Technical Assistance Consultant’s ReportSecond Secondary Education Improvement Project (SESIP- 2) 10 Loan and project summary Borrower The People’s Republic of Bangladesh Classification

Technical Assistance Consultant’s Report

This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. (For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design.

Project Number: 37307 January 2006

People’s Republic of Bangladesh: Preparing the Secondary Education Sector Improvement Project- II (Financed by the Japan Special Fund)

Prepared by

A team consisting of: G. Kelly (team leader,) D. Carroll, S. Mendoza, A. Parkes, R. Tasker, M. Akhand, H. Begum, P. Biswas, F. Chowdhury, N. Nasreen, M. Manan and A. Rashid.

British Council Development Services

United Kingdom

Second Secondary Education Improvement Project (SESIP- 2)

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ADBTA4532-BAN: Preparing the Secondary Secondary Education Sector Improvement Project- II (SESIP- 2)

January 2006

This report was prepared by a team consisting of: G. Kelly (team leader,) D. Carroll, S. Mendoza, A. Parkes, R. Tasker, M. Akhand, H. Begum, P. Biswas, F. Chowdhury, N. Nasreen, M. Manan and A. Rashid.


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Table of contents Page

List of abbreviations 5

Loan and project summary 8

The proposal 12 Sector description and performance 13

Performance indicators and analysis 14 Issues and opportunities 15

Governance 15 Transfer and deputation: the effect on efficiency 15 Reform of the DSHE 16 Decentralisation 18 Education Management Training 19 Education Management Information System (EMIS) 20

Completion of EMIS 20 Data verification 20 User aspects of EMIS 20 Relationship between EMIS and BANBEIS 21 Administrative and management issues 21 Data collection issues 22

Monitoring and evaluation 22 Curriculum, textbooks and teaching-learning materials 23

Curriculum 23 Textbooks and teaching-learning materials 27

Assessment 29 Teachers 34 Gender and underserved communities 36

Girls 36 The female stipend programmes 39

Background 39 The poor 41 Gender and poverty 43 Indigenous people 44

Information Technology 45 Madrasah 46


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The proposed sector development programme 49 Objectives and scope 50

The Secondary Education Sector Development Plan (SESDP) 50 The Asian Development Bank and the secondary sector 50

Important features 51 The project loan 51

Impact and outcome 51 Outputs 51

Management and governance 52 Human resources development 52 Planning and policy formulation 55 Decentralised management 57 Monitoring and evaluation 60 EMIS project activities 63 Madrasah 66 Information management in DSHE and MOE 67

Improved education provision 70 Upgrading quality and capacity in curriculum development 70 Improved secondary textbooks and teaching-learning materials 74 Teacher development 77 Student assessment 78 Information and Communications Technology (ICT) 80

Equity and access 82 Gender and poverty 82 Underserved areas 84 Second Chance Education (SCE) 85

Cost estimates 86 Financing plan 86 Implementation arrangements 87

Management and coordination 87 Implementation period 88 Civil works 88 Procurement 88

Bidding procedure 88 Consulting services 89 Advance action 89 Disbursement arrangements 89 Accounting, financial auditing, and reporting 89 Project performance, monitoring, and evaluation 90

Project monitoring function 90 Baseline study 90 Inception report 90 Project performance management system 91


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Project review 91 Annual reviews 91 Midterm review 91

Project benefits, impacts, and risks 93 Expected benefits 94 Risk analysis 95

Appendices 96 Appendix 1: Subsector analysis 97 Appendix 2: Design and monitoring framework 105 Appendix 3: Policy and institutional reform matrix 125 Appendix 4: Summary of initial poverty and social analysis 131 Appendix 5.1: Summary of project cost by expense category 135 Appendix 5.2: Cost estimate and financing arrangements 137 Appendix 6: Timelines 139 Appendix 7.1: Procurement packages 143 Appendix 7.2: Procurement packages 145 Appendix 8: External assistance and lessons learned 147 Appendix 9: Problem analysis 150 Appendix 10: Financial sustainability analysis 152 Appendix 11: Economic analysis 155 Appendix 12: Summary of consultancy services 158 Appendix 13: Indicative terms of reference 160 Appendix 14: Data on madrasah education 178 Appendix 15: List of people consulted during the project 189

Supplementary annexes 206 Annex A: Chronology and details of stakeholder meetings 207 Annex B: Problem and constraints analysis (tree diagram) 209 Annex C: Description of the Innovation and Development Fund 211 Annex D: Description of training grants 213 Annex E: Description of Master of Education (MEd) training approach 215 Annex F: Indicative schedule for consultancy inputs 217 Annex G: Outline of terms of reference for consultancy inputs 221 Annex H: Outline of base line indicators 229 Annex I: Detailed economic, poverty impact, and financial analysis 233 Annex J: Materials referenced during project 243


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List of abbreviations ACR Annual Confidential Report

AD Assistant Director

ADB Asian Development Bank

ADEO Assistant District Education Officer

ADF Asian Development Fund

AI Assistant Inspector

AIT Asian Institute of Technology

AV Audio-Visual

BANBEIS Bangladesh Bureau of Educational Information and Statistics

BEd Bachelor of Education

BEDU Bangladesh Examination Development Unit

BFY Bangladesh Financial Year (01 July to 30 June)

BIDS Bangladesh Institute of Development Studies

BISE Board of Intermediate and Secondary Education

BOU Bangladesh Open University

BSEB Bangladesh Secondary Education Board

CBT Computer-Based Training

CDU Curriculum Development Unit

CHT Chittagong Hill Tracts

CIDA Canadian International Development Agency

CW Curriculum Wing

DD Deputy Director

DEO District Education Office(r)

DG Director General

DIA Directorate of Inspection and Audit

DPE Directorate of Primary Education

DSHE Directorate of Secondary and Higher Education

DTE Directorate of Technical Education

EED Estimated Effectiveness Date

EMIS Educational Management Information System

EO Education Officer

FEC Female Education Cell

FESP Female Education Stipend Project

FFE Food for Education programme

FSS(P) Female Secondary Stipend (Programme)

FSSAP Female Secondary Stipend Assistance Programme

FY Financial Year (June to June in Bangladesh)

GAP Gender Action Plan

GDP Gross Domestic Product


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GIS Geographical Information System

GOB Government of Bangladesh

HR Human Resources

HRDW Human Resources Development Wing

HSC Higher Secondary Certificate

HSEP Higher Secondary Education Project

HSTTI Higher Secondary Teacher Training Institute

IBCC Inter-Board Committee of Chairmen

ICB International competitive bidding

ICT Information and Communications Technology

IDA International Development Association

IER Institute of Educational Research

IS International Shopping

IT Information Technology

ITEC Independent Textbook Evaluation Committee

LAN Local Area Network

LCB Local competitive bidding

M&E Monitoring and Evaluation

MDU Materials Development Unit

MEB Madrasah Education Board

MEC Monitoring and Evaluation Cell

MEd Master of Education

MOE Ministry of Education

MPIC Madrasah Programme Implementation Committee

MPO Monthly Payment Order

MTR Mid-Term Report

MTTI Madrasah Teacher Training Institute

NAEM National Academy of Educational Management

NBSE National Board of Secondary Education

NCCC National Curriculum Coordination Committee

NCTB National Curriculum and Textbook Board

NSS National Skill Standards

NTEA National Teacher Education Authority (currently NAEM)

NTRCA Non-government Teachers Registration and Certification Agency

NU National University

PC Personal Computer

PCP Project Concept Paper

PIC Programme Implementation Committee

PIU Project Implementation Unit

PMU Project Management Unit (sometimes called PIU)

PP Project Pro-forma

PPTA Project Preparation Technical Assistance

PROMOTE Programme to Motivate, Train & Employ Female Teachers in Rural Sec

Schools

PRSP Poverty Reduction Strategy Paper


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PSC Project Steering Committee

PSPU Policy Support and Planning Unit

QA Quality Assurance

QBS Quality-based selection

QCBS Quality and cost-based selection

RO Research Officer

RRP Report and Recommendation of the President

SAU Student Assessment Unit

SBA School Based Assessment

SCE Second Chance Education

SCW Secondary Curriculum Wing

SEDP Secondary Education Development Project

SESDC Secondary Education Science Development Centre

SESDP Secondary Education Sector Development Plan

SESIP Secondary Education Sector Improvement Project

SICT Support for ICT project

SMC School Management Committee

SPBMS School Performance-based Management System

SPSC Specialist Post Selection Committee

SSC Secondary School Certificate

SSGSP Secondary Schoolgirls Scholarship Project

SSMS Strengthening School Management and Supervision

STE Secondary Teacher Education

STM Staff Transfer Monitoring

TA Technical Assistance

TE Teacher Education

TECVOC Technical and Vocational

TETF Teacher Education Task Force

TNO Thana Nirpali (Executive) Officer

TOR Term(s) of Reference

TQI Teaching Quality Improvement Project

TTC Teacher Training College

UAS Upazila Academic Supervisor

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific and Cultural Organisation

UNO Upazila Nirpali (Executive) Officer

USEO Upazila Secondary Education Office(r)

WAN Wide Area Network

WFP (United Nations) World Food Programme

ZEO Zonal Education Office(r)


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Loan and project summary


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Loan and project summary

Borrower The People’s Republic of Bangladesh Classification Poverty classification: Poverty Intervention (Following the Board approval of the

R-Paper, Review of ADB’s Poverty Reduction Strategy, staff instructions to replace the PI/CPI classification with a new tracking system are under preparation, in line with para. 83 of the R-Paper.) Sector: Education Subsector: Basic Education Themes: Inclusive Social Development, Gender and Development Sub themes: Human Development, Gender Equity in Opportunities

Environment Assessment

Environment Category: C Environment impact was reviewed and no adverse effects were identified.

Project Description The Project will support the Government’s plans to reform the structure and

quality of secondary education. While the ultimate aim is to improve the quality of learning in secondary schools through reforms in infrastructure, management and systems capacity, the Project will pursue comprehensive policy, institutional, and systemic developments required for sustainable development of secondary education management. The Project has three components: (i) management and governance (ii) Improved Educational Provision (iii,) and (iii) equity and access. The project design includes features that emphasise gender and social development as crosscutting dimensions in the components, as well as support to managers and teachers in remote areas and from disadvantaged groups, including ethnic minorities. The Project includes a policy and institutional reform framework with time bound milestones and linkages to loan assurances. The Asian Development Bank has been the most active partner to the GOB in the field of secondary education. It has sponsored two major projects in the sector in the nineties (SEDP and HSEP) and is currently supporting the SESIP-1 project scheduled to operate between 2000 – 2005 (recently extended to 2006.)

Rationale Dropout rates average 44% for secondary grades 6–10 and 38% for higher

secondary grades 11–12. Pass rates for the secondary school certificate (SSC) have been declining in the last 5 years from 55% in 1999 to 36% in 2003. Pass rates of higher secondary certificate (HSC) have been declining from 56% in 1999 to 27% in 2002, with a slightly improved 38% in 2003. The failure rates represent a huge wastage of financial resources. Specific investment particularly for improving teaching quality in secondary education is necessary and justified to support the Government in achieving the Education-for-All-Goals and Millennium Development Goals. This pivotal fact has been recognized by government and, therefore, much of its current and future planning and resources are – and will continue to be - concentrated on improving accountability and in asserting quality within secondary education. The government will attempt to do this by using the (almost) sole sanction that it has at its disposal – the 90% teacher salary subvention – to control events and quality in schools. Whether it will succeed in doing so will be a crucial factor in the implementation of SESIP-2. Notwithstanding the issue of accountability between government and its secondary education sector, poor management and administration are almost certainly the root cause of many of the day to day problems afflicting education in general and secondary education in particular. Accountability and monitoring systems are weak at all levels and in many cases non existent. Mismanagement and, in many cases, questionable practices, are pervasive. The overall result is that the quality of education provision and related services is less than it could be. This affects almost every element of the secondary process from book production, civil works, teacher recruitment, assignment to schools, salary payments and transfers and examinations.


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Objectives The Project aims to enhance the quality of secondary education in Bangladesh secondary schools by improving the infrastructure supporting the delivery of secondary education. The purpose is to improve management and accountability at all levels and in every sphere of activity resulting in increased quality of education provision quality of teaching.

Cost Estimates The total cost of the Project is estimated at $195.8 million equivalent, including

physical and price contingencies, taxes, duties, and interest. Of the total cost, $51.6 million (26 percent) comprises the foreign exchange cost, and $144.2 million equivalent (74 percent) comprises the local currency cost.

Financing Plan It is proposed that ADB provide a loan of $147.3 million equivalent from its

Special Fund Resources (ADF) to finance 75 percent of the project cost. The amount covers the total equivalent of foreign exchange cost ($51.6 million) and $95.7 million equivalent of the local currency cost. The Government will finance the remaining $48.5 million equivalent of local costs which is 25 percent of the project cost.

($ million)

Source Foreign Exchange

Local Currency Total Cost Percent

Asian Development Bank 51.6 95.7 147.3 75 Government of Bangladesh 0 48.5 48.5 25 Total 51.6 144.2 195.8 100

Source: PPTA Team estimates. Loan Amount and Terms

The terms of the proposed loan will be 32 years including a grace period of 8 years, with an interest of 1.0 percent per annum during the grace period and 1.5 percent per annum thereafter. The Borrower will be the People’s Republic of Bangladesh.

Period of Utilisation Until 2013 (est.) Estimated Project Completion Date

2013

Executing Agency The Directorate of Secondary and Higher Education (DSHE,) under the overall

guidance of the Ministry of Education (MOE.) Implementation Arrangements

MOE will establish a project steering committee (PSC) to oversee project implementation. A project implementation committee (PIC) will be established with representatives from all stakeholder institutions involved in implementing the Project. As and when necessary, technical committees may also be formed. A project management unit (PMU) to be established at DSHE will be responsible for the day-to-day operational management of project implementation, monitoring and evaluation of progress, and liaison with ADB.

Procurement Local procurement through local competitive bidding (LCB) will follow the

Government’s new Public Procurement Regulations 2003, and acceptable to ADB. Vehicles and equipment will be procured through international competitive bidding (ICB) for packages above $500,000 and international shopping (IS) for packages below $500,000, in accordance with ADB’s Guidelines for Procurement.

Consulting Services All international and associated domestic consultants will be financed from the

ADB loan, and will be selected and engaged in accordance with ADB’s Guidelines on the Use of Consultants, and other arrangements satisfactory to ADB for engaging domestic consultants.


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Project Benefits and Beneficiaries

The Project focuses on the systemic improvement in the delivery of secondary education through its planning, management, and monitoring thus resulting in increased quality. The long-term benefits of the investment will be improved organisational and institutional structures, enhanced human resource development strategies, and provision of additional financial and other resources that will ensure greater long-term sustainability for all new initiatives and activities. Improved systems and structures in management and accountability at both central (DSHE) and local levels will result in greater efficiency and accountability in education provision in teaching and assessment. In country and foreign training for staff in selected departments and key functions will contribute to the sustainable development of better quality secondary education. Access of female students, as well as students from remote areas and disadvantaged groups will be supported. Appropriate gender dimensions, gender equality training, and social development dimensions will be incorporated and mainstreamed in a cross-cutting gender equity programme. The role of women as members of school management committees (SMCs) as well as the role of SMCs in improving teaching quality at grassroots level will be supported. The Project will contribute to poverty reduction indirectly. The direct beneficiaries will be personnel working in and for the DSHE. Who will have their capacity enhanced and working systems made more effective. The indirect beneficiaries are pupils in secondary schools who will benefit from the improved quality of education and teaching skills. Improvement in education quality will further improve learning by pupils, who will show better education outcomes and better performance in the labor market.

Risks and Assumptions

The design of the Project draws heavily from lessons from previous interventions, particularly the HSEP and SESIP-1 projects, and is supported through a comprehensive policy and institutional reform framework. While the Government is committed to these reforms, there is a risk that a future Government could reverse or amend this commitment. Examples of this might be the (re-)adoption of the former policy of restructuring the current secondary system into one of 8 years of basic education and 4 years of secondary education, or refusal to continue with the introduction of the uni-track curriculum, or a refusal to continue to implement school based management and assessment. This latter is of acute concern due to the fact that over 1000 persons are directly paid out of the budget of the ongoing SESIP-1. A considerable question hangs over the situation entre projects. The factor mitigating this risk is the fact that the reforms are very much linked with wider long-term development frameworks of Bangladesh in the secondary education sector, and beyond, with linkages to the national poverty reduction strategy and the medium-term macroeconomic framework. A further issue is that under present methods of working, all proposals for change at top management levels have to be presented to, and approved by, the top management that is the subject of the change. Under present working practices in Bangladesh, international projects are directly accountable to senior civil servants, and not to the political body. Thus, senior public servants have to approve change affecting their positions. It has to be assumed that there is a genuine will to reform within the public service.


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The proposal


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Sector description and performance


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Sector description and performance

Performance indicators and analysis 1 Secondary education prepares pupils for employment at entry level and serves as a

foundation for those who aspire for advanced studies. In Bangladesh, the steady growth in primary education over the last three decades has resulted in a concomitant expansion in the number of schools, teachers, and enrollments. Currently Bangladesh has 18,746 secondary schools recognized by the Government. The schools have over 8.6 million students, of whom about 53% are girls. The gross enrollment ratio in secondary education averages about 30%, marked by significant losses as grades advance: i.e., 38% in junior secondary, 25% in secondary, and 19% in higher secondary education. The total number of teachers in the secondary schools is about 240,000, of whom about 150,000 are untrained.

2 The Ministry of Education (MOE) is responsible for policy and planning for secondary,

vocational, technical, and higher education in Bangladesh. The Directorate of Secondary and Higher Education (DSHE) is responsible for overseeing the administration of the 18,677 secondary schools, 2,293 colleges, and 7,279 post-primary madrasahs (religious schools.) For administrative purposes DSHE has divided the country into nine zones. Districts are headed by district education officers. Given the enormous growth in the number of secondary institutions in recent years, the Government’s administrative and supervisory capacity is inadequate to fulfill its responsibilities. For quality assurance, DSHE has no effective inspection and supervision system and no inspection staff at Upazila (subdistrict) level. Inspection and supervision of teacher training institutions are unsatisfactory and irregular at best.

3 About 98% of secondary schools are private. Each private secondary school is overseen

by its own school management committee (SMC.) However, despite the massive government financial subvention programme that provides 90% of teacher salaries in the private secondary schools, performance or accountability requirements are few. Indiscriminate establishment of schools and colleges that fail to meet minimum standards contribute to the deterioration of the quality of education. The ADB financed SESIP-1 project has assisted the Government in developing reform measures to improve the quality, efficiency, and accountability of SMCs.1

4 Notwithstanding the quantitative achievements, weaknesses in the secondary system

are reflected in the declining quality of graduates and teachers. Challenges have remained. About 60% of teachers are still untrained, while most schools are devoid of standard conditions essential for the normal instructional process. Standard cohort analysis over the entire secondary cycle reveals the extent of wastage in the secondary education system in terms of both failure and dropout rates. Dropout rates average 44% for secondary grades 6–10 (49% for girls,) and 38% for higher secondary grades 11–12 (36% for girls.) Pass rates for the secondary school certificate (SSC) have been declining in the last 5 years from 55% in 1999 to 36% in 2003. Pass rates for the higher secondary certificate (HSC) declined from 56% in 1999 to 27% in 2002, but slightly improved to 38% in 2003. These failure rates represent a huge wastage of financial resources.

5 The quality of secondary education in Bangladesh has declined. This decline can mainly

be attributed to a mixture of poor management and poor teaching. Poor and disadvantaged students are most affected since they rarely have other educational options and cannot afford the fees charged for additional tuition. While girls' enrollment has significantly improved, their performance and retention in secondary education are undermined by several factors, including lack of female teachers in the schools. The

1 The reform measures are also part of the overall education sector reform agenda, for which the International Development

Association (IDA) approved a programme credit support in 2004.


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implications are that the secondary education being provided is inadequate and that there is a need to approach the problem in a multifaceted manner. The Project seeks to improve the structures in secondary education as well as its planning, management, and quality of delivery through organisational development, capacity building, and human resources development. In addition, the Project will support the organisational reform of the DSHE and its associated agencies, increase management capacity at decentralised levels, increase and make more relevant curriculum and assessment and allow greater access and standards for girls, students from remote areas and disadvantaged groups, including ethnic minorities. The project framework is in Appendix 1.

Issues and opportunities

Governance

6 The vast majority (more than 98%) of secondary schools in Bangladesh (including the

Madrasah, are private non government institutions. Secondary education is, therefore, a private business operating in a public sector. While there appears to be an apparent over-centralised system of administration and control in secondary education, in reality the power of the government over its secondary school sector is not as strong as it would outwardly appear. This pivotal fact has been recognized by government and, as a result, much of its current and future planning resources are concentrated on improving accountability and in asserting quality within secondary education.

7 Notwithstanding the issue of accountability between government and its secondary

education sector, poor management and administration are almost certainly the root cause of many of the day to day problems afflicting education in general and secondary education in particular. Accountability and monitoring systems are weak at all levels and in many cases non existent. Mismanagement and questionable practices are pervasive. The overall result is that the quality of education provision and related services is lower than it could be. This affects almost every element of the secondary process including book production, civil works, teacher recruitment and assignment to schools, staff salary payments, teacher transfers and examinations.

8 At all levels, the politicisation of the public service and the (related) practice of frequent

intra- and interdepartmental transfer continues to wreak havoc on public sector effectiveness. It destroys the continuity of professional input and purpose. It erases corporate knowledge, and extinguishes the desire to “own” a problem or see through an issue. While this is endemic throughout the public service, within the Ministry of Education it is particularly harmful to the professional agencies such as NAEM, NCTB, BISE etc, where the retention of skilled employees is essential for the quality of the services that these agencies provide.

9 A further problem in the reform of one part of the public service in Bangladesh is that it

inevitably overspills into other areas of public service procedures and can soon become a public sector-wide intervention. The issue of “arbitrary transfer”, for example, is not exclusive to the Ministry of Education. This however should not deter reform within one MOE. A cessation of the practice of arbitrary transfer would bring with it such enormous benefits that any attempt to reduce the practice must be seen as both laudable and cost effective. A resolution to this issue would help resolve many other problems that would otherwise have remained insoluble. It would also act as a replicable example of good practice that can be adopted by other ministries.

Transfer and deputation: the effect on efficiency

10 One of the major problems affecting the efficient and effective implementation of public

service in Bangladesh is the frequency of personnel changes (transfers and deputations.) This is particularly so in the case of cadre officers. The result is that there is a major lack of management and specialised skills continuity. There are currently over


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12,000 cadre positions in the Ministry of Education, any one of whom is eligible for transfer - often at extremely short notice.

11 It is extremely difficult to assess the overall effect of the problem in Ministry-wide terms

as such data have not been compiled. However, it is reasonably safe to assume that the effects have been – and will continue to be – considerable. Logic dictates that, for example, if an investment is made in training a person to do a particular job, and that person is transferred out of the job shortly after training, then the investment will be wasted. Extend that logic to the Ministry as a whole and the enormous number of training courses undergone by ministry officials at a cost of millions of dollars, and the picture will become all too distressingly clear. To this may be added the cost – both professionally and financially – of people being transferred to jobs for which they do not have the necessary skills.

12 It is important to recognize that the single issue of constant transfer, while a pivotal

cause of inefficiency, is not the whole story. If this problem were to be solved, the result would not automatically be a rise in productivity. Other factors need to be considered. Among these are skills upgrading (training,) accurate job descriptions, an effective (and transparent) appraisal system and a well organised staff development and succession function. The issue of personnel selection is also paramount as there is little point in having a permanent placement if the incumbent is not able to do the job. However, any resolution of these issues will be of little purpose until and unless the issue of arbitrary transfer is addressed and solved.

Reform of the DSHE

13 The DSHE is a line Directorate under the MoE. All professional positions in the DSHE

are cadre posts (except the posts of Accounts Officer and the Administrative Officer, which are non-cadre class II posts.) Transfer or promotion from among the education cadre members fills the posts. Here lies the main problem. There is no agreed policy or rule for posting to the DSHE. Traditionally, government college teachers are posted to specialist positions. Meanwhile, the concept of “equivalent positions” remains strong. For example, a director in the DSHE is “equivalent” to a professor of a government college, a deputy director to an associate professor, and so on. No skills distinction is made between equivalent positions within the cadre for the purposes of posting, promotion and transfer. Thus, a classroom teacher without any training and experience in management may be posted to a management position at the DSHE. Even a professor, essentially a classroom teacher, may be appointed as Director General on promotion or transfer. There are many examples of such appointments.

14 Conversely, a trained and experienced professional may be transferred to a teaching

post, as a result of promotion or the non-availability of an equivalent vacant professional post. Transfer between trained professionals and untrained non-professionals is common practice – with inevitable consequences for the DSHE.

15 Frequent changes of personnel, particularly those holding key positions such as DG or

directors, is another major problem. However, the effect of such changes might be mitigated if the replacement possessed the necessary skills and experience to perform the job. More often than not, this is not the case.

16 An examination of the functions of the DSHE will reveal that the DSHE has to do a

variety of jobs requiring differing specialisations. Table 1 gives an indication of professional competencies needed for the various categories of staff in the DSHE.


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Table 1: Professional competencies required in DSHE

Categories of Staff Specialisation Area

Director General a) Educational system administration and management b) Educational system planning and policy formulation c) Financial management d) Project management e) Personnel management

Secondary Education Wing a) Educational system administration and management b) Institutional management c) Financial management d) Project management e) Personnel management

Training Wing a) Pedagogy b) Teacher training c) Teacher education d) Curriculum development and evaluation e) Educational research

Planning and Development Wing a) Educational planning and development b) Project preparation and management. c) Policy support and strategic planning d) Decentralised education management

17 Meanwhile, the current education cadre structures and its recruitment rules have

become obsolete in terms of the emergence of these specialist professional sub-groups. As noted, the current rules allow transfer between specialist and non specialist posts. This is partly related to the fact that there are no modern competency based job descriptions for the different categories of positions, but it is also due to the fact that there is an acute shortage of appropriately qualified professional staff. The latter is, perhaps, a more serious problem. The explosive growth of education in Bangladesh has resulted in an increased need for specialists at a faster rate than their available supply.

18 Moreover, the current staff appraisal system - the Annual Confidential Report (ACR) – is

not structured to assessing individual performance in terms of promotion and placement decisions, or identifying training needs.

19 However, the root cause of these and other problems is the absence of a modern human

resources management system in the DSHE. The following ongoing initiatives are addressing the efficiency and effectiveness of personnel management in DSHE.

20 Ongoing Initiatives: It is understood that SESIP-1, in consultation with the Personnel

Management Subcommittee, has produced a document outlining reforms to the placement and retention of specialist staff in the DSHE, specialist agencies and Colleges.2 Specifically, this would include, amongst other things, the establishment of a Senior Specialist Posts and a Specialist Posts Selection Committee charged with, presumably, ensuring that the right person is placed in any particular vacancy. These bodies would make recommendations for all appointments, transfers, deputations and promotions to all specialist posts within the MOE. Further recommendations in the SESIP-1 document pertain to the specialist agencies of NCTB, BISE, TTC and DSHE.

2 Recommendations for Functional Specialisation within the Education Agencies. SESIP-1: June 2005


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21 It is further understood that the recommendations contained in this document are currently waiting approval for implementation - or otherwise - by the appropriate authorities. It is unlikely that any decision on this will be made during the course of the SESIP-2 PPTA.

22 However, whatever the fate of the SESIP-1 personnel document, one thing remains

clear. While addressing issues such as selecting the right people for the job, it will not resolve the main issue of arbitrary transfer. This issue is at the heart of the problem. SESIP-2 will endeavor to use every resource possible to resolve the problem of transfer.

Decentralisation

23 The intention of the MoE to decentralise is clear but the meaning of decentralisation on

the part of the MoE seems to be vague. Whatever has been done in the name of decentralisation is actually allocation of staff at the lower levels and representation of local stakeholders. Despite series of recommendations by various research studies (e.g., two studies on decentralisation by SESIP-1 in 2004 and the study # 7 of the World Bank in 2003 on strengthening education management and devolving responsibilities and functions) for greater degree of decentralisation to improve the efficiency of secondary education, as well as the recommendations of the latest National Education Commission and the proposals of the DSHE itself for restructuring and bifurcation of the Directorate, no substantial progress has taken place in the area of decentralisation. The issue of formal distribution of authority for decision-making related to planning and use of educational resources is still elusive. A clear definition of decentralisation in the context of secondary education is thus an urgent need, along with specifying the modus operandi of the de-concentration of decision-making authority at the lower levels.

24 Frustration prevails among the managers at the zonal and district levels due to a feeling

of powerlessness. The SESIP-1 project paper indicated that the zonal officers need authority over teacher and staff transfers and disciplinary actions.

25 Adequate decentralisation from the central level to the local levels will require

deployment of additional staff at the zonal, district and Upazila levels. This will necessitate provision of training for the additional staff based on redefining of roles/functions and responsibilities required of staff in the decentralised management, and careful assessment of training needs. A well-structured job/position descriptions would be an advantage.

26 High-quality leadership training for the micro-level managers (heads and assistant heads

of institutions) is also a crucial need. The national apex training institution in education management training – NAEM – seems to be overburdened due to its limited capacity. Less than half of the existing heads of institutions have so far received training on management. The SESIP-1 project document remarked that at the present rate of providing training to the institutional heads (approximately 325 persons per year) it will take more than 100 years to train the target population.

27 When decentralised, managers at the various levels would like to have growth

opportunities – a clear career path as well as job security. This was revealed in discussions with the concerned officials. Ensuring unambiguous career path along with job security is inevitable for upholding the morale of education-managers and planners as well as for the long-term retention of the experienced and competent staff, which is now non-existent.

28 A further issue is improved academic supervision and administrative inspection. Since

the quality assurance mostly depends on these issues, they need careful attention. At present, the responsibility of school inspection is vested with the zonal and district level officers who infrequently visit the schools with no formal guidelines to use. There is a need for clear-cut demarcation between the scope of supervision and that of inspection. While supervision should be done by district-and Upazila-level supervisors with full emphasis on academic matters, inspection should be the sole prerogative of the zonal


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inspectors with concentration on administrative matters. DIA inspectors may be placed at the zonal offices for financial audit of schools. However, DIA Inspectors (existing strength: 12 Inspectors, 12 Assistant Inspectors, and 4 Auditors – except one, all on deputation from the government colleges) need to be quadrupled to meet the inspection-needs of the schools which stand at around 16,000. Since the DIA was created in 1980 when a total of 28 inspectors and auditors were appointed for 7,500 schools, no increase in the sanctioned posts has been made by the government which now needs to give inspection facility to around 16,000 schools. They have to be appointed as regular employees – deputation practice must be eliminated to sustain the expertise these people gained.

29 An urgent issue is coordination among the support agencies, especially DSHE, BISE and

DIA. They have overlapping roles and requirements. The schools thus feel confused. Lack of coordination further increases the burden of work for schools. The functional jurisdiction of these agencies lacks clarity and thus reduces the scope for inter-agency coordination. Overlapping needs to be eliminated through clearly defining the roles and responsibilities of each of the institutions.

30 Decentralisation would inevitably entail the decentralisation of EMIS at the zonal, district

and Upazila levels so that data could be made available to managers regularly on a monthly basis. SESIP-1 has pilot tested a decentralised EMIS in the 3 pilot districts with data collection at Upazila level, and data entry at the district level. GoB has issued notification for the replication of the system throughout the country.

31 The SPBMS is still in its nascent stage. Since it has been well accepted by schools and

communities, there is a possibility of developing and gradually replicating the system nationwide. National replication requires establishment of independent secondary education offices at the Upazila level along with the appointment of a huge number of academic supervisors/officers as well as planning & monitoring officers for implementation, supervision and monitoring of the system. SESIP-1 has developed job descriptions of AIs and UASs, and then provided orientation and initial training to the UASs and will continue providing training to the new-comers until the end of this project. However, for future refresher training (or basic training to the newly recruited in the future,) arrangement for local training remains a viable option. Presently, the UASs are provided training by the SESIP-1 officials. The training should have been given by NAEM but the reality is that it cannot. The 25 NAEM-trainers trained at AIT were practically neither available on full-time at school level nor their college-teaching background provided them with the activity-based participatory training skills needed by head teachers/teachers and SMC members to practically apply SPBMS. However, because of active interventions by SESIP-1 officials in terms of motivation, activity-oriented and participatory training, and encouragement, the implementation of SPBMS is constantly being fine tuned.

Education management training

32 Training in management, planning, monitoring, and evaluation are greatly needed at all

levels. Currently the NAEM conducts management training for secondary school head teachers and college principals (approximately 400 per year) but much of the work of NAEM centres upon providing civil service foundation (in-service) training. The current NAEM programmes often emphasise rules, regulations, and the duties of managers - what to do rather than how to do it. While these programmes are considered valuable, manager's at each level need much more training in techniques of modern education management, planning, monitoring, evaluation, and inspection. No interventions or innovations were undertaken in SESIP-1 to upgrade management training on a regular basis in these or related management topics (apart from overseas training for a limited few.) SESIP-1 has interpreted – and as a result concentrated on – the introduction of school based management as the answer to management issues in the sector. This has resulted in only a small amount of management training (and management training development) being undertaken centrally in the last 6 years, leaving a large gap as well as backlog in this vital needs area.


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33 Furthermore, NAEM is about to undergo a radical alteration in its function and structure –

partly caused by developments and partly by the intervention of the TQI project. NAEM will shortly become the National Teacher Education Authority (NTEA,) a “centre of excellence” in teaching. Interacting with the newly formed NTRCA, it will take on a coordinating role for managing all pre-service teacher education and all government funded in-service professional development of teachers and head-teachers throughout Bangladesh.

34 Meanwhile, the TQI project is tasked with developing and implementing a series of head

teacher training courses. According to its TOR, TQI will:

“build the capacity for and enhance the continuing training and support, provided through NAEM, for head teachers and administrators”.

35 While such an undertaking is taking place consideration should be given to the

establishment of a small senior policy and management training facility which will support the work of TQI but concentrate on the design, production and delivery of tailor made programmes for a range of senior managers in education (and even outside of education.) Such an entity would act as a specialised management centre of excellence and also be a sound back-up to TQI. It would be a permanent centre which would generate state of the art senior management training, materials development, computer-based training technologies, case studies and internet distance learning.

Education Management Information System (EMIS)

Completion of EMIS

36 At the time of writing, the assumption is that by the completion of SESIP-1 the EMIS will

be complete, supporting data entry from all 64 districts. SESIP-2 will need a contingency plan to support the completion of the EMIS if this proves to be necessary. Since computers have already been provided to the district offices by SESIP-1, the contingency plan will be concerned with providing the necessary training to data entry officers and other district personnel in using the new system.

Data verification

37 An important issue relating to information for the EMIS is the need to ensure the

accuracy of the data. Many problems with the data arise at source, i.e., in the completing of the data collection forms in the schools. Errors in the data may have a number of causes, such as inappropriate persons completing the form (administrative clerk, rather than teacher or principal, for example,) deliberate falsification, false returns arising from carelessness, lack of understanding of specific categories on the form, and so on.

38 The most important actions in connection with data verification must take place in the

schools. Firstly, in the schools the appropriate person should be selected to provide the data, and that person (and a stand by) should receive annual training in the annual use of the data collection forms, and termly training in the use of the termly forms. Secondly, random checking of the data provided by the schools should be carried out, which would involve visits to the schools by appropriate officers. Such a task is best carried out by the UASs, since they visit schools regularly in any case.

User aspects of EMIS

39 The EMIS is likely to be completed by the time SESIP-1 concludes. However, it is

unlikely to be completed in time to run a programme to encourage the personnel in the use of the EMIS (at central, zonal, and district levels.) Though the EMIS can serve the


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decision makers and analysts in their work, it will not be adopted naturally by these people, since no matter how powerful the EMIS is, using it will initially require people to make an effort to change their current working practices, and to learn to use a new system. Awareness programmes and training at all levels will be necessary if the EMIS is to be successfully used in educational management.

40 Though initial analysis of user needs was carried out, there has been no user

acceptance testing carried out as such. It will thus be necessary to carry out such testing, and also to establish if the reports produced by the system are sufficient to meet the needs of the users, i.e. it may be necessary to carry out further user needs analysis, in MOE, DSHE, zones, districts and upazilas, to determine what additional reports and structures may be required.

41 The EMIS will help people engaged in planning and decision making, but in itself it will

not make them effective planners and decision makers. There is a need for DSHE staff to receive training in planning, and in the use of planning and project management tools.

Relationship between EMIS and BANBEIS

42 The planned introduction of GIS at DSHE and its integration with BANBEIS has not yet

taken place due to delays in the procurement of GIS software and technical problems of the radio link between BANBEIS and DSHE. However, GIS software has been procured and has been installed in DSHE. The BANBEIS GIS software is an older version, which needs upgrading. The databases used by BANBEIS also require updating. During its extension period, SESIP-1 is expected to develop an integrated GIS to be used throughout MOE. The BANBEIS expertise in GIS will be beneficial for DSHE. However, to address the problem of the limited number of licenses, SESIP-2 support will be required. Given the up to date verified data that will be provided by the DSHE EMIS, the data in the BANBEIS system could be updated, and a web-based interface be designed and implemented to the BANBEIS GIS. Therefore, expert assistance to support completion and integration of GIS application in BANBEIS and DSHE will be needed.

43 The radio link between BANBEIS and DSHE is experiencing technical problems and fails

to work effectively. In some respects, this is due to the anomalous situation of two different providers being involved in the link, and the lack of effective communication between them in attempting to solve the problems. Regardless of the cause, it is a serious inhibitor to enhanced data communication between DSHE and BANBEIS. Newer developments, such as the establishment in the near future of fiber optic cabling in Dhaka, may mean that the radio link is now longer the best solution for DSHE and BANBEIS. A range of alternative solutions should be examined, and the optimal one chosen.

Administrative and management issues

44 At the present time, the EMIS cell is under the Planning unit of DSHE. This is not ideal,

since the EMIS cell should not be so closely allied with one particular unit. Accordingly, it is proposed that the EMI cell be located in a new ICT unit that will serve DSHE, and is defined in more detail in the section on ICT. Placing EMIS in this IT unit will enable the MPO to be detached from the EMIS cell, and for it to be allocated to a MPO cell to be established within the ICT wing. If the EMIS cell no longer processes the MPO, the number of EMIS cell staff can be reduced, with any removed members of staff being allocated to the newly formed MPO cell, since current EMIS cell members have MPO experience.

45 SESIP-1 has installed a number of EMIS staff in the zones, as follows: 1 Information

Audit and Verification officer, 1 Information Auditor, 1 Programmer and 1 Data Entry operator. These personnel were originally placed in the zones as the original EMIS plan did not envisage a web-based solution, and thus more EMIS-related activity was expected to be required at the zones. However, most data verification can be done at the


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upazila level, because the UASs visit the schools regularly, brief the schools on the completion of the EMIS forms, and collect the forms. Discussions with UASs from the pilot districts indicates that they are already fulfilling a data verification role, and further demonstrates their willingness to be involved in this role in the future. It is suggested here that the EMIS-related staff at the zone be reduced to 1 information auditor and 1 assistant. A data entry officer and programmer are not required at the zone, at least as far as the EMIS is concerned, and these positions should possibly be removed, unless the staff concerned can be allocated to an alternative function relating to systems such as M&E or decentralised management. .

46 Queries relating to the MPO are often made by persons such as teachers actually

visiting DSHE. This gives the people in DSHE connected with MPO considerable power, and makes the well-know corruption relating to MPO queries more likely to take place. An alternative to requiring persons to visit DSHE to query the system is to provide web-based access through the EMIS system. The EMIS currently features an MPO module. This module could be upgraded to enable queries about the status of MPO cases to be entered through a web site. This would not only be more convenient, but would reduce some aspects of the corruption associated with the MPO.

Data collection issues

47 The current EMIS is based on data collected each year and subsets of the data being

collected each term. Some of the data collected annually (such as information about physical facilities available to the school) may be better collected at lower frequency. This would reduce the complexity of the EMIS data collection form.

48 The EMIS data collection form should be updated to obtain more information about

computers in school. At the present time, the form requires only two items of information about computers: the number of computers used for official purposes and the rather vaguely worded question “how many students are using computers?” Additional data should be collected for the EMIS, such as number of computers being used for teaching and learning, number available for students, number of internet connected computers, etc.

Monitoring and evaluation

49 The SPBMS system dominates the activities of UASs. However, UASs are already

involved with visiting schools in their upazila for other reasons, such as handing out and collecting the completed EMIS data entry forms (annual and termly versions,) and observing teaching sessions and providing feedback to teachers.

50 The AIs at district are complaining about the lack of support for traveling to many

schools. However, it can be argued that an AI should not need to travel to many schools. School monitoring should be mainly the task of the UAS, who typically have around 30 schools to deal with, meaning that relatively frequent visits to each school under the respective upazila are possible. Then the AI would visit a random selection of schools to monitor the UAS, perhaps focusing also on the most problematic schools.

51 The Upazila Academic Supervisors (UAS) can fulfill a variety of roles related to

monitoring and evaluation. These should not be limited entirely to contributing to the SPBMS. UASs in the three pilot districts currently visit schools for SPBMS purposes, to distribute, advise on the completion of, and collect, the EMIS data forms, to observe and provide feedback and advice to teachers, etc. What is lacking is a clear job description that incorporates all the activities that UASs currently carry out and is flexible enough to allow the UAS to carry out a range of tasks that can be expected as the EMIS and M&E systems are developed.

52 UASs met by the SESIP-2 PPTA expressed a desire to be involved in data entry

(currently done at the district offices.) It is estimated that the data from one EMIS data


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collection form (i.e. the form for one school) for the annual data collection can be entered in a maximum of one hour. A typical upazila contains around 30 to 40 secondary schools (some have as many as 80-plus, but this is very rare.) Thus, all of the annual data for most upazilas can be entered in not much more than 30-40 hours, or around one working week in a year (the termly data forms are much shorter than the annual forms, so the data can be entered in much less time for these.) The UASs can enhance the data entry through their local experience, thus making errors of data entry rarer. It is suggested here that in some upazilas pilot testing of data entry by the UASs is carried out.

53 It seems clear that UASs are asked to do a substantial amount of reporting (an 11 page

form has to be completed for every school visit.) It would be more effective if reporting stressed the problems and did not need to comment on the aspects of operation in the schools that were progressing without problems. It would be even more effective if the UASs could complete an on-line form, with the information from the UAS reports being added to the EMIS, where it could form the basis of additional reports from the system. A further issue is the destination of the completed UAS report. At present they are sent to the SESIP-1 PIU, where they are used to monitor the activities of the UASs themselves rather than the schools. A more decentralised system would see the UASs reporting to the district. A simple description could be given of problems that have arisen in the school and been solved by the UAS. Problems that the UAS cannot solve would be submitted to the district, problems unsolved at the district passed up to the zone, and so on. In this scheme, the centre would only deal with serious problems that the lower level were unable to solve. Finally, the M&E unit at the centre would receive all reports, and would focus on the problems remaining.

54 The UASs are concerned at several aspects of their position. Firstly, they are perturbed

by the lack of a career path for UASs. As project staff they are on fixed pay scales, and thus do not qualify for increments. Secondly, they point out that they do not have sufficient transport support to carry out as many school visits as they would like. Thirdly, they suggest the need for an assistant in the upazila UAS office, since the UAS is usually in the field, someone needs to be present to take phone calls, perform basic administrative tasks, etc. Fourthly, the management “chain of command” for UASs seems illogical; the UAS is essentially under the district office, but nevertheless must ask the TNO in the upazila for permission to go on school visits. Fifthly, the UASs themselves find their job title suggests a low status occupation, which in countries like Bangladesh is by far from being a trivial point. Apparently the term “supervisor” is often used in Bangladesh as the title of fairly low status occupations, such as the helper on a bus.

55 SESIP-1 is providing UASs to 260 of the 476 upazilas. Given the key role that UASs

could play in M&E activities, as outlined above, it is imperative that SESIP-2 (a) completes the provision of UASs to the remainder of the upazilas, and (b) seeks the commitment of the GOB to maintain this system in the future.

Curriculum, textbooks and teaching-learning materials

Curriculum

56 Human capacity: Curriculum development is a highly complex and demanding activity

and the institution responsible for this work needs adequate resources to do it well. The crucial resource is high quality human capacity. Despite improvements achieved throughout SESIP-1, the current situation at NCTB remains below that necessary for sustained quality outputs.

57 Based on current staffing numbers in SCW, the issues would appear not to include those

of quantity. However, with only 5 staff in permanent posts and the remaining appointments being by deputation or relying on continuing project support (SESIP-1 funds 28 staff) the conditions of appointment of most staff in the SCW is of major


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concern. Quite apart from the vulnerability of the SCW losing too many staff to function at all effectively, the lack of security and opportunity within NCTB for establishing a career in curriculum development has a negative impact on individual and collective performance.

58 Providing sufficient numbers of staff can be retained in the SCW, the major human

capacity issue relates to available skill level. This relates to both leadership of curriculum development processes and to the technical and creative skills needed to carry a number of these processes. Both overseas and local training provided under SESIP-1 to this group and to the permanent and deputized curriculum specialists produced mixed outcomes. While theoretical knowledge was enhanced, the skills required to carry out the processes involved in a modern curriculum review were not developed to the expected level. On-the-job training in the context of the recently developed curriculum for Grades 9 and 10 has gone some way towards some staff developing sound initial level skills. The ‘hands-on’ involvement of the 28 SESIP-1 funded members of the CDU, MDU and SAU in the development of the supporting Subject Manuals and Teacher’s guides of the grades 9-10 uni-track Curriculum has also been a valuable up-skilling experience. However, to operate an effective and efficient SCW capable of developing creative solutions to complex curriculum challenges, even higher levels of skill competence are needed.

59 A review of staffing is needed to consolidate the SCW around the most capable and

committed of its current staff (including those supported by SESIP-1) and further investment in this smaller group needs to be made to build considerably higher levels of skill competency. The success of this strategy will depend on the staff being selected through the strict application of an appropriate set of criteria, on the terms and conditions of their employment, and on the capacity of TA being available to train, support and mentor the group.

60 At the time of writing this proposal, policy work by the Personnel Management sub-

committee of the NCCC has produced a review of the major education agencies involved with the secondary sub-sector. This sub-committee has presented a substantial Final Report to MOE in which it makes recommendations for functional specialisation within these agencies; including NCTB.

