Pre Primary Education Pre Primary Education Expansion Plan Expansion Plan December 2012

December 2012

Government ofof People’sPeople’s RepublicRepublic of Bangladesh DDirectorateirectorate ofof PrimaryPrimary Government Education of EducationGovernment of People’s Republic of Bangladesh Directorate of Primary Education

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Pre Primary Education Expansion Plan

Directorate of Primary Education with Technical Assistance from UNICEF

December 2012

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Contents

page Section-1: Background 8 1.1. Introduction 8 1.2. Rationale and objectives 9 1.3. Scope of the expansion plan 9 1.4. Process for development of the expansion plan 10 Section-2: Situation Analysis 12 2.1. Overall context 12 2.2. Access 13 2.3. Quality 14 2.4. Equity 15 2.5. Training of teachers 15 2.6. Supervision and Monitoring 16 2.7. MIS and Reporting 16 2.8. Location of existing Pre Schools 16 2.9. Upazila as geographical unit for PPE expansion 17

18 Section-3: Standards of Quality PPE service delivery 3.1. Key areas and elements of standards 18 3.2. Gradation of standards 21 3.3. Matrix of standards with gradation 23

41 Section-4: PPE Expansion Plan 4.1. Introduction 41 4.2. Categorization of Upazilas as geographical unit for PPE expansion 41

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4.3. Upazila wise plan 44  Category - A: Rural low PPE coverage Upazilas 46  Category - B: Rural other Upazials 62  Category- C: Urban (City Corporations) 78  Category – D: Islands, Coastal and Riverine Upazilas with Char 85  Category – E: Ethnic/Indigenous Children 97  Category – F: Tea Gardens 103  Category – G: Haor 109

4.4. Plan for PPE Activities at Central Level 116 4.5. Plan for Training of teachers 128 4.6. Factors to be considered for operationalization of expansion plan 131

Section-5: Financial implications and way forward 133

Annexes 138  Annex-1: Terms of Reference of consultant  Annex-2: List of references  Annex-3: Core group for development of PPE Expansion Plan  Annex-4: Core principles of national PPE curriculum  Annex-5: Key areas of Quality Standards of PPPE/ECE Service Delivery of Selected Countries

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Acronyms

AIEC : Access and Inclusive Education Cell

ASC : Annual School Census

ASPR : Annual Sector Performance Report

AOP : Annual Operational Plan

DLI : Disbursement Link Indicator

DPE : Directorate of Primary Education

ECCD : Early Childhood Care and Development

GoB : Government of Bangladesh

GO : Government

GPS : Government Primary School

MoPME : Ministry of Primary and Mass Education

MLE : Multi Lingual Education

NCTB : National Curriculum and Textbook Board

NGO : Non Government Organization

PEDP : Primary Education Development Program

PPE : Pre Primary Education

PSQL : Primary School Quality Level

RNGPS : Registered Non Government Primary School

UNICEF : United Nations Children Fund

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Preface

The Government of Bangladesh recognizes the benefits of Pre Primary Education (PPE) for preparing young children to survive and thrive in primary school settings. Hence, the PPE has been identified as an effective strategy to address the challenges of high dropout and low achievement in the existing primary education system in Bangladesh. The pre-primary activities in Bangladesh consist of various programs under different actors. Earlier NGOs were in the frontline and a large number of pre-primary schools were run by a substantial number of big and small NGOs. From 2010 as an interim arrangement under PEDP-2, the Government initiated PPE through Government Primary Schools. Currently, all these pre-primary actors follow varied objectives, methodologies and curricula with inadequate coordination as there is no national standard for PPE services in place.

Based on the experience and progress under PEDP-2, PPE comes as an important sub- component of the PEDP-3 with a view to create permanent systems and structures for PPE in the primary education system and gradually provide standardized services for all children. In the process of improving the situation of PPE, the GoB recognizes the need for a comprehensive expansion plan that will ensure universal PPE coverage with quality. With this target, the Government as an activity under PEDP-3 has developed the ‘PPE Expansion Plan” for an effective and coordinated implementation of PPE services based on a national standards.

It gives me immense pleasure to note that, this expansion plan was developed through an extensive consultation process involving key stakeholders. I would like to express my sincere gratitude to Md. Faruque Jalil, Director, Policy & Operation DPE, for his leadership to initiate the dialogue, organize the consultation process and activate the core group for formulating and finalizing the plan. My heartfelt thanks to all those who were involved and contributed in various stages of the preparation of this document. I am grateful to UNICEF Bangladesh and deeply appreciate for their technical and logistical support during the entire preparation process. Special thanks to Dr. Md. Golam Mostafa, Consultant, UNICEF for his hard work which made it possible to prepare the PPE Expansion Plan within agreed timeline.

I firmly believe that this valuable document will fulfill the need of necessary operational guidance to all PPE service providing organizations towards achieving quality universal Pre Primary Education. I am confident that with this document in hand, we would be able to set national standards for quality PPE throughout the country and prepare our children better for their future education.

Shyamal Kanti Ghosh Director General Directorate of Primary Education

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Acknowledgment

My sincere gratitude to the Directorate of Primary Education and UNICEF for assigning me to develop the Pre Primary Education (PPE) Expansion Plan and providing necessary organizational support for the development of this plan. I would like to acknowledge the fact that technical information from various documents on Early Childhood Care & Education and Pre Primary Education produced by national and international organizations immensely helped me in developing the PPE Expansion Plan.

I am thankful to Shyamal Knati Ghosh, Director General, DPE for his moral support and guidance during the process of development of the PPE Expansion plan. My sincere gratitude to Md. Faruque Jalil, Director, Policy and Operation who successfully lead the core group and ably managed the organizational work at DPE. Mahfuzur Rahman Jewel, Education Officer and other team members of PPE unit at DPE deserve special thanks for providing administrative support which facilitated in accomplishing all tasks on time.

I am grateful to Nabendra Dahal, Chief of Education, UNICEF for his overall guidance, inspiration and support to work with the DPE in a congenial environment. Sincere thanks to Md. Mohsin Education Manager, Early Learning, UNICEF who not only contributed as member of the core group but also provided organizational support whenever needed. Contribution made by Laila Farhana Apnan Banu, Education Officer, UNICEF in situation analysis and other preparatory work is also highly appreciated.

Thankfully acknowledge and greatly appreciate contribution of the core group members for their valuable technical inputs, friendly advice and encouragement. Special thanks to Romij Ahmed, Consultant World Bank for providing baseline data on pre primary eligible children required for development of this plan.

I am deeply indebted to Iqbal Hossain, Education Advisor, Plan Bangladesh who as a member of the core group provided technical inputs on a continuous basis and generously worked with me after office hours and over the weekends. Without his support it would have not been possible to finalize the development of the PPE Expansion Plan within limited timeframe.

Dr. Md. Golam Mostafa Consultant Development of PPE Expansion Plan

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Section-1: Background

1.1. Introduction The global and national evidence strongly emphasize that children who attend Quality Pre- Primary Education have better chances for a smoother transition to primary school leading to significant improvement in school retention and lowering dropout rates. Programs focusing on early learning promote awareness of child development and lead to higher net enrolments and better achievements, especially among the most disadvantaged children and children from the poor families. A cost benefit analysis based on longitudinal research conducted in the US demonstrates a seven fold increase in benefits for every dollar invested in early childhood education (ECCD Briefs-Calculating Cost savings: The High/Scope Perry Pre-School Project; www.ecdgroup.com/download/bhiccshu.pdf). Moreover, the country benefits by creating strong foundation for a productive work force in the future.

Hence, the pre-primary education (PPE) has been identified as an effective strategy to address high dropout and repetition and low achievement rates that many primary school systems are facing now a days. The GoB recognizes the benefits of early learning and its importance for preparing young children to survive and thrive in primary school settings. Keeping this in mind, the “Pre-Primary Education Operational Framework” was approved by MoPME in 2008 for effective implementation of one year pre-primary education for all children of 5 - 6 years age. The government has also demonstrated its support and commitment to PPE by stating its intent to universalize pre-primary education in collaboration with NGOs having long experience in providing PPE service in Bangladesh. Therefore, as continuation of ‘PEDPII’ has included PPE as an integral part of the primary education sector wide program ‘PEDPIII’.

The GoB under Sub-Component (2.1.2. Pre-Primary) of PEDP-3 has pledged to provide one year of free pre-primary education to 5 - 6 years old children at government primary schools (GPS) in a phased manner. The Government, as defined in the guideline on GO-NGO collaboration for universal PPE in Bangladesh will also engage NGOs in providing PPE services to children who cannot be covered by GPS based Pre-Schools. In addition NGOs may be involved in helping GPS to set up pre-primary facilities and train pre-primary teachers (PEDP-3 Program Document: Sub-Component 2.1.2 Pre-Primary). To support this process, development of the PPE expansion plan has been included as one of the Disbursement Linked Indicators (DLI) to be achieved in the year-1 of PEDP-3. Key aspects of the expansion plan will be standards of PPE service delivery, role of government, NGO and private sectors, pace of recruitment, type and duration of training, and pace of expansion. It is expected that the newly developed expansion plan will form the basis to deliver standardized PPE services in a phased manner to achieve ultimate goal of universal PPE in Bangladesh.

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1.2. Rationale and Objectives of PPE Expansion Plan One of the policy directions emphasized for educational development in Bangladesh is to establish an integrated school system encompassing pre-school to higher secondary levels under a framework that unifies public, NGO and private providers. Therefore, as continuation of PEDP-II, PPE comes as an important sub-component of the new sector wide program PEDP-III with a view to create permanent systems and structures for PPE in the primary education system and gradually provide standardized services to all children.

To initiate this structured and organized effort for PPE under PEDP-3, a comprehensive mapping of PPE services in Bangladesh has been conducted recently by DPE with the Technical Assistance from UNICEF. Work is underway for development of a PPE database based on the data from mapping survey and other administrative sources. The development of the PPE expansion plan is another key activity to be undertaken under AOP 2011-2012 of PEDP-III. Based on this expansion plan, PPE will be gradually expanded to all GPS by Government, while other geographical areas will be covered by NGOs on the basis of guideline and implementation plan on GO-NGO collaboration for universal PPE in Bangladesh.

Specific objectives of this expansion plan are:

 setting international comparable standards with gradation of PPE service delivery,  year-wise plan for introduction of PPE service delivery standards into all GPS and RNGPS by 2016 and beyond,  rollout plan of expansion of PPE services through NGOs in line with GO-NGO collaboration guideline ,  develop plan for activities to be carried out at central level to facilitate smooth implementation of PPE Expansion plan.

1.3. Scope of the PPE Expansion Plan This will be an expansion plan of PPE service delivery that government will carry out through the PEDP-3 period. Therefore, the plan has been developed considering resources, options and opportunities within the PEDP-3 framework so that the expected results match with the expansion plan. At the same time factors specified as part of DLI e.g. standards for PPE, role of NGO and private sector, pace of recruitment, type and duration of training, timing of classes and expansion pace has also been taken into consideration. In addition consideration also given so that this plan can be used as one of the base documents for preparation of post PEDPIII sector wide primary education program. In view of all of these, scope of the expansion plan can be summarized as follows:

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 Present context and situation,  Setting standards of PPE service delivery comparable to international standards with gradation to reach higher level of standards. This will include Physical environment, Teaching learning environment, Staffing, Monitoring and Supervision, Parents and community involvement, Training and professional development, Management, Administrative,  PPE service delivery through government system indicating year wise improvement to reach higher level of standards by the end of PEDP-3 period “ June 2016” and way forward up to 2020,  Expansion of services with quality through NGO and private sectors following the guideline on GO-NGO collaboration for universal PPE with priority to cover children from most disadvantaged areas and marginalized groups,  Capacity building of the system and structures of government, NGOs and private sectors. 1.4. Process for Development of PPE expansion plan

In line with the UNICEF-DPE PEDPIII AWP2011-12, DPE is to develop expansion plan on PPE service delivery with the technical assistance of UNICEF. Accordingly, ToR of the consultant was developed jointly by DPE and UNICEF which was finally approved by MoPME (annex-1). UNICEF, as per their standard procedure hired the consultant who in consultation with PPE unit AIEC of DPE, UNICEF and inputs from core group members comprising of representatives of government and non-government actors developed the PPE expansion plan. The Director Policy & Operation division at DPE responsible for implementation of the PPE activities under PEDP-3, led the process as stated below:  Drafting the time bound tasks plan and outline of the Expansion Plan by the consultant in consultation with Chief of Education, UNICEF,  Meeting with the Director Policy & Operation and PPE unit team for sharing the time bound tasks plan and outline of the expansion plan, list of background documents to be used as references (annex-2) and formation of a core group to provide technical guidance and inputs for development of the expansion plan,  Meeting with the PPE unit of DPE in order to prepare the final version of the time bound tasks plan, outline and formation of the core group (annex-3) and to collect the copy of the background reference documents,  Reviewing and compiling the relevant information from background/reference documents by the consultant with inputs from members of the core group,  Meeting with the PEDPIII disparity working group to share and receive feedback/inputs on time bound tasks plan, outline of the expansion plan and background documents.

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It was agreed in the meeting that Director Policy & Operation, Chief of UNICEF and consultant should meet with the Additional Secretary (Dev), MoPME to brief him about proposed time line and discuss about process to be followed for development of the PPE expansion plan.

 Meeting with the Additional Secretary (Dev) MoPME, participated by Director Policy & Operation, Deputy Secretary, MoPME, Chief of Education UNICEF, Manager Education UNICEF for finalization of the time bound task plan, outline of expansion plan and process to be followed for the development of expansion plan.

It was agreed that following steps will be followed for the development of the expansion plan to meet DLI time line: (1) Drafting the outline of expansion plan and standards of PPE service delivery, (2) Preparing the revised version of outline and standards with inputs from core group members and sharing with MoPME for feedback, (3) Drafting of whole expansion plan, (4) Holding wider group consultation meeting/workshop for reviewing and feedback on the draft expansion plan, (5) Developing the final version incorporating feedback and submit to MoPME for approval.

It was decided that Deputy Secretary, MoPME will be included as member of the core group to facilitate the process and approval of the Expansion Plan by MoPME. The additional secretary also shared his ideas on key/critical factors to be considered for developing PPE service standards. Following specific actions has been carried out for development of final version of the PPE Expansion plan:

 Development of first draft of the expansion plan highlighting the key areas/elements of PPE service delivery standards with gradation showing in a matrix and format for preparation of Upazila wise expansion plan as agreed in the meeting with the Additional Secretary (Dev) MoPME,  Meetings of the core group to review and receive feedback for finalization of the standards with gradation and format for preparation of Upazila wise expansion plan,  Development of the final draft of PPE service delivery standards with gradation incorporating feedback from core group,  Sharing of final draft of PPE service delivery standards with MoPME for feedback/ comments,  Development of second draft of the expansion plan comprising of all components as per agreed outline,  Meetings of the core group to review and feedback on second draft,  Development final draft of the expansion plan incorporating feedback from core group members,  Sharing of final draft of the Expansion Plan with MoPME for review and feedback,  Wider group consultation meeting for review and feedback on the final draft,  Development of the final version of the PPE expansion plan incorporating feedback received from MoPME and wider group consultation meeting,  Submission of final version to MoPME through DPE.

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Section-2: Situation Analysis in the Context of PPE Expansion Plan

2.1. Overall context

Pre-Primary Education (PPE) is the most common and promising intervention of early childhood care and development in Bangladesh. The National Education Policy, approved in 2010, recognizes PPE as an integral part of primary education and the government is now committed to introduce one year pre-primary through the government primary education system. For effective implementation of the PPE services throughout the country, the Ministry of Primary and Mass education (MoPME) took an initiative to bring all PPE activities under one framework. In 2008, the Pre-primary Education Operational Framework was approved by MOPME with a short term vision -- “to introduce one year pre-primary education for all children of 5 -6 years age” and long term vision “all children, 3-5 years of age, are attending pre-school programs of some kind and have access to programs of health, nutrition, social, physical and intellectual development, and being initiated into formal education”.

The pre-primary activities in Bangladesh consist of various programs under different actors. Earlier NGOs were in the frontline and a large number of pre-primary schools were run by a substantial number of big and small NGOs. There are also some classes run by madrasas, mosque based maktabs, mondir based pre-schools and privately owned Kindergartens. As an interim arrangement from 2010, the Government initiated pre- primary through government primary schools (GPS) and registered non-government primary schools (RNGPS). Currently all these pre-primary actors follow varying objectives, methodologies and curricula with inadequate coordination as there is no national minimum standard for PPE services in place.

After the approval of the PPE Operational Framework, MOPME and Directorate of Primary Education (DPE) took several initiatives to universalize pre-primary education for all eligible children by engaging different actors including NGOs. Primary Education Development Plan (PEDP-2) laid the foundation for the introduction of PPE by orienting education professionals and introducing pre-primary into GPS through an interim package. To standardize the delivery mechanism, the Government also developed and approved a national PPE curriculum in June 2011. Recognizing the effort of NGOs in the field of PPE, the government also approved a GO- NGO collaboration guideline for PPE in June 2011 which creates scopes for NGOs to be involved with the Government to universalize quality pre-primary education. Based on the experience and progress under PEDP-2, PPE comes as an important sub-component of the new sector wide program PEDP-3 with a view to create permanent systems and structures for PPE in the primary education system and gradually provide standardized services for all children.

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In order to continue improving PPE, the Government of Bangladesh recognizes the need for a comprehensive expansion plan that will ensure full coverage of PPE services throughout the country. This expansion plan will encompass basic elements namely ‘Access’, ‘Quality’ and ‘Equity, thus ensuring good quality PPE service delivery. Therefore, the development of the expansion plan needs to be guided by the Access-Quality-Equity agenda in an integrated manner, not in isolation where certain elements of the agenda will get priority.

2.2. Access

Bangladesh has made significant improvement in preschool participation over the last couple of years. Enrolment of 3-5 year old children in some form of pre-primary education rose from 23 per cent in 2009 (MICS, 2009) to 83.90 percent in 2012 (Mapping of PPE in Bangladesh, 2012). This achievement in terms of ‘Access’ is well ahead the EFA target of achieving preschool participation by 55% by 2015 (PEDP-3 Program Document, page 48). However, this should be treated as trend rather than actual coverage of eligible children, as a substantial number of enrolled children are either under or over age and there is also duplication in reporting by Government and NGOs which could not be determined due to lack of disaggregated data. Information from different data sources report variances in the actual number of children not enrolled in PPE. For example PPE mapping shows 83.90 percent gross enrolment, whereas BBS data based on population census 2011 show that 20.47 percent five years age children are currently student.

Despite the increase in enrollment, there are still huge number (1.4 million as per mapping and 2.9 million as per BBS) of eligible children out of preschool coverage. It is estimated that 122,010 pre-schools at the rate of 30 children per school to meet teacher student ration of 1:30 set in the PPE Operational Manual by MoPME will be required to cover total number of 3,660,286 PPE age children. However, Govt under PEDP-3 has plan to open one pre primary class attached with 37,672 GPS. In addition 23,616 pre-schools with secured funding till 2015 are currently run by NGOs, meaning another 60,722 will be required for universal PPE coverage. This gap can be addressed through:

. Opening of double shift/section pre-primary classes in GPS; . Opening of pre-primary classes in all RNGPS/ Community schools and primary schools attached with Secondary schools/Madrasas; . Opening of Pre-primary schools by NGO’s and private sectors or other organizations where GPS and RNGPS are absent; . Pre-Primary schools in hired venue where primary schools (GPS/RNGPS) are absent; . Establishing modalities for mainstreaming of substantial number of pre -schools/ kindergartens run by private sector particularly in urban areas including district and Upazila head quarters. 13 Pre Primary Education Expansion Plan, DPE, 2012

Moreover, the PPE mapping identified 15 districts where enrolment rates surpass the total number of eligible children and in 12 districts percentage of un-enrolled children ranges from 40-69 percent. This means access to preschool facilities is not equally distributed, resulting in facility-deficient areas as well as areas where facilities are over saturated. The expansion plan will identify realistic ways to ensure full coverage in phased manner by ensuring complementarily of services of multiple providers. Based on the PPE mapping exercise, the plan will chalk out service arrangements in such a way so that services are not saturated in areas where these already exist, and new services are established where children are deprived of accessing such services.

2.3. Quality

In terms of ‘Quality’, there are wide variations in available PPE services in Bangladesh. Currently, many preschools do not adequately meet minimum standards for physical environment and facilities, such as adequate space, enough light and ventilation, adequate play and teaching-learning materials, designated corners for free play, books, physical activities and exploration, designated space for outdoor/outside classroom play, adequate safety and security procedures, availability of clean/safe water and hygienic toilet facilities etc. Classroom size varies from location to location based on the availability, and in most cases these are of 300- 400 square feet which is above minimum requirement of 250 square feet set in the PPE Operational Framework.

Minimum standards for pedagogical issues, such as trained teacher, minimum contact hour, teacher-student ratio, curriculum planning etc. vary across multiple providers and geographical contexts. The teacher-student ratio varies from 1:8 to 1:79, mainly in government supported preschools (GPS, RNGPS) indicating a high discrepancy in one-to-one teacher support to children. NGO schools have found to maintain 1:30 teacher-student ratio as set out in the PPE Operational Framework.

According to PEDP-3 Program Document, in 2010, approximately 48 per cent of children entering in Grade- 1 reported some type of pre-primary experience. The expectation was that the repetition and dropout in Grade-1 would be lower with high percentage of new entrants benefiting from pre-school education. In reality, this was not the case, as the repetition and dropout rates for Grade- 1 were 11 per cent and 8 percent respectively”; indicating the possibility of low quality pre-school education to make a significant impact, or that there might be a disconnection between pre-school and Grade-1 curricula. Only expansion of PPE services for the sake of enrolling all children will not suffice if they do not adequately benefit from such services. A minimum standard of quality for PPE service expansion is to be established, so that all providers, including government, NGO or private sector will have a uniform basis to comply

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with the standards. The standards will include child friendly physical and learning environments, class size, classroom facilities, minimum contact hour, developmentally appropriate materials and teaching practice etc.

2.4. Equity Currently there exists a widespread disparity in PPE participation as reported in PEDPIII program document (page 49) that, “participation of any type of pre-school varies by expenditure quintile, with about half of the least poor but only one fifth of the poorest children participating in some form of pre-primary education”. As per BBS population census 2011, disaggregated data on urban and rural children attending some sort of schools are 49.7 and 20.46 percent respectively. Moreover, participation is even less in city corporations where there are many slums. Therefore, the expansion plan will focus exclusively on covering the most disadvantaged children located in special pockets of disadvantage areas or in population groups who are currently outside of such coverage. In addition considering diverse linguistic background, there is a need for provision of MLE to ensure quality PPE for children belonging to the ethnic/ indigenous population living in three Chittagong Hill Tract districts and other districts in Bangladesh. Virtually no information on MLE situation is available in the PPE mapping report or other documents like ASC and ASPR. Therefore, a comprehensive study is required for mapping of MLE status to design structured MLE based PPE in Bangladesh .

2.5. Training of teachers Currently there are 88,225 pre-school centers, signaling a demand for same number of trained teachers, in order to allocate at least one trained teacher per school. Currently there are 68,200 trained teachers however a total of 20,025 PPE teachers (23 per cent) have not received any kind of training and all of them belong to government supported schools (GPS, RNGPS). Moreover, with varied training options, a total of 649 training centers are available across the country and a limited number of these training centers (87 centers) offer residential facilities. Teacher qualification and training varies across providers. Minimum educational qualifications for government PPE teachers is Secondary School Certificate (SSC) pass, while most of the NGO teachers have qualifications below SSC. This may be due to the fact that NGOs usually work in more disadvantaged and hard-to-reach geographies where teachers with required qualification are scarce due to low literacy rate. This scenario is more visible in the 3 CHT districts and tea gardens in the districts of Sylhet division. Duration of training of teachers varies from 6 to 15 days, and is usually curriculum-specific.

Anyway, considering the initiative for universalizing the preprimary education across the country, all pre-school teachers both from Govt and NGO need to be trained on the newly developed pre-primary curriculum once this is introduced from January 2014. Therefore, a comprehensive training plan to be developed involving existing set up of Govt and NGOs as specified in the GO-NGO collaboration guideline for universal PPE in Bangladesh.

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2.6. Supervision and Monitoring

The frequency and extent of supervision and monitoring vary across providers, such as quality training for the supervisory staffs, supervisor-school ratio, availability of standard supervision and monitoring tools, strategy for compiling and reporting monitoring data, use of monitoring data to adjust programme and policy decisions etc. Teacher support and professional development opportunities also vary from virtually no systematic supervision support to intensive on-site coaching and mentoring, monitoring and periodic refreshers training opportunities on a regular basis. There is an immense need to revisit the existing supervision system and the process.

2.7. MIS and Reporting

For planning and making decision in pre-primary, it is important to manage the data more effectively and efficiently, which indicates the need for a systematic and structured data base. The lack of this structured system resulted into inconsistent and missing data as well as data duplication. For example, the division wise distribution of eligible children indicates that the highest demand is in Dhaka. According to BBS data of Ramna Thana in Dhaka City Corporation, 49.23 of 5 years age children are currently attending schools, however the PPE mapping informs this as 12.95% of children aged 3-5 years; which is an unrealistic finding in the context where many children are attending the private preschools and point towards the possibility of missing data from privately run pre-schools/kindergartens. On the other hand, the PPE mapping indicated the gross enrollment rate in Nachole Upazila of Chapai Nawabgonj district is 292.12 but as per BBS only 15.04% children of 5 years old currently student. In Thanchi Upazila of Bandarban district the enrollment rate 278.17 according to PPE mapping, whereas BBS reported it as 32.19%. Moreover, segregated data in the form of year specific age and sex of eligible children is available in BBS data but not available in PPE mapping report which has been prepared on the basis of administrative data. To reduce such gaps in data reporting a structured and systematic database is acutely needed to have reliable data.

2.8. Location of existing Pre Schools - implication for expansion under GO-NGO collaboration for universal PPE

Analysis of data from the mapping survey further reveals that maximum (50.49%) NGO run pre-school centers are concentrated around GPS, with low (25.34%) NGO coverage in RNGPS catchment areas and there is no community based NGO pre-schools in 260 Upazilas outside the catchment area of GPS and RNGPS. Mapping survey also shows that, only 24.14 % of NGO pre-schools are community based outside the catchment areas of GPS and RNGPS. This calls for a redistribution of available NGO facilities to cater the areas where demands are high and lack adequate facilities. Incidence of data duplication during 16 Pre Primary Education Expansion Plan, DPE, 2012

reporting also prevails that the available data only shows the number of centres operated by NGOs in GPS catchment area, but not segregated in the number operated in GPS premises and outside GPS premises, but within the GPS catchment area.

2.9. Upazila as geographical unit for PPE expansion plan

A more in-depth analysis, taking the ‘Equity’ perspective into account, shows wide geographical disparity in preschool participation. Division wise distribution of eligible children indicates the highest demand is in Dhaka, followed by Chittagong, Rajshahi, Rangpur, Khulna, Sylhet and Barisal. Though the national average rate of un-enrolment is 16%, un-enrolment rate is higher than national average ranging for 40 to 69% in 12 districts1 (Mapping of PPE in Bangladesh). As national aggregate data masks regional disparity, so does district level data hide the wider disparity range within that particular district. Even if the average estimated coverage at district level is moderate, the picture at the Upazila level can be rather disappointing. For example, the average coverage in Cox’s Bazar district is 70.58%, while one of its Upazila’s,“Ukhia”, has around 109.28% coverage. On the other hand islands such as Kutubdia and Maheshkhali have only 39.67 and 39.70% coverage respectively. Alternatively, there are districts that do not have promising percentages of coverage, but contain Upazilas that supersede the district level average coverage rate. For example, while the enrolment rate in Natore district is 66%, one of its Upazila Singra has an enrolment rate of 116.76 %. There are also districts where all Upazilas have coverage below 50%, such as Noakhali. In general, the enrolment rate varies from as low as 14.65% to as high as 328.8% at the Upazila level as per PPE mapping. Of the 485 rural Upazilas, 176 have PPE coverage below 60% as per Mapping of PPE and below 20% as per BBS data. This situation calls for an expansion plan that takes ‘Upazila’ as the unit of analysis to be able to respond to the local reality and demands where facilities are inadequate.

Above mentioned prevailing situation will have bearing in developing the PPE expansion plan so that the geographical areas with highest demand, Access-Equity-Quality concerns, Gap in data base, monitoring and reporting are addressed along the path.

1 Dhaka, Narayanganj, Kishorganj, Gazipur, Narsingdi, Netrokona, Mymensingh, Noakhali, Feni, Comilla, Luxmipur, Sylhet, 17 Pre Primary Education Expansion Plan, DPE, 2012

Section-3: Standards of Quality PPE Service Delivery

PPE service delivery standards defines a set of requirements to ensure provision of services adequate to meet holistic early learning needs of 5 to 6 years old children for them to be ready for next level of education. This will bring together key areas and elements to support and promote quality implementation of the national PPE program to deliver appropriate care to pre-school age children by ensuring that necessary environments, facilities, staffing arrangements, resources and management structures are in place. Adherence to standards will help to:

 Transform existing pre-schools to child friendly pre-school/learning centers,  Regularize the setting of new pre-school center,  Maintain quality of service delivery,  Facilitate academic supervision, monitoring and evaluation,  Ensure pathway to achieve quality,  Set indicators and tools to measure quality of services,  Prioritize tasks to implement quality pre-primary education,  Implement competency based national curriculum effectively,  Set administrative and management plan for pre-primary at central and field level and,  Comply with core principles2 of the national PPE curriculum.

3.1. Key Areas and Elements of PPE Service Delivery Standards

Various critical requirements to support and promote quality implementation of the national PPE program is grouped into eight key areas namely (1) Physical environment (2) Learning environment (3) Staffing (4) Monitoring and supervision (5) Parent and community involvement (6) Training and professional development (7) Management , (8) Administrative. Comparative analysis of key areas of quality standards of PPE/ECE in selected countries is shown in annex-5. Each key area consists of several elements based on which parameters for standards have been set with gradation as shown in the matrix “Areas and elements with gradation of PPE service delivery standards”. Brief description of key areas is given below:

2 Child centeredness, Children as active learner, Family and community involvement, School as responsive social institute, Inclusiveness, Local culture and heritage, Relationship between teacher and students, Immediate environment ( see annex-4 for details)

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3.1.1. Physical Environment:

Play, observation, exploration and other forms of inside and outside classroom activities are teaching learning process of pre-school children as specified in the national PPE curriculum. Thus, the pre-schools should be safe, secure, clean, spacious, attractive, stimulating and encouraging to children to engage them in different forms of creative activities, both individually and in small groups, carefully guided by competent child friendly staff (s). This section describes school level standards on location, premises, class room environment, water and sanitation facilities, safety and security.

3.1.2. Learning Environment:

Learning within pre-school has to take place with respect to each child’s capabilities, careful guidance and promotion of a healthy sense of autonomy, self confidence and initiative because while children at this age make advances in cognitive, psycho-motor, language and other areas they are also continuing to expand their repertoire/rapport of social and moral behavior and personality characteristics. This section indicates standards on classroom arrangement, teaching learning materials, teacher student ratio, daily routines and teaching learning process in accordance with the competency based national curriculum.

3.1.3. Staffing:

Children’s development and learning boost tremendously if a congenial and friendly relationship develop between the child and the teacher or elders. To benefit from the impact of harmonious relationship it is necessary to ensure optimum Teacher-Student ratio. At the same time proper distribution of work load and ratio of Teacher-Assistant-Supervisor-Monitor- Manager is also very important for a pragmatic and productive working environment. This section indicates the ratio, working hours, qualifications requirement of different level staffs.

3.1.4. Monitoring and Supervision:

Every activity gets its fulfillment when go through with appropriate supervision along with follow up mechanism and proper monitoring. Supervision and monitoring has an extra value on learning activity as an ongoing continuous process. Well defined, structured and need based qualitative and quantitative supervision and monitoring is essential for better outcome of any activity. Supervision and Monitoring section of this matrix describes here about the ratio of Supervision and monitoring personnel, work style, frequency, duration, process, tools, reporting system and follow up mechanism etc. to strengthen and ensure quality of PPE service delivery.

3.1.5. Parents and Community involvement:

Parent is the first teacher of a child. Development of children’s personality, individuality, self- concept, attitude and values influences much by parents and other family members as well as 19 Pre Primary Education Expansion Plan, DPE, 2012

by the family and community norms. Overall social environment affects the principles of preprimary education and social culture and trends influences parents’ expectations of their kids’ education. There are so many things in the family and environment around the children from which they learn a lot informally. So, to ensure cultural environment in all learning level at home, school and society with the help of elders it is necessary to involve parents and community meaningfully as they are important agent of holistic development of children and important partner of school as well. So, resulting family and community involvement in preprimary education is indispensable for every success of children. This section describes the roles and responsibilities, ways, frequencies, durations and process of meaningful Parents and Community involvement and participation in PPE service delivery.

