khaleda Zia,
    [Show full text]
  • Inlaga 2Bangla.Pmd
    Mainstreaming Gender Equality Sida’s support for the promotion of gender equality in partner countries Country Report Bangladesh Britha Mikkelsen, Team leader Ted Freeman, Team leader Mirza Najmul Huda Sevilla Leowinatha Jowshan A. Rahman A Sida EVALUATION REPORT 02/01:1 This report is part of Sida Evaluation, a series comprising evaluations of Swedish development assistance. Sida’s other series concerned with evaluations, Sida Studies in Evaluation, concerns methodologically oriented studies commissioned by Sida. Both series are administered by the Department for Evaluation and Internal Audit, an independent department reporting directly to Sida’s Board of Directors. Reports may be ordered from: Infocenter, Sida S-105 25 Stockholm Telephone: (+46) (0)8 690 93 80 Telefax: (+46) (0)8 690 92 66 E-mail: [email protected], Reports are also available to download at: http://www.sida.se Authors: Britha Mikkelsen, Ted Freeman, Team leaders, Mirza Najmul Huda, Sevilla Leowinatha, Jowshan A.Rahman Cover photos: Tina Gue and Heldur Netocny, Phoenix The views and interpretations expressed in this report are those of the authors and do not necessarily reflect those of the Swedish International Development Cooperation Agency, Sida. Sida Evaluation 02/01:1 Commissioned by Sida, Department for Evaluation and Internal Audit Copyright: Sida and the authors Registration No.: 2000-3561 Date of Final Report: January 2002 Printed by Elanders Novum, Stockholm, Sweden 2002 Art.no. SIDA1457en ISBN 91 586 8846 3 ISSN 1401–0402 SWEDISH INTERNATIONAL DEVELOPMENT COOPERATION AGENCY Address: S-105 25 Stockholm, Sweden. Office: Sveavägen 20, Stockholm Telephone: +46 (0)8-698 50 00. Telefax: +46 (0)8-20 88 64 Telegram: sida stockholm.
    [Show full text]