61 These recommendations which have been adopted by the full NCCC address many of

the issues discussed above. The response of the Government to these recommendations will have a considerable influence of the focus of curriculum developmental work in SESIP-2. If the Government has acted on the recommendations then the start point will be quite different than if it has not.

62 Team Culture: Curriculum development necessarily requires a great deal of collaborative

work. It will be important that the criteria used to select future SCW staff emphasise abilities needed for effective teamwork as well as ensuing the team includes a balance of specialised knowledge, skills and educational experience. The capability to provide professional leadership through a deep understanding of curriculum theory, issues and developmental processes, and commitment to personal professional development and achieving high quality outputs is also a necessary attribute to establish throughout the team. Experience gained over the last 2-3 years of curriculum development activity associated with Grades 9 and 10, has made apparent that the best work in the SCW was done when the SESIP-1 supported groups worked together contributing specialist expertise to particular tasks. A well led SCW group operating with 5 year Strategic and 1 year/Annual Work plans - that organise the different specialists into task-focused teams with set milestones (outputs and dates) for achieving progress - is therefore seen as able to provide both flexibility and responsiveness in a field where there are workload peaks and a mix of ongoing and shorter term tasks. To assist the achievement of tasks set out in the Annual Workplan of the SCW, individual job descriptions need to include a section which is reviewed each year as well as a more generic section. The job descriptions need to address lines of supervision and accountability, and direct collaborative work and collective outputs by clearly defining individual roles and responsibilities as required


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tasks with expected outcomes. An important goal in SESIP-2 should be for the SCW to achieve a level of focused autonomy in sustaining curriculum outputs that is currently not apparent.

63 Achieving Curriculum Relevance: The focus of curriculum improvement needs to

broaden; from a concentration on the written curriculum to also include careful consideration of the communicated and implemented curriculum. This is required because of strong evidence that the written curriculum currently has only an indirect influence on classroom practice (through the subject textbooks) and almost no influence on the frames of reference used in teacher decision-making (most teachers have never seen the written curriculum.) Inadequacies in existing textbooks mean that important curriculum aims and objectives (those other than factual knowledge) have to date been given little attention by teachers, students and those who write the public examinations. The consequence of this situation is an implemented curriculum that is:

• failing to deliver to students the full range of learning opportunities expected by Government; and in particular the higher order thinking skills (including those associated with problem-solving) and skills for living and employment, including self-employment

• unable to realise critically important personal, social and economic benefits potentially available to students, local communities and the nation; arising from the marked increase in participation in secondary education achieved over the last decade.

64 A focus shift in the approach of the SCW is needed to assist the implemented curriculum

to become a much closer classroom translation of the written curriculum. Such a change appears fundamental to improving the quality of secondary sector outcomes (especially the nature and level of student achievement.) After all, the written curriculum is the official policy tool of the Government for communicating the learning outcomes it is expecting from its investment in the secondary sub-sector. The written curriculum needs to be recognized as much more than a document that directs teacher and student activity. It needs to be the foundation QA document for establishing roles and responsibilities within the sub-sector and measuring performance and accountability, especially in schools. The more coherently and realistically the written curriculum places the learning outcomes sought by the government against the life experiences, needs and developing capabilities of the nation’s children (girls and boys,) the more likely it is to be able to be implemented and the more effective and efficient will be the whole system.

65 Curriculum Monitoring: Ongoing monitoring of responses at the school level to the written

curriculum is a crucial and integral component of modern curriculum development practice. Currently lack of any structured activity of this kind means that crucial information needed to inform the SCW’s work is not available, placing inevitable limitations on the quality of its outputs. With the next round of curriculum reform upon schools – involving the introduction of a new uni-track curriculum in Classes 9-10 in 2006 - it is important that the SCW be enabled to initiate activity to begin to fill this knowledge gap. Without doing so, the potential of this curriculum reform to refocus teaching and learning, will be severely compromised. For example, information on the effectiveness of curriculum dissemination to teachers (through the SCW prepared Subject Manuals and Teacher’s Guides) will identify misinterpretations and unanticipated actions by teachers. It will also suggest ways the material may be modified or supported through other professional development activity to better align teachers’ understanding and classroom approach with that intended. In the plans that are developed to direct its future work, it would appear important that a team within the SCW be assigned the core and ongoing task of curriculum monitoring. The recommendations of the NCCC HR sub-committee for NCTB provide for this.

66 Curriculum Research: While some factors that limit the ability of teachers to implement

the written curriculum are obvious, little is known about many features of, and around, the teaching-learning process in the Bangladesh context. Curriculum development based on assumptions about these influences will always be problematic. This is a sufficient


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enough reason for enabling such research. However, classroom-based research is likely to provide quite immediate gains. For, while a number of current limiting factors will require substantial resources to change, other barriers - once understood – are likely to require creative rather than expensive solutions. Hence, there is a need for the SCW to undertake a number of carefully focused curriculum-based research projects. Knowledge gained from studies of this type is likely to provide almost immediate cost-effective gains as well as enhance the quality of future curriculum development.

67 Learning needs across all Secondary School Grades: The introduction of a uni-track

curriculum in Classes 9-10 in 2006 will introduce many challenges for students, teachers and schools. The response of teachers and students to the uni-track curriculum needs to be closely tracked. Its impact, especially at the interfaces with the curricula of Classes 6-8 and of Classes 11-12, requires close monitoring by the SCW. This work will raise important questions about the learning needs of students in grades 6-8 and grades 11-12. In particular about the learning needs of students who drop out of schooling during or at the end of Grades 6, 7 and 8. Given the contribution that education at these levels makes to poverty reduction (and through it to economic development) it is considered important that extending the curriculum reform process further across the secondary sub-sector and especially to include Grades 6-8, needs to be a major curriculum development activity of SESIP-2. It should also be noted that on the grounds of curriculum continuity, in some subject and especially science, the introduction of the Grades 9-10 uni-track curriculum may create a problem for some students when they shift to Grade 11. This possibility needs to be reviewed at the onset of SESIP-2 to ensure that giving priority to develop a curriculum that better meets the needs of all students in the context of national goals is the right option.

68 Curriculum Implementation: The adoption of the Multi-track curriculum in 1996 was

planned to be accompanied by NCTB led cascade training of teachers on its philosophy, rationale and salient features. The nature of training materials used and the extent of implementation of this training is not recorded. What is apparent is that in 2001 SESIP-1 investigations at the school level identified few teachers with any detailed knowledge of the curriculum beyond the textbooks of the subjects and grades they were teaching. Head Teachers interviewed at the same time were also unable to communicate confidently about the general aims and objectives of the new Curriculum. Even in the pre-service training programme of the Government TTC, little emphasis was given to supporting trainees to develop anything beyond a surface awareness of the then new curriculum. Not surprisingly, our own visits to schools established that for many teachers the curriculum is the textbook and little else.

69 This situation should not be allowed to occur with any future curriculum change. Given

the introduction of the uni-track curriculum in Classes 9-10 in 2006, supporting and monitoring school and teacher needs in relation to effective implementation needs immediate and ongoing attention; and again it is the SCW that should take a leading role.

70 Between Project Concerns: With the uni-track Curriculum Classes 9-10 being

implemented from 2006 an important opportunity for gathering important information about communicating a new curriculum to teachers, head teachers, SMC and guardians may be lost. It is strongly recommended that resources including TA support are provided to extend the life of the Curriculum Development component of SESIP-1 to ensure that processes around the implementation of the new curriculum are properly monitored and in a full range of school contexts. This will require the development of monitoring ‘tools’ as well as extensive school-based data gathering. The work must be properly summarized in formal reports if future curriculum development projects are to build on the lessons learned. The SCW in its current form is best equipped to undertake this work. Furthermore, unless this group is kept together until SESIP-2 commences, much development expertise in curriculum will be lost to the system as staff are posted to other institutions and roles. Critically, Bangladesh cannot afford to let this happen.


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Textbooks and teaching-learning materials 71 Privatisation of Textbooks. In the time of SESIP-1, as the Government seeks to improve

secondary student performance across Bangladesh, the restraining effects of poor quality textbooks on teacher change emerged as a major issue. With support from SESIP-1 and after a long history of control of school textbooks through NCTB, the Government (in 2004) adopted a policy that opened up this activity to the private sector. Not surprisingly given the central role of the textbook in secondary schooling, the Government did not completely “let go” of text content and character. It created ITEC and charged it with the supervision and control of textbook publication. While ITEC will serve a useful function, especially in the period it takes to get market-forces functioning effectively, unless it is organised to operate in a progressive and professional way - and crucially this will include its ability to attract, train, organise and supervise substantial numbers of casual staff as textbook evaluators - it will not simply by its existence assist the Government to realise the improvements it desires.

72 A second factor limiting the Government’s strategy for textbook improvement arises

because, until quite recently, educational publishing has been barred to the private sector (with the exception of English-medium private schooling and these schools have tended to import most of the texts they use.) While the privatisation of textbooks for Grades 11-12 in the late 1990’s has supported the emergence of a substantial local publishing capacity for these texts, the capacity of this group to produce textbooks that creatively and comprehensively address broader and deeper curriculum objectives than memorisation and recall of factual information dominated is uncertain. With the new uni-track Curriculum for Grades 9-10 which addresses a wide range of student learning outcomes about to be introduced (in 2006,) this concern needs to be addressed. Experience in other countries shows, as the World Bank and others have recognized, supporting capacity building in the private sector is a pre-requisite of a successful transfer of responsibility in this field from the public to the private sector.

73 SESIP-1 began the process both of helping the private sector develop and creating a

public sector monitoring body (ITEC) through a limited number of seminars and workshops. In 2003 these activities revealed that much remained to be done. Indeed it was apparent that to make the government’s policy to improve textbook quality work, more training activity in the private sector and within ITEC would be needed. The scope of the training needed will require a different scale of resourcing in SESIP-2.

74 Very recently, ITEC has released the outcome of it’s second round of secondary

textbook evaluations. Although not yet available for public viewing, the manuscripts selected apparently show improvements over those selected in the first round. Hopefully, this is the first sign of the emergence of a ‘new breed’ of textbook writers in the market. In what appears to be a significant development, secondary teachers (often working collaboratively with university and college teachers) have been involved in the preparation of some manuscripts for the new texts. Importantly, many of the SESIP trained curriculum specialists and NCTB specialists involved with the uni-track Curriculum development have also written textbooks (with MOE permission.) They, of course, have drawn on their specialist knowledge and understanding of the new curriculum. Training which can foster this talent and that associated with the other dimensions of textbook production would seem well timed under SESIP-2 to accelerate improvement in textbook quality and consequentially in student learning.

75 The ITEC has been established to undertake the selection of textbooks. However, its

current structure and legal authority does not give it the resources it needs to function independently. It therefore relies on NCTB to provide many of the services required to carry out its role. Unfortunately, the continuing involvement of NCTB in textbook production is an issue for publishers and is a barrier to full implementation of the privatisation model. In order for the textbook selection process to be accepted as fair and transparent, NCTB needs to be uncoupled from the textbook selection process. A truly independent ITEC is needed before this can be achieved.


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76 ITEC Independence: SESIP-1 has very recently prepared a proposal for MOE to give appropriate structure and full legal status to ITEC. Acceptance of the proposal would see ITEC renamed as the Independent Textbook Evaluation Council (ITEC,) located in the DSHE and with an organogram that includes supporting administration staff as well as the chairman and members. It would be a self financing organisation with legal authority to set and collect from publishers of textbooks and other library books both evaluation fees and approval fees. The legal status of ITEC will need to be reviewed at the time of the SESIP-2 Fact Finding Mission. However, because the proposal for change was requested by the MOE, in the context of this report it has been assumed that by the time SESIP-2 starts ITEC will be legally structured as a Council.

77 Building professionalism in textbook writing: From the point of view of appreciating the

characteristics of more modern teaching methods and including material that addresses the range of learning outcomes in the Grades 9-10 Unitrack Curriculum, most local publishers have little awareness and less expertise. Price constraints also prohibit some design and printing options. What is needed is for the publishers to encourage or identify a new bred of textbook writers. There is evidence in the 2005 round that this is happening. However, the scope and scale of change from the traditional secondary text, required to produce textbooks that align strongly with the expected learning outcomes of the Grades 9-10 uni-track curriculum are substantial. It can be argued that market-forces should be a sufficient mechanism to achieve the necessary shifts in thinking. However, experience in other countries suggests that a substantial and sustained training programme that communicates expectations and builds the skills of committed textbook writers needs to be provided to the private sector before substantial qualitative improvement can be expected.

78 Establishing links with International Publishers: SESIP-1 made a considerable effort to

attract publishers from outside Bangladesh willing to form partnerships with local publishing companies. The very weak response suggest that this not a way forward at this time. It may be that an initiative, such as a study tour of a few carefully selected Asian countries, may provide an opportunity for international publishing companies to be informed of this potential business opportunity. However, the main value of such an activity would be to increase awareness of the characteristics of modern textbooks in developing country contexts.

79 Promoting textbook change: Current textbooks, including the first generation of textbooks

produced by the privatisation process, need to shift in design, style and content for the implemented curriculum to become aligned with the written curriculum. To develop and apply criteria for the selection of textbooks that are different in ways that are needed to reshape classroom teaching and learning in line with the official curriculum, the ITEC will need to devise ways of monitoring textbook sales. Schools and especially head teachers will need to be educated if they are to support publishers that are innovative. It may be necessary to monitor the sales activities of publishers to ensure schools are aware of the choices that are available. The sponsoring of textbook fairs may be an effective way of stimulating interest among teachers, SMC members and teacher educators.

80 Monitoring textbook effectiveness and communicating with publishers: NCTB, through

the CW, must not lose sight of textbooks as they shift the nature of their work under SESIP-2. Textbooks will always be a major influence in the implemented curriculum. The use of textbooks and their influence on teaching and learning needs to be a part of the ongoing curriculum monitoring process. The information gathered needs to inform the ITEC criteria for textbooks and provide publishers with feedback on textbook effectiveness. ITEC needs to take the lead here by maintaining close links with the CW and creating opportunities for the CW to communicate with publishers. These processes will be to be carefully managed to ensure openness and transparency.

81 Materials Development: While NCTB will produce Teachers’ Guide to SSC Examination

[for subject] to support the introduction of the Grade 9-10 uni-track curriculum, within the CW the MDU has struggled to produce a range of teaching-learning materials in for the classroom. The range of skills needed and the innate creativity necessary to produce


30

materials that capture interest, use local no/low cost materials in innovative ways cannot be easily identified nor learned. It was also unfortunate that the international training of the MDU was essentially the same as that received by the CDU. However, even if this had been different, it is questionable whether a centralised arrangement is the most effective way to develop creative teaching and learning materials. For this reason it may be better that the work of MDU be essentially focused on involvement in the development of the subject curriculum manuals and teacher’s guides; and to supporting ITEC with the training of the private sector in textbook production, particularly through the development of a substantial Textbook Training Manual.

82 There are other options for producing teaching-learning materials, including the use of

the private sector in a similar way to the new process that is producing textbooks. However, under TQI both NAEM and the BOU will be supported to develop and disseminate teaching-learning materials for use in teacher education and teacher professional development programmes. Many of these materials will be similar to those needed to stimulate student engagement with the written curriculum. Consequently, one alternative is to broaden the scope of materials development in these institutions. There is an important role for teacher education in this area as they are the professionals who work most closely with teachers and therefore have the opportunity to identify materials being used in the classroom that could be further developed for commercial or funded production and wide dissemination. Teacher Educators need to connect these creative teachers (perhaps through the to be established TTC/NAEM Resource Centre network to the resource development section of NAEM and the technical skills and resources of BOU. One way of achieving this could be through NAEM sponsored regional ‘teaching-learning materials’ fairs with sponsored prizes.

83 TQI: Close liaison between SESIP-2 and TQI will enhance the outputs of both projects.

This is particularly so in relation to the use of textbooks and creative teaching-learning materials in the BEd and in the planned 3 month training course for untrained teachers. TQI needs to establish a system which can identify clever developments of teachers/teacher educators, refine them and make them widely available. The new NAEM with its network of Resource centres should be best placed to do this and, given its new role, provides a further reason why materials production may be best located outside NCTB.

84 Specialist support: The nature of developments needed in this sub-component and

especially the work involving the private sector requires a wide range of specialist knowledge and experience. It is also the case that the diversity of activity will require close coordination and experience that is not currently available locally. It is apparent that this sub-component will need the support of a number of international consultants, although only one will need to be involved long-term. Some local expertise will also be needed. While contributing some specialist expertise, key roles for a long-term international consultant will need to include close support of the MDU, initially to assist the ITEC to coordinate the development and implementation of a comprehensive textbook production training programme for the private sector, and also to support the ITEC itself as it evolves to become independent and self-sustaining.

Assessment

85 Significant progress has been made during the period of SESIP-1; but much more

remains to be done. SESIP-1 has developed new models of question for the SSC examinations which if implemented appropriately will improve the quality of assessment. Exemplars have been developed which are an integral part of the curriculum document for the new uni-track curriculum, and which will therefore be available to all teachers. Not only will these become the basic reference used by teachers; the curriculum document itself will become far more important to them than before. A comprehensive training plan has been developed for BISE paper setters and moderators, which will be funded from the SESIP-1 extension, and will not only create a basic pool of trained paper setters (for the first time,) but also potential trainers of teachers.


31

86 Potentially even more significant is the change that will result from privatisation of textbooks. If there are multiple textbooks in use in the schools, it will be impossible for SSC to consist of questions based on the textbook. That single fact will require question setters to base their questions on the curriculum rather than the textbook.

87 However, it is possible to exaggerate the likely scale of the planned change. Examination

of the curriculum documents suggests that change at the level of the specific objectives has been rather less radical than the broad goals might suggest. Most of the specific objectives are still knowledge objectives of one sort or another. This means that in practice the new structured questions will predominantly continue to assess knowledge, although they may give more emphasis to understanding than in the past, and the increase in the proportion of questions assessing higher-order thinking skills will in practice be small. This however is good news rather than bad, because it presents an opportunity to increase awareness of the need to assess a range of goals and also the capacity to write higher-order questions, without undue disruption to students at a point when their futures depend on their scores in the examination. So long as thus opportunity is taken, the capacity will be developed to increase the proportion of questions testing higher-order skills in an orderly way when required, for example at the next review or revision of the curriculum.

88 That being said, it seems clear that change in HSC is all but inevitable, to articulate with

the changes being introduced in SSC. Since the first group of students to study the uni-track curriculum will complete their SSC in 2008, they will face HSC in 2010. For that reason alone, a new model of HSC, consistent with the type of question used in the new model of SSC, would be desirable in that year. That, however, need not be a major component in any putative new project. New models for HSC question papers, consistent with the new types of question to be used in the SSC, have already been produced under the HSEP, as part of a comprehensive plan of action for examination reform of higher secondary education, which was not implemented at the time. At this stage, it would appear preferable to reactivate existing plans and models for HSC, rather than making a new set. The capacity building that has taken place during SESIP-1 could play an invaluable role in implementing an action plan for HSC. If that capacity is allowed to dissipate, that should not be a justification for repeating the capacity building.

89 It is important to note, however, that in terms of the secondary sector as a whole,

changes to SSC (and indeed HSC) have only limited impact. Consistently, from year to year, most candidates fail the SSC; at the same time, significant numbers never even become candidates, being eliminated by the Test Examination or forced for other reasons to leave full-time education without taking SSC. It is not possible to ignore these individuals, to assess the external efficiency of secondary education purely on the basis of the successful candidates.

90 Therefore, if the SESIP-2 is to have maximum impact on the largest possible number of

entrants to secondary education, activity should be focused on meeting the needs of those who do not pass SSC. These individuals will almost certainly enter, or attempt to enter, the world of work (whether formal or informal.) What they need, therefore, is knowledge, skills and attitudes that will help them to maximize their productivity, whether in employment, within the family, or in informal commerce.

91 The present assessment system, which emphasises recall of textbook information, goes

nowhere in meeting that aim; and the changes currently being made in SSC (and likely to follow in HSC) will not address the needs of the majority of secondary students. Nor is there any reason to expect the “trickle down” of new types of question (e.g., structured questions) to do much to change their situation. The SSC (Vocational,) offered by the Bangladesh Technical Education Board, is an alternative model which has insights to offer. While preparing students for traditional examinations, the SSC (Vocational) also links to national skill standards (NSS,) and enables a student to earn NSS awards (NSS-III at grade 9, NSS-II at grade 10) alongside, but independent of, the more traditional SSC. Thus, a student who does not take, or does not pass, end-of-year examinations still has the opportunity to gain a vocationally-relevant qualification; and the content of


32

the “traditional” school subjects can be steered by the linkage into greater relevance to the world outside academic education.

92 If the next cycle of development in secondary education is to focus on the needs of the

majority, it will be necessary to explore models of this kind, and try to develop assessment methods which encourage closer links between secondary education and life as it is experienced by those without higher qualifications.

93 There has been significant capacity building since the last PPTA, notably through the

SAU within the NCTB, and the BEDU in relation to the SSC. There is, however a critical weakness which needs to be addressed – the capacity is not stable, because the individuals whose capacity has been developed do not have permanent posts, but are on deputation for the duration of the project. Because this capacity is project-funded, it may be scattered as soon as the project ends, unless the posts are transferred to the revenue budget. Experience suggests that even though the will may be there to make the transfer, and it will happen in due course, it is unlikely to happen in time to prevent the post holders from transferring out. Once that happens, the likelihood of that capacity being deployed as intended becomes remote.

94 A second, and perhaps more fundamental, issue relates to the nature of the capacity that

has been developed. This is essentially mid-level professional capacity – understandably, little has been done to develop capacity at senior levels. In the longer term, when the immediate pressure of project goals is removed, the effective utilisation of this mid-level capacity will depend on the capacity of officers at senior level to plan for its effective deployment. At that stage, critical systemic weaknesses that have not yet been addressed will tend to limit how effectively the capacity can be used. The most fundamental issue is the need for higher standards of technical and professional expertise to mastermind the development of new systems. The present system, where so many post-holders are generalists, and likely to be transferred at any time, militates against the development of the required specialist expertise.

95 Within the BISE system, there is a special problem, not found elsewhere in the education

system, because of the regional fragmentation of the examination system between seven effectively independent BISE. At one level, this is administratively convenient; each BISE can be responsible for a manageable area and number of candidates, and when an area grows too populous, it can be divided, and a new BISE created. However, the number of candidates varies widely from BISE to BISE, suggesting that administrative convenience may not be the only factor determining the number and locations of the BISE. From a quality standpoint, the independence of the BISE is problematic. It means that for any one examination, there are seven different papers, and seven different sets of marking criteria. This means that there is in effect no way to compare standards from one region to another; and there are signs that standards do in fact vary widely from BISE to BISE. The existence of seven BISE also results in fragmentation of capacity. In effect, seven groups of people set and moderate papers, plan marking etc., where one could do it for all. There is at present no means of holding the BISE accountable for their procedures or outputs; and in some respects (notably paper-setting and moderating,) the BISE cling to antiquated practices which impede development. Until some form of accountability can be put in place, however, efforts to develop the system are essentially palliative.

96 Therefore, the single most critical issue that SESIP-2 could address in the area of

assessment would be the creation of some kind of central entity, to set standards for the practices of the BISE, monitor their assessment practices against these standards, and provide training and other capacity building for the individual BISE.

97 In the case of the BEDU, the independence of the BISE creates a question about how if

at all it can be institutionalised. The BEDU is currently located within the premises of the Dhaka BISE, but is intended to serve the nation as a whole. For the Dhaka BISE to take over the BEDU using funds derived from the examination fees of Dhaka BISE candidates would impose an unfair financial (if small) burden on Dhaka BISE candidates. Some


33

other arrangement is therefore indicated. By rights, the BEDU should be jointly funded by the seven BISE, and centrally located, whether reporting to the IBCC collectively, to the Chairman of the IBCC, or one individual Chairman (as the Computer Centre is under the overall control of Dhaka BISE Chairman.) The BEDU also needs much better access to the Boards Computer Centre, both to use its facilities and to get a much wider range of data.

98 Giving the BEDU a firmer hold on life, therefore, points almost inescapably towards a

stronger central coordinating entity, possibly under the overall control of the IBCC. Ideally, such a central entity would link the BEDU with the Boards’ Computer Centre, giving it access to examination records, and the possibility of influencing the ways in which data are captured, as well as access to significant computing capacity “out of season”.

99 Once such a central entity becomes thinkable, many other questions arise. The central

entity might be a logical means of laying down standards for the various aspects of the activities of the BISE, and monitoring their individual procedures against them. It might be, for example, that such a central entity could define specific procedures for paper setting, moderation and marking, and then determine whether the individual BISE follow those procedures appropriately. In due course it might go father than this, and monitor the outcomes of the examinations, monitoring the quality of the question set by item analysis, and the standards set by each individual BISE, carrying out small scale studies.

100 Having done such studies, it might publish the results in different media and formats,

thereby stimulating debate, helping teachers understand their students’ strengths and weaknesses, and putting pressure on those BISE which are defined as falling short of the required standards and quality.

101 It might even be that, having established its credibility, the central entity could go one

step further, and centralise the process of question setting and paper assembly, and even preparation of marking schemes and training of markers, thus making a huge contribution to both raising the quality of paper setting and marking, and setting a common standard across the nation as a whole. There would be many options for achieving this which did not require the individual BISE to give up entirely their role in paper setting.

102 Such a central entity might be a partial answer to the critical problem of building stable

technical capacity in the examination system. It would not only create the potential for a core group of technical specialists to work; it could be a source of training and capacity building for the BISE themselves. However, it will not be able to fill such a role effectively if it is staffed mainly with generalists – i.e., college teachers on deputation. A new approach is needed, to develop the strong professional culture within which the required technical capacity can develop. How this might be done is outside the scope of this section, although it is addressed elsewhere.

103 A further coordination issue also needs to be given attention, namely the large mass of

secondary students who study outside the general secondary system, mainly under the Madrasah Education Board (the Technical Education Board appears not to need attention so much.) The assessment system clearly has a major role to play in ensuring that students who go through the madrasah system have equality of opportunity with those who go through the general secondary system, and also in assuring the quality if the education they receive. Ideally, there would be common core courses, taken by students in both systems, plus elective subjects to cater to students who want a more religious education. There would be common instructional materials and examinations in the common subjects, to allow for monitoring of standards, and this would be under the oversight of the putative central entity outlined above. At present, however, no clear plan exists; and it is impossible to develop the examination system without such a plan.

104 In the area of SBA, changes since 2000 present a more mixed picture. It is true that not

all curriculum goals can be assessed by pencil-and-paper testing. This is the primary


34

argument for the inclusion of SBA in the SSC. It is also argued that giving responsibility to teachers for the terminal assessment of their students will help them to feel more involved in the assessment process, and so more responsible for ensuring that assessment is fairly and validly done.

105 Although the report on the SBA pilot3 identified as constraints the difficulty of providing

training to teachers, and the risk of bias if teachers’ assessments are used for SSC, it concluded that teachers in the pilot schools could apply SBA, and so recommended that SBA be introduced in the SSC from March 2008 on. Other informants, however, have been more cautious. They have pointed out that most teachers have not had training in SBA and do not understand it well, that training the approximately 200,000 teachers in 25,000 secondary schools across Bangladesh to the point where they could apply SBA fairly and accurately would be a huge task – and that even were this done, some teachers might be subject to pressure to be generous to individual students.

106 It is certainly true that almost all students achieve very high marks in the component of

SBA already included in the SSC (the practical tests in science subjects and higher mathematics.) Most in fact appear to get full marks4. Head teachers of high-achieving schools express the concern that this gives an unfair advantage to students from weaker schools (others might see this as no bad thing.) Anecdotal evidence also suggests that in some cases the quality of the assessment itself is poor – possibly even to the point where it is not based on actual practical work. If the same trends were apparent in SBA across the curriculum, it would be hard to justify it as improving the present system.

107 The solution to this problem proposed by the SESIP-1 team is moderation, which in

principle could very quickly demonstrate to teachers the importance of giving students fair marks. But moderating SBA is always problematic to some degree. On a technical level, if the SBA is measuring different skills from those tested in the external examination, it would be surprising if the SBA scores did not differ from the external criterion, in both level and rank order. Even without this technical concern, there is a risk that stakeholders will not understand why it was necessary to adjust the scores in this way, and may suspect that it was done in a way to benefit certain individuals.

108 Given these concerns, it would not be surprising if some decision-makers conclude that it

is premature to introduce SBA into the SSC in 2008, and that more time should be taken to establish good standards of assessment practice in all or most of the secondary schools before this takes place. These doubts have to be taken seriously. Applying SBA under present conditions is not risk-free. The MoE notification which has been issued, for introduction of SBA from class 6 to class 8/9 from the year 2006, therefore makes good sense.

109 The SESIP-1 pilot of SBA appears to have been successful; but as of the time of writing,

the situation in the great majority of schools has not changed; although NCTB, with support from SESIP, has begun the process of change. Models of school-based assessment have been developed (initially for classes 9-10, and subsequently for classes 6-8) and piloted in schools. Concerns remain, however, about both the appropriateness of the present model and exemplars, and the ability of the teachers to implement it under present circumstances.

110 Although an initial evaluation was carried out by the SESIP-1 team, a more searching

evaluation, by an independent but sympathetic evaluator is needed, as a first step towards further long-term development. The PPTA team was not able to assess SBA practice in the pilot schools in depth, and was only able to meet with a small number of school heads and teachers involved in the pilot. Although the participating teachers

3 Report on a Feasibility Study on Introducing SBA in Classes 9 and 10 as a Component of the SSC Examination. SESIP,

February 2005 4 See, for example, pages 9, 11, 13 and 15 of A Presentation of SSC 2000 Data from Dhaka BISE, SESIP, January 2003


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generally show considerable enthusiasm for the approach developed under SESIP-1, they do not always show adequate understanding of the potential uses of assessment information. This is partly an effect of the original design for the project component, which emphasised the potential role of SBA in the SSC. The SESIP-1 materials are therefore deliberately ambiguous about the nature of “formative assessment”. There is, however, a growing body of research evidence that assessment can have its greatest positive impact on teaching and learning when assessment information is used by teachers and learners to inform and guide the process. In SESIP-2, therefore, attention needs to be given to developing SBA as “assessment for learning”.

111 A further problem articulated by teachers participating in the pilot was that they lack the

broad pedagogical foundations required to deploy successfully a full range of classroom assessment techniques. The new syllabus for BEd and the proposed Certificate for In-service Teachers will in time help to resolve this problem; but in the interim, strategies are needed to help teachers who do not have the necessary enabling skills, by developing an interim model of school-based assessment mainly using tools that are already familiar to them, and by greatly simplifying the present guidance materials.

112 Regardless of whether this change of focus is implemented, a national commitment has

already been made to introduce SBA in classes 6-9; and the question of how to disseminate SBA is therefore central. A draft training plan has been prepared by NCTB, with support from SESIP. This programme would inevitably be very costly, and the difficulties faced by the teachers who participated in the pilot suggest that the model is not yet ready for dissemination in this way. The likely impact of an immediate mass training programme is therefore open to question, at best. On the other hand, if there is no serious attempt to orient teachers to the new system, implementation will inevitably suffer. A wider range of delivery options need to be explored, and in particular options which support the initial orientation to SBA through encouragement to school principals to offer school-based professional development.

Teachers

113 The quality of teaching and therefore the quality of teachers is the major concern in

secondary education. With high numbers of secondary teachers untrained, especially in the private schools and Madrasah, it is not surprising that efforts to improve student achievement through changes to the curriculum have failed to produce hoped-for gains. This state of affairs, while disappointing, also reflects Government success in raising the participation rates of both girls and boys in secondary education.

114 Demand for resources to support the rapidly expanding secondary school population has

until recently outstripped supply. However, in late 2003, the GOB successfully negotiated with the ADB the establishment of a major project that would be focused solely on raising the quality of teachers and teaching in Bangladesh secondary schools. This project, TQI, was initiated with the appointment of a Project Director in April 2005 and is planned to be fully operational from January 2006.

115 Under TQI, NAEM will become the ‘Centre of Excellence’ in teaching. This is a

coordinating role that sees it take responsibility for managing the Government’s role in pre-service teacher education through the Government TTC, HSTTI and SESDC and all Government funded in-service professional development of teachers and head teachers.

116 A major task will be the planning and implementation of a new initial 3-month training

programme/qualification for untrained secondary teachers. The programme is to be based on the study of a module of courses in the new BEd curriculum developed under SESIP-1 and approved by the NU for implementation from July 2006. Given that this training is compulsory for all untrained teachers under the age of 40 and that it also will include teachers in the Madrasah system, this is a massive undertaking. A key feature of this new STE Certificate-level qualification is that teachers can build on it through further study to achieve the same BEd as those who enter the secondary teaching service following successful completion of the fulltime, one-year TTC based programme. The


36

introduction of the 3 month Certificate course is a component of the Government’s strategy for achieving, as quickly as possible, a situation where all secondary teachers working in schools and Madrasah are trained and registered.

117 The other very significant innovation to be implemented under TQI will be the

establishment of the NTRCA. This new authority will set standards for teachers and manage a national teacher registration process. From June 2005, all new staffing appointments to MPO positions in secondary schools must involve only registered teachers. The 3-month Certificate programme will be the minimum professional qualification for applying to the NTRCA for registration.

118 Under TQI, teaching in secondary schools in Bangladesh will be professionalised and

the quality of secondary education will be enhanced by improving the quality of teaching. TQI will provide quality initial and in-service teacher training, including continuing professional development, to all eligible teachers of grades 6–10 in Government and private secondary schools. The impact of this on the quality of classroom teaching will be considerable. It is in this regard that SESIP-2 and TQI come together. TQI is designed for comprehensive development of teacher training in secondary education. From a micro point of view TQI will pursue policy, institutional and systemic development required for improvement in education of teachers of secondary schools. Under SESIP-1 and to be continued under SESIP-2, there are lots of activities, including the provision of training programmes, with a direct influence on teachers and teaching, and on schools and school management. Both SESIP-1 and SESIP-2 are looking at different issues of secondary education sub-sector from a macro point of view and suggesting various steps for overall improvement of the quality of the sector. It will be critically important that SESIP-2 and TQI work in harmony across all activities in this sub-component. Synergy between TQI and SESIP-2 on Teacher Education is illustrated in figure 1. Details of TQI and its relationship with SESIP-2 are discussed in Appendix 14.

Figure 1: Synergy between TQI and SESIP-2 on Teacher Education

School teachersSchool teachers Madrasahteachers

Madrasahteachers

SchoolSchool MadrasahMadrasah

In-service training for new

curriculum

In-service training for new

curriculum

Develop and revise curriculum

Develop and revise curriculum

Training of SMC members


SESIP-2SESIP-2

School teachersSchool teachers Madrasahteachers

Madrasahteachers

In-service trainingIn-service training Training of SMC members


Three month course for serving

teachers

Three month course for serving

teachers

Material develop for regular BEd

course

Material develop for regular BEd

course

TQITQI


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Gender and underserved communities

Girls 119 Since the World Declaration on Education for All (1990,) there has been a major

intensification of efforts to provide basic education for all Bangladeshi children. Primary education was made compulsory for all children by act of Parliament in 1990, and a separate division with ministerial status was set up in 1992 with full responsibility to deal with matters concerning primary and mass education. The gross enrolment in primary schools increased from 59 percent in 1982 to 96 percent in 1999. However, it has been observed that although the gender gap in primary education was closing at an impressive pace, there was considerable gender gap in enrollment in age group 16-205.

120 There are some socio-cultural factors which are related to girls’ gender identity and

contributed to the drop outs of girls from schools. Historically girls’ education has been given less priority. The patriarchal structure of the society makes girls, from early childhood, fully conscious that they are liabilities and their brothers are the assets for the family. Throughout their development as children girls are taught the two principal virtues: patience and sacrifice, the ‘ideals’ of Bengali womanhood6. It is evident form the studies that adolescent girls and women spend most of their lives within the boundary of the homestead and its kin-based extensions. Laws of inheritance do not provide a sister equal share of property to her brother. The gendered social construction, the social basis of power relations, the interrelations between gender and education and many other issues are not addressed properly due to the male dominated structure of the society.

121 However Since the late 1990s the gender gap in the secondary education has been

emphasised by both the government and donor agencies, which is reflected at the policy making level. The Fifth Five Year Plan (1997-2002) incorporates bringing women into the mainstream of development activities as a major goal of the government.

122 The Secondary Education Sector Improvement Project (SESIP) has been designed in

accordance with the The Fifth Five Year Plan objectives and targets to achieve gender parity in secondary education. It has been expected that SESIP would strengthen the policy making and management capacities, improve effectiveness in using education resources, enhance quality of education and ensure its relevance to the world of work and contribute to equitable access for girls and for students in underserved areas.

123 The Secondary Education Development Project (SEDP) was the first foreign (ADB)

funded intervention at secondary level. It was designed to expand equity and access; to improve quality of education; to upgrade the institutional capacity of Directorate of Secondary and Higher Education (DSHE)7. At later stage the Secondary Sector Improvement Project (SESIP) was designed to support government of Bangladesh in reforming and restructuring secondary education sector. One of the main objectives of the SESIP was to expand equitable access to secondary education through:

• facilities development to new secondary schools or classrooms in underdeveloped areas

• establishing a school improvement fund in underserved areas

• female stipend support. 124 The process of bringing girls into the secondary education has been emphasised by both

the government of Bangladesh and donor agencies since mid-1980. This is reflected in

5 Nasreen, Mahbuba in Draft Final Report of Social Protection for Women and Children, Ministry of Women and Children

Affairs, GoB and ADB, TA, 2004 6 Nasreen, Mahbuba. 1995. Coping with Floods: The experiences of Rural Women in Bangladesh. Unpublished PhD

dissertation, Massey University, NZ 7 Final Report, SEDP, 1997, Ministry of Education, GoB and ADB)


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different programmes through providing Scholarship/stipends to girls at secondary levels. The programmes include Female Education Scholarship Project (FESP,) 19848; Secondary School Girls’ Scholarship Project (SSGSP,) 1990;9 Female Education Stipend Project (FESP,) 1990; 1992; Female Secondary School Assistance Project (FSSAP,) 1993; Female Secondary Stipend Project (FSSP,) Female Secondary School Assistance Project (FSSAP,) Secondary Education Development Programme (SEDP,) 199410, SEDP, FSSAP, 1995; SEDP, 1997; Secondary Education Sector Development Plan (SESDP) FSSAP, 1999; Higher Secondary Female Stipend Project, 2002; Higher Secondary Education Project (HSEP.) These programmes helped to expand girls’ education, in a system where girls had generally been excluded from the formal education system and were dropping out of primary schools. As a result of these programmes the ratio of boys and girls in secondary schools has changed from 67:33 in 1990 to 48:52 in 200411.

125 Although the nationwide stipend programmes12 were built on achieving gender equity in

secondary education, gender as an individual concept or component was not emphasised in any of the projects or programmes. It must be mentioned here that apart from targeting girls in secondary schools, most programmes, especially ADB and World Bank funded projects, also have the objective of bringing girls into teaching. The European Union supported PROMOTE project initiated a programme to train and employ women teachers in rural schools since the year 2000. This was to support government’s policy to recruit 30% women13 teachers in non-government Secondary schools, Colleges and Madrasahs. In early 2002 the Ministry of Education directed to all Secondary schools to give preference to PROMOTE fellows in recruiting women teachers14. However, it has been observed that educational institutions have continuously recruited teachers in violation of the Government order. In some cases schools were penalised and schools authorities were provided with repeated circulars.

126 It is evident that women teachers are also facing some problems as minorities15. For

example, they do not have a common room or separate toilets and even if there is a room for women teachers the space is usually severely limited. It has also been discovered that only a small proportion of women teachers have received adequate training.

127 Although girls in secondary education have outnumbered boys, one study shows that the

percentage of girls receiving stipends has been decreasing over time (Table 2)16. Most of the girls (at least 85% according to a SESIP-1 study) receiving stipends belong to the better off households. The girls of poor households fail to score 45% marks in the examination and thus do not qualify for stipend. The poor performance in examination is mainly related to guardians’ poor economic conditions that do not allow them to provide private tutors to their children.17

128 Under the equitable access to secondary education component providing stipend to all of

the girls enrolled in secondary schools, building new schools, constructing new class rooms and helping schools in underserved areas to generate school funds were the major tasks. Of all the activities bringing large number of girls in the secondary schools

8 Thein et al 1988, BACE/TAF project set up in 1984 9 Sarker et al 1995, BACE/TAF 1990 extension of project 10 GOB, 1996 11 Report of Project Director FESP, 23 April, 2005. 12 The four metropolitan areas of Dhaka, Chittagong, Rajshahi and Khulna divisions are excluded 13 Amended Circular, No. 11/misc-39, Ministry of Education, GOB, 13.01.1999. 14 Circular, No. 6/misc.-2 (ADP)/2001/149, Ministry of Education, GOB, 06.03.2002 15 Field work in Srimongol and Kishoreganj 16 FSSP, 3rd Phase, April, 2005 17 FGDs with Parents’/guardians, students and teachers during field work in Hobiganj and Srimongol, June 2005


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through providing stipend is the major positive contribution of SESIP18. It is evident that stipend has a very positive impact on lives of girls in context of:

• increasing enrolment

• decreasing child marriage

• reducing early pregnancy

• making girls self-reliant

• increasing girls involvement in co-curricular activities

• increasing trend to see boys and girls equally. 129 The project has been successful to increase the participation of girls not only through

providing stipend to all the girls in secondary schools but also through imposing some conditions to be eligible to get stipend. The Remaining unmarried till SSC, having 75% attendance and getting 45% marks in the examination.

130 There were however, many constraints mentioned by different stakeholders related to

secondary education (Head teachers, teachers, stipend girls, parents, SMC members) such as lack of space in classrooms to accommodate large number of girls, lack of furniture, inadequate number of female teachers, lack of teachers and teaching aids, and lack of other facilities such as toilet and drinking water facilities19. It must be mentioned here that although there was a provision in the project for the improvement of facilities including segregated sanitation and other areas for girls, this issue was not given serious attention.

131 The purpose of enrolling more girls in school of SESIP has been achieved; however,

failure of retaining the girls is the most challenging part of the programme. The less completion rate of girls in SSC indicates that although equity is ensured in terms of enrolment and attendance, it did not happen for the completion. Moreover, quality of secondary education, especially of girls did not improve as it was expected.

Table 2: Number of girls receiving (yearly) stipend under different projects, administrative challenges encountered in the stipend programmes and project implications.

Year FESP FSSP FSSAP SESIP Total

2000 1,51,079 22,73,122 9,31,102 4,05,999 3761302

2001 1,67,664 23,83,639 9,26.234 4,33,901 3911438

2002 1,48,142 25,72,434 9,82694 4,39,416 4141687

2003 1,12,786 23,48,646 6,66,651 4,30,746 3604723

2004 58,806 12,38898 7,32,785 2,76,048 2306537

Decreasing girls from 2001/2002 to 2004 (%)

65% 52% 25% 37% 44%

18 20% of the total project budget was allocated in the component. 19 Fifth Progress Report, Integrated Monitoring and Tracer Study on Female Stipend Programme Under SESIP, February,

2005, Dhaka: Uniconsult International Limited


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The female stipend programmes Background 132 The Female Stipend Programmes (FSPs) of GoB are implemented and managed by the

respective project implementation units (PIUs) of four projects under the overall supervision of MoE. In order to ensure the effective management of FSPs, a monitoring and evaluation (M & E) system has been introduced. For an effective implementation of FSPs, several actions have been undertaken20:

• Three banks Agrani, Janata and Rupali are given the responsibility of disbursement of stipends and tuition subsidies to the girls and schools

• A uniform disbursement procedure for the banks is formulated

• Upazila Project Offices (UPOs) with recruitment of staffs are established

• A stipend operation manual with common guidelines for all projects and the bank’s disbursement activities is developed.

133 The stipend disbursement procedure includes the following roles and activities:

• The project director (PD) need to send the payment authorisation to the main branch of respective banks, which then issues inter-branch credit advice (IBCA) to their branches along with Award Confirmation and Tuition Subsidy Statements (ACTSS.)

• The bank-branch then credits the stipend amount to the students’ accounts and tuition subsidies to school accounts. This procedure is supposed to be completed within 3 working days of receipt of the IBCA.

• The bank-branches then inform the schools with the cooperation of the UPOs within 5 working days; they settle a date and venue for disbursing the stipend money to the girl-recipients.

• The girls have to withdraw the stipend money, in person, from their accounts by cheque only.

134 UPOs maintain the links between the PIUs and the schools and are fully responsible for

implementing the FSP at Upazila level. The list below describes their duties:

• coordinating the fixation of date and venue for bank-account opening and stipend disbursement

• keeping ‘Account Opening Register’ and other registers updated concurrently with the branch

• collecting specific data from schools, such as student application, school profile form, students performance and attendance related semi-annual data, semi-annual school data; quarterly UPO data

• checking the correctness of the registers against FSP-1 form maintained at the UP office

• visiting schools and classes under FSP to verify the number and genuineness of stipend recipients, their attendance, performance and the physical facilities including the number of teachers and students shown in FSP-4

• regular verification of various books and registers maintained in the institutions

• visiting schools/classes, listening to the problems of the girls and discuss with teacher, guardians and SMC members

20 Chapter Three: ‘Management Monitoring and Supervision’, Integrated Monitoring and Tracer Study on Female Stipend

Programme under SESIP, Draft Fifth Progress Report, February 2005


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• conducting follow-up studies to provide feedback on questions and issues identified by MIS

• creating awareness among the people in cooperation with the PTAs, upazila advisory committee (UAC) and so on

• liaising with the DEOs and the PIU and with UNO, SMC and the institutions or schools

• organising the formation of UACs, call meetings of UACs, prepare agenda, minutes of the meetings.

135 A longitudinal study on FSPs titled “Integrated Monitoring and Tracer Study on Female

Stipend Programme under SESIP” is in progress. In its 5th progress report, the study displayed significant information about management, monitoring and supervision of female stipend programmes. The findings are summarised below.

136 The study reveals that some UPOs lacked awareness about their responsibilities related

to implementation of FSP and were not able to perform some of their duties fully (e.g., arrangement for opening bank accounts; organising monthly coordination meeting with UAC; collecting information about new students using FSP-3.)