3.1.6. Training and professional development:

The pre-school teacher is most important entity in providing quality early child care and education. She/he must be passionate, warm and caring, attentive and respectful of children’s individual needs, motivating and appreciating individual effort, informative and resourceful, and capable of planning activities that are developmentally appropriate to enhancing children’s social, emotional, physical and cognitive development. In addition, she/he should be able to plan and organize a wealth of services that includes monitoring of child development, services to children with disabilities, and parent involvement programs. Pre-school teacher can perform these multipurpose activities to expected level only with the help/support of other staffs (assistant/supervisor/monitor/ manager). This section describes the parameters for training and continuous professional development of teachers and other key support personnel.

3.1.7. Management:

Quality of any program mostly depends on proper and efficient management. Well structured and clear defined responsibility is very important for any smooth operation. Some standards/indicators of management ensure some accountability and as a result some outcomes become visible. Management standards describe how things will be managed locally and centrally by when and the process of sharing progress from sub-national level to central level.

3.1.8. Administrative:

Administrative standards indicate how systematically and effectively a pre-school is being supported as a service. Effective delivery of services requires the maintenance of certain categories of records and provision of facilities for religious and cultural activities. This section describes administrative parameters and process at school to central level to support implementation ensuring quality.

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3.2. Gradation of Standards of PPE service delivery

Level-1: minimum/basic, Level-2: Desired/medium, Level-3: Preferred/exemplary.

There is no absolute level or value of quality rather it is a continuous process to maximize the result of any effort. Hence standards should lead to a gradual progress of achieving quality starting from existing grass root level reality. Considering these, a set of criteria/assumption/understanding were considered before developing the standards. For the same reason, gradation of standards was also introduced to make a bridge and smooth pathway between current statuses and desire level of quality. Followings are the criteria/assumption/understanding for developing the standards and gradation of standards:

 The upper limit of the standards is the pre-primary global standards that are already tested and supported by researches.  The lower limit or minimum standards are set based on the country contextual experiences that ensured minimum quality of service delivery with the limited resources available.  Though the gradation is done in three layers but level 3 is not the global standard. It is the realistic target set based on the current status or minimum standard that can be achievable by 4/5 years. So the gradation is influenced by the time frame to match it with programmatic target and expansion plan.  After assessing the status or progress of achieving standards after 4/5 years, one can set new standards to achieve the global one considering the status as minimum.  Standards and gradation was also influenced by the structure, modalities and type of implementation. For example, while developing standards or setting gradation, government, non-government and private sector implementation arrangement were considered to make it common, achievable and acceptable to all.  In the gradation process, both short and long term achievability was considered based on areas and elements so that implementation planning comes as a continuous effort which also brings change continuously to make the journey live and effective.  Both financial and human resource implication in future and infrastructure and professional capacity of the implementers was another important consideration while identifying standards and setting gradation for each standards.  For some standards the statement for gradation at every level (level 1, 2 & 3) is more or less same because it articulated a qualitative change at certain level. Grade or level will be identified/awarded based on the gravity, intensity and quality of the program.  This is not a complete list of standards that covered everything for a quality service delivery. It is focusing on major areas and elements only. On the other hand, all areas and elements of standards may not be achievable by all centers/schools because of

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obvious reality. So achieving more than 80% elements of an area will be considered as achieved.  In some areas and elements of the standard, the gradation target for each level may be found as very difficult or very easy. For example, Premises is easier for government school but difficult for NGO or private schools. This is because of considering different types of implementers which was encouraged by government through GO-NGO collaboration guideline for pre-primary. So implementers can set their target and priorities based on feasibility of implementation.  There will be a mechanism, set of indicators, and tools to measure the standards efficiently at any certain point.  Government primary education standards (KPI & PSQL) & pre-primary curriculum were consulted and considered while developing standards.  International standards of relevant countries were also consulted and considered to set the upper limit meaning level-3.

3.3. Matrix of standards with Gradation

Key areas and elements PPE service delivery standards with parameters for each grade (Level- 1: Basic/ minimum, Level-2: Desired/medium, Level-3: Preferred/exemplary) is shown in 23-40 pages.

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Matrix: Areas and elements with gradation of PPE service delivery standards

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards Physical Environment Location  The school is attached with or  The school is within 1.5 km reach of  The school is within 1 km reach within the catchment area of children,  The school is at least 200 ft away from sites Primary school  The school is at least 150 ft away from that could be dangerous for children (pond, sights that could be dangerous for hazardous slopes, river, highways, tannery, children (pond, hazardous slopes, chemical factory, noisy places, bus stand, river, highways, tannery, chemical electric transformer etc.) factory, noisy places, bus stand, electric transformer etc.) Premises  Premises are clean, flat and not  There is protective fence/wall around  There is protective fence/wall around the water logged the premises premises,  School has space for outdoor play  Premises are clean, flat and not water  Premises are clean, flat and not water logged. (At least 15 sft per child) logged  School has space for outdoor play (At least 35  School is accessible by children  School has space for outdoor play ( At sft per child-High Scope-PQA). with disabilities ( flat approach least 25 sft per child)  School has outdoor play equipment in the road, ramp, wide door etc)  School has outdoor play equipment premises like swings, seesaw , climbing like football, skipping rope, cricket frames, slides etc bat-ball etc  School premises have shady trees and garden  School premises have garden  School is accessible by children with  School is accessible by children with disabilities ( flat approach road, ramp, wide disabilities ( flat approach road, ramp, door etc) wide door etc)

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Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards Class room  Minimum 250 sft for 30 children  Minimum 10 sft space per child is  17 sft space per child ( 30 children per class) is environment (PPE operational framework) is available in the class room available in the class room available in the class room  Classroom floor is flat, dry, clean and ( PSQL)  Classroom floor is flat, dry, clean covered by mat.  Classroom floor is flat, dry, clean and covered and covered by mat.  Class room has adequate light, fresh by mat.  Class room has adequate light, air ventilation and protection of  Class room has adequate light, fresh air fresh air ventilation and protection children during heavy wind and rain ventilation and protection of children during of children during heavy wind and  Classroom has window for cross heavy wind and rain rain ventilation  The doors and windows are covering at least  Classroom has adequate wall space  Classroom has adequate wall space 1/7th of the total wall area. for displaying children’s work for displaying children’s work  Classroom has adequate wall space for displaying children’s work Furniture and  Floor mat available  Floor mat available  Colorful floor mat available supplies  Wall mounted chalk board  Wall mounted chalk board accessible  Wall mounted chalk board accessible to accessible to children for free work to children for free work children for free work  Chair/tool/mora for teacher  Chair/tool/mora for teacher  Chair/tool/mora for teacher  Trunk to store materials  Display board for children’s work  Display board for children’s work  Waste bin basket and broom  Trunk and rack to store materials  Racks and cupboards to store materials at eye  Waste bin basket and broom level of children within their reach  Special sitting arrangement for  Waste bin basket and broom children with disabilities  Special sitting arrangement for children with disabilities Water &  Classroom has adequate safe  Classroom has adequate safe drinking  School has safe drinking water source Sanitation drinking water with necessary water with necessary devices ( Jug, jar,  Classroom has adequate safe drinking water facilities devices ( Jug, glass etc) glass etc) with necessary devices ( Jug, glass, filter etc)  Sanitary toilet facilities with  Sanitary toilet facilities with running  Toilet facilities that suits pre-school age

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Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards running water or water in a large water or water in a large container children with running water container  Hand washing facilities in a common  Soap to wash hand in toilet  Hand washing facilities in a space with soap and water  Hand washing facilities in a common space common space with soap and  Toilet cleaner, detergent and brush with soap and water water  Toilet cleaner, detergent and brush  Toilet cleaner and brush/broom Safety &  The classroom is free of health and  The classroom is free of health and  The classroom is free of health and safety security safety hazards (e.g. broken toys, safety hazards (e.g. broken toys, hazards ( e.g. Broken toys, unmasked spills, unmasked spills, unsanitary toilet unmasked spills, unsanitary toilet unsanitary toilet facilities, uncovered electrical facilities, uncovered electrical facilities, uncovered electrical outlets outlets etc) outlets etc). etc).  First aid kit box is available and easily  First aid kit box is available and  First aid kit box is available and easily accessible in the classroom easily accessible in the classroom accessible in the classroom  Clear evacuation plan are visibly posted  Comparatively safe and secure  Clear evacuation plan are visibly  Children’s way to school is safe and secured classroom is allocated for posted (speed breaker, adult’s support during road preschool  Children’s way to school is safe and crossing etc)  Children’s way to school is safe and secured (speed breaker, adult’s secured. ( speed breaker, adult’s support during road crossing etc) support during road crossing etc)

Learning Environment classroom  Classrooms are colorfully  Classrooms are colorfully decorated  Classrooms are colorfully decorated with arrangement decorated with painting and with painting and materials to make painting and materials to make them visually materials to make them visually them visually attractive considering and intellectually attractive considering attractive considering children’s children’s interest, local culture and children’s interest, local culture and heritage. interest, local culture and heritage. heritage.  Children’s work/products are displayed in the 25 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards  Children’s work/products are  Children’s work/products are classroom displayed in the classroom displayed in the classroom  Items displayed in the walls are at children’s  Items displayed in the walls are at  Items displayed in the walls are at eye level children’s eye level children’s eye level  There are at least four clearly marked and  There are at least four clearly  There are at least four clearly marked organized activity areas/corners for distinct marked and organized activity and organized activity areas/corners kind of play e.g. book & art, block, imagination areas/corners for distinct kind of for distinct kind of play e.g. book & and sand & water. play e.g. book & art, block, art, block, imagination and sand &  Sitting arrangement is gender friendly and imagination and sand & water. water. inclusive (mixed sitting, need based sitting etc)  Sitting arrangement is gender  Sitting arrangement is gender friendly friendly and inclusive (mixed and and inclusive (mixed and need based need based sitting etc) sitting etc)

Teaching  All core3 materials as per national  All core and supplementary4 materials  All core and adequate supplementary learning curriculum are available in the as per national curriculum are materials as per national curriculum are materials classroom. available in the classroom. available in the classroom.  Materials are child friendly, non-  Materials are child friendly, non-toxic,  Materials are child friendly, non-toxic, safe (no toxic, safe (no sharp edge), safe (no sharp edge), colorful, with sharp edge), colorful, with hard and soft colorful, with hard and soft texture hard and soft texture and light. texture and light.

3. Curriculum, Teacher’s guide, Children workbook, Exercise khata, Bangla alphabet chart, Flip chart (health &environment +++),Flash cards (number, alphabet, onjects), Story books (10), Blocks& Play materials set (as per list in TG), Student attendance register as per format given in Teacher’s Guide.

4. All core materials plus more pictorial story books, more blocks & play materials, story cards, more variety of flash cards, number chart, puzzle, board game (ludo++), pictorial books on early literacy & numeracy, big book (story, promote concepts of literacy/numeracy/science etc) , audio visual materials, tool box containing hammer, screw etc 26 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards and light.  A mix of locally made and procured  A mix of locally made and procured materials.  A mix of locally made and procured materials.  Children have easy access to all those materials.  Children have easy access to all those materials  Children have easy access to all materials  Materials are displayed at appropriate place those materials  Materials are displayed at appropriate and not locked in the racks.  Materials are displayed at place and not locked  Materials are stored properly and well appropriate place and not locked  Materials are stored properly and well maintained/preserved.  Materials are stored properly and maintained/preserved.  Adequate number of playing materials for well maintained/preserved.  Adequate number of playing materials children for children Teacher- 1:30 (maximum)  1:30 (maximum)  1:25 (maximum) Student ratio (PPE framework & Curriculum) Duration &  2.30 hours (Minimum)  2.30 hours (Minimum)  2.30 hours (Minimum) Daily routine  Class followed daily routine as per  Class followed daily routine as per  Class followed daily routine as per curriculum curriculum curriculum  Daily routine is consistent yet flexible around  Daily routine is consistent yet  Daily routine is consistent yet flexible children’s interest and responsive to learning flexible around children’s interest around children’s interest and needs of individual children. and responsive to learning needs responsive to learning needs of  Transition time from one activity to another is of individual children. individual children. smooth  Transition time from one activity to  Transition time from one activity to  Responsive to learning needs of all children another is smooth another is smooth including those with disabilities  Responsive to learning needs of all  Responsive to learning needs of the  Daily routine is displayed in the classroom in a children including those with all children including those with child friendly way (Pictures, posters, symbol ) disabilities disabilities  Daily routine displayed in the class  Daily routine displayed in the room. classroom

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Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards

Teaching learning process / pedagogical standards Communi-  Teacher communicating with  Teacher communicating with children  Teacher communicating with children clearly cation with children clearly maintaining eye clearly maintaining eye level contact, maintaining eye level contact, using soft voice, children level contact, using soft voice, slow using soft voice, slow pace and slow pace and pleasant gesture in an pace and pleasant gesture in an pleasant gesture in an understandable understandable way showing respect to them. understandable way showing way showing respect to them. respect to them. Greetings and  Greeting is a regular practice  Greeting is a regular practice  Greeting is a regular practice maintaining encourage-  Teachers are occasionally  Teachers are often encouraging, norms ment encouraging and praising children appreciating and praising children  Teachers are frequently encouraging, mentioning reason. appreciating and praising children during interaction/involvement for a specific task, behavior or achievement

Relationship  Children are occasionally sharing  Children are often sharing their  Children are frequently sharing their with teacher their problems, challenges and problems, challenges and personal problems, challenges and personal feelings, personal feelings, learning and feelings , learning and other needs learning and other needs with teacher needs with teacher with teacher Types of  Individual, pair, small group and  Individual, pair, small group and large  Individual, pair, small group and large group activities large group activities are blended group activities are properly blended activities are properly blended in a balanced and maintained as per curriculum and maintained as per curriculum and way as per curriculum and annual work plan and annual work plan/annual annual work plan/annual scheme of with clear understanding and involvement of scheme of work work with improved understanding teacher and inputs from teacher

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Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards Types of Play  Different types of plays like  Different types of plays like physical  Different types of plays like physical including physical including gross and fine including gross and fine motor, gross and fine motor, cognitive, imaginative, motor, cognitive, imaginative, cognitive, imaginative, creative, free creative, free play etc are blended in daily creative, free play etc are blended play etc are blended in daily routine routine in a balanced way as per curriculum in daily routine in a balanced way in a balanced way as per curriculum and annual work plan. as per direction of curriculum and and annual work plan  Teachers are facilitating plays with clear annual work plan  Teachers are facilitating plays with understanding and involving all children in a  Teachers are facilitating plays as improved understanding and involving balanced way per direction all children Using nature  Teachers are occasionally taking  Teachers are often taking advantages  Teachers are frequently taking advantages of and outdoor advantages of nature and using of nature and using outdoor premises nature and using outdoor premises around the areas or outdoor premises around the around the classroom aligning with classroom aligning with curriculum and work premises classroom as per direction of the curriculum and work plan plan curriculum and work plan Maximizing use  Children and teachers are  Children and teachers are often using  Children and teachers are frequently using of teaching occasionally using materials and materials and aids available in the materials and aids available in the classroom learning aids available in the classroom as classroom as and when necessary and around classroom as and when necessary materials/aids per direction of the curriculum and aligning with curriculum and work aligning with curriculum and work plan work plan plan Individualized  Children needs special attention  Children needs special attention and  Children needs special attention and support teaching and and support are occasionally support are often receiving those are frequently receiving those from teachers support receiving those from teachers from teachers in a regular basis in a regular basis

Interaction  Children have opportunities to  Children have opportunities to  Children have opportunities to interact with with others interact with other students and interact with other students and other teachers and students of school and teachers of school. teachers of school and community community members in a structured way as members. part of teaching learning process. 29 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards Interaction  Children have minimum  Children have regular opportunity to  Children have enough opportunity to interact among opportunity to interact among interact among themselves and this among themselves and this type of children themselves as per direction of type of interactions are encouraged interactions are highly encouraged and teacher’s guide and this type of and appreciated by teacher appreciated by teacher interactions are encouraged and appreciated by teacher Use of local  Minimum local materials are  Different types of local materials are  Adequate number and types of local materials materials available in the classroom as per available in the classroom available in the classroom teacher’s guide.  Teachers are often using local  Teachers are frequently using local materials  Teachers are occasionally using materials during teaching learning during teaching learning process in accordance local materials during teaching process in accordance with curriculum  with curriculum and teacher’s guide learning process as per teacher’s and teacher’s guide guide Physical exercise  Children are engaging themselves  Children are equally engaging  Children are spontaneously and equally & rest and in physical exercise and have warm themselves in physical exercise and engaging themselves in physical exercise and smooth up and rest facilities after ending have warm up and rest facilities after have warm up and rest facilities after ending transition from and before beginning of activities ending and before beginning of and before beginning of activities one physical as per direction of teacher’s guide activities  Children know what activity is coming next exercise to  Children know what activity is coming another next Leadership  Children are getting opportunity by  All children are getting opportunity by  All children are getting opportunity equally by development turn to nurture their leadership turn to nurture their leadership skill as turn to nurture their leadership skill as well as and team work skill as well as sense of well as sense of responsibility for sense of responsibility for team work responsibility for team work as per team work  Teacher with clear understanding facilitating direction of the teacher’s guide  Teacher with minimum understanding the process of leadership development and  Teachers are facilitating the facilitating the process of leadership team work. process of leadership development development and team work. 30 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards and team work as per guideline. Flexibility in  Teachers are not rigid to class  Teachers are not rigid to class routine  Teachers are not rigid to class routine and the teaching routine and scheme of work rather and scheme of work rather flexible to scheme of work rather flexible enough to learning flexible to accommodate children’s accommodate children’s interest. accommodate children’s interest but also have process interest following guideline.  Teachers are often showing flexibility skills to link those to planned activities.  Teachers are occasionally showing in the process towards children with  Teachers are frequently showing flexibility in flexibility in the process towards disabilities as per their need with the process towards children with disabilities children with disabilities as per minimum understanding. as per need with clear understanding. direction.  Addressing  Teachers facilitate class as per  Teachers are often using multiple  Teachers are frequently using multiple ways diversity/Inclus teacher guide and occasionally ways and methods of teaching- and methods of teaching-learning process iveness using multiple ways of teaching learning process including materials including materials and aids with appropriate learning. and aids with appropriate tone and tone and pace considering diverse need of  Teachers are occasionally using pace considering diverse need of children inside classroom. mother tongue or local dialect children inside classroom.  Teachers are adequately using mother tongue (Colloquial Bangla/mother tongue)  Teachers are often using mother or local dialect (colloquial Bangla/mother as medium of instruction. tongue or local dialect (colloquial tongue) as medium of instruction consciously  Teacher are respecting and fairly Bangla/mother tongue) as medium of with a gradual plan to introduce new words, treating all children irrespective of instruction consciously with a gradual sentences. ability, gender, religion, cultural plan to introduce new words,  Teacher and children are always respecting entities and practices. sentences. and fairly treating all irrespective of ability,  Teacher and children are respecting gender, religion, cultural entities and practices and fairly treating all irrespective of by giving equal importance. ability, gender, religion, cultural entities and practices.

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Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards Children’s  Children are engaging themselves  Children are engaging themselves in  Children are engaging themselves in activities participation in activities and talking (asking activities and talking (asking question, and talking (asking question, clarification, question, clarification, discussing clarification, discussing issues etc) for discussing issues etc) for more than 70% total issues etc) for at least 50% total more than 60% total time of class. time of class. time of class. Positive  Teachers are not practicing any  Children are fairly participating in  Children are spontaneously participating in disciplining kind of physical or mental different activities without fear and different activities with joy and without fear punishment or any other negative teachers are managing children and teachers are managing children positively means to manage the class. positively by supporting them to with clear understanding and skills of positive understand, and resolute conflict. disciplining. Children  Children are assessed  Children are assessed  Children are assessed comprehensively on assessment comprehensively on different comprehensively on different domains different domains through a continuous domains through a continuous through a continuous process by process by maintaining detail individual process by maintaining individual maintaining basic individual portfolio. portfolio. record as per prescribed format.  Teachers assessing children by  Teachers assessing children by recording  Teachers assessing children by recording progress individually continuous progress individually recording monthly progress individually Staffing Teacher  1 Teacher per class  1 Teacher per class  1 teacher per class  Secondary School Certificate-SSC  Higher Secondary Certificate -HSC  Graduate with Dip. in Ed. (for government (for government school graduate (for government school graduate school as per new recruitment rule) level proposed in new level proposed in new recruitment recruitment rule) rule) Assistant  Schools where more than one  1 volunteer or community teacher or  1 volunteer or community teacher or para linguistic children are enrolled one para teacher/assistant to support the teacher/assistant to support the main teacher Assistant Teacher from each main teacher in the classroom in the teaching learning process and classroom 32 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards community except the community management. management. from which main teacher belong  Same as level-1 for school where more  Minimum S.S.C pass, should be recruited on part time than one linguistic community  Same as level-1 for school where more than honoraria basis to facilitate work of children are enrolled one linguistic community children are children and main teacher enrolled Supervisor  Each school receiving at least 2  Each school receiving 3 working hours  Each school receiving 4 working hours working hours supervisory support supervisory support in each month supervisory support in each month in each month  Supervising at least 2 hours class and  Supervising at least one full class (2.30 hours)  Supervising at least 1 hour class providing on spot academic and other and providing on spot academic and other and providing on spot academic types of technical support to teacher types of technical support to teacher and other types of technical  Graduate preferably in Education/  Masters preferably in Education/with relevant support to teacher with relevant training & experience. training & experience.  Graduate  For government school, supervision  For government school, supervision will be  For government school, will be done by using existing done by using existing supervisory system. supervision will be done by using supervisory system. Trained Head Trained Head teacher will act as main existing supervisory system. teacher will act as main supervisor. supervisor. Trained Head teacher will act as main supervisor. Monitor  Each school receiving 2.5 working  Each school receiving 3 working hours  Each school receiving 3 working hours hours monitoring support in each monitoring support in each quarter. monitoring support in every two months. quarter.  Graduate preferably in Education/with  Master Degree preferably in Education/with  Graduate. relevant training. relevant training.  For government school, monitoring  For government school, monitoring  For government school, monitoring will be will be done by AEUO by using will be done by AUEO using existing done by AUEO using existing monitoring existing monitoring system. monitoring system. Number of AUEO system. Number of AUEO could be increased Number of AUEO could be could be increased to reduce work to reduce work load. increased to reduce work load. load.  ICT based monitoring system in place 33 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards Manager  1 Manager for maximum 300  1 Manager for maximum 250 schools  1 Manager for maximum 200 schools ( for schools ( for government school ( for government school UEO will act government school UEO will act as manager) UEO will act as manager) as manager)

Monitoring and supervision Frequency  Each school is receiving at least  Each school is receiving at least one  Each school is receiving at least one structured one structured supervisory visit structured supervisory visit once in a supervisory visit once in a month by an once in a month by an assigned month by an assigned and trained assigned and trained Supervisor and trained Supervisor Supervisor  Each school is receiving at least one structured  Each school is receiving one  Each school is receiving at least one monitoring visit once in every two month by a structured monitoring visit once in structured monitoring visit once in a dedicated monitor a quarter by an assigned monitor quarter by a dedicated monitor

Process  Supervision and monitoring  Structured supervision and monitoring  Structured supervision and monitoring by through existing system by assigned staffs from both GO & dedicated staffs  Guideline and tools for supervision NGO  Guideline and tools for supervision & & monitoring are available  Guideline and tools for supervision & monitoring are available  50% of total supervision is on monitoring are available pedagogical (Quality) issues  60% of total supervision is on  80% of total supervision is on pedagogical  Structured monitoring pedagogical (Quality) issues (Quality) issues  Maintaining minimum record of  Quality monitoring covering maximum  Comprehensive quality monitoring supervision & monitoring aspects  On spot academic and other technical support  Follow up mechanism initiated to  On spot academic and other technical to teacher by Supervisor see the change support to teacher by Supervisor  Maintaining detail record of supervision &  Maintaining record register of monitoring supervision & monitoring  Structured follow up mechanism is in place

34 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards  Follow up mechanism is in place and and functional to see the expected change functional to see the change Tool  Tool and guideline for supervision  Tools and guideline for supervision  Tools and guideline for in-depth supervision  Checklist and format for  Checklist and format for monitoring  Checklist and format for monitoring covering monitoring covering major areas of covering maximum areas of quality details of all areas of quality with necessary quality with necessary guideline with necessary guideline guideline  Simple tool that capturing  Tool capturing observation and  Tool capturing all qualitative issues through observation and interaction of reflection of children, teachers and observation and reflection of children, children and teachers parents teachers and parents  Tool provoking for observation and  Tool provoking for observation,  Tool provoking for observation, discussion and discussion. discussion and reflection. reflection in a balanced way Reporting  Two way reporting; report to  Two way reporting; report to teacher  Two way reporting; report to teacher and teacher and report to Manager and report to Manager report to Manager  Specific format for reporting  Specific format for reporting  Specific format for reporting  Record keeping at classroom for  Record keeping at classroom for  Record keeping at classroom for follow up follow up follow up  Report to Manager with action points and  Report to Manager with action  Report to Manager with action points linking with follow up mechanism points and linking with follow up and linking with follow up mechanism mechanism

Follow up  Mechanism for quarterly follow up  Mechanism for quarterly follow up  Mechanism for quarterly follow up action Parents and community involvement Parent’s  Monthly parents meeting but at  Monthly parents meeting but at least  Monthly parents meeting meeting least 06 meeting/year 08 meeting/year  Duration: 2 hours  Duration: At least 1 hr  Duration: At least 1.5 hrs  At least 90% parents are present 35 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards  At least 50% parents are present  At least 70% parents are present  25% of them are father/male guardian  10% of them are father/male  15% of them are father/male guardian  Reflective meeting with necessary guideline guardian  Participatory meeting with necessary  Follow up issues discussed  Facilitating by teacher following guideline guideline  Follow up issues discussed

Role of Parent  Initiative taken to form parent  Parent teacher association formed  Parent –Teacher Association active Teacher teacher association  At least 3 meetings of PTA per year  At least 4 meetings of PTA per year Association  At least two meetings of PTA per  At least one visit by PTA/yr  At least two organized visit by PTA/yr (PTA) year  At least one actions taken by PTA  Actions taken by PTA (volunteer teacher (meeting, volunteer teacher managing/recruiting, support from parents, managing/ recruiting ,support from collecting/arranging local play materials, parents, collecting/arranging local transportation for children etc.) play materials, transportation for children etc.)

Role of  Functional relation/linkage with  Functional relation/linkage with SMC  Functional relation linkage with SMC on pre- Education SMC on pre-primary on pre-primary primary Standing  At least one visit per year by ESC  At least two visits per year and one action by Committee ESC (ESC) of Union Parishad Training and professional development Training of  At least 7 days Basic training in first  At least 10 days Basic training in first  At least 12 days Basic training in first year and teacher year and 3 days from 2nd year. year and 5 days from 2nd year. 6 days from 2nd year.  At least one time refreshers  At least two times refreshers training/  At least two times refreshers training in a year 36 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards training/ year with minimum 3 year with minimum 2 days duration with minimum 3 days duration days duration  Minimum one guided cross visit with  Minimum two guided cross visit with nearest nearest schools in a year schools in a year  Diploma In Education started  Diploma In Education started Training of  At least two days orientation on pre-  At least three days orientation on pre-primary Assistant primary for Community/Para/ for Community/Para/ Volunteer teachers or Volunteer teachers or Adolescent in a Adolescent in a year year Training of  Minimum 2 days Training on pre-  Minimum 3 days Training on pre-  Minimum 4 days Training on pre-primary Supervisor primary supervision in a year primary supervision in a year supervision in a year  Half yearly reflection and academic  Quarterly reflection and academic  2 days refreshers training in a year support by trainers support by trainers  Quarterly reflection and academic support by trainers Training of  Minimum 3 days Training on pre-  Minimum 4 days Training on pre-  Minimum 5 days Training on pre-primary Monitor primary monitoring in a year primary monitoring in a year monitoring in a year  Half yearly reflection and  Quarterly reflection and professional  2 days refreshers training in a year professional support from trainers support from trainers  Quarterly reflection and professional support from trainers Training of  Minimum 2 days orientation on  Minimum 2 days orientation on pre-  Minimum 3 days orientation on pre-primary Manager pre-primary management in a year primary management in a year management in a year  Half yearly reflection and  Half yearly reflection and management management support at district level support at district level Management Material  All core materials are in school by  All core materials are in school by 31  All core and supplementary materials are in distribution 31 December. December. school by 31 December Replenishment  All replenish able materials  All replenish able materials (  All replenish able materials ( attendance 37 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards of materials ( attendance register, chalk, attendance register, chalk, duster, register, chalk, duster, toys, play materials etc) (teaching duster, toys, play materials etc) toys, play materials etc) reach at reach at school by 31 December learning reach at school by 31 December school by 31 December materials and stationeries) Teacher  All school have assigned and  All school have assigned and trained  All school have trained and dedicated teacher deployment trained teacher teacher  Teacher deployment and transfer policy  Transfer of trained teacher always  Teacher deployment and transfer developed and maintained follows a replacement of trained policy developed teacher. Management  Progress reviewed in District,  Progress reviewed in District,  Progress reviewed in District, Divisional and at District, Divisional and Central coordination Divisional and Central coordination Central coordination meeting as regular basis division and meeting as regular basis with meeting as regular basis with action with action points and follow up. central level action points and follow up. points and follow up.  Structured format for progress review with  Structured format for progress  Structured format for progress review necessary contents review with necessary contents with necessary contents  Addressing issues from monitoring findings  Addressing issues from monitoring  Addressing issues from monitoring  At least 2 monthly visits from district findings findings management, 1 monthly visit from divisional  At least 1 monthly visit from  At least 1 monthly visit from district management and 1 Quarterly visit from district management, 1 bi-monthly management, 1 bi-monthly visit from central management. visit from divisional management divisional management and 1 and 1 Quarterly visit from central Quarterly visit from central management. management.

Professional  Short term professional  Long term Professional development  Long term Professional development plan for development development for relevant staffs. plan for all level staffs developed. all level staffs developed and execution 38 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards started

Local level  Quarterly Progress review by SMC  Bi-monthly progress review by SMC  Progress review through a format is a regular management through a format through a format agenda for SMC meeting  Quarterly visit by SMC from  Bi-monthly visit by SMC from  Monthly visit by SMC from management management perspective management perspective perspective  Half yearly progress review using a  Quarterly Progress review using a  Regular progress review using a format at format by Upazilla Education format by Upazilla Education Upazilla Education coordination Committee. coordination Committee. coordination Committee.  At least two visit from Upazilla management  Progress review at sub-cluster level  At least one visit from Upazilla  Progress review at sub-cluster level management  Progress review at sub-cluster level Curriculum  Curriculum, teaching learning materials and review children assessment process reviewed based on findings from research, monitoring and supervision by NCTB Administrative Attendance  Attendance register is available  Attendance register is available and  Attendance register is available and updated register and updated updated Children  Children assessment register with  Independent children assessment  Independent children assessment register assessment attendance register available with register available with continuous including portfolio available with continuous register continuous assessment tools and assessment tools and record for each assessment tools and record for each child record for each child child Parent’s  Parent’s meeting register available  Independent parent’s meeting register  Independent parent’s meeting register meeting register with attendance register available with updated information available with updated information

39 Pre Primary Education Expansion Plan, DPE, 2012

Areas and Gradation of Standards Element of Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary) Standards Annual plan and  Annual work plan and class routine is  Annual work plan and class routine is  Annual work plan and class routine is available in a class routine available in a visible place available in a visible place visible place Children’s health  Children’s health card introduced  Children’s health card available and maintained record ------with updated information Stock register  Stock register available with updated  Stock register available with updated  Stock register available with updated information information information Emergency  Emergency contact for each children  Emergency contact for each children  Emergency contact for each children available in contact register available in attendance register available in register separate register Disaster  Contingency plan available for disaster  Contingency plan with necessary logistics available preparedness preparedness for disaster preparedness Administrative  Dedicated administrative focal person  Dedicated administrative focal person at  Dedicated administrative focal person at district Focal person at district level with specific district level with specific responsibilities and Upazila level with specific responsibilities responsibilities Central  Separate cell/unit for preprimary with  Separate cell/unit for preprimary with  Separate cell/unit for preprimary with dedicated Administration dedicated human resources dedicated human resources and logistics human resources and logistics  Timely disbursement of budget and  Timely disbursement of budget and  Timely disbursement of budget and resources resources resources  Quarterly progress review based on monitoring  Half yearly progress review and action  Quarterly progress review based on and supervision findings and action taken taken monitoring and supervision findings accordingly  Administrative data collection  Administrative data collection through  Administrative data collection and update regularly  Progress report on PPE included in the MIS through MIS ASPR  1 Progress report in a year with qualitative  1 detail progress report in a year with qualitative information information

Data base  Web based PPE data based developed  Web based PPE data base developed with with quantitative and qualitative quantitative and qualitative information and information and piloted updated regularly by all Upazilla

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Section-4: Pre Primary Education (PPE) Expansion Plan

4.1. Introduction

The PPE Expansion Plan has been developed taking the prevailing situation into consideration and seeks to chalk out a plan for expansion in a phased manner. This expansion plan is a road map to universalize pre-primary education for all eligible children of the country. Access, quality and equity are important elements to consider while developing this plan. It provides a gradual but continuous direction to reach all pre-primary age children of the country with necessary services. Alongside, standardizing services to ensure quality in order to reach the excellence was another important feature of this plan. Most importantly, the issue of equity led this plan to segregate the geographical location considering diversity and difficulty to break the cycle of ‘average’ where population living in pockets was always ignored or excluded. The focus of this plan is to capture the context of deprived population with the aim of addressing their diverse need through proposing different strategies, plan and guideline appropriate for each location. There was an effort to visualize roles and responsibilities of different groups as well as different layers of primary education structure so that it also gives a direction to operationalize the plan. To make the plan realistic and achievable, an in-depth analysis was done on current status of PPE, the infrastructure of primary education, technical capacity of the system as well as in country, human resource and professional development opportunity, resource base and different challenges and opportunities for universalizing pre-primary education. Hence the PPE expansion plan considered all of its contexts and dynamics to minimize the challenges and barriers and maximize the benefit of the effort.