137 Irregularity in the stipend disbursement procedure was found at bank, school and upazila

level. Bank-related problems:

• transaction records were not up-to-date against the accounts

• bank pass books were found with incorrect account numbers and without the photograph of the stipend recipients

• pass book and forms were not supplied in due time. 138 School level anomalies included:

• guardian’s unjustified pressure for including his/her daughters’ name in the eligible list of stipend holders

• non-delivery of relevant information by the head teacher

• non-preservation of stipend-related documents or papers

• difficulties in identifying girls wearing a veil (burkha)

• irregularities in monitoring and scrutinising ‘students admission registers’, ‘examination results’, ‘teachers registers’, ‘cashbook for tuition fees’ and ‘salary registers’ by the UPOs.

139 Upazila level problems were:

• lack of required time for verifying FSP-1 and FSP-3

• political pressure for providing stipend to non-eligible girls

• mismanagement in preserving stipend related documents. 140 In few cases, disbursement of stipend money was not as per schedule. The major

reasons were, in many upazilas UACs were not formed which play a vital role in time scheduling for distribution of stipend money and in identifying eligible girls; the banks did not receive payment authorisation and credit advice from principal office in time; the banks had shortage of manpower and difficulties in transport facilities to reach remote schools. In consequence, girls received one year’s money in the next year.

141 Head teachers and class teachers were found to be critical about at least two set criteria

for eligibility of receiving stipend money. They believed that the criteria of securing 45% score and 75% attendance should be lowered (e.g., to 33% and 60% respectively.) This


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in turn is threatening towards improving the quality of teaching and learning. As teachers’ belief will influence the teaching-learning-assessment process followed in school21.

142 Research findings show that personnel at management level and beneficiaries lack the

necessary knowledge, understanding and skills required for completing the collection and disbursement procedure of stipend money. In addition they sometimes fail in the proper execution of their responsibilities and commitment to tasks, due to various practical factors (e.g., time constraint, lack of facilities and logistics – such as transport and so on.)

143 Appropriate training module and refreshers courses need to be provided to upazila

project officers22 (USEOs,) head and responsible class/assistant teachers, responsible bank personnel, members of UACs, SMCs and PTAs.

144 It has been learnt from the participants of a FGD23 that Head Teachers received

tremendous pressure from the guardians of non recipient students. “Some guardians even want to assault the Head Teachers physically”, a participant commented.

145 The participants, especially parents opined that the stipend is not distributed on due

time. They informed that although the first instalment of stipend amount is due in the months of January to June, girls receive it in the months of October to November. Similarly, the second instalment, which is due in the months of July to December, it is distributed between March and April of the second year. The following steps are proposed in response to these issues:

• Initiative to distribute stipend on time

• Raising awareness of the people through arranging parent-teachers meetings

• Dissemination of the conditions of stipend through state media

• Students and guardians need to be well-equipped with information and procedure related to stipend withdrawal system.

146 As it is found that the three selected banks are facing problems with respect to workload

and time schedule one/two more banks could be selected based on the availability at local level and workload. It has been found in a study12 that Bank officers/managers demands transport fair when they come to distribute stipend. The Head teacher cut off Taka 20 from the money sanctioned for each student. Strong monitoring is needed to have a solution to the problem and actions to be taken so that poor students do not suffer.

147 Many Upazilas do not have the local bodies like UAC. Some schools do not have PTA.

These bodies need to be formed wherever necessary and to be imparted training about pros and cons of stipend management aspects.

The Poor

148 In 2003, the government began a new initiative culminating in the publication of an

Interim Poverty Reduction Strategy Paper (I-PRSP.) This document, started in 2003 and last revised in January 2005, essentially aims to halve the number of people living below the poverty line by 2015. It sets out a road map for improving living standards through a general multi sector approach to poverty reduction through concentration on reform in 7 major areas:

• Employment

21 More on the issue has been discussed in the Draft Final Report of SESIP-2, Pp. 23-26 and Pp. 61-63 22 Current designation is Upazila Secondary Education Officer 23 FGD findings with teachers, UPOs/USEO and parents, Nagarkanda, Faridpur, Integrated Monitoring and Tracer Study on

Female Stipend Programme under SESIP, Draft Fifth Progress Report, December, 2005


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• Nutrition

• Maternal Health

• Sanitation and Safe Water

• Quality Education (in primary, secondary and vocational)

• Criminal Justice

• Local Governance. 149 In the PRSP, education reform is seen as one of the main vehicles to the achievement of

the overall aim of poverty reduction. Major recommendations for secondary education include many reforms and recommendations relating to decentralisation, school based management and assessment, teachers career paths, equity and gender, increased performance etc.

150 None of these recommendations are particularly new or groundbreaking. They have all

been put forward in one form or another by various studies, consultancies and projects. However, they now form part of the government’s medium term framework strategy for secondary education.

151 Bangladesh made notable progress in income-poverty reduction during the last decade.

Between 1991/92 and 2000, the incidence of national poverty declined from 58.8% to 49.8% indicating a modest reduction rate of 1 percentage point per year. The declining trend also remains valid for other poverty measure (Table 3.)

Table 3: Trends in poverty in the nineties in Bangladesh24

Poverty Measure 1991/92 2000 Change per Year (%)

Headcount Rate 58.8 49.8 -1.8

Poverty Gap 17.2 12.9 -2.9

Squared Poverty gap 6.8 4.6 -3.8

152 The strategic elements of anti-poverty policies of the Bangladesh government to mitigate

poverty will cover five broad avenues. These are:

• The first set of policies would accelerate and expand the scope for pro-poor economic growth for increasing income and employment of the poor

• The second set would foster human development of the poor for raising their capability through education, health, nutrition, employment-oriented skill training and social interventions

• The third set of policies would support woman’s advancement and closing of gender gaps in development

• The fourth set of policies would provide social protection to the poor against anticipated and unanticipated income/consumption shocks and vulnerability to disasters through targeted and other efforts

• The fifth set would favourably influence participatory governance, enhance the voice of the poor, and improve non-material dimensions of well-being including security, power and social inclusion.

24 BBS, Preliminary Report of Household Income and Expenditure Survey-2000


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Gender and poverty 153 One of the critical areas of concern of the National Action Plan is women and poverty.

Though some success has been made in poverty reduction, significant gender disparity still exists in income-poverty. This is evidenced by several indicators developed by BIDS25 and the World Bank26. First, the incidence of extreme poverty is generally for the women-headed, women-managed, and women-supported households. Second, women workers earn considerably less than men workers. Third, lower average consumption for women is also evident from persistent gender inequality in severe malnutrition, mortality and morbidity. In Bangladesh 20-30% households are headed by women, and 95% of these are considered to fall below the poverty line. Women are the poorest of the poor, overall. Women face many problems due to their gender identity.27 Throughout the lifecycle poor women suffer more than men from poverty, hunger, malnutrition, economic crises, environmental degradation, disaster related problems and become victim of violence and political instability. Gender inequality is prevalent in the context of a literacy rate which is 29% for women and 52.3% for men in the age group of 15 years & above.28 The I-PRSP clearly emphasise the need to increase the educational capacity of poor and close the gender gap. However, it is evident that achieving PRSP goals is still a long way off as far as gender is concerned (discussed earlier.)

154 A major weakness of SESIP-1 was that it featured no gender dimension in its design

plan or implementation. In most of the component titles the word ‘female’ is used, which is biological rather than a gender focused. No gender action plan (GAP) was adopted throughout the project. No project target was gender disaggregated except the stipend programme. It has been observed that the average proportion of women officers in SESIP-1 is only 10% and staff in posts only 13%, with lower rates in rural areas than urban areas. Hiring 30% women teachers is not achieved and was not emphasised by SESIP-1. Failure to retain the girls is the most challenging part of the programme. The lower completion rate of girls in SSC indicates that although equity in terms of enrolment and attendance has been attained, this equity does not continue through to completion. Quality of secondary education, especially of girls has improved as was expected.

155 The issue of poverty was not critically analyzed in SESIP-1 except through the recent

focus of SPBMS. However, SPBMS was initiated when the project was almost complete and there is thus little scope to monitor its activity, except by continuing to do so under SESIP-2. However, the UASs appointed to supervise school activities under SPBMS have been given gender training by PROMOTE (the only staff of SESIP-1 staff to receive gender training.) Although the duration of this training programme was short (one day of a four-day training programme,) feedback on its results, in terms of its affect on the UAS understanding of gender issues, is promising29.

156 SESIP-1 did not make any attempt to ensure a gender balance in SMC composition.

Most of the SMC members are untrained and illiterate men30. It should be mentioned here that in the revised SMC composition the GOB requires the inclusion of two women representatives (UP member and a woman guardian out of four guardians)31. However, this is not yet institutionalised as a writ petition was filed in the High court by the Head teachers of Non-government Secondary schools regarding the amended SMC

25 BIDS, Fighting Human Poverty: Bangladesh Human Development Report-2000 26 The World Bank, Poverty in Bangladesh: Building on Progress, Report No. 24299-BD, 2002 27 Nasreen, Mahbuba. 2003. Gender and Sustainable Development in Bangladesh: Myths and Realities. Paper presented at

the Workshop on Environment and Development, organised by VNRP, Hanoi, Vietnam, October 9 and 10, 2003 28 UN Gender Development Index, 2003

29 Field visit in Kuliarchar and Hossainpur of Kishoreganj Upazila and meetings with UAS

30 Fifth Progress Report, Integrated Monitoring and Tracer Study on Female Stipend Programme under SESIP, February, 2005, Dhaka: Uniconsult International Limited

31 Circular issued on 16 August, 2004 by the Board of Secondary Education


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composition. However, the objection was not concerned with woman members of the SSC, but on another issue. However, no initiative has yet been taken to ensure that women members are actually admitted to the SMC 32.

Indigenous people33

157 In Bangladesh indigenous people constitute less than 1 percent of the total population.

They live in the Chittagong Hill Tracts and in the regions of Mymensingh, Sylhet and Rajshahi. The majority of the indigenous population live in rural areas. They differ in their social organisation, marriage customs, birth and death rites, food and other social customs from the people of the rest of the country. According to a 1991 Government survey the ethnic communities constitute 29% of the total population. However, some argued the numbers of ethnic minorities are higher (45%) than the Government statistics. In a1981 survey it was observed that the percentage of population by religion was Hindu 24%, Buddhist 44%, Christian 13% and others 19%. By 1991, however, a survey revealed that 18% of the ethnic people were Muslim, 21% Hindu, 37% Buddhist, 11% Christian and 13% others.34

158 Indigenous communities largely speak Tibeto-Burman languages. The Major indigenous

groups are the Chakmas, Maghs (Marmas,) Tipras, Murangs, Kukis and Saontals. It has been identified by researchers that:35

• the students in the indigenous communities are shy compared to students of Bengali communities and hesitant to request teachers to clarify topics that were not understood

• the weak learners of the indigenous communities come from poor households and most of them are engaged in income generation activities. According to one of the teachers 30% of the ethnic boys and girls work in the agricultural fields

• the social environment of the indigenous communities is comparatively disadvantageous. Parents, guardians and other household members of these students have little or no education

• the literacy rate of indigenous communities is very low

• there is a lack of committed individuals to encourage the indigenous communities to appreciate the importance and benefits of education

• the students of the indigenous communities are more engaged in religious activities than Bengalis tend to be, which is another factor that results in lower class attendance levels and lower attendance rates

• there is a lack of skilled teachers drawn from the indigenous communities

• the quality of teaching provided at the Primary level is poor

• there is a lack of teaching and learning aids

• there is insufficient time to conduct many classes

• at the primary education level, pupils do not receive proper lessons on the subjects taught and learnt in Bangla

32 FGDs with Head Teachers and SMC members at Kuliarchar and Hossainpur of Kishoeganj

33 Different terms are used for indigenous people such as ‘ethnic minorities’, ‘tribal’, ‘native’ people, ‘aborigines’, ‘cultural minorities’ etc. The term ‘indigenous’ is used in the report according to UN and ADB usage

34 Bangladesh Bureau of Statistics. 1998. Population Census, 1991

35 Nasreen, Mahbuba. Performance of ethnic minority students in Secondary Education: An Exploratory Study of Selected BRAC-PACE schools, 2005


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• students of indigenous communities have difficulty in comprehending long or complex sentences

• the syllabuses of Mathematics and Science are continuously increasing in complexity, but teachers are not getting appropriate training to teach the newly introduced topics

• teachers do not have sufficient time to take special care of weak learners. 159 The PRSP aims to make the maximum impact on poverty, especially in minimizing the

severity of poverty, when these are targeted on the poor regions with special focus on the needs of the most disadvantaged populations and indigenous groups. Policies and institutional actions delineated under the strategy will be designed to reach out to the poorest and the remote rural areas, which are vulnerable to adverse ecological processes, and those with high concentration of socially disadvantaged and marginal indigenous groups.

160 The CHT Development Plan ahs been designed to assure the optimal participation of

indigenous communities, women and communities living in remote areas of the CHT. Some of the objectives of the Plan has already been achieved in the context of Secondary education which is revealed from the comparative data of the ‘baseline scenario’ and .the ‘improved scenario’ in the CHT Region Development Plan, TA No. 3328-BAN, Final Report.

161 Apart for the CHT Region Development Plan of GoB, different non-government

organisations are also working towards the development of the indigenous communities. Of the educational programmes, BRAC has been supporting 400 schools of the secondary education system through PACE, of which 125 schools are located in the location where people of the indigenous communities reside. Under the programme the teachers of non-government schools are receiving training on how to manage schools better and improve the quality of education. It has been realised that the performance of the ethnic minority schools is not satisfactory and requires special attention for improvement. Through a exploratory study (Nasreen, 2005) BRAC PACE has also identified the barriers of quality performance of the students of ethnic minority schools and to provided suggestions to improve performance of these students through addressing the role of teachers.

162 SESIP-2 suggests that to improve the performance of the students of indigenous

communities in secondary education all secondary schools those are located under SESIP-2 intervention should be given emphasis. This will ensure the access to the proposed infrastructure and others facilities including stipend by the students of indigenous communities. It must be mentioned here that the TQI Project will also be involved in improving the teaching learning of the students of indigenous communities through its component on Access and Equity (for more please see Synergy between TQI and SESIP- 2) through providing trained teachers.

Information Technology

163 The IT in DSHE is fragmented, with “programmers” (usually data processing, analysis

and database staff rather than programmers) allocated to different groups (for example PSPU.) Investigation reveals that when allocated to these small groups, the relevant person is not always given sufficient work to require a full time position. Such staff could form a useful “pool” of IT expertise available to DSHE in general.

164 A useful addition would be an IT unit/wing in DSHE to handle IT requirements of DSHE,

interface with BANBEIS, run the EMIS, run the MPO, provide training, maintain and develop the DSHE web site, and publish a newsletter (printed, email and web page) each month giving details of developments in all aspects of IT in DSHE, including latest equipment, latest developments in EMIS, etc.


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165 In terms of ICT in education, It is difficult to determine how many computers are available to schools, or how many teachers are able to teach computing skills, especially in connection with the forthcoming SSC ICT curriculum developed by SESIP-1. There is a need for a survey of schools to determine availability of computers and related technologies and teachers trained in ICT among secondary schools.

166 There are only two computer-related questions on EMIS data instrument. One requests

the number of computers under the heading “official equipment”, and one requests how many students are using computers, if any are available. There is no question asking for the existence or otherwise of a fax machine.

167 If the new ICT curriculum is not supported in rural/disadvantaged areas, the people from

those areas will lag even further behind in the future. The survey proposed above can be combined with the school mapping of SESIP-1 to determine clusters of schools that are underserved by ICT facilities. This data can be used to identify a suitable number of sites to receive IT centres that are available for the surrounding cluster of schools. The precise operational responsibilities for these centres is yet to be defined, but it could involve one of the following:

• one school in the cluster runs the lab, but all schools in the cluster can use it at agreed times

• the lab is run by an NGO, and possibly not located at any of the schools in the cluster, but in some locations reasonably accessible to all of the schools

• the lab is run by a partnership of one or more schools from the cluster (and also maybe an NGO.)

168 At the present time, the connection to the internet from the districts, that supports the

EMIS and will support future M&E systems, takes the form of a dialup connection. Three original alternative solutions were proposed that involved other forms of connection, such as radio. However, these were abandoned due to the poor supporting infrastructure at that time. Since developments in ICT occur rapidly, and by the time SESIP-2 begins the original plan will be around 3 years old, it would be pertinent to consider alternatives to the dialup connection as a potential to support a WAN to district level.

169 BANBEIS has been allocated a role in ICT training for teachers. In order to support this

role, assigned by GOB, the organisation has been provided with a laboratory of twenty computers, linked in a LAN, a multimedia projector and so on. .The capacity of BANBEIS to adequately carry out his role should be assessed, and support should be given if this the study indicates that the role could be exploited further.

170 The IT unit in the Administration wing of MOE serves the MOE, which has altogether 90

computers of a total of 115 to be introduced around the Ministry. They maintain a number of Oracle databases and provide information services to MOE. Though the management of the unit believes the unit has sufficient equipment, the unit, and MOE as a whole, lacks a maintenance specialist, and would also benefit greatly from an additional programmer. As in many cases, they identify a perceived need for overseas training, in this case they would like to see how IT systems are run in government organisations in other countries (study tours, rather than training courses, may be better in this respect.) They also pointed out that they had not been considered for overseas training by SESIP-1 project.

Madrasah

171 The TOR of SESIP-2 was charged to include the Madrasah within its wider activities. It

should be noted that the Madrasah have never before been included in any previous development aid project, and so, to a large extent, this is a “greenfield” activity. The first issue to be resolved, therefore, will be to determine the extent and parameters of SESIP-2 involvement. (See Appendix 14: Data on Madrasah for an overview of Madrasah in Bangladesh)


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172 To date the madrasah have largely existed separately from the mainstream of education.

They are under the control of the Madrasah Board and have a separate curriculum. There is only 1 teacher training college compared to 11 (soon 13) in general education and that only offers short courses. Standards of teaching consequently leave much to be desired. To a certain extent, all this has resulted in madrasah students being isolated and excluded from opportunities that would otherwise have been available to students of mainstream education. However, there have been recent indications that at least a section of the madrasah sub sector would welcome greater integration into mainstream education, and this certainly seems to fit in to the aspirations of the GOB in respect of madrasahs.

173 There are two categories of Madrasah in Bangladesh. One is Qaumi Madrasah and the

other is Alia Madrasah . Qaumi Madrasah is financed by locality and the government has no control over their curriculum, examination etc. Their academic work is evaluated by Board/Boards through examination and the government has no link with this .The government does not pay subvention (MPO) to the Qaumi Madrasah.

174 The government of Bangladesh establish a Board for Alia madrasah called Bangladesh

Madrasah Education Board (BMEB) under the Madrasah Education Ordinance, 1978 for the organisation, regulation, supervision, control, development and improvement of Madrasah education in Bangladesh.

175 Government pay subvention (MPO) to the Alia Madrasah and the categories of Alia

Madrasah are: FURQUANIA / IBTEDAYEE , DAKHIL, ALIM, FAZIL and KAMIL. Students of Alia Madrasah from Dakhil to Kamil are assessed by Bangladesh Madrasah Education Board.

176 Types of Alia Madrasah and its equivalent institution in general education:

• Ibtedaye/ Furquania Madrasah (class 1-5) = Primary School (class 1-5)

• Dakhil Madrasha (class 6-10) = Secondary School (class 6-10)

• Alim Madrasha (class 11 – 12) = Higher Secondary (class 11--12)

• Fazil Madrasah (class 13-14) = Non Honours Degree college (class 13-14)

• Kamil Madrasah (class 15-16) = Masters Degree. 177 Government of Bangladesh accepts the equivalencies as presented above in school

years and the degree status of Madrasah (4and 5) however it does not consider this to be to a general education degree. In this respect the degrees of the Dakhil and Alim Madrasah are equivalent in study time to the degrees of secondary & higher secondary institutions respectively, but the Madrasah curriculum, examination system and qualification of teaching staff are not similar.

178 There are 11 teachers training colleges and three more will start soon for the training of

graduate secondary school teachers and non teacher graduates intend to become teachers There is one teachers training institute (MTTI) for madrasah teachers which offers only short time courses.

179 The uni-track curriculum will be implemented in class 9 of general secondary schools

and students will sit for SSC examination under the uni-track curriculum in 2008. However, Dakhil Madrasah curriculum continues to be multi-track and its students will continue to sit for the Dakhil examination (equivalent to SSC) under the multi track curriculum.

180 Anticipated activities for madrasah education for SESIP-2 are:

• The curricula of the General and Science groups of the Dakhil stage should be changed from multi-track to uni-track and this uni-track curriculum should be implemented from January 2008. The curricula of the Mujabbid and Hifjul Quran


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groups should remain as they are, as these curricula are mainly religious. It will be left to the relevant madrasah authorities to determine if this situation should be changed.

• Provisions should be made for extended training (equivalent to BEd) for Fazil and Kamil teachers of Madrasah.

• Provisions should be made to considerably upgrade one additional Madrasah in each of 64 districts.

• Provisions should be made to supply at least one thousand computers to madrasahs to support a computer course in the Dakhil class.


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The proposed sector development programme


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The proposed sector development programme

Objectives and scope

The Secondary Education Sector Development Plan (SESDP) 181 The proposed project is based upon the recommendations of the Secondary Education

Sector Development Plan (revised 2005 – 2013) The original SESDP was developed in 1998 with financial assistance from the Asian Development Bank. The original plan identified problems of quality, efficiency (internal and external) and access in the secondary sector. It also identified a number of systemic constraints, in policy, planning and budgeting, as well as teacher education, curriculum and instructional materials, management staff and quality control systems.

182 The original plan further drew on a socioeconomic analysis of the development needs of

Bangladesh and how secondary education could support development. While confirming that poverty remained the critical socioeconomic problem, and that the traditional economy remains mainly non-formal, it found grounds for optimism in a growing local economy and expanding service sector both of which are entrepreneurial and highly flexible. It concluded that secondary education must respond to and support these changes.

183 The analysis concluded there was inadequate planning of resource allocation. In order to

provide graduates who fit into growing non-formal and small business economies, it advocated retargeting the curriculum and examinations toward more practical applications, and upgrading teacher training. It also advocated strengthening and decentralizing capacity, especially local capacity, for planning and monitoring and evaluation.

184 The principle aims of SESDP were, and are, to ensure that future expansion and quality

improvement in secondary education is effectively implemented, key institutions supporting secondary education need to be reformed and improved and the capacity of their staff needs to be upgraded. Institutional capacity for curriculum development, textbook production, teacher training and upgrading, and student assessment should be raised before large increases in facilities, teachers, or learning materials are contemplated. Academic supervision and school management also need to be improved. Unless institutional capacity in these areas is raised, it is unlikely that resources will be used to their maximum effect and objectives attained for secondary education improvement. Capacity building is an essential prerequisite before further secondary education expansion takes place.

The Asian Development Bank and the secondary sector

185 The Asian Development Bank has been the most active partner to the GOB in the field of

secondary education. It has sponsored two major projects in the sector in the nineties (SEDP and HSEP) and is currently supporting the SESIP-1 project scheduled to operate between 2000 – 2005 (recently extended to 2006.)

186 Following the publication of the SESDP in 2000, the Bank’s commitment was to long

term involvement in the sub sector commencing with SESIP-1. That project has always been viewed as the first part of that long term process. It was aimed at strengthening and reforming the core infrastructure of the Directorate of Secondary and Higher Education (DSHE) as well as the quality of education provision. There have been some gains, but much remains to be done. It is logical therefore, as well as technically necessary, that the activities and interventions of this project be continued - and further developed - in a follow-on project. The institutionalisation of sustainable reforms, built upon previous accomplishments, is the main objective of the SESIP-2 project.


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187 The design of the proposed project builds strongly on lessons from previous ADB-funded projects (particularly SESIP-1) and other externally funded projects (Appendix 3.) The project seeks to continue the developments of SESIP – 1 – where these are worth continuing – and introduce new interventions based on the sector directions advocated by the SESDP.

Important features

188 Due to the considerable delays and interruptions that have affected SESIP-1, certain key

activities will only reach full implementation levels by the end of 2005, the original date for completion of that project. For example, SESIP-1’s activities in relation to school based management (SPBMS) is about to be trialed on a greatly expanded replication basis commencing the end of 2005 (the official termination date of the project.) This means that the success or failure of this activity will not be known until well into the last part of 2006, yet planning for its further continuation was made in late 2005. Of perhaps greater significance, SESIP -1 will come to its conclusion with over 1000 personnel being paid from the project budget (about half of those hired in late 2005.) Given the reliance on these employees for much of SESIP – 1’s innovations and activities, and given the likely gap between the end of SESIP -1 and the commencement of SESIP-2, their fate (and that of the activities they support) is cause for concern.

189 It consequently follows that it would be illogical to make specific plans for the 2007

continuation of SESIP-1 activities based only on data available in mid 2005. For this reason, special measures will have to be taken which build in the maximum flexibility to SESIP-2’s design. A large amount of review, revision and alteration will have to be anticipated during the inception period of SESIP-2. Consequently, a 6 month inception period is recommended.

The project loan

Impact and outcome

190 The overall impact of the project will be enhanced quality of education in Bangladesh

secondary schools by improving management, quality of learning and increasing access. The outcome of the project will be to provide support in terms of material and human resources to strengthen the management and implementing structures of the DSHE and associated agencies and to ensure that the reform and restructuring of secondary education, commenced with SESIP -1, is implemented efficiently and effectively. This will be accomplished through:

• a total review and overhaul of management and organisational practices in the DSHE with the aim of improving policy making and operational management at the central and decentralised levels. This will include the introduction into day-to-day line management of electronic systems, modern methods of personnel management and human resources capacity building.

• the further consolidation and development of decentralisation, particularly of school based performance management and assessment.

• increase the quality of secondary education provision through enhancement to curriculum and assessment.

• increase equity of education with particular reference to gender and minority groups.

Outputs

191 The project will consist of 3 major components which essentially follows those of SESIP-

1:

• Management and governance


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• Improved education provision

• Equity and access. 192 Implementation will be aimed at producing outputs at central and decentralised levels in

terms of material and human resources, access and equity and construction and procurement

Management and governance

Human resources development 193 The issue of frequent transfer is pivotal to government’s effectiveness and efficiency.

Before the commencement of SESIP-2, the Ministry of Education must give by covenant an undertaking that, within year 1 of the project effectiveness, it will commit itself to reducing staff transfers by a minimum of 5% of the frequency then currently taking place in the DSHE and associated agencies (but not applicable to colleges.) This will be reduced by a further 2.5 percent per year over the duration of the project. The situation of transfers will be monitored by the Human Resources Development Wing who will report to the Project Implementation Committee, through that to the PSC and will include these reports in the 3 monthly report to the ADB.

194 The project will field a Human Resources Development team of 2 international and 4

local consultants for periods of 24 and 48 months respectively tasked with reforming and reorganising the personnel and organisational structure of the DSHE and its associated agencies - with the exception of NAEM. Major outputs will be:

• This task is of the highest priority: to reduce the practice of frequent transfer and deputation within the DSHE. In coordination with the PMU Monitoring Section, the team will therefore conduct an analysis of the problem in order to record in detail the scale and effects of the practice. They will then produce a plan that will reduce such transfers by 5% in the first year and by at least 2.5 percent in the following years.

• The team, in cooperation with the relevant section of the new Human Resources Development Wing (see below,) will conduct a comprehensive functional analysis of all positions in the DSHE and specialised agencies. Following this, the project will produce comprehensive modern job descriptions for each position. These job descriptions will be used as the sole criteria for the selection of staff whether or not they are directly hired or come from cadre. Furthermore, as comprehensive job descriptions are prerequisites for a good performance appraisal, it is important that the revised job descriptions should contain measurable objectives upon which an individual’s performance can be assessed.

• The team, in cooperation with the relevant section of the new Human Resources Development Wing (see below,) will design, trial and implement a new appraisal system (to either replace, but more likely to run concurrent with) the present ACR system. The objectives of the new appraisal will include performance measurement, performance improvement, the identification of potential, the identification of training needs, assist in making placement and promotion decisions etc.

• The team will establish, within the Staff Development Section of the HRDW, a small but highly effective Senior Management Training Cell. The job of this cell is to organise senior level courses and seminars as well as to produce appropriate high quality training materials.

• The team will establish a Human Resources Development Wing (HRDW)36. The project will assist with the recruitment, and fund the salaries of, the 27 staff

36 It is recognized that the establishment of a “wing” might prove difficult for various logistical reasons. However, the critical

issue is the outstanding need for an HRD function – whatever it is called. The project consultants should therefore produce a formula acceptable to government by which the function can be set up. This will include deciding whether the function should be established in the Ministry or the DSHE.


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members of the wing It is anticipated (subject to inception review) that the main sections and activities of the HRDW will be as detailed below.

195 The overall impact of the project will be enhanced quality of education in Bangladesh

secondary schools by improving management, quality of learning and increasing access. The outcome of the project will be to provide support in terms of material and human resources to strengthen the management and implementing structures of the DSHE and associated agencies and to ensure that the reform and restructuring of secondary education, commenced with SESIP -1, is implemented efficiently and effectively. This will be accomplished through:

196 It is important to note that the aim of this section will be to support the current SESIP-1

proposals for functional specialisation. If these proposals are adopted by government, the Placement Section will act as the day to day mechanism to the 2 Specialist Posts Selection Committees proposed by SESIP-1. It will act as their secretariat. It will organise candidates, prepare background documentation, organise interviews and contracts and assist the Selection Committees in every way possible.

197 However, if the SESIP-1 proposals are not adopted, the Placement Section will, in the

first instance, act as an advisory body to the DSHE and specialised agencies in respect of specialist recruitment and appointment. It will then be the responsibility of the HRDW in general, to devise an alternative formula for appointments that will be acceptable to the Ministry at that point in time

198 Other activities of the Staff Placement Section will include:

• preparing plans for current and future recruitment needs

• initiating and processing the recruitment of the education cadre members

• selecting candidates for posting, transfer and promotion

• selecting suitable candidates for appointment on deputation to specialised professional positions

• providing relevant information as regards recruitment, posting, transfer, deputation, within the DSHE

• dealing with all kinds of leave. 199 Staff development section: Once recruited, new staff need orientation and foundation

training. In fact, staff development through training is a continuous process and constitutes an essential part of personnel management. The activities of this section will include:

• assessment of current and future training needs on the basis of job description, job specification, job analysis and performance appraisal results

• preparing annual staff development plan through foundation, in-service, in-country and overseas training on the basis of needs

• preparing short and long term schemes for staff development through training at home and abroad in various areas of educational specialisation

• planning, designing and arranging training programmes based on needs

• liaison with Records Section to maintain an inventory of trained personnel and other training records

• maintaining an inventory of persons needing training on specific areas of specialisation

• providing on-the-job and refresher training to the DSHE staff

• nominating/selecting candidates for training, attending seminars/workshops, higher studies


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• The organisation and implementation of senior policy and specialised training. 200 Senior policy and specialised training cell: The responsibility of this cell is to organise

senior level courses and seminars as well as to produce appropriate high quality training materials. Members of the Cell will not present training themselves, but will organise training and seminars by planning the event, selecting the trainers and participants and ensuring that everything runs smoothly on the day. It will not run training courses for head-teachers or duplicate any training being offered by NAEM/NTEA

201 A further task will be to design and produce high quality training aids that can be used in

training courses. Once again, it is envisaged that these will be commissioned rather than being produced by Cell members.

202 Personnel and training records database: A comprehensive and efficient information

base is the key to effective personnel management and human resource planning. The quality of decisions depends on the quality of information. Amongst other activities, this section will:

• gather and maintain all relevant information about each education cadre personnel (e.g. name; date of birth; subject; qualification; experience; skills possessed; date of joining; date of promotion; etc.)

• gather and maintain all relevant information about each post or job (e.g. category of post; number of sanctioned posts; qualification, skill and experience required for the post etc.)

• gather and maintain all relevant information about organisation/institution (e.g. type of institution; number of sanctioned posts – subject and category-wise; number of filled posts with names of personnel in positions; number of vacant posts etc.)

• provide data and information to other sections and to the management when required.

• cross reference with – or be part of – the EMIS. 203 Staff appraisal section: Enlightened staff appraisal is essential for effective

performance. The current ACR does not do this. Appraisal methods need to be reviewed, revised and brought up-to-date. The objectives of appraisal will include performance measurement, performance improvement, the identification of potential, the identification of training needs, assistance in making placement and promotion decisions, etc. As comprehensive job descriptions are prerequisites for a good performance appraisal, it is important that the revised job descriptions should contain measurable objectives upon which an individual’s performance can be assessed. The activities of this section will include:

• designing an appropriate appraisal methodology

• assisting managers and supervisors with the administration of appraisal

• regularly collecting appraisal reports

• reviewing the appraisal reports and recommendations and identifying strengths and weaknesses

• determining suitability for promotion and posting to specific positions, in liaison with Placements

• identifying areas of training needed to overcome the weaknesses or improve performance, in liaison with Staff Development

• identifying and dealing with any cases calling for disciplinary action

• providing necessary information to other authorized sections, in liaison with Records

• dealing with discipline and severance.


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204 Anticipated HRMW Staffing Requirements. Note: Members of the HRDW must be transferred to the revenue budget within 24 months of commencing their duties.

Anticipated HRMW staffing requirements

Director 1

Deputy Directors 4

System Manager 1

Assistant Directors 4

Programmer 1

Psychologist 1

Education Officers 7

Research Officers 5

Data Entry Operators 3

TOTAL 27

205 Overseas and in-country training would be indicated for members of the HRDW.

Figure 2: Proposed organogram for the HRDW

Planning and Policy Formulation 206 The development of policy approaches and the planning for the enactment and

implementation of policy decisions is one of the most strategic and critical activities in the sector. It usually involves several levels of intervention which range from top strategic policy formulation through to the administration and implementation of policy decisions.

207 It is consequently doubtful if all the processes of planning and policy formulation can be

effectively accommodated within the planning section of the DSHE. As it is currently

Director GeneralDSHE

DirectorHRDW

Systems ManagerRecords

Deputy Director (1) Staff Development

Deputy Director

Placement

Deputy Director

Appraisal

Programmer

Data Entry Operators (3)

Assistant Directors (2)

Education Officer (1)

Research Officer (1)

Education Officers (2)

Psychologist (1)

Assistant Director (1)

Research Officers (2)

Education Officers (2)

EMIS

Senior StaffTraining Unit

1 DD 2AD2 EO 1RO


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constituted, the Planning Wing is more concerned with the “passive”37 monitoring of aid and other “projects” operating within the DSHE than with the formulation of what would generally be known as strategic planning. That there is a need for strategic planning is not disputed. The question is whether the modality of strategic planning is – or even should be – housed within a line function such as the current “planning wing”.

208 In terms of development, it is probably fair to say that the current operational modality of

planning in the DSHE is more “re-active” than “pro-active”. The major example of this is in the identification, formulation and selection of development investment projects which, by and large, are determined by donor agencies and their contracted consultants. It would appear that the DSHE / MOE does not play a major pro-active role in the design of either development plans or concomitant projects.

209 The DSHE wing currently consists of 4 sections:

• Policy Support and Planning (PSPU)

• Systems Analysis

• Project Management Unit (PMU)

• Planning and Development. 210 With the exception of some SESIP-1 prepared research exercises, and some ad hoc

research, the PSPU is probably not as fully a functioning entity as originally planned. The abilities of the current staff, almost all of whom have received advanced overseas training, would be better applied elsewhere where their skills can be put to better use. The project will therefore support the disbanding of the PSPU and the integration of its project trained staff into the new Monitoring and Evaluation Wing.

211 The Systems Unit will be merged with the new EMIS which will be part of the ICT wing. 212 The PMU will continue to be funded by the World Bank and monitor the Stipend projects

until 2006. Thereafter it should be incorporated into the M&E Wing. 213 Planning and Development will remain as the core activity of the Planning Wing

continuing with the duties that it currently has. However, in order to function as a planning facility rather than a line operation it needs support to re-focus its identity and activities into a pro-active policy formulation asset of the DSHE.

214 The project will therefore field a sort term technical assistance team of 1 international

and 1 local organisational development consultant for a period of 3 months. Their task will be to conduct a total review of the planning structure both the DSHE and the MOE and produce recommendations to rationalise the planning function and make it more relevant to educational development requirements. This may include the establishment of a Strategic Secondary Sector Planning Committee.

215 The Planning and Development Wing is mainly concerned with offering support to, and

liaison with, the development projects taking place under the auspices of the DSHE. Currently, there are 17 projects in that category. There is an identified need for strengthening the work of the Wing in this respect. Management of P&D stress that the Wing does not have the capacity to monitor the standards of service or quality of delivery of development projects. The project will therefore fund the establishment of a Project Quality Assurance and Liaison Unit. This unit will be responsible for all activities related to all development projects in education. These will range from strategic planning to the monitoring of quality in project delivery and project management. The unit will consist of:

37 By “passive” is meant that the work is largely “reactive” rather than “proactive” and consists mainly of data collection and

monitoring activities rather than development opportunity identification and policy formulation.


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Anticipated staffing requirements of Project Quality Assurance and Liaison Unit

Deputy Director 1 Assistant Director 2 Research Officer 2 Programmer 1 Computer Operator 1 Manual Staff 1

Decentralised management 216 Decentralisation of DSHE would have ramifications for activities such as EMIS, school

performance-based management (SPBMS,) and strengthening of school management and supervision (SSMS.) Clearly, the SPBMS and SSMS would require an enhanced EMIS as well as strengthened management in zonal and district offices. Keeping all this in consideration, the project will plan and implement greater decentralisation of secondary education management. Taking the above into consideration, decentralisation of education management by SESIP-2 will require the following.

217 Formal delegation of operational matters from the DSHE to the lower levels: The

impact of this will be an increase in the responsibilities at the zonal, district and Upazila levels. The requirements of this are:

• support for implementation of structural and operational reforms as a component of SESIP-2

• modification and upgrading the job descriptions of staff at the central, zonal and district levels, as necessary, based on the redefined duties and responsibilities

• support for the continued employment of existing and additional staff at the aforementioned levels, as necessary, related to decentralised management.

218 Improved systems of accountability, auditing and quality control: The requirements

for SESIP-2 in this regard are to:

• limit DIA functions to financial accountability and auditing

• assign responsibility for ensuring compliance related to recognition and quality standards with Zonal offices. Increase staff accordingly and provide necessary training

• provide training to the existing and newly recruited staff of these agencies and offices on inspection and accountability responsibilities.

219 Redefining the role of DSHE to strengthen its capacity in:

• policy research

• programme evaluation

• auditing

• quality control. 220 In this regard, the project will provide support to strengthen the research and quality

control capacity of the Planning and Development Wing of DSHE. 221 Strengthening planning capacity at the zonal and district offices: In this regard, to

assist with the decentralisation of appropriate aspects of planning, SESIP-2 will need to:

• establish a planning unit in each zone and district office

• recruit two planning experts for each office


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• provide 2-months pre-service training to the planning experts. 222 Formulating regulations and legislation to define new roles and responsibilities of

DSHE and the implementing agencies: In this respect, the requirements are for the project to:

• develop new roles and responsibilities of DSHE and the relevant agencies and obtain approval for the regulations from MoE (SESIP-1 has developed new roles of DSHE including a proposal for its bifurcation into secondary and non-secondary education, which are awaiting approval of DSHE/MoE. Therefore, this requirement may not exist if already accomplished during SESIP-1

• relocate staff of the existing PSPU in DSHE to the proposed M&E wing also under DSHE . The officials of this unit have already received overseas training under SESIP-1.

223 Defining and providing training on new roles and responsibilities of DSHE, ZEO,

DEO and UEO: The requirements here are to:

• define new roles and responsibilities

• identify and then assess the current capacities of the office and the training needs of the staff

• provide the necessary training

• strengthen local training capacity (in TTCs and HSTTIs)

• regularly examine/assess quality of management training provided. 224 Establishing M&E Unit in the DSHE and MoE with monitoring staff in the zonal and

the district offices: The proposed M&E unit is discussed in more detail later in this section. The overall requirements in terms of decentralised management are for SESIP-2 to:

• establish M&E unit within DSHE and employ planning & monitoring staff (to be called Planning & Monitoring Officer) in the zonal and district offices

• assign staff and provide 2-week pre-service training with a focus on planning and monitoring

• define the functions and responsibilities of the M&E Unit and develop job descriptions for the staff

• provide necessary office furniture and data processing facilities.

• provide for regular monitoring of project activities related to SPBMS. For this purpose, appoint consultants and regular monitoring staff.

• provide one computer in each zone and district offices for use by planning & monitoring staff.

225 School-level capacity building for improved academic supervision and school

management: SESIP-2 will carry out the following activities in this regard:

• develop supervision procedures

• develop materials to support capacity building

• provide training to SMC members (The TQI Project will provide training to the heads and subject teachers)

• assess the quality of the training provided.


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226 Improved supervision and inspection: In this area, SESIP-2 will carry out the following:

• define the roles and responsibilities of academic officers (to be called Upazila Academic Officers – UAOs instead of present UASs) at the Upazila level

• prepare manuals of rules and regulations for inspection and supervision

• evaluate the effectiveness of inspection and accountability systems

• employ an appropriate number of supervisors at the zonal, district and upazila levels

• organise and deliver orientation programmes for SMC members based on the defined roles and responsibilities to enable the SMCs to conduct periodic review and monitoring of academic quality

• provide vehicles to those supervisors who have not received a vehicle from SESIP-1

• select and assign 216 new UAOs (currently called UASs) in upazilas if not covered by SESIP-1 by the end of the project.

227 Establishing measures for sustainability of decentralised management: The

requirements for SESIP-2 in this area are:

• recommend the inclusion of recruited officials (Supervisors/Academic Officers, Inspectors/Planning & Monitoring Officers, Research Officers and other staff) in the revenue budget of the government. It is essential to transfer these (and other personnel put into place by SESIP-1, i.e., about 1100 project-funded employees) to the revenue budget or the system will become unsustainable

• institute a sound and unambiguous career plan for the officials and devise an appropriate reward system to encourage good performance

• conduct regular assessment of SPBMS during its nationwide implementation in order to evaluate the effectiveness of this system against the investment made in it.

228 The Project will endeavour to translate the rhetoric of decentralisation into reality by

undertaking programmes to distribute authority, roles and responsibilities related to secondary education management from the DSHE to the mid-level to the local level. It will continue the process of decentralisation undertaken in SESIP-1 and support the establishment of a Secondary Education Office at the upazila level which would accommodate all upazila-level secondary education officials (such as the UPO and AUPO who look after the female stipend programme) in one place to reduce wastage of resources and to further help improve school-level academic performance. In this regard, the status of progress of SESIP-1 will be reviewed, discussions will be held with relevant stakeholders, needs will be assessed, and actions to be taken anew will be agreed upon. SESIP-1 is likely to make considerable progress in many regards between now and the end of 2006. This will necessitate a project-end review of progress in December 2006 or in January 2007, immediately before the commencement of SESIP-2.

229 Requirements for new staff at the decentralised levels will be assessed, determined and

approved. New roles and responsibilities of existing and newly introduced positions at the zonal, district and Upazila levels will be determined. The necessary job descriptions will be prepared.

230 Upon approval, the nine zonal offices will be reorganised – each zone will be headed by

a Director who will be assisted by a Deputy Director. The number of School Inspectors and Inspectresses will be increased two-fold to cater to the needs of schools. These personnel should be supported by GOB. One Assistant Maintenance Engineer will be employed in each zone to deal with computer related hardware and software within the zone including the districts and Upazila. The Assistant Maintenance Engineer will work under guidance of the newly established Maintenance Unit of the DSHE ICT wing.


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Additionally, there will be 2 Planning and Monitoring Officers (currently called Assistant Inspectors) and two Research Officers (provided before by SESIP-1 and hence needing support by SESIP-2.) One Research Officer (Information audit and verification) will handle the decentralised EMIS with guidance from the DSHE ICT wing. A computer operator will assist the RO. The AIs and ROs appointed by SESIP-1 who are surplus in the zonal offices will be absorbed into the SESIP-2 budget as UASs.

231 The District Education Offices will be expanded to accommodate newly recruited staff

such as 2 Planning and Monitoring Officers, one Research Officer, and one Computer Operator. Necessary furniture, computers, and other equipment has already been provided by SESIP-1, and will be maintained as necessary by SESIP-2.

232 Arrangement will be made for training of the decentralised staff in collaboration with

NAEM, HSTTIs and TTCs. Short courses will be offered both in-country and abroad. International consultants will provide the in-country training including development of training materials and manuals. Training courses will also be arranged for the SMC members at the regional level. For this purpose the regional centres will be used.

233 The project will fund the salaries of all staff to be involved in the project. 234 The project will further strengthen the SPBMS in terms of revising and updating the

Manuals, Teachers Diaries, Head Teachers Diary, Annual School Development Plans and other relevant documents. Arrangements will be made for training of the SMC chairpersons and members. It will also periodically assessment and consequential reforms in the SPBMS.

235 Each UAO (UAS) will be assisted by one Peon (MLSS) funded by the project. The

provision of a motor cycle for each UAO (UAS) will continue. 236 The project will provide 2 weeks of school management training to 3,200 SMC members

in each project year. Such training will be carried out in TTCs and HSTTIs. The training materials will be developed by SESIP-2 local and international consultants, who will also train 80 trainers (5 in each of the 5 HSTTIs an 5 in each of the Government-operated TTCs.

237 The project will recruit and fund 80 trainers for each of the Government-operated TTCs

an HSTTIs. 238 The project will strengthen the coordination between DSHE and the support agencies in

secondary education, in particular the BISEs, NCTB, DIA, NAEM, BANBEIS, TTCs an HSTTIs. The project will:

• appoint a liaison officer, to be placed at the DSHE, who will maintain regular contact with the agencies as well as with the zonal and district offices for relevant information

• prepare job descriptions for the liaison officer. Monitoring and evaluation 239 The project will establish a Monitoring and Evaluation Wing within DSHE to monitor all

interventions undertaken at the school level, through a decentralised monitoring system that makes use of the zones, districts and upazilas. The M&E wing will be concerned with improving the quality of secondary education. The SPBMS developed under SESIP-1 will be the ultimate responsibility of this wing, which will ensure that the SPBMS is implemented effectively at the school level. Staff of the M&E wing (see Figure 3) will meet regularly with field level staff to determine problems in the implementation of various interventions at the secondary school level.


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Figure 3: The Proposed M&E Wing in DSHE

240 The project will assist with the recruitment, and fund the salaries of, the 13 staff

members of the wing. Through the project, the Directors, Deputy Directors and Assistant Directors will receive one month’s local training and 1 month’s overseas training (likely to be in Malaysia or Thailand) in Management, Planning, Monitoring and Evaluation. The project will fund the provision of 10 PCs for the wing.

241 The project will fund the salaries of the M&E staff at the zone, district and upazila levels

as detailed in the section on Decentralised Management. 242 The project will design and implement an effective M&E system for schools by retraining

existing staff (ZEOs, DEOs, AIs, ROs and UASs) employed by SESIP-1. The project will redefine the job descriptions and terms of reference for such staff to introduce flexibility, so that officers at the district and upazilas do not become tied to one particular initiative, but can participate in ensuring the effective operation and accountability of the SPBMS, teaching and learning quality monitoring, EMIS data collection and verification systems.

243 At present no wing of the DSHE is specifically responsible for monitoring the activities

related to SPBMS, which is now looked after by the SESIP-1 TA consultants and support officials.

244 After the completion of SESIP-1 TA contract there will be no agency to monitor the

SPBMS which has been highly acclaimed to be a successful endeavour towards the improvement of school performance. When the SPBMS will be implemented in all the 476 upazilas all over the country, it will be a Herculean job to look after the progress of this system. PSPU after performing its mandated functions related to policy support and planning may not handle this task effectively. That’s why, a separate Wing is necessary to collect data about the performance of SPBMS, collate the data, make analysis of the data and explore the strengths, weaknesses, opportunities and threats as they relate to SPBMS.

245 In addition, this wing will carry out research studies for evaluating results and progress.

Based on the analysis and research findings, DSHE will be able to visualise the situations and make appropriate decisions. This major activity pivotal to the quality assurance at the school level cannot be left to any existing Wing as all of the existing wings are already overburdened with their specialised functions. For example, although the PDW has a Programme Monitoring Unit, this unit is dealing with all the female stipend projects and a large variety of development projects traditionally carried out under the supervision of DSHE. Therefore, from the sustainability point of view, a

M&E WingDirector (1)

Support Staff (3)

Monitoring UnitDeputy Director (1)

Assistant Director (2)Support Staff (1)

Evaluation UnitDeputy Director (1)

Assistant Director (2)Support Staff (1)


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separate wing is a necessity as it will be tasked with the prime responsibility of dealing with SPBMS and ensuring that it is implemented effectively at the school level.

246 The project will put into place a decentralised M&E system, with a well-defined reporting

and action chain of command. Most school level monitoring will be carried out at the upazila level. At each level, starting at the upazila upwards, the officers concerned will deal with problems they can, and report to the next level upwards on those they cannot. Reporting requirements will be kept to a minimum, so that reporting on a normal state of affairs will require little effort, slightly more substantial reporting being required for problems solved, more still for problems than cannot be solved at that level. Analogous to this will be the way situations are dealt with at the district (reporting to the zone) at the zone, and so on. Only brief reports and significant unsolved problems will reach the centre.

247 The project will design and install an electronic system (most likely to be web-based and

linked to the EMIS) to support communication, reporting and data collection in the M&E system.

248 Zonal Offices: The project will determine the responsibilities to be delegated to the zone

in terms of monitoring and evaluation and decentralised management. The job descriptions of the zone will be redefined in terms of decentralised management concepts. The zone will prepare an annual plan based on the guidelines given by the DSHE M&E wing. The project will enable the DD Zone to play increased role in the planning of the monitoring system and there will be more involvement of the zone to discuss the issues that affect the zone.

249 The zone will be more active in monitoring the performance of the District Education

Offices in terms of its duties given under various components of regular programmes and project interventions. The zone will ensure that the DEOs efficiently an effectively carry out their duties for all project components, especially M&E and EMIS data collection, processing, validation and reporting. The zone will carry out independent data validation on a sample basis to ensure validity of data in all districts within the zone. The DEO will be accountable to the zone. Similarly, the zones will be accountable to the M&E wing of the DSHE.

250 District Offices: The project will streamline the monitoring system at the district so that

the district is concerned with:

• monitoring the performance of the UASs

• dealing with problems the upazilas cannot solve, or that the district has been directed to deal with by the zone

• directing the upazilas to take certain actions with respect to identified schools in their upazila

• reporting to the zone. 251 For the AIs in the district office the project will design systems so that AIs:

• have a reduced number of school visits confined to spot checks on a percentage of schools (particularly underperforming schools)

• visit upazilas to check on UASs

• deal with problems passed to districts by UASs (see above,) or by the zone. 252 UASs: In order to implement effective school level systems involving the UASs, the

project will carry out the following with respect to UASs:

• ensure that all 476 upazilas are each staffed by one UAS, by funding 216 UASs in addition to the 260 provided by SESIP-1


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• train the UASs in modern teaching and learning methods, to facilitate their skills as observers of teaching and learning situation in the schools

• train the UASs in continued implementation of the SPBMS system

• train the UASs in the system for the verification of data collected for the EMIS

• train the UASs in their role, responsibilities and reporting requirements in the M&E system

• clearly define the position of the UAS as being answerable to the district office, not other personnel in the upazila

• provide a general clerical assistant for each UAS, to take phone calls, perform basic administrative tasks, and so on, involving the employment of 476 clerical/office assistants

• define a career path for UASs

• seek a guarantee from the GOB that the post of UAS and the monitoring systems established under SESIP-2 and those continued from SESIP-1 will be taken into the revenue budget before the end of SESIP-2

• rename the job “UAS”, to a title agreeable to UASs and GOB, since supervisors are regarded as being very low status in Bangladesh

• provide sufficient funds for all UASs to carry out regular visits to the schools in the upazila.

253 The project will reformulate the job descriptions of the UASs so that, based on the above

training, UASs will play an important role in M&E, data verification, school-based observation of, feedback on and improvement of, teaching and learning in the schools, and SPBMS. The project will need to pay great attention to defining the role of UASs in the M&E system. It needs to be determined whether UASs can actually simply collect and verify the M&E data before passing it to the Districts, or can play a more active role in the actual monitoring of schools, since it may transpire that the latter activities would conflict with the schools perception of the UASs as playing a supporting, rather than supervisory role.

254 The project will define reduced reporting requirements of UASs, and define a clear line of

reporting and command. UASs will report only briefly on unexceptional situations, but in more length on exceptional situations, detailing any actions taken, and referring problems yet to be solved to the next level up (the district.) Officers in the districts will take up these exceptional unsolved cases. The districts will have a similar reporting pattern to the upazilas, in that they will report on solved cases and unsolved cases to the zone, who will take up the unsolved cases, reporting to DSHE in a similar way. Thus, only the most challenging unsolved cases will then reach the MOE.

EMIS project activities 255 Nationwide completion of the EMIS: The project will provide a contingency plan to

oversee the completion of the installation and uptake of EMIS-related ICT of any of the 64 district education offices that were not completed under SESIP-1. Note that the expectation is that SESIP-1 will complete the installation in all 64 districts. Under the same plan, SESIP-2 will monitor the operation of the data entry system and specify streamlined procedures where applicable. The project will support the staff required at Zone, District and upazila as shown in Figure 4.


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Figure 4: Project funded M&E staff at zones, districts and upazilas

256 Note that the staff allocated to the upazila are not solely assigned to EMIS duties. They

are to be involved in SPBMS, M&E, and other operations, as detailed elsewhere in this report.

257 The project will also provide training in EMIS basics and EMIS use for upazila, district,

and zone officers, training in EMIS awareness and use for Directors, Assistant Directors and other managerial staff from DSHE, MOE and BANBEIS.

258 The project will fund a needs analysis study for both the DSHE EMIS and the GIS, in

order to specify the technical requirements of an TOR for contractors to bid to develop improvements to both systems. The project will also upgrade the Oracle databases on which the systems are based, and purchase more end user licenses for the GIS. at least 5 more will be purchased for decision makers in DSHE and MOE. Costs permitting, more will be allocated to BANBEIS and the zones.

259 Data Verification: The project will design and implement a data verification system

covering the EMIS data collection from schools up to its entry into the EMIS at the district. This scheme will involve the UASs at the upazilas (see M&E section for more details on project support for UASs.) The project will specify and carry out the necessary training for the UASs in order to implement the scheme effectively. The project will continue to pay the salaries of the 260 UASs employed under SESIP-1, and will further fund the salaries of the remaining 216 UASs required to ensure that all 476 upazilas have a UAS. The UASs will also be involved in the M&E process, as detailed elsewhere in this report.

260 The project will fund meetings to be headed by the UASs, one in each upazila, in which

the UASs will explain to head teachers (or designated teaching staff members) the valid data requirements for the EMIS, the process of completing the EMIS data collection forms and the M&E process (discussed elsewhere.)

261 To assist in the strengthening pf the capacity of the UASs to carry out the range of

activities envisaged for them in SESIP-2, the project will fund the provision of a telephone, PC, and modem for each UAS (the project will also fund a telephone in each of the 64 district offices, also to support EMIS activities.)

262 Administrative and Management Issues: The project will plan and implement

awareness and training schemes for the EMIS, to encourage and promote the use of the

Zone Education OfficeResearch Officer (EMIS) (1)

Assistance Maintenance Engineer (1)

District Education OfficeData Entry Operator (1)

Upazila Academic OfficeUpazila Academic Officer (1)

(UAS in SESIP1)(Data collection and verification)


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EMIS at all levels of the system once the EMIS is operational nationwide. Such activities will include:

• management and planning training for DSHE and MOE decision makers, including training in the use of planning tools

• training in using EMIS directors and managers in MOE and DSHE, with particular emphasis of EMIS support for decision making and planning

• promotion, awareness and training of zones, districts and upazilas in using the EMIS in their particular jobs.

263 Though the EMIS has been piloted, it has not been evaluated by end users in MOE,

DSHE, the zones and the districts to determine if it fully meets the needs of such users. The project will conduct such end user evaluation and determined what improvements can be made, and extra features can be added, to the EMIS to extend its usefulness.

264 The project will also examine current system in operation within MOE and DSHE that

involve visitors to the establishments seeking appointments to acquire information about matters concerning specific cases relating to the MPO, for example. The project will determine the potential of the EMIS to provide information, possibly through a web-based query interface, that would address many such queries and thus reduce dramatically the number of visitors to the MOE and DSHE, thus further releasing the establishments’ staff for other duties and reducing the level of corruption in MOE and DSHE.

265 The project will examine EMIS-related staffing at the zones and districts with a view to

streamlining the staff and defining effective roles for them to support the EMIS, M&E, and SPBMS functions.

266 Relationship of EMIS with BANBEIS: The project will determine and clarify the

respective roles, with respect to the EMIS and GIS, of DSHE and BANBEIS in terms of the EMIS and GIS, and will remove redundancy in data collection and data analysis from this relationship. The project will seek the assurance from GOB that BANBEIS will not take part in the collection of data already being collected for the EMIS. In turn, DSHE will guarantee that BANBEIS has access to the EMIS databases and can use them to support its data analysis activities.

267 One potential problem in formalizing and stabilizing the relationship between DSHE

EMIS and BANBEIS has been the instability and malfunctioning of the radio link network connection between BANBEIS and DSHE. The project will determine and support the establishing of a more reliable and faster link between BANBEIS an DSHE than this link. The precise solution (as in the case of the WAN set up for districts) depends critically on developments in the Bangladesh ICT infrastructure in the near future. The project will take these developments on board in formulating the plan.

268 In particular, the project will track and ensure coordination with projects that affect the

relationship between DSHE and BANBEIS. One such project in which BANBEIS is involved is an EMIS project under the GOB-funded Support for ICT Task Force (SICT) project, administered by the Ministry of Planning.

269 Data collection and entry issues: The project will study and streamline the data

collection system, and determine and implement amendments and additions to the data collected, for the EMIS. Aspects of the system considered will be the frequency at which certain items are collected, the actual items collected (some of this relates to data concerning ICT in the schools, as discussed elsewhere) the comprehensibility of the data collection forms, the success or otherwise of the training received by those completing the data forms, the data verification system, the efficiency of the data entry, the turnaround time from producing the forms to entering the data, etc.


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270 The project will design and implement a system to balance the data entry load across different districts, so that certain districts will deal with some of the data entry requirements of other districts. This method is to be preferred to adjusting the number of data entry operators in districts since it requires no additional staff costs, and takes account of the fact that in some districts, data entry would be only a full time job if the operator also take on some of the load from another district.

Madrasah 271 The inclusion in Madrasah in SESIP-2 is a requirement in the project Terms of

Reference. In keeping with government policy, the project will endeavor to bring Madrasah more into the mainstream of education activity and developments in Bangladesh while enabling madrasah to keep their traditional values.

272 The project will:

• conduct a school mapping exercise for Madrasah, and update the nationwide school maps accordingly

• upgrade and strengthen the capacity of the Madrasah Education Board. In particular, to develop and implement an effective structure for monitoring and evaluation. This will involve the introduction of Annual Confidential Reports for all teachers including the introduction of modern appraisal methods, job descriptions and other human resources innovations introduced by the project for general establishments

• strengthen the curriculum and textbook wing of the Madrasah Education Board by:

• upgrading the capacity of existing staff

• creating and supporting new posts as considered necessary to upgrade curriculum of Ibtedaye, Dakhil and Alim stages and produce high quality textbooks

• in cooperation with the TQI project, strengthen the capacity of the MTTI Gazipur in those areas not covered by TQI

• introduce a “second chance” education system in the form of modern technical and vocational education opportunities within the New Model Madrasah (as described below)

• pilot an experimental development which will ultimately result in the establishment of one upgraded New Model madrasah in every district38. Currently there are only 3 government madrasahs in 3 out of 64 districts. The project will identify and select 1 madrasah in each of the remaining 61 districts. The project will, within 2 phases, attempt to create 64 fully equipped modern madrasah in 64 districts, the students of which, while receiving traditional madrasah instruction, will have full access to the national education system through the introduction of a specially modified uni-track curriculum.

273 Phase 1 (Year 1-2) will see project support for 30 madrasahs in 30 districts. The project

will offer support to these new madrasahs in terms of upgraded buildings and facilities, local and international staff training and capacity development, new equipment (particularly ICT) etc. To be eligible for this transformation and support, the selected madrasahs must undertake to offer a curriculum identical to specified core components of the curriculum of general schools, as well as other subjects belonging to the madrasah tradition. They must also agree to participate in any new monitoring and evaluation system to be set up by the project.

38 The establishment of 1 government college for boys, 1 for girls and 1 madrasah in every district was announced by former

President Zia-ur-Rahman. However, the recommendation pertaining to madrasah was never fulfilled. NEC (2003) recommendation No. 15 (Madrasah Education, Administration and Management) calls for it to be so


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274 It is anticipated that the first part of Phase 1 will be commenced by the TQI project which has a mandate to train teachers of madrasah. TQI will, in the first instance, identify the 30 pilot schools according to set criteria, train the teachers and then hand over the pilot to SESIP-2 upon that project’s commencement.

275 Phase 2 (Year 3 - 6) will see the extension of the scheme to a further 31 districts. 276 The project will field 3 international and 5 local consultants exclusively for the madrasahs

sub project for an overall period of 60 months. They will be assisted from time to time by other SESIP-2 and TQI consultants as their specialisations are required. Funds will be available for hiring “special advisers” who are madrasah specialists whose job it will be to advise the consultants on matters of religious sensitivity.

277 To effectively manage and monitor developments in the Madrasah subcomponent, there

will be a separate Madrasah Project Implementation Committee (PIC) See paragraphs 393 - 414 Implementation Arrangements.

278 Updating of School Mapping. Inclusion of Madrasah: In SESIP-1 a School Mapping

exercise was carried out in 2002. When SESIP-2 will be implemented in 2007 (expected) many changes will have taken place in terms of school location and numbers particularly in under served areas. Identification of over crowded schools and the location of new schools in under served areas can be effectively carried out by school mapping. The project will therefore update the SESIP-1 school mapping exercise. However, on this occasion, madrasah will be included.

Information Management in DSHE and MOE 279 The project will plan and implement as far as possible an IT wing within DSHE. This wing

will not be subordinate to any of the current wings of DSHE, but will serve the whole of DSHE in terms of:

• data processing and analysis in general

• administration and maintenance of EMIS

• processing of the MPO

• information systems services such as user training, software installation, machine set up for end users, application, operating system and virus control version maintenance, providing information about the latest developments in ICT

• training end users (especially in the use of the EMIS)

• revising and maintaining the DSHE web site

• management of the DSHE LAN, including security maintenance. 280 The IT wing will thus include the current EMIS cell, but the GOB will be expected to

commit to recruiting additional staff to deal with the MPO. The project will support the continued employment (on the SESIP-2 budget) of IT-related staff that were employed under SESIP-1. However, the project will update the job descriptions of the staff to make more flexible demands on employees. For example, a programmer may be required to work part of the time on the EMIS, and at other times assist in data processing to support data analysis and reporting in the PSPU.

281 The structure and suggested staffing of the proposed ICT wing can be seen in Figure 5.

As can be seen, the ICT wing is to be headed by a Director, who will be an experienced IT manager. The system manager is supported by a senior systems analyst. The manager and the senior analyst, in consolation with the systems analysts, are responsible for formulating and managing the execution of the annual action plan for the ICT wing.


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282 The senior systems analyst is responsible for the day to day management of the unit, allocating staff to tasks according to the ICT plan or according to ad hoc demands that may arise.

283 Though figure 5 shows the ICT wing as being composed of three discrete units, it is

intended that all personnel will have flexible job descriptions, and that the Senior Systems Analyst and System manager can direct staff to take part in different activities as needed. For example, an EMIS operative may be called to work on the MPO at a particularly busy time. In particular, the wing will maintain a pool of 12 computer operators that will be dynamically allocated to different tasks as the need arises. The units in the ICT wing are now briefly described.

Figure 5: The proposed ICT wing in DSHE

284 Information Services Unit: This unit is responsible for the following:

• EMIS The unit is responsible for the overall operation of the EMIS, and thus takes on the responsibilities of the current EMIS cell in DSHE

• ICT training The unit will be responsible for training staff of DSHE, the zones, districts and upazilas. Training at various levels and in various topics will be carried out by the group, including on going training in basic PC use, training in general office applications (Word, Excel, PowerPoint) from beginner through to advanced levels, and training education managers in the use of management tools such as Microsoft Project and the DSHE EMIS.

285 The ICT component in the proposed SESIP-2 project has two distinct parts:

• ICT in secondary schools and Madrasah

• Use of ICT for management and administrative purposes within the DSHE. 286 The reasons for setting up an ICT wing are as follows:

• Need to separate EMIS and MPO, to free EMIS group for activities in promoting EMIS use and awareness, training EMIS users and so on

Information Services Unit

Functions:EMISICT Training

PersonnelSystems Analyst (1)Programmer (2)Asst. Programmer (2)Operators (allocated from pool)Support Staff (1)

ICT WingDirector (1)

Support Staff (3)

Maintenance Unit

Functions:MaintenanceUser Support

PersonnelSystems Analyst (1)Maint. Engineer (2)Asst. Maint. Eng. (2)Operator Pool (6 + 6)Support Staff (1)

MPO Services Unit

Functions:Processing MPO

PersonnelSystems Analyst (1)Programmer (1)Asst. Programmer (2)Operators (allocated from pool)Support Staff (1)

Senior Systems Analyst (1)


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• Free ICT from influence of any particular wing, and help to make a coherent approach to ICT across DSHE as a whole, especially in terms of technical systems support system and version updates and compatibility training and awareness of software tools, from basic applications through to management and planning support tools

• Provide training, MPO and EMIS support services for the DSHE

• Set in place an independent ICT management structure in DSHE, to manage the ICT resources and staff through trained ICT managers and manage the allocation, uptake and use of the full range of ICT services in DSHE.

287 ICT in secondary schools and Madrasah will be introduced using a system of cluster of

laboratory involving a total of 4500 institutions. The newly developed ICT curriculum will be used. This is a new component and there is no setup in DSHE which can handle the technical aspects of ICT. The EMIS cell currently deals with data collection processing and reporting. The processing of MPO was never planned in SESIP-1 EMIS. The decision was made by the Ministry of Education to transfer the processing of MPO from BANBEIS to DSHE. Since it is a very important function of DSHE the EMIS cell had to handle that. The SESIP-1 experience shows that EMIS cell cannot effectively handle both EMIS and MPO activities. The handling of MPO is a continuous process and the EMIS cell has to devote considerable time handling it and this leads to less time for EMIS. When EMIS is replicated in all the zones, districts and Upazilas there will be no way that the cell can effectively handle both. It is very much essential to separate the EMIS and MPO activities.

288 Under this situation it will not be possible for the existing EMIS cell to handle the new ICT

activities. The EMIS cell is functioning under the Planning and Development Wing. It has been experienced in SESIP-1 that after performing the functions of policy, planning and development functions it cannot provide adequate attention to EMIS and MPO related activities. Therefore establishing an ICT wing is essential and it will allow the EMIS and MPO activities to be separated and placed there along with ICT which will be more effectively managed and closely guided by a Director conversant with ICT and technical aspects of EMIS.

289 Maintenance Unit: This unit will provide maintenance and user support services to

DSHE. This will include maintaining the PCs in use in DSHE, especially in terms of keeping security/virus prevention software up to date. The unit will also deal with installation of software and hardware systems, maintaining consistent versions of packages in DSHE, and maintaining and managing the computer networks in use at DSHE.

290 An important function of the unit will be to provide troubleshooting and assistance both

for technical systems (MPO and EMIS) and to end users throughout DSHE, who will be able to contact the unit to receive help with any technical problem.

291 MPO Services Unit: This unit will run the MPO system, as is currently being carried out

by the EMIS cell in DSHE. 292 Proposed project funding for ICT wing: The project will fund the staffing and furniture

for the additional personnel recruited for the ICT wing. The Director is assumed to be appointed and funded by GOB. New computers (30) will be provided to all staff in the wing that need to do most of their work on the computer (management, programming staff and operators.) In some respects, this will be a continuation of funding of ICT staff funded under SESIP-1. The personnel required are shown in Figure 5, earlier. Note that of the proposed staff, 1 programmer, 1 assistant programmer and 6 operators are already, or are about to be, funded by the GOB revenue.

293 All technical staff of the wing and all other ICT staff in DSHE (30 in all) will receive a half-

day briefing in the new ICT working practices for DSHE. ICT management staff, i.e. Systems Managers, Senior Systems Analysts and Systems Analysts of MOE, DSHE,


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and BANBEIS (8 in all) will receive 2 weeks local management training. The same staff, along with the Director of the IT Wing will be funded to undertake an overseas study tour to investigate ICT administration in other countries (probably Thailand, Malaysia or Singapore.)

294 Programming staff (8 persons) will receive 3 weeks overseas training in web-enabled

application design and maintenance. 295 Oracle databases supporting the GIS and EMIS will be upgraded as necessary. 296 MOE: The project will strengthen the ICT support capacity of MOE, which currently

resides in only four staff in the ICT unit of the administration wing of the ministry. The project will support the recruitment of an additional programmer, and maintenance/support technician. The project will provide a PC for each of these new appointments. The project will provide for oversees study tours for the current systems analyst and programmer (as detailed under ICT wing.) This will enable these personnel to acquire experience of how ICT systems are administered is large public organisations in more advanced countries, such as Malaysia, Thailand, etc. The project will also plan and support any necessary upgrades to the databases, software applications and data processing services of the unit.

297 Internet connection to districts: Networking infrastructure developments, for example

the widespread installation of fibre optic cabling, are taking place rapidly in Bangladesh. Many possible developments are likely by the time SESIP-2 commences. The project will examine the available and emerging network infrastructure developments in the ICT sector and Bangladesh in order to determine the optimal solution to establishing a WAN encompassing DSHE, the zones, and the district levels, and supporting the EMIS, M&E, and other management support systems at all the levels.

Improved education provision

Upgrading quality and capacity in curriculum development 298 Functional organisation and staffing pattern in NCTB curriculum wing: The

consolidation and further strengthening of the NCTB Curriculum Wing’s curriculum development capability is a key priority of this sub-component. This will be initiated through a review of the staffing pattern, appointment arrangements, and ongoing and planned activities of NCTB; particularly in terms of its functional and sustainable capacity to undertake quality curriculum monitoring, maintenance and development in the context of Secondary Education Grades 6-12. Of special interest will be establishing whether or not the August 2005 recommendations of the NCCC Personnel Management Subcommittee for functional specialisation within NCTB have been adopted and introduced. If the recommended changes are in place, the review will inform activity that will strengthen strategic planning and performance by ensuring all specialist staff have job descriptions that detail line responsibilities, functional relationships, assigned tasks and expected outcomes. Furthermore, all job descriptions will be linked to a comprehensive Secondary Curriculum Plan that sets goals, identifies activities and describes expected outcomes against a 5 year timeframe and to an Annual Workplan. This arrangement will focus all secondary sub-sector work in the Curriculum Wing squarely onto curriculum monitoring, maintenance, research and development.

299 The review will also give direction to Curriculum Wing management regarding the

building of a team culture that enables efficient and flexible use of the specialists whose curriculum focus is on secondary education. If deemed advantageous in terms of human resource capacity, some internal adjustment of the Curriculum Wing will be supported to better balance curriculum development needs and staff workloads. Whatever the staffing pattern that exists at the start of SESIP-2, the outcome of the review will create a cohesive group of skilled specialists organised into task-orientated teams, who communicate effectively among each other to ensure that curriculum maintenance, development and reform processes are well informed by monitoring and research.


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300 To achieve the high level of sustainable autonomy in secondary curriculum development

targeted for by SESIP-2 end, it is crucial that all specialist appointments to the NCTB Curriculum Wing are made under common conditions of service. These conditions need to include on-going professional development opportunities, as well as pay scales and promotional arrangements that reward performance, and provide sufficient staffing stability to ensure that a critical mass of expertise and experience in all aspects of secondary curriculum is serving the sub-sector. If such conditions are not in place at the onset of SESIP-2 then achieving them will be a major focus of project activity in this sub-component.

301 Human resource development in NCTB curriculum wing: The NCTB Chairman,

Member Curriculum and four senior Curriculum Wing staff will be provided with practical management training for supervising, appraising and supporting staff performance and for strategic and shorter term planning in the context of national-level curriculum development and monitoring, through a TA supported in-house mentoring/training programme. At a suitable time, a study visit will enable a small group of senior personnel, accompanied by the ITEC Chairman and Coordinating Officer, to gather ideas and information around curriculum and supporting materials (including Textbooks) development from a small range of selected Asian and possibly Pacific countries. The intent of this visit is to broaden perceptions of modern secondary curricula, pedagogy, textbooks and other classroom materials. Advanced training in curriculum development processes will be provided to other specialist staff - whose job descriptions set their work in the secondary sub-sector - through a mix of international study (some at Masters and some at Advanced Diploma levels) and local on-the-job, project focused training; including specialist led seminars.

302 Monitoring and research projects within the secondary curriculum wing: Supported

work in Years 1 and 2 of the Secondary Curriculum Plan will involve teams of CW secondary staff, each working on specific but related projects linked to the curriculum reform process initiated under SESIP-1. Through these projects - which will require school-based monitoring and research; data gathering, piloting interventions, analyzing findings, providing in- and out-of-house presentations and publishing reports - the Curriculum Wing will build a substantial description of the ‘implemented’ curricula at Grades 6-8, 9-10 and 11-12. These descriptions will then be set against (1) descriptions of the ‘written’ and ‘implemented’ curriculum Grades 4-5 provided by PEPD-2; and (2) the relevant ‘written’ secondary curricula to identify matches and mismatches and to inform the next phase of curriculum reform.

303 One Curriculum Wing group will monitor the introduction of the uni-track Curriculum in

Grades 9-10. In particular, through a series of case studies, it will gather information on how schools and subject teachers are using the Curriculum Manual and Teachers’ Guide to plan and action the new curriculum. The group will also observe teacher-student interaction in actual classrooms. Instruments will be developed to record the nature of teaching-learning activities, including any focus on higher order thinking skills, use of the new textbooks and the inclusion of girls. Focus group interviews and surveys based on findings from the case studies will seek to inform the curriculum implementation process, deepen understanding of emerging issues, direct curriculum maintenance and provide evidence to assist NAEM to prioritize ongoing professional development needs of teachers.

304 Three other secondary groups within the Curriculum Wing will undertake research

studies designed to prepare for the next phase of curriculum reform. One study (set at Grades 6-8) will be centred in the development of skills for real life and paid work situations. It will seek information to assist in the development of a uni-track curriculum that serves the needs of those students who leave at, or before, the end of Grade 8, as well as those who continue into Grade 9. The work will include the piloting of possible units of an innovative ‘Skills for Living and Earning’ subject to be undertaken in a sample of schools willing to trial teach an extra subject in Grades 6-8. The purpose of the trial is to gain insights into effects of teaching these skills explicitly as compared with the


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integrated approach of the current curriculum and the uni-track curriculum Grades 9-10. The second study (set at Grades 10 and 11) will track the academic progress of a representative sample of students into Year 11 to gain an understanding of issues for learners that may arise through differences between the Year 10 uni-track curriculum and Year 11 Multi-track curriculum. The third study, using skills currently located mainly in the SAU, will seek to inform future and ongoing curriculum development by investigating the impact of SBA on classroom practice and student performance; that is, on the implemented curriculum in Grades 6-9.

305 Another group’s work will involve close cooperation with the Madrasah Education Board

to achieve - in line with the Government’s desire to enable Madrasah to achieve formal equivalency with standards in the General Education System – the introduction of the Grade 9-10 uni-track Curriculum into Madrasah that want to offer their students the chance of sitting and passing SSC. It is accepted that before this is possible some adjustment of the non-compulsory parts of the Grade 9-10 uni-track Curriculum for General Education will be needed to ensure a Grade 9-10 Unitrack Curriculum – Madrasah version consistent with the religious character of Madrasah while retaining equivalency of standard.

306 Once a Madrasah version of the Grades 9 -10 uni-track Curriculum has been developed;

acceptable to the Madrasah Education Board and, in terms of equivalency, acceptable by the Ministry of Education, this CW project will be extended to support a small number (30) of Madrasah to become curriculum implementation ‘models’ for other Madrasah. The model Madrasah will be the sites of development of teaching-learning materials and new teaching methods. Through an agreement negotiated between MTTI and NAEM, teachers in the model Madrasah will be given priority for early participation in the 3 month Certificate training programme.

307 Curriculum reform: Commencing in the later half of Year 2, the Curriculum Reform

initiated under SESIP-1 with the development of the Grades 9-10 uni-track Curriculum will be extended. The Curriculum Wing will establish a number of curriculum Subject committees that include serving secondary teachers, teacher educators and college lecturers, to develop a new curriculum for Grades 6-8 or Grades 11-12. The decision about which levels will be the priority for the next phase of curriculum reform will be informed by the findings from the research and monitoring projects and an evaluation of how well existing curricula are supporting the government in achieving its priorities for secondary education. This development work and initial implementation of a new curriculum will be the major curriculum activity within this sub-component in Years 3-6.

308 If chosen for development – and the positive effect on poverty reduction of lowering

drop-out rates among students in these grades suggests it should be - a new curriculum for Grades 6-8 will involve a common core of learning for all students while at the same time providing some flexibility to accommodate the different needs, aptitudes and living contexts/aspirations of all students. This new curriculum will need to interface smoothly with the Primary Curriculum (especially Grade 5) and the uni-track Curriculum for Grades 9-10 being introduced in 2006, so concepts of curriculum continuity and progression in learning will also shape the Grade 6-8 curriculum. Prior to development work at individual subject level the SCW will prepare an overarching Curriculum Framework Statement for Grades 6-10. This will set out the links between the curriculum and national goals set for education, describe high level aims and objectives for these grades, communicate the principles on which knowledge, skills and attitudes will be considered for inclusion and balance in the curriculum, include a rationale for the teaching-learning approach(es) being emphasised and other key curriculum considerations, e.g. relating to gender, ethnic minorities, introduction of ITC.

309 Toward the final phase of the Grade 6-8 curriculum development, a small Curriculum

Wing team will be formed from specialists and teachers working on the Grade 6-8 reform, to update the Grade 9-10 uni-track curriculum by responding to monitoring and research findings on the implemented curriculum and to ensure a relatively seamless curriculum transition between Grade 8 and Grade 9.


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310 If preference is given to the development of the curriculum for Grades 11-12, then initial

work will establish the philosophical and policy framework for this reform activity. The research and monitoring activities of the secondary CW group will provide important direction here. Initial effects of the Grades 9-10 uni-track Curriculum on desired learning outcomes, including the development of higher order cognitive skills, will be emerging as will information about any Grade 10 – Grade 11 transition issues for students and teachers. From both quality of teaching and quality of learning perspectives, reforming Grade 11 and 12 should be shaped by the same principles and set within the same core subject and pedagogical framework as the Grades 9-10 uni-track curriculum. This would provide for continuity in teaching approach (and therefore maximize benefits from investments from TQI into teacher professional development) and learning approaches (avoiding probable negative effects on student achievement of too many transitions within the sub-sector.)

311 Curriculum materials: As part of the Grade 6-8 curriculum development process the

SCW will develop and distribute curriculum support materials to assist all teachers, head teachers, SMC and TTC staff to become familiar with the rationale and overall character and principles of the written curriculum prior to it’s introduction. It will also produce Subject Manuals and Teacher’s Guides as appropriate. The lessons learned from the curriculum monitoring of the Grades 9-10 uni-track Curriculum will give direction to this work and to an associated professional development programme.

312 Linkages: Effective implementation of this sub-component will require linkages with

other SESIP-2 subcomponents. It will also require:

• links with BISE to keep up to date with and provide feedback on developments in assessment and examinations

• links with ITEC regarding developments in Textbook design, content and production

• links with NAEM regarding developments in Teacher Training

• links with the Madrasah Education Board to facilitate information exchange and collaboration re curriculum developments.

313 NCTB, through the Curriculum Wing, will establish close links with TQI as this ‘sister’

project will be involved in training teachers to implement both the new Grades 9-10 and existing Grade 6-8 Multi-track curriculum. One area of interaction will involve the CW using findings from monitoring and research activities to suggest and critique training and teaching-learning materials being developed for or used in pre- and on- service teacher training, and in-service training to improve teacher performance. TQI will also be involved with the Madrasah Board and the MTTI.

314 Facility improvement and development: To function effectively the work areas where

the secondary groups of CW are located in NCTB will receive maintenance and some refurbishment. ICT equipment will be checked to ensure that all specialists have ready access to a computer with suitable software and links to one of a number of printers. At least 10 computers will be set up with broadband access. Other office equipment including a photocopier will also be provided; as will secure storage cabinets. Funds will be available to establish a small resource area (library) where books, papers, reports, teaching materials and aids, and other materials and equipment used for reference and training can be stored in an organised way for ready access.

315 Technical assistance: Technical support will be provided by international and local

consultants and selected overseas curriculum development institutions/agencies. The TA support will assist in the development of the Secondary Curriculum Development plan and the review of the CW staffing pattern; advise in the preparation of individual Job Descriptions; organise and facilitate ongoing professional development within the CW to assist the Member Curriculum to:


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• introduce a new ‘model’ of curriculum development and curriculum maintenance – based on feedback from structured monitoring of the implemented curriculum and on research-informed knowledge of issues related to both expected and achieved learning opportunities and outcomes

• support the specialist groups to design and initiate the various curriculum monitoring, research and pilot projects

• plan and carry out the development of a new curriculum and associated materials for Grades 6-8 or 11-12

• work with the MEB to develop a grades 9-10 uni-track Curriculum – Madrasah version.

Improved secondary textbooks and teaching-learning materials 316 Strengthening private sector educational publishing: Initiatives in this sub-

component are anchored in the premise that the textbook is the major teaching-learning aid in secondary education in Bangladesh and this situation will remain so for the foreseeable future. Improvement in textbook quality is therefore central to improvement in the quality of teaching and raising the standard of student learning outcomes. The strategy to achieve a major upgrade of textbooks is set within the policy decision to transfer of responsibility for educational publishing at secondary level to the private sector. A policy was implemented under SESIP-1 for Grades 9-10 textbooks in 2004 with expectations for extension to Grades 6-8 in the near future.

317 As nothing in the privatisation decision per se guarantees qualitative improvement, in

addition to extending the privatisation process to the remaining secondary Grades, there will be a focus in SESIP-2 on raising the standard of textbook quality. Most importantly, in terms of content and how that content is brought to life and made interesting and participatory in the classroom. The end-of project goal will be to have achieved a sustainable situation where schools are able to choose texts from good quality alternatives - in at least the compulsory subjects - at all secondary school grades.

318 Achieving quality educational publishing able to significantly assist in raising student

achievement standards in the secondary sub-sector will involve a substantial inputs. This will be needed because the development of writers who really understand the needs of students, active teaching-learning methodologies and the demands of new forms of assessment is bound to be a slow process. Additionally, educational publishers - almost without exception - at present rely on the writers they employ for almost all quality inputs into their products.

319 The main mechanism to build textbook publishing capability and capacity using the

private sector will be through the provision of technical support, initially coordinated through NCTB and later in the project through ITEC. One dimension of this support will, by project end, have established ITEC as a self-sustaining agency, operating an efficient, rigorous and transparent process to evaluate and select secondary textbooks. The other dimension of support will be provided in the form of intensive and ongoing training of private textbook writers that, in the context of curriculum reform, changes existing conceptions of what constitutes a quality textbook, and modernizes current textbook development practice.

320 Consequently, this sub-component will involve a coordinated and linked series of training

workshops. The first workshop will target publishing managers/commissioning editors of bona fide educational publishers. Participation in the remaining workshops of the training programme will be through a Registration of Interest process in which educational publishers (represented in the first workshop) will nominate a pair of writers (who together have sound subject content knowledge and a comprehensive understanding of contemporary theory on how students’ learn and of modern teaching approaches, strategies and techniques) and provide a written commitment to initiate the production of a nominated (subject and Grade) secondary textbook prior to the first writer’s workshop


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and submit a manuscript for evaluation by ITEC within three months of the final workshop in the training series. If necessary to achieve manageable numbers for training, the MDU will select the participating teams using criteria published in the Request for Registration of Interest.

321 The workshops in the series that follow the first workshop will be carefully sequenced

around the key activities for writers involved in producing a quality textbook. A series of five workshops will be involved:

• Publishing management/commissioning editors: a one-day workshop for managers (often it will be owners) and commissioning editors to learn about NCTB’s expectations regarding Grades 9-10 uni-track Curriculum Textbooks. The opportunity to have a pair(s) of writers involved in the series of workshops will be promoted at this time.

• Writers: involving three, two-week workshops by school subject and school level (Grades 6-8 and Grades 9-10) There will be an 6-8 week interval between each workshop. These workshops will be led by international experts in textbook writing supported by members of the SCW including the MDU.

• Marketing representatives: a 5-day workshop in marketing principles and practice held towards the end of the workshop series. This workshop will provide an opportunity for issues for both publishers and the Ministry around the marketing of textbooks to considered. This workshop would be led by a local marketing expert.

322 At the writers workshops, the emerging draft textbook manuscripts will be informally

evaluated by the MDU in an open process using ITEC endorsed criteria (set out at the start of the programme) that strongly reflect a set of over-arching curriculum principles as well as the general aims, specific objectives, structure, pedagogy, assessment, resources, general and specific learning outcomes, content, and example teaching-learning strategies and learning activities of the appropriate subject curriculum. This feedback will assist the publishers to develop their manuscripts.

323 At any time in the subsequent three months following completion of the training

programme, the publishing companies will have the right to submit fully developed versions of their textbook manuscripts for ITEC evaluation. ITEC will apply its published criteria to select some, all or none for production.

324 The MDU will participate in all workshops in the training programme, to further build their

own capability in materials development processes. They will use this and prior relevant training and experience – as well as the mentorship of the coordinating international textbook expert – to develop a comprehensive ‘Training Guide for Textbook Writers’ manual from the training resources developed by the textbook experts and selected material from the draft ‘textbook’ manuscripts.

325 One of the international textbook experts will have a central advisory role in the ongoing

management of all activity in this sub-component, including the coordination training programme. This person will work fulltime for the project for 9 months from Q3 of Year 1 of the project and for a further 3 months in each of Years 4 and 5. The other experts’ inputs will involve one to three short-term consultancies.

326 Sufficient funds will be budgeted for to enable members of the MDU, enhanced at times

with selected participants from the first training programme and with some input from the coordinating TA, to use the Training Guide to offer a second training cycle involving different teams and different curriculum subjects.


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327 Government monitoring of textbook quality: In Years 1 and 2 NCTB will continue to have a role in textbook evaluation and selection. However, by the end of Year 3 it is expected that ITEC will have responsibility for this function, with NCTB’s role being reduced to providing ITEC with regular feedback on textbook issues identified as part of the CW’s ongoing curriculum monitoring.

328 Before this transfer is finalised the role and function of ITEC will need to be very carefully

and precisely defined to ensure that ITEC encourages quality textbook publishing rather than being a control mechanism that inhibits progress. The long-term International Textbook Expert will support a process that reviews ITEC TOR to ensure that in becoming totally independent of NCTB and solely responsible for the approval of textbooks, it also becomes a positive force for textbook modernisation and improvement.

329 The transition to full independence will involve the transition of ITEC into a Independent

Textbook Evaluation Council which will have a small administrative office located in the DSHE. This arrangement has been requested in a proposal to the MOE by SESIP-1 in late 2005. It will be important to review developments associated with ITEC at the onset of SESIP-2.

330 To support the ITEC in it’s initial establishment phase, limited resources will be provided

to ensure the Council’s office has the necessary furniture, office equipment including secure storage facilities to carry out its functions. Funds will also be provided to purchase exemplar textbooks and teaching-learning materials, training aids and equipment for in-house and regional training. Job Descriptions will be developed for all members of the ITEC (including the Chairman) and the Coordinating Officer, Accountant and Computer Operator. The ITEC office will be modest in scale and resources. Following the initial establishment phase is expected that ITEC will be self-funding.

331 To ensure its work is both consistent with developments in curriculum and teaching and

learning, ITEC will be supported to establish formal links with NCTB, NAEM, NU, BOU and BISE with regard to development of new curricula, tests, exams and materials.

332 In Years 2 and 3 ITEC will be assisted to offer a series of TA supported in-house

workshops to train its members and the members of its evaluation panels. This training will be supported to ensure that panel members of ITEC understand the publishing process, notions of learner-centered teaching and changing approaches to assessment, as well as develop skills for evaluating textbooks. To achieve the required level of competence to lift and secure textbook standards, ITEC will ensure membership of its panels is exclusively composed of people who are educational practitioners, not civil servants or academics remote from the secondary sub-sector.

333 This training will be led by the long-term international textbook expert with MDU support.

It will involve an initial ten-day workshop prior to an evaluation round, and then, after the ITEC panel has made its initial deliberations, by a follow-up workshop lasting one week.

334 A final focus of support from the long-term international coordinating textbook expert will

be on assisting NCTB to make a staged withdrawal from its role in the evaluation and selection of Grade 6-10 textbooks; to accept the decisions of ITEC; and to set up efficient procedures for handling all contractual arrangements necessary to ensure the private publishers’ responsibilities are legally binding and schools receive the textbooks they have selected and ordered for a realistic price and in advance of the start of the school year.

335 From the last quarter of year 2 and in subsequent years, ITEC will seek ways to become

a catalyst to help develop professional educational publishing in Bangladesh. Some funds will be budgeted to support activities of this nature. For example, schoolbook publishing is a cooperative venture between the public and private sectors and it is important that there is a dialogue. ITEC could hold an annual forum or series of seminars that bring together the public and private sector to discuss matters of mutual interest. Alternatively, or in addition, ITEC could encourage publishers to form their own


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professional association to represent the industry’s common interests. The development of private sector publishing must become a partnership between all stakeholders and ITEC is well placed to coordinate this. That said, it may be that other ways can be found to achieve this goal. It should be left to the long-term international consultant to work with local stakeholders to advise on the best way forward.

336 Materials development: As a result of the training and development work associated

with updating the production of textbooks in the private sector, the MDU will work with the CDU and apply higher skills and understanding to the design of subject curriculum documents and the development of materials designed to support communication and implementation of the secondary curriculum. They will be especially active in this regard at times of curriculum reform when they will be embedded within the CDU development teams. Funds will be budgeted to enable the MDU to show initiative and creativity in this regard.

337 However, direct involvement in the production of teaching-learning resources will not be

a major activity of the MDU. Its members will collaborate closely (to identify needed resources and to monitor and provide feedback on the quality of any teaching-learning materials NAEM activity develops) with the TQI supported NAEM materials development group(s) who will have this as a major task. As necessary, the MDU will take advantage of the publishing expertise TQI will develop at the BOU to produce quality Guides and other over-arching curriculum materials for trainers, head teachers and subject teachers.

Teacher development 338 SESIP-2 will establish formal structures to ensure high levels of synchronisation and

cooperation with TQI. These structures will operate at all levels of the project to encourage and assist collaborative activity, and to avoid overlap and conflict of interests and in activities.

339 Continuous professional development for curriculum implementation. The coincidental

timing of the introduction of the Class 9-10 uni-track Curriculum, the new BEd curriculum and the 3 month Certificate qualification in 2006 provides a unique opportunity to provide comprehensive professional development to individual teachers set in the context of the major current curriculum initiative (the Grade 9-10 uni-track Curriculum.) In time, through TQI, this will mean that most teachers will have been comprehensively introduced to the new curriculum. However, the rate at which this teacher development will occur is problematic. The majority of teachers will have been teaching the new curriculum for at least 3 years before they receive any training designed to up-skill them in relation to the nature of expected learning (not just recall of facts but also higher order cognitive skills) and pedagogical approach (participatory teaching and learning.) Furthermore, there is an important group of teachers who sit outside the groups who will receive training through either the BEd or the Certificate programmes. This group of around 50,000 is comprised of the trained teachers already in schools. While, at least in theory, this group should be best placed to cope with the new demands on their teaching skills, they should also be the group best placed to provide leadership in curriculum change to colleagues. It is therefore considered crucial that these teachers’ training needs in terms of the Grade 9-10 uni-track Curriculum are met as soon as possible.

340 SESIP-2 will provide Curriculum Implementation training to some 21,000 members of

this group alongside that being provided through TQI. The training model used will seek to bring together trained teachers working in lower achieving schools for two spells of 5-day training and include elements designed to sustain professional development over time. Training materials used on this programme will be sourced from TQI, with the trainers being chosen from among the 1500 head teachers and teachers whose schools participated in the training associated with the trialing of SBA under SESIP-1.