Resource documents which guided to set the base of this expansion plan included PEDP III document, PPE mapping survey, PPE operational framework, GO-NGO collaboration guideline and implementation plan, Pre-primary curriculum, BBS population survey, MIS data from DPE and administrative data and information from DPE. Data and information from different secondary sources were also consulted and explored to identify different geographical location. Besides, the followings are some of the criteria, understanding and assumption based on what the expansion plan developed.

4.2. Categorization of Upazilas as Geographical unit of PPE expansion plan

Upazila and Thana in case of City Corporations is the unit of this expansion plan. But all relevant information about the Upazila was not available to pin down the plan as well as it was beyond the scope of this assignment. So, a local level plan is recommended for every unit which will be developed locally following the format based on realistic data & information from local level. All 41 Pre Primary Education Expansion Plan, DPE, 2012

Upazilas and Thanas of the country are clustered in to seven categories considering different characteristics and needs, geographical diversity, deprivation, and status of PPE of the Upazilas or Thanas. To identify the Upazila, both DPE data from PPE mapping survey and BBS data from population survey used to minimize the biasness of the information. These categories are:

 Category A: Rural low coverage –This category covers rural Uapzilas where the PPE enrolment rate is less than national average (20.5%) as per BBS population census 2011. Total 176 Upazilas identified for this category from 53 districts and all divisions. There are Upazilas under Category C to G where enrolment rate is less than national average not included in this category.

 Category B: Rural others – These are the rural Upazilas where the PPE coverage of eligible children is above national average. 185 rural Upazilas have fallen under this category from 45 districts and all divisions.

 Category C: Urban – Consists of the 61 Thanas spread in 20 DPE Upazilas of 4 big City corporations, Dhaka, Rajshahi, Chittagong and Khulna. Considering the data from last BBS population survey, the urban thanas were identified. Urban area is unique for any programming because of its visible disparity among different socio-economic status of population. Living condition of children in slums and street and violation of child rights at every level make the children vulnerable in urban so it deserves special attention in strategy, policy and resource allocation.

 Category- D: Islands, Coastal and Riverine Upazilas with Char– This category covers one of the most disadvantage and deprived locations of the country. Lack of infrastructure and communication, disaster and poverty is pulling this area behind. Its diverse context deserves separate strategy & planning for ensuring quality PPE. In total 63 Upazilas of 18 district and 5 divisions fall under this category.

 Category E: Ethnic/Indigenous children – Considering diverse linguistic, livelihood, and socio cultural background, there is a need for provision of specific types including MLE of PPE service delivery for children belonging to the estimated number of 1.41 million comprising of 45 groups of ethnic/ indigenous population living in three Chittagong Hill Tract districts and other districts in Bangladesh. Twenty five Upazilas of three CHT districts covered under this category is unique because of its geographical location and at the same time highest concentration (42%) of ethnic/indigenous population. In addition information on PPE service delivery status required for planning purpose also available from three CHT

42 Pre Primary Education Expansion Plan, DPE, 2012

district. This situation lead to develop expansion plan of PPE service delivery only for 25 CHT Upazials. It is to be noted that remaining number (58%)of ethnic/indigenous population are living in scattered way in other districts primarily in Nogaon, Natore, Bogura, Dinajpur, Joypurhat, Nawabgonj, Rajshahi, Rangpur, Thakurgaon, Dinajpur, Khulna, Bagerhat, Mymenshing, Netrokona, Sherpur, Chittagong, Cox’s Bazar, Bhola, Patuakhali and all districts of Sylhet division. Virtually no information on PPE status of children from ethnic/indigenous communities except CHT districts is available in the PPE mapping report or other documents like ASC and ASPR. Therefore, a comprehensive study is required for mapping of PPE status to design structured MLE based PPE services to ensure quality PPE for children of ethnic/ indigenous population living in Bangladesh.

 Category F: Tea Garden - This comes as a category because of the status of child development and education in the tea garden dominated geographical areas. All basic indicators of education are significantly lacking behind in these Upazila because of children from tea garden labors. So these areas need special attention for implementing pre-primary and primary education. In total 12 Upazila from 3 districts and one division covered through this category.

 Category G: Haor – One of the most deprived region of the country with difficult geographical situation and lower achievement in education. Even access is a big challenge because of lack of communication, water logging etc. Separate strategy and planning is required for implementing PPE and quality primary education in the Haor area. In total 24 Upazila under 7 district and 3division are falls under this category.

43 Pre Primary Education Expansion Plan, DPE, 2012

Table: Summary of basic information of Upazilas

Number of % of % of 5 yrs Located in Number of Category of Upazila Number of 5 yrs age total 5 age children # of training facilities Upazilas children as yrs age enrolled in districts/ per BBS children school as per division census BBS Category -A: Rural 176 1,212,848 33.14 15.57 53/all PTI -23, URC-169, low coverage NGO-19 Category -B: Rural 185 1406284 38.41 24.83 45/all PTI-17,URC-176 others NGO-41 Category -C:Urban 61 Thanas 228,255 6.24 47.44 4/4 PTI-04,URC-20 (4- old City spread in 20 NGO-13 Corporations) DPE Upazilas Category- D: 63 506,503 13.84 18.84 18/5 PTI-06,URC-60 Islands, Coastal NGO-18 and Riverine Upazilas with Char Category -E: Ethnic/ 25* 44,483* 1.22 30.90 3/1 PTI-01,URC-25 Indigenous children NGO-12 Category- F: Tea 12 89,771 2.45 16.89 3/1 PTI-02,URC-11 Garden NGO-10 Category-G : Haor 24 172,172 4.70 14.44 7/2 PTI-01,URC-21 NGO-03 Total 485 + 61 3660628 100 20.45 PTI- 55,URC- 485 Thanas of 4 old NGO-104 CCs spread in 20 DPE Upazilas

*Only CHT Upazilas. Information not available for Ethnic/ Indigenous children living in other parts of the country.

4.3. Upazila Wise Expansion Plan Status on basic information of PPE of the Upazilas under each category is given in the plan which will provide an overview of the cluster of Upazilas. The existing opportunities in the Upazila under each category are also mentioned in the plan for better local level planning and execution. The plan is not rigid and there is scope for individual Upazilla to be flexible to make necessary adjustment based on the respective context. However, target and progress of each Upazila will contribute to achieve the national target so adjustments should be within certain limit to avoid big impact on overall national target. Category wise expansion plan with supporting information of each Upazila under that category is given in pages from 46-112.

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Upazila Wise Expansion Plan

Page number Category of Upazilas Expansion plan UPazilas Basic info Category – A : Rural low PPE coverage 46-48 49-61 Upazilas Category – B: Rural other Upazilas 62-64 65-77

Category- C: Urban (City 78-80 81-84 Corporations) Category – D: Islands, Coastal and 85-88 89-93 Riverine Upazilas with Char Category – E: Ethnic/ Indigenous 94-97 98-99 children Category – F: Tea Gardens 100-103 104-105 Category – G: Haor 106-109 110-112

45 Pre Primary Education Expansion Plan, DPE, 2012

Category- A : Rural low coverage Upazilas.

Basic Information: (1) Total number of Upazilas: 176, (2) Total number of PPE eligible children: 1,122,848 (3) PPE enrolment rate in 2012 in GO and NGO schools is as per BBS below 15.57%, (4) Located in number of districts: 53 (5) Located in number of divisions: all divisions. (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Government: # % of education All GPS running PPE All GPS running All GPS running PPE class All GPS running PPE class All GPS running PPE class GPS -12,478 officials from district class following at least PPE class maintaining 80% maintaining standard of maintaining standard of RNGPS – 9,013 and Upazilla received 75% standard of level-1 maintaining standard of level -2. level 2. All level 3. All PTI - 20 one day orientation on Local Upazilla level standard of level- All un-attended children un-attended children of eligible children of GPS URC -169 PPE.4084 number of expansion plan 1.50% un of GPS catchment area GPS catchment area catchment area receiving GPS officially running developed using GO- attended children covered by GO or NGO covered by GO & NGO PPE services by GO & NGO PPE with existing NGO collaboration of GPS catchment initiative following local following local expansion following local expansion teacher 66 trainers guideline to cover all area covered by expansion plan plan maintaining 80% plan maintaining 80% available eligible children of GPS GO or NGO school maintaining level 1 standard of level 2. standard of level 3. # of training facilities & RNGPS catchment following local standard. 50% of this 50% RNGPS running PPE All RNGPS running PPE available. area. expansion plan school is maintaining class maintaining standard class maintaining80% # teacher received 6 X % of eligible children and maintaining 80% standard of level- 2. of level 2. Rest 50% standard of level 3. day training # % head covered through level- 1 standard . 50% RNGPS running PPE RNGPS initiated PPE class All un-attended children of teachers received 3 quality PPE class. PPE initiated in class maintaining 80% maintaining standard of RNGPS catchment areas hours orientation on 50% RNGPS standard of level 2. level 1. 50% of them even are also covered by GO PPE . following local All un-attended children maintaining standard of and NGO school x # of GPS and x # of expansion plan of this 50% RNGPS level 2. maintaining 80% standard RNGPS received maintaining at catchment areas All un-attended children of level 3. interim PPE package least 80% covered by NGO of RNGPS catchment 100% of eligible children

46 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

X # of GPS and x # of standard of level following GO-NGO areas are covered by NGO covered through quality RNGPS have dedicated 1 . collaboration guideline as per local expansion PPE services. space for PPE X % of eligible and local expansion plan plan maintaining at least No monitoring and children covered maintaining standard of level 1. Upazilla level supervision through quality level 1. expansion plan reviewed mechanism exist PPE class. Additional 25% RNGPS and revised considering No planned teacher initiated PPE following opportunities created by training and GO-NGO collaboration government and others. professional and maintaining X % of eligible children development standard level 1. covered through quality mechanism exist X % of eligible children PPE class # of children covered - covered through quality PPE class.

NGO # PPE centre run by Participate in the # of NGO centers # of old NGO centers # of old NGO centers # of old NGO centers NGO. # training development of local opened under opened under local opened under local opened under local facilities available level expansion plan at local expansion expansion plan expansion plan expansion plan # trainers available Upazilla level with their plan maintaining maintaining 80% maintaining standard of maintaining standard of Distribution of PPE resources and capacity. standard of level- standard of level 2. level - 2. level 3. centre is high in GPS Redistribution of NGO 1. # of centers # of newly open NGO # of newly open NGO # of newly open NGO catchment area centers to allign with opened under centers under local centers under local centers under local No collaboration and priority of local level local expansion expansion plan expansion plan expansion plan coordination expansion plan. plan received maintaining standard of maintaining standard of maintaining standard of mechanism exist Govt. will ensure TL materials and level 1. level 1. level 2. between GO-NGO, materials and training training support # of centers opened # of centers opened under # of centers opened under NGO-NGO or with opportunities for NGO and monitored as under local expansion local expansion plan local expansion plan private initiatives centers mentioned in per GO-NGO plan receiving receiving monitoring and receiving monitoring and 47 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Using different the local plan. collaboration monitoring and other other support as per Go- other support as per GO- packages as per own NGO will ensure secure guideline . support as per GO-NGO NGO collaboration NGO collaboration organizational funding for their part. X% of eligible collaboration guideline . guideline . guideline . priorities and design X% of eligible childr en children covered X% of eligible children X% of eligible children X% of eligible children Following own covered through through quality covered through quality covered through quality covered through quality organizational quality PPE class by PPE class by NGO PPE class by NGO run PPE class by NGO run PPE PPE class by NGO run PPE guidelines on NGO run PPE centers run PPE centers PPE centers centers centers monitoring, supervision & training # of children covered -

Private No information Local survey to know at least 50% of All private providers All private providers All private providers under available about private about private providers total private under local expansion under local expansion local expansion plan (Kindergarten, KG as a part of local centers under plan maintaining 80% plan maintaining maintaining standard of school, private schools expansion plan. local expansion standard of level 2. standard of level 2. level 3. % of etc) initiative Develop a plan to align plan maintaining % of eligible children % of eligible children eligible children covered # of children covered - this services with standard of Level covered through quality covered through quality through quality PPE class unknown national curriculum. 1. PPE class by private PPE class by private by private providers % of eligible children % of eligible providers providers covered through children covered quality PPE class by through quality private providers PPE class by private providers

48 Pre Primary Education Expansion Plan, DPE, 2012

Category A : Rural Low Coverage Upazilas

Basic Information: (1) Total number of Upazilas: 176, (2) Total number of PPE eligible children: 1,212,848, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is below 15.57%, (4) Located in number of districts: 55, (5)Located in number of divisions: All, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

1. Joypurhat 1 10901 Akkelpur 2852 82.71 18.27 11.40 53 15 31 49 0 31 0 3 0 0 1 0 Total 2852 82.71 18.27 11.40 53 15 31 49 0 31 0 3 0 0 1 0 2. Bogra 2 11001 Adamdighi 3801 63.54 17.26 32.50 67 26 8 68 8 0 3 0 0 1 0 3 11002 Kahaloo 4560 73.11 17.24 9.60 73 37 21 73 21 0 3 0 0 1 0 4 11004 Dhupchanchia 3420 74.65 19.50 7.70 64 20 26 64 26 0 3 0 0 1 0 5 11005 Dhunat 7621 82.57 16.43 26.50 96 98 37 97 37 0 3 0 0 1 0 6 11008 Shibganj 7971 58.75 18.92 14.70 101 56 64 70 64 0 3 0 0 1 0 7 11009 Sherpur 7434 57.33 18.90 4.60 79 43 42 79 42 0 3 0 0 1 0 8 11011 Sonatola 4816 90.84 17.42 76.70 61 59 34 60 34 0 3 0 0 1 0 Total 39623 71.54 17.95 24.61 541 339 232 511 232 0 21 0 0 7 0 3. Naogaon 9 11101 Atrai 4167 77.03 10.68 6.90 69 59 62 69 0 0 3 0 0 1 0 10 11102 Dhamoirhat 3794 108.43 18.32 23.60 64 44 62 65 62 0 3 0 0 1 0 11 11104 Niamatpur 5577 68.17 19.26 11.80 72 51 57 72 57 0 3 0 0 1 0

49 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

12 11106 Porsha 3162 97.12 19.29 23.60 36 50 8 86 8 0 3 0 0 1 0 13 11107 Badalgachhi 4048 95.83 15.14 3.50 76 55 46 73 46 0 3 0 0 1 0 14 11109 Manda 7304 94.61 18.48 3.60 99 71 57 99 57 0 3 0 0 1 0 15 11110 Raninagar 4130 79.71 13.34 6.30 60 36 25 52 25 0 3 0 0 1 0 Total 32182 88.70 16.36 11.33 476 366 317 516 255 0 21 0 0 7 0 4. Chapai Nawabgonj 16 11201 Gomastapur 6749 113.88 16.19 14.40 129 78 51 200 51 0 3 0 0 1 0 17 11202 Nachole 3631 292.12 15.04 30.60 120 108 24 228 24 0 3 0 0 1 0 Chapai N-ganj 11203 14203 18 Sadar 37.22 16.33 10.10 57 54 62 111 62 6 3 0 2 1 0 19 11204 Bholahat 2787 84.54 10.84 14.40 38 46 36 56 36 0 3 0 0 1 0 20 11205 Shibganj 15587 15.04 11.81 19.80 26 21 37 42 37 0 3 0 0 1 0 Total 42957 108.56 14.04 17.86 370 307 210 637 210 6 15 0 2 5 0 5. Rajshahi 21 11302 Charghat 4157 38.49 15.92 18.30 44 28 31 47 31 0 3 0 0 1 0 22 11301 Godagari 8325 64.31 14.15 9.80 76 80 19 75 19 0 3 0 0 1 0 23 11305 Puthia 3918 58.07 18.27 4.40 51 36 40 48 40 0 3 0 0 1 0 24 11304 Durgapur 3539 100.96 18.96 8.90 45 32 48 39 48 0 3 0 0 1 0 25 11308 Bagha 3674 71.56 12.38 9.30 42 29 30 39 30 0 3 0 0 1 0 26 11310 Mohanpur 3439 65.77 12.50 15.80 45 35 35 44 35 0 3 0 0 1 0 Total 27052 66.53 15.36 11.08 303 240 203 292 203 0 18 0 0 6 0 6. Natore 27 11401 Gurudaspur 5196 96.65 19.53 33.00 94 78 37 82 37 0 3 0 0 1 0 28 11406 Singra 8656 116.76 14.31 58.90 110 84 55 109 55 0 3 0 0 1 0 Total 13852 106.71 16.92 45.95 204 162 92 191 92 0 6 0 0 2 0 50 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

7. Sirajgonj 29 11501 Ullah Para 14495 74.27 11.69 7.10 146 118 45 146 45 0 3 0 0 1 0 30 11503 Kamarkhanda 3949 166.07 18.26 12.00 51 30 116 51 116 0 3 0 0 1 0 31 11505 Tarash 5364 77.59 12.02 4.60 50 79 17 51 17 0 3 0 0 1 0 32 11507 Royganj 8710 125.75 12.66 26.00 81 100 123 80 123 0 3 0 0 1 0 Total 32518 110.92 13.66 12.43 328 327 301 328 301 0 12 0 0 4 0 8. Pabna 33 11603 Atgharia 3949 86.88 17.60 9.20 44 32 35 39 35 0 3 0 0 1 0 Total 3949 86.88 17.60 9.20 44 32 35 39 35 0 3 0 0 1 0 9. Kushtia 34 20101 Kumarkhali 7910 55.07 14.47 23.40 81 58 65 79 65 0 3 0 0 1 0 35 20103 Khoksa 3331 114.86 10.33 16.90 47 39 42 47 42 0 3 0 0 1 0 36 20104 Daulatpur 10772 54.55 17.94 82.60 105 95 31 115 31 0 3 0 0 1 0 37 20105 Bheramara 4233 45.76 14.29 13.70 34 23 37 34 37 0 3 0 0 1 0 38 20106 Mirpur 6952 50.98 15.89 16.60 62 76 56 72 56 0 3 0 0 1 0 Total 33198 64.24 14.58 30.64 329 291 231 347 231 0 15 0 0 5 0 10. Mehepur 39 20202 Gangni 6066 105.09 16.73 19.90 78 78 84 78 84 0 3 2 0 1 2 40 20203 Mujib Nagar 1984 128.98 18.35 23.90 23 13 59 20 59 0 3 2 0 1 2 Total 8050 117.04 17.54 21.90 101 91 143 98 143 0 6 4 0 2 4 11. Chuadanga 41 20301 Alamdanga 7199 82.14 9.70 24.70 84 49 53 84 53 0 3 0 0 1 0 42 20302 Jiban Nagar 3829 77.77 15.41 19.30 39 27 27 39 27 0 3 0 0 1 0 43 20303 Damurhuda 6017 77.15 13.43 28.10 71 40 39 71 39 0 3 0 0 1 0

51 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

Chuadanga 20304 6335 44 Sadar 62.07 13.51 25.30 63 48 55 59 55 3 3 0 1 1 0 Total 23380 74.78 13.01 24.35 257 164 174 253 174 3 12 0 1 4 0 12. Jhenaidah 45 20401 Kaliganj 6126 71.71 19.64 25.40 66 76 33 73 33 0 3 0 0 1 0 46 20404 Maheshpur 7192 80.10 15.74 19.40 66 80 85 61 85 0 3 0 0 1 0 47 20405 Shailkupa 8218 110.90 11.63 13.90 92 82 118 110 118 0 3 0 0 1 0 48 20406 Harinakundu 4419 73.32 15.48 19.70 51 78 5 51 5 0 3 0 0 1 0 Total 25955 84.01 15.62 19.60 275 316 241 295 241 0 12 0 0 4 0 13. Magura 49 20501 Magura Sadar 8455 117.84 14.69 29.90 97 77 157 97 157 3 3 0 1 1 0 50 20502 Mohammadpur 5497 105.46 18.01 9..9 69 63 103 64 103 0 3 0 0 1 0 51 20503 Shalikha 3575 105.96 14.80 25.80 49 50 22 47 22 0 3 0 0 1 0 52 20504 Sreepur 3676 79.33 14.32 19.90 52 30 66 54 66 0 3 0 0 1 0 Total 21203 102.15 15.46 18.90 267 220 348 262 348 3 12 0 1 4 0 14. Jessore 53 20605 Bagherpara 4581 76.53 18.23 37.40 63 35 32 58 32 0 3 0 0 1 0 54 Total 4581 76.53 18.23 37.40 63 35 32 58 32 0 3 0 0 1 0 15. Mymensingh 55 30302 Muktagachha 11354 60.22 15.99 10.50 101 43 106 101 106 0 3 0 0 1 0 56 30304 Bhaluka 10299 50.76 18.82 12.80 94 61 43 84 43 0 3 0 0 1 0 57 30310 Phulpur 19398 57.08 16.64 18.70 133 108 139 144 139 0 3 1 0 1 1 58 30311 Gauripur 9532 59.62 16.32 10.40 90 79 55 94 55 0 3 0 0 1 0 59 30312 Dhobaura 6295 57.20 11.33 32.10 43 43 24 83 24 0 3 0 0 1 0 Total 56878 56.98 15.82 16.90 461 334 367 506 367 0 15 1 0 5 1 52 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

16. Narail 60 20701 Kalia 6104 98.48 14.40 7.10 91 55 30 144 30 0 3 0 0 1 0 61 20702 Narail Sadar 6216 102.46 18.65 31.30 98 68 57 97 57 0 3 0 0 1 0 62 20703 Lohagara 5849 127.01 17.75 5.90 98 56 42 100 42 0 3 0 0 1 0 Total 18169 109.32 16.93 14.77 287 179 129 341 129 0 9 0 0 3 0 17. Khulna 63 20909 Batiaghata 2955 90.39 17.63 10.40 67 48 7 113 7 0 3 0 0 1 0 Total 2955 90.39 17.63 10.40 67 48 7 113 7 0 3 0 0 1 0 18. Bagerhat 64 21001 Kachua 2055 104.04 15.52 29.20 49 42 0 48 0 0 3 0 0 1 0 65 21002 Chitalmari 3584 88.23 18.22 24.00 63 42 0 63 0 0 3 0 0 1 0 66 21009 Sarankhola 2899 74.68 18.14 27.60 34 78 23 40 23 0 3 0 0 1 0 Total 8538 88.98 17.29 26.93 146 162 23 151 23 0 9 0 0 3 0 19. Jamalpur

67 30101 Sarishabari 8700 71.32 3.82 10.20 85 39 75 124 75 0 3 0 0 1 0 68 30102 Melandaha 8237 65.16 11.00 9.80 86 53 39 135 39 0 3 1 0 1 1 69 30104 Bakshiganj 6571 61.77 13.80 6.80 49 49 46 98 46 0 3 1 0 1 1 Total 23508 66.08 9.54 8.93 220 141 160 357 160 0 9 2 0 3 2 20. Sherpur

70 30203 Nalitabari 6980 69.77 16.22 26.20 62 40 76 62 76 0 3 0 0 1 0 Total 6980 69.77 16.22 26.20 62 40 76 62 76 0 3 0 0 1 0

21. Mymensingh 53 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

71 30306 Nandail 13078 74.66 18.47 12.60 115 57 68 100 68 0 3 0 0 1 0 72 30307 Ishwarganj 12351 59.34 14.14 20.60 92 37 49 92 49 0 3 0 0 1 0 73 30308 Haluaghat 8312 68.00 18.78 21.80 65 85 50 300 50 0 3 1 0 1 1 Total 33741 67.33 17.13 18.33 272 179 167 492 167 0 9 1 0 3 1 22. Netrokona 73 30401 Atpara 4627 51.52 16.08 35.10 36 18 22 36 22 0 3 0 0 1 0 74 30404 Durgapur 7329 58.19 15.25 7.20 57 44 62 39 62 0 3 0 0 1 0 Netrokona 30405 10802 75 Sadar 40.56 19.43 5.60 94 94 42 94 42 1 3 1 0 1 1 76 30406 Purbadhala 9773 48.31 20.00 14.00 75 81 59 74 59 0 3 0 0 1 0 77 30407 Barhatta 5759 37.07 13.08 29.80 56 38 24 54 24 0 3 0 0 1 0 78 30408 Madan 5285 40.72 15.25 32.00 44 39 27 44 27 0 3 0 0 1 0 Total 43575 46.06 16.52 20.62 362 314 236 341 236 1 18 1 0 6 1 23. Kishoregonj 79 30501 Karimganj 8428 47.86 12.49 7.60 84 36 31 91 31 0 3 0 0 1 0 80 30503 Kuliar Char 5726 61.53 15.18 78.70 55 15 40 47 40 0 3 0 0 1 0 81 30504 Tarail 4702 58.61 9.12 12.50 46 20 26 46 26 0 3 0 0 1 0 82 30505 Bhairab 9237 50.49 18.27 24.60 58 26 17 54 17 0 3 0 0 1 0 83 30506 Bajitpur 7613 61.16 14.17 18.90 82 24 32 82 32 0 3 0 0 1 0 84 30510 Hossainpur 5702 55.52 17.96 6.70 54 51 40 53 40 0 3 0 0 1 0 85 30511 Katiadi 9644 53.29 18.04 20.70 81 33 42 79 42 0 3 0 0 1 0 Total 51052 55.49 15.03 24.24 460 205 228 452 228 0 21 0 0 7 0

24. Tangail 54 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

86 30601 Ghatail 10114 88.16 19.55 28.40 103 55 131 104 131 0 3 0 0 1 0 87 30604 Basail 3529 55.65 18.53 6.10 49 16 0 49 0 0 3 0 0 1 0 88 30609 Madhupur 7147 66.18 19.43 10.30 54 46 59 60 59 0 3 4 0 1 1 89 30610 Nagarpur 7520 60.90 13.79 19.10 90 50 5 90 5 0 3 0 0 1 0 Total 28310 67.72 17.83 15.98 296 167 195 303 195 0 12 4 0 4 1 25. Gazipur 90 Tongi 6,550 15 3 88 20 0 88 0 3 1 1 1 1 Total 6,550 15 3 88 20 0 88 0 3 1 1 1 1 26. Narsingdi 91 30802 Roypura 17970 49.34 11.68 18.20 147 43 41 147 41 0 3 0 0 1 0 92 30803 Belabo 5451 50.56 15.59 11.90 62 16 10 60 10 0 3 0 0 1 0 93 Total 23421 49.95 13.64 15.05 209 59 51 207 51 0 6 0 0 2 0 27. Manikgonj 94 30903 Singair 6911 59.30 3.82 6.50 69 19 56 69 56 0 3 0 0 1 0 95 30904 Saturia 3832 125.00 19.68 16.50 54 22 69 54 69 0 3 0 0 1 0 96 30906 Shibalaya 3803 99.92 16.67 11.70 52 22 33 52 33 0 3 0 0 1 0 96 30907 Daulatpur 5052 64.41 11.60 11.70 65 28 11 65 11 0 3 0 0 1 0 Total 19598 87.16 12.94 11.60 240 91 169 240 169 0 12 0 0 4 0 28. Narayangonj 97 31104 Araihazar 10430 46.53 19.81 13.30 95 9 20 94 20 0 3 0 0 1 0 Total 10430 46.53 19.81 13.30 95 9 20 94 20 0 3 0 0 1 0 29. Rajbari 98 31301 Rajbari Sadar 7330 59.62 17.69 11.60 77 50 70 80 70 0 3 0 0 1 0 99 31302 Pangsha 6081 88.72 11.73 25.80 57 56 109 57 109 0 3 0 0 1 0

55 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

100 31303 Baliakandi 4718 113.52 16.36 14.30 60 29 60 60 60 0 3 0 0 1 0 101 31304 Goalanda 2777 52.11 15.95 11.90 30 15 20 30 20 0 3 0 0 1 0 102 31305 Kalukhali 3789 34.73 10.87 39 31 0 38 0 0 3 0 0 1 0 Total 24695 69.74 14.52 15.90 263 181 259 265 259 0 15 0 0 5 0 30. Faridpur 103 31402 Nagarkanda 5102 89.10 14.05 24.10 53 26 37 51 37 0 3 0 0 1 0 104 31403 Boalmari 6278 78.27 15.27 36.50 78 32 58 78 58 0 3 0 0 1 0 105 31404 Bhanga 6579 72.88 14.93 19.70 71 54 11 75 11 0 3 0 0 1 0 106 31405 Madhukhali 4697 65.34 12.60 20.80 67 32 24 66 24 0 3 0 0 1 0 Char 74.55 10.14 107 31406 Bhadrasan 1776 27.10 32 19 0 35 0 0 3 0 0 1 0 108 31407 Alfadanga 2782 81.16 19.63 18.80 40 21 25 40 25 0 3 0 0 1 0 109 31408 Sadarpur 5092 66.99 15.12 21.40 62 29 25 55 25 0 3 0 0 1 0 110 31409 Saltha 4735 86.86 13.37 23.60 40 29 28 40 28 0 3 0 0 1 0 Total 37041 76.89 14.39 24.00 443 242 208 440 208 0 24 0 0 8 0 31. Madaripur 111 31502 Shib Char 8890 57.24 16.15 18.10 118 53 0 113 0 0 3 0 0 1 0 Total 8890 57.24 16.15 18.10 118 53 0 113 0 0 3 0 0 1 0 32. Shariatpur 112 31601 Gosairhat 5194 71.24 16.11 22.20 48 41 0 35 0 0 3 0 0 1 0 113 31602 Zanjira 5557 72.52 15.19 20.10 56 39 31 60 31 0 3 0 0 1 0 114 31603 Damudya 2842 78.40 18.79 24.60 46 15 0 43 0 0 3 0 0 1 0 115 31605 Bhedarganj 7470 53.63 12.09 10.20 87 42 0 89 0 0 3 0 0 1 0 Total 21063 68.95 15.55 19.28 237 137 31 227 31 0 12 0 0 4 0 33. Goplagonj 56 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