341 250 head teachers/subject teachers will be trained as trainers by participating in one of

10, 25-day training of trainers programmes in Q2 of Year 1. Members of the NCTB CW who are trained teachers will provide this training. In SESIP-2 Year 1, in both the school


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summer vacation (June) and again in the following January, in 45 schools, 8 groups (4 groups in Week 1 and 4 groups in Week 2) of 30 teachers from surrounding areas will each receive 10 (5 x 2) days training focused on implementing the new Grades 9-10 uni-track curriculum. A second cycle of the programme, based in 45 different schools will be repeated for a second cohort of teachers in SESIP-2 Y2.

342 In January of Year 5 of SESIP-2 Curriculum Implementation training will be initiated to

support what will be the newly developed Grades 6-8 (6-10) uni-track Curriculum. Again some 21,000 trained teachers will be involved. The training model will be a repeat of that used for the Grades 9-10 uni-track Curriculum Implementation training and described in paragraphs (42) and (43) above.

Student assessment 343 Although the current HSC will need to be reviewed to make it consistent with the new

SSC format, much preparatory work has already been done. HSEP developed model for a new HSC format that need to be reviewed, piloted and researched. After piloting, a new HSC consistent with the changes to be introduced in SSC in 2008 could in principle be introduced in 2010.

344 The critical factor impeding achievement of this goal is surely the lack, in spite of various

capacity-building efforts, of the stable technical capacity required to develop examinations and assessment. There are several reasons for this situation. Some of them relate to the system of recruitment, transfer and promotion, and are thus beyond the scope of a project component. Other, however, can be addressed more directly. These include the fragmentation of the examination system between multiple BISE, and the lack of effective monitoring and accountability. SESIP-2 needs to address these issues.

345 Although it is unlikely to directly affect individual students below HSC level, the lack of

uniformity across Bangladesh in examination content and standards is an important problem for quality assurance. A central body needs to be established to coordinate among the boards, set standards and assure compliance.

346 This central body should have the following major responsibilities:

• doing post-examination analysis and preparing annual reports for policy makers, educators and the general public

• setting standards of good practice for the setting, administration, marking and reporting of public examinations, and monitoring BISE compliance with these standards

• assuring equivalence in examination standards between boards, subjects and years

• providing training to paper setters, moderators and head teachers. 347 Such a central body could take a leading role in both monitoring implementation of the

new SSC, and developing HSC to align it with the changed SSC. 348 A further critical issue is the need to develop a better linkage between the madrasah

system and general secondary education. At present, however, the precise nature of this linkage is not determined. Until a policy decision is taken about the precise means by which this will be achieved, its implications for the examination system cannot be incorporated into project planning.

349 A more critical issue than HSC, both in terms of numbers affected and the longer-term

strategy for the development of secondary education, is developing terminal assessment in the schools.

350 SESIP-2 project should find out a way forward so that the students who terminate or

dropout can be absorbed by the job market. The assessment should include some ways


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so that they nurture skills required for job market. Therefore, the new assessment should be amiable to employment opportunities of learners.

351 On this basis, three project sub-components are proposed:

• building the capacity of the BISE system

• developing secondary assessment

• strengthening SBA. 352 Building the capacity of the BISE system: Purpose: to establish stable capacity within

the examination system to continue the development of examinations begun by SESIP-1, and begin a wider process of quality review and improvement. Activities:

• establish a central entity to coordinate BISEs, assure quality and report nationally

• build the required technical capacity centrally and in BISEs

• develop a participatory paper setting process leading to a single national paper for each subject

• set standards for all phases of BISE activity and quality assurance procedure

• prepare first annual reports for policy makers, educators and general public.

Resources:

• national and international TA

• study tours for senior BISE and MoE staff

• training in Bangladesh and overseas for key professional staff

• budget for training in Bangladesh, monitoring BISE activities, preparing and printing monitoring reports.

353 Developing secondary assessment: Purpose: to increase the relevance of terminal

assessment for classes 6-8 by linking to national skills standards. Activities:

• identify valued skills for class 6-8 leavers by a participatory process

• develop new assessment models based on valued skills

• develop guidance and training materials for new models of assessment

• establish a “light” monitoring of examination content in classes 6-8, and of standards achieved.

Resources:


• study tours for senior staff

• training in Bangladesh and overseas for key professional staff

• budget for materials development, piloting and dissemination

• budget for monitoring activities. 354 Strengthening SBA: Purpose: to introduce SBA on a national scale, based on SESIP-I

pilot activity. Activities:

• review impact of SESIP-I pilot activity in SBA

• revise model of SBA as required, based on findings of impact assessment

• develop additional exemplars primarily linked to class 6-8 curriculum

• revise teacher’s guide and develop school-based training package


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• orient DEOs, supervisors and potential resource persons/trainers to school-based training in SBA (e.g., linked to PBSM)

• support widespread dissemination activity at local level (i.e., school, cluster or upazila.)

Resources:


• training for resource persons in Bangladesh

• budget for carrying out impact assessment, printing materials and supporting local training.

Information and Communications Technology (ICT) 355 Schools, ICT and ICT curriculum: The project will ensure that in future the EMIS

includes details of the number of computers used for teaching and learning purposed in schools. In particular, the following questions will be included in the EMIS data collection forms in the future:

• How many computers are used by students?

• How many internet connections are available to the school? Of these, how many are available to students?

• Does the school have a dedicated computer laboratory? If so, how many computers does it contain?

• How many printers are available to teachers and/or students? (Of these printers, how many are networked?)

356 Early on in the project, a nationwide schools ICT survey will be conducted to gather data

of the type referred to immediately above. This survey will provide the basis to determine which schools the project will target in the provision of computers and ICT support to make ICT available to disadvantaged communities. The project will use the results of the survey, in conjunction with the secondary school mapping produced earlier by SESIP-1, to produce a secondary school ICT map, describing, for each upazila, the availability of ICT in the schools under that upazila. These maps will be used to identify around 1,000 of the most ICT-deprived clusters of around 5 schools. From these clusters, 900 will be chosen, and thus at least 20% of the secondary schools will be represented. The criteria to be considered in selecting a cluster will include:

• the number of secondary students served by the cluster (a large number of students is to be favored over a smaller number)

• (other things being equal,) a cluster that can include a Madrasah is to be preferred over one that does not

Other criteria will be defined by the project. 357 The survey can be conducted by the project, using upazila and district office staff to

gather the data. Since the survey is required very early on in the project, all UASs will not be in place, thus, a system is to be devised where some UASs cover more than one upazila, and some ROs and AIs from the District Offices also participate. The project will fund the necessary travel allowances to support staff in this activity. The project will also design and produce the required questionnaires and process and analyze the data.

358 Each cluster defined above will be served by a computer laboratory of 15-20 computers

(precise number to be proportional to number of students served.) For each cluster, the project will determine where the lab will be located. The lab could be located at one of the schools in the cluster, for example. An alternative is to develop or build a laboratory in a neutral location, where it is less likely to be regarded as a possession by any individual schools. The lab could also be located at a non-school site, such as an NGO


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(see below.) The project will determine if, at the chosen site, a purpose-built lab is required, or an existing building can be renovated to serve as a lab. The availability of a suitable potential location will be one of the key criteria in the project’s selection of a site or building for the lab. The overall aim should be to put one computer laboratory in each upazila, and two in many, where appropriate. It may be necessary to relax the condition that schools must share a laboratory in some upazilas, as the distance between schools may be too great to support sharing.

359 The project will determine a range of management, administration and maintenance

models for the cluster ICT labs. For each cluster, the appropriate management model will be selected. Some possible models are:

• one school in the cluster runs the lab, but all schools in the cluster can use it at agreed times

• the lab is run by an NGO, and possibly not located at any of the schools in the cluster, but in some location reasonably accessible to all of the schools

• the lab is run by a partnership of one or more schools from the cluster (and also maybe an NGO.)

360 However, care must be taken to use the most appropriate location and management

model for each upazila. For example, particularly in rural areas parents may be reluctant to allow their daughters to attend classes in an office building; for this reason certain laboratories may be best located in schools.

361 The project will determine a range of activities for the schools in the cluster that are to be

supported by the lab. One of these must be support for the new ICT SSC curriculum. Others should include basic IT skills for both teachers and students.

362 The project will enable the schools in the cluster to form an ICT lab committee that will,

with the lab managers enable the coordination of school usage of the lab, in order to achieve a fair distribution of times in the lab among the schools.

363 The project will fund the skills upgrading of one teacher for each cluster. Skills upgrading

will be in the form of a 1 month mainly hands on training course, to be arranged and funded for by the project, using local training agencies. The teachers concerned will be full time at the laboratory. Though the project will support the training of the teachers, it is expected that GOB will pay the salaries of the teachers to support the new ICT curriculum. This may require the project to agree a special scheme for these teachers with respect to MPO, by perhaps formally attaching the teacher to one of the schools in the cluster. Teachers with existing ICT experience are to be preferred for selection. If such teachers are not available, mathematics and/or science teachers are likely to be the most suitable. It is possible however, that some non science teachers with the appropriate background may wish to re-train as ICT teachers, if they have good ICT skills. In selecting the teachers, the project will select the maximum possible number of women.

364 Since 900 clusters are to be provided for, this programme will result in around 900

upgraded ICT teachers. The project will also work with the TQI project to ensure that the latter provides for skills upgrade of many more ICT teachers in parallel with those being provided by SESIP-2.

365 The project will procure, through international shopping, 900 sets of computer-based

training (CBT) materials, in both English and Bangla, for use in secondary education, both in and outside of the school clusters. This CBT material in should primarily support the teaching and learning of science, mathematics and English language in secondary education up to SSC level. Through the ICT survey, the project will determine how many licenses are required for each CBT package provided by the project. The project will further investigate the possibility of acquiring free CBT materials from agencies and translating this material into Bangla. For example, the Bangladesh UNESCO office has


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English language CBT on CD-ROMs in English, Mathematics and Science. This material is freely available and translation could be supported by the project.

366 BANBEIS and ICT training: The project will track the potential for BANBEIS to

participate in training to upgrade teachers’ ICT skills for the ICT cluster laboratories In particular, the project will determine if BANBEIS can provide skills upgrade training for ICT teachers selected to support the ICT school clusters described above. The project will carry this out in determining the ICT teacher training plan also referenced above.

Equity and access

Gender and poverty 367 The SESIP-2 PPTA has attempted to assess gender issues with the following overall

guidelines:

• Determine how gender issues have been addressed in project documentation of SESIP-1

• Review the gender aspects of programme documentation, implementation, monitoring and impact assessment practices

• Develop practical guidelines on how to achieve the gender action plan (GAP) objectives and checklists for gender analysis, awareness raising and monitoring in projects and outline approaches for building the capacity of project teams to promote gender equity and equality more effectively.

368 As gender is an over-arching priority in the ADB’s plan for developing countries, a

gender brief review of SESIP-1 was undertaken during the PPTA of SESIP-2 inception phase. It has been identified that the promotion of gender equality has not received systematic attention across the SESIP-1 project. The overall goal of the SESIP-2 PPTA is to provide guidance across all the components on promoting gender equality more effectively. A gender action plan (GAP) will be developed so that equitable access for women to project benefit is established and the issues related to gender are properly addressed.

369 Gender Action Plan: A Gender Action Plan (GAP) will be incorporated in the project to

address gender issues across the project components (See Annexure.) The GAP attempts to ensure that through a systematic approach the practical and strategic needs of girls and women are addressed within the project. It must be mentioned here that SESIP-1 has failed to address some of the structural constraints, such as those on recruiting women teachers and including women in school management committees. The GAP should be separated to adopt a systematic gender-specific approach across the project components.

370 To achieve the long term goal of the project the following gender concerns will be

addressed:

• The project will address gender issues through the different components of the projects: Management and Governance, Education Provision and Equity and Access.

• Women teachers’ and girls’ specific needs (both practical and strategic needs) will be addressed, and the project will enable access by women teachers and girl pupils to educational resources.

• Create a women-friendly environment for to encourage women’s participation in project components to support the DSHE in achieving the goal of gender equity in secondary education.

371 Gender and poverty activities: Gender issues will be focused on by SESIP-2 in

support of the GOB’s National Strategy for Economic Growth and Poverty Reduction


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(PRSP) objective of advancing the position of the poor in general and girls and ethnic minorities in particular. The female stipend programme is the main mechanism of SESIP-1 to increase the participation of girls in secondary education. However, it has been learnt that 85% of the stipend recipient girls belong to better off households. SESIP-2 recommends the continuation of the stipend programme but further proposes that it should be targeted at poorer students and not to all the eligible girls in secondary schools.

372 The issue of gender and poverty would be addressed from different dimensions such as:

• Demographic targeting: Identify stipend recipients based on pro-poor targeting. Poverty issues should also be explored irrespective of the gender of the poor.

• Controversies pertaining to adherence to stipend criteria: This especially applies to the requirement of students to score a minimum of 45%. Improved criteria should be sought.

• Problems faced by students from indigenous communities

• Issues relating to facilities in schools, such as drinking water and toilet facilities needed to retain girls. Special attention is to be given to poor/low performing girls, and recruitment and training of women teachers.

• Composition and functions of SMC. 373 Demographic targeting of Girls: The project would support the poor and most needy

girls through the stipend programme. SESIP-2 would provide stipend to the girls of poor families (not exceeding 50% of the total enrolled girls) in a school.

374 Demographic targeting of Boys: As it is evident that the drop out rate in secondary

education is increasing, poor boys will also be considered by the SESIP-2 project. The number of boys receiving stipends will not exceed 10% of the total enrolled boys in a school.

375 Students to receive stipends will be selected based on the socio-economic background

of their households. Girls and boys who meet one or more of the following criteria fall within the target group:

• children of destitute women (using primary education stipend recipients’ and WFP selection criteria,) with special attention to woman headed households

• children of a widow having no adult men in household

• children from a home that has less than 1/2 acre of land

• children from a household where the income from all sources is less than Tk18,000 per year

• vulnerable groups such as orphans, children of disabled parents, children of families displaced by natural disaster such as river erosion or flood or social disorder.

376 When selecting the schools from a pro-poor point of view, the schools located in poor

geographical locations will be given preference. In this context the 260 schools selected for SPBMS under SESIP-1 will be identified as the first target group. This is because SPBMS is thus far focused on the poverty prone areas. SESIP-2 will recommend that the government has a coordination meeting with donors so that all 476 Upazilas are covered by a stipend programme that has a single set of selection criteria.

377 Selection committee: A ‘pro-poor’ selection committee will be formed to select the poor

students. The selection committee will include the following members:

• SMC Chairperson

• Head teacher

• Women member of SMC


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• Women ward commissioner of the concerned Union parishad/ward

• UAS of SPBMS. 378 After having the initial list from the ‘pro-poor’ selection committee the UAS of SPBMS

can verify the list in a participatory way. 379 The suggested stipend rates are specified in Table 4.

Table 4: Suggested stipend rates

Class Monthly rate (in Taka)

6 65

7 75

8 90

9 150

10 150

380 Controversial stipend criteria: It has been determined that poor girls are able to fulfil

two of the three current criteria of eligibility to receive stipend. However, many of them are unable to achieve 45% or more in examinations. Low scoring in examination is highly correlated to the socio-economic condition of their households. The project thus recommends that one stipend adherence criteria for poor girls will be that they attain at least 33% in examinations (the pass mark of the examination) and for poor boys 40% marks in the examination. The difference in criteria for boys and girls takes account of the lower social status of girls and their lower level of representation in the public sphere (which acts as a barrier to acquire knowledge from the outside world) compared to boys. It is suggested that the 33% criteria may be raised when the quality of education increases through other projects and programmes.

381 Indigenous people: SESIP-2 will place special emphasis on improving the performance

of indigenous students. It is recommended that SESIP-2 includes all secondary schools that serve indigenous communities, in terms of providing stipends and other facilities to the girls and boys of ethnic communities.

382 Issues related to facilities: The project will enhance the girl-friendly and women-

friendly school environment through the provision of separate toilets, prayer rooms and drinking water facilities for women teachers and girls. It will also attend to the issues relating to increasing the number of women teachers. Co-curricular activities for girls will also be emphasised.

383 Composition and functions of SMC: The composition, roles and functions of SMC will

be addressed from a gender perspective. It is recommended that SMC membership includes a mother and the women UP member of the Union Parishad.

Underserved areas 384 A school mapping exercise was completed during SESIP-1 and underserved areas were

identified. SESIP-2 has provided funds for updating the first exercise which will also include secondary level madrasahs. Based on the result of the updated mapping exercise, the project has allocated funds for the construction of 56 new secondary schools and the provision of the necessary furniture. Two additional classrooms in 500 selected schools – a total of 1,000 new classrooms – will also be constructed and furnished.


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Second Chance Education (SCE) 385 The issue of dropout at secondary level gives great cause for concern. Table 5 shows

the level of dropout in classes 9 -10 is over 50% with slightly more girls dropping out than boys. In 2002 alone, that meant that virtually 50% of 2.5 million young people (about 1.25 million) left education for good. What became of them is unknown, but it is likely that their lives have been seriously affected by being deprived of a continuing education. All data and statistics point to a correlation between the quality of life and continued access to education.

Table 5: Level of school dropouts in 2003

Dropout rate % Year Level

Total Girls

Classes 6 -8 19.8 17.2 2001

Classes 9-10 52.9 54.8

Classes 6 -8 18.7 16.8 2002

Classes 9-10 51.6 53.4

Banbeis 2003 386 The issue here is that the nation is wasting its most precious resource, which is

manpower in general, and skilled manpower in particular. The traditional answer to this problem has been:

A. attempt to lower dropout rates and retain enrolment

B. devise methods of getting dropouts back to school. 387 While the project will certainly be associated with method A in respect of traditional

education, it will adopt an alternative approach to B. 388 SESIP-2 will assume that some young people neither appreciate nor obtain any value

from traditional academic education. It will also assume that they would return to school if school had something to offer them, such as a useful skill. But for this they would have to be given a “second chance.”

389 The project will therefore include an experimental “second chance” education facility in a

selected group of secondary schools. In close cooperation with the Directorate of Technical and Vocational Education, and later in cooperation with the forthcoming ADB funded Technical and Vocational Education project, the project will fund a sub project which will:

• establish a Second Chance facility in between 5 – 10 pilot schools39

• investigate, assess and establish a modality for selecting, recruiting, and enrolling students who wish to attend a second chance school. In particular, attention should be paid to the feasibility of offering SCE to persons in the age group 16 – 21.

• investigate the feasibility of using stipends to finance dropout students in second chance schools

• assess the likely cooperation and involvement of local employers, trade associations and other commercial groups. The aim is to offer a basic technical education with the option of participating in normal school work if that is what the student wishes.

39 Pilot schools will be selected on the basis of location, and agreements with local employers.


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390 The project will field 1 international and 1 local consultant for a period of 36 months for

the above activities.

Cost estimates 391 The total cost of the Project is estimated at $195.8 million equivalent, including physical

and price contingencies, taxes, duties, and interest. Of the total cost, $51.6 million (26 percent) comprises the foreign exchange cost, and $144.2 million equivalent (74 percent) comprises the local currency cost. The indicative project cost estimate by project component is summarized in Table 6 and the cost estimate by expense category is in Appendix 5.1 and 5.2.

Table 6: Summary of project cost by component

Project component Foreign

exchange ($,000)

Local currency ($,000)

Total ($,000)

% of base cost

1. Management and governance 6,213 44,314 50,526 32

2. Improved education provision 30,660 36,196 66,856 43

3. Equity and access 2,438 27,930 30,367 19

4. Project management 2,535 1,631 4,166 3

5. Taxes and duties 0 4,707 4,707 3

Total base cost 41,845 114,779 156,624 100

6. Contingencies

A. Physical 2,092 5,739 7,831

B. Price escalation 3,099 23,641 26,740

Sub-total 5,191 29,380 34,571

7. Interest charges 4,568 0 4,568

Total project cost 51,604 144,158 195,762

Percentage 26 74 100

Notes: 1. Base costs are as of October 2005. X Sheet 1 2. Taxes and duties at 10% of furniture and equipment. 3. Physical contingency is computed at 5% for all categories. 4. Local currency price escalation computed at 6.5% for 2005 and 5.0% per year from 2006 to 2012; foreign

exchange escalation based on MUV index of 3.0% 2005; 2.8% 2006 and 1.9% thereafter. 5. Interest charges are computed at 1.0% per year. 6. Totals may not add up because of rounding.

Financing plan

392 It is proposed that ADB provide a loan of $147.3 million equivalent from its Special Fund

Resources (ADF) to finance 75 percent of the project cost. The amount covers the total equivalent of foreign exchange cost ($51.6 million) and $95.7 million equivalent of the local currency cost. The terms of the proposed loan will be 32 years including a grace period of 8 years, with an interest of 1.0 percent per annum during the grace period and 1.5 percent per annum thereafter. The Borrower will be the People’s Republic of Bangladesh. The Government will finance the remaining $48.5 million equivalent of local costs which is 25 percent of the project cost. The proposed financing plan is in Table 7 and the details are in Appendix 5.1 and 5.2.


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Table 7: Proposed financing plan

Source Foreign exchange ($ million)

Local currency ($ million)

Total ($ million)

Percent cost

Asian Development Bank 51.6 95.7 147.3 75

Government of Bangladesh 0.0 48.5 48.5 25

Total 51.6 144.2 195.8 100

Implementation arrangements

Management and coordination

393 DSHE, acting under the overall guidance of MOE, will be the Executing Agency (EA) for

the Project. DSHE will be accountable for making project implementation adhere to Government and ADB procedures and guidelines, as well as for overall transparency and accountability in using project funds. DSHE has satisfactorily executed ADB’s Higher Secondary Education and the SESIP-1 projects and is the EA for the ongoing SESIP. DSHE’s performance and capability for implementing the Project are considered adequate.

394 MOE will establish a project steering committee (PSC) to oversee the work of DSHE and

the project management unit (PMU); and to provide policy and strategic guidance, and inter-ministerial and inter-institutional coordination of training programmes and project interventions. The secretary of MOE will chair the PSC, and the project director will act as member secretary. The PSC will consist of senior-level representatives from Ministry of Establishment, Economic Relations Division, Planning Commission, Finance Division, Implementation Monitoring and Evaluation Division, Madrasah Board, Ministry of Women and Children's Affairs, Ministry of Chittagong Hill Tracts Affairs, Ministry of Labor and Employment, as well as representation from NAEM, NCTB and BISE. The PSC may co-opt other members as necessary. The PSC will meet whenever necessary but, in any case, not less than once every quarter. It will (i) approve annual project progress reports, annual operation plans, as well as the supporting budgets; (ii) provide overall policy and operational guidance in implementing the Project, and decide on corrective action if needed; (iii) undertake inter-ministerial coordination essential to achieve the reforms agreed upon for teacher training in support of the Project; and (iv) resolve issues and conflicts that may emerge during project implementation. In addition to the PSC, a Project Implementation Committee (PIC) to be established will meet at least every third month. It will have representation from all institutions involved in implementing the Project (including the TQI Project,) and be chaired by the DSHE Director General. The project director will be a member secretary of the implementation committee. As and when necessary, technical committees may also be formed. In order to more closely manage and monitor developments in Madrasah, and in recognition of the special factors involved in the subsector, there will be a separate Madrasah Project Implementation Committee (MPIC.) The MPIC will consist of the Chairman Madrasah Education Board, the Principal of the MTTI and 9 other to be selected by the GOB and MEB.

395 A PMU headed by a project director with professional background in education, and

supported by international and domestic consultants will be established within DSHE. It will be responsible for the day-to-day management of project implementation, and monitoring and evaluation (M&E) of progress. More specifically, the PMU will help DSHE to (i) prepare the annual operational plans; (ii) undertake procurement activities; (iii) prepare and maintain financial records, accounts, and statements; (iv) prepare all consolidated progress reports, including the midterm review (MTR) report, as well as the project completion report; (v) organise project M&E activities; (vi) coordinate the work of the consultants; and (vii) liaise on project implementation matters with ADB. The PMU will also have a deputy project director with professional background in financial


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management of projects, as well as officers in charge of training, procurement, and M&E. The PMU will have an adequate number of support staff. To ensure close cooperation with the TQI project, both projects will appoint Liaison Officers who will meet on a frequent basis.

Implementation period

396 The Project will be implemented for 6 years. Estimated effectiveness date is April 2007,

and end date is March 2013. There will be an inception period of 6 months. An indicative implementation plan is shown in Appendix 6.

Civil works

397 Civil works and classroom furniture will be sub-contracted to private companies by the

EED, which will oversee construction and rehabilitation activities. EED will ensure that new schools are constructed on suitable land so as not to abnormally increase construction costs. The PIU will sub contract a construction supervision firm to monitor progress and construction quality. The firm will deploy engineer to the district level and make spot checks and intensive visits at critical stage of works. EED will also remain responsible for detail supervision for quality control taking measurement, preparing bills both R/A bills and final bill and payment to the contractor. EED will remain responsible for preparing implantation schedules and an annual development programme in consultation with P.I.U. The zonal offices of education will submit quarterly reports on progress, fund allocation, commitments and disbursement summaries and issues , and proposals for resolution to the PIU . The PIU will channel funds for facilities development from the impress account directly to the EED Consultation will be carried out on a continuing basis with local communities regarding facilities development appraisal and maintenance planning.

Procurement

398 There will be separate packages for procurement of transport vehicles, furniture, except

school furniture equipment and teaching aids. The PIU will be responsible for procurement to ensure adherence to the banks requirements, The PIU will (a) determine bid packages and propose procurement methods (b) prepare detailed materials lists and specifications (c) evaluate bids and certify payments. PIU will maintain a register. They will enter all items in the register and will receive the signature at the time of delivery. The person who will receive the goods must have authorisation from the head of the institutions. All the institutions should maintain a register to maintain an inventory of the equipment, furniture up till now they received. PIU will make arrangement to train the teachers on the method of record keeping, storage, maintenance of the equipment. In the contract document, provisions can be made that suppliers will give training to at least two teachers from each institution on the use, storage and maintenance of computers and other equipment. DEOs should be supplied with delivery lists so that at the time of inspection, the record can be checked and an overview made of the proper utilisation of equipment and instrument. Indicative procurement packages are in Appendix 7.

Bidding procedure

399 All bank-financed procurement for the project will be in accordance with the banks

guidelines for procurement. Each contract for the supply of goods and services estimated to cost $ 500,000 equivalent or more will be awarded on the basis of international competitive bidding (ICB) procedure while contract packages of less then $ 500,000 equivalent will be in accordance with international shopping procedure. Civil works will be awarded on the basis of local competitive bidding (LCB) procedures acceptable to the bank. Minor items having a value less than $ 50,000 equivalent may be procured on a direct purchase basis.


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Consulting services 400 All international and associated domestic consultants will be financed from the ADB loan,

and will be selected and engaged through an international consultancy firm in accordance with ADB’s Guidelines on the Use of Consultants, and other arrangements satisfactory to ADB for engaging domestic consultants. Given the extensive development needs of secondary education sector, and the challenge to improve its quality significantly, the Project will have a strong focus on capacity building, including intensive training in support of project developmental initiatives. Adequate inputs through consultancy support will be necessary. It is estimated that at least 555 person-months of international and 686 person-months of domestic consultants’ inputs will be necessary to support the organisational development and capacity building planned for the project. To ensure the highest quality of consultancy inputs, it is recommended that the quality-based selection (QBS) method will be used for recruitment.

401 In addition, the Project includes a flexible provision for a pool of international and

domestic consultancies to meet additional needs possibly arising during project implementation, including small consulting services contracts for supervision of civil works for which domestic consultants will be selected by the EA in accordance with Public Procurement Regulations 2003. The indicative schedule of consultancy inputs is in Supplementary Appendix F. Outline terms of reference for consultants.

Advance action

402 Given the urgent need to have the Project operating immediately after loan

effectiveness, ADB should approve advance action for procuring office equipment and vehicles for the PMU. The Government will be advised that advance action does not commit ADB to finance the Project. ADB will, as requested by the Government and on behalf of the EA, shortlist consultancy firms, invite proposals, and evaluate and rank them. ADB will start shortlisting consulting firms before loan approval. The EA will negotiate the contract with the first ranked firm.

Disbursement arrangements

403 ADB loan proceeds will be advanced to the Borrower and deposited in dollar imprest

accounts held in a commercial bank nominated by the Finance Division of the Ministry of Finance, and acceptable to ADB. The initial amount advanced to the imprest accounts will not exceed the estimated expenditures for the first 6 months of project implementation or 10% of the total loan amount, whichever is less. The imprest accounts will be established, managed, and liquidated in accordance with ADB’s Loan Disbursement Handbook, and detailed arrangements agreed to by the Government and ADB. The Borrower can then transfer funds from the imprest accounts into the taka account as needed. ADB’s statement of expenditure (SOE) procedure may be used to reimburse eligible expenditures and to liquidate advances made into the imprest accounts in accordance with ADB’s Loan Disbursement Guidelines. SOE procedures will apply to individual payments of less than $100,000. On a quarterly basis or earlier, the EA can apply to ADB for liquidation or replenishment of the imprest accounts. The withdrawal application must include an SOE. ADB will review the withdrawal applications and will approve eligible expenditures to replenish the imprest accounts.

Accounting, financial auditing and reporting

404 The PMU will maintain consistent records, accounts, and related financial statements

adequate to identify goods and services financed under the Project. The PMU will submit quarterly financial reports to ADB according to ADB’s rules and regulations. Independent auditors acceptable to ADB will audit the project accounts and related financial statements each year in accordance with sound auditing standards. The audited accounts and financial statements and the auditor’s report will be submitted to ADB within 9 months after the close of each fiscal year. The audit report will include the audit


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of the imprest accounts and SOE, and a separate audit opinion on their use. Additional financial audits and financial management and systems reviews may be undertaken through ADB in accordance with agreed-upon rules and regulations.

Project performance, monitoring and evaluation

Project monitoring function

405 The PMU will have an independent monitoring function. This function will be devoted to

monitoring the progress of the project – as opposed to the DSHE-wide M&E function. It will, however, cooperate closely with the M&E section of the new ITC Wing.

406 The Project Monitoring will, amongst other activities:

• conduct a baseline study within the first 6 months (inception period)

• establish a set of indicators to monitor performance, attainment and failure of all programme activities

• design and implement an electronic and hard copy reporting system (in coordination ICT - M&E)

• produce regular (and ad hoc) reports for project management (frequency to be decided by Project Director and Team Leader, but should be at least quarterly.)

• assist and advise the Project Director on the production of project and periodic reports for the ADB, Steering Committee, Project Implementation Committee

• hold regular briefing meetings with PD and TL. 407 The SESIP-2 project will fund 1 international and 1 local consultant in Project Monitoring

and Evaluation for a total of 24 and 36 months respectively. The PMU will appoint an officer responsible for Project M&E.

Baseline study

408 The establishment of baseline data is always important, but it is particularly important for

this project. The reason for this is that the position in respect of SESIP-1 project activities will be relatively unknown at the beginning of SESIP-2 due to the fact that SESIP-1 may or may not be extended and, if extended, it is currently unclear by how long. This specially applies the decentralisation component, but is also pertinent to other project areas. Further, the plans for a new SESIP-2 ICT Wing, incorporating an M&E function, will be at embryonic stages during inception.

409 It is therefore essential to build up a “picture” of the situation as it will exist at project

effectiveness, partly because it will be unknown, and partly because such knowledge will be necessary for designing (perhaps re-designing) the activities of SESIP-2. It would be of enormous assistance to have as much of this picture created before the arrival of the specialist consultants. Therefore, one of the activities of the PMU between loan effectiveness and the TA start-up will be to collect data that will be required for the forthcoming TA. This will be the responsibility of the PMU M&E Officer. This will be followed by a full baseline survey during Inception, which will identify and quantify performance indicators for use during the project implementation.

Inception report

410 In view of the unforeseen development that will take place in SESIP-1 before the start of

the project, there will be an inception period of 6 months. The resulting Inception Report will consist of an extensive baseline study with recommendation to alter pre-prepared plans if considered necessary.


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Project performance management system 411 The EA will, with support from the PMU, prepare and submit to ADB quarterly progress

reports on project implementation, within 3 weeks after the end of each quarter. The progress reports will indicate, among other things, (i) progress made against established targets; (ii) problems encountered during the period and remedial actions taken or proposed to resolve the problems; (iii) compliance with loan covenants; and (iv) proposed implementation activities to be undertaken and physical and financial progress expected during the succeeding quarter, including detailed contract awards and disbursement projections. The EA will prepare a project completion report and submit it to ADB not later than 3 months after physical completion of the Project. The report will analyze overall progress, achievement of outputs and compliance with the loan covenants, and will include costs.

412 The Project Monitoring Unit will determine whether the inputs for implementing project

activities have yielded the expected outputs and benefits to the intended beneficiaries. The data will indicate project progress in improving the access of disadvantaged groups as well as participants from remote areas to teacher training. The system will seek to detect any deficiency in and discrepancy between the operational plan and execution in using the resources efficiently, so that timely corrections can be made to update the plans to improve benefits, outcomes, and impact. Information from the ICT Wing M&E unit will be utilized.

Project review

Annual reviews

413 The Government and ADB will jointly review project progress annually to determine

compliance with specific loan covenants and whether all required inputs and support functions on the Government side are in place. The review will also evaluate the effectiveness of implementation mechanisms. Reviews will specifically (i) analyze the results of the previous year, (ii) identify adjustments needed, (iii) assess the impact of the Project on poverty reduction, (iv) assess project contributions to improving the quality of management in DSHE and the provision of education in government and non-government schools, (v) assess implementation performance against agreed-upon indicators and adjust indicators as needed, (vi) identify policy issues in secondary education, and (vii) identify constraints to project implementation. Special attention will be given to:

• the effectiveness of project strategies for promoting greater participation of female students and students from disadvantaged groups and remote areas

• progress on key project innovations (e.g. madrasah, second chance education and ITC

• coordination of project interventions, particularly with the TQI project.

Midterm review 414 The Government and ADB will jointly undertake an MTR during year 3 of project

implementation to assess progress in meeting the long-term vision for teacher education in secondary education in Bangladesh. The MTR will evaluate:

• project scope, design, implementation arrangements, and institutional changes

• implementation progress against agreed-upon indicators

• procurement performance

• PMU effectiveness

• performance of consultants


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• fund flows and arrangements

• progress in implementing the gender strategy

• lessons learned

• other issues agreed upon by the Government and ADB.

One month before the MTR, the EA will submit to ADB a comprehensive report covering the above issues. Feedback on project implementation will be sought from civil society during the MTR. The MTR will recommend changes in project design and implementation, as necessary.


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Project benefits, impacts and risks


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Project benefits, impacts and risks

Expected benefits 415 The Project focuses on systemic improvement in the operating structures and modalities

of that deliver secondary education to students in classes 6 – 12. With the exception of teacher training, the project will intervene in virtually all mechanisms set up to provide education at central and decentralised levels. It will aim to uplift and improve the structures of planning and delivery so that the quality of education received is made more effective, efficient and relevant to the needs of Bangladeshi secondary students.

416 The project will continue the work of SESIP-1 in its attempt to decentralise the

management of secondary education. This will include the establishment of systems to ensure more effective management and supervision of non government schools. It will also continue the work begun in the field of decentralizing assessment and will set up effective monitoring and evaluation structures to ensure that progress is being made.

417 The project will, for the first time ever, include madrasah education in a major

international development project. It will attempt, through creating model madrasah linked to the mainstream education system of the country, to set a model to which other madrasah can aspire.

418 The need for a modern human resources management system (encompassing modern

appraisal and training systems) within the DSHE will be addressed by the setting up a Human Resources Management Wing that will introduce best practice in the management, welfare and development of personnel involved in the provision of secondary education.

419 In recognition of the need to use advanced technology to support the mechanism and

structures that control the quality and effectiveness of education, the project will vastly increase the use of information technology through the establishment of an ICT Wing. This entity will consolidate all electronic data collection across the sector and provide managers with up-to-date accurate information with which to formulate wise policy and make judicious decisions.

420 To ensure that these improvements reach beyond the urban areas to the furthest regions

and overcome the barriers caused by remoteness and geography, access of candidates from remote areas and disadvantaged groups to teacher training will be supported. So too will be the position of women and girls. The project will support initiatives to forward the issues of gender that will cross-cut every aspect of project activities. The role of women as members of SMCs will be supported. The role of SMCs in supporting improvement of school management and teaching quality will be part of the project efforts at grassroots level.

421 The Project will contribute to poverty reduction indirectly. The indirect beneficiaries are

pupils in secondary schools who will benefit from the improved curriculum, teaching support and management structures and receipt of stipend. Improvement in teaching quality and school management will further improve learning by pupils, resulting in better education outcomes and better performance in the labour market.

422 Overall, the estimated immediate beneficiaries in secondary education are the policy

makers and planners who will receive better tools to carry out their functions. Teacher students and parents in the madrasah system will also benefit from project intervention. Poor students, women, girls and dropouts will also benefit directly from policies and actions undertaken by the project. Finally, the ultimate beneficiaries will be the average secondary school student who, through a mixture of improved curriculum, improved teaching and improved school management and administration, will receive a better education more relevant to Bangladesh in the 21st century.


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Risk analysis 423 The design of the Project draws heavily from the lessons learned from previous

interventions. Implementation will be supported through the comprehensive policy and institutional reform matrix with linkages to the loan assurances. While the Government is committed to these reforms, there is a risk that a future Government could reverse this commitment. This risk is mitigated by the fact that the reforms are linked with wider long-term development frameworks in the sector and beyond, with the national poverty reduction strategy, and the medium-term macroeconomic framework (MTMF.)

424 There is also the risk that structural innovations such as the Human Resource

Development Wing and the ICT Wing may meet with obstruction due to the difficulty in setting up new structures of the DSHE.

425 The personnel situation that will be inherited from SESIP-1 may cause considerable

problems. Over 1,000 project dependent personnel are filling new structures set up by SESIP-1. It is intended that these structures be continued and, in many cases, further developed and expanded in SESIP-2. However, because of the uncertainty over the future extension of SESIP-1, exacerbated by the fact that there will almost certainly be a gap between the end of SESIP-1 (even if extended) and the start of SESIP-2, the future of these project paid employees is uncertain. If they were to no longer exist, the plans of SESIP-2 would be considerably affected, as would the structures and institutions they work within.

426 The issue of project paid personnel also brings up concerns about project dependency.

Having such a large number of people (to be yet further increased under SESIP-2) invites questions of whether this is the right way to go. Many of these project paid personnel are now holding positions that are vital for the smooth running of the DSHE machinery (e.g. the administration of subventions.) There is little or no chance of them ever going on to the revenue budget. This seems to be an issue that has attracted little attention from government or the management of SESIP-1. Is it to be the assumption – and the case - that there will be a continuous series of SESIP-style projects funding part of the day to day structure and activities of secondary education administration?

427 The position relating to stipends is also uncertain. These are currently under review with

particular reference to their continuation in 2006. If they are not continued under the SESIP extension in 2006, there may be problems about resuscitating them in 2007.

428 The Project’s environmental impacts were reviewed, and no significant adverse impacts

were identified.


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Appendices


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Appendix 1: Sub-sector analysis


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Appendix 1: Sub-sector analysis

A. Introduction 1 Education in Bangladesh is administered by two ministries. The Ministry of Primary and

Mass Education, as its name suggests, is responsible for primary education. The Ministry of Education (MOE) is responsible for secondary, vocational and tertiary education. Within the MOE, the Directorate of Secondary and Higher Education (DSHE) is responsible for the day to day management of all educational activities affecting classes 6 – 12. Secondary education is itself divided into three levels: junior secondary (classes 6 – 8) senior secondary education (classes 9–10) and higher secondary education (classes 11–12). Just under 9 million students are enrolled in about 19,000 secondary institutions, (excluding madrasah), recognized by the Government. The following table shows the structure of secondary education in Bangladesh.

No of Schools No of Teachers No of Students % Female

Students Classes 6-10 Government 317 9821 326864 31.86 Non-Government 17069 199234 7903622 53.37 Total 17386 209055 8230486 Classes 11 – 12 Government 10 153 3647 86.15 Non Government 1350 25574 276661 46.50 Grand Total 18746 234782 8510794

Source: BANBEIS (2004) 2 Enrolment in both primary and secondary education has increased rapidly in recent

years. Primary enrolment rose from 71% in 1990 to 96% in 2000 while secondary enrolment more than doubled during the 1990s to about 8.5 million. Gender parity has also kept pace with these developments. Girls’ enrolment in primary increased by 45% in the 1990s and is now almost at a par with boys. In the secondary sector, female enrolments have also rapidly increased from about 33% in 1990 to over about 53% in 2003 – mainly due to the introduction of incentives. The originally took the form of a Food for Education (FFE) programme that provided grain rations to poor families on condition that their female children attended school. The FFE was later replaced by a system of direct cash subsidy (stipends) known as the Female Secondary Stipends (FSS). Over 4 million girl students in non urban areas and attending grades 6 -10 receive stipend and tuition waivers annually.

B. Issues in secondary education

3 It could be argued that, at institutional and policy level, the core issue facing secondary

education is that the government is one of governance. As has been stated above, the vast majority (more than 95%) of secondary schools in Bangladesh (including the religious Madrasha, are private non government institutions. Secondary education is, therefore, a private sector business. While there appears to be an apparent over-centralised system of administration and control in secondary education, in reality the power of the government over its secondary school sector is not as strong as it would appear. Examples of this can be seen in the government’s (past) difficulties in linking performance to the substantial subsidies it gives to private education, with the result that there have been problems establishing and maintaining the quality of education and the quality of management in secondary schools. Yet, and despite this, the secondary school sector is critical to any national manpower (or other) development plans produced by government. This pivotal fact has been recognised by government and, therefore, much of its current and future planning and resources are – and will continue to be - concentrated on improving accountability and in asserting quality within secondary education. The government will attempt to do this by using the (almost) sole sanction that


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it has at its disposal – the 90% teacher salary subvention – to control events and quality in schools. Whether it will succeed in doing so will be a crucial factor in the implementation of SESIP-2.

4 Notwithstanding the issue of accountability between government and its secondary

education sector, poor management and administration are almost certainly the root cause of many of the day to day problems afflicting education in general and secondary education in particular. Accountability and monitoring systems are weak at all levels and in many cases non existent. Mismanagement and, in many cases, questionable practices, are pervasive. The overall result is that the quality of education provision and related services is less than it could be. This affects almost every element of the secondary process from book production, civil works, teacher recruitment, assignment to schools, salary payments and transfers and examinations.

5 Moreover, and apart from management at central and institutional levels, no effective

system of school supervision exists, with the result that quality, in terms of teaching performance and teaching outputs, is rarely, if ever, assessed. Since teachers are not assessed, it follows that there is no scope for professional development in a meaningful form.

6 At all levels, the practise of frequent intra and inter departmental transfer continues to

wreak havoc on the continuity of professional input and purpose, corporate knowledge, and the desire to “own” a problem or issue. This is particularly significant in the professional agencies such as NAEM, NTBC, BISE etc, where the retention of skilled employees is essential for the quality of the services that these agencies provide. Not surprisingly, in these circumstances, staff morale is extremely low, a factor that further exacerbates the quality of work.

7 In financial terms too, a major factor affecting the provision of quality education is the

mismatch between educational spending and investment in schools. Bangladesh’s education expenditure is currently about 2.2% of GDP and 15 – 16% of total government spending, The problem is that by far the biggest proportion (80%)1 of the recurrent secondary education expenditure is spent on teachers’ salaries or salary related subsidies . This leaves little to be invested in resources and teaching or learning material2. The irony is that, despite this huge and disproportionate spending on subventions, the government’s control over the secondary education sector is, until recently, been limited.

C. Current Government Policy, Plans and Aspirations for Secondary

Education 8 The problems in secondary education, some of which have been exampled above, are

well known to all concerned with education in Bangladesh. There is therefore no need to belabour them or continue to list them. The issue is not that there are problems. That is accepted by all observers. The issue is what is to be done to resolve them.

9 There is a plethora of reports and recommendations relating to almost every aspect of

secondary education in Bangladesh. However, the government has recognised that what is now needed is constructive action. The government’s overall policy had originally been enshrined in the Secondary Education Sector Development Plan (2000 – 2010) supplemented by later revisions. Some of the provisions in this Plan (e.g. the reorganisation of primary and secondary education into an 8 year Basic and a 4 year Secondary system) have since proved impracticable.3 However, in 2002, the government

1 In primary, 97% is spent on salaries and subsidies 2 The norm in secondary education in other countries for spending on educational materials etc is usually 30% of total

expenditure 3 While the concept of a two tier education 8 + 4 system has never been implemented (probably due to the huge logistical

problems of doing so), it has never been officially abandoned.


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convened a 51-member expert committee to recommend areas of reform in secondary education. The Committee’s recommendation was to establish a high quality cost effective and equitable education system through governance reforms.4 Following further in-depth studies completed in 2003, the government produced a medium term framework for reform. This framework (2004-08) includes the following policy objectives: • Increasing the accountability of secondary schools both to the government and the

community • Enhancing equity in access • Administrative capacity building • Monitoring, evaluation and dissemination • Improving teacher quality through emphasis on teacher training and recruitment • Reducing opportunity for corruption and misuse of public resources in textbook

production • Making the curriculum more relevant and demand driven

10 Meanwhile, a new initiative was begun that culminated in the publication of an Interim

Poverty Reduction Strategy Paper (I-PRSP)5. This document, started in 2003 and last revised in January 2005, essentially aims to half the number of people living below the poverty line by 2015. It sets out a road map for improving living standards through a general multi sector approach to poverty reduction through concentration on reform in 7 major areas. • Employment • Nutrition • Maternal Health • Sanitation and Safe Water • Quality Education (in primary, secondary and vocational) • Criminal Justice • Local Governance

11 In the PRSP, education reform is seen as one of the main vehicles to the achievement of

the overall aim of poverty reduction. Major recommendations for secondary education include a basket of reforms and recommendations relating to decentralisation, school based management and assessment, teachers career paths, equity and gender, increased performance etc.

12 None of these recommendations are particularly new or groundbreaking. They have all

been put forward in one form or another by various studies, consultancies and projects. Indeed, they form part of the government’s medium term framework strategy for secondary education. Once again, the issue is not the lack of ideas and suggestions. The issue is how to successfully address and resolve the clearly defined problems and make the results sustainable.

D. Government initiatives in secondary education from 2005 onwards

13 The government has, and will continue to, utilise several conduits and methodologies to

practically address the issues of secondary education highlighted in the medium term framework and the PRSP. These fall roughly into two categories.

4 Studies by IDA, JICA, EU and ADB all pointed to the lack of governance in the system as a key constraint to improving

quality. 5 Unlocking the Potential: National Strategy for Accelerated Poverty Reduction (Planning Commission: 2004)


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i. Current / Recent Government Reform Initiatives 14 This involves action already taken by the government, or about to be taken, and would

include • The creation of a central Agency to control the quality of teachers by registering them

as fit to teach. This body, known as the Non Government Teachers Registration and Certification Authority (NTRCA), has been created by act of parliament (March 2005) and is currently waiting for its management and organisational structure to be finalised.

• Pro-active initiatives to more tightly tie the provision of teacher and school subventions (MPO) to enforceable and proven performance criteria.

• The conversion of the National Academy for Education Management (NAEM) into a National Teacher Education Authority (NTEA), an “apex” organisation responsibly for ALL secondary teacher training in Bangladesh.

• The dividing of NCTB into separate textbook production and curriculum development divisions.

• The introduction of the female stipend programme resulting in a remarkable increase in girl enrolments

• The award of pensions to private secondary school teachers.

ii. Donor Support Initiatives 15 These have been the traditional conduits for introducing change and reform. Since about

2000, the main project addressing reform in secondary education has been the Secondary Education Sector Improvement Project (SESIP). This project covered 3 major areas of concern: • Strengthening the MOE’s capacity to plan, manage and monitor the secondary system

and improve the resource management • Improve the quality in secondary education • Expand equitable access to secondary education

16 Running simultaneous to SESIP has been the less extensive PROMOTE project aimed at

increasing the number of qualified female teachers in rural secondary schools. 17 To continue and expand on the work of both SESIP-1 and PROMOTE, the government

has, with the donor funding support, initiated two further projects. • SESIP – 2. The aim of this project is to continue and expand on the work of SESIP-1 • Teacher Quality Improvement Project (TQI). As its name suggests, this project is

aimed at improving teacher capacity. However, it will also include an element that will accommodate PROMOTE’s work on gender development

E. The Secondary Education Sector Development Plan (2000 – 2010)

18 The Secondary Education Sector Development Plan (SESDP) was developed in 1998

with financial assistance from the Asian Development Bank. It consisted of an introduction and five main sections: • A Socioeconomic Rationale for Change • National Strategy • The Present State of Secondary Education in Bangladesh • Major Issues and the Framework for Change • The Sector Development Plan


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19 The report identified problems of quality, efficiency (internal and external) and access. It also identified a number of systemic constraints, in policy, planning and budgeting, as well as teacher education, curriculum and instructional materials, management staff and quality control systems.

20 The document drew on a socioeconomic analysis of the development needs of

Bangladesh and how secondary education could support development. While confirming that poverty remained the critical socioeconomic problem, and that the traditional economy remains mainly non-formal, it found grounds for optimism in a growing local economy and expanding service sector both of which are entrepreneurial and highly flexible. It concluded that secondary education must respond to and support these changes.

21 The analysis concluded there was overemphasis on secondary education’s gatekeeping

role, and inadequate planning of resource allocation. In order to provide graduates who fit into growing nonformal and small-business economies, it advocated retargeting the curriculum and examinations toward more practical applications, and upgrading teacher training. It also advocated strengthening and decentralising capacity, especially local capacity, for planning and monitoring and evaluation.

22 The proposed Secondary Education Sector Development Plan was divided into two areas

– the first addressing the (then-anticipated) extension of basic education to eight years (classes 1 -8), and the second to improvement of the remainder of secondary education (classes 9-12). The main aims of the Plan were to: • provide the resources to expand basic education to eight years; • decentralize to the point where actors at all levels work together to plan how to attain

the goal of eight years of basic education; • reorganize and strengthen management and accountability, with an emphasis on

academic supervision; • improve access and equity in secondary education in an efficient and sustainable

manner: and • build capacity among supporting institutions to lay a solid foundation for future

development. •

i. Comments on the SESDP 23 There have been a number of significant changes since the original SESDP was

prepared, many of which impact on the plan’s relevance and validity: • The strategic framework for sub-sectoral planning now gives priority to poverty

reduction as the ultimate goal of all development efforts. As a result, strategic planning for the secondary education sub-sector must now link directly to the national poverty reduction strategy plan, and the monitorable indicators of the secondary sub-sector development plan should link to the indicators of the Poverty Reduction Strategy.

• The validity of the SESDP has also been affected by policy decisions since 1998. For example, the proposed change in the educational ladder from 5-3-2-2 to 8-4 did not take place. This has strongly affected development activities based on the original Plan; its major elements were to establish classes 6-8 as part of basic education, and classes 9-12 as a single homogeneous stage.

• On the other hand, new trends in secondary education such as the proposed bifurcation of DSHE, and the growth in the number of secondary schools offering HSE, are likely to have a long-term impact, and need to be taken into account in revising the Plan.

• There has also been significant institutional development within secondary education, such as the rapid development of EMIS. The Plan needs to be adapted to take account of this.


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• A number of lessons have been learned through development activity since 1998. The sub-sector development plan needs to be adjusted to take account of the lessons learned.

• There are also elements which were given insufficient prominence in the original SESDP, which have only become apparent with time. For example, the original SESDP gave limited attention to gender issues, in spite of its significant female stipend component.

24 Finally, the view has been expressed that the style of the SESDP needs to be changed,

to make it less academic, and more “user-friendly” – that, for example, it should focus more on specific actions to be taken, that will help guide the activity of MoE and DSHE. The team will need to take account of this.

F. The First SESIP Project (SESIP – 1)

25 The ADB loan-financed Secondary Education Sector Improvement Project (SESIP I) was

designed with ADB technical assistance in 1998 to assist the Government in the implementation of the Secondary Education Sector Development plan (SESDP), 2000-2010. Both the Plan and the Project were developed in terms of the outcomes of the earlier ADB Secondary Education Development Project (SEDP), 1993-2000 (Loan-BAN 1268) and the Higher Secondary Education Project (HSEP), 1991-1998 (Loan-BAN 1123).

26 Both SEDP and HSEP indicated a number of longstanding and serious critical issues in

the secondary education sub-sector as a whole; including, • Weak and overlapping policy and planning structures, and over-extended and

cumbersome management • Poor quality of outcomes in terms of apparent relative academic standards, and

employability of graduates • Low internal and external efficiency in terms of pass through rates and relatively very

high unit costs of provision, linked to low rates of return for graduates • Extremely high financial demands on Government budgets despite majority non-

government provision, and • Limited access and equity particularly in rural areas, and in the disparity of quality

between schools. 27 SESIP was therefore sector-wide in its scope with components focussed on

strengthening core agencies (DSHE, NCTB, BISE, NAEM, BANBEIS), improving the management of schools, developing a new Grade 9-10 curriculum and reforming the SSC examination, privatizing textbooks, up-skilling TTC staff and developing a new pre-service STE curriculum, improving access to schools through financial support to girls and building new schools in remote areas. The scale of these challenges has meant that despite meeting most outputs much development work remains.

i. Developments Under SESIP-1

28 The SESIP-1 goal, objectives and outputs are listed in the project logframe. The day to

day operational systems, costs and resources are given in the GoB Project Proforma (PP). One of the first tasks of the PPTA will be to check the logframe’s stated outputs against actual outputs. In this way, the PPTA will be able to arrive at an up-to-date audit of what has been achieved and what remains to be done.


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29 From discussions held and an initial study of the relevant documentation – in particular the various review mission reports6, it would appear that SESIP-1 has, by and large, undertaken most of the activities required of it. However, various delays (stemming from a variety of causes) in project implementation have meant that many of its activities have commenced much later than anticipated7. This has resulted in some major activities and outputs remaining outstanding or semi-completed. Examples of this would include, but are not restricted to, the functionalisation of education cadre and the implementation of the School Performance-based Management System (SPBMS). In the case of the latter, which is one of the largest of the project’s activities, mainline implementation work has only just begun.

. G. Teacher Quality Improvement Project (TQI)

30 When SESIP-2 mobilises, a second major secondary sub-sector project will have been

operating for at least 2 years. The overall goal of Teacher Quality Improvement project (TQI) is essentially shared with SESIP-2, i.e. ‘to enhance the quality of secondary education in Bangladesh’. What distinguishes TQI is that its predominant strategy for achieving this goal is ‘by improving the quality of teaching’. To this end TQI will strengthen the capacity of DSHE and BANBEIS, and support a major reorganisation and upgrading of NAEM (as the coordinating centre for teacher education). It will assist in the establishment and operation of the NTRCA (a new authority that will set and maintain standards for teacher registration). TQI will also provide training and trainer materials to assist TTC to implement the recently developed BEd that the NU will introduce from 2006. A major initiative will assist NAEM to develop (from the BEd) a 3 month Teacher Training Certificate and provide this pathway to registration to practicing secondary teachers who are untrained. In other components, TQI will seek to build on the achievements of the PROMOTE project through proactive support to woman seeking to enter secondary teaching, and address equity concerns relating to the availability and support of suitably trained teachers to assist in meeting the needs of disadvantaged groups including ethnic minorities.

31 In designing SESIP-2 it will be crucially important to ensure that the two projects are

complementary and mutually supportive. Furthermore, once SESIP-2 is operative, collaboration at the project management level - on the nature, timing, location and scale of activities - will be needed to achieve the synergies that ensure the two projects leverage off, rather than frustrate, each others’ initiatives.

6 The most recent review report is in the Aid Memoire of the Loan Review Mission 23 May – 9 June 2005 7 The project has completed about 70% of activities in about 85% of elapsed loan period


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Appendix 2: Design and monitoring framework


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Appendix 2: Design and monitoring framework

Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks Impact To enhance the quality of education in Bangladesh secondary schools by improving management, quality of learning and increasing access.

Improved secondary certificate pass rates, reduced repetition and dropout rates, and increased relevance of education to employment and further education.

• Data, evaluation and monitoring from the Project Monitoring Unit and the DSHE Monitoring and Evaluation Wing.

• Continuous Focus Group meetings.

That such reform and innovation is wanted at all levels.

Outcome To provide support in terms of material and human resources to strengthen the management and implementing structures of the DSHE and associated agencies.

• Establishing a Human Resources Development Wing

• Establishing an ICT Wing • Implementing a plan to accommodate

disadvantaged groups • Improve management at central and

local levels • Improve school management and

quality of teaching • Improve assessment and examinations.

• Data, evaluation and monitoring from the Project Monitoring Unit and the DSHE Monitoring and Evaluation Wing.

• Continuous Focus Group meetings • Periodic and Mid Term reviews • Periodic workshops.

• Inaccurate or spurious data leads to wrong conclusions

• A change of government might alter or change project plans.

• Arrangements are made to employ SESIP-1 project personnel during the gap between projects.

Outputs: A: Management and governance 1. Reform of the DSHE 1.1 Reduce transfer in DSHE and specialized agencies

Transfers reduced by 5% in first year and up to 3 % in each succeeding year.

Monitored by HRMW and PMU-Monitoring Unit. Quarterly report on transfer to PIC.

Assumptions Government cannot / will not comply. No mechanism will exist to ensure compliance

1.2 Establish a Human Resources Development Wing

New Wing established consisting of: • Records Section • Placement Section • Staff Appraisal Section • Staff Development Section • Senior Staff Training Unit.

HRDW established either in DSHE or MOE. Specialist Posts Selection Committees established and operating. Modern job descriptions written for all officers of DSHE and specialized agencies. New appraisal system introduced.

Government accepts SESIP-1 Specialized Posts Selection Committee. Difficulty in setting up a new Wing. Resistance to introducing modern appraisal methods.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 1.3 Upgrade 64 madrasah and bring them into line with regular secondary education

National workshop on Madrasahs implemented. Selection of 61 madrasah in districts without a government madrasah.

Project Monitoring Unit reports Frequent meetings with The Madrasah Steering Committee.

1.4 Upgrade capacity of Madrasah and bring them more into mainstream education

64 “New Model” Madrasah totally upgraded in equipment, teacher training and curriculum (2 stages of 3 years each) Upgrade capacity of Madrasah Education Board. Curriculum and textbook wing strengthened. New madrasah style adoption of uni-track curriculum produced and trialed. MTTI Gazipur strengthened (in cooperation with TQI). School mapping exercise carried out for madrasah.

2. Decentralized Management 2.1 Continue and develop the process of decentralization undertaken by SESIP-1

Requirements for new decentralized staff assessed

Job descriptions prepared.

2.2 Reorganize 9 Zonal offices

Reorganization approved 2 Planning and Monitoring , 1 RO and 1 Computer Operator appointed

New posts approved Reorganization approved

2.3 Expand District Education Offices

2 Planning and Monitoring , 1 RO and 1 Computer Operator appointed

2.4 Strengthen SPBMS Revision of manuals, teachers and head-teachers diaries, annual school development plans implemented. 3,200 SMC members per year received training.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 3. ICT 3.1 ICT basic skills and ICT Uni-track curriculum teaching and learning enhanced in 4,500 schools in underserved areas, including around 700 Madrasah.

ICT school mapping survey (SMS) completed within 6 months of loan effectiveness. 900 ICT lab school clusters identified within 12 months of loan effectiveness.

Data for SMS gathered at schools by UASs (or ROs/AIs in those districts with no UAS).

Assumptions There are sufficient in-country resources to carry out skills upgrade for 900 teachers. 900 ICT teachers can be found in (or are willing to be allocated to or remain in) underserved areas.

3.2 900 teachers upgraded with ICT skills to teach new ICT curriculum.

Logistical, Organizational or other problems may cause delays in the gathering of data from schools which will, in turn, delay the results of the SMS

3.3 Core subject teaching supported by CBT in 4,500 schools

3.4 900 ICT laboratories provided to serve clusters of secondary schools

There may be insufficient numbers of lab maintenance technicians in, or willing to be located in, underserved areas

3.5 ICT services and use in DSHE and MOE and streamlined, strengthened and rationalized 3.6 DSHE staff trained in ICT, Management Tools and EMIS 3.7 Strengthened ICT skills of DSHE ICT staff 3.8 Strengthened Management skills of ICT Managers in DSHE, MOE and BANBEIS 3.9 Rationalized ICT functions, EMIS and MPO

ICT Wing established, staff recruitment completed, equipped, and furnished in DSHE within 12 months of loan effectiveness. Additional staff recruited to MOE.

Consultant input to monitor development of Wing and report to PMU and TL.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 4. Monitoring and Evaluation Monitoring and Evaluation of secondary education takes place nationwide through a decentralized reporting and management mechanism

M&E Wing established, staff recruitment completed, equipped, and furnished in DSHE within 12 months of loan effectiveness. Job description prepared for M&E wing and staff.

Data gathered from education institutes by UAS and others through the defined monitoring instruments.

Assumptions M&E data collection requirements can be integrated with existing EMIS

4.1 Development of plan for decentralized monitoring and evaluation with responsibilities for HQ, Zone, District and Upazila

Needs Analysis of data requirements carried out.

M&E Reports Software requirements for M&E wing will be handled by EMIS software enhancement contract.

4.2 Development of Monitoring Instruments/Tools

Monitoring indicators identified. Examine the indicators from SPBMS for possible use. Develop monitoring formats and determine frequency of data collection.

Consultant input to monitor development of Wing and report to PMU and TL.

4.3 Integration of M&E with EMIS and close working relation established between ICT wing and M&E wing

Reporting system defined and put in place at HQ, Zones, Districts, Upazila level.

4.4 Training of new staff of M&E wing in Management, Planning, Monitoring and Evaluation

Regular meeting held with Zone, District, UAS Integrate data collection and processing with EMIS.

5. Strengthening of information management 5.1 Strengthening of information management and decision making in DSHE, MOE and BANBEIS

Data collection and verification system reviewed and enhanced.

UASs, SESIP-1 reports, District data entry operators, central EMIS cell staff

Assumptions SESIP-1 would complete EMIS replication in all the zones, Districts and 260 Upazilas

5.2 EMIS data collection and verification system operating effectively nationwide 5.3 EMIS upgraded to reflect latest user needs

EMIS data forms, outputs updated. EMIS software enhanced through Software contract.

Input from BANBEIS, NAEM, Related initiates to assist in determining for design. For system enhancements, data from end user study, UASs and data entry operators.

Recruitment of new UAS will be completed for 216 new Upazilas. Internet connection in all Districts available and established by SESIP-1


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 5.4 GIS upgraded and access to GIS widened in MOE, BANBEIS and DSHE 5.5 Grass roots participation in EMIS data collection strengthened

GIS licenses for MOE, DSHE and BANBEIS expanded and updated GIS maps available through the LAN and if Possible through the internet to Zones, Districts, Upazila etc. 20,000 head teachers briefed in M&E, EMIS and requirements of data collection.

PMU records

Documents, Manuals , source code from SESIP-1 EMIS subcontract is available Competent software development firms available DSHE and BANBEIS will cooperate towards the development of integrated EMIS and GIS and share the same databases.

B. Improved education provision 6. Curriculum Development Curriculum Development in secondary sub-sector improved through organizational adjustment, strategic planning, research-informed approach and capacity building

6.1 Curriculum Development tasks are undertaken by specialized groups working in a team environment

CW operates in working groups that match specialized skills and knowledge to clearly defined tasks/activities/mini-projects. (by end 2008) CW activity includes formal and informal interaction across and within working groups. (by end 2008)

CW Annual Work-plan. NCTB Organogram. Schedule of Internal Seminars. Minutes of Team and Wing Meetings.

Assumption MOE has adopted NCCC HR proposal for NCTB Functional Specialization. Risk Staffing arrangements at NCTB do not provide necessary stability, nor critical mass of expertise for high level skill development and activity in curriculum processes.

6.2 Curriculum Development in secondary sub-sector is strategically planned

All NCTB CW Secondary specialists have Job Descriptions aligned to a CW Annual Work-plan derived from a 5 Year Secondary Curriculum Development plan. (by end 2008)

Written Individual Job Descriptions signed by each CW specialist and the NCTB Chairman. Letter of approval from MOE formalizing a 5 Year Secondary Curriculum Development plan CW Annual Work-plans published and dated under signature of NCTB Chairman CW staff.

Assumption Some form of on-going monitoring of progress against Work-plan timelines and quality of task completion is being used to improve performance.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 6.3 Curriculum Development approach is informed by a range of CW research studies

4 Research/Monitoring Reports available by end 2008. 4 more Research/Monitoring Reports available by end 2009

Research/Monitoring Reports available on Project Web-site and CD-ROM

Assumption Research findings will influence curriculum decision-making Risk Political expediency will over-ride research-based decisions.

6.4 Enhanced knowledge and skill capacity in CW Management and Specialist staff

30 CW secondary specialist staff complete Masters or Advanced Diploma qualifications in Curriculum related areas. (by July 2013) Chairman NCTB, Member Curriculum and four Senior Specialist staff complete 14 day Study Visit to three Asian/Pacific countries (by July 2009) Staff Training program in place and functioning (by July 2008)

Certified Academic transcripts of Awarding Institution provided by staff who receive training Written report of Study Visit members Copies of international Curriculum Documents and textbooks in NCTB CW library Training manual and Training participation logs

Assumption NCTB Chairman and Member Curriculum will give status to Training Program by insisting on full and active participation Risk Appointments/promotion practices will move up-skilled managers and specialists out of CW and provide unskilled replacements

6.5 SSC examination accessible to students attending Dakhil Madrasah

Grade 9-10 Uni-track Curriculum – Madrasah version developed and approved by Madrasah Education Board and MOE

Subject Manuals for SSC Curriculum – Madrasah version Teacher’s Guide to SSC Examination – Madrasah version

Assumption Grades 9-10 Uni-track Curriculum for General Education provides sufficient flexibility for NCTB to meet MEB requirements while retaining a sufficient common core of subjects, content and marks for MOE to accept equivalency Risk Compromises needed to reach MEB and MOE agreement re Grades 9-10 Uni-track Curriculum -Madrasah version mean loss of equivalency

6.6 New Grades 6-8 Uni-track Curriculum introduced

Curriculum Framework Statement for Grades 6-10 Uni-track Curriculum developed and approved by MOE (by June 2010) Subject Manuals for Grades 6-8 Uni-track Curriculum developed (by September 2011)

Letter from MOE endorsing Written Curriculum Framework Statement Official Notification communicating date for implementation of new Grades 6-8 in 2012

Assumption Poverty reduction imperative will give priority to development of new Grades 6-8 Uni-track Curriculum Risk Government shifts policy focus away from poverty reduction resulting in shift in expected outcomes from secondary education


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 6.7 Grades 9-10 Uni-track Curriculum revised

Subject Manuals for Grades 9-10 Uni-track Curriculum reviewed and revised (by September 2011)

Official Notification communicating date for implementation of new Grades 6-8 also covers revised Grades 9-10 Unit-track Curriculum in 2012

Assumption Grades 9-10 Uni-track Curriculum is shifting learning outcomes towards those considered positive for individual students, local communities and national needs; and monitoring indicates review involves adjustments rather than major changes

6.8 Teacher’s Guides available to support Grades 6-10 Curriculum Implementation

Teacher’s Guide to Achieving Grades 6-8 Learning Outcomes developed (by end 2011) Teacher’s Guide to SSC Examination [for subject] reviewed and revised (by end 2011)

Printed copies of Teacher’s Guides available

Assumptions CW monitoring processes indicate that head teachers and subject teachers and school students are benefiting from use of Grades 9-10 Teacher’s Guide and therefore development of Grades 6-8 Teacher’s Guide is warranted.

6.9 Program of continuous professional development of teachers for curriculum implementation initiated

21,000 trained Headteachers/subject teachers complete 2x5day Grades 9-10 Uni-track Curriculum Implementation training program (by February 2009)

Grades 9-10 Uni-track Curriculum Training of Trainers manuals available List of 250 Headteachers/Subject teachers trained as Grades 9-10 Uni-track trainers available. Grades 9-10 Uni-track Curriculum Training manuals available List of 21,000 Headteachers/Subject teachers completing Grades 9-10 Uni-track Curriculum training available

21,000 trained Headteachers/subject teachers complete 2x5day Grades 6-8 Uni-track Curriculum Implementation training program (by February 2012)

Grades 6-8 Uni-track Curriculum Training of Trainers manuals available. List of 250 Headteachers/Subject teachers trained as Grades 6-8 Uni-track trainers available. Grades 6-8 Uni-track Curriculum Training manuals available. List of 21,000 Headteachers/Subject teachers completing Grades 6-8 Uni-track Curriculum training available.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 7. Textbooks 7.1 NCTB CW facilities refurbished and upgraded

Reorganization and refurbishment of CW Work Area in NCTB Upgrade of furniture and equipment (by end 2008)

Before and after refurbishment photos of CW Work Area.

7.2 Improved Textbooks and teaching-learning materials

Assumption ITEC has been re-established as the Independent Textbook Evaluation Council with its own administrative support and legal authority to become self-funding through collection of fees Risk Private publishing companies fail to produce textbooks that provide a good match in terms of scope, balance and depth of treatment to support expected classroom interaction leading to achievement of learning outcomes specified in the Grades 9-10 Uni-track Curriculum

7.3 Textbook evaluation and selection is fully independent

ITEC has trained pool of textbook evaluators and sufficient financial and administrative resources to operate without service support from NCTB. (by September 2008)

Textbook Evaluation training manual developed by NCTB to orientate ITEC evaluators to Grades 9-10 Uni-track curriculum expectations. Report on Evaluator training. Data-base of trained Textbook evaluators. Published ITEC Evaluation criteria.

Assumption ITEC and Schools will give weighting in selecting and purchasing textbooks to ‘match’ with curriculum Risk Training program fails to re-orientate textbook Evaluators and rate of change in scope and character of approved texts constrains expected shift and improvement in student learning outcomes.

Changes in ITEC evaluation criteria are demonstratively linked to its own monitoring of textbook uptake by schools and feedback from CW Curriculum monitoring reports.

ITEC Records of Textbook Uptake by schools. MDU monitoring reports include evaluation of textbook use and impact on classroom practice in context of written curriculum expectations.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 7.4 Private Publishers are trained in modern Secondary Textbook development and production processes in the context of the Grades 9-10 Uni-track Curriculum

20 textbook writing and production groups associated with local publishing companies are trained in processes capable of accelerating textbook improvement (by end 2009)

Report on Training program and included evaluations of participants. Textbook Development Processes Training Manual prepared.

Risk Creative an innovative developments in textbooks are not rewarded by ITEC selection for publication.

7.5 Private Publishers are trained in modern Secondary Textbook development and production processes in the context of the Grades 6-10 Uni-track Curriculum

20 textbook writing and production groups associated with local publishing companies pay for training by MDU in processes capable of accelerating Grades 6-10 textbook improvement (by end 2009)

Report of Training Program

Assumption Publishers will consider that participating in training will improve the chances of their textbook meeting ITEC criteria.

8. Assessment and Examinations 8.1 Public examination results more valid and reliable

Marker reliability increases by Dec 2011 Standard SSC scores by Dec 2011

Assumptions NAC established by June 2007 BISE respond to NAC quality review reports. Trained staff retained by BISE

8.2 SSC, HSC assess understanding and higher abilities.

Average 40% understanding and 10% higher ability questions in SSC by Dec 2011

BISE and NAC reports .

8.3 Improved BISE examination administration

NAC established by Jun 2007 15 NAC staff trained by Dec 2008

GoB, PMU reports NAC able to access BISE Computer Centre. Changes to system of capturing marks facilitate analysis

8.4 Standards across BISE equated

200 BISE staff trained by Dec 2011 SSC standards equated by Dec 2011 Model HSC papers in 10 subjects by Dec. 2008

SESIP-2 progress reports Official Notification issued for changes to HSC

8.5 New HSC examination papers developed assessing understanding and higher abilities

New HSC papers in 2010 exam. 70 Master Trainers by Dec 2008 2000 setters and moderators trained by Dec 2009 10000 examiners/ head examiners trained by Dec 2010

NAC reports NAC, BISE reports. SESIP-2 progress reports

.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 9. School Based Assessment 9.1 Schools assess broader range of curriculum goals 9.2 Schools respond to needs of high and low achievers

5000 secondary schools use SBA by Dec 2011 1000 secondary schools identify and provide for low achievers by Dec 201

SESIP-2 progress reports

Assumptions Schools support quality improvements

9.3 Workable model of “assessment for learning” (AFL)

100 exemplar lessons piloted by Dec 2008 Teacher’s guide and introduction to AFL developed by June 2009

SESIP-2 progress reports Assumptions SPBMS is adopted nationally Experienced UAS are not lost during transition from SESIP-1 to SESIP-2

9.4 Guidance materials for teachers on AFL

Training package developed by Dec 2009

9.5 School-based dissemination system for AFL

Assessment audits in 5000 secondary schools by Dec 2012 100 UAS support school-based training by Dec 2011 10000 teachers trained in SBA by Dec 2011

C. Access and equity 10. Gender 10.1 Gender issues are adopted in the project management, monitoring, evaluation, implementation and environment across the project components

Gender policy is formulated and implemented from the first year of the project/by December 2007 100% of the key individuals of the project is trained within the first six months

Research by the gender consultants; reports of DSHE/MOE and relevant organizations Training manuals on gender issues

Assumptions Gender policy is adopted and within the first three months of project duration/by March 2007 Key persons (including consultants, PIU) of SESIP 2 are trained by Gender consultants by June 2007

10.2 Gender focal points and resource groups are formed in the Upazila levels

Gender focal point and gender resource group are formed involving UAS after recruiting the new Upazila academic supervisors (UAS) by January 2008

Gender training manuals and materials, TOT by gender consultants of SESIP 2; Gender Action Plan and gender training manuals

Gender training is imparted to the UAS within one months of their recruitment along with the existing ones.

10.3 Gender friendly environment for staff of SESIP 2 is created

Separate toilets, prayer rooms, etc. are built at the beginning of office set up for SESIP-2/January 2007

Observation and procurement data

The environment of project office become gender friendly from the starting point


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 10.4 Curriculum, textbooks and materials of B.Ed and class texts are reviewed from gender perspective

Curriculum of Uni-track system is reviewed by curriculum developer/s from gender perspectives within the first year of the project duration/January 2008

NCTB, National University, Bangladesh Open University

Curriculum is reviewed by the year 2008 along with continuous review throughout the project duration

10.5 Gender friendly assessment in school examination is established

SBA materials and system are evaluated within the first six months of project duration/June 2007

SESIP 2, Boards of Examination

10.6 ICT is made gender friendly

ICT is taught to all both boys, girls and women and men teachers with no gender biasness at the set up of ICT

SESIP 2, MOE

10.7 Girl friendly school environment is built

Girl friendly school infrastructure is built; separate toilets and drinking water; co-curricular activities for girls has been introduced and lessons of reproductive health to girls are given throughout the project duration based on the needs

MOE/ DSHE/ SESIP 2/ DPHE

Environment of all schools are improved and made gender friendly by January 2010

10.8 Awareness is built to increase the number of women teachers

Teachers and SMC members are made aware regarding the benefit of recruiting of recruiting women teachers within the first year and throughout the project duration

Teachers are trained and recruited by TQI, SESIP 2 will observed, monitor and build awareness of the benefit of recruiting women teachers by UAS Gender awareness guideline of SESIP 2 and other documents.

10.9 Women participation is increased in SMC

100% schools will ensure participation of women in the SMC following the Government criteria within the first year of project duration/January 2008

SESIP 2, MOE, DSHE

10.10 Gender sensitivity of teachers and SMC members has been increased

Gender sensitivity training provided to head teachers (if not already done by TQI) and SMC members by the UAS within the three months of their recruitments

Gender training manuals and other documents on gender issues

The SMC are aware about gender issues after they have received training

10.11 Needs of under-served areas, pro poor and minority issues are addressed

Poor students, and students of indigenous communities have been identified as project participants by December 2007.

Documents, maps, of SESIP 21 and SESIP 2, DSHE, MOE and data collected by the UAS.

Students of underserved areas, poor and indigenous communities are included in the project from the starting points.


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Design Summary Performance Targets / Indicators Data Sources / Reporting Mechanisms Assumptions and Risks 11. Underserved Areas School mapping update undertaken to identify areas of greatest need

Construct 56 secondary schools Construct 2 new classrooms in 500 schools (total 1,000) Equip and furnish new schools and classrooms

School mapping update exercise Reports from Engineers Department

12. Second Chance Education 12.1 Review and assess the feasibility of establishing a Second Chance Access to Education system for secondary school dropouts

Select 10 pilot schools in strategically located areas Convert 1 classroom in each to accommodate second chance participants Establish working relationships with employers and employer organizations

Reports from assigned consultants Reports from Headteachers of pilot schools Reports from employers


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Activities with Milestones Inputs 1.1 HRDW established and functioning 1.2 Specialist Posts Selection Committees established and operating. 1.3 Modern job description written for all officers of DSHE 1.4 New appraisal system introduced. 1.5 Selection of 61 Madrasah completed.

• ADB

• Government • Beneficiaries

• Private sector

2.1 An independent Secondary Education Office at each upazila established, and the zonal education offices reorganized upon approval of the MoE. 2.2 Formal instructions delineating the jurisdiction of authority of DSHE as well as Zonal, district and upazila education offices issued by the MoE.. 2.3 Duties, roles and responsibilities of the staff at the DSHE and the decentralized levels redefined in the new reforms, job descriptions updated and approval obtained of the MoE. 2.4 Requirements for new staff at the decentralized levels assessed, determined and approved. 2.5 Staff deployment at the decentralized levels completed, their training needs assessed, appropriate training provided. 2.6 Orders issued by the MoE for limiting the DIA functions to financial accountability and auditing. 2.7 Coordination between the DSHE and the support agencies established through employment of a liaison officer to be placed within DSHE. 2.8 A Planning and Monitoring Unit in each zonal and district office established. 2.9 For school level capacity building, supervision procedures/manuals and necessary materials developed, and school-management training provided to the SMC members. 2.10 The project staff eventually absorbed in the revenue budget of the government for ensuring sustainability of decentralized management. 2.11 Regular assessment of SPBMS made during its nationwide implementation. 2.12 A sound career plan for the officials at the decentralized levels developed and a performance-based reward system for the officials instituted.

3.1 ICT Wing established in DSHE and functioning 3.2 Job descriptions and responsibilities of ICT staff defined 3.3ICT school mapping survey (SMS) completed within 6 months of loan effectiveness. 3.4 900 ICT lab school clusters identified within 12 months of loan effectiveness. 3.5 Strengthened ICT skills of DSHE ICT staff 3.6 Strengthened Management skills of ICT Managers in DSHE, MOE and BANBEIS 3.7 # ICT technical staff trained in web-enabled technologies Internet connection from centre through zones to districts using most suitable emerging

• DSHE • MOE • BANBEIS

• SESIP-2 Consultants


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Activities with Milestones Inputs 3.8 ICT User training and maintenance services established is DSHE 4.1 M&E Wing established in DSHE and functioning 4.2 Define rationalized M&E system responsibilities at district and zonal levels 4.3 Defined control and reporting chain of command and responsibilities at each level 4.4 M&E system installed and operational in zones, districts upazilas and at the school level 4.5 M&E manuals produced for zones and districts incorporating reporting and action responsibilities 4.6 Relevant staff in DSHE, zones and districts trained in reporting and action responsibilities 4.7 Common data collection forms designed to support all school level annual and termly information gathering mechanism to ensure coordination between all EMIS-related agencies established (DSHE, MPE, BANBEIS, etc.) 4.8 Develop electronic M&E support systems 4.9 Computer-based M&E support systems and web or LAN-based interface to M&E data provided to centre, zones and districts and linked to EMIS 4.10 Coordinate M&E and EMIS 4.11 Train Zonal, District and UASs in M&E system requirements 4.12 20,000 head teachers briefed in M&E, EMIS and requirements of data collection

• DSHE

• MOE • BANBEIS


5.1 Nationwide EMIS operational and linked to M&E system and related EMIS systems in DSHE and BANBEIS 5.2 Data collection and verification system reviewed and enhanced 5.3 Data collection and verification systems for EMIS and M&E coordinated 5.4 Rationalized ICT functions, MPO and EMIS processing responsibility in separate units or cells in DSHE ICT wing 5.5 GIS licenses for MOE, DSHE and BANBEIS expanded and updated GIS maps available through the LAN and if Possible through the internet to Zones, Districts, Upazila etc 5.6 EMIS data forms, outputs updated. 5.7 EMIS software enhanced through Software contract. 5.8 Relevant DSHE and MoE decision makers trained in Management and Planning using ICT tools, 5.9 476 UASs trained in SPBMS, data collection, reporting, and other issues 5.10 Relevant staff at zonal and district offices trained in planning an use of planning tools (EMIS, project planning packages, etc) 5.11 Relevant staff in zones, districts an upazilas receiving EMIS awareness and use training 5.12 DSHE staff trained in ICT, Management Tools and EMIS 5.13 Staff trained in management, planning, information systems and planning tools

• DSHE • MOE

• BANBEIS



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Activities with Milestones Inputs 6.1 Modernize Curriculum Development, Maintenance and Reform

• Review NTCB organizational and functional arrangements • Develop National Secondary Curriculum Plan (NSCP) • Link NTCB SCW activities to NSCP

• Carry out and report SCW curriculum monitoring

• Carry out and report classroom-based research and pilot studies • Develop Grades 6-10 Curriculum Framework Statement 6.2 Build Professional Capacity • organize and support off-shore study program for NCTB SWC specialists

• Train NCTB SCW senior officers in project/process management • Integrate in-house training with seminar program within NCTB SCW • Arrange study tour for senior NTCB SCW and ITEC officers 6.3 Upgrade Facilities

• Reorganize and refurbish NCTB SWC work area • Add to and upgrade SWC equipment

• Create SCW resource library 6.4 Develop new Grades 6-8 Uni-track Curriculum • Establish Steering committee

• Organize CDU specialists as leaders of Subject teams of serving teachers, teacher educators and subject experts • Use Grades 6-10 Curriculum Framework Statement to establish policy framework for Grades 6-8 curriculum development

• Develop Draft Subject Manuals

• Review and modify Draft Subject manuals until Steering Committee endorses 6.5 Review and adjust Grades 9-10 Uni-track Curriculum • Form Grade 9-10 Uni-track Curriculum review and revision team • Use Curriculum Framework Statement, curriculum research and monitoring data plus final draft ‘new’ Grade 6-8 Curriculum to adjust

Grades 9-10 Uni-track Curriculum

• Gain Steering committee endorsement of modifications to Grades 9-10 Uni-track Curriculum • Recommend via Steering Committee that MOE notifies sub-sector and public of introduction of ‘new’ Grades 6-10 Curriculum 6.6 Develop Grades 9-10 Uni-track Curriculum – Madrasah version

Inputs

• ADB • Government • Beneficiaries

• Private sector


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Activities with Milestones Inputs • Form CDU team to work with Madrasah Education Board

• Liaise with MOE and MEB to establish Steering Committee

• Negotiate with MEB to establish Grades 9-10 Uni-track Curriculum – Madrasah version curriculum development committee • Develop and gain approval from Steering Committee for an adjusted Grades 9-10 Uni-track Curriculum – General Education version

subject list and arrangement • Form with MEB any necessary Subject committees • Develop draft alternative/additional Subject Manuals

• Gain Steering committee endorsement making modifications as advised

• Recommend to MEB and MOE via Steering committee that the Grades 9-10 Uni-track Curriculum – Madrasah version be approved. 6.7 Curriculum Implementation linked to Continuous Teacher Development • Design and plan a two-phase Curriculum Implementation Training Program for trained teachers to build on SESIP-1 Grades 9-10 Uni-

track Curriculum 1 day Awareness program

• Train 250 Head or subject teachers as trainers • Train 21,000 head or subject teachers • Monitor and report on training process and follow on effect in schools

• Develop Teacher’s Guides for Grades 6-8 SBA and revise Teacher’s Guides for SSC • Design and plan a two-phase Grades 6-8 Curriculum Implementation Training Program for trained teachers • Develop Training of Trainer Manuals for Grades 9-10 Uni-track Curriculum • Train 250 Head or subject teachers as trainers

• Train 21,000 head or subject teachers • Monitor and report on training process and follow on effect in schools 6.8 Accelerate Improvement in Textbook Quality including Curriculum Alignment • Review ITEC’s legal status, structure and processes

• Review ITEC textbook evaluation criteria and evaluate application of criteria in practice • Negotiate adjustments to criteria for strong alignment with Grades 6-10 Curriculum Framework and Curriculum Subject Manuals and to

encourage creative development

• Develop ITEC Evaluators Training Manual

• Train MDU as Textbook Evaluator trainers • Train ITEC evaluators • Design and plan a series of Training Workshops for private sector publishers, textbook writers and editors


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Activities with Milestones Inputs • Prepare Training Manuals for the Training Workshop

• Carry out training

• Evaluate training impact by analysis and comparison of ITEC evaluations of textbook quality • Plan and deliver second series of Training Workshops for private sector publishers, textbook writers and editors following endorsement of

final draft of Grades 6-8 Curriculum • Evaluate training impact by analysis of ITEC evaluations of textbook quality 8.1 Establish NAC

• Establish NAC with NCSEE as its Policy Board • Appoint 20 professional staff 8.2 Build Professional Capacity • Train NAC staff

• Train Key BISE professional staff • Train SSC and HSC question setters, moderators and examiners 8.3 Establish Quality Assurance System

• Carry out and report baseline study

• Carry out and report equating and marker reliability studies • Define and disseminate standards of good BISE practice in examinations • Carry out and report follow-up study 8.4 Establish regular post-examination reporting

• Develop model post-examination reporting format 8.5 Produce consolidated annual report • Delegate annual reporting to the BISE 8.6 Develop new HSC

• Establish expert committee and subject committees

• Train subject committees • Review existing proposals for HSC papers • Prepare new models

• Pilot new models

• Prepare exemplars and guidance materials

Inputs

• ADB • Government • Cofinancing

• Beneficiaries

• Private sector • Others


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Activities with Milestones Inputs 9,1 Evaluate SBA pilot and first year of implementation 9.2 Train core team in AFL 9.3 Develop and pilot AFL exemplars 9.4 Develop and field-test AFL training materials and modalities for dissemination 9.5 Develop national dissemination strategy for AFL 9.6 Train UAS as facilitators 9.7 Disseminate AFL

10.1 Adopt a gender policy with a guideline which includes gender planning in documentation, implementation, monitoring and impact assessment. 10.2 Provide gender sensitivity training to all staff 10.3 Working as focal point to have linkage with schools, service providers and community members to focus on gender issues 10.4 Training to SPBMS staff as ‘gender resource group’ to collect gender disaggregated data. Collection of gender disaggregated data and recording the data 10.5 Ensure gender friendly working environment for project staff (e.g. provision of separate toilet, prayer room, facilities etc. for women and men) 10.6 Gender friendly materials, examples are included in the curriculum. Review of curriculum from gender perspective and include examples in text referring both boys and girls. Inclusion of gender aspects in Uni- track curriculum. Curriculum to be reviewed by the gender sensitized experts 10.7 SBA materials development and examination system 10.8 Development of ICT component and training to both women and men teachers, girls and boys 10.9 Girl friendly school infrastructure; provision of separate toilets and drinking water; co-curricular activities for girls; giving lessons of reproductive health to girls 10.10 Make teachers, SMC aware about the benefit of recruiting women teachers; giving preference to trained women teachers during recruitment 10.11 Sensitize Head teachers, and SMC members to include women in the SMC 10.12 Men and women teachers and SMC members are aware about gender issues 10.13Aware SMC and teachers to include poor, girls and students of indigenous communities as project participants (e.g. getting stipends/other benefits etc.) and observe, ensure that it happens.

SESIP 2 SESIP 2/consultants SESIP 2 DSHE NCTB, SESIP 2 SESIP 2, DSHE SESIP 2 MOE/DSHE/NCTB/DPHE TQI, SESIP 2 SESIP 2 TQI, SESIP 2 SESIP 2 (through UAS)

Inputs ($ ‘000) Civil Works: $ 34,962 Furniture and Equipment: $ 30,464 Instructional Materials: $ 2,809


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Activities with Milestones Inputs Staff Development: $ 16,888 Consultancy Services: $ 12,628 Special Programs: $ 16,400 Stipend Program: $ 3,000 Research Studies: $ 919 Incremental Recurrent Cost: $ 29,572


125

Appendix 3: Policy and institutional reform matrix


126

Appendix 3: Policy and institutional reform matrix

Relationship to Sector Development Project Activity Assurances / Milestones 1. Strengthen secondary education management, planning and governance 1.1.Strengthen Selection and Functional Specialization 1.2. Curtail Frequent Transfer of Managerial Staff. Real and sustainable sector development will not take place unless there is reform in the system of frequent transfer

Real and sustainable sector development will not take place unless there is reform in the system of frequent transfer and an increase in the recruitment and retention of specialized and qualified personnel

Establish a Human Resources Development Wing (HRDW) in DSHE Establish a Placement Section in HRDW which supports the Specialist Posts Selection Committees (SPSC) Monitoring the frequencies of transfer and reduce by 5%

Within 3 months of loan effectiveness the government will have established the Specialist Posts Selection Committees Within 12 months of loan effectiveness the government will have reduced transfer by 5% and by 3% p.a. thereafter

2. Strengthen Policy and Planning in DSHE Planning and monitoring is an essential

function within a government ministry. It is important that they remain completely up-to-date and proactive in their support of government policies

Incorporate project trained staff of PSPU into new M&E system. Incorporate systems unit into new ICT wing Provide technical assistance to conduct a total review of the planning structure both the DSHE

The government might not approve of the M&E system or the ICT Wing

3. Strengthen Decentralized Management Structures 3.1. Strengthen mid and local level management 3.2 Improve systems of accountability, auditing and quality control 3.3. Strengthen planning capacity of the zonal & district offices 3.4. Establish mechanisms to sustain decentralized management 3.5. Build school-level capacity for improved academic supervision and school management

Activities are usually more effective if they are organized, implemented and monitored at local level. The GOB is committed to decentralization of government structures and the project will support this policy in every way possible

Strengthen SPBMS Strengthen coordination between DSHE and secondary education support agencies, in particular the BISEs, NCTB, DIA, NAEM, BANBEIS, TTCs and HSTTIs Formally delegate of operational matters to the lower levels (zones and districts) Allocate responsibilities for recognition and quality standards to Zonal offices Establish planning capacity in zonal and district offices Establish well defined career paths for officials Establish clear roles for UASs

Assumption: that the ministry will continue to employ the 1000 plus staff hired by SESIP-1 even if there is a gap between SESIP-1 and SESIP-2. Assumption that government will absorb key decentralized staff in to the revenue budget.


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Relationship to Sector Development Project Activity Assurances / Milestones 4. Establish Monitoring and Evaluation Structures 4.1. Establish school level M&E 4.2. Strengthen Zonal Offices 4.3. Strengthen District Offices 4.4. Re-define the roles UASs

The establishment of decentralized structures, while increasing effectiveness, does not mean exclusion or independence from central government’s writ. A strong and efficient monitoring system is essential for central government to remain in touch with local events

Establish M&E wing in DSHE Define control and reporting chain of command and responsibilities are each level Coordinate M&E and EMIS Develop electronic M&E support systems Define rationalized M&E system responsibilities at district and zonal levels Train UASs in M&E system requirements

The government might not approve of a new M&E Wing

5. Strengthen Secondary Education EMIS 5.1. Increase EMIS awareness, knowledge and capacity 5.2. Coordinate EMIS and BANBEIS 5.3. Rationalize IT services in DSHE 5.4 Improve Internet Connection to Districts

No government ministry can plan, devise or properly implement policies without up-to-date and relevant information. A functioning and efficient management information system can provide that information

Complete nationwide installation of EMIS Conduct end user studies an upgrade EMIS as required Management and planning training for DSHE and MoE decision makers, including training in the use of planning tools Promotion, awareness and training of zones, districts and upazilas in using the EMIS in their particular jobs Coordinate data collections systems and databases between DSHE, BANBEIS, an emerging initiatives such as the SICT project Establish ICT Wing in DSHE Review and improve internet connections to district

Providing information and data is one thing. Being able to use and apply it is another. It is assumed that government will train managers to interpret and effectively manage the information provided by EMIS.