116 31705 Muksudpur 7318 124.15 16.22 6.80 128 61 52 128 52 0 3 0 0 1 0 Total 7318 124.15 16.22 6.80 128 61 52 128 52 0 3 0 0 1 0 34. Brahmanbaria 117 40504 Sarail 11444 110.22 10.40 14.80 75 48 25 75 25 0 3 0 0 1 0 Banchharamp 118 40505 ur 9380 72.51 10.86 28.70 93 37 0 96 0 0 3 0 0 1 0 119 40506 Akhaura 4444 60.76 16.34 11.40 35 17 28 35 28 0 3 0 0 1 0 120 40508 Ashuganj 6088 33.79 15.67 7.70 33 13 0 46 0 0 0 0 0 0 0 121 40509 Bijoynagar 8533 89.33 9.14 61 35 0 61 0 0 0 0 0 0 0 Total 39889 73.32 12.48 15.65 297 150 53 313 53 0 9 0 0 3 0 35. Comilla 122 40604 Muradnagar 16271 50.96 17.34 17.80 149 52 59 155 59 0 3 0 0 1 0 123 40610 Chandina 10542 22.98 21.59 19.10 42 14 49 41 49 0 3 0 0 1 0 124 40611 Homna 6122 54.61 14.67 2.50 62 25 41 62 41 0 3 0 0 1 0 125 40613 Meghna 3121 124.83 15.80 32.50 86 42 0 90 0 0 0 0 0 0 0 126 40615 Titas 5142 38.08 18.75 8.10 52 33 0 65 0 0 0 0 0 0 0 Total 41198 58.29 17.63 16.00 391 166 149 413 149 0 9 0 0 3 0 36. Chandpur 127 40706 Faridganj 10255 76.94 19.93 11.50 137 48 0 144 0 0 3 0 0 1 0 Total 10255 76.94 19.93 11.50 137 48 0 144 0 0 3 0 0 1 0 37. Chittagong 128 41101 Banshkhali 14801 54.32 19.60 2.70 110 42 26 116 26 0 3 0 0 1 0 Total 14801 54.32 19.60 2.70 110 42 26 116 26 0 3 0 0 1 0

38. Lakshmipur 57 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

129 40803 Ramganj 7351 80.81 19.71 13.10 122 36 0 119 0 0 3 0 0 1 0 130 40805 Kamalnagar 8464 21.90 9.97 32.00 37 29 1 37 1 0 0 0 0 0 0 Total 15815 51.36 14.84 22.55 159 65 1 156 1 0 3 0 0 1 0 39. Noakhali 131 40902 Begumganj 14273 33.11 19.55 17.20 156 35 32 164 32 0 3 0 0 1 0 132 40909 Kabirhat 5938 45.42 18.42 31.80 52 35 0 50 0 0 0 0 0 0 0 Total 20211 39.27 18.99 24.50 208 70 32 214 32 0 3 0 0 1 0 40. Feni 133 41005 Parshuram 2647 34.76 11.30 11.10 37 11 0 39 0 0 3 0 0 1 0 134 41006 Fulgazi 2812 50.82 14.65 10.60 46 13 0 48 0 0 0 0 0 0 0 Total 5459 42.79 12.98 10.85 83 24 0 87 0 0 3 0 0 1 0 41. Cox's Bazar

135 41204 Ramu 8334 88.50 16.64 25.70 55 20 137 0 137 0 3 0 0 1 0 Total 8334 88.50 16.64 25.70 55 20 137 0 137 0 3 0 0 1 0 42. Jhalokati

136 50301 Kanthalia 2985 72.80 17.25 14.90 75 44 0 64 0 0 3 0 0 1 0 Total 2985 72.80 17.25 14.90 75 44 0 64 0 0 3 0 0 1 0 43. Bhola

137 50605 Bhola Sadar 12904 55.11 14.72 24.80 95 96 55 194 55 3 3 1 1 1 1 Total 12904 55.11 14.72 24.80 95 96 55 194 55 3 3 1 1 1 1

44. Sunamgonj 58 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

138 60102 Dowarabazar 7882 58.41 15.38 31.80 59 34 63 45 63 0 3 0 0 1 0 139 60104 Chhatak 12274 57.66 15.31 9.20 122 54 83 125 83 0 3 0 0 1 0 Total 20156 58.04 15.35 20.50 181 88 146 170 146 0 6 0 0 2 0 45. Sylhet 141 60204 Bishwanath 6610 61.03 16.78 2.10 100 26 29 105 30 0 3 0 0 1 0 142 60207 Gowainghat 10211 51.30 11.24 30.20 85 29 91 114 91 0 3 0 0 1 0 143 60209 Companiganj 6692 34.52 12.85 12.40 32 31 15 57 15 0 3 0 0 1 0 Total 23,513 48.95 13.62 14.90 217 86 135 276 136 0 9 0 0 3 0 46. Habigonj Habiganj 48.06 19.49 144 60301 Sadar 9584 15.90 93 45 89 95 89 3 3 0 1 1 0 Total 9584 48.06 19.49 15.90 93 45 89 95 89 3 3 0 1 1 0 47. Panchagar 145 70101 Atwari 3487 150.76 8.23 11.90 51 58 109 47 109 0 3 0 0 1 0 146 70102 Tentulia 3447 67.45 11.05 7.40 39 33 24 39 24 0 3 0 0 1 0 147 70103 Debiganj 6340 105.49 13.36 5.50 72 51 62 65 62 0 3 0 0 1 0 Panchagarh 70104 7176 148 Sadar 77.22 14.73 9.00 77 80 41 77 41 3 3 0 1 1 0 149 70105 Boda 6027 74.73 13.70 12.90 71 93 46 75 46 0 3 0 0 1 0 Total 26477 95.13 12.21 9.34 310 315 282 303 282 3 15 0 1 5 0 48. Thakurgaon 150 70202 Pirganj 6346 65.27 17.25 18.50 77 100 50 77 50 0 3 0 0 1 0 151 141.34 11.93 ` 70203 Baliadangi 5534 25.70 60 71 136 59 136 0 3 0 0 1 0 152 70204 Ranisankail 6027 111.28 11.71 22.10 55 94 127 55 127 0 3 0 0 1 0 59 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

153 70205 Haripur 4082 72.86 7.62 25.10 38 52 28 37 28 0 3 0 0 1 0 Total 21989 97.69 12.13 22.85 230 317 341 228 341 0 12 0 0 4 0 49. Dinajpur 154 70301 Kaharole 3889 55.39 18.36 9.00 47 71 22 47 22 0 3 0 0 1 0 155 70302 Khansama 4527 203.23 19.17 2.10 51 89 168 51 168 0 3 8 0 1 1 156 70306 Nawabganj 6088 85.61 16.89 5.50 68 72 74 67 74 0 3 0 0 1 0 157 70311 Bochaganj 3973 159.98 14.77 17.30 86 129 34 86 34 0 3 0 0 1 0 158 70312 Birganj 8313 62.06 17.25 5.50 53 76 91 53 91 0 3 0 0 1 0 Total 26790 113.25 17.29 7.88 305 437 389 304 389 0 15 8 0 5 1 50. Nilphamari 159 70401 Kishoreganj 7929 86.61 17.18 13.30 77 84 61 79 61 0 3 1 0 1 1 160 70403 Dimla 8558 73.53 14.28 43.20 72 101 55 72 55 0 3 0 0 1 0 161 70404 Domar 7489 117.84 17.80 3.00 73 72 155 73 155 0 3 0 0 1 0 Nilphamari 70405 12887 162 Sadar 75.13 17.13 8.20 104 80 198 104 198 3 3 0 1 1 0 Total 36863 88.28 16.60 16.93 326 337 469 328 469 3 12 1 1 4 1 51. Rangpur 163 70501 Kaunia 5514 70.67 15.47 3.50 54 53 37 115 37 0 3 0 0 1 0 164 70502 Gangachara 8476 75.29 7.43 0.90 84 84 47 168 47 0 3 0 0 1 0 165 70503 Taraganj 4203 69.57 9.95 5.50 39 33 56 69 56 0 3 0 0 1 0 166 70504 Pirganj 9600 100.69 15.32 15.10 113 106 141 203 141 0 3 1 0 1 1 167 70505 Pirgachha 7203 69.92 12.24 14.50 72 85 40 151 40 0 3 0 0 1 0 168 70506 Badarganj 8493 89.04 9.69 12.70 81 82 102 155 102 0 3 0 0 1 0 169 70507 Mithapukur 12422 107.04 14.72 16.50 135 117 230 245 230 0 3 0 0 1 0 Total 55911 83.17 12.12 9.81 578 560 653 1,106 653 0 21 1 0 7 1 60 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training drop out

facilities

rate

DPE BBS Grade1- GPS RNG NGO GPS RN NGO PTI URC NG PTI URC NG Code SL. No SL. mapping Grade5 Upazila (net) PS GP O O

(gross) (MICS'09) # of # children

Upazila/Thana S

52. Lalmonirhat 170 70601 Aditmari 6289 102.94 12.10 3.20 43 70 110 43 110 0 3 1 0 1 1 171 70602 Kaligang 6471 75.10 12.25 24.30 58 81 50 139 50 0 3 1 0 1 1 172 70603 Patgram 6918 51.33 5.84 10.20 66 49 25 67 25 0 3 0 0 1 0 Lalmonirhat 173 70604 Sadar 8750 70.91 16.03 1.00 76 60 88 136 88 0 3 0 0 1 0 174 70605 Hatibandha 6888 99.70 14.02 3.60 59 89 100 63 100 0 3 0 0 1 0 Total 35316 80.00 12.05 8.46 302 349 373 448 373 0 15 2 0 5 2 53. Gaibandha 175 70802 Gobindaganj 13384 99.39 15.99 153 102 91 153 91 0 3 0 0 1 0 176 70803 Palashbari 6642 94.28 17.25 25.30 84 120 66 77 66 0 3 1 0 1 1 Total 20026 96.84 16.62 12.65 237 222 157 230 157 0 6 1 0 2 1 1,212,8 74.66 15.57 17.26 12,478 9,013 8,621 14,031 0 8,627 28 507 33 10 169 19 Grand Total 48

61 Pre Primary Education Expansion Plan, DPE, 2012

Category B : Rural other Upazilas,

Basic Information: (1) Total number of Upazilas: 184, (2) Total number of PPE eligible children: 1,40,5483, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is net above 24.83% ,(4) Located in number of districts: 45 (5)Located in number of divisions: All, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Gov’t: # % of education officials All GPS running Local Upazila level All PPE services aligned with All GPS running PPE class All GPS running PPE GPS - 15,716 from district and Upazila PPE class expansion plan Upazila level expansion plan. maintaining 50% class maintaining RNGPS -8,375 received one day following at developed using GO- All GPS running PPE class standard of level 3. standard of level 3. PTI - 20 orientation on PPE # least 75% NGO collaboration maintaining standard of level All RNGPS running PPE All RNGPS running PPE URC - 176 number of GPS officially standard of guideline to cover all 2. All RNGPS running PPE class maintaining class maintaining running PPE with existing level 1 eligible children of GPS class maintaining standard of standard of level 2. standard of level 3. All teacher # trainers available X % of eligible & RNGPS catchment level 1. All NGO and Private NGO and Private # of training facilities children area. All All NGOs and other providers schools running PPE schools running PPE available # covered GPS running PPE class providing PPE services as per class maintaining class maintaining teacher received 6 day through quality maintaining standard expansion plan maintaining standard of level 2. standard of level 3. training # % head teachers PPE class. of level 1. 50% standard of level 2. All eligible children All eligible children of received 3 hours orientation PPE initiated by All un-attended children of covered by GO, NGO and GPS catchment area on PPE different providers GPS and RNGPS catchment private providers. receiving PPE services including RNGPS area covered by RNGPS, NGO Upazilla level expansion by GO, NGO & private x # of GPS and x # of RNGPS maintaining standard & private initiatives plan reviewed and following local received interim PPE of Level 1. following local expansion revised considering expansion plan package X # of GPS X% of eligible children plan maintaining standard of opportunities created by maintaining standard and x # of RNGPS have covered through level 1. 50% of this school is government and others. of level 3. dedicated space for PPE quality PPE class. maintaining 50% standard of X % of eligible children 100% of eligible No monitoring and 62 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

supervision mechanism level 2. All covered through quality children covered exist No eligible children covered by PPE class through quality PPE planned teacher training GO, NGO and private services. and professional providers. development mechanism X % of eligible children exist # of covered through quality PPE children covered - class.

NGO # PPE centre run by NGO All NGO running All NGO running PPE All NGO centers continuing All NGO centers All NGO centers # training facilities available PPE center center maintaining PPE class under upazila continuing PPE class continuing PPE class # trainers available maintaining standard of level 1. expansion plan maintaining under upazila expansion under upazila Distribution of PPE centre is 50% standard of Participate in the standard of level 2. plan maintaining expansion plan high in GPS catchment area level 1. development of upazila Newly opened NGO centers standard of level 3. maintaining standard No collaboration and X% of eligible level expansion plan at under local expansion plan Newly opened NGO of level 3. coordination mechanism children Upazila level with their maintaining standard of level centers under local All NGO run centers exist between GO-NGO, covered resources and capacity. 1. expansion plan under upazila NGO-NGO or with private through quality Plan for redistribution All NGO run centers under maintaining standard of expansion plan initiatives Using PPE class by and open NGO centers local expansion plan level 2. receiving venue (if different packages as per NGO run PPE to align with priority of receiving venue (if possible), All NGO run centers possible), materials, own organizational centers local level expansion materials, training, under local expansion training, monitoring priorities and design plan developed. monitoring and other plan receiving venue (if and other support as Following own Govt. will plan for support as per GO-NGO possible), materials, per GO-NGO organizational guidelines on ensuring TL materials collaboration guideline . training, monitoring and collaboration guideline monitoring, supervision & and training X% of eligible children other support as per GO- . training # of opportunities for NGO covered through quality PPE NGO collaboration X% of eligible children children covered - centers mentioned in class by NGO run PPE guideline . covered through the local plan as per Participate in the quality PPE class by 63 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

GO NGO collaboration centers revision process of NGO run PPE centers guideline. Upazila level expansion NGO will ensure secure plan considering funding for at least opportunities created by three years. government and other X% of eligible children providers and resources covered through available. quality PPE class by X% of eligible children NGO run PPE centers covered through quality PPE class by NGO run PPE centers

Private No information available Local survey to know at least 50% of total private All private providers All private providers about private (Kindergarten, about private providers centers under local under local expansion under local expansion KG school, private schools as a part of local expansion plan maintaining plan maintaining plan maintaining etc) initiative expansion plan. standard of Level 1. standard of level 2. standard of level 3. # of children covered - Develop a plan to align % of eligible children % of eligible children % of eligible children unknown this services with covered through quality PPE covered through quality covered through national curriculum. class by private providers PPE class by private quality PPE class by % of eligible children providers private providers covered through quality PPE class by private providers

64 Pre Primary Education Expansion Plan, DPE, 2012

Category B : Rural other Upazilas,

Basic Information: (1) Total number of Upazilas: 184, (2) Total number of PPE eligible children: 1,40,5483, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is net above 24.83% ,(4) Located in number of districts: 45 (5)Located in number of divisions: All, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 1. Joypurhat 1 10902 Kalai 2949 62.83 26.14 32.90 42 12 40 36 0 40 0 3 0 0 1 0 Joypurhat 2 10903 Sadar 5606 54.01 23.62 13.60 76 22 55 68 0 55 3 3 0 1 1 0 3 10904 Panchbibi 5164 74.13 24.63 7.60 58 33 90 58 0 90 0 3 0 0 1 0 4 10905 Khetlal 2114 62.49 21.64 4.40 34 10 26 31 0 26 0 3 0 0 1 0 Total 15833 50.69 19.21 11.70 210 77 211 193 0 211 3 12 0 1 4 0 2. Bogra 5 11003 Gabtali 7135 64.02 21.77 3.00 93 70 41 93 41 0 3 0 0 1 0 6 11007 Bogra Sadar 10866 65.29 30.65 19.50 100 18 101 101 101 6 3 10 2 1 1 7 11012 Shajahanpur 6268 35.00 30.26 15.90 83 36 1 84 1 0 3 0 0 1 0 Total 24269 54.77 27.56 12.80 276 124 143 278 143 6 9 10 2 3 1 3. Naogaon Naogaon 8 11103 Sadar 8260 79.54 21.50 8.00 105 27 46 104 46 3 3 0 1 1 0 9 11105 Patnitala 4930 92.33 22.37 4.90 82 47 54 82 54 0 3 0 0 1 0 10 11108 Mahadebpur 5817 86.23 21.57 22.60 84 46 53 85 53 0 3 0 0 1 0 65 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 11 11111 Sapahar 3838 107.63 22.93 7.10 47 47 29 49 29 0 3 0 0 1 0 Total 22845 91.43 22.09 10.65 318 167 182 320 182 3 12 0 1 4 0 4. Rajshahi Tanore 12 11303 Upazila 4209 65.31 20.60 24.90 49 76 41 45 41 0 3 0 0 1 0 13 11306 Paba 6710 67.08 24.40 11.60 56 23 77 50 77 0 3 0 0 1 0 14 11307 Baghmara 7064 75.04 20.71 4.00 104 109 63 104 63 0 3 0 0 1 0 Total 17983 69.14 21.90 13.50 209 208 181 199 181 0 9 0 0 3 0 5. Natore 15 11402 Natore Sadar 8774 41.74 24.83 36.70 49 33 53 49 53 3 3 0 1 1 0 16 11403 Baraigram 6174 65.79 21.53 15.50 59 31 55 60 55 0 3 0 0 1 0 17 11404 Bagatipara 2528 90.78 21.04 15.40 32 23 23 55 23 0 3 0 0 1 0 18 11405 Lalpur 6049 65.71 20.78 7.90 62 43 46 62 46 0 3 0 0 1 0 Total 23525 66.01 22.05 18.88 202 130 177 226 177 3 12 0 1 4 0 6. Pabna

19 11602 Bhangura 3310 88.82 27.19 14.40 44 53 0 44 0 0 3 0 0 1 0 20 11604 Faridpur 3521 88.13 20.42 98.70 48 34 20 48 20 0 3 0 0 1 0 21 11606 Ishwardi 6809 41.58 25.91 22.60 66 29 26 66 26 0 3 0 0 1 0 22 11609 Chatmohar 7542 71.41 25.66 41.00 90 56 28 90 28 0 3 0 0 1 0 Total 21182 72.49 24.80 44.18 248 172 74 248 74 0 12 0 0 4 0 7. Kushtia

23 20102 Kushtia Sadar 10235 58.41 24.06 28.40 101 44 66 105 66 3 3 0 1 1 0 Total 10235 58.41 24.06 28.40 101 44 66 105 66 3 3 0 1 1 0 8. Mehepur 66 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana

Meherpur 24 20201 Sadar 4935 127.19 20.36 27.50 61 43 120 61 120 0 3 6 0 1 2 Total 4935 127.19 20.36 27.50 61 43 120 61 120 0 3 6 0 1 2 9. Jhenaidah 25 20402 Kotchadpur 3076 98.44 21.26 24.70 36 35 32 36 0 32 0 3 0 0 1 0 Jhenaidah 26 20403 Sadar 9403 92.59 20.12 15.80 97 110 141 96 0 141 3 3 0 1 1 0 Total 12479 95.52 20.69 20.25 133 278 173 132 0 173 3 6 0 1 1 0 10. Jessore 27 20601 Abhaynagar 5371 58.05 29.77 24.60 63 49 26 63 26 0 3 0 0 1 0 28 20602 Keshabpur 5527 88.80 26.85 39.70 70 78 44 64 44 0 3 0 0 1 0 29 20603 Chaugachha 4891 102.76 20.96 30.10 61 72 40 55 40 0 3 0 0 1 0 30 20604 Jhikargachha 6462 123.55 27.84 26.60 72 53 71 72 71 0 3 0 0 1 0 31 20606 Manirampur 8591 99.67 23.20 21.50 120 140 140 120 140 0 3 0 0 1 0 32 20607 Sharsha 7508 65.72 25.47 34.20 73 44 44 73 44 0 3 0 0 1 0 33 20608 Jessore Sadar 14740 77.82 33.62 20.00 140 113 59 133 59 3 3 0 1 1 6 Total 53090 88.05 26.82 28.10 599 549 424 580 424 3 21 0 1 7 6 11.Satkhira 34 20803 Kaliganj 5635 78.79 20.66 18.20 86 45 8 86 8 0 3 0 0 1 0 35 20804 Tala 6149 98.41 28.88 0.00 108 97 11 618 11 0 3 0 0 1 0 36 20805 Debhata 2616 89.49 20.91 2.40 35 23 27 35 27 0 3 0 0 1 0 37 20806 Shyamnagar 7401 86.64 20.94 27.50 96 82 34 91 34 0 3 0 0 1 0 Satkhira 38 20807 Sadar 9194 83.78 24.44 25.80 140 57 83 1 83 3 3 0 1 1 0 Total 30995 87.42 23.17 14.78 465 304 163 831 163 3 15 0 1 5 0

67 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 12. Khulna 39 20901 Koyra 4212 96.91 20.35 8.60 54 73 5 110 5 0 3 0 0 1 0 40 20903 Dumuria 6050 92.86 24.99 17.60 111 99 34 138 34 0 3 0 0 1 0 41 20906 Dighalia 2401 56.58 24.95 7.10 35 12 7 46 7 0 3 0 0 1 0 42 20907 Paikgachha 4443 164.75 20.32 28.20 74 90 19 164 19 0 3 0 0 1 0 43 20908 Phultala 1697 78.73 22.75 18.00 36 18 9 53 9 0 3 0 0 1 0 44 20910 Rupsa 3856 61.20 27.96 31.90 46 19 21 62 21 0 3 0 0 1 0 Total 22659 91.84 23.55 18.57 356 311 95 573 95 0 18 0 0 6 0 13. Bagerhat 45 21003 Fakirhat 2585 88.74 24.33 46.70 53 20 11 53 11 0 3 0 0 1 0 Bagerhat 46 21004 Sadar 5092 206.99 23.61 25.80 109 40 2 109 2 3 3 0 1 1 0 47 21005 Mollahat 3433 70.61 21.46 12.50 59 39 0 55 0 0 3 0 0 1 0 48 21006 Mongla 2353 80.96 37.31 21.90 32 31 11 32 11 0 3 0 0 1 0 49 21007 Morrelganj 7487 103.71 22.69 12.20 138 167 49 140 49 0 3 0 0 1 0 50 21008 Rampal 2932 97.27 24.08 31.80 67 54 5 66 5 0 3 0 0 1 0 Total 23882 108.05 25.58 25.15 458 351 78 455 78 3 18 0 1 6 0 14. Sherpur 51 30201 Jhenaigati 4678 129.52 27.75 16.40 44 40 122 44 122 0 3 0 0 1 0 52 30204 Sreebardi 8043 62.13 20.94 13.40 77 77 69 77 69 0 3 0 0 1 0 Total 12721 95.83 24.35 14.90 121 117 191 121 191 0 6 0 0 2 0 15. Mymensingh Mymensingh 30301 20300 53 Sadar 41.19 24.82 12.70 132 36 106 128 106 3 3 10 1 1 3 54 30303 Trishal 12616 49.59 22.52 12.60 120 56 34 112 34 0 3 0 0 1 0 55 30305 Gaffargaon 11926 62.33 23.74 22.20 160 66 37 160 37 0 3 0 0 1 0 68 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 56 30309 Fulbaria 13289 71.32 23.86 38.00 104 82 130 104 130 0 3 0 0 1 0 Total 58131 56.11 23.74 21.38 516 240 307 504 307 3 12 10 1 4 3 16. Netrokona 57 30403 Kendua 10224 87.66 21.64 15.10 87 76 40 86 40 0 3 0 0 1 0 Total 10224 87.66 21.64 15.10 87 76 40 86 40 0 3 0 0 1 0 17. Kishoregonj Kishoreganj 30509 11481 58 Sadar 55.33 23.13 25.10 91 51 63 0 63 3 3 0 1 1 0 59 30512 Pakundia 7190 48.00 24.48 24.10 93 93 52 93 52 0 3 0 0 1 0 Total 18671 51.67 23.81 24.60 184 144 115 93 115 3 6 0 1 2 0 18. Tangail 60 30602 Sakhipur 6738 66.73 23.33 14.00 69 66 30 69 30 0 3 0 0 1 0 61 30603 Gopalpur 6277 54.21 20.15 4.10 74 64 60 73 60 0 3 0 0 1 0 62 30605 Tangail Sadar 12648 52.83 23.81 12.10 116 42 41 149 41 3 3 0 1 1 0 63 30607 Mirzapur 8928 93.38 22.77 26.40 113 41 111 113 111 0 3 0 0 1 0 64 30608 Kalihati 9778 47.91 20.06 16.00 105 55 67 107 67 0 3 0 0 1 0 65 30612 Dhanbari 4103 74.02 21.62 16.50 45 26 36 45 36 0 3 0 0 1 0 Total 48472 64.85 21.96 14.85 522 294 345 556 345 3 18 0 1 6 0 19. Gazipur Gazipur 66 30701 Sadar 36239 23.84 32.24 11.10 111 40 100 108 100 3 3 0 1 1 0 67 30702 Kaliganj 5893 58.66 37.71 39.70 85 33 30 84 30 0 3 1 0 1 1 68 30703 Kapasia 8349 79.61 26.60 19.10 141 34 84 134 84 0 3 1 0 1 1 69 30704 Sreepur 11387 73.01 27.30 10.60 105 52 159 103 159 0 3 0 0 1 0 70 30705 Kaliakair 9659 50.96 27.54 8.00 86 25 45 89 45 0 3 0 0 1 0 Total 71527 57.22 30.28 17.70 528 184 418 518 418 3 15 2 1 5 2 69 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 20. Narsingdi 71 30801 Manohardi 7157 71.45 22.43 36.80 102 31 82 0 82 0 3 0 0 1 0 Narsingdi 72 30804 Sadar 18694 46.85 21.34 32.10 106 12 39 110 39 3 3 0 1 1 0 73 30805 Palash 5001 50.97 22.34 9.60 47 16 20 47 20 0 3 0 0 1 0 74 30806 Shibpur 7888 66.76 22.63 38.90 113 24 50 113 50 0 3 0 0 1 0 Total 38740 59.01 22.19 29.35 368 83 191 270 191 3 12 0 1 4 0 21. Manikgonj Manikganj 30901 6706 75 Sadar 85.09 26.74 16.80 88 22 114 88 114 3 3 0 1 1 0 76 30902 Ghior 3164 129.46 23.20 49.20 61 20 53 53 53 0 3 0 0 1 0 77 30905 Harirampur 3158 93.92 22.93 4.80 68 13 5 57 5 0 3 0 0 1 0 Total 13028 102.82 24.29 23.60 217 55 172 198 172 3 9 0 1 3 0 22. Dhaka

78 31013 Keraniganj 17834 48.26 31.17 23.20 102 22 51 103 51 0 3 0 0 1 0 79 31014 Dohar 5595 44.88 27.47 28.30 42 9 6 44 6 0 3 0 0 1 0 80 31015 Dhamrai 9092 72.86 29.62 16.00 139 24 65 139 65 0 3 0 0 1 0 81 31016 Nawabganj 7049 63.27 28.34 16.50 90 34 0 90 0 0 3 0 0 1 0 82 31017 Savar 26539 22.64 32.77 37.30 88 29 96 82 96 0 3 2 0 1 2 15.0 50.38 29.87 24.26 Total 66109 461 118 218 458 218 0 0 2 0 5 2 23. Narayangonj Narayanganj 31101 28284 83 Sadar 33.62 32.33 25.20 104 13 37 102 37 0 3 1 0 1 1 84 31102 Bandar 6908 62.68 33.16 7.50 62 10 28 62 28 0 3 0 0 1 0 70 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 85 31103 Sonargaon 9179 58.22 30.57 11.60 82 29 21 82 21 0 3 0 0 1 0 86 31105 Rupganj 12044 40.90 29.70 15.10 82 26 16 77 16 0 3 0 0 1 0 Total 56415 48.86 31.44 14.85 330 78 102 323 102 0 12 1 0 4 1 24. Munshigonj 87 31201 Gazaria 3776 31.97 28.15 12.80 63 16 0 63 0 0 3 0 0 1 0 88 31202 Serajdikhan 6708 83.48 28.52 18.60 106 13 0 108 0 0 3 0 0 1 0 89 31203 Tongibari 4497 60.73 22.48 26.90 76 13 0 89 0 0 3 0 0 1 0 90 31204 Lohajang 3481 104.57 33.44 16.70 66 5 0 61 0 0 3 0 0 1 0 91 31205 Sreenagar 5650 70.73 29.45 18.00 92 13 0 86 0 0 3 0 0 1 0 Munshiganj 31206 8663 92 Sadar 57.17 28.21 10.90 100 9 0 90 0 3 3 0 1 1 0 Total 32775 68.11 28.38 17.32 503 69 0 497 0 3 18 0 1 6 0 25. Faridpur Faridpur 93 31401 Sadar 10310 57.07 26.65 15.70 100 40 48 100 48 3 3 0 1 1 1 Total 10310 57.07 26.65 15.70 100 40 48 100 48 3 3 0 1 1 1 26. Madaripur 94 31501 Kalkini 7506 118.86 23.67 28.10 115 78 25 113 25 0 3 0 0 1 0 Madaripur 31503 9142 95 Sadar 84.86 25.54 7.90 124 44 29 123 29 3 3 0 1 1 0 96 31504 Rajoir 6315 90.21 20.63 26.20 80 42 38 80 38 0 3 0 0 1 0 Total 22963 97.98 23.28 20.73 319 164 92 316 92 3 9 0 1 3 0 27. Shariatpur 97 31604 Naria 5842 83.48 25.42 5.10 88 35 29 67 29 0 3 0 0 1 0 Shariatpur 31606 5342 98 Sadar 78.23 29.86 26.10 75 40 29 55 29 0 3 0 0 1 0 71 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana Total 11184 80.86 27.64 15.60 163 75 58 122 58 0 6 0 0 2 0 28. Goplagonj 99 31701 Kotalipara 6193 112.19 24.03 20.10 104 73 32 98 32 0 3 0 0 1 0 100 31702 Kashiani 5413 77.00 23.28 36.40 111 51 1 111 1 0 3 0 0 1 0 Gopalganj 31703 9322 101 Sadar 94.96 24.86 18.20 133 77 34 133 34 0 3 0 0 1 0 102 31704 Tungipara 2828 143.00 20.30 46.60 42 35 28 40 28 0 3 0 0 1 0 Total 23756 106.79 23.12 30.33 390 236 95 382 95 0 12 0 0 4 0 29. Brahmanbaria

Brahmanbaria 40501 16663 103 Sadar 49.49 21.35 16.50 87 31 101 87 101 3 3 0 1 1 0 104 40503 Kasba 10033 64.51 21.01 13.40 82 73 0 82 0 0 3 0 0 1 0 Total 26696 57.00 21.18 14.95 169 104 101 169 101 3 6 0 1 2 0 30. Comilla

Comilla 40601 Adarsha 12594 42.31 36.91 105 Sadar 15.70 89 19 17 89 17 3 3 10 1 1 1 106 40602 Laksam 8125 52.32 26.17 12.30 57 20 65 57 65 0 3 0 0 1 0 107 40603 Debidwar 13378 53.28 20.92 12.00 121 59 61 119 61 0 3 0 0 1 0 108 40605 Daudkandi 9379 52.37 22.12 22.10 101 43 0 100 0 0 3 0 0 1 0 109 40606 Chauddagram 11489 45.82 27.66 6.10 115 50 65 114 65 0 3 0 0 1 0 110 40607 Brahmanpara 6542 54.98 22.87 13.90 53 51 36 57 36 0 3 0 0 1 0 111 40608 Barura 11238 62.98 24.94 13.90 97 49 59 97 59 0 3 0 0 1 0 112 40609 Burichang 8270 45.99 29.85 10.60 73 64 28 73 28 0 3 0 0 1 0 113 40612 Nangalkot 11203 36.20 24.02 20.20 78 65 2 78 2 0 3 0 0 1 0 72 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 114 40614 Manoharganj 7329 34.21 27.78 47.70 68 30 22 60 22 0 0 0 0 0 0 Comilla Sadar 40616 11072 48.12 26.67 115 Dakshin 19.40 90 59 0 90 0 0 0 0 0 0 0 Total 110619 48.05 26.36 17.63 942 509 355 934 355 3 27 10 1 9 1 31. Chandpur

Chandpur 116 40701 Sadar 11936 49.30 25.39 18.10 135 38 23 135 23 3 3 0 1 1 0 117 40702 Kachua 10930 38.93 24.39 14.40 106 57 26 110 26 0 3 0 0 1 0 118 40703 Hajiganj 8569 75.90 25.03 23.50 97 57 26 154 32 0 3 0 0 1 0 119 40704 Haim Char 3088 44.62 21.37 9.20 56 4 0 54 0 0 3 0 0 1 0 120 40705 Shahrasti 5877 62.79 25.44 27.30 70 26 33 68 33 0 3 0 0 1 0 121 40707 Matlab 5376 81.81 22.14 16.40 64 45 67 61 67 0 3 0 0 1 0 122 40708 Matlab Uttar 6921 60.96 21.82 6.10 120 48 0 122 0 0 0 0 0 0 0 Total 52697 59.19 23.65 16.43 648 275 175 704 181 3 18 0 1 6 0 32. Noakhali