128

Relationship to Sector Development Project Activity Assurances / Milestones

6. Reform of Curriculum and Textbook Development Processes 6.1. Reorganize and Strengthen the Professionalism the NCTB 6.2. Develop Curriculum for Classes 6.3. Develop a Madrasah version of general education curriculum

Curriculum has to be relevant to the needs of students. It should also be relevant to the needs of industry and commerce. It is generally agreed that the old multi-track curriculum did not do this. It was to narrow and geared to tertiary studies. The development of a new uni-track curriculum allows for a much more broader education that is more relevant to students

Conduct a review of the staffing pattern, appointment arrangements, and planning activities of NCTB Strengthen the monitoring, research, evaluation and development capacity of the NCTB Develop and implement a new Uni-track Curriculum for classes 6-8 Implement the phased development of Madrasah versions of uni-track curriculum

If the government changes, a new government may take a totally different approach the education structures and this will affect the curriculum

7. Improve Teacher Capacity and Performance 7.1.Introduce Professional Qualifications for ‘Untrained’ Secondary Teachers 7.2.Improving the Quality of Teacher Education 7.3.Professionally Develop Teacher Trainers 7.4.Improve In-service Education Opportunities for Teachers

Systems in education can be perfect, but in the last resort, the key to good education provision is the school teacher (and headteacher). While teacher and headteacher training will be provided by the TQI project, SESI-2 will support TQI at al times and in all ways.

Implement a minimum professional qualification for teachers and associated training program Coordinate large-scale delivery of the minimum qualification training program through NAEM Implement a national teacher accreditation and registration system Implement an information system to support teacher accreditation and registration Support the development of the BEd program. Increase quality of teaching Build the capacity of ITC and TTI teaching staff Build the capacity of NAEM as a centre for excellent in teaching

The government will establish the NRTCA and the NTEA in 2006


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Relationship to Sector Development Project Activity Assurances / Milestones 8. Introduce Relevant and Effective Student Assessment Systems 8.1 Improve Student Evaluation 8.2 Build the Capacity of the BISE System 8.3. Strengthen SBA

A solid and relevant curriculum, presented by effective teaching is in itself pointless without an equally relevant and effective assessment system. The development of SSC and HSC examinations is critical to the sector.

Develop assessment systems that require problem solving, analysis, and evaluation Establish a central entity to coordinate the BISEs Develop and assist with the use of standards for examinations and other forms of assessments Develop new models of SBA Support the nationwide introduction of SBA

The government will establish a central entity to coordinate the BISE’s in 2006

9. Information and Communications Technology in schools 9.1. Increase school access to ICT 9.2. Increase opportunities for computer-based learning 9.3.Increasing access to ICT for women and disadvantaged people

In the 21st century, knowledge of, and the skills to use, information technology will become as basic as reading and writing was in the 20th century. Therefore, it is essential that ICT is introduced en masse to the education sector. Apart from the skills acquired which will be indispensable in the workplace, the ability to use IT and the internet will open up young peoples lives to events and developments taking place all over the world.

Implement a phased program to make ICT available to secondary schools and increase equity of access for underserved areas Develop the uni-track ICT curriculum Develop the use of ICT-based teaching and learning methods in secondary schools

10. Increase educational opportunities for girls Girls will, and should, play a bigger part

in the life of the nation. Every statistic proves that one extra year of education – particularly for girls – has a concurrent effect on raising standards of living.

Implement a Gender Action Plan (GAP) across the sector Create a girl- and women-friendly school environment Foster the recruitment of women into SMCs

There is the risk that government will not push through plans for gender development. Stipend programs are not the answer to sustainable gender development


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Relationship to Sector Development Project Activity Assurances / Milestones 11. Enhance educational performance for indigenous people Minorities are also citizens and must be

given the same opportunities as any other citizen.

Develop secondary schools for indigenous communities

12.. Make mainstream education available to Madrasah students 12.1. Develop Madrasah Curricula and Teaching and Learning Materials 12.2. Improve the quality of Madrasah Teachers 12.3. Upgrade Madrasah infrastructure

The madrasah and the students of madrasah have rather been left out of developments in mainstream education. The SESIP-2 project will start the process of inclusion so that students from madrasah can, should they wish, participate in the SSC and eventually HSC examinations.

Conduct a national school mapping exercise for Madrasah Strengthen capacity of Madrasah Education Board Set up an M&E system for Madrasah education Support the curriculum and materials development of Ibtedaye, Dakhil and Alim stages Develop a Madrasah version of the uni-track curriculum Implement a phased new model Madrasah program Upgrade and strengthen the MTTIs Train untrained Madrasah teachers

There is the risk of resistance from sections of the madrasah community to the proposed reforms There is a slight risk of incompatibility between the madrasah curriculum ad the amended uni-track curriculum

13. Develop a second chance education system 13.1 Investigate the feasibility of establishing an effective “second chance” education system for ex students who have dropped out of the conventional system.

Drop-out rates at secondary level are very high. This is a massive waste of human resources and a loss to the state. It also represents a huge human cost. The SESIP-2 project will therefore start the process by which some of the wastage can be salvaged in order to benefit both state and individual.

Conduct the phased implementation of a program in second chance education Work to coordinate the DSHE, the Directorate of Technical and Vocational Education an related donor initiatives in refining the second chance program

There may be resistance to the concept from heads and teachers Post project funding may be a constraint There may be no takers amongst students Employers might no cooperate,


131

Appendix 4: Summary of initial poverty and social analysis


132

Appendix 4: Summary initial poverty and social analysis

A. Linkages to the Country Poverty Analysis

X Yes X Yes

Is the sector identified as a national priority in country poverty analysis?

No

Is the sector identified as a national priority in country poverty partnership agreement?

No Contribution of the sector/subsector to reduce poverty in Bangladesh Recognition of the systematic weakness in the sector prompted the Government to invest in education as a one of the four pillars of human development and accelerated economic growth. The Government is committed to improving secondary education through a set of comprehensive reforms. The Government has also committed, in addition to Education for All I and II, to the Millennium development Goals and the interim poverty reduction strategy paper process. Attaining the Millennium Development goals requires, among other things, the achievement of universal primary education, an adult literacy rate of 95%, and a secondary school enrollment rate of 95 % by 2015, while the interim poverty reduction strategy paper process entails the whole gamut of human development issues. The Government’s secondary education reform involves strengthening a large number of institutions and developing important policies, such as the nature and scope of decentralization. The reform process involves a large group of stakeholders and influences the flow of all major inputs into the subsector. A long-term view is necessary in relation to the implementation and achievement of policy and reform objectives. One of the major challenges has been to predict the pace at which reforms will take place. Thus the Government is pursuing reforms through a process approach, whereby pilot reform activities and lessons learned from them inform the continuation and expansion of reform activities. For the reforms to succeed, adequate time must be allowed to learn the lessons of pilots and to obtain the views and incorporate the plans of stakeholders at lower levels before a reform initiative is amalgamated into a nationwide initiative and expansion. To ensure the involvement and ownership of stakeholders, a bottom-up strategy for reform formulation is necessary instead of a top-down process. The reforms will contribute to better sector governance, increased system efficiency, more efficient use of resources and enhanced access to and quality of secondary education for all. The enrollment rates at the secondary level are still low, though female enrollment rates have increased significantly. However, the system is characterized by internal inefficiency as evidenced by low retention rates and poor result on the part of students . Dropout rates average 52% for secondary. education grades 6 – 10 (53 % for girls ) and 41% for higher secondary education grades 11-12 ( 40% for girls ) The major problem is poor teaching quality. Poor and disadvantaged students are affected the most because they rarely have other educational options and cannot afford the fees for additional tuition. While girls’ enrollment has improved significantly, their performance and retention in secondary education are determined by several factor, including the lack of female teachers. Other factors responsible for the poor quality of secondary education include the selection of unsuitable teachers, the unattractive job conditions, the lack of adequate training for teachers, and the inadequate supervision and monitoring. Students’ poor results in the secondary school certificate and higher secondary school certificate examinations, especially in the majority of rural schools, are indications of extensive wastage. Even successful secondary school graduates find that obtaining gainful employment is difficult, partly because of the irrelevance of the successful school curriculum to the labor market’s needs. All these factors discourage\the poor and disadvantaged from pursuing secondary education . Most of the underserved population is poor, landless, and rural, representing about 80% of the poor.Most of the benefits of secondary education are reaped by the better off, the bottom 20% of families receive 6% of the benefits of secondary education while the top 20% receive about 35%. Education is the basis of socioeconomic transformation and advancement and plays a major role in alleviating the worst effect of poverty. Globally, Education has been linked to a number of poverty–reducing behaviors. Reduced fertility rates are noticeable even among women with minimal education, health practices improve and participation in health clinics increases with education, farmers with education tend to obtain higher yields, and market activity increases in areas where education has been established for some time. The effects of education carry across generations. People who have been exposed to education view themselves and their roles within the community differently than those without such exposure. Nationwide, even a modest exposure to education reduces poverty levels substantially. When the head of a household has had only 1 to 4 years of schooling, that household is 37% less likely to be below the lower poverty line.


133

B. Poverty Analysis Targeting Classification: General intervention

What type of poverty analysis is needed? Those poverty-related factors that affect enrollment, attendance, retention, cycle completion, and progression to higher education and/or the world of work will have to be analyzed. The following factors should be analyzed as causes of dropping out, poor performance in examinations, and poor correlation between external and internal assessments: irrelevant courses and curricula, poor quality of teaching and learning in the classroom, unfavorable academic environment at home and at school, and lack of remedial teaching and parental/ family support. However, poverty is multidimensional in nature, having spatial, ethnic, and gender characteristics. Thus all aspects of poverty need to be assessed to be able to design a project that will effectively address the multifarious needs of and constraints facing disadvantaged groups in relation to their successful participation in the secondary education subsector. The criteria for subproject design and selection also need to be clearly spelled out to address the specific constraints facing rural girls, the rural and urban poor, and ethnic minority groups. One possibility could be the provision of free textbooks, stipends, and free tuition to targeted disadvantaged groups as in the case of primary education, and this option could also be analyzed. Monitoring and evaluation criteria should specifically address all these issues, and both quantitative qualitative indicators should be provided to measure changes in status.

C. Participation process

X Yes Is there a stakeholder analysis

No

The main actors and the direct beneficiaries of the project will include secondary school students; members of school management committees; teachers; teacher trainers and other professional educators in various institutions and organizations; educational officials, such as supervisors and managers; and key personnel engaged in formulating educational policies, plans, strategies, and regulatory frameworks and overseeing, monitoring, and evaluating their implementation impacts. The possible options for providing incentives to teachers, especially those serving in remote areas and those teaching subjects such as mathematics, science, and English, either in the form of additional remuneration and/or in kind ( social status, recognition, etc.) could be explored. Extensive consultation by means of seminars, workshops, and focus group discussions will be needed with all stakeholder groups to identify the strengths and weaknesses of the secondary education sector, while looking at improving the quality and relevance of the education provided, ensuring equitable access to quality education, and improving the efficiency of planning, management, and monitoring. The insights obtained will be helpful in designing the Secondary Education Sector Improvement Project II, first by building on the education system’s strengths and then by addressing its weaknesses, paying particular attention to system efficiency, decentralized management, increased enrollment of students from disadvantaged groups, higher retention rates, improved results and performance, and enhanced job prospects ( including self- employment ).

X Yes Is there a participation strategy?

No


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D. Gender Development

Strategy to maximize impacts on women : Existing policies, plans, strategies and interventions should be reviewed in relation to sustaining the growth in enrollment of girls in secondary education and enhancing the cross generation effects of education. Given the lessons learned from the ongoing SESIP project, and in line with similar efforts under the Teaching Quality Improvement in Secondary Education Project, efforts to hire more female teachers to reach the target of 30%, especially in rural and remote areas, need to be enhanced, not only to improve girls’ access to secondary education, but also to provide more female role models for girls. Efforts to attract and retain qualified women to take up teaching in rural secondary schools as a profession by ensuring a gender friendly in schools and dormitories in rural upazilas, which would both improve girls access and enhance the career prospects of female teachers, need to be continued. Representation by women teachers and mothers on school management committees should be supported in line with similar efforts under the TQI project. Mainstreaming gender dimensions in curricula and materials needs further attention. In addition to issues related to girls’ secondary education, a focus on issues affecting boys’ success in secondary education is also important.

X Yes

Has an output been prepared?

No

Social Safeguards and Other Issues Item Significant/not

significant/none Strategy to address issues Plan

required

Significant Full Not significant Short Resettlement X None

X None

X Significant X Yes Not significant No None

Affordability

In line with ongoing reforms, government subvention of private secondary schools will be linked in a more transparent manner to the performance of these schools. Similarly, decentralized management will help reduce wastage in the subsector. The provision of incentives for teachers and stipends for poor students, along with cost recovery through increased community participation should be explored

Significant Yes Not significant X No

Labour

X None

Significant Yes X Not significant X No

Indigenous Peoples

None

Specific actions to ensure that benefits will accrue to all, including indigenous peoples and ethnic minorities, should be integrated into the project design

Significant X Yes Not significant No

Other risks and/or vulnerabilities

X None


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Appendix 5.1: Summary of project cost by expense category


136

Foreign Local % of BaseExchange Currency Total Cost

I. BASE COST A. Civil Works 0 34,962 34,962 23B. Furniture and Equipment 1. Furniture 0 3,194 3,194 2. Equipment 24,226 1,275 25,501 3. Vehicles 1,769 0 1,769

Sub-total 25,995 4,469 30,464 20C. Instructional Materials 281 2,528 2,809 2D. Staff Development 1. Foreign 4,028 0 4,028 2. Local 0 12,860 12,860

Sub-total 4,028 12,860 16,888 11E. Consultancy Services 1. International 11,020 0 11,020 2. Domestic 0 1,608 1,608

Sub-total 11,020 1,608 12,628 8F. Special Programs 0 16,400 16,400 11G. Stipend Program 0 3,000 3,000 2H. Research Studies 0 919 919 1I. Incremental Recurrent Cost 1. Adm. Support and O & M 0 28,744 28,744 2. P I U 0 828 828

Sub-total 0 29,572 29,572 19J. Taxes & Duties 0 4,638 4,638 3TOTAL BASE COST 41,323 110,956 152,279 100

II. CONTINGENCIESA. Physical Contingency 2,066 5,548 7,614B. Price Escalation 3,059 22,880 25,939TOTAL CONTINGENCIES 5,126 28,428 33,553

III. INTEREST & OTHER CHARGES 4,436 0 4,436

TOTAL PROJECT COST 50,884 139,383 190,268

PERCENTAGE 27 73 100Notes: 1. Special Programs: a. Madrasah Improvement Fund - $15,000 SESIP2 Sheet1

b. Second Chance Education - $1,4002. Base costs are as of October 2005.3. Taxes and Duties at 10% of furniture and equipment. 4. Physical contingency is computed at 5% for all categories.5. Local currency price escalation computed at 6.5% for 2005 and 5.0% per year from 2006 to 2012; foreign exchange escalation based on MUV Index of 3.0% 2005; 2.8% 2006 and 1.9% thereafter.6. Interest charges are computed at 1.0% per year.7. Totals may not add up because of rounding.

Category

Summary of Project Cost by Expense Category (US$ '000)


137

Appendix 5.2: Cost estimate and financing arrangements


138

COST ESTIMATE & FINANCING ARRANGEMENTS ($ 000 - contingencies distributed)

TOTAL COST BANK FINANCING GOVERNMENT FINANCINGCOST COMPONENTS Foreign Local Foreign Local Foreign Local

Currency Currency Total Currency Currency Total Currency Currency TotalA. Civil Works 0 43,328 43,328 0 43,328 43,328 0 0 0B. Furniture and Equipment 1. Furniture 0 4,056 4,056 0 0 0 0 4,056 4,056 2. Equipment 27,436 1,614 29,050 27,436 1,614 29,050 0 0 0 3. Vehicles 1,975 0 1,975 Sub-total 29,411 5,670 35,080 29,411 1,614 31,024 0 4,056 4,056C. Instructional materials 318 3,191 3,508 318 3,191 3,508 0 0 0D. Staff Development 1. Foreign 4,497 0 4,497 4,497 0 4,497 0 0 0 2. Local 0 15,485 15,485 0 15,485 15,485 0 0 0 Sub-total 4,497 15,485 19,981 4,497 15,485 19,981 0 0 0E. Consultancy Services 1. International 12,224 0 12,224 12,224 0 12,224 0 0 0 2. Domestic 0 1,954 1,954 0 1,954 1,954 0 0 0 Sub-total 12,224 1,954 14,177 12,224 1,954 14,177 0 0 0E. Research Studies 0 1,152 1,152 0 0 0 0 1,152 1,152F. Special Programs 0 21,389 21,389 0 21,389 21,389 0 0 0G. Stipend Program 0 3,758 3,758 0 3,758 3,758 0 0 0I. Incremental Recurrent Cost 1. Adm. Support and O & M 0 36,561 36,561 0 1,462 1,462 0 35,099 35,099 2. P I U 0 1,037 1,037 0 0 0 0 1,037 1,037 Sub-total 0 37,599 37,599 0 1,462 1,462 0 36,136 36,136J. Taxes & Duties 0 5,860 5,860 0 0 0 0 5,860 5,860 TOTAL 46,449 139,383 185,832 46,449 92,180 138,629 0 47,203 47,203

Interest & other charges 4,436 0 4,436 4,436 0 4,436 0 0 0GRAND TOTAL 50,884 139,383 190,268 50,884 92,180 143,064 0 47,203 47,203PERCENTAGE 27 73 100 27 48 75 0 25 25

SESIP2 Sheet2


139

Appendix 6: Implementation schedule


140

Component 1: Management and governance

SESIP 2 Indicative implementation schedule

Interventions/activities Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Component 1: Management and governance

Mobilise PMU

Advisory phase PMU

Full implementation phase PMU

Inception period/inception report

Recruit and employ firm for construction and renovation

Establish Steering Committee/PIC

Establish HRD wing

Write job descriptions

Design, trail and test appraisal system

Set up HR database

Set up, implement a senior managers development unit

Review planning and development wing

Set up and implement EMIS wing

Set up and implement ICT wing

Identify first group madrasah

Implement reforms madrasah first group

Identify second group madrasah

Implement reforms madrasah second group

Train SMC members

Recruit and expand SPBMS personnel

Plan and conduct needs analysis study for GIS and EMIS

Plan and conduct ICT school survey and map data

Plan and implement improved network infrastructure

Develop M & E system

Assess and refine M & E system

Train MOE/DSHE managers in EMIS, M & E etc.

UASs to brief head teachers in EMIS and M & E

Oversee training programmes in web technology for ICT staff

Plan and deliver management training for managers in ICT

Delegate operational matters from DHSE to lower levels

Improve systems of accountability, auditing and QA

Strengthen DSHE mangement capacity

Strengthen zonal and district planning capacity

Formulate new roles and responsibilities for DSHE

Provide training on roles to DSHE, zones, districts

Train SMCs in SPBMS

School level capacity building for academic supervision

Establishing sustainability measures for decentralised management

Reorganise zonal offices

Revise and update SPBMS processes manuals and guides


141

Component 2: Improved education provision



Component 2: Improved education provision

Identify 900 clusters of schools to reecive ICT laboratories

Plan detailed schedule to install ICT labs in schools

Develop and set up 900 school ICT labs

Review SCW organisation and functional arrangements

Modernise curriculum development processes

Mentor/train SCW managers and specialists

Organise study tour

Organise and support off-shore study programme

Carry out report curriculum research

Carry out and report curriculum monitoring

Develop national secondary curriclum plan

Develop grades 6-10 curriculum framework statement

Reorganise and refurbish SCW area and upgrade equipment

Develop new grades 6-8 Uni-track curriculum

Review, adjust and modify grade 9-10 Uni-track curriculum

SC recommends new grades 6-10 curriculum to MOE

Liaise with MOE and MEB to establish SC

Establish grades 9-10 Uni-track curriculum - Madrasah

Develop grades 6-10 Uni-track curriculum - Madrasah

Design/plan curriclum implementation training programmes

Prepare training manuals and train trainers

Train head and subject teachers

Review ITEC legal status, structure and processes

Align ITEC Textbook evaluation criteria

Train ITEC evaluators

Design/deliver private textbook writers training programme

Prepare textbook writers training manual

Monitor textbook approval and uptake by schools

Review HSC format and recommend changes

Establish a central assessment review body

Build capacity of BISE system

Develop secondary assessment

Strengthen SBA


142

Component 3: Equity and access



Component 3: Equity and access

Adopt gender policy and train in gender sensitivity

Train SPBMS-related staff in gender issues

Provide SESIP 2 staff with women-friendly environment

Review TLRs, remove gender bias, add girl focus

Ensure ICT targeted at girl students and women teachers

Ensure SBA free from gender bias and girl focussed

Ensure all project developed schools are girl friendly

Encourage recruitment of women teachers

Encourage women participation in SMCs

Improve gender sensitivity of general and Madrasah staff

Plan second chance education system

Select secondary schools for piloting of second chance

Pilot second chance system

Monitor second chance system and recommend changes


143

Appendix 7.1: Procurement packages


144

Package/Items Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Total Cost Procurement ResponsibleI. Civil WorksA. Management and Governance 1.ZEO offices ( 2 ) new 0 0 324 0 0 0 324 LCB DSHE/PMU 2.DEO offices ( 4 ) new 0 0 360 0 0 0 360 LCB DSHE/PMU 3.DEO office extension ( 60 ) 0 0 1,350 1,350 0 0 2,700 LCB DSHE/PMU 4.EED zonal offices (32) 0 1,037 1,037 0 0 0 2,074 LCB DSHE/PMU 5.Asst. District Engineers office (32) 0 288 288 0 0 0 576 LCB DSHE/PMUB. Improved Education Provision 1. Refurbishment of ITEC secretariat 10 0 0 0 0 0 10 LCB DSHE/PMU2. Refurbishment of NCTB-SCW 40 0 0 0 0 0 40 LCB DSHE/PMU3. Computer labs new (300) 0 1,260 1,260 1,260 0 0 3,780 LCB DSHE/PMU4. Computer labs, major renovation (300 ) 0 420 420 420 0 0 1,260 LCB DSHE/PMU5. Computer labs, minor renovation (300 ) 0 210 210 210 0 0 630 LCB DSHE/PMUC. Equity and Access 1. New schools ( 56 ) 0 0 4,914 4,259 0 0 9,173 ICB/LCB DSHE/PMU2. Additional classrooms (1000) 2,520 3,780 3,780 2,520 0 12,600 ICB/LCB DSHE/PMU3. Toilet facilities for girls (1500 ) 400 350 0 750 LCB DSHE/PMU

Total Civil works 34,277

A. Management and Governance 1. Computers, software, copiers for DSHE, MOE, ZEO & DEO 743 275 175 0 0 0 1,193 IS/LCB DSHE/PMUB. Improved Education Provision 1. Computer, LAN setup, and aircon units for 900 ICT labs 0 2,640 5,280 8,760 5,280 0 21,960 IS/LCB DSHE/PMU2. Training equipment for NCTB-SCW, ITEC, and NAC 98 0 0 0 0 0 98 IS/LCB DSHE/PMUC. Equity and Access 1. Science equipment for 900 schools 0 0 0 0 2,250 2,250 IS/LCB DSHE/PMU

Total equipment 25,501III. Vehicles A. Management and Governance1. Motorbikes (546) for ZEO, DEO and UAS 0 0 1,340 0 0 0 1,340 LCB DSHE/PMU2. Jeeps and microbus for DSHE, DIA, ZEO and PIU 0 0 429 0 0 0 429 LCB DSHE/PMU

Total Vehicles 1,769 IV. FurnitureA. Management and Governance1. Furniture for ZEO, DEO, UAS and MOE 19 270 0 46 0 0 335 IS/LCB DSHE/PMUB. Improved Education Provision1. Furniture for computer labs, NCTB and ITEC 12 0 664 664 0 0 1,340 IS/LCB DSHE/PMUC. Equity and Access 1. Furniture for 56 new schools & 1000 additional classrooms 0 0 0 773 747 0 1,520 IS/LCB DSHE/PMU

Total Furniture 3,195

INDICATIVE PROCUREMENT PACKAGES($ '000) /a

II. Equipment


145

Appendix 7.2: Procurement packages


146

Package/Items Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Total Cost Procurement ResponsibleV. Instructional Materials A. Management and Governance 1. Printing of EMIS and M&E forms 13 13 13 13 13 13 78 IS/LCB DSHE/PMUB. Improved Education Provision1. Teacher guides, training & curriculum materials 115 363 291 1,541 289 132 2,731 IS/LCB DSHE/PMU

Total Instruction Materials 2,809VI. Overseas TrainingA. Management and Governance 1. Regional training for M&E staff 0 70 0 0 0 0 70 QBS/QCBS DSHE/PMU2. Study tour for EMIS staff 0 60 68 0 0 0 128 QBS/QCBS DSHE/PMUB. Improved Education Provision 1. Study tours on curriculum and student assessment 60 30 205 205 30 0 530 QBS/QCBS DSHE/PMU2. Master/PG diploma 480 780 780 780 480 0 3,300 QBS/QCBS DSHE/PMU

Total Overseas Training 4,028

1. International consultants 480 1560 1020 480 300 120 3,960 QBS ADB/DSHE2. Domestic consultants 68 285 143 90 45 15 646 QCBS ADB/DSHEB. Improved Education Provision1. International consultants 1140 1280 1040 660 520 140 4,780 QBS ADB/DSHE2. Domestic consultants 78 203 195 165 78 35 753 QCBS ADB/DSHEC. Equity and Access 1. International consultants 120 240 480 240 0 0 1,080 QBS ADB/DSHE2. Domestic consultants 15 15 30 30 30 0 120 QCBS ADB/DSHED. Project Management1. International consultants 360 480 240 120 0 0 1,200 QBS ADB/DSHE2. Domestic consultants 15 30 30 15 0 0 90 QCBS ADB/DSHE

Total Consultancy Services 2276 4093 3178 1800 972.6 309.6 12,629

Total Indicative Procurement 84,208

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Annual Indicative Procurement 3,866 14,328 26,366 26,261 12,932 455 84,208

DSHE = Diectorate of Secondary and Higher Education, PMU = Project Management Unit, ZEO = Zonal Education Office, DEO = District Education Office, EED = Education Engineering Department, ITEC=Independent Textbook Evaluation Committee, NCTB-SCW = National Curriclum and Textbook Board, Secondary Curriculum Wing, NAC = National Assessment Center, UAS = Upazilla Academic SupervisEMIS = Educational Managnement and Information Sustem, M & E = Monitoring and Evaluation, MOE = Ministry of Education, LCB = Local competive Bidding, ICB = International Competitive Bidding, IS = International Shopping, QBS = quality based selection, QCBS = quality and cost based selection./a Values do not include contingencies

A. Management and GovernanceVII. Consultancy Services

INDICATIVE PROCUREMENT PACKAGES - Continued($ '000)


147

Appendix 8: External assistance and lessons learned


148

External assistance and lessons learned

Project Title & Period

Source of Funding

Amount ($) Project Objectives Major Lessons Learned Lessons Learned Incorporated in Project Design

Secondary Education Development Project (SEDP) 1994–1999

ADB 72 million To assist the Government’s efforts to arrest deterioration in the quality of secondary education. The Project aimed to improve the quality, relevance, and efficiency of secondary education.

New posts created for capacity development in a project must be carefully targeted and staffed to achieve the project outputs.

An organizational and capacity review will be carried out at the beginning of the Project.

Higher Secondary Education Project (HSEP) 1995–1999

ADB 60.9 million To establish effective mechanisms for detailed policy formulation and implementation of the reform agenda. The Project focused on subsector reforms, quality, equitable access, and management and planning capacity. The Project financed curriculum development and textbook improvement, in-service teacher training, education management improvement, and construction of HSTTIs and higher secondary schools.

Management training should not be a one-off (paper) exercise Unplanned transfers of project staff and appointments of staff without the relevant professional competency will jeopardize an in-service teacher training network. Non-transfer of development posts to the revenue budget will result in unfilled posts and staff postings, intermittent funding, and training target numbers not achieved. Specific responsibility for all aspects of a project must be allocated to appropriate government officials, with clear lines of responsibility for sustainability and non-transfer of key staff, to ensure sense of ownership and advocacy at the end of the Project.

The project will establish a small top-grade senior management development center concerned with training in planning, the use of electronic data for MIS The project will monitor management training held under TQI and collaborate if or when necessary. The project will attempt to reduce arbitrary transfer by about 5% per annum The project will differentiate between “project” appointments (finite for the duration of the project) and ”permanent appointments” (to be transferred to the revenue budget) An extended inception phase will ensure that allocation of responsibilities will take place after suitable consultation and agreement.

Secondary Education Sector Improvement Project (SESIP) 2000–2005

ADB 56.1 million To strengthen institutional capacity at national, district and school levels to deliver education services more efficiently and equitably, in addition to assisting the Government in implementing its Secondary Education Sector Development Plan, 2000–2010 Strengthening Ministry of Education's

Bringing together stakeholders through regular meetings can contribute to policy development and realistic targets. Investing in the professional development through overseas training and in-country activities can show tangible results in both

The Project design entailed consultation with stakeholders and other concerned parties The composition of the project steering committee is broad to ensure efficient inter-ministerial reform coordination. The project will liaise frequently with the TQI project through PMU coordination officers The Project will have strong inputs of in-


149

Project Title & Period

Source of Funding

Amount ($) Project Objectives Major Lessons Learned Lessons Learned Incorporated in Project Design

(MOE’s) institutional capacity to plan, manage and monitor the secondary education system. Expanding equitable access to secondary education by providing new secondary schools or classrooms in under-served areas and stipends for girls. Strengthening the capacity for curriculum development. Privatizing textbook production. Reforming the examination system. Improving teacher education. Strengthening school management and supervision.

individual and group activities. Covenants for key project activities, such as filling vacant posts, rapid posting of key staff, etc., must be enforced to ensure success of previous and existing projects. New Initiatives should NOT be started at the end of projects Follow-up projects should be planned in good time to take care of incomplete and leftover programs and interventions that are unlikely to be completed during the remaining life of a project. Projects must not hire too many people who either are not finite or cannot be transferred to the revenue budget. Projects must not make (or encourage) GoB to become donor aid dependent

country and overseas training for selected staff. A new ICT Wing will be established to ensure improved data collection for central and decentralized management The capacity of DSHE, other relevant MOE directorates, and BANBEIS will be strengthened to analyze and use data adequately for policy and planning. The Project contains a policy and institutional reform matrix presenting the important relationships between project activities, quality improvement, assurances, and milestones. These will be closely monitored by the Project Monitoring Unit of the PMU. The Project will take further key initiatives begun in earlier projects including PROMOTE, HSEP, SEDP. Establishment of senior positions in teacher training faculty is included to ensure more attractive career structure at TTCs. Consolidating a plan to establish functional specialization within the specialized agencies Establish a Human Resources Development Wing to staff effectiveness and morale

Program to Motivate, Train, and Employ Female Teachers in Rural Secondary Schools (PROMOTE) 1999–2005

European Commission (EC)

37 million

To create a congenial environment for quality education for girls at rural secondary schools by improving the quality of primary female teachers and helping the transition from a conservative to a more gender-sensitive society gender awareness programs and special courses for women teachers;gender sensitivity in training materials; assessment; opportunities for professional development and advancement.

Male dominated SMCs fail to encourage women or girls from participating in secondary.Girl students in remote areas and from disadvantaged groups are not attracted to secondary education

The Project will build on successful interventions made by various development partners to further develop measures to encourage women and girls to participate in secondary education The Project will support restructuring the SMCs composition to include more females.


150

Appendix 9: Problem analysis


151


152

Appendix 10: Financial sustainability analysis


153

Financial sustainability analysis 1 The Government’s share in the project is estimated at $47.2 million over six years and

will consist mainly of furniture, research studies, incremental recurrent costs and taxes and duties. Two scenarios were prepared to analyze its affordability and fiscal impact on governments’ education budget: (i) a “high case” scenario where the education budget was projected based on the actual budgets from 1999 to 2004; and (ii) a “low case” scenario where the education budget remains the same from 2007 to 2012, with no provision for increases.

2 The annual share of the Government in the Project cost, together with commitments in

another ongoing ADB funded project, the Teaching Quality Improvement in Secondary Education Project (TQI), were compared to the annual education budget (“high case” scenario) for the years 2007 to 2012. The Government’s annual commitment as a percentage of the education budget ranges from 0.6% to 1.2%, averaging 0.8% per year over the six-year life of the project. The same comparison was made for the government’s share in the incremental recurrent cost for both SESIP-2 and TQI projects, with their education revenue budget and the range is 0.6% to 0.9%, averaging 0.8% over the life of the project.

3 In the “low case” scenario, the Government’s annual commitment as a percentage of the

education budget ranges from 0.6% to 1.4%, and averaging 0.9% over the six-year life of the project. On the incremental recurrent cost, the ratio is 0.9% per year over the life of the project.

4 In both scenarios, the Government’s annual commitment for the SESIP-2 and TQI is

deemed affordable and sustainable.


154

2007 2008 2009 2010 2011 2012

1. Gov't. Share in SESIP-2 2,935 6,786 11,806 13,298 8,964 3,4142. Gov't. Share in TQI 3,600 3,600 3,600 3,600 3,600 03. Total Gov't. Commitments 6,535 10,386 15,406 16,898 12,564 3,4144. Central Gov't.Education Budget b/ 1,171 1,232 1,293 1,355 1,416 1,4775. % Gov't. Share/Educ. Budget 0.6 0.8 1.2 1.2 0.9 0.2

6. Share in SESIP-2 Recurrent Cost 6,023 6,023 6,023 6,023 6,023 6,023 7. Share in TQI Recurrent Cost 275 275 275 275 275 08. Total Gov't. Commitments 6,298 6,298 6,298 6,298 6,298 6,023 9. Gov't.Education Revenue Budget b/ 737 775 814 852 891 92910. % Gov't. Share/Educ. Rev. Budget 0.9 0.8 0.8 0.7 0.7 0.6a/ High case scenario assumes the education budget will increase based on 1999 to 2004 trend.b/ (in $ million) Source: Bangladesh Educational Statistics, BANBEIS (1999 - 2004) and projected to Year 2012.

2007 2008 2009 2010 2011 2012

1. Gov't. Share in SESIP-2 2,935 6,786 11,806 13,298 8,964 3,4142. Gov't. Share in TQI 3,600 3,600 3,600 3,600 3,600 03. Total Gov't. Commitments 6,535 10,386 15,406 16,898 12,564 3,4144. Central Gov't.Education Budget d/ 1,171 1,171 1,171 1,171 1,171 1,1715. % Gov't. Share/Educ. Budget 0.6 0.9 1.3 1.4 1.1 0.3

6. Share in SESIP-2 Recurrent Cost 6,023 6,023 6,023 6,023 6,023 6,023 7. Share in TQI Recurrent Cost 275 275 275 275 275 08. Total Gov't. Commitments 6,298 6,298 6,298 6,298 6,298 6,023 9. Gov't.Education Revenue Budget b/ 737 737 737 737 737 737 10. % Gov't. Share/Educ. Rev. Budget 0.9 0.9 0.9 0.9 0.9 0.8c/ Low case scenario assumes no increase in the education budget from 2007 to 2012.d/ (in $ million) Source: Bangladesh Educational Statistics, BANBEIS (1999 - 2004) and projected to Year 2012.

Low Case Scenario c/(US$ '000)

High Case Scenario a/FINANCIAL SUSTAINABILITY ANALYSIS

(US$ '000)


155

Appendix 11: Economic analysis


156

Appendix 11: Economic analysis 1 An economic analysis of the SESIP-2 project was prepared using the Reverse Cost-

Benefit method. In the traditional method of performing a cost-benefit analysis, the stream of costs and benefits are enumerated, normally over a 25-year period and the internal rate of return (IRR) is calculated, based on the stream of net benefits. The ADB hurdle rate for the IRR of projects is 12 percent.

2 In the reverse cost-benefit method, the flow of costs, taken from the project cost

estimates, are calculated. Given the target IRR of 12 percent, the amount of benefits required to attain this IRR, are then estimated. A financial model was prepared, where selected variables can be tried, until the IRR reaches the target of 12 percent.

3 The following assumptions are used in the financial model:

• Enrolment projections will follow the straight-line projections, given in the UNFPA paper, up to year 2020. These projections were tested with the actual enrolment reported by BANBEIS for 2000 to 2003, and were found to be reasonably accurate (+/- 2% variance). The enrolment growth for 2022 - 2032 were estimated at 3 percent per year.

• Completion rates were based on the average of 1999 – 2003 rates from BANBEIS data. These are 24.4 percent for secondary and 56.8 percent for higher secondary students.

• Dropout rates are 75.6 percent for secondary and 43.2 percent for higher secondary students.

• A minimum wage of $300 per year or Tk19,500 is used and adjusted for real growth in the wage rate by 3 percent annually.

• Benefits will start in 2009 which is the third year of project implementation. • Project cost will be distributed annually, based on the disbursement schedule

estimated for the project. • After project completion in 2012, the government will continue expenditure for the

incremental recurrent cost, with the exception of the PIU. These expenses are mainly for salaries, operations and maintenance of agencies established by the project.

4 The variables used in the financial model are:

• Percentage of graduates, both secondary and higher secondary, absorbed into the labor force, annually.

• Percentage of dropouts from both secondary and higher secondary, absorbed into the labor force annually.

5 In order to attain the 12 percent IRR, the absorption rate of graduates from both

secondary and higher secondary schools must be 35 percent annually. The absorption rate for school dropouts must be 40 percent. For 2007, the estimated entry into the active labor force is 4.3 million for both graduates and dropouts, using the above absorption rates. The latest labor force survey was done in 2001-2003 and shows an employed population of 44.3 million. The growth rate of employed population in Bangladesh is about 5 percent annually. The calculated labor force entry of 4.3 million is only 7 percent of the estimated employed labor force in 2007. Hence the absorption rate required for the IRR of 12 percent is deemed attainable. The table below gives the calculations.


157

A B C D EYear Project Cost GOB Costs Total Cost Benefits Net Benefits

(I R C) (A+B) (D - C)

2007 11,605 0 11,605 0 -11,6052008 26,887 0 26,887 0 -26,8872009 46,476 0 46,476 2,097,109 2,050,6332010 52,263 0 52,263 2,593,614 2,541,3512011 34,994 0 34,994 3,132,510 3,097,5162012 13,276 0 13,276 3,716,215 3,702,9392013 0 5,749 5,749 4,347,376 4,341,6272014 0 5,749 5,749 5,028,773 5,023,0252015 0 5,749 5,749 5,764,656 5,758,9072016 0 5,749 5,749 6,555,921 6,550,1722017 0 5,749 5,749 7,406,491 7,400,7422018 0 5,749 5,749 8,319,722 8,313,9732019 0 5,749 5,749 9,299,135 9,293,3862020 0 5,749 5,749 10,348,419 10,342,6702021 0 5,749 5,749 11,470,712 11,464,9632022 0 5,749 5,749 12,681,756 12,676,0072023 0 5,749 5,749 13,981,927 13,976,1792024 0 5,749 5,749 15,377,115 15,371,3662025 0 5,749 5,749 16,873,579 16,867,8312026 0 5,749 5,749 18,477,979 18,472,2302027 0 5,749 5,749 20,197,390 20,191,6412028 0 5,749 5,749 22,039,336 22,033,5882029 0 5,749 5,749 24,011,815 24,006,0662030 0 5,749 5,749 26,123,326 26,117,5782031 0 5,749 5,749 28,382,904 28,377,1562032 0 5,749 5,749 30,800,151 30,794,402

GOB = Government of BangladeshIRC = Incremental Recurrent Cost IRR % 12

ECONOMIC ANALYSIS($ '000)


158

Appendix 12: Summary of consultancy services


159

International Domestic International Domestic1. Management and Governance1a. Human Resources Management1. Policy and Reform / Team Leader 60 60 1,200 1502. Job Descriptions 9 12 180 303. Records 12 12 240 304. Senior Management Development 12 125. Appraisals 9 12 180 301b. Planning and Policy1. Organizational Development 3 3 60 81d. Monitoring and Evaluation1. Education M & E 0 33 0 831e. E M I S1. EMIS specialist 9 30 180 752. GIS specialist 6 0 120 01g. Madrasha1. Policy and Management 36 36 720 902. Curriculum Reform 18 24 360 60

Sub-total 174 234 3,240 555

2. Improved Education Provision2a. Curriculum, Textbooks and Materials1. Curriculum Dev. & Implementation 45 36 900 902. Curriculum Monitoring & Development 41 39 820 983. Curriculum-based Classroom Research 24 18 480 454. Curriculum Implementation Training 24 0 480 05. Secondary School Textbook 24 24 480 606. Publishing Management 1.5 0 30 07. Textbook Writing 9 0 180 08. Textbook Editing 4 0 80 09. Textbook Design 1.5 0 30 010. Textbook Marketing 0 1 0 32b. Student Assessment1. Psychometrics & Research 18 24 360 602. Senior Examination Expert 18 0 360 03. Assessment for Learning 12 18 240 454. Test Development 12 0 240 05. Science Assessment 0 18 0 456. Social Studies Assessment 0 18 0 457. Language Assessment 0 18 0 458. Mathematics Assessment 0 18 0 459. Training Specialist 6 12 120 302c. ICT1. ICT specialist 6 33 120 832. School ICT Survey 4 33 80 83

Sub-total 250 310 5,000 775

3. Equity and Access3a. Gender1. Gender policy specialist 36 48 720 1203e. Second Chance1.Organization and Development 18 24 360 60

Sub-total 54 72 1,080 180

4. Project Management0 0 0 0

2. Financial Adviser 12 0 240 03. Procurement Adviser 12 0 240 04. Project M & E Adviser 36 36 720 90

Sub-total 60 36 1,200 90

Total 538 652 10,520 1,600

Person-Months Estimated Cost ($'000)Project Component/Expertise


160

Appendix 13: Indicative terms of reference


161

Appendix 13: Indicative terms of reference for SESIP-2 consultants

International consultants PM Policy and Reform Consultant / Team Leader 60 • The Team Leader will have overall management and supervision of the SESIP-2 technical assistance

team, coordinate their work, and ensure the quality and timely production of their inputs. The TL will represent the TA team at the Steering and Project Implementation Committees, and ensure the establishment and maintenance of constructive relations between the project and the government and between the project and other projects – particularly the TQI project. S/he will also be responsible for:

• The production of a comprehensive Inception Report within 6 months of the commencement of the TA. This report should contain a survey of the position in secondary education at that time and should contain recommendations – if appropriate – for changes or amendments to the original project plan.

• The timely production of all other reports required by either the ADB of the GOB and ensuring that they are of the highest quality

• Oversee the establishment of the HRDW and advise and assist the HRD specialists in the structure and modality of all its constituent sections – in particular the senior staff development section.

• Specifically advise and assist the team of O&D consultants who will review the role and functions of the Planning and Development Wing of the DSHE

• Specifically advise and assist the teams working on the Madrasah and Second Chance sub projects.

Human Resources Development Specialist – Job Descriptions 9 • The consultant will be an experience HRD practitioner preferably with experience of working in public

service reform in south Asia. The consultant will • Conduct a survey (interviews / workshops / focus groups / document study etc) into the situation

pertaining to job descriptions in the DSHE and related agencies. • In cooperation with HRD Appraisals Specialist discuss with senior managers, section heads and

personnel and conduct a job analysis of all positions from research officer upwards • After having sought and received agreement from senior management and other concerned parties, and

having liaised with members of the Specialized Posts Selection Committees (if they exist) write modern job descriptions for DSHE personnel that will be relevant to the needs of management and staff.

• Train the staff of the Placement Section of the HRDW in job analysis, job descriptions and other related HRD matters.

Human Resources Development Specialist – Records 12 The consultant will be an experience HRD practitioner preferably with experience of working in public service reform in south Asia. In close cooperation with the job description specialist, the consultant will, using on-the-job training modalities, train the members of the Records Section of the HRDW in the construction, implementation and maintenance of a personnel and training records database. Working in close cooperation with the EMIS wing, this will include a facility to: • Collect data concerning all aspects of personnel (e.g. training, appraisal reports, positions held, skills and

qualifications) to be recorded on a database linked to the EMIS • Gather and maintain all relevant information about each education cadre personnel (e.g. name; date of

birth; subject; qualification; experience; skills possessed; date of joining; date of promotion; etc.) • Gather and maintain all relevant information about each post or job (e.g. category of post; number of

sanctioned posts; qualification, skill and experience required for the post etc.) • Gather and maintain all relevant information about organization/institution (e.g. type of institution; number

of sanctioned posts – subject and category-wise; number of filled posts with names of personnel in positions; number of vacant posts etc.)

• Provide data and information to other sections and to the management when required. • Closely liaise and cross reference with the EMIS

Human Resources Development Specialist – Appraisals 9 The objectives of the Appraisal function will include performance measurement, performance improvement, the identification of potential, the identification of training needs, assistance in making placement and promotion decisions etc. In close cooperation with the job description specialist, the consultant will, using on-the-job training modalities, train the members of the Appraisals Section of the HRDW in the design, implementation and practice of modern appraisal techniques. This will include a facility to: • design an appropriate appraisal methodology • assist managers and supervisors with the administration of appraisal and the timely collection of appraisal

reports • review the appraisal reports and recommendations and identifying strengths and\weaknesses • in liaison with Placements, determine suitability for promotion and posting to specific positions • in liaison with Staff Development, identify areas of training needed to overcome the weaknesses or

improve performance • identify and deal with any cases calling for disciplinary actions in liaison with Records, provide necessary

information to other authorized sections


162

International consultants PM Senior Staff Development Specialist 12 The objective of this consultancy is to assist the Staff Development Unit to establish and implement bespoke training programs and senior policy and planning seminars using senior facilitators from Bangladesh and elsewhere. The work will involve on-the-job training of Staff Development personnel in: • Training needs analysis and the assessment of current and future training needs on the basis of job

description, job specification, job analysis and performance appraisal results • Preparing annual staff development plans to address training needs • Preparing short and long term schemes for staff development through training at home and abroad in

various areas of educational specializations • Planning, designing and arranging senior and specialized training events

• Liaison with Records Section to maintain an inventory of trained personnel and other training records

• Maintaining an inventory of persons needing training on specific areas of specialization • Nominating/selecting candidates for training, attending seminars/workshops higher studies • Identify, invite, brief and generally assist Bangladeshi and foreign Leaders of seminars and other senior

policy and planning events.

Organizational Development (P&D) 3 • The consultant will review the status of the Planning and Development Wing of the DSHE and prepare an

audit that will

• Quantify and qualify the contribution that the Wing makes to the DSHE in general and planning in particular

• Review the activities and value of the new Quality Assurance Unit and advise it on its activities and development

• Make practical recommendations for the future of the Planning and Development Wing so that it will play a fuller part in policy planning and Monitoring.