123 40903 Chatkhil 5836 34.48 24.30 24.90 98 14 0 98 0 0 3 0 0 1 0 21,.7 34.05 124 40904 Senbagh 7613 1 26.70 79 33 27 79 27 0 3 0 0 1 0 125 40907 Sonaimuri 8672 24.56 27.48 7.10 21 60 0 21 0 0 0 0 0 0 0 Total 22121 31.03 17.26 19.57 198 107 27 198 27 0 6 0 0 2 0 33. Feni

126 41001 Feni Sadar 12071 36.75 30.01 25.20 107 44 28 122 28 3 3 0 1 1 0 Daganbhuiya 127 41002 n 6431 44.16 23.71 13.00 81 20 23 85 23 0 3 0 0 1 0 73 Pre Primary Education Expansion Plan, DPE, 2012

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Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 128 41003 Sonagazi 6939 58.75 25.31 4.70 76 25 3 60 3 0 3 0 0 1 0 129 41004 Chhagalnaiya 4423 29.69 25.98 29.90 61 16 0 71 0 0 3 0 0 1 0 Total 29864 42.34 26.25 18.20 325 105 54 338 54 3 12 0 1 4 0 34. Chittagong

130 41102 Raozan 6990 92.35 36.21 8.80 147 21 2 147 2 0 3 1 0 1 1 131 41104 Fatikchhari 14140 63.20 25.88 11.10 133 73 42 125 42 0 3 1 0 1 1 132 41105 Patiya 12130 46.98 33.48 2.90 147 32 22 147 22 0 3 1 0 1 1 133 41106 Anowara 7282 85.57 28.47 38.30 88 22 0 88 o 0 3 0 0 1 0 134 41107 Boalkhali 4955 96.10 30.66 8.50 87 19 76 106 76 0 3 1 0 1 1 135 41108 Lohagara 8396 67.82 36.18 25.80 62 35 22 62 22 0 3 0 0 1 0 136 41120 Satkania 11035 74.22 28.07 18.60 104 33 113 104 113 0 3 1 0 1 1 137 41110 Chandanaish 5968 59.48 30.09 10.30 64 22 34 64 34 0 3 1 0 1 1 138 41111 Hathazari 9674 74.27 38.90 14.20 118 29 55 119 33 0 3 1 0 1 1 139 41112 Rangunia 8690 64.15 28.76 31.30 93 52 22 93 22 0 3 1 0 1 1 140 41113 Mirsharai 9492 60.79 26.11 5.50 145 39 18 112 18 0 3 0 0 1 0 141 41114 Sitakunda 8262 61.92 30.59 14.50 73 22 26 80 26 0 3 0 0 1 0 1,2 65.14 28.72 14.60 Total 107014 1,261 399 432 47 0 410 0 36 8 0 12 8 35. Cox's Bazar

142 41201 Ukhia 6647 109.28 23.50 24.10 40 32 217 72 217 0 3 1 0 1 1 143 41205 Chakoria 14494 85.01 25.80 38.10 77 53 202 131 202 0 3 0 0 1 0 Cox's Bazar 41207 12616 144 Sadar 60.71 27.24 64.20 64 36 124 94 104 3 3 5 1 1 1 Total 33757 85.00 25.51 42.13 181 121 543 297 523 3 9 6 1 3 2 74 Pre Primary Education Expansion Plan, DPE, 2012

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# of # children (MICS'09) Upazila/Thana 36. Barisal

145 50101 Agailjhara 3568 101.79 41.84 16.80 65 30 28 45 28 0 3 0 0 1 0 146 50102 Wazirpur 5621 91.85 28.64 5.00 104 7 5 104 5 0 3 1 0 1 1 147 50103 Gaurnadi 4635 127.46 24.21 13.70 87 32 39 87 39 0 3 0 0 1 0 148 50104 Barisal Sadar 11459 92.98 36.70 11.70 133 55 113 127 113 3 3 5 1 1 1 149 50105 Bakerganj 8265 145.88 24.46 9.10 156 99 59 133 59 0 3 0 0 1 0 150 50106 Banari Para 3614 105.84 20.23 5.60 80 42 0 77 19 0 3 0 0 1 0 151 50107 Babuganj 3402 83.60 28.01 7.40 69 60 0 69 0 0 3 0 0 1 0 Total 40564 107.06 29.16 9.90 694 325 244 642 263 3 21 6 1 7 2

37. Pirojpur

152 50201 Kawkhali 1577 78.76 21.88 11.00 53 9 0 53 0 0 3 0 0 1 0 153 50202 Nazirpur 4348 115.69 25.14 23.10 96 75 1 94 1 0 3 0 0 1 0 Pirojpur 154 50203 Sadar 3635 69.68 27.46 18.30 94 37 0 94 0 3 3 0 1 1 0 155 50204 Bhandaria 3735 88.49 22.25 17.30 97 54 10 100 10 0 3 0 0 1 0 156 50205 Mathbaria 6595 113.72 27.08 16.60 115 84 1 115 1 0 3 0 0 1 0 157 50206 Nesarabad 4439 139.90 22.69 17.70 114 49 1 114 1 0 3 0 0 1 0 158 50207 Zianagar 2049 81.99 29.67 16.50 36 29 0 38 0 0 0 0 0 0 0 Total 26378 98.32 25.17 17.21 605 337 13 608 13 3 18 0 1 6 0 38. Jhalokati Jhalokati 159 50302 Sadar 4761 104.52 31.99 2.50 109 48 50 114 50 0 3 0 0 1 0 160 50303 Nalchity 4701 123.38 35.08 7.00 105 52 72 101 72 0 3 0 0 1 0

75 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training

drop out

facilities rate DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code mapping SL. No SL.

Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 161 50304 Rajapur 3872 70.48 22.06 7.50 75 41 1 69 1 0 3 0 0 1 0 Total 13334 99.46 29.71 5.67 289 141 123 284 123 0 9 0 0 3 0 39. Barguna 162 50401 Amtali 7116 151.98 25.39 15.70 101 101 76 105 76 0 3 0 0 1 0 Barguna 163 50403 Sadar 6158 120.23 36.34 15.30 109 104 82 108 82 3 3 3 1 1 5 164 50405 Betagi 2955 109.17 32.83 4.60 71 47 4 83 4 0 3 0 0 1 0 Total 16229 127.13 31.52 11.87 281 252 162 296 162 3 9 3 1 3 5 40. Patuakhali Patuakhali 50504 8065 165 Sadar 111.20 25.07 19.00 124 68 54 124 54 3 3 0 1 1 0 166 50505 Bauphal 8405 87.21 20.37 32.60 122 105 1 125 1 0 3 0 0 1 0 167 50506 Mirzaganj 2907 174.34 30.99 73.70 62 71 37 59 37 0 3 0 0 1 0 168 50507 Dumki 1906 72.88 35.83 29.30 37 20 0 37 0 0 0 0 0 0 Total 21283 111.41 28.07 38.65 345 264 92 345 92 3 9 0 1 3 0 41. Sylhet 169 60202 Kanaighat 9147 59.12 22.74 8.30 92 25 63 112 63 0 3 0 0 1 0 170 60208 Golapganj 8261 72.44 26.12 9.10 140 29 46 169 46 0 3 0 0 1 0 171 60210 Zakiganj 6834 58.96 21.76 7.90 107 19 30 147 30 0 3 0 0 1 0 172 60211 Beani Bazar 6632 66.27 21.38 14.30 113 25 0 126 0 3 0 0 1 0 Total 30874 64.20 23.00 9.90 452 98 139 554 139 0 12 0 0 4 0 42. Thakurgaon Thakurgaon 70201 14474 173 Sadar 88.39 21.67 27.70 189 193 115 178 115 3 3 0 1 1 0 Total 14474 88.39 21.67 27.70 189 193 115 178 115 3 3 0 1 1 0

76 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training

drop out

facilities rate DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code mapping SL. No SL.

Upazila (net) Grade5 GPS O S GPS O O (gross)

# of # children (MICS'09) Upazila/Thana 43. Dinajpur 174 70303 Ghoraghat 2770 101.44 20.79 46.60 31 27 34 32 34 0 3 0 0 1 0 175 70304 Chirirbandar 7357 114.30 24.13 59.10 95 99 122 95 122 0 3 8 0 1 1 Dinajpur 176 70305 Sadar 10570 67.37 28.61 26.00 117 58 108 115 108 3 3 6 1 1 1 177 70307 Parbatipur 9427 88.55 20.19 10.60 105 84 92 105 92 0 3 0 0 1 0 178 70308 Fulbari 3992 116.88 20.34 17.70 46 62 55 46 55 0 3 1 0 1 1 179 70309 Biral 6620 99.50 22.52 9.30 86 78 92 86 92 0 3 0 0 1 0 180 70310 Birampur 3964 93.06 20.21 18.90 49 46 40 49 40 0 3 0 0 1 0 181 70313 Hakimpur 2193 149.16 27.18 41.40 27 19 31 24 31 0 3 0 0 1 0

Total 46893 103.78 23.00 28.70 556 473 574 552 574 3 24 15 1 8 3

44. Nilphamari 182 70402 Jaldhaka 10863 124.85 23.93 3.30 85 120 212 85 212 0 3 0 0 1 0 183 70406 Saidpur 6594 52.59 23.08 15.30 61 15 44 61 44 0 3 1 0 1 1 Total 17457 88.72 23.51 9.30 146 135 256 146 256 0 6 1 0 2 1 45. Rangpur

Rangpur 184 70508 Sadar 16291 62.13 24.83 14.40 123 84 114 202 114 3 3 8 1 1 1 Total 16291 62.13 24.83 14.40 123 84 114 202 114 3 3 8 1 1 1 865 799 16, 1406284 77.02 24.83 19.80 15849 3 8 439 0 7,981 93 534 88 31 177 41 Grand Total

77 Pre Primary Education Expansion Plan, DPE, 2012

Category C : Urban City Corporations (Dhaka, Chittagong, Khulna, Rajshahi)

Basic Information: (1) Total number of Thanas: 61 spread in 20 DPE Upazilas of 4 old City Corporations,(2) Total number of PPE eligible children: 228,255 (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 47.44%, (4)Located in number of districts: 4, (5) Located in number of divisions: 4,

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

GO # % of education officials Develop an Urban strategy for All GPS running PPE All GPS running PPE All GPS running PPE class All GPS running PPE GPS - 595 from district and Upazila PPE to cover all urban children class maintaining class maintaining 80% maintaining standard of class maintaining RNGPS - 133 received one day and linking them with primary standard of level 1. standard of level 2. level 2. All standard of level 3. PTI - 4 orientation on PPE education following right based 50% un attended All un-attended un-attended children of All eligible children of URC - 20 595 GPS officially running approach and considering children of GPS children of GPS GPS catchment area GPS catchment area PPE with existing teacher context and dynamics of urban. catchment area catchment area covered by GO & NGO receiving PPE 72 trainers available All GPS running PPE class covered by GO or covered by GO or NGO following Thana services by GO & 24 of training facilities maintaining at least 75% NGO school following initiative following expansion plan NGO following Thana available standard of level 1 Thana expansion plan Thana expansion plan maintaining 80% expansion plan 416 teacher received 6 day Thana level expansion plan and maintaining level and maintaining level standard of level 2. maintaining 80% training developed considering urban 1 standard . 1 standard. All RNGPS running PPE standard of level 3. # % head teachers received strategy and using GO-NGO PPE initiatied in all All RNGPS running PPE class maintaining All RNGPS running 3 hours orientation on PPE collaboration guideline to cover RNGPS following class maintaining standard of level 2. PPE class maintaining x # of GPS and x # of RNGPS all eligible children of thana. Thana expansion plan standard of level 1. All un - attended children standard of level 3. received interim PPE Plan will includes government, and maintaining at 50% of un-attended of RNGPS catchment All un-attended package X # of GPS NGO and private initiatives to least standard of level children of these areas are covered by children of RNGPS and x # of RNGPS have universalize PPE in particular 1. X% of RNGPS catchment NGO as per Thana catchment areas are dedicated space for PPE thana and special focus will be eligible children areas covered through expansion plan also covered by GO No monitoring and given on slums and excluded or covered through GO-NGO collaboration maintaining standard of and NGO school supervision mechanism marginalized groups. quality PPE class. guideline and thana at least level 1. maintainin g 80% exist No X % of eligible children covered expansion plan Thana Expansion plan standard of level 3. 78 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

planned teacher training through quality PPE class. maintaining standard reviewed considering 100% of eligible and professional of level 1. the opportunity created children covered development mechanism X % of eligible by government and through quality PPE exist No children covered private sector. services . separate urban strategy for through quality PPE X % of eligible children education to cover slum class. covered through quality and marginalized children PPE class # of children covered -

NGO 493 PPE centre run by NGO Participate in the urban strategy # of NGO centres # of old NGO centres # of old NGO centres Relocation/Redistrib 13 training facilities on PPE development process. relocated/ opened opened under Thana opened under Thana ution of centers available 50 trainers Participate in the development under Thana expansion plan expansion plan considering revised available. No of Thana level expansion plan expansion plan maintaining 80% maintaining standard of Thana expansion minimum criteria/guideline with existing resources and maintaining standard standard of level 2. level 2. plan. or standard to select capacity available and following of level 1. # of newly open NGO # of newly opened NGO # of old NGO centres location and venue strategy. # of centres opened centres under Thana centres under Thana opened under Thana Distribution of PPE centre is Redistribution plan of NGO under Thana expansion plan expansion plan expansion plan high in GPS catchment area centres to align with priority of expansion plan maintaining standard maintaining standard of maintaining standard No collaboration and Thana level expansion plan. received materials, of level 1. level 1. of level 3. coordination mechanism Slums and merginalized groups training and others # of centres opened ( # of centres opened # of newly open NGO exist between GO-NGO, will get ptiority while planning support and old and new) under under Thana expansion centres under Thana NGO-NGO or with private to ensure equity and inlcusion. monitored as per GO- Thana expansion plan plan receiving materials, expansion plan initiatives. Govt. will ensure venue (If NGO collaboration receiving materials, training, monitoring and maintaining standard Using different packages as possible), TL materials and guideline. NGO training, monitoring other support as per Go- of level 2. per own organizational training opportunitites for NGO centers are focusing and other support as NGO collaboration # of centres opened priorities and design centres mentioned in the Thana slums and per GO-NGO guideline. Participate in under Thana Following own level expansion plan. marginalized groups collaboration the revision of Thana expansion plan

79 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

organizational guidelines on NGO will ensure secure funding to provide PPE service guideline . expansion plan receiving materials, monitoring, supervision & for their part to continue at following urban X% of eligible children X% of eligible children training, monitoring training # of least for three years. strategy. covered through covered through quality and other support as children covered - X% of eligible children covered X% of eligible children quality PPE class by PPE class by NGO run per GO-NGO through quality PPE class by covered through NGO run PPE centres PPE centres collaboration NGO run PPE centres quality PPE class by guideline . NGO run PPE centres X% of eligible children covered through quality PPE class by NGO run PPE centres

Private No information available Local survey to know about at least 25% of total At least 50% of All private providers All private providers about private private providers as a part of identified private identified private under Thana expansion under Thana (Kindergarten, KG school, Thana expansion plan. schools will be under providers under Thana plan maintaining expansion plan private schools etc) Develop a plan to align this under Thana expansion plan standard of level 2. maintaining initiative services with national expansion plan and maintaining 80% All private providers will standard of level 3. # of children covered - curriculum and standard. maintaining standard standard of level 2. be considered during % of eligible children unknown (international schools will not be of Level 1. % of eligible children revision of Thana level covered through considered as they are following % of eligible children covered through expansion plan. quality PPE class by different standards and covered through quality PPE class by % of eligible children private providers curriculum) quality PPE class by private providers covered through quality % of eligible children covered private providers PPE class by private through quality PPE class by providers private providers

80 Pre Primary Education Expansion Plan, DPE, 2012

Category C : Urban City Corporations (Dhaka, Chittagong, Khulna, Rajshahi)

Basic Information: (1) Total number of Thanas: 61 spread in 20 DPE Upazilas of 4 old City Corporations,(2) Total number of PPE eligible children: 228,255 (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 47.44%, (4)Located in number of districts: 4, (5)Located in number of divisions: 4

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS RN NG PTI URC NG PTI UR NG

Code SL. No SL.

Upazila mapping (net) Grade5 GPS O GP O O C O # of # children

Upazila/Thana (gross) (MICS'09) S

Rajshahi 11309 Boalia (Sadar) 47 17 30 47 30 3 3 8 1 1 1 1 11309 Boalia 3494 65.71 47.74 2 113a Matihar 974 42.81 3 113b Rajpara 2404 39.77 Shah Makhdum 4 113c Thana 490 46.12 Total 7362 65.71 44.11 0.00 47 17 30 47 30 3 3 8 1 1 1 Khulna Khulna Sadar 93 34 116 131 116 3 3 4 1 1 1 Khulna Sadar 5 20902 Thana 3977 193.11 45.03 6 209a Daulatpur Thana 2043 43.70 7 209b Khalishpur Thana 2835 43.70 Khan Jahan Ali 8 209c Thana 1463 34.31 Sonadanga 9 209d Thana 3083 83.07 Total 13401 193.11 49.96 0.00 93 34 116 131 116 3 3 4 1 1 1 81 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS RN NG PTI URC NG PTI UR NG

Code SL. No SL.

Upazila mapping (net) Grade5 GPS O GP O O C O # of # children

Upazila/Thana (gross) (MICS'09) S

Dhaka Dhaka City 295 43 195 65 30 5 3 10 31001 Mirpur 8731 39.22 43.35 28 10 54 38 54 0 3 1 0 1 1 11 31002 Mohammadpur 6004 40.04 43.95 17 6 19 22 19 0 3 2 0 1 1 12 31003 Dhanmondi 1837 70.77 59.99 8 2 0 7 0 0 3 0 0 1 0 13 31004 Lalbagh 7497 58.56 35.57 38 5 21 43 21 0 3 1 0 1 1 14 31005 Kotwali 917 157.58 61.94 31 1 0 25 0 0 3 0 0 1 0 15 31006 Sutrapur 3255 85.90 55.58 48 1 6 11 6 0 3 0 0 1 0 16 31007 Cantonment 2162 37.97 47.13 12 1 0 13 0 0 3 0 0 1 0 17 31008 Motijheel 3065 87.41 45.87 23 0 11 24 11 0 3 1 0 1 1 18 31009 Ramna 2996 12.95 49.23 9 0 0 8 0 0 3 0 0 1 0 19 31010 Tejgaon 2153 56.90 41.94 10 0 0 0 0 0 3 0 0 1 0 20 31011 Gulshan 4048 67.34 43.01 31 7 32 38 32 0 3 23 0 1 3 21 31012 Demra 4932 157.52 38.61 40 10 52 42 52 0 3 0 0 1 0 22 310a Adabor 4011 36.55 0 0 23 310ab Turag 3473 38.70 0 24 310ac Uttara 2914 54.22 0 25 310ad Uttar Khan 1664 43.21 0 26 310b Badda 10317 37.22 0 27 310c Bangshal 2626 52.32 0 28 310d Biman Bandar 144 42.36 0 29 310e Chak Bazar 2322 48.62 0 30 310f Dakshinkhan 5407 34.27 0 31 310g Darus Salam 3120 31.99 0 32 310h Gendaria 2518 56.20 0

82 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS RN NG PTI URC NG PTI UR NG

Code SL. No SL.

Upazila mapping (net) Grade5 GPS O GP O O C O # of # children

Upazila/Thana (gross) (MICS'09) S

33 310i Hazaribagh 3755 40.16 0 34 310j Jatrabari 9618 39.77 0 35 310k Kafrul 7338 39.52 0 36 310l Kadamtali 8193 39.55 0 37 310m Kalabagan 1604 51.87 0 38 310n Kamrangir Char 2363 27.59 0 39 310o Khilgaon 6847 36.66 0 40 310p Khilkhet 2443 42.41 0 41 310q New Market 458 51.75 0 42 310r Pallabi 11379 42.75 0 43 310s Paltan 718 39.69 0 44 310t Rampura 4057 48.19 0 45 310u Sabujbagh 7797 45.13 0 46 310v Shah Ali 2204 34.12 0 47 310w Shahbagh 561 50.80 0 48 310x Shyampur 3654 40.34 0 Sher-E-Bangla 49 310y Nagar 2128 47.84 0 50 310z Tejgaon Ind. Area 2097 36.58 0 Total 163327 72.68 43.82 0.00 295 43 195 65 225 0 36 33 0 12 10 Chittagong Chittagonj City 160 39 152 51 41115 Pahartali 3945 99.67 40.99 15 7 3 22 3 0 3 0 0 1 0 52 41116 Chittagong Port 3478 183.06 44.74 23 8 48 31 48 0 3 0 0 1 0 53 41117 Panchlaish 4503 81.28 47.01 23 9 0 30 0 0 0 0 0 0 0 83 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS RN NG PTI URC NG PTI UR NG

Code SL. No SL.

Upazila mapping (net) Grade5 GPS O GP O O C O # of # children

Upazila/Thana (gross) (MICS'09) S

54 41118 Chandgaon 5071 97.24 48.16 33 10 11 23 11 0 3 0 0 1 0 55 41119 Kotwali 5093 89.48 59.12 30 0 90 31 66 6 6 5 2 2 1 56 41109 Double Mooring 7138 106.96 43.37 36 5 0 36 0 0 3 0 0 1 0 57 411a Bayejid Bostami 4463 41.97 58 411b Bakalia 5990 35.11 59 411c Halishahar 3226 53.87 60 411d Khulshi 5713 41.90 61 411e Patenga 2907 49.88 Total 51527 109.62 46.01 0.00 160 39 152 173 128 6 18 5 2 6 1 Grand Total 228255 119.31 47.44 0 595 133 493 416 0 499 12 60 50 4 20 13

84 Pre Primary Education Expansion Plan, DPE, 2012

Category D : Islands, Coastal and Riverine Upazilas with Char

Basic Information: (1) Total number of Upazilas: 63, (2) Total number of PPE eligible children: 506,503, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 18.84%, (4) Located in number of districts: 18 (5) Located in number of divisions: 5, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan. Note: Majority of about 1000 Abashan Kendras established by Govt for landless and homeless poor families are located in these Upazilas . Separate strategy will be required to cover this population.

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Gov’t: # % of education officials from Develop a separate strategy All GPS running PPE All GPS running PPE All GPS running PPE All GPS running PPE GPS - 4953 district and Upazila received for Island & Coastal area to class maintaining class maintaining class maintaining class maintaining RNGPS - one day orientation on PPE cover all eligible children and standard of level 1. 50% standard of standard of level 2. standard of level 3. 3818 # number of GPS officially linking them with primary 25% un attended level 2. All un - attended All eligible children of PTI - 6 running PPE with existing education following right children of GPS 50% un-attended children of GPS GPS catchment area URC - 60 teacher 198 trainers available based approach and catchment area children of GPS catchment area receiving PPE services 66 of training facilities available considering context and covered by GO, NGO catchment area covered by GO, NGO or by GO, NGO & private 5814 teacher received 6 day dynamics of this area. Multi- or private or covered by GO or private school following initiatives following training purpose center (like Para corporate initiative NGO or private Upazilla expansion plan Upazilla expansion plan # % head teachers received 3 Center in CHT), following Upazilla initiatives following maintaining standard maintaining 80% hours orientation on PPE Satellite /shelter center school expansion plan and Upazilla expansion of level 1. standard of level 3. x # of GPS and x # of RNGPS and special support in disaster maintaining standard plan and maintaining All RNGPS running PPE All RNGPS running PPE received interim PPE package and fishing season, PPP, EiE, of level 1. level 1 standard. class mai ntaining class maintaining X # of GPS and x # of RNGPS conditional cash tranfer etc PPE initiated in all All RNGPS running standard of level 2. standard of level 3. have dedicated space for PPE can be used here as strategy RNGPS following PPE class All un-attended All un-attended children No monitoring and supervision to cover children living in Upazilla expansion maintaining children of RNGPS of RNGPS catchment mechanism exist Island & coastal areas. plan and maintaining standard of level 1. catchment areas are areas are also covered 85 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

No planned teacher training Upazilla level expansion plan at least standard of 25% of un-attended covered by NGO & by GO, NGO & private and professional development developed considering newly level 1. children of these private schools as per school maintaining 80% mechanism exist. developed strategy and using Motivational and RNGPS catchment Upazilla expansion plan standard of level 3. Govt. primary school is GO-NGO collaboration orientational areas covered maintaining standard 100% of eligible inadequate and not equally guideline to cover all eligible activities with through GO-NGO of at least level 1. children covered distributed in Island and children of Upazilla. Plan will different collaboration Upazilla Expansion plan through quality PPE coastal areas. includes government, NGO stakeholders ( local guideline and reviewed considering services. Disaster prone & hard to reach and private initiatives to stakes as well as Upazilla expansion the opportunity area universalize PPE at Upazilla donor, NGO, plan maintaining created by government school used as shelter center and special focus will be given corporates) to standard of level 1. and private sector. during disaster. on remotest area and mobilize them for Targeted X % of eligible children No separate strategy or plan excluded or marginalized implementing PPE intervention covered through considering difficult groups. expansion plan under continued to ensure quality PPE class geographical location to cover All GPS running PPE class new strategy. enrolment of all children of these remote maintaining at least 75% Targeted children areas. standard of level 1. interventions from X % of eligible # of children covered X % of eligible children government and children covered covered through quality PPE donors X% of through quality PPE class. eligible children class. covered through quality PPE class.

86 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

NGO 3036 PPE centre run by NGO Participate in the strategy # of NGO centers # of old NGO centers # of old NGO centers Relocation/Redistribution 18 training facilities available development process on PPE. relocated/ opened opened under Upazilla opened under Upazilla of centers considering 23 trainers available. Participate in the development of under Upazilla expansion plan expansion plan revised Upazilla expansion No minimum criteria/guideline or Upazilla level expansion plan with expansion plan maintaining 50% maintaining standard of plan. # standard to select location and existing resources and capacity maintaining standard of standard of level 2. level 2. of old NGO centers venue Distribution available and following newly level 1. # of newly open NGO # of newly opened NGO opened under Upazilla of PPE centre is high in developed strategy. # of centers opened centers under Upazilla centers under Upazilla expansion plan comparatively accesible areas and Redistribution and opening plan under upazilla expansion plan expansion plan maintaining standard of it is not based on local demand of NGO centers to align with expansion plan received maintaining standard maintaining standard of level 3. rather scope, guideline and priority of Upazilla level materials, training and of level 1. level 1. # of newly open NGO resources of providers. expansion plan. Remote areas others support and # of centers opened ( # of centers running centers under Upazilla NGOs running center following and marginalized children will get monitored as per old and new) under under Upazilla expansion expansion plan common strategy which is not priority while planning to ensure strategy & GO-NGO Upazilla expansion plan plan receiving materials, maintaining standard of contextualized as per local need. equity and inclusion. collaboration guideline. receiving materials, training, monitoring and level 2. No collaboration and coordination Govt. will provide extra support, NGO centers are training, monitoring other support as per # of centers running under mechanism exist between GO- location, (If possible), TL focusing remote areas and other support as strategy & GO-NGO Upazilla expansion plan NGO, NGO-NGO or with private materials and training of Island & coastal to per strategy & GO-NGO collaboration guideline. receiving materials, initiatives. opportunities for NGO centers provide PPE service collaboration guideline NGO Participate in the training, monitoring and Using different approaches and mentioned in the Upazilla level following new strategy. . revision of Upazilla other support as per packages as per own expansion plan. X% of eligible children X% of eligible children expansion plan strategy & GO - NGO organizational design and NGO will ensure secure funding covered through covered through X% of eligible children collaboration guideline priorities. for their part to continue at least quality PPE class by quality PPE class by covered through quality X% of eligible children Following own organizational for three years. NGO run PPE centers NGO run PPE centers PPE class by NGO run PPE covered through quality guidelines on monitoring, X% of eligible children covered centers PPE class by NGO run PPE supervision & training # through quality PPE class by centers of children covered - NGO run PPE centers

87 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Private No detail information available Local survey to know about at least 25% of total At least 50% of All private providers All private providers about private (Kindergarten, private providers in Island & identified private identified private under Upazilla under upazilla KG school, private schools etc) Coastal areas as a part of schools will be under providers under expansion plan expansion plan initiative preparing Upazilla expansion Upazilla expansion upazilla expansion maintaining standard maintaining standard # of children covered - plan. plan and maintaining plan maintaining of level 2. # of of level 3. unknown Develop a plan to align this standard of Level 1. standard of level 1. school/centers newly % of eligible children services with national % of eligible children # of opened by private or covered through curriculum and standard. covered through school/centers/servi corporate sector quality PPE class by (international schools will not quality PPE class by ces newly opened by maintaining standard private providers be considered as they are private providers private sector of level 1. following different standards maintaining All private providers and curriculum) Promote standard of level 1. will be considered private or corporate sector % of eligible children during revision of engagement (PPP in social covered through Upazilla level expansion sector) in EiE, conditional cash quality PPE class by plan. transfer, shelter center etc to private providers % of eligible children expand PPE in difficult covered through geographical areas like Island quality PPE class by & Coastal. private providers % of eligible children covered through quality PPE class by private providers.

88 Pre Primary Education Expansion Plan, DPE, 2012

Category - D: Islands, Coastal and Riverine Upazilas with Char

Basic Information: (1) Total number of Upazilas: 63, (2) Total number of PPE eligible children: 506,503, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 18.84%, (4) Located in number of districts: 18 (5)Located in number of divisions: 5, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

Note: Majority of about 1000 Abashan Kendras established by Govt for landless and homeless poor families are located in these Upazilas . Separate strategy will be required to cover this population.

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

1. Bogra 20.0 95.03 1 11006 Nandigram 3700 0 22.70 61 37 22 61 22 0 3 0 0 1 0 17.4 79.51 2 11010 Sariakandi 7951 2 18.30 83 78 41 83 41 0 3 0 0 1 0 18.7 Total 11651 87.27 1 20.5 144 115 63 144 63 0 6 0 0 2 0 2. Sirajgonj 23.2 127.50 3 11502 Kazipur 8345 5 18.20 108 110 17 217 17 0 3 0 0 1 0 11.9 74.15 4 11504 Chauhali 5803 4 21.50 60 64 2 60 2 0 3 0 0 1 0 12.4 104.61 5 11506 Belkuchi 10755 9 58.20 82 64 117 82 117 0 3 0 0 1 0 6 11508 Shahjadpur 16692 55.35 13.8 40.20 151 64 35 151 35 0 3 0 0 1 0 89 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

9 21.1 Sirajganj 70.52 7 11509 Sadar 15121 2 9.60 151 86 86 155 86 3 3 0 1 1 0 16.5 Total 56716 86.43 4 29.54 552 388 257 665 0 257 3 15 0 1 5 0 3. Pabna 15.5 75.39 8 11601 Sujanagar 7551 6 0.00 92 46 30 94 30 0 3 0 0 1 0 15.6 108.41 9 11605 Bera 7124 9 40.50 65 42 39 64 39 0 3 0 0 1 0 20.2 74.98 10 11607 Santhia 10069 4 14.30 90 77 62 84 62 0 3 0 0 1 0 24.7 57.70 11 11608 Pabna Sadar 14105 6 22.20 125 56 60 111 60 3 3 6 1 1 1 19.0 79.12 Total 38849 6 19.25 372 221 191 353 191 3 12 6 1 4 1 4. Satkhira 18.8 121.45 12 20801 Assasuni 5940 0 39.80 89 74 73 89 73 0 3 0 0 1 0 20.7 134.10 13 20802 Kalaroa 4830 5 11.60 67 57 91 65 91 0 3 0 0 1 0 19.7 127.78 Total 10770 8 25.70 156 131 164 154 164 0 6 0 0 2 0 5. Khulna 14 20904 Terokhada 3258 114.73 19.2 25.20 53 46 8 100 8 0 3 0 0 1 0 90 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

4 27.5 92.33 15 20905 Dacope 2818 7 49.50 56 57 40 105 40 0 3 0 0 1 0 23.4 103.53 Total 6076 1 37.35 109 103 48 205 48 0 6 0 0 2 0 6. Jamalpur 14.1 68.15 16 30103 Dewanganj 8111 0 53.70 57 68 62 122 62 0 3 0 0 1 0 20.6 Jamalpur 68.79 17 30105 Sadar 15321 8 16.20 166 61 151 224 151 3 3 1 1 1 1 12.3 51.22 18 30106 Islampur 9512 9 40.80 79 63 35 132 35 0 3 0 0 1 0 14.7 52.52 19 30107 Madarganj 7945 3 13.00 66 95 63 161 63 0 3 1 0 1 1 15.4 60.17 Total 40889 8 30.93 368 287 311 639 311 3 12 2 1 4 2 7. Sherpur

22.4 144.14 20 30202 Nakla 5448 1 5.80 56 44 179 56 179 0 3 0 0 1 0 24.9 Sherpur 85.29 21 30205 Sadar 14514 6 16.70 119 71 269 119 269 0 3 0 0 1 0 23.6 114.72 Total 19962 9 11.25 175 115 448 175 448 0 6 0 0 2 0 8. Tangail 91 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

16.6 161.31 22 30606 Delduar 4384 5 23.40 57 34 40 91 40 0 3 0 0 1 0 12.3 49.33 23 30611 Bhuapur 5254 7 4.80 62 40 32 61 32 0 3 0 0 1 0 14.5 105.32 Total 9638 1 14.10 119 74 72 152 72 0 6 0 0 2 0 9. Lakshmipur 24 40801 Ramgati 9869 48.85 9.48 34.20 54 37 3 90 3 0 3 1 0 1 1 19.9 78.04 25 40802 Roypur 7180 4 40.90 84 29 33 84 33 0 3 0 0 1 0 Lakshmipur 19.4 40804 18540 43.88 26 Sadar 5 15.20 215 67 37 208 37 3 3 1 1 1 1 16.2 56.92 30.10 Total 35589 9 353 133 73 382 73 3 9 2 1 3 2 10. Noakhali 16.3 Noakhali 24.96 27 40901 Sadar 16089 5 18.20 111 79 59 111 59 3 3 0 1 1 0 20.8 34.70 28 40905 Companiganj 7123 1 11.20 57 26 7 47 7 0 3 0 0 1 0 11.8 33.14 29 40906 Hatiya 17222 2 22.20 105 99 5 105 5 0 3 1 0 1 1 30 40908 Subarnachar 10930 19.12 7.02 16.80 97 24 3 97 3 0 0 1 0 0 1 14.0 27.98 Total 51364 0 17.10 370 228 74 360 74 3 9 2 1 3 2 11. Chittagong 92 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

22.9 95.59 31 41103 Sandwip 7988 6 32.90 103 43 12 103 12 0 3 0 0 1 0 22.9 95.59 Total 7988 6 32.90 103 43 12 103 12 0 3 0 0 1 0 12. Cox's Bazar 13.8 39.70 32 41202 Maheshkhali 9906 3 51.90 47 15 0 81 0 0 3 0 0 1 0 16.9 39.67 33 41203 Kutubdia 4235 3 30.60 32 24 0 0 0 0 3 0 0 1 0 13.2 47.36 34 41208 Pekua 6033 8 35.30 27 17 34 27 34 0 0 0 0 0 0 21.2 77.65 35 41206 Teknaf 9496 8 20.90 34 25 116 48 116 0 3 0 0 1 0 16.3 51.10 Total 29670 3 34.68 140 81 150 156 150 0 9 0 0 3 0 13. Barisal 22.0 107.39 36 50108 Muladi 5235 2 29.70 78 51 0 73 0 0 3 0 0 1 0 20.3 92.50 37 50109 Mehendiganj 9124 3 6.80 124 67 0 124 1 0 3 0 0 1 0 18.5 110.13 38 50110 Hizla 4967 2 9.90 55 25 3 50 3 0 3 1 0 1 1 20.2 103.34 Total 19326 9 15.47 257 143 3 247 4 0 9 1 0 3 1 14. Barguna 93 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

29.7 139.96 39 50402 Patharghata 3911 6 28.00 61 81 17 65 17 0 3 1 0 1 1 21.3 98.40 40 50404 Bamna 1997 8 15.10 37 15 0 40 0 3 0 0 1 0 25.5 119.18 Total 5908 7 21.55 98 96 17 105 17 0 6 1 0 2 1 15. Patuakhali 16.6 139.62 41 50501 Kala Para 6328 7 13.90 78 81 102 78 102 0 3 1 0 1 1 13.0 102.84 42 50502 Galachipa 10416 2 23.40 120 109 9 119 9 0 3 1 0 1 1 15.4 92.18 43 50503 Dashmina 3825 2 35.10 39 72 0 38 0 3 0 0 1 0 15.0 111.55 Total 20569 4 24.13 237 262 111 235 111 0 9 2 0 3 2 16. Bhola

17.0 43.78 44 50601 Char Fasson 15131 0 27.50 71 109 85 190 85 0 3 0 0 1 0 12.8 92.13 45 50602 Tazumuddin 3965 1 4.80 48 56 18 53 18 0 3 1 0 1 1 15.0 62.87 46 50603 Daulat Khan 4543 6 1.80 63 36 19 71 19 0 3 1 0 1 1 20.4 67.33 47 50604 Burhanuddin 7058 4 14.30 61 87 45 143 45 0 3 1 0 1 1 94 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

10.8 43.02 48 50606 Manpura 2580 9 38.40 14 23 0 37 0 3 0 0 1 0 11.3 63.99 49 50607 Lalmohan 9351 6 28.70 72 117 48 176 48 0 3 1 0 1 1 14.5 62.19 Total 42628 9 19.25 329 428 215 670 215 0 18 4 0 6 4 17. Kurigram 50 70701 Ulipur 10104 150.60 8.88 6.90 118 125 266 120 266 0 3 0 0 1 0 Kurigram 51 70702 Sadar 7860 63.21 8.61 17.50 70 48 52 71 52 52 70703 Chilmari 3356 107.72 6.17 5.10 55 35 26 55 26 0 3 0 0 1 0 53 70704 Nageshwari 11269 54.49 8.94 16.30 95 84 45 97 45 0 3 0 0 1 0 54 70705 Phulbari 4071 124.20 8.74 38.10 54 89 44 54 44 0 3 0 0 1 0 11.4 76.36 55 70706 Bhurungamari 6420 5 11.80 62 46 41 62 41 0 3 1 0 1 1 13.5 76.87 56 70707 Rajarhat 4259 2 6.00 49 69 36 49 36 0 3 1 0 1 1 57 70708 Raumari 5490 119.62 7.80 11.70 39 63 117 39 117 0 3 0 0 1 0 12.0 78.95 58 70709 Char Rajibpur 2252 8 10.30 21 33 3 21 3 0 3 0 0 1 0 Total 55081 94.67 9.58 13.74 563 592 630 568 630 0 24 2 0 8 2 18. Gaibandha Gaibandha 10.4 70801 11484 64.10 59 Sadar 8 3.90 136 71 61 137 61 3 3 0 1 1 0 60 70804 Fulchhari 5316 113.86 8.62 23.30 49 48 14 49 14 0 3 1 0 1 1 95 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GP RN NGO PTI URC NG PTI URC NG

Code SL. No SL. Upazila mapping (net) Grade5 GPS O S GP O O

# of # children (gross)

Upazila/Thana (MICS'09) S

11.9 89.78 61 70805 Sadullapur 7414 0 24.00 90 104 22 90 22 0 3 0 0 1 0 10.3 68.26 62 70806 Saghata 7345 7 19.60 85 70 25 85 25 0 3 0 0 1 0 12.3 79.76 63 70807 Sundarganj 12270 6 70.40 140 85 75 140 75 0 3 0 0 1 0 10.7 83.15 Total 43829 5 28.24 500 378 197 501 197 3 15 1 1 5 1 18.8 4,94 381 303 581 506503 93.53 23.65 0 3037 18 180 23 6 60 18 Grand Total 4 5 8 6 4

96 Pre Primary Education Expansion Plan, DPE, 2012

Category E : Ethnic/Indigenous children . It is to be noted that highest concentration of ethnic/indigenous population id in three CHT districts and remaining number of ethnic/indigenous population are living in other districts primarily in Nogaon, Natore, Bogura, Dinajpur, Joypurhat, Nawabgonj, Rajshahi, Rangpur,Thakurgaon, Dinajpur, Khulna, Bagerhat, Mymenshing, Netrokona, Sherpur, Chittagong, Cox’s Bazar, Bhola, Patuakhali and all districts of Sylhet division. Considering diverse linguistic background there is a need for provision of MLE to ensure quality PPE for children of the ethnic/ indigenous population living in Bangladesh. Information on PPE available only for 25 Upazilas of three CHT districts not for indigenous children living in other areas of Bangladesh. Therefore, expansion plan for 25 Upazilas of three CHT districts included under this category. A comprehensive study is required for mapping of PPE status to design structured MLE based PPE services to ensure quality PPE for children of ethnic/ indigenous population living in Bangladesh.

Basic Information (only for CHT districts): (1) Total number of Upazilas: 25, (2)Total number of PPE eligible children: 44,483, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 30.90%), , (4)Located in number of districts: 03 (5)Located in number of divisions: 01 (Chittagong)

Note: Integrated Community Development Project (ICDP) of CHTDB with support from UNICEF is running 3500 Para Center based Preschools. There will be huge negative impact n in coverage in case these centers are not continued due to lack of donor funding.

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportuni ty for PPE 2013 2014 2015 2016 2017-2020

GO # % of education officials Development of strategy on All GPS running PPE All GPS running PPE class All GPS runinng PPE class All GPS runinng PPE class GPS - 930 from district and Upazilla PPE by linking with MOCHTA class maintaining 80% maintaining standard of maintaining 80% maintaining standard of RNGPS - received one day and CHTDB initiatives to cover standard of level 1. level 1. 50% para center standard of level 2. All level 3. All 420 orientation on PPE all CHT children (ethnic nad At least 25% Para reorganized as per Para center relocated eligible children of GPS PTI - 1 # number of GPS officially Bangali) and enroll them in center reorganized as strategy and expansion and reorganized as per catchment area receiving URC - 25 running PPE with existing primary education following per strategy and local plan and introduce PPE strategy and expansion PPE services by GO, NGO Para center teacher 78 trainers right based approach and expansion plan and maintaining standard of plan and introduce and & Para Center following based available considering context and introduce formal pre- level 1 to cover un continue PPE Upazilla expansion plan preschools # of training facilities dynamics of CHT. primary maintaining attended children. maintaining standard of maintaining 80% of ICDP/ available All GPS running PPE class standard level 1 to All un-attended children level 1. 50% of them standard of level 3. CHTDB– 1057 teacher received 6 maintaining at least 75% cover un attended of GPS catchment area even maintaining 80% All RNGPS running PPE 97 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportuni ty for PPE 2013 2014 2015 2016 2017-2020

3500 day training standard of level 1 children of GPS covered by GO or NGO standard of level 2. class maintaining # % head teachers Upazilla level expansion plan catchment area. or Para center initiative All un-attended children standard of level 3. received 3 hours developed considering CHT 25% RNGPS initiated following Upazilla of GPS catchment area All un-attended children orientation on PPE strategy and using GO-NGO PPE following Upazilla expansion plan and covered by GO & NGO or of RNGPS catchment x # of GPS and x # of collaboration guideline to level expansion plan maintaining standard of para center following areas are also covered by RNGPS received interim cover all eligible children of and GO-NGO level 1. Upazilla expansion plan GO, NGO and Para center PPE package X # of Upazilla. Some features of the collaboration. 50% RNGPS running PPE maintaining 80% maintaining 80% GPS and x # of RNGPS expansion plan may be; 50% un attended class maintaining standard of level 2. standard of level 3. have dedicated space for Merging Para Center based children of GPS standard of level 1. All RNGPS running PPE 100% of eligible children PPE No PPE class with nearest primary catchment area 50% of un-attended class maintaining at least covered through quality monitoring and school covered by GO or NGO children of these RNGPS standard of level 1. 50% PPE services. supervision mechanism Considering other Para center school or para center catchment areas of them even exist by DPE based pre-school of same following Upazilla covered through GO- maintaining 80% No planned teacher catchment area as sattelite expansion plan and NGO collaboration standard of level 2. training and professional school. maintaining 80% guideline and Upazilla All un-attended children development mechanism Ensure schooling (even up to standard of level 1. expansion plan of RNGPS catchment exist by DPE grade 2) in sattelite school up X% of eligible children maintaining standard of areas are covered # of Para Center run by to when children are ready to covered through level 1. through GO - NGO ICDP. # of trainers of come to mother primary quality PPE class. X % of eligible children collaboration as per ICDP. # of training school. covered through quality Upazilla expansion plan facilities of ICDP.# of Planning to introduce multi PPE class. maintaining standard of Monitor & supervisor by lingual education and use at least level 1. ICDPNo separate strategy mother tounge as medium of Upazilla Expansion plan for education to cover instruction. reviewed considering hilly areas and ethnic Provide special focus on the opportunity created children remote areas and excluded or by government and # of children covered by marginalized groups. private sector. 98 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportuni ty for PPE 2013 2014 2015 2016 2017-2020

DPE # of children X % of eligible children X % of eligible children covered by ICDP covered through quality PPE covered through quality class. PPE class

NGO 653 PPE centre run by Participate in the CHT strategy on # of NGO centres # of old NGO centres # of old NGO centres Relocation/Redistribution of NGO 12 PPE development process. relocated/ opened under opened under Upazilla opened under Upazilla centers considering revised training facilities available Participate in the development of Upazill expansion plan expansion plan maintaining expansion plan Upazilla expansion plan. 15 trainers available. Upazilla level expansion plan with maintaining standard of 80% standard of level 2. maintaining standard of # of old NGO centres existing resources and capacity level 1. # of newly open NGO opened under Upazilla No minimum level 2. available and following strategy. # of centres open under centres under Upazilla expansion plan maintaining criteria/guideline or Redistribution plan of NGO Upazilla expansion plan expansion plan maintaining # of newly opened NGO standard of level 3. standard to select centres to align with priority of received materials, standard of level 1. centres under Upazilla # of newly open NGO location and venue Upazilla level expansion plan. training and others # of centres opened ( old expansion plan centres under Upazilla Distribution of PPE centre Remote areas and merginalized support and monitored as and new) under Upazilla maintaining standard of expansion plan maintaining is high in GPS catchment groups will get ptiority while per GO-NGO expansion plan receiving level 1. standard of level 2. area and comparatively planning to ensure equity and collaboration guideline. materials, training, # of centres opened # of centres opened under less remote area. inlcusion. NGO centers are focusing monitoring and other under Upazilla Upazilla expansion plan No collaboration and Govt. will ensure venue (If remote areas and support as per GO-NGO expansion plan receiving receiving materials, training, possible), TL materials and marginalized groups to collaboration guideline . monitoring and other coordination mechanism materials, training, training opportunitites for NGO provide PPE service NGO centers are focusing support as per GO-NGO exist between GO-NGO, centres mentioned in the Upzilla following CHT strategy. remote areas and monitoring and other collaboration guideline . NGO-NGO or with private level expansion plan. At least 10% NGO center marginalized groups to support as per Go-NGO All school practicing MLE in initiatives. NGO will initiate MLE in PPE initiated MLE in PPE provide PPE service collaboration guideline. PPE Using different packages NGO will ensure secure funding X% of eligible children following CHT strategy. At least 30% NGO center X% of eligible children as per own organizational for their part to continue at least covered through quality At least 25% NGO center initiated MLE in PPE covered through quality priorities and design for three years. PPE class by NGO run PPE initiated MLE in PPE Participate in the PPE class by NGO run PPE Following own X% of eligible children covered centres X% of eligible children revision of Upazilla centres organizational guidelines through quality PPE class by covered through quality expansion plan NGO run PPE centres PPE class by NGO run PPE on monitoring, X% of eligible children 99 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportuni ty for PPE 2013 2014 2015 2016 2017-2020

supervision & training centres covered through quality # of children covered - PPE class by NGO run PPE centres

Private No information available Local survey to know about at least 25% of total At least 50% of All private providers All private providers about private private providers as a part of identified private identified private under Upazilla under Upazilla expansion (Kindergarten, KG school, Upazilla expansion plan. schools will be under providers under Upazilla expansion plan plan maintaining private schools, Develop a plan to align this Upazilla expansion plan expansion plan maintaining standard of standard of level 3. residential school etc) services with national and maintaining maintaining 80% level 2. % of eligible children initiative curriculum and standard. standard of Level 1. standard of level 2. All private providers will covered through quality # of children covered - (international schools will not % of eligible children % of eligible children be considered during PPE class by private unknown be considered as they are covered through covered through quality revision of Thana level providers following different standards quality PPE class by PPE class by private expansion plan. and curriculum) private providers providers % of eligible children % of eligible children covered covered through quality through quality PPE class by PPE class by private private providers providers

100 Pre Primary Education Expansion Plan, DPE, 2012

Category E : Ethnic/Indigenous children . It is to be noted that highest concentration of ethnic/indigenous population id in three CHT districts and remaining number of ethnic/indigenous population are living in other districts primarily in Nogaon, Natore, Bogura, Dinajpur, Joypurhat, Nawabgonj, Rajshahi, Rangpur,Thakurgaon, Dinajpur, Khulna, Bagerhat, Mymenshing, Netrokona, Sherpur, Chittagong, Cox’s Bazar, Bhola, Patuakhali and all districts of Sylhet division. Considering diverse linguistic background there is a need for provision of MLE to ensure quality PPE for children of the ethnic/ indigenous population living in Bangladesh. Information on PPE available only for 25 Upazilas of three CHT districts not for indigenous children living in other areas of Bangladesh. Therefore, expansion plan for 25 Upazilas of three CHT districts included under this category. A comprehensive study is required for mapping of PPE status to design structured MLE based PPE services to ensure quality PPE for children of ethnic/ indigenous population living in Bangladesh.

Basic Information (only for CHT districts): (1) Total number of Upazilas: 25, (2)Total number of PPE eligible children: 44,483, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 30.90%), (4) Average drop out rate from grade-1 to grade-5 in primary school 28.63 % (MICS - 2009) , (5)Located in number of districts: 03(6)Located in number of divisions: 01 (Chittagong)

Note: Integrated Community Development Project (ICDP) of CHTDB with support from UNICEF is running 3500 Para Center based Preschools. There will be huge negative impact n in coverage in case these centers are not continued due to lack of donor funding.

% enrolled Primary Schools Trained Trainers Training drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS R NG PTI URC NG PTI URC NG Code SL. No SL. mapping Upazila (net) Grade5 GPS O N O O O (gross) # of # children (MICS'09) G Upazila/Thana PS 1. Khagrachari Khagrachhari 41301 2755 1 Sadar 131.58 33.83 26.80 51 20 68 68 68 0 3 5 0 1 3 2 41302 Dighinala 2661 123.07 20.37 4.60 57 35 50 56 50 0 3 1 0 1 1 3 41303 Panchhari 1463 147.23 30.83 11.30 40 18 66 38 66 0 3 0 0 1 0 4 41304 Ramgarh 2094 130.85 20.84 47.80 32 24 9 32 9 0 3 0 0 1 0 5 41305 Matiranga 3478 92.58 17.86 17.00 59 21 23 60 23 0 3 0 0 1 0 6 41306 Manikchhari 1918 108.39 18.14 34.10 41 16 18 57 18 0 3 0 0 1 0 7 41307 Mahalchhari 1440 93.70 24.31 17.50 25 19 8 25 8 0 3 0 0 1 0 101 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training drop out

teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS R NG PTI URC NG PTI URC NG Code SL. No SL. mapping Upazila (net) Grade5 GPS O N O O O (gross) # of # children (MICS'09) G Upazila/Thana PS 8 41308 Lakshmichhari 743 88.16 25.30 10.50 15 6 0 20 0 0 3 0 0 1 0 Total 16552 114.45 23.94 21.20 320 159 242 356 242 0 24 6 0 8 4 2. Rangamati 9 41401 Rangamati Sadar 2562 111.42 39.54 15.40 51 30 21 49 21 3 3 1 1 1 1 10 41402 Kawkhali 1564 139.07 37.08 13.30 35 21 12 36 12 0 3 0 0 1 0 11 41403 Naniarchar 1204 145.85 33.97 21.10 48 17 3 62 3 0 3 0 0 1 0 12 41404 Barkal 1265 82.61 25.38 11.30 64 9 0 16 0 0 3 0 0 1 0 13 41405 Kaptai 1331 115.03 40.87 20.20 40 9 8 40 7 0 3 1 0 1 1 14 41405 Jurai Chhari 739 92.15 42.22 15.30 25 7 0 25 0 0 3 0 0 1 0 15 41406 Langadu 2654 113.49 25.85 36.70 39 29 21 58 21 0 3 0 0 1 0 16 41407 Baghaichhari 2709 90.81 28.65 13.20 52 28 17 81 17 0 3 1 0 1 1 17 41409 Rajasthali 668 296.71 48.80 12.30 19 15 27 19 28 0 3 0 0 1 0 18 41410 Belai Chhari 926 161.99 39.42 16.30 18 2 24 20 24 0 3 0 0 1 0 Total 15622 134.91 36.18 17.51 391 167 133 406 133 3 30 3 1 10 3 3. Bandarban 19 41501 Bandarban Sadar 2222 206.26 32.90 19.70 46 23 59 66 59 0 3 4 0 1 3 20 41502 Ruma 980 214.08 26.63 41.80 37 0 36 36 36 0 3 0 0 1 0 21 41503 Rowangchhari 813 148.95 34.32 74.00 24 17 20 24 20 0 3 0 0 1 0 22 41504 Thanchi 907 278.17 32.19 90.70 14 2 71 14 71 0 3 1 0 1 1 23 41505 Lama 3570 101.76 30.76 21.70 45 31 43 76 43 0 3 1 0 1 1 24 41506 Naikhongchhari 2146 105.22 19.01 53.40 39 11 6 50 6 0 3 0 0 1 0 25 41507 Alikadam 1671 146.80 24.84 28.90 14 10 43 29 43 0 3 0 0 1 0 Total 12309 171.61 28.66 47.17 219 94 278 295 278 0 21 6 0 7 5 Grand Total 44483 147.37 30.9 28.63 930 420 653 1057 0 653 3 75 15 1 25 12

102 Pre Primary Education Expansion Plan, DPE, 2012

Category F : Tea Garden

Basic Information: (1) Total number of Upazilas: 12, (2) Total number of PPE eligible children: 89,771, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS net 16.89%, (4) Located in number of districts: 03 (Moulavibazar, Hobigonj, Sylhet),(5) Located in number of divisions: 01 (Sylhet), (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

Note: There are small number of tea gardens in Chittagong, Rangamati, Panchagar districts

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

GO # % of education officials Develop a separate plan/ All GPS running PPE All GPS running PPE All GPS running PPE class All GPS running PPE GPS - 1033 from district and Upazilla guideline or strategy for tea class maintaining class maintaining 80% maintaining standard of class maintaining RNGPS - 443 received one day orientation garden to cover all eligible standard of level 1. standard of level 2. level 2. All standard of level 3. PTI - 0 on PPE # number of children and linking them with 50% un attended All un-attended children un-attended children of All eligible children URC - 11 GPS officially running PPE primary education following children of GPS of GPS catchment area GPS catchment area of GPS catchment with existing teacher 33 right based approach and catchment area covered by GO or NGO covered by GO, NGO or area receiving PPE trainers available considering context and covered by GO, or private initiatives private school (TG services by GO, 11 of training facilities dynamics of tea garden. NGO or private (TG following Upazilla owners) following NGO & private available Sattelite school concept can be owners) school expansion plan and Upazilla expansion plan initiatives following 1032 teacher received 6 day used here also to cover following Upazilla maintaining level 1 maintaining 80% Upazilla expansion training children living in remote area. expansion plan and standard. standard of l evel 2. plan maintaining # % head teachers received 3 Upazilla level expansion plan maintaining level 1 All RNGPS running PPE All RNGPS running PPE 80% standard of hours orientation on PPE developed considering newly standard . class maintaining class maintaining level 3. x # of GPS and x # of RNGPS developed plan/strategy and PPE initiated in all standard of level 1. standard of level 2. All RNGPS running received interim PPE package using GO-NGO collaboration RNGPS following 50% of un-attended All un-attended children PPE class X # of GPS and x # of RNGPS guideline to cover all eligible Upazilla expansion children of these RNGPS of RNGPS catchment maintaining have dedicated space for PPE children of Upazilla. Plan will plan and catchment areas areas are covered by standard of level 3. No monitoring and includes government (DPE & maintaining at least covered through GO- NGO &private schools as All un-attended 103 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

supervision mechanism exist MOWCA), NGO and private standard of level 1. NGO collaboration per Upazilla expansion children of RNGPS No planned teacher training initiatives to universalize PPE in Motivational and guideline and Upazilla plan maintaining catchment areas and professional particular Upazilla and special orientational expansion plan standard of at least level are also covered by development mechanism focus will be given on tea activities with maintaining standard of 1. GO, NGO & private exist. Govt. garden and other excluded or different level 1. Upazilla Expansion plan school maintaining primary school is inadequate marginalized groups if stakeholders X % of eligible children reviewed considering the 80% standard of and not equally distributed available. All GPS running PPE including tea covered through opportunity created by level 3. in the tea gardens. MOWCA class maintaining at least 75% garden's labors by quality PPE class. government and private 100% of eligible run 159 pre-school in the tea standard of level 1. Education sector. children covered gardens through a project. X % of eligible children Office/NGOs to X % of eligible children through quality No separate strategy or plan covered through quality PPE mobilize all for covered through quality PPE services. to cover marginalized class. implementing PPE PPE class children of tea garden labors expansion plan # of children covered by DPE under new strategy. # of children covered by BSA X% of eligible children covered through quality PPE class.

NGO 1245 PPE centre run by NGO Participate in the plan/strategy # of NGO centers # of old NGO centers # of old NGO centers Relocation/Redistri 1 training facilities available development process on PPE. relocated/ opened opened under Upazilla opened under Upazilla bution of centers 6 trainers available. Participate in the development under Upazilla expansion plan expansion plan considering revised No minimum of Upazilla level expansion plan expansion plan maintaining 80% maintaining standard of Upazilla expansion criteria/guideline or standard with existing resources and maintaining standard of level 2. level 2. plan. to select location and venue capacity available and standard of level 1. # of newly open NGO # of newly opened NGO # of old NGO Distribution of PPE centre is following newly developed # of centers opened centers under Upazilla centers under Upazilla centers opened high in GPS catchment area plan/strategy. under upazilla expansion plan expansion plan under Upazilla

104 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

and it is not based on local Redistribution plan of NGO expansion plan maintaining standard of maintaining standard of expansion plan demand rather scope, centers to align with priority of received materials, level 1. level 1. maintaining guideline and resources of Upazilla level expansion plan. training and others # of centers opened ( # of centers running standard of level 3. providers. No Remote areas and marginalized support and old and new) under under Upazilla expansion # of newly open collaboration and children will get priority while monitored as per Upazilla expansion plan plan receiving materials, NGO centers under coordination mechanism planning to ensure equity and GO-NGO receiving materials, training, monitoring and Upazilla expansion exist between GO-NGO, inclusion. collaboration training, monitoring and other support as per Go- plan maintaining NGO-NGO or with private Govt. or tea garden owners will guideline. NGO other support as per NGO collaboration standard of level 2. initiatives. ensure venue (If possible), TL centers are GO-NGO collaboration guideline. Participate in # of centers Using different approaches materials and training focusing remote guideline . the revision of Upazilla running under and packages as per own opportunities for NGO centers areas of tea X% of eligible children expansion plan Upazilla expansion organizational design and mentioned in the Upazilla level gardens and covered through X% of eligible children plan receiving priorities. expansion plan. marginalized quality PPE class by covered through quality materials, training, Following own organizational NGO will ensure secure funding children to provide NGO run PPE centers PPE class by NGO run monitoring and guidelines on monitoring, for their part to continue at PPE service PPE centers other support as supervision & training least for three years. following per GO-NGO # of children covered - X% of eligible children covered plan/strategy for collaboration through quality PPE class by tea garden. guideline . NGO run PPE centers X% of eligible X% of eligible children covered children covered through quality through quality PPE class by NGO PPE class by NGO run PPE centers run PPE centers

105 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Private Inadequate number of Local survey to know about at least 25% of total At least 50% of All private providers All private Garden owned schools which private providers in garden and identified private identified private under Upazilla expansion providers under are mostly one room one also outside garden as a part of schools will be providers under upazilla plan maintaining upazilla expansion teacher school for all age preparing Upazilla expansion under Upazilla expansion plan standard of level 2. # plan maintaining group and quality is very plan. expansion plan and maintaining standard of of school/centers newly standard of level 3. poor. Develop a plan separately for maintaining level 1. opened by tea garden % of eligible No detail information garden and out of garden to standard of Level 1. # of school/centers owners maintaining children covered available about private align this services with national % of eligible newly opened by tea standard of level 1. through quality (Kindergarten, KG school, curriculum and standard. children covered garden owners All private providers will PPE class by private schools etc) initiative (international schools will not through quality maintaining standard of be considered during private providers # of children covered - be considered as they are PPE class by private level 1. revis ion of Upazilla level unknown following different standards providers % of eligible children expansion plan. and curriculum) covered through % of eligible children % of eligible children covered quality PPE class by covered through quality through quality PPE class by private providers PPE class by private private providers ( in garden & providers outside garden)

106 Pre Primary Education Expansion Plan, DPE, 2012

Category F : Tea Garden

Basic Information: (1) Total number of Upazilas: 12, (2) Total number of PPE eligible children: 89,771, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS net 16.89%, (4) Located in number of districts: 03 (Moulavibazar, Hobigonj, Sylhet), (5)Located in number of divisions: 01 (Sylhet), (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan. Note: There are small number of tea gardens in Chittagong, Rangamati, Panchagar districts.

% enrolled Primary Schools Trained teachers Trainers Training

drop out facilities

rate DPE BBS Grade1- GPS RN NGO GPS R NGO PTI URC NGO PTI URC NG

Code mapping SL. No SL.

Upazila (net) Grade5 GPS N O (gross)

# of # children (MICS'09) G Upazila/Thana PS 1. Maulivibazar 1 60402 Kamalganj 7041 96.88 22.07 5.20 87 60 94 87 111 0 3 0 0 1 0 2 60403 Kulaura 10249 92.27 22.21 15.80 130 50 106 133 111 0 3 0 0 1 0 3 60404 Rajnagar 6873 114.07 18.89 5.40 102 33 102 92 102 0 3 0 0 1 0 4 60405 Barlekha 7360 79.52 20.50 26.70 96 47 109 57 109 0 3 0 0 1 0 5 60406 Sreemangal 8282 81.44 21.52 19.80 66 35 169 65 169 0 3 6 0 1 1 6 60407 Juri 4483 59.47 18.89 14.00 45 22 55 36 55 0 0 0 0 0 0 Total 44288 87.28 20.68 14.48 526 247 635 470 657 0 15 6 0 5 1 2. Habigonj

7 60302 Nabiganj 10681 93.09 13.99 34.70 148 27 235 174 235 0 3 0 0 1 0 8 60306 Madhabpur 9940 70.71 16.54 19.90 97 47 96 100 96 0 3 0 0 1 0 9 60307 Chunarughat 9489 84.07 12.37 13.40 110 56 158 105 158 0 3 0 0 1 0 10 60308 Bahubal 6862 73.32 9.91 28.40 75 25 97 74 97 0 3 0 0 1 0 Total 36972 80.30 13.20 24.10 430 155 586 453 586 0 12 0 0 4 0

107 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained teachers Trainers Training

drop out facilities

rate DPE BBS Grade1- GPS RN NGO GPS R NGO PTI URC NGO PTI URC NG

Code mapping SL. No SL.

Upazila (net) Grade5 GPS N O (gross)

# of # children (MICS'09) G Upazila/Thana PS 3. Sylhet 11 60205 Fenchuganj 2846 51.09 17.60 20.60 36 7 3 43 3 3 0 0 1 0 12 60206 Jaintiapur 5665 44.27 18.66 3.60 41 24 21 66 21 0 3 0 0 1 0 13 60201 Sylhet Sadar 20308 29.14 33.34 25.20 97 22 78 114 145 3 3 5 1 1 1 Total 28419 41.50 23.20 16.64 174 53 102 223 169 3 9 5 1 3 1 Grand Total 110079 75.20 18.06 16.89 1,033 433 1,245 1,032 0 1,267 0 33 6 0 12 1

108 Pre Primary Education Expansion Plan, DPE, 2012

Category G : Haor

Basic Information: (1) Total number of Upazilas: 24 ,(2) Total number of PPE eligible children: 172,172, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is is 14.44%, (4) Located in number of districts: 07 (Sunamgonj, Hobigonj, Sylhet, Moulavi Bazar , Netrokona, Kishoregonj, Brahmanbaria), (5)Located in number of divisions: 03 (Sylhet, Dhaka, Chittagong), (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Gov’t: # % of education officials from Develop a separate All GPS running PPE All GPS running PPE All GPS running PPE All GPS running GPS - 1596 district and Upazilla received plan/strategy for Haor area to class maintaining class maintaining class maintaining PPE class RNGPS - 908 one day orientation on PPE cover all eligible children and standard of level 1. 80% standard of standard of level 2. maintaining PTI - 1 # number of GPS officially linking them with primary 25% un attended level 2. All un - attended standard of level 3. URC - 21 running PPE with existing education following right based children of GPS 50% un-attended children of GPS All eligible children teacher 66 trainers available approach and considering catchment area children of GPS catchment area of GPS catchment 22 of training facilities context and dynamics of Haor covered by GO, catchment area covered by GO, NGO or area receiving PPE available 1591 area. Multi -purpose Hati NGO or private covered by GO or private school following services by GO, teacher received 6 day center (like Para Center in school following NGO or private Upazilla expansion plan NGO & private training CHT), Sattelite school and Upazilla expansion initiatives following maintaining standard initiatives following # % head teachers received 3 tutorial support in flood season plan and Upazilla expansion of level 1. Upazilla expansion hours orientation on PPE can be used here as strategy to maintaining plan and All RNGPS running PPE plan maintaining x # of GPS and x # of RNGPS cover children living in Hati. standard of level 1. maintaining level 1 class maintaining 80% standard of received interim PPE package Upazilla level expansion plan PPE initiated in all standard. standard of level 2. level 3. X # of GPS and x # of RNGPS developed considering newly RNGPS following All RNGPS running All un-attended All RNGPS running have dedicated space for PPE developed plan/strategy and Upazilla expansion PPE class children of RNGPS PPE class No monitoring and supervision using GO-NGO collaboration plan and maintaining catchment areas are maintaining mechanism exist guideline to cover all eligible maintaining at least standard of level 1. covered by NGO standard of level 3. No planned teacher training children of Upazilla. Plan will standard of level 1. 25% of un-attended &private schools as per All un-attended

109 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

and professional development includes government, NGO and Motivational and children of these Upazilla expansion plan children of RNGPS mechanism exist. private initiatives to orientational RNGPS catchment maintaining standard catchment areas Govt. primary school is universalize PPE at Upazilla and activities with areas covered of at least level 1. are also covered by inadequate and not equally special focus will be given on different through GO-NGO Upazilla Expansion plan GO, NGO & private distributed in Hati's of haor. remotest area and excluded or stakeholders to collaboration reviewed considering school maintaining Hard to reach area marginalized groups. mobilize all for guideline and the opportunity 80% standard of No separate strategy or plan All GPS running PPE class implementing PPE Upazilla expansion created by government level 3. considering difficult maintaining at least 75% expansion plan plan maintaining and private sector. 100% of eligible geographical location to cover standard of level 1. under new strategy. standard of level 1. X % of eligible children children covered children in remote areas. X % of eligible children X% of eligible X % of eligible covered through through quality # of children covered covered through quality PPE children covered children covered quality PPE class PPE services. class. through quality PPE through quality PPE class. class.

NGO 985 PPE centre run by NGO Participate in the plan/strategy # of NGO centers # of old NGO # of old NGO centers Relocation/Redistri 3 training facilities available development process on PPE. relocated/ opened centers opened opened under Upazilla bution of centers 3 trainers available. Participate in the development under Upazilla under Upazilla expansion plan considering revised No minimum criteria/guideline of Upazilla level expansion plan expansion plan expansion plan maintaining standard Upazilla expansion or standard to select location with existing resources and maintaining maintaining 80% of level 2. plan. and venue capacity available and standard of level 1. standard of level 2. # of newly opened NGO # of old NGO Distribution of PPE centre is following newly developed # of centers opened # of newly open centers under Upazilla centers opened high in comparatively plan/strategy. under upazilla NGO centers under expansion plan under Upazilla accesible areas and it is not Redistribution and opening expansion plan Upazilla expansion maintaining standard expansion plan based on local demand rather plan of NGO centers to align received materials, plan maintaining of level 1. maintaining scope, guideline and resources with priority of Upazilla level training and others standard of level 1. # of centers running standard of level 3. of providers. NGOs expansion plan. Remote areas support and # of centers opened under Upazilla # of newly open running center following and marginalized children will monitored as per ( old and new) expansion plan NGO centers under 110 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

common strategy which is not get priority while planning to GO-NGO under Upazilla receiving materials, Upazilla expansion contextualized as per need. ensure equity and inclusion. collaboration expansion plan training, monitoring plan maintaining No collaboration and Govt. will provide extra guideline. NGO receiving materials, and other support as standard of level 2. coordination mechanism exist support, location, (If possible), centers are focusing training, monitoring per Go-NGO # of centers between GO-NGO, NGO-NGO TL materials and training remote areas of and other support collaboration guideline. running under or with private initiatives. opportunities for NGO centers Haor and as per GO-NGO Participate in the Upazilla expansion Using different approaches mentioned in the Upazilla level marginalized collaboration revision of Upazilla plan receiving and packages as per own expansion plan. children to provide guideline . expansion plan materials, training, organizational design and NGO will ensure secure funding PPE service X% of eligible X% of eligible children monitoring and priorities. for their part to continue at following children covered covered through other support as Following own organizational least for three years. plan/strategy for through quality PPE quality PPE class by per GO-NGO guidelines on monitoring, X% of eligible children covered Haor. class by NGO run NGO run PPE centers collaboration supervision & training through quality PPE class by X% of eligible PPE centers guideline . # of children covered - NGO run PPE centers children covered X% of eligible through quality PPE children covered class by NGO run through quality PPE centers PPE class by NGO run PPE centers

111 Pre Primary Education Expansion Plan, DPE, 2012

Existing Status in 2012 Year wise Generic expansion Plan considering access and quality opportunity for PPE 2013 2014 2015 2016 2017-2020

Private No detail information Local survey to know about at least 25% of total At least 50% of All private providers All private available about private private providers in Haor as a identified private identified private under Upazilla providers under (Kindergarten, KG school, part of preparing Upazilla schools will be providers under expansion plan upazilla expansion private schools etc) initiative expansion plan. under Upazilla upazilla expansion maintaining standard plan maintaining # of children covered - Develop a plan to align this expansion plan and plan maintaining of level 2. # of standard of level 3. unknown services with national maintaining standard of level 1. school/centers newly % of eligible curriculum and standard. standard of Level 1. # of school/centers opened by private or children covered (international schools will not % of eligible newly opened by corporate sector through quality be considered as they are children covered private sector maintaining standard PPE class by following different standards through quality PPE maintaining of level 1. private providers and curriculum) Promote class by private standard of level 1. All private providers private or corporate sector providers % of eligible will be considered engagement (PPP in social children covered during revision of sector) to expand PPE in through quality PPE Upazilla level expansion difficult geographical areas like class by private plan. Haor. providers % of eligible children % of eligible children covered covered through through quality PPE class by quality PPE class by private providers. private providers

112 Pre Primary Education Expansion Plan, DPE, 2012

Category G : Haor

Basic Information: (1) Total number of Upazilas: 24 ,(2) Total number of PPE eligible children: 172,172, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is is 14.44%, (4) Located in number of districts: 07 (Sunamgonj, Hobigonj, Sylhet, Moulavi Bazar , Netrokona, Kishoregonj, Brahmanbaria), (5)Located in number of divisions: 03 (Sylhet, Dhaka, Chittagong), (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

% enrolled Primary Schools Trained Trainers Training

drop out teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS R NG PTI UR NG P U NG

mappin (net) Grade5 GPS O N O C O TI R O

Code SL. No SL.

Upazila g (MICS'09) G C # of # children Upazila/Thana (gross) P S 1. Netrokona 1 30409 Mohanganj 5070 52.33 14.26 20.50 50 32 24 50 24 0 3 1 0 1 1 2 30410 Khaliajuri 3248 90.52 9.79 8.30 55 43 0 55 0 0 3 0 0 1 0 3 30402 Kalmakanda 9165 47.83 9.99 10.10 76 42 56 75 56 0 3 0 0 1 0 Total 17483 63.56 11.35 12.97 181 117 80 180 80 0 9 1 0 3 1 2. Kishoregonj 4 30502 Nikli 3941 34.76 8.63 12.30 38 19 5 36 5 0 3 0 0 1 0 5 30507 Mithamain 4285 30.48 7.28 15.10 37 30 3 36 3 0 3 1 0 1 1 6 30508 Austagram 5394 68.24 8.57 9.40 45 33 0 45 0 0 3 0 0 1 0 7 30513 Itna 5389 30.34 12.54 19.40 44 21 3 44 3 0 3 1 0 1 1 Total 19009 40.96 9.26 14.05 164 103 11 161 11 0 12 2 0 4 2 3. Brahmanbaria 8 40502 Nabinagar 16643 100.56 10.85 6.20 144 72 27 144 27 0 3 0 0 1 0 9 40507 Nasirnagar 10932 74.66 9.33 4.30 80 40 19 80 19 0 3 0 0 1 0 Total 27575 87.61 10.09 5.25 224 112 46 224 46 0 6 0 0 2 0 113 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS R NG PTI UR NG P U NG

mappin (net) Grade5 GPS O N O C O TI R O

Code SL. No SL.

Upazila g (MICS'09) G C # of # children Upazila/Thana (gross) P S 4. Maulivibazar Maulvibazar 60401 8986 10 Sadar 60.52 19.05 13.60 166 22 100 188 101 3 3 0 1 1 0 Total 8986 60.52 19.05 13.60 166 22 100 188 101 3 3 0 1 1 0

5. Habigonj 11 60303 Lakhai 5238 52.54 5.80 16.30 51 19 36 45 36 0 3 0 0 1 0 12 60304 Baniachong 11457 54.88 13.01 22.00 114 45 85 95 85 0 3 0 0 1 0 13 60305 Ajmiriganj 3969 60.75 6.05 20.70 44 18 2 40 2 0 3 0 0 1 0 Total 20664 56.06 8.29 19.67 209 82 123 180 123 0 9 0 0 3 0 6.Sunamgonj 14 60101 Sunamganj 9069 129.40 17.64 8.30 82 40 273 82 273 3 3 0 1 1 0 Bishwambarp 15 60103 ur 6000 60.32 10.97 22.20 43 31 73 37 73 0 3 0 0 1 0 16 60105 Tahirpur 8488 56.87 7.27 2.50 57 70 82 55 82 0 3 0 0 1 0 17 60106 Jamalganj 5733 87.60 12.45 6.20 63 61 96 63 96 0 3 0 0 1 0 18 60107 Dharampasha 7727 120.19 7.43 15.70 98 87 0 100 0 3 0 0 1 0 19 60108 Sulla 3644 46.05 9.28 79.30 48 54 27 48 27 0 3 0 0 1 0 20 60109 Derai 8196 83.96 15.41 4.80 96 63 60 103 60 0 3 0 0 1 0 21 60110 Jagannathpur 7986 89.78 18.31 12.10 119 30 10 110 10 0 3 0 0 1 0 Dakshin 60111 6004 66.57 8.78 22 Sunamganj 26.00 69 26 16 66 16 0 0 0 0 0 0 Total 62847 82.30 11.95 19.68 675 462 637 664 637 3 24 0 1 8 0 114 Pre Primary Education Expansion Plan, DPE, 2012

% enrolled Primary Schools Trained Trainers Training

drop out teachers facilities

rate

DPE BBS Grade1- GPS RN NG GPS R NG PTI UR NG P U NG

mappin (net) Grade5 GPS O N O C O TI R O

Code SL. No SL.

Upazila g (MICS'09) G C # of # children Upazila/Thana (gross) P S 7.Sylhet

23 60203 Balaganj 9039 81.09 24.88 75.50 143 32 88 182 88 0 3 0 0 1 0 Dakshin 24 60212 Surma 6569 43.58 29.87 6.90 80 27 43 76 43 0 0 0 0 0 0 Total 15608 62.34 27.38 41.20 223 59 131 258 131 0 3 0 0 1 0 Grand Total 172,172 66.90 14.44 18.06 1,842 908 985 1,591 0 985 3 63 3 1 21 3

115 Pre Primary Education Expansion Plan, DPE, 2012

4.4. Plan for PPE Activities at Central Level

For operationalization of the PPE expansion plan there are number of preparatory as well as technical, administrative and management tasks to be done from central level to ensure PPE service delivery standards. Compiling all of these a separate year wise expansion plan for PPE activities at central level is also been developed. Activities to be carried out from central level are grouped under following areas:

 Physical environment of pre-school school  Classroom environment  Teacher  Curriculum and materials  Materials supply  Training  Monitoring and supervision  GO-NGO Collaboration  Professional development  Budget allocation  MIS  Reporting  Research and study  Administration  Strategy development and planning

Status as of 2012 and what to be done for each group of activities during remaining years (2013-2016) of PEDP-3 period and beyond (2017-2020) are given in tabular form in pages from 116-127.

116 Pre Primary Education Expansion Plan, DPE, 2012

Table: Year Wise Plan for PPE Activities at Central Level

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 1  There are certain  A National guideline  The guideline  Monitoring  Implementation of  All PPE School/ initiatives to improve with necessary circulated and implementation of revised guideline class/ center of the physical instruction developed orientation for users guideline through and follow up government, NGO environment of for transforming overall held. division, district and private government school physical environment of  Ensuring and Upazilla following guideline focusing building, school considering PPE implementation of Education office. and ensured child

premises, toilets, water based on approved PPE guideline through  Review the friendly supply, play ground etc curriculum and LEVEL-1 division, district and progress and environment at following PSQL but no of newly developed Upazilla Education revise the school. initiative yet to standards. office. guideline transform the school  The guideline will be  Disseminating the considering LEVEL

environment environment as child developed considering guideline to NGO 2 & 3 of PPE friendly considering geographical diversity to and private sectors standard. need of pre-primary fit it in different context for implementation. age children. like urban, hill, island, Physical Physical  National PPE curriculum coastal, Haor etc provides direction on  The guideline will cover physical environment of NGO and Private PPE PPE class/centre/school. schools also.  No specific guideline for private or NGO initiatives on this area.

117 Pre Primary Education Expansion Plan, DPE, 2012

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 2  Most of the government  Clear instruction for  Construction of  Construction of  Construction of  All school have schools do not have allocating the best additional room for additional room additional room for dedicated

dedicated room/space existing room for pre- accommodating PPE for accommodating classroom as per for PPE class. primary class. class following LEVEL accommodating PPE class following LEVEL- 3 standard  There is no standard or  Guideline and 3 of standard. PPE class following LEVEL- 3 of for pre-primary guideline for private or instruction for Disadvantage areas LEVEL- 3 of standard.

NGO about PPE class. decorating classroom as should get priority. standard.  Allocating Classroom per standard and PPE  Allocating dedicated  Allocating dedicated room for curriculum room for pre- dedicated room pre-primary primary for pre-primary 3  No dedicated teacher  Ensure one trained  Ensure one trained  Ensure one trained  Ensure one trained  All schools have for PPE in government teacher's deployment in teacher's teacher's teacher's dedicated full time school. every school where PPE deployment in every deployment in deployment in teacher as per  One teacher from is running. school where PPE is every school every school where LEVEL 3 of PPE existing teacher’s pool is  Develop a teacher running. where PPE is PPE is running. standard. responsible for deployment and  Teacher deployment running.  Teacher conducting PPE class in transfer strategy for PPE and transfer strategy  Teacher deployment and government school. considering is in implementation. deployment and transfer strategy is  No teacher's geographical diversity.  7,000 new teachers transfer strategy is in implementation.

deployment and  15,000 new teachers recruited and in  Disseminate transfer policy for recruited and deployed deployed implementation. standard and preprimary. considering greatest considering greatest  15,672 new guideline for PPE need and geographically need and teachers recruited teacher and follow Teacher  No standard and guideline for private and disadvantage areas like geographically and deployed up with NGO and NGO about teacher in Island, haor, hill, tea disadvantage areas considering Private school. PPE class. garden, etc like Island, haor, hill, greatest need.  Disseminate standard tea garden, etc  Disseminate and guideline for PPE  Disseminate standard and teacher for NGO and standard and guideline for PPE Private school. guideline for PPE teacher and follow teacher and follow up with NGO and up with NGO and Private school. Private school. 118 Pre Primary Education Expansion Plan, DPE, 2012

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 4  National pre-primary  Tryout of National PPE  National PPE core  National PPE core  National PPE core  All schools are using curriculum developed curriculum and core materials introduced and and supplementary national curriculum and approved with a materials in government in government, NGO supplementary materials used in and materials with guideline to and NGO schools. and private schools. materials used in government, NGO adequate operationalize MLE.  NGO and Private school  Finalization of government, NGO and private schools. supplementary and  PPE Teaching Learning will continue with their National PPE core and private  National PPE play materials and material development is own curriculum and materials by schools. curriculum and introduced

in final stage. materials. incorporating  Development Materials reviewed multimedia, ICT in Materials  Government schools are findings from tryout. books and other and revised. PPE etc running PPE using  Develop/identify teaching learning  MLE mainstreamed interim package. supplementary materials in in PPE  NGOs are running PPE materials for use. different language with their own  Practical guideline considering MLE

Curriculum Curriculum & curriculum & materials. including teaching learning materials for implementing MLE based PPE by NCTB 5  All GPS received interim  All GPS received interim  All GPS and planned  All GPS and  All GPS and planned All schools (GPS, package (for 30 PPE package on time to number of RNGPS, planned number number of RNGPS, RNGPS, NGO & children) in 2010. use from January, 2013. NGO and Private of RNGPS, NGO NGO and Private Private) are receiving

 All RNGPS received PPE  All GPS received block schools under local and Private schools under local national PPE

interim package in allocation to procure extension plan schools under extension plan curriculum and 2011. prescribed play received national local extension received National materials on time with  No replenishment of materials and logistics PPE materials for plan received PPE materials for all replenish able materials yet. for PPE. implementation National PPE implementation materials (1st day of  NGOs and private PPE  All tryout schools from January 14. materials for from January 16. January) schools have separate received newly implementation  All replenish able

Materials supply independent developed PPE from January 15. materials received mechanism for materials to tryout from  All replenish able by schools on time. supplying their own January 13. materials received (by January) materials. by schools on time. (by January) 119 Pre Primary Education Expansion Plan, DPE, 2012

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 6  One shot training/  Refreshers training for  Implementation of  Implementation of  Implementation of  All teachers and orientation for all GPS teachers on comprehensive comprehensive comprehensive staffs of pre- manager, monitor, interim package by PPE training plan by PPE training plan by training plan by PPE primary education supervisor and teacher unit involving PTI and unit involving NGO PPE unit involving unit involving NGO regularly receiving on interim PPE package. URC. and private sectors NGO and private and private sectors basic and refreshers  No comprehensive  Curriculum as per GO-NGO sectors as per GO- as per GO-NGO training as per need training plan for dissemination training collaboration NGO collaboration collaboration to improve their continuous capacity for different stakes to guideline. guideline. guideline. efficiency of building. tryout national  The participants of  The participants of  The participants of program delivery  NGO and private curriculum by NCTB and the training will be the training will be the training will be and professional schools have their own NGO trainers involved in as per training and as per training and as per training and skills. arrangement and there curriculum and material expansion plan that expansion plan expansion plan that is no standard and development process. covers all teachers that covers all covers all teachers guideline for training.  Develop a (GPS, RNGPS, NGO & teachers (GPS, (GPS, RNGPS, NGO  No linkage between comprehensive training Private) and relevant RNGPS, NGO & & Private) and

Training government, NGO and plan considering new staffs (Manager, Private) and relevant staffs private training curriculum and supervisors, relevant staffs (Manager, opportunities. participants at different monitors and SMC (Manager, supervisors, level and also involving etc) supervisors, monitors and SMC potential NGOs at monitors and SMC etc). different level following etc).  Basic and GO-NGO collaboration  Basic and refreshers training guideline. refreshers training considering the  Implementation of considering the types of training plan initiated by types of participants PPE Unit with the participants support of NCTB and potential NGOs.

120 Pre Primary Education Expansion Plan, DPE, 2012

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 7  No structured  Developing a  Circulation of plan  Implementation of  Implementation of  Structured quality monitoring & monitoring and and orientation of Monitoring and Monitoring and monitoring and supervision mechanism supervision plan for all relevant officials. Supervision plan Supervision plan by supervision system exist in government PPE types of PPE  Rollout of by involving involving potential is in place with implementation. school/class/ centre ( Monitoring and potential NGOs as NGOs as per plan. necessary follow up  NGO and private Govt, NGO & private) Supervision plan by per plan.  Roles and mechanism in all schools have their own by detailing mechanism involving potential  Roles and responsibilities at PPE schools/ mechanism but there is with tools and guideline NGOs as per plan. responsibilities at different layers classes/ centers no standard and following PPE  Roles and different layers from school to guideline for monitoring curriculum and responsibilities at from school to central is clearly & supervision standards and involving different layers from central is clearly defined, circulated  No coordination and NGOs as per GO-NGO school to central is defined, circulated and ensured linkage exist among collaboration guideline clearly defined, and ensured including follow up

Monitoring Supervision & them circulated and including follow up mechanism. ensured including mechanism.  Revision of follow up monitoring and mechanism. supervision plan. 8  GO-NGO collaboration  Rollout of approved GO-  Rollout of approved  Rollout of  GO-NGO  PPE is universalized guideline and NGO collaboration GO-NGO approved GO-NGO collaboration on by GO, NGO and implementation plan on implementation plan collaboration collaboration PPE is ongoing. private sectors

PPE developed and following guideline, implementation plan implementation  Revision of GO- following GO-NGO approved by MOPME. standards and following guideline, plan following NGO collaboration collaboration Implementation is not expansion plan. standards and guideline, guideline and guideline in PPE yet started.  At least 3-5 initiatives expansion plan. standards and implementation with NGOs in different  Number of initiatives expansion plan. plan. areas of collaboration as and coverage  Number of per guideline and increase in different initiatives and

NGO NGO collaboration implementation plan. areas of coverage increase -  NGO initiative focus collaboration. in different areas GO should be on of collaboration. disadvantage location like haor, island, coastal, tea garden hill etc 121 Pre Primary Education Expansion Plan, DPE, 2012

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 9  No professional  Professional  Rollout of  Rollout of  Rollout of  An efficient development plan for development plan for all Professional Professional Professional professional capacity building. level professionals from development plan development plan development plan development  Scattered initiatives by school to central for different level for different level for different level system is in place NGO and private developed considering officials. officials. officials. and functional in organizations for existing GO (NAPE, PTI,  PTI & URC in  PTI &URC in  PTI &URC in collaboration with professional URC etc), NGO and cooperation with cooperation with cooperation with GO, NGO and development. private opportunities potential NGO and potential NGO and potential NGO and Private Sectors  Limited customized and facilities. private institutes are private institutes private institutes which is course, Certificate,  # of professionals regularly organizing are regularly are regularly contributing to Diploma, Post graduate attending structured or professional organizing organizing develop opportunity is there. customized training/ development course professional professional professional skills of professional for different level development development all relevant officials. development course on professionals. course for course for different

Professional development Professional PPE.  Teachers receiving different level level professionals.  Teachers receiving Diploma in professionals.  Teachers receiving Diploma in Education. Education.  Teachers receiving Diploma in Diploma in Education. Education.

122 Pre Primary Education Expansion Plan, DPE, 2012

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 10  Budget allocated mostly  Revision of budget as  AOP prepared as per  AOP prepared as  AOP prepared as  Efficient financial for salary of teacher in per Expansion plan and financial plan by per financial plan per financial plan management the PEDP III. develop a involving all relevant by involving all by involving all system is in place to  No comprehensive comprehensive financial stakes. relevant stakes. relevant stakes. support quality PPE financial plan as per plan considering all the  Allocated budget  Allocated budget  Allocated budget implementation all requirement and activities under PPE. shared with all shared with all shared with all over the country. actions.  Geographically implementing implementing implementing  No contribution from disadvantage areas as bodies. bodies. bodies. Govt for NGO or Private per strategy should get  On time  On time  On time Activities for PPE. special allocation in disbursement of disbursement of disbursement of  NGO and private sectors addition to regular. fund to fund to fund implementers. mobilizing and spending  Develop AOP implementers. implementers.  Financial progress fund as per their considering this Financial progress Financial progress monitoring and priorities. financial plan. Financial monitoring and monitoring and reallocation plan as plan includes leveraging reallocation plan as reallocation plan per need. resources from NGOs per need. as per need.  Special allocation Budget Budget allocation and others.  Special allocation for  Special allocation for disadvantage  Timely disbursement of disadvantage areas for disadvantage areas like Island, money at different level like Island, Coastal, areas like Island, Coastal, Haor, Tea to implement the Haor, Tea garden, Coastal, Haor, Tea garden, hill and activities with quality hill and urban. garden, hill and urban. and on time. urban.  Financial progress monitoring and reallocation plan as per need.

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Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 11  Primary education data  A comprehensive web  All available data on  Data base  Data base regularly  A comprehensive base not covering PPE. based independent data PPE entered and regularly updated updated by web based MIS is in  No structured systems base covering data base is open to by Upazilla/ Upazilla/ district place which is exist for collecting and qualitative and use. district focal focal points. updated regularly managing data on PPE. quantitative  Data base regularly points.  Data validated by for effective  No collective disaggregated updated by  Data validated by central PPE unit and planning and information for NGO information on PPE Upazilla/district focal central PPE unit upload for use implementation of and private PPE developed and installed. points. and upload for use PPE activities as per initiative  Data base will cover  Data validated by expansion plan.

information and data central PPE unit and for all types of PPE upload for use. MIS School/ class/ centre like government NGO and private.  Special arrangement for managing data and information for disadvantage location  Orientation of focal points responsible for update data base.

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Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 12  ASPR covering some  ASPR 2013 will cover  ASPR 2014 will cover  ASPR 2015 will  ASPR 2016 will  A qualitative & features of PPE. more features of PPE detail qualitative and cover detail cover detail quantitative  No structured reporting including technical and quantitative features qualitative and qualitative and reporting system is mechanism exists. qualitative analysis. of PPE as per quantitative quantitative in place and  NGO and private  Annual report prepared expansion plan features of PPE as features of PPE as functional to ensure initiatives are not part based on status and including technical per expansion plan per expansion plan accountability of all progress of Expansion and qualitative including technical including technical stakes and plan for

of government report.  Some NGOs have their plan implementation analysis. and qualitative and qualitative further actions own reporting system. and shared widely  Annual report analysis. analysis. based on reality and prepared based on  Annual report  Annual report needs.

Reporting status and progress prepared based on prepared based on of Expansion plan status and status and progress implementation and progress of of Expansion plan shared widely. Expansion plan implementation  Report addresses implementation and shared widely geographically and shared widely disadvantage areasto track result. 13  Virtually no study or  A research and study  Rollout of plan and  Rollout of plan and  Rollout of plan and  Programs are driven research on PPE by plan developed jointly systematic systematic systematic by research and government. with development dissemination of dissemination of dissemination of study findings and a

 NGOs and development partners, NGOs, public study or research study or research study or research credible and partners have some and private academic findings that support findings that findings that reliable research initiatives. Institutes to track the further planning to support further support further and study quality and progress improve quality and planning to planning to mechanism comprehensively and to affectivity. improve quality improve quality and developed that avoid duplication in this  Action research, and affectivity. affectivity. supporting area. survey, etc to know government, development Research Study &  Comprehensive study the dynamics of on MLE situation disadvantage partners, NGOs and location. ( Island, others to plan and haor, hill etc) allocate fund for PPE. 125 Pre Primary Education Expansion Plan, DPE, 2012

Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 14  Separate PPE unit  PPE unit equipped with  Dedicated PPE unit  Dedicated PPE unit  Dedicated PPE unit  An efficient established under AIEC dedicated human fully functional with fully functional fully functional with administrative and of DPE. resources, space, roles and with roles and roles and operational system  Inadequate dedicated logistics and responsibilities responsibilities responsibilities is in place and human resources, equipments as per PEDP identified. identified. identified. functional to logistics and space as III plan.  Accountability  Accountability  Accountability support quality per PEDP III plan.  Focal persons and their mechanism mechanism mechanism implementation of  roles and developed and developed and developed and PPE activities Lack of administrative organogram and job responsibilities administrative administrative administrative involving NGOs and responsibility to ensure identified at different monitoring is in monitoring is in monitoring is in private sectors. downward and upward level (Upz, dist, division, place to provide place to provide place to provide accountability. central) aligning with smooth operational smooth smooth operational  Inadequate monitoring human resources of PPE support to PPE operational support to PPE

Administration and follow up of Unit. implementation. support to PPE implementation. responsibilities implementation.  Review of administrative and operational structure and process to further align it with increased need and demand.

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Central Expansion Plan Sl Area Status 2012 2013 2014 2015 2016 2017-2020 15  PEDP III document  To roll out PPE standard  Circulation and  Circulation and  Revision of  Standard provides some generic and expansion plan, orientation of orientation of strategies, plans segregated strategic direction on followings are some of relevant stakes relevant stakes and guidelines strategies, plans PPE implementation. the strategies/plans/ including NGO and including NGO and considering and guideline  Some strategic guidelines that need to private sectors on private sectors on practical considering

directions are provided be developed. different strategies, different experiences from diversity are

by PPE operational  How to develop Local plans and guidelines. strategies, plans field to make it available and framework, GO-NGO level expansion plan  Implementation of and guidelines. more contextual, implementing collaboration guideline  Standard PPE activities as per  Implementation of realistic and agencies are and PPE approved measurement and expansion plan PPE activities as achievable. following those to curriculum. monitoring guideline following these per expansion plan  Roll out revised implement PPE  Specific strategy and with tools strategies, plans and following these strategies, plans maintaining plan for implementing  Developing separate guidelines where strategies, plans and guidelines for standard of LEVEL 3. PPE considering strategy/plan for applicable. and guidelines implementing diversity in location as geographically where applicable. expansion plan well as in other difficult areas as maintaining programmatic areas is mentioned in the standard set at absent. expansion plan different level. a) Urban, b) CHT, c)

Strategy development & Planning & Strategy development Island & Coastal, d) Haor, e) Tea garden  Developing strategy for rolling out inclusive PPE by involving actors and experts from all level.

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4.5. Plan for Training of Teachers and supervisors

The pre-school teacher is the most important entity to ensure implementation of PPE maintaining quality as per PPE service delivery standards. In addition to application of teaching learning methods in the classroom as per curriculum, she/he should be able to plan and organize a variety of other services that includes management of classroom, administrative function, monitoring of child achievements, parent involvement etc. Pre-school teacher can perform these multipurpose activities to expected level only with the help/ support of other staffs (assistant or support teacher/supervisor/monitor/manager).

Govt under PEDP3 committed to introduce newly approved curriculum based PPE teaching learning package to all 37,672 old GPS through DPE from January 2014. In addition as per GO- NGO Collaboration for Universal PPE committed to support NGOs for running pre-schools in 26174 RNGPS upgraded recently to GPS. Therefore, at least 63,672 teachers from both category who are and or will be dedicated/selected for pre-schools need to be trained on the newly developed pre-primary package so that they are ready to start new package from January 2014. Moreover, orientation training of supervisors/monitors/managers will also be required for them to provide support to the teachers to ensure quality as per PPE service delivery standards. There is also need for training on continuous basis to improve skills of teachers through refresher and professional development training. Major activities with timeline to achieve short term target to introduce new PPE package from January 2014 and long term professional development of teachers is shown in the following table.

Table: Training and professional development plan for PPE teachers and their supervisors

Activities Responsibility Timeline Remarks

PPE curriculum based teaching learning package dissemination through short training

Training package NCTB By March In collaboration with NAPE and development 2013 PPE material development core group members Formation of Trainers pool DPE & NCTB By April 2013 Involving NGO trainers at every (Core trainer , Master trainer, level as per GO-NGO trainer ) collaboration guideline Training of Trainers (TOT) DPE & NCTB By June 2013 -Venue: PTIs, NGO training facilities identified through PPE mapping. -Involving NGO trainers at every level

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Activities Responsibility Timeline Remarks

Basic training of 15,000 DPE By December -Venue: URC, NGO training teachers to be recruited in 2013 facilities identified through 2013 and one dedicated PPE mapping. teacher from each remaining schools Basic training of 7,000 DPE By December -Venue: URC, NGO training teachers to be recruited in 2014 facilities identified through 2014 PPE mapping Refreshers training of DPE By December -Venue: URC, NGO training teachers who received 2014 facilities identified through training in 2013 PPE mapping. - Previously dedicated teacher will act as support to the new teacher in 15, 000 schools where new teachers will be posted. Basic training of 15,672 DPE By December -Venue: URC, NGO training teachers to be recruited in 2015 facilities identified through 2015 PPE mapping Refreshers training of DPE By December -Venue: URC, NGO training teachers who received 2015 facilities identified through training in 2014 PPE mapping. - Previously dedicated teacher will act as support to the new teacher in 7,000 schools where new teachers will be posted. Orientation training of supervisors/monitors/managers Training package DPE By July 2013 -In collaboration with NCTB and development PPE material development core group members. -Among others PPE service delivery standards to be included in the content.

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Activities Responsibility Timeline Remarks

Training of supervisors/ DPE By June 2014 -Venue: PTI,URC, NGO training monitors/managers facilities identified through PPE mapping. -Trainers from Trainers Pool formed for training of teachers to be used as facilitator PPE professional development training Training package NAPE By September Involving NGO and academic development 2013 Institutes Formation of Trainers pool NAPE By September Involving DPE, NCTB, NGO and 2013 academic Institutes. TOT NAPE By December -Venue: NAPE. NGO facilities, 2013 academic Institutes -Participants: PTI Instructors, NGO trainers Teacher’s Training PTI/URC From January NGO teachers can also 2014 onward participate

In the context of prevailing situation following conditions will have to be considered and met to accomplish this huge tasks of training of teachers, supervisors and other support staffs.

 Recruitment and placement of new teachers (15000 by June 2013, 7000 by June 2014, 15,672 by June 2015) completed.  Cascade model (Core trainers for training of master trainer, Master trainers for training of Trainers, Trainers for training of teachers and their supervisors) used for training of teachers for introduction of Interim Package to be used as modality for training and professional development of teachers and their supervisors.  All PTIs and 104 NGO training facilities identified through mapping to be used for Training of Trainers.  All URCs, and Upazila level training facilities of selected NGOs to be used for training of teachers and their supervisors.  All PTIs and NGO training facilities to be used for orientation training of supervisors/ monitors/managers.  Trainers pool at each level (Core trainers, Master trainers, Trainers) comprising of Govt and NGOs to be formed and used.

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4.6. Factors to be considered for operationalization of PPE expansion plan

 Activities as mentioned in the central level plan are to be carried out for operationalization of the PPE expansion plan at field level. As some of the tasks are pre-requisite for implementing the segregated plan, ensuring implementation of central plan is key to operationalize the whole expansion plan as per timeline mentioned in this plan.  The expansion plan is developed considering all the actors in PPE field as directed by the policies, strategies and guideline in the base documents. It reflects the government status, target, roles and responsibilities and at the same time NOGs and private sectors involvement.  GO-NGO collaboration guideline and implementation plan approved by the Ministry of Primary and Mass Education guides this plan to articulate the modalities of NGO involvement and role of government to facilitate the process.  Private sector is covering a big portion of PPE eligible children and the coverage is increasing day by day even in rural areas. The information about private sector’s involvement is not only necessary for standardizing services but also to plan efficiently by knowing the actual number of eligible children who are out of service. This plan encourages private sectors to be involved in PPE implementation but maintaining alignment with the national standard. The school/organizations maintaining global standard or curriculum may continue their effort as they are doing but this expansion plan will have an initiative to standardizing national level private initiatives.  In the PPE expansion plan for each category, 2012 is considered as base year to briefly present the status of PPE in 2012 column. This status will give an idea about the current situation at the same time will highlight the opportunities and barriers for smooth implementation  The expansion plan mentioned year wise quantitative as well as qualitative target for each category. The year wise targets are basically the steps or milestones of pathway to reach a national objective for universalizing quality pre-primary education in Bangladesh. All individual qualitative or quantitative targets of each category contribute to reach a common state of pre-primary in 2016. The plan also set a generic target up to 2020 to standardize and improve the service further by revising standard and plan.  The quality targets are broadly mentioned by percentage so that irrespective of items school can set their own target by manipulating options from the items. But definitely the combination of items should be balanced enough that reflect a level comprehensively.  To execute the plan, there will be implication in regular administrative, management and monitoring and supervision mechanism of primary education system which is articulated in the central plan with some define actions that need to be taken. Resource implication is separately discussed in this document considering it’s important and prediction of huge revision needed in PEDP-3 resource planning on PPE.  Though Upazillas are categorized considering different geographical situation but Upazilla under a cluster like tea garden does not mean that all geographical areas of that Upazilla covered by tea garden. To avoid duplication or double counting, each Upazilla is clustered under one category in

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this expansion plan but it is considered that the same Upazilla has other types of diversity also. (Good example is the Borolekha Upazilla of Moulavibazar. Borolekha Upazilla consists of haor, tea garden, hill and plain land including presence of ethnic groups but considering the coverage, it falls under tea garden category). So it is recommended that while developing the local expansion plan please consider the internal diversity within Upazilla and plan accordingly. This PPE expansion plan covered different categories which will support the local authority to plan for different diversity if it exists in a single Upazilla.  There is need for comprehensive review of prevailing situation for introduction MLE based PPE to the children belongs to ethnic/ indigenous groups. UNESCO funded Mapping of Multi Lingual Education Programs in Bangladesh conducted by Research and Development Collective (RDC) can be one of the useful reference document for this purpose.  At the bottom of the expansion plan matrix for each category, the related information/data table for all Upazila of that category is given so that local planning authority of any Upazila can customize this plan as their own by replacing the numbers and facts from the table.  The plan is not rigid and there is scope for individual Upazilla to be flexible to make necessary adjustment based on the respective context. However, target and progress of each Upazila will contribute to achieve the national target so adjustments should be within certain limit to avoid big impact on overall national target.

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Section-5: Financial implications and way forward

As pre-primary is a sub-component under participation and disparity component of PEDP III, a strategic planning for implementing PPE including tentative budget is mentioned in the program document with year wise break down. Followings are the features of PPE mentioned in the program document.

Major areas of intervention

 Mapping study to develop integrated database of PPE  PPE Expansion plan  New PPE curriculum with necessary materials  Recruitment of 37,672 teachers for PPE (Phase wise)  Training of teachers  PPE through GPS only with defined standard  GO-NGO collaboration guideline and implementation

Provision for Technical Assistance

 National TA for development of integrated database : 3 Person months  National TA to help (i) strengthen/develop mechanism for public private partnerships with NGO; (ii) collaborate with NCTB on PPE curriculum and training materials development and (iii) implementation planning of PPE expansion plan : 9 Person months  National TA to assist BNFE with conducting of a special survey on the number of children enrolled in non formal PPE schools : 3 Person months

Budget provision in PEDP III for PPE

Head Description Budget in BDT PPE Curriculum development 50,000,00 PPE Text book printing & distribution for 70,000 schools @ 30 books once in 21,00,000,00 whole program duration Teacher’s guide 70,000 teachers 35,000,00 Supplementary reading materials Based on number of teachers 31,000,00 Teacher training package printing 50,000,00 dissemination and TOT Teacher’s salary For 37,672 teachers ( for first 2136,00,000,00 year18,836 teachers and 37,672 for year 2 to 5) Fund to school for consumables For 37,672 schools (for first year18836 74,59,000,00 schools and for year 2 to 5, 37672 schools) Total Allocation Under Policy & Operation Division 2233,25,000,00

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In addition to this, three studies (1 initial study and 2 impact studies) and dissemination training for teachers are kept in the budget provision but without allocation. It is mentioned in the foot note that budget for studies and training is kept under program division and Teacher Education Development (TED) but no allocation is found in two budget breakdown given in the program document.

5.1. Gap between intended activities and budget allocation in the program document

It was difficult to develop a detail implementation plan for PPE under PEDP III during program document development. As a preparatory phase, series of studies and strategy development tasks were recommended and it was expected that through this the detail expansion plan will be developed based on which budget can be worked out. Apparently in preparing estimated budget for PPE in PEDP III has finally not followed this understanding so there is a mismatch between budget and intervention in the PEDP III program document. Major mismatches are as follows:

 Teacher’s salary is estimated on the basis of 18,836 teachers in first year and 37,672 teachers in every year from 2nd to 5th year of PEDPIII cycle. This takes most of the share of total budget allocated for PPE meaning out of total budget 2233.25 crore 2136 crore (95.64%) is for teacher’s salary. However, this is not matching with the teacher’s recruitment plan mentioned in the document (15000 in financial year 12-13; 7000 in financial year 13-14; 15672 in financial year 14-15). Apparently there will be substantial amount of savings from this head which can be reallocated for other activities for which either no or less fund has been allocated.  Fund is allocated for PPE curriculum development which has already been completed under PEDP II.  Budget estimated for number of books and teachers guide for a class is not matching with the real number as per newly developed set of teaching learning materials to be introduced in schools from January 2014. Apparently this mismatch happened due to the fact that budget estimate was done prior to development of teaching learning materials based on the approved national PPE curriculum.  Budget provision for PPE teaching learning materials is kept only for one year. It is not clear how school will run PPE by receiving materials once in whole program period of 5 years.  In the planning part PPE provision is mentioned only for GPS but in the budget it is estimated for 70000 schools.  Fund for consumable/replenish-able items per school for PPE is allocated for GPS only.  Fund also allocated for Supplementary Reading Materials (SRM) which needs be aligned with curriculum based Teaching Learning materials developed by NCTB. So that toys and playing materials get more importance in addition to early reading materials.

Allocation for some necessary and important activities is missing in the budget heads. As it was clearly mentioned in the plan that there will be a PPE expansion plan for implementation, block allocation for operationalizing this plan should be in the estimated budget. Some of the important missing budget heads are; monitoring and supervision, classroom, professional development of teachers, supervisors and managers, strengthening institutional capacity of PPE unit, implementation of GO-NGO collaboration guideline etc.

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5.2. Implication on Budget and Way Forward

In the context of above, for this proposed PPE expansion plan, there will be two folds implication in the financial plan mentioned in the PEDP III program document. First, revision of budget will be required to cover the plan mentioned in the program document which finally may come as increased total than currently exist and second, an alignment with budget allocation and Expansion plan implementation through a rigorous analysis is needed to ensure smooth implementation of the expansion plan. Followings are the major expenditure heads with time line of expenditure which will give an idea for resource planning to implement the PPE expansion plan. Resource should be allocated by giving equal importance to all major heads to maximize the result of planning and implementation of the proposed PPE expansion plan.

Major Budget Heads Implementing years 2013 2014 2015 2016 PPE materials development as per Curriculum Tryout of PPE curriculum and materials Materials procurement and supply Block allocation to school for logistics and play materials Replenishment of TL and stationary materials Teacher’s salary Strengthening PPE training structure (PTI, URC) and Training of teachers ( Basic and refreshers) Training of Supervisors and Monitors Orientation of Managers at different level on different issues Monitoring and supervision Professional Development on PPE MIS development and management Strengthening institutional capacity of DPE by strengthening PPE Unit Monitoring and assessing curriculum implementation and strengthening technical and institutional capacity of NCTB, NAPE Developing local (Upazilla or thana) Expansion plan Contribution for implementing GO-NGO collaboration guideline and implementation plan (materials, training, supervision & monitoring etc) Special allocation for geographically disadvantage areas as per approved strategy ( Urban, Island & coastal, Haor, tea garden, CHT) Allocation for progressing towards quality following standards as per qualitative target Survey, Study & research (study on prevailing situation of MLE based PPE in 2013) Reporting

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Review and necessary adjustment with budgetary allocation needs to be made for provision of Technical Assistance to complete the following assignments which are pre-requisite for successful implementation of PPE Expansion Plan.

 PPE Materials development and Tryout and finalization of Curriculum and Teaching Learning materials,

 Development of strategy and system for training and professional development of huge number of teachers and their supervisors,

 Development of strategy, guideline and plan for expanding PPE in different geographically disadvantage areas like Urban, Island & Coastal, Haor, Tea Garden, CHT etc involving NGOs and private sectors,

 Local level survey to identify private and other PPE providers,

 Quality Monitoring and supervision mechanism with guideline and tools,

 Development of mechanism and tools for monitoring and measurement of standards,

 Technical support to NCTB for professional and institutional capacity building in PPE,

 Strengthening institutional capacity of PPE Unit at DPE,

 Engagement of academic institutions, NGOs in carrying out study, survey, research, evaluation as per GO-NGO collaboration guideline,

 PPE web base MIS development and management,

 Study, survey, research, evaluation as per need. A comprehensive study on MLE for PPE in Bangladesh is proposed to be carried out on priority basis to address needs of the children belonging to ethnic/indigenous population groups.

Following actions are also required to be done on priority basis to support smooth implementation of the implementation plan:

. Review and modification of draft PPE teachers training guideline prepared by NAPE to make it in line with Teaching Learning materials developed by NCTB, . Training of teachers and their supervisors on the new PPE package to be introduced from January 2014. . Orientation of managers /supervisors of GO-NGO-private sectors on newly developed PPE service delivery standards and expansion plan,

. Review of existing budget allocated for PPE in PEDPIII and reallocate based on needs of the proposed expansion plan.

. Review of budget allocated for teacher’s salary to make revised costing based on the current status of recruitment and deployment. Apparently, there will be an estimated 136 Pre Primary Education Expansion Plan, DPE, 2012

saving of tk. one thousand crore from teachers’ salary budget line which can be reallocated for other activities. This process has already started as reflected in AOP 2012-13 and should continue in a comprehensive way.

. Review & revision of TA provision with budgetary allocation to carry out above mentioned assignments for successful implementation of PPE Expansion Plan,

It is to be noted that estimating unit cost for PPE is largely depends on the strategy and approaches that are going to be developed to initiate PPE in geographically disadvantaged areas. It will also depends on few other yet to be finalized items like list of teaching learning materials to be supplied to schools, duration of training of teachers and supervisors, and number of PPE centres to be supported as part of GO-NGO collaboration. Therefore, a micro level analysis is needed after finalizing all the strategy, approaches and other requirements for realistic estimation of budget to achieve desired target set by the PPE expansion plan.

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ANNEXES

Annex-1: Terms of Reference of Consultant for Development of PPE Expansion Plan

TERMS OF REFERENCE FORMAT

(FOR INDIVIDUAL AND INSTITUTIONAL CONTRACTS)

UNICEF-BCO : TERMS OF REFERENCE (TOR)

Program/Project/Assignment Title: Development of Pre-primary expansion plan based on PPE mapping survey and database.

Work Plan Code number: PEDPIII-AOP # 176i

1. Background:

There is strong global evidence that early childhood development provides a solid foundation for good health, growth, and success in education. Moreover, the programs focusing on early learning promote awareness of child development and lead on to higher enrolments and less repetition, especially among the most disadvantaged children and children from the poor families.

Pre-Primary Education (PPE) is the most common and promising intervention of early childhood care and development in Bangladesh. National Education Policy, approved in 2010, recognizes PPE as an integral part of primary education and government is now committed to introduce one year pre- primary through government primary education system. Earlier, the Ministry of Primary and Mass education (MoPME) also recognized the importance of PPE and for effective implementation of the same throughout the country, took an initiative to bring all activities under one framework. In 2008, the Pre-primary Education Operational Framework approved by MOPME with a long term vision. As stated in the framework that “all children, 3-5 years of age, are attending pre-school programs of some kind and have access to programs of health, nutrition, social, physical and intellectual development, and being initiated into formal education. The short term vision of PPE operational Framework is to introduce one year pre-primary education for all children of 5 to below 6 ages.

The pre-primary activities in Bangladesh consist of various programs under different actors. Earlier NGOs were in the frontline and a large number of pre-primary schools were run by NGOs including BRAC, Save the Children, Plan International, Care, Action Aid, Dhaka Ahsania Mission, members of the Campaign for Popular Education and the Bangladesh ECD Network. There are also some classes run by madrasas, mosque based maktabs, mondirs and privately owned Kindergartens. As an interim arrangement from 2010, the Government initiated pre- primary through Government Primary Schools

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& Registered Non-Government Primary Schools. Currently all these pre-primary actors follow varying objectives, methodology and curricula with inadequate coordination as there is no national minimum standard for PPE services in place.

After the approval of the PPE Operational Framework, MOPME and the Directorate of Primary Education (DPE) took several initiatives to universalize pre-primary education for all eligible children by engaging different actors including NGOs. PEDP II laid the foundation for the introduction of PPE by orienting education professionals and introducing pre-primary into GPS through an interim package. To standardize the delivery mechanism, the Government has also developed and approved a national PPE curriculum in June 2011. Recognizing the effort of NGOs in the field of PPE, the government has also approved a GO-NGO collaboration guideline for PPE which creates options for NGOs to be involved with the Government to universalize quality pre-primary education.

Based on the experience and progress under PEDP II, PPE comes as an important sub-component of the new sector wide program PEDP 3 with a view to create permanent systems and structures for PPE in the primary education system and gradually provide standardized services for all children. To initiate this structured and organized effort for PPE under PEDP 3, a comprehensive mapping of PPE services in Bangladesh will be conducted and based on which a database on PPE will be developed. As there is no such existing mapping survey or database, it was difficult to develop a realistic and achievable plan for expansion of PPE under PEDP 3, until these activities are completed.

UNICEF, as a member of the donor consortium and a technical partner of PEDP 3, is responsible for providing technical and financial support to the DPE to operationalize PPE activities as per the agreed Annual Operational Plan (AOP). The development of the PPE expansion plan is one of the major activities to be undertaken under AOP 2011-2012 of PEDP 3. Based on this expansion plan, under PEDP 3, PPE will be gradually expanded to all GPS by Government, while other areas will be covered using the GO-NGO collaboration guideline on PPE. UNICEF will provide technical support to understand, bring conceptual clarity, in accomplishing all these tasks and these are in line with the UNICEF CPAP for 2012-2016.

The Policy & Operation division at DPE is responsible for implementation of the pre-primary education activities under PEDP 3. In line with the UNICEF-DPE PEDP 3 AWP 2011-12 being developed, DPE is to develop an expansion plan on PPE with the technical support of UNICEF. One of the expected outcomes of this expansion plan is the introduction of PPE in to all GPS following minimum standards and the rollout of GO-NGO collaboration guideline on PPE to universalize PPE across Bangladesh. 2. Purpose of Assignment: The purpose of the assignment is to assist the Access and Inclusive Education Cell (AIE Cell) at DPE to develop an expansion plan based on mapping survey and database on PPE. 4. Duty station: Dhaka with field visits as required.

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5. Indicative assignment dates: Over the period ofSeptember – December2012 for 2 months ( 21 days/month for 42 days) from date of signing of the contract. 6. Supervisor:Nabendra Dahal, Chief of Education Section, UNICEF 7. Description of assignment: This will be an expansion plan of PPE that government will carry out through the PEDP 3 period. So the plan has to be developed considering resources, options and opportunities within the PEDP 3 framework so that the expected results match with the expansion plan. The plan will be developed by AIEC with the support of a consultant hired by UNICEF. Based on the PEDP 3 implementation plan and DLI result matrix, an outline of expansion plan has to be developed in consultation with AIEC of DPE, UNICEF and other government & non-government actors involved in PPE implementation. The expansion plan will cover the following areas of PPE implementation :

 Setting the minimum standard of pre-primary service delivery in consultation with government and all other actors  Gradation of standards with definition and gradual path to reach upper level standard  Standardization of curriculum, materials, service, monitoring & supervision and linkage  Direction of supplementation from minimum standard to international standard  Expansion of services with quality through Government system  Expansion of services with quality through NGO supported by government following GO-NGO collaboration guideline on PPE  Expansion of services in both cases includes, establishment of PPE classes with all necessary requirements following the minimum standard, opportunity for training of teachers, structured monitoring and supervision system, orientation of managers and supervisors, replacement and replenishment of materials, recurring costs and linkage with primary schools  The time period of this PPE expansion plan will be up to June 2016.  Capacity building of the Government system and structure will be integral part of the plan  GO-NGO collaboration to expand and implement PPE will be one of the major focuses to operationalize the GO-NGO guideline and implementation plan on PPE approved by the MOPME  This will be a time bound implementation plan mentioning gradual improvement of PPE service delivery  There will be a clear commitment for covering all children within a particular time period  The most disadvantaged areas and most marginalized groups will get priority to introduce PPE first

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Tasks End Product/deliverables Time frame

1) Discussion meetings between the 1) Clear understanding of the consultant, DPE and UNICEF for assignment, methodology, guidelines, detailed analysis of tasks work plan, reporting format Over the period 2) Review of existing sources and 2) Outline and methodology of the ofSeptem reports and consultation with expansion plan finalized different actors (Workshop) ber – through AIEC of DPE to finalize December the outline and methodology of 2012 for development of the Expansion maximum plan 2 months 3) Workshops to develop and 3) Minimum standard of PPE service from the finalize the minimum standard delivery finalized with gradation of date of for PPE service delivery including standard signing gradation of service the 4) Development of draft time bound 4) Draft expansion plan developed contract. PPE expansion plan incorporating given criteria and conditions

5) Sharing of draft expansion plan 5) Comments/feedback incorporated through workshops to DPE and and revised expansion plan developed UNICEF

6) Presentation & sharing of revised 6) Further comments /feedback expansion plan with all incorporated; revised expansion plan stakeholders developed

7) Finalization of expansion plan 7) Final expansion plan developed and including all detailed narratives submitted and guidelines with resource implications captured 8. Qualifications or specialized knowledge/experience required for the assignment:

Consultant must have following criteria to be eligible to apply for the assignment:  Candidates must be fluent in both spoken and written English and Bangla;  A Master’s degree in Statistics, Mathematics, Allied Physics, Social Sciences, Early Childhood Development, Education, Research or ability to show equivalent work experiencee in social research and survey techniques; 141 Pre Primary Education Expansion Plan, DPE, 2012

 At least 5 years demonstrated experience in field of education, research or a related field;  Proven experience writing of conducting national surveys, undertaking a mapping exercise, developing scale up plan and writing analytical reports in accessible language;  Proven experience of designing and running focussed workshops with diverse stakeholders;  High level interpersonal and oral and written communication skills is essential;  Working experience in developing countries (South Asia and Bangladesh would be an additional qualification);  Working experience with UNICEF would be an additional qualification; and  The person should have knowledge on CRC and strong experience and understanding of primary education in Bangladesh.

The assignment requires engagement of a consultant at NO-D level.

9. Prepared by : Nabendra Dahal, Chief ofEducation Section, UNICEF

Signature: Date: 30 August 2012 APPROVED BY:

Michel Saint-Lot

OIC, Representative, UNICEF BCO Date:

SECTIONS MUST OBTAIN THE REPRESENTATIVE’S/SPC’S/SOO’S APPROVAL PRIOR TO SUBMISSION TO CONTRACTS UNIT, SUPPLY & PROCUREMENT SECTION OR HR SECTION IN CASE OF ACTIVITY IS NOT INCLUDED IN THE Annual Work Plan.

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Annex-2: List of references 1. PPE Operational Framework, MoPME, 2008; 2. PEDPIII Program Document, DPE, 2011; 3. Guideline on GO-NGO collaboration for universal PPE, MoPME, 2011; 4. Implementation plan on GO-NGO collaboration for universal PPE, MoPME, 2012; 5. PPE Curriculum, NCTB, June 2011; 6. Early Learning Development Standards (draft), BSA-MoWCA, 2011 7. Mapping of PPE in Bangladesh, DPE,2012, 8. Multiple Indicator Cluster Survey-Progatir Pathey (Barisal, Khulna, Rajshahi, Sylhet, Chittagong, Dhaka Division) BBS and UNICEF, 2009; 9. A case for Geographic targeting of Basic Social Services to Mitigate Inequalities in Bangladesh, UNICEF Bangladesh, August 2010; 10. School Census Report(2010, 2011), DPE 11. Annual Sector Performance Report (2010, 2011, and draft 2012), DPE 12. Teachers Training Manual (Upazila Level), Inclusive Education, DPE, 2010 13. Compilation of 5 years age children by BIDS for UNICEF based on data from national population census 2011, BBS 14. Economic and Social Analysis of Primary Education in Bangladesh: A Study of BRAC Interventions and Mainstream Schools 2011, Research Monograph Series No.48, 15. School readiness: The effectiveness of pre-primary education in Bangladesh, Early Childhood Support Program-Bangladesh, Aga Khan Foundation (Bangladesh) ,November 2011, 16. Early Childhood Environmental Rating Scale (ECERC), Revised Edition, Teachers College, Columbia University, New York, USA, 2005.www.tcpress.com 17. The Program Quality Assessment (PQA) : Preschool Program Quality Assessment-Second Edition (Form A - Classroom Items, Form B – Agency Items, Administrative Manual), High/Scope Educational Research Foundation, Michigan, USA, www.highscope.org 18. National Quality Standards for Early Childhood Education and Care and School Age Care, Council of Australian Governments, 2009; 19. Starting Right-Guideline for Child Development Centers, Children’s Secretariat, Ministry of Child Development and Women’s Empowerment and UNICEF, Sri Lanka, 2006,

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20. Standards for Day Care, Other ECCD Centers and Service Providers (For Children aged 0-5.11 years), Administrative Order No.29 series of 2004, Department of Social and Development, Government of Philippines; 21. Early Childhood Standards of Quality for Prekindergarten, Michigan Sates Board of Education, 2005; 22. Releasing Confidence and Creativity (RCC), Core Research Study – Year 2 Report, Aga Khan Foundation 2011: RCC Early Years Classroom Observation Tool, 2010; 23. Search for the Excellence-Report of the Quality Audit of ECD Program, Early Childhood Support Program Bangladesh (ECDSP-B), Aga Khan Foundation (Bangladesh) 2009. 24. Program Quality Monitoring Tools, Early Childhood Development Support Program-Bangladesh, Aga Khan Foundation (Bangladesh), 2010; 25. Quality Learning Environment (adapted from ECERC ), Save the Children, Bangladesh 26. Evaluation of SUCCEED Preschools, USAID –Bangladesh and Save the Children, 2009 27. Evaluation of Early Childhood Preschool Programs of PLAN Bangladesh, 2004

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Annex-3: Core group for development of PPE Expansion Plan Members of the Core Group (not in order of seniority) 1. Md. Faruque Jalil, Director, Policy and Operation, DPE, Chairperson 2. Nuzhat Yasmin, Deputy Secretary, MoPME 3. Shafique Ahmed Shibly, Deputy Secretary and Senior Specialist , NCTB 4. Prof. Kafil Uddin Ahmed, Consultant, PEDPIII 5. Md. Rafiqul Islam, Deputy Director, Policy and Operation, DPE 6. Sahnaz Pervin, Deputy Director, AIEC, DPE 7. Md. Mezaul Islam, Deputy Director, Monitoring and Evaluation, DPE 8. Humaun Kabir, Deputy Diector, Planning and Development , DPE 9. Nasima Khan, Deputy Director, Training, DPE 10. Mahfuzur Rahman Jewel, Education Officer, PPE Unit, DPE 11. Anuj Kumar Roy, Programmer, MIS Cell, DPE 12. Ramij Ahmed, Consultant, World Bank 13. Iqbal Hossain, Education Advisor, Plan Bangladesh 14. Mahmuda Akhter, Ex-Consultant, PPE Mapping , UNICEF 15. Md. Mohsin, Education Manager, UNICEF 16. M. Habibur Rahman, Acting Chairperson, BEN 17. Dr. Md. Golam Mostafa, Consultant, Development of PPE Expansion Plan, UNICEF

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Annex-4: Core principles of national PPE curriculum (English translated version) Family, immediate environment and society have great influence on children’s growth, development and learning. In this regard social, cultural and religious values and styles of individual learning also play an important role. To develop, disseminate, implement and facilitate daily teaching-learning activities of a preprimary curriculum focusing on individual children’s characteristics it needs to follow some concepts, principles and believes and reflect in all activities of personal and institutional level. Then it will be possible to facilitate children’s hidden potentials to flourish for development as a whole and as well as to build the strong foundation for next level of education. This is why some concepts, principles and believes mentioned below followed for developing the preprimary curriculum.

4.1. Child centeredness One of the major principles of preprimary curriculum is to understand children, belief on their potentials and show respect to their personality, opinions, nature and type. Children’s growth, development and learning primarily influenced by family, school and society. So it is necessary to take initiatives inclusively from all this three sides to support children for optimal development. It will enhance children’s learning interest as for life-long learning so that they can move forward for enjoying enriched living.

4.2. Children as active learner Naturally children learn from the nature informally from their birth. Natural and active learning is the main pillar of a child’s growing up through the changes and experiences faces from the birth. There are some specific styles and characteristics of children’s growth and development. Children’s characteristics and developmental needs can be identified from their family and social perspective and from child development related theories. By nature every child is an active learner. So, children’s first demand is the scopes of active participation as because of their natural curiosity of experiment and interest about human being and environment around them. And as children’s development and learning process depends on home, school and environment in which they live, it is important to provide scopes of active learning in all levels.

4.3. Family involvement Family perspective is a very important part of children’s development. Development of children’s personality, self concept, attitude and values influences much by parents and other family members and family norms. Parents’ child care knowledge, expectation and style of parenting has a great impact on children’s future life such as, taking care by own, learning process in school, being social, social attitude etc. Parent is the first teacher of a child and an important agent of holistic development and an important partner of school as well. So, meaningful family involvement in preprimary education is very essential for every success of the children.

4.4. School as responsive social institute School reflects the society and works as a bridge of family and society. For preschool education service school have to emphasize on some areas which are very stimulus to boost children’s curiosity, enhance adaptability in a new environment both physical and mental and for encouraging cognitive, moral, aesthetic development of children. This are-  understand children and establish a partner relationship with parents and others important family members  understand the perspective and demand of society and best utilization of social power and resources  understand the national and international trends and implement activities accordingly 146 Pre Primary Education Expansion Plan, DPE, 2012

In this regard school has to play role as an active social institution. As preparation of children depends on the preparation of family and school so role of school considered with importance in developing and implementing curriculum.

4.5. Inclusiveness Inclusiveness means appropriate initiatives focusing on all children’s success by respecting and acknowledging the diversity. It is important to develop curriculum, teaching-learning process and materials of preschool considering all children’s and their family’s needs and scopes irrespective of sex, race, religion, ability, financial condition or any kind of condition. Teaching learning method and environment have to be flexible enough and reliable with individual children’s needs and learning style so that all children remain interested to learning. This is why from the development of curriculum to implementation in school and family level in every steps inclusiveness considered as one of the major principles.

4.6 Local culture and heritage It is necessary to introduce the children with their own tradition, culture and heritage to make them confident on their own uniqueness for developing self respect and self esteem. At the same time it is also important to respect others culture and heritage. To ensure cultural environment in all learning level at home, school and society with the help of elders local and cultural learning considered as one of the major principles for developing the curriculum.

4.7. Relationship Children’s development and learning boost tremendously if a good relationship develop between the child and the teacher or elders. At the same time good relationship between the teachers and family members or social representatives promotes the quality of a preprimary education service. So, good relationship is a very important component of preprimary education system. To benefit from the impact of good relationship in future nation it considered significantly as one of the major principles in the very first level of formal education.

4.8. Immediate environment Immediate environment as well as overall social environment affects the principles of preprimary education. And social culture and trends influences parents’ expectations of their kids’ education. So, obviously preprimary education should consider social environment to ensure children’s holistic development and learning. There are so many things in the environment around the children from which they learn a lot. So, immediate environment is one of the major factors for children’s meaningful learning.

4.9. Environment friendliness Nature and environment is a real friend of human being. But now a day’s disaster in nature can reverse this truth and children affect from it much than others. So, learning to take care of nature and learning to enable the environment friendly can minimize the natural disasters. This should be start from the early years of life. This is why this issue also considered as one of the major principles in preprimary education curriculum development.

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Annex-5: Key areas of Quality Standards of PPE/ECCE Service Delivery of Selected Countries

Quality Areas Sri Lanka Australia Philippines Bangladesh  Physical  Educational  Physical  Physical Environment environment and Program and environment and (inside class room, facilities Practice safety (Location, classroom premises, (Location. Premises,  Children’s indoor, outdoor, water, toilet) building premises, health &  Health and  Learning Environment furniture safety nutrition (classroom set up, &equipment,  Physical  Sanitation teaching learning Sanitation facilities) environment  Program materials, student-  Health care and  Staffing Management and teacher ratio, daily Nutrition arrangement administration routine, Functional  Learning and  Relationship (planning and classroom/pedagogical psycho-social with Children budgeting, standard as per environment  Collaborative implementation, curriculum, children (Learning , Psycho- partnership monitoring and assessment) social) with families supervision,  Staffing  Administrative and evaluation, MIS,  Monitoring and  Religious communities financial supervision environment  Leadership management  Parents and  Staff requirement and service  Human resource community (Teacher, support management development involvement staff)  Partnership with  Training and  Parent and families and professional administrative communities development support ( PTA, CMC)  Curriculum  Management  Daily routine  Administration

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