Decentralization Specialist 24 The International Consultant will have the following responsibilities: • Prepare implementation programs in the areas of decentralized management in collaboration with the

DSHE/MoE. • Provide professional advice and training to the relevant agencies on matters relating to implementation of

decentralized management. • Review the arrangements and progress in the formal delegation of operational matters from the DSHE to

the lower level.

• Review the existing systems for decentralization of planning and monitoring at the zonal and district education offices.

• Assess the outcome of training provided to the planning and monitoring officers, upazila academic officers, SMC members and others associated with the decentralized management structure.

• Assess the level of capacity building for improved academic supervision and school management.

• Analyze the measures for sustainability of decentralized management. • Review the functionality of the upazila level secondary education offices and their usefulness in improving

academic performance of schools.

• Assess and decide the requirements for new staff employed at the decentralized levels. • Analyze the strengths and weaknesses of the school performance based management system (SPBMS)

and propose measures for further strengthening of the system.

• Establish appropriate criteria for developing and strengthening coordination between the DSHE and the support agencies.


163

International consultants PM EMIS Specialist 9 • Work with the ICT specialist in designing and supervising the execution of end user trials and user

information needs analysis studies for the current EMIS in DSHE. • Define the job descriptions of the EMIS services unit staff. • Work with the GIS and ICT specialists to recommend improvements to the EMIS and GIS and assist

project staff to produce a tender document to secure the services of a contractor to enhance the EMIS and GIS according to the results of the end user trials and user needs analysis study.

• Prepare TOR for inclusion into tender documents for the enhancement of EMIS software already developed under SESIP-1

• Design and implement a series of training workshops to provide EMIS use training to personnel from MOE, DSHE and other agencies, including district and zonal managers.

• Design and implement a range of awareness activities to increase EMIS awareness and promote EMIS use for education managers in DSHE and MOE

• Liaise with M&E specialists to incorporate in the TOR the requirements for the M&E wing’s software. • Liaise with ICT, GIS and M&E specialists and BANBEIS to prepare plan for data collection, verification,

data entry and use of outputs generated by these systems. • Assist DSHE ICT wing in planning for user awareness and training activities • Oversee the EMIS software enhancement by the implementing firm. • Review data collection and verification system and suggest enhancements.

GIS Specialist 6 • Review GIS at BANBEIS and DSHE and perform user needs analysis studies to develop a unified GIS to

be used in the Secondary sector integrated with EMIS database.

• Design and supervise the execution of end user trials and user information needs analysis studies for the current GIS.

• Work with the ICT & Education specialist to recommend improvements to the EMIS and GIS and assist project staff to produce a tender document to secure the services of a contractor to enhance the EMIS and GIS according to the results of the end user trials and user needs analysis study.

• Work with IT managers in DSHE to purchase, allocate and install sufficient additional user licenses for the GIS system

• Coordinate the operation of the GIS between BANBEIS and DSHE so the institutions share the GIS databases.

• Advise BANBEIS on the incorporation of the ICT school survey data into BANBEIS databases and assist in the preparation of an ICT schools map

ICT & Education Specialist 6 • Work with the EMIS and GIS specialists in designing and supervising the execution of end user trials and

user information needs analysis studies for the current EMIS in DSHE and GIS systems in DSHE and BANBEIS.

• Work with the GIS and EMIS specialists to recommend improvements to the EMIS and GIS and assist project staff to produce a tender document to secure the services of a contractor to enhance the EMIS and GIS according to the results of the end user trials and user needs analysis study.

• Investigate overseas training programs in web-enabled technologies and determine a suitable program for the technical staff in the new ICT wing in DSHE

• Assist the DSHE in setting up the new ICT wing, and work with other specialists in formulating the job descriptions for all staff in the new ICT wing, organising and/or providing training for management staff as necessary

• Prepare ADB international shopping bidding documents to tender for the purchase and translation into Bangla of sets of computer-based learning materials in Mathematics, English and Science for the 900 computer laboratories being provided by the project

• Assess the suitability of the current network infrastructure linking DSHE, BANBEIS and MOE and, taking account of emerging network infrastructures in Bangladesh, produce a timed and costed action plan for necessary improvements. Oversee the implementation of the plan.

• Work with the School survey and ICT Laboratory specialist define criteria (inc Madrasah, underserved areas, number of students, number of female students) for selecting clusters of schools eligible to share laboratories.

• Review the recent ICT curriculum produced by NCTB, and determine appropriate short courses in Bangladesh to upgrade the skills of one teacher for each ICT school laboratory being introduced by the project. Assist project staff in making arrangements for teachers to be trained in these courses.


164

International consultants PM School ICT Survey Specialist 4 • Design and plan a study to produce a school map of ICT facilities in all secondary schools in Bangladesh,

based on the school mapping carried out by SESIP-1. • Assist in the production of tender documents, survey instruments and ToR for the process of local

tendering to carry out the study, and assist in identifying the best tender.

• Work with the ICT and ICT Laboratory specialists define criteria (inc Madrasah, underserved areas, number of students, number of female students) for selecting clusters of schools eligible to share laboratories.

Policy and Management Specialist (Madrasah) 36 The specialist will be responsible for the development of the 64 pilot study madrasahs and for assisting and advising Madrasah Curriculum Reform Specialist develop a variation of the uni-track curriculum for use in madrasah. The specialist will

• Build up good working relations with the Madrasah Education Board (MEB), the MTTI Gazipur, staff students and parents of all pilot schools, and other relevant actors and stakeholders.

• During inception, prepare and implement a National Workshop on madrasah. The objective is to ensure consensus on, and support and assistance for, the planned project activities.

• Conduct a baseline survey of the 30 Stage 1 madrasah selected by TQI • Prepare and implement a development plan for the Stage 1 Madrasah • Repeat for Stage 2 madrasah but amend according to lessons learned in Stage 1.

• In cooperation with TQI, prepare a plan for the upgrading of the MTTI Gazipur

• Review the structure and workings of the MEB and make recommendation for reform / improvement

Madrasah Curriculum Reform Specialist 18 The specialist will be responsible for developing a Grades 9-10 Uni-track Curriculum – Madrasah version that provides a pathway for Dakhil Madrasah students to SSC Examination. The specialist will:- Build up good working relations with the Madrasah Education Board (MEB), the MTTI Gazipur, staff students and parents of all pilot schools and other relevant actors and stakeholders • Through negotiation, meetings, focus groups etc, prepare a preliminary plan of action for developing the

madrasah style curriculum and present it for at a major workshop and also to the project Steering Committee for approval

• Working closely with both the MEB and the relevant sections and specialists of the NCTB, design and pilot test (in the 64 pilot madrasah and elsewhere) a version of the Grades 9-10 Uni-track Curriculum that provides a pathway for Dakhil Madrasah students to present at the SSC Examination

• Prepare a report on the results and present to a national workshop • Organize workshops and courses for MTTI trainers on the new (amended) curriculum • Organize workshops and courses for relevant madrasah teachers on the new (amended) curriculum

Curriculum Design and Development Specialist 45 The specialist will • In the context of the project and in coordination with concerned agencies and management staff, prepare

a 5 year National Secondary Curriculum Plan (NSCP) that provides a logical framework for Government planned reform and developments in secondary curriculum for the period 2008-2012;

• Develop, for implementation in January each year, an Annual Secondary Curriculum Workplan (ASCWP) based on progress and any MOE requested adjustment of the NSCP

• Review SCW staffing structure and, within available resources, assist the Chairman NCTB to align SCW staff Job Descriptions to both the NSCP and ASCWP;

• Support/mentor and assist the Member Curriculum to manage the work of groups of SCW specialists around a range of curriculum monitoring, research and development projects designed to upgrade the quality of curriculum maintenance and reform processes, and outputs;

• Assist the Chairman NCTB to set criteria and recommend SCW specialists for international study; • Advise the Chairman NCTB on a suitable institutions and/or agencies to visit during a 2-3 week off-shore

study tour for senior NCTB and ITEC staff; • Work with the Madrasah Education Board to develop a Grades 9-10 Uni-track Curriculum – Madrasah

version that provides a pathway for Dakhil Madrasah students to SSC Examination; • Work with the Curriculum Research and Development specialist to assist the Member Curriculum and

CDU to develop a Curriculum Framework Statement for Grades 6-10; • Assist the Member Curriculum to support SCW established curriculum development groups to develop

Subject Manuals for a new Grades 6-8 Uni-track Curriculum; • Assist the TL to coordinate the involvement of the TA specialists in this component.


165

International consultants PM Curriculum Monitoring and Development Specialist 41 The specialist will

• Collaborate with the Member Curriculum to plan, direct and support the work of the Curriculum Monitoring Unit (CMU) and the MDU (in relation to Textbook use in classrooms);

• Provide on-the job mentoring/training to the Member Curriculum, CMU and MDU in relation to curriculum monitoring processes including instrument development, data collection and analysis from schools and classrooms, and teachers and students;

• Assist in the preparation of written reports to provide regular feedback on the implemented curriculum and recommendations for improvements to the MOE, DSHE, NTRCA, ITEC, NAEM and TTC

• Work with the Curriculum Design and Development specialists to assist the Member Curriculum and CDU to develop a Curriculum Framework Statement for Grades 6-10 Uni-track Curriculum;

• Support SCW established curriculum development groups to develop Subject Manuals for the Grades 6-8 Curriculum;

• Work with a small group of CDU members to review the Grades 9-10 Uni-Track curriculum and adjust as necessary to align with Curriculum Framework Statement for 6-10 and the ‘new’ Grades 6-8 Uni-track Curriculum, and also to make improvements as indicated by classroom research and curriculum monitoring reports;

• Assist the CDU and the MDU to produce Teacher’s Guides for SBA Grades 6-8 (for Subject);

• Support the SCW Monitoring Group to establish sound base-line data on the introduction of the new Grades 6-8 Uni-track Curriculum and devise ways of communicating and using these data.

Curriculum Research and Development Specialist 24 The specialist will • Work with the Member Curriculum to assist groups of SCW specialists identify, design, pilot, carry out and

prepare reports on a suite of research projects designed to provide up-to-date and context relevant data to inform future secondary curriculum reforms and in particular the development of a modernised Grades 6-8 Uni-track Curriculum;

• Assist the SCW staff involved in off-shore Masters and Advanced Diploma study, to identify and design research projects that while meeting Study Provider requirements also add usefully to the Bangladesh secondary curriculum knowledge base


Curriculum Implementation Specialist 24 The specialist will • Work with the Member Curriculum and a group of SCW specialists to design and plan a 2 x 5 day

Curriculum Implementation Training Program for trained head and subject teachers in the context of the Grades 9-10 Uni-track Curriculum;

• Assist the SCW group to develop a comprehensive Training of Trainers manual and to organise and deliver a series of 25 day Training of Trainers program for 250 selected head teachers/subject teachers;

• Work with a SCW group and the selected trainers to develop subject-centred, activity-based Training manual for the 2 x 10 day Curriculum Implementation Training program;

• Assist the SCW group to organise and deliver two cycles of Curriculum Implementation Training involving a total of 21,000 teachers;

• Assist the SCW Monitoring Unit to prepare a report on this training which will include suggestions for improvement

• Assist the Member Curriculum and a group of SCW specialists to repeat an improved (through feedback) similar scale training model [(1) – (6) above] with different trainers and teachers once the to be developed Grades 6-8 Unitrack Curriculum is being finalised for implementation;

• Assist the Monitoring Unit to prepare a report on this training which will include recommendations for improvement.


166

International consultants PM Textbook Design and Development Specialist 15 The specialist will

• Complete a review of the legal standing, processes and activities of the ITEC; • Work with DSHE and key ITEC and NTCB staff to assist with any remaining policy and practice

requirements to achieve full privatization of all General Education Grades 6-12 secondary subject textbooks except those for Bangla and Religious Studies;

• Work with ITEC to review the process for setting textbook evaluation criteria to ensure alignment with Secondary Curricula;

• Work with ITEC and the MDU to develop a training manual and program to train a pool of ITEC Evaluators;

• Support the MDU to deliver the Evaluator Training Program to ITEC established groups; • Develop a brief and support the short-term international TA to prepare Training Manuals and associated

training materials for a series of 10-day Training Programs on key processes in secondary textbook writing for private sector writers in the context of the Grades 9-10 Uni-track Curriculum;

• Work with the MDU to plan and assist the short-term TA to deliver a series of 10-day Training Programs; (vii) work with the MDU to develop a detailed ‘Training Manual for Secondary Textbook Writers’ complete with training materials based on the International TA led training and on feedback from participants and facilitators

Textbook Writing Specialist 1 5 The specialist will

• Work with the other Textbook Writing specialists to design and produce a training manual and associated materials for 3 x 10-day Training Program for private sector textbook writers in the context of upgrading the quality and alignment of textbooks for the compulsory subjects in the Grades 9-10 Uni-track Curriculum;

• Facilitate 3 x 10-day Training Program for private sector Science, Mathematics, ICT textbook writers; • Provide the MDU with a disk copy of the Training Program and supporting material for inclusion in a

‘Training Manual for Secondary Textbook Writers and Publishers’

Textbook Writing Specialist 2 4.5 The specialist will • Work with the other Textbook Writing specialists to design and produce a training manual and associated

materials for 3 x 10-day Training Program for private sector textbook writers in the context of upgrading the quality and alignment of textbooks for the compulsory subjects in the Grades 9-10 Uni-track Curriculum;

• Facilitate 3 x 10-day Training Program for private sector textbook writers; • Provide the MDU with a disk copy of the Training Program and supporting material for inclusion in a

‘Training Manual for Secondary Textbook Writers and Publishers’

Textbook Writing Specialist 3 4.5 The specialist will • Work with the other Textbook Writing specialists to design and produce a training manual and associated

materials for 3 x 10-day Training Program for private sector textbook writers in the context of upgrading the quality and alignment of textbooks for the compulsory subjects in the Grades 9-10 Uni-track Curriculum;

• Facilitate 3 x 10-day Training Program for private sector textbook writers (of other curriculum subjects – not Bangla nor religious Studies);

• Provide the MDU with a disk copy of the Training Program and supporting material for inclusion in a ‘Training Manual for Secondary Textbook Writers and Publishers’


167

International consultants PM Psychometrics and Research Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will:

• Advise the senior management of the NAC on team building and professional development strategy;

• Establish NAC capacity in key areas of psychometrics, notably item response theory (IRT), and help the NAC to build a bank of resources on statistics and psychometrics;

• Assist the NAC team in the design and planning of the studies which it is tasked to carry out under the project;

• Assist the NAC team in analyzing and reporting the studies which it is tasked to carry out under the project, and on dissemination strategy;

• Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours, prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them;

• Participate as required in in-country staff training and orientation; and • Report at the end of each period of consultancy against the workplans and other agreed progress

indicators.

Senior Examinations Expert (NAC) 18 In collaboration with other members of the consultant team, the expert will: • Advise the senior management of the NAC on team building and professional development strategy; • Deliver seminars for educators and policy advisers on developments in examination systems

internationally, and help the NAC to build a bank of resources on examinations systems internationally; • Review the present public examination system in depth, identify critical issues that may impede future

development, and propose options for medium-term development strategy;

• Advise the senior management of the MoE and BISE as required on options and strategy for developing BISE system;



indicators.

Assessment for Learning (AfL) Specialist (NAC) 12 In collaboration with other members of the consultant team, the specialist will: • Advise the senior management of the NAC on team building and professional development strategy; • Support planning of the AfL component of the project;

• Support and guide implementation of the AfL component of the project;

• Build awareness, through seminars, workshops and other means, of developments in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests, and help the NAC to develop a bank of resources on AfL and related areas;

• Assist the NAC to plan and deliver capacity building for teachers in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests;


• Participate as required in in-country staff training and orientation; and

• Report at the end of each period of consultancy against the workplans and other agreed progress indicators.


168

International consultants PM Test Development Specialist (NAC) 12 In collaboration with other members of the consultant team, the specialist will

• Advise the senior management of the NAC on team building and professional development strategy, and help the NAC to build a bank of resources on test development;

• Assist the NAC in establishing systems for test development, and developing a common approach to the formative and summative assessment of learning achievement across subjects;

• Assist the NAC team in developing formative and summative assessment instruments – written, practical and project-based;

• Assist the NAC team in the design, development and field testing of formative and summative assessment items that are appropriate to the curriculum stage and overall approach;

• Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items according to the overall approach adopted;

• Assist the NAC team to design, develop and field test activity-based workshop materials for training for teachers, paper setters and moderators and others on constructing and scoring formative and summative assessment items according to the overall approach adopted;

• Participate as required in developing formative and summative assessment instruments, including specifications and exemplar questions, and content and question analysis;


• Participate as required in in-country staff training and orientation; and

• Report at the end of each period of consultancy against the workplans and other agreed progress indicators.

Training Specialist (NAC) 6 In collaboration with other members of the consultant team, the specialist will: • Establish an activity-based approach to design of training materials within the NAC;

• Support development of a house style for training packages, incorporating the activity-based approach; • Assist the NAC team in developing training and dissemination plans as required for the project;

• assist the NAC team in planning the training packages required for the project, and developing the necessary materials;



indicators.

Gender Specialist 36 • The International consultancy is required for three years, from January 2007 to December 2009 to extend

her/his support to formulate gender policy, impart training, review and develop documents on gender in Bangladesh and involve in awareness raising activities. Participatory research will be a part of the consultancy.

• The consultant will work closely with the local gender consultants and project staff and be responsible to form the gender focal points and gender resource groups at field level.

• Participation in the training sessions of gender focal points and gender resource groups will also be the responsibility of the consultant. The consultant will take the key role in monitoring the activities across the components so that the gender issues are addressed properly.

• The consultant will be responsible to provide guidelines in incorporating gender sensitive strategies in curriculum, project documents and reports. The collection of gender disaggregated data by the UAS will be closely monitored by the consultant.

• The consultant will support the organize workshops, follow up workshops and make recommendations for future follow up activities.

• The consultant should have worked in the areas of gender and education with experience of working in South Asian countries.


169

International consultants PM Organization and Development (Second Chance) Consultant 18 • The consultant will review the feasibility of establishing second chance education in the secondary school

sector. The consultant will:

• Carry out a feasibility study to establish the need and desire on the part of stakeholders and other concerned persons to introduce a second chance education opportunity

• Interrelate and liaise with employers and employer and trade associations to establish the extent of their cooperation in second chance education

• Identify and profile the types of dropout students who would be likely to benefit from Second Chance • In cooperation with the Technical Training Directorate and (perhaps) the MOL, identify up to 10 pilot

schools in selected areas that could offer the second chance system wih the best chance of success

• Advise and assist the management and staff of the selected pilot schools on how to offer second chance education.

• Investigate the possibilities of attracting stipends to fund the system.

Adviser to the PMU- Finance 12 • The Project Finance Adviser will be an accountant with experience of international aid projects. s/he will

be familiar with the accounting systems of the Asian Development Bank as it pertains to major Loan projects.

• The Project Finance Adviser will advise and assist the Project Director and train his staff on all issues relating to the projects finances (the operation and management of the imprest account, reporting, monitoring etc).

• The Adviser will be based in the PMU but will also advise the Team Leader on all aspects financial affecting the project.

• Initially scheduled for 12 months input, this should be reviewed after 6 months by the Team Leader, Project Director and the Bank with a view to reducing the period if circumstances indicate that there is no further need for such an input.

Adviser to the PMU- Procurement 12 • The Project Procurement Adviser will be an experience procurement practitioner with experience of

international aid projects. s/he will be familiar with the procurement systems of the Asian Development Bank as it pertains to major Loan projects.

• The Project Procurement Adviser will advise and assist the Project Director and train his staff on all issues relating to the procurement (tender preparation, letting, reporting, monitoring etc).

• The Adviser will be based in the PMU but will also advise the Team Leader on all aspects of procurement affecting the project.

• Initially scheduled for 12 months input, this should be reviewed after 6 months by the Team Leader, Project Director and the Bank with a view to reducing the period if circumstances indicate that there is no further need for such an input.

Project Monitoring and Evaluation Consultant 36 • The Project M&E Specialist’s function is to monitor the activities and direction of the SESIP-2 project to

ensure that they are running on schedule and achieving the objectives set out in the Logframe. The consultant will be based in either the PMU or project TA offices. The consultant will:-

• Organize a baseline study of all aspects of the project activities. Special attention should be given to updating conditions on the previous SESIP-1 project.

• Identify and establish quantifiable time-bound performance indicators for all 3 components and their sub-components

• In cooperation with the main EMIS and M&E, design an electronic data collection and monitoring system relating exclusively to SESIP-2 activities

• In cooperation with the other project subject specialists and stakeholders design a system that will, in addition to the quantifiable related data, will monitor quality in project activities

• Produce regular (frequency to be decided) reports to the Project Director and the Team Leader. In addition provide reports on an ad hoc basis for project subject specialists.

• Contribute, as required, to Steering Committee or PIC meetings

• Train members of the PMU in monitoring and evaluation techniques

TOTAL INTERNATIONAL CONSULTANTS - 31 551


170

Local consultants PM Policy and Reform Consultant / Deputy Team Leader 60 • The Deputy Team Leader will, in the absence of the Team Leader, have overall management and

supervision of the SESIP-2 technical assistance team, coordinate their work, and ensure the quality and timely production of their inputs. When necessary, the Deputy TL will represent the TL at the Steering and Project Implementation Committees, and ensure the establishment and maintenance of constructive relations between the project and the government and between the project and other projects – particularly the TQI project. S/he will also assist and advise the TL in his/her responsibilities for:

• The production of a comprehensive Inception Report within 6 months of the commencement of the TA. This report should contain a survey of the position in secondary education at that time and should contain recommendations – if appropriate – for changes or amendments to the original project plan.

• The timely production of all other reports required by either the ADB of the GOB and ensuring that they are of the highest quality

• Oversee the establishment of the HRDW and advise and assist the HRD specialists in the structure and modality of all its constituent sections – in particular the senior staff development section.

• Specifically advise and assist the team of O&D consultants who will review the role and functions of the Planning and Development Wing of the DSHE

• Specifically advise and assist the teams working on the Madrasah and Second Chance sub projects.

Human Resources Development Specialist – Job Descriptions 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, The consultant will

• Conduct a survey (interviews / workshops / focus groups / document study etc) into the situation pertaining to job descriptions in the DSHE and related agencies.

• In cooperation with HRD Appraisals Specialist discuss with senior managers, section heads and personnel and conduct a job analysis of all positions from research officer upwards

• After having sought and received agreement from senior management and other concerned parties, and having liaised with members of the Specialized Posts Selection Committees (if they exist) write modern job descriptions for DSHE personnel that will be relevant to the needs of management and staff.

• Train the staff of the Placement Section of the HRDW in job analysis, job descriptions and other related HRD matters.

Human Resources Development Specialist – Records 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, the consultant will:

• Collect data concerning all aspects of personnel (e.g. training, appraisal reports, positions held, skills and qualifications) to be recorded on a database linked to the EMIS

• Gather and maintain all relevant information about each education cadre personnel (e.g. name; date of birth; subject; qualification; experience; skills possessed; date of joining; date of promotion; etc.)

• Gather and maintain all relevant information about each post or job (e.g. category of post; number of sanctioned posts; qualification, skill and experience required for the post etc.)

• Gather and maintain all relevant information about organization/institution (e.g. type of institution; number of sanctioned posts – subject and category-wise; number of filled posts with names of personnel in positions; number of vacant posts etc.)

• Provide data and information to other sections and to the management when required. • Cross reference with the EMIS

Human Resources Development Specialist – Appraisals 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, the consultant will: • Design an appropriate appraisal methodology • Assist managers and supervisors with the administration of appraisal and the timely collection of appraisal

reports • Review the appraisal reports and recommendations and identifying strengths and weaknesses • In liaison with Placements, determine suitability for promotion and posting to specific positions • In liaison with Staff Development, identify areas of training needed to overcome the weaknesses or

improve performance • Identify and deal with any cases calling for disciplinary actions in liaison with Records, provide necessary

information to other authorized sections


171

Local consultants PM Training and Staff Development Specialist 12 The consultant will be an HRD practitioner with experience of public sector reform – preferably in south Asian countries. Working with and to the instructions of the international consultant, the consultant will organize and give on-the-job training of Staff Development personnel in: • Training needs analysis and the assessment of current and future training needs on the basis of job

description, job specification, job analysis and performance appraisal results • Preparing annual staff development plans to address training needs • Preparing short and long term schemes for staff development through training at home and abroad in

various areas of educational specializations • Planning, designing and arranging senior and specialized training events • liaison with Records Section to maintain an inventory of trained personnel and other training records • Maintaining an inventory of persons needing training on specific areas of specialization • Nominating/selecting candidates for training, attending seminars/workshops, higher studies • Identify, invite, brief and generally assist Bangladeshi and foreign leaders of seminars and other senior

policy and planning

Organizational Development (P&D) 3 Working with and to the instructions of the international consultant, the consultant will review the status of the Planning and Development Wing of the DSHE and prepare an audit that will • Quantify and qualify the contribution that the Wing makes to the DSHE in general and planning in

particular • Review the activities and value of the new Quality Assurance Unit and advise it on its activities and

development • Make practical recommendations for the future of the Planning and Development Wing so that it will play

a fuller part in policy planning and Monitoring.

Decentralization Specialist 24 The consultant will support the international consultant to carry out the following responsibilities: • Prepare implementation programs in the areas of decentralized management in collaboration with the

DSHE/MoE. • Provide professional advice and training to the relevant agencies on matters relating to implementation of

decentralized management. • Review the arrangements and progress in the formal delegation of operational matters from the DSHE to

the lower level. • Review the existing systems for decentralization of planning and monitoring at the zonal and district

education offices. • Assess the outcome of training provided to the planning and monitoring officers, upazila academic

officers, SMC members and others associated with the decentralized management structure. • Assess the level of capacity building for improved academic supervision and school management. • Analyze the measures for sustainability of decentralized management. • Review the functionality of the upazila level secondary education offices and their usefulness in improving

academic performance of schools. • Assess and decide the requirements for new staff employed at the decentralized levels. • Analyze the strengths and weaknesses of the school performance based management system (SPBMS)

and propose measures for further strengthening of the system. • Establish appropriate criteria for developing and strengthening coordination between the DSHE and the

support agencies.

Education M&E Specialist 33 • Define the job descriptions of the M&E wing staff. • Analyse the data collection and reporting needs for the M&E wing.

• Assist the Director (M&E) to develop monitoring indicators and data collection formats. Indicators from SPBMS to be examined for possible inclusion.

• Assist the GIS, ICT and EMIS specialist to prepare TOR for Software firm for the development of software for M&E wing.

• Prepare M&E training plan and develop materials for training of DSHE, Zone, District and Upazila staff including heads of institution.

• Assist the Director (M&E) to conduct training using the materials developed.


172

Local consultants PM EMIS Specialist 30 • Assist the International EMIS specialist in his/her TOR.

• Review the current status of EMIS in DSHE, along with related developments in BANBEIS and any relevant ongoing or emerging projects

• Define the job descriptions of the EMIS services unit staff.

• Prepare TOR for Software firm for the enhancement of EMIS software already developed under SESIP-1 • Liaise with M&E specialists to incorporate in the TOR the requirements for the M&E wing’s software. • Liaise with ICT, GIS and M&E specialists and BANBEIS to prepare plan for data collection, verification,

data entry and use of outputs generated by these systems.

• Assist DSHE ICT wing in planning for user awareness and training activities • Oversee the EMIS software enhancement by the implementing firm. • Review the EMIS data collection and verification system, suggest enhancements and instigate programs

to implement these enhancements.

ICT Specialist 33 • Assist the International ICT specialist in his/her TOR. • Assist in determining the best tender for the provision of computer-based learning materials for the school

laboratories.

• Work with the domestic ICT Laboratory specialist in overseeing the laboratory installation process at each stage of the phased installation plan, recommending improvements for the next phase and overseeing their implementation

• Work with M&E and EMIS specialists in reviewing the M&E an EMIS system improvements at all stages

ICT Laboratory Specialist 33 • Design a suitable layout for the schools computer laboratory, along with a appropriate LAN, printers,

specifications of all necessary hardware and software configurations for the laboratory, additional equipment required.

• Use the school clusters identified by the School survey and ICT Laboratory specialist in formulating a phased plan for the installation of laboratories into schools, and assist project staff in preparing bidding documents for the laboratory installation process.

• Work with project staff and the ICT specialists in formulating the local competitive tender documents for the laboratory provision process.

• Assist in the selection of the best tender to carry out the laboratory installation program.

• Work with the domestic ICT specialist in overseeing the laboratory installation process at each stage of the phased installation plan, recommending improvements for the next phase and overseeing their implementation.

Policy and Management Specialist (Madrasah) 36 Working with and to the instructions of the international consultant, the specialist will be responsible for the development of the 64 pilot study madrasahs and for assisting and advising Madrasah Curriculum Reform Specialist develop a variation of the uni-track curriculum for use in madrasah. The specialist will • Build up good working relations with the Madrasah Education Board (MEB), the MTTI Gazipur, staff

students and parents of all pilot schools, and other relevant actors and stakeholders.

• During inception, prepare and implement a National Workshop on madrasah. The objective is to ensure consensus on, and support and assistance for, the planned project activities.

• Conduct a baseline survey of the 30 Stage 1 madrasah selected by TQI

• Prepare and implement a development plan for the Stage 1 Madrasah • Repeat for Stage 2 madrasah but amend according to lessons learned in Stage 1. • In cooperation with TQI, prepare a plan for the upgrading of the MTTI Gazipur • Review the structure and workings of the MEB and make recommendation for reform / improvement


173

Local consultants PM Madrasah Curriculum Reform Specialist 24 Working with and to the instructions of the international consultant, the consultant will be responsible for developing a Grades 9-10 Uni-track Curriculum – Madrasah version that provides a pathway for Dakhil Madrasah students to SSC Examination. The specialist will:- • Through negotiation, meetings, focus groups etc, prepare a preliminary plan of action for developing the

madrasah style curriculum and present it for at a major workshop and also to the project Steering Committee for approval

• Working closely with both the MEB and the relevant sections and specialists of the NCTB, design and pilot test (in the 64 pilot madrasah and elsewhere) a version of the Grades 9-10 Uni-track Curriculum that providesa pathway for Dakhil Madrasah students to present at the SSC Examination

• Prepare a report on the results and present to a national workshop • Organize workshops and courses for MTTI trainers on the new (amended) curriculum • Organize workshops and courses for relevant madrasah teachers on the new (amended) curriculum

Curriculum Design and Development Specialist 36 The specialist will work in tandem with the International Design and Development Specialist to • Ensure the International specialist has a high level of awareness of existing and emerging stakeholder

perceptions, concerns and positions relating to all aspects of their TOR; • Prepare the NSCP and ASCWP; • Assist in aligning SCW Job Descriptions to both the NSCP and ASCWP; • Assist the Member Curriculum and SCW groups involved in curriculum monitoring, research and

development projects • Assist in all aspects of discussion, negotiation, and developmental activity involving the Madrasah

Education Board or its nominated staff and SCW to develop a Grades 9-10 Uni-track Curriculum – Madrasah Version;

• Assist the development of a Curriculum Framework Statement for Grades 6-10; • Support the SCW develop Subject manuals for a new Grades 6-8 Uni-track Curriculum.

Curriculum Monitoring and Development Specialist 39 The specialist will work in tandem with the International Monitoring and Development Specialist to • Collaborate with the Member Curriculum to plan, direct and support the work of the Curriculum Monitoring

Unit (CMU) and the MDU (in relation to Textbook use in classrooms); • Provide on-the job mentoring/training to the Member Curriculum, CMU and MDU in relation to curriculum

monitoring processes including instrument development, data collection and analysis from schools and classrooms, and teachers and students;

• Assist in the preparation of written reports to provide regular feedback on the implemented curriculum and recommendations for improvements to the MOE, DSHE, NTRCA, ITEC, NAEM and TTC


• Support SCW established curriculum development groups to develop Subject Manuals for the Grades 6-8 Curriculum;

• Work with a small group of CDU members to review the Grades 9-10 Uni-Track curriculum and adjust as necessary to align with Curriculum Framework Statement for 6-10 and the ‘new’ Grades 6-8 Uni-track Curriculum, and also to make improvements as indicated by classroom research and curriculum monitoring reports;

• Assist the CDU and the MDU to produce Teacher’s Guides for SBA Grades 6-8 (for Subject); • Support the SCW Monitoring Group to establish sound base-line data on the introduction of the new

Grades 6-8 Uni-track Curriculum and devise ways of communicating and using these data.

Curriculum Research and Development Specialist 18 The specialist will • Work in tandem with the International Research and Development specialist to • Ensure the International specialist has a high level of awareness of stakeholder perceptions, concerns and

positions relating to all aspects of their TOR; • Assist groups of SCW specialists to identify, design, pilot, carry out and prepare reports on a suite of

research projects designed to provide up-to-date and context relevant data to inform future secondary curriculum reforms and in particular the development of a modernised Grades 6-8 Uni-track Curriculum;

• Assist the SCW staff involved in off-shore Masters and Advanced Diploma study, to identify and design research projects that while meeting Study Provider requirements also add usefully to the Bangladesh secondary curriculum knowledge base

• Work with the Curriculum Design and Development specialists to assist the Member Curriculum and CDU to develop a Curriculum Framework Statement for Grades 6-10 Uni-track Curriculum


174

Local consultants PM Textbook Design and Development Specialist 15 The specialist will work in tandem with the International Textbook Design and Development specialist to • Ensure the International specialist has a high level of awareness of stakeholder perceptions, concerns and

positions relating to all aspects of their TOR; • Assist a review of the legal standing, processes and activities of the ITEC any remaining policy and

practice requirements to achieve full privatization of all General Education Grades 6-12 secondary subject textbooks except those for Bangla and Religious Studies;

• Work with ITEC to review the process for setting textbook evaluation criteria to ensure alignment with Secondary Curricula;

• Work with ITEC and the MDU to develop a training manual and program to train a pool of ITEC Evaluators;

• Support the MDU to deliver the Evaluator Training Program to ITEC established groups;

• Develop a brief and support the short-term international TA to prepare Training Manuals and associated training materials for a series of 10-day Training Programs on key processes in secondary textbook writing for private sector writers in the context of the Grades 9-10 Uni-track Curriculum;

• Work with the MDU to plan and assist the short-term TA to deliver a series of 10-day Training Programs;

• Work with the MDU to develop a detailed ‘Training Manual for Secondary Textbook Writers’ complete with training materials (in Bangla) based on the International TA led training and on feedback from participants and facilitators.

Textbook Marketing Specialist 1 The specialist will • Design and facilitate a 5-day Training Program on the marketing of secondary textbooks in Bangladesh; • Provide the MDU on disk a summary of issues and a description of approaches and techniques that can

assist to develop an informed and viable market.

Educational Research Specialist (NAC) 24 In collaboration with other members of the consultant team, the specialist will: • Advise the senior management of the NAC on team building and professional development strategy;

assist the NAC team in the design and planning of the studies which it is tasked to carry out under the project;

• Assist the NAC team in analyzing and reporting the studies which it is tasked to carry out under the project, and on dissemination strategy;



indicators.

Assessment for Learning (AfL) Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • Advise the senior management of the NAC on team building and professional development strategy; • Support planning of the AfL component of the project;

• Support and guide implementation of the AfL component of the project;

• Build awareness, through seminars, workshops and other means, of developments in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests, and help the NAC to develop a bank of resources on AfL and related areas;

• Assist the NAC to plan and deliver capacity building for teachers in AfL, formative assessment and assessment of skills not measurable through paper-and-pencil tests;


• Participate as required in in-country staff training and orientation; and report at the end of each period of consultancy against the workplans and other agreed progress indicators

•


175

Local consultants PM Science Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • Assist the NAC in developing a common approach to the formative and summative assessment of

learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments in science subjects

– written, practical and project-based;

• Assist the NAC team in the design, development and field testing of formative and summative assessment items in science subjects that are appropriate to the curriculum stage and overall approach;

• Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items in science subjects according to the overall approach adopted;


• Participate as required in developing formative and summative assessment instruments in science subjects, including specifications and exemplar questions, and content and question analysis;



indicators.

Social Studies Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • Assist the NAC in developing a common approach to the formative and summative assessment of

learning achievement across subjects;

• Assist the NAC team in developing formative and summative assessment instruments in social studies subjects – written, practical and project-based;

• Assist the NAC team in the design, development and field testing of formative and summative assessment items in social studies subjects that are appropriate to the curriculum stage and overall approach;

• Assist the NAC team in the design, development and field testing of guidance materials for teachers, paper setters and moderators and others on the construction and scoring of formative and summative assessment items in social studies subjects according to the overall approach adopted;


• Participate as required in developing formative and summative assessment instruments in social studies subjects, including specifications and exemplar questions, and content and question analysis;



indicators.


176

Local consultants PM Language Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • Assist the NAC in developing a common approach to the formative and summative assessment of

learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments in languages –

written, practical and project-based; • Assist the NAC team in the design, development and field testing of formative and summative assessment

items in languages that are appropriate to the curriculum stage and overall approach; • Assist the NAC team in the design, development and field testing of guidance materials for teachers,

paper setters and moderators and others on the construction and scoring of formative and summative assessment items in languages according to the overall approach adopted;

• Assist the NAC team to design, develop and field test activity-based workshop materials for training for Teachers, paper setters and moderators and others on constructing and scoring formative and summative assessment items according to the overall approach adopted;

• Participate as required in developing formative and summative assessment instruments in languages, including specifications and exemplar questions, and content and question analysis;



indicators.

Mathematics Assessment Specialist (NAC) 18 In collaboration with other members of the consultant team, the specialist will: • Assist the NAC in developing a common approach to the formative and summative assessment of

learning achievement across subjects; • Assist the NAC team in developing formative and summative assessment instruments in mathematics –

written, practical and project-based; • Assist the NAC team in the design, development and field testing of formative and summative assessment

items in mathematics that are appropriate to the curriculum stage and overall approach; • Assist the NAC team in the design, development and field testing of guidance materials for teachers,

paper setters and moderators and others on the construction and scoring of formative and summative assessment items in mathematics according to the overall approach adopted;


• Participate as required in developing formative and summative assessment instruments in mathematics, including specifications and exemplar questions, and content and question analysis;



indicators.

Training Specialist (NAC) 12 In collaboration with other members of the consultant team, the specialist will: • Establish an activity-based approach to design of training materials within the NAC; • Support development of a house style for training packages, incorporating the activity-based approach; • Assist the NAC team in developing training and dissemination plans as required for the project; • Assist the NAC team in planning the training packages required for the project, and developing the

necessary materials; • Assist the NAC in establishing systems for developing and field-testing training materials, and

commissioning and monitoring training activities; • Advise on, support and monitor the NAC field-testing of training materials and delivery of training; • Plan (in collaboration with concerned NAC staff and consultants) overseas training and study tours,

prepare indicative programs, terms of reference (including deliverables), and assist in identifying possible institutions and negotiating with them;

• Participate as required in in-country staff training and orientation; and report at the end of each period of consultancy against the workplans and other agreed progress indicators.


177

Local consultants PM Gender Specialist 1 36 • The consultant should have experience of training in gender textual analysis, a strong understanding and

working experience of gender issues and education in Bangladesh, have knowledge and experience about the secondary Education system in Bangladesh.

• The consultant will be responsible to help in formulating gender policy, doing participatory research, review and develop documents on gender, construct gender focal point and resource groups, organize workshops, facilitate/impart/ arrange training for project staff, gender focal points and gender resource groups.

• The consultant will have close links with all the components of the projects to ensure that gender issues are addressed across the project components.

Gender Specialist 2 12 • A local consultant will be hired for one year for intermittent period. The duration of the consultancy will be

based on the needs of the gender components, especially to impart training to project key personnel, in different phases.

• The consultant should have experience of training in gender textual analysis, a strong understanding and working experience of gender issues and education in Bangladesh, have knowledge and experience about the secondary Education system in Bangladesh.

• The consultant will be responsible to construct gender focal point and resource groups, facilitate/impart/ arrange training for project staff, gender focal points and gender resource groups..

Organization and Development (Second Chance) Consultant 36 Working with and to the instructions of the international consultant, the consultant will • The consultant will review the feasibility of establishing second chance education in the secondary school

sector. The consultant will:

• Carry out a feasibility study to establish the need and desire on the part of stakeholders and other concerned persons to introduce a second chance education opportunity

• Interrelate and liaise with employers and employer and trade associations to establish the extent of their cooperation in second chance education

• Identify and profile the types of dropout students who would be likely to benefit from Second Chance

• In cooperation with the Technical Training Directorate and (perhaps) the MOL, identify up to 10 pilot schools in selected areas that could offer the second chance system with the best chance of success

• Advise and assist the management and staff of the selected pilot schools on how to offer second chance education.

• Investigate the possibilities of attracting stipends to fund the system.

Project Monitoring and Evaluation Consultant 36 Working with and to the instructions of the international consultant, the consultant will:

• The Project M&E Specialist’s function is to monitor the activities and direction of the SESIP-2 project to ensure that they are running on schedule and achieving the objectives set out in the Logframe. The consultant will be based in either the PMU or project TA offices. The consultant will:-

• Organize a baseline study of all aspects of the project activities. Special attention should be given to updating conditions on the previous SESIP-1 project.

• Identify and establish quantifiable time-bound performance indicators for all 3 components and their sub-components

• In cooperation with the main EMIS and M&E, design an electronic data collection and monitoring system relating exclusively to SESIP-2 activities

• In cooperation with the other project subject specialists and stakeholders design a system that will, in addition to the quantifiable related data, will monitor quality in project activities

• Produce regular (frequency to be decided) reports to the Project Director and the Team Leader. In addition provide reports on an ad hoc basis for project subject specialists.

• Contribute, as required, to Steering Committee or PIC meetings • Train members of the PMU in monitoring and evaluation techniques

TOTAL LOCAL CONSULTANTS - 30 643


178

Appendix 14: Data on madrasah education


179

Appendix 14: Data on madrasah education Information on the number of students, number of trained and untrained teachers, gender breakdown, facilities, unit costs, class sizes, curriculum etc is given below. Data collected from a research study which was conducted in July 2005 entitled, “Analysis of Madrasah in Bangladesh & Pakistan” (Authors: Mercer, M. M, Murshid T. M, Kabir M. Z, Khan A. R, July 2005. Firm: SEMA Belgium & Atos Origin Belgium in association with Ace Global and financed by Europe Aid/116548/C/SV Lot No: Studies for Asia), from BANBEIS, 2003 and from Bangladesh Madrasah Education Board.

Madrasahs, teachers and students, 2002

Teachers Students Institutions

Total Female Total Female

Type Number Number Number % Number Number %

Madrasa Education (Dakhil to Kamil) 7,820 113,810 5,195 4.6 3,398,043 1,507,824 44.4

Number of Alia (government approved1) madrasahs by level, 1998– 2004

1998 1999 2000 2001 2002 2003* 2004**

Level Number Number Change % Number Change % Number Change % Number Change % Number Change % Number Change %

Dakhil 4,868 4,890 0.5 5,015 2.6 5,391 7.5 5,536 2.7 5,628 1.7 5,926 5.3

Alim 998 1,074 7.6 1,087 1.2 1,087 0.0 1,105 1.7 1,129 2.2 1,138 0.8

Fazil 970 1,017 4.8 1,029 1.2 1,029 0.0 1,032 0.3 1,036 0.4 1,042 0.6

Kamil 120 141 17.5 148 5.0 144 -2.7 147 2.1 152 3.4 156 2.6

TOTAL 6,956 7,122 2.4 7,279 2.2 7,651 5.1 7,820 2.2 7,945 1.6 8,262 4.0

* Provisional ** Estimated

1 For all years there are 3 Government Kamil madrasahs; all other Alia madrasahs are non-government madrasahs operating with government approval


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Number of teachers in Alia (Government approved) madrasahs by level, 1998–2004

1998 1999 2000 2001 2002 2003* 2004** Level

Number Number Change % Number Change % Number Change % Number Change % Number Change % Number Change %

Dakhil 60,120 61,310 2.0 64,211 4.7 67,026 4.4 70,247 4.8 71,475 1.7 75,853 6.1

Alim 17,965 17,562 -2.2 18,648 6.2 18,117 -2.8 18,428 1.7 18,854 2.3 19,232 2.0

Fazil 18,352 20,811 13.4 21,840 4.9 21,136 -3.2 21,423 1.4 21,549 0.6 21,882 1.5

Kamil 3,0`34 3,679 21.3 3,792 3.1 3,714 -2.1 3,712 -0.1 3,854 3.8 3,962 2.8

TOTAL 99,471 103,362 3.9 108,491 5.0 109,993 1.4 113,810 3.5 115,732 1.7 120,929 4.5


Number of students in Government approved Alia madrasahs by level, 1998–2004

1998 1999 2000 2001 2002 2003* 2004** Level

Number Number Change % Number Change % Number Change % Number Change % Number Change % Number Change %

Dakhil 1,708,318 1,817,770 6.4 1,879,707 3.4 2,091,253 11.3 2,168,441 3.7 2,206,176 1.7 2,320,992 5.2

Alim 429,229 508,292 18.4 518,178 1.9 521,957 0.7 532,601 2.0 544,178 2.2 548,216 0.7

Fazil 436,106 584,218 34.0 596,456 2.1 595,588 -0.1 605,112 1.6 607,096 0.3 610,212 0.5

Kamil 74,822 114,613 53.2 117,864 2.8 90,309 -23.4 91,889 1.7 94,544 2.9 96,720 2.3

TOTAL 2,648,475 3,024,893 14.2 3,112,205 2.9 3,299,107 6.0 3,398,043 3.0 3,451,994 1.6 3,576,140 3.6


Alia madrasa student:teacher ratio (STR) by level, 1998–2004 Level 1998 1999 2000 2001 2002 2003* 2004**

Dakhil 28 30 29 31 31 31 31

Alim 24 29 28 29 29 29 29

Fazil 24 28 27 28 28 28 28

Kamil 25 31 31 24 25 25 24

Average 27 29 29 30 30 30 30

** Number of alia madrasahs by level: total and for girls, 1998–2002


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Dakhil Alim Fazil Kamil Total

Total For girls Total For girls Total For girls Total For girls Total For girls Year

Number Number % Number Number % Number Number % Number Number % Number Number %

1998 4,868 520 10.7 998 42 4.2 970 13 1.3 120 1 0.8 6,956 576 8.3

1999 4,890 609 12.5 1,074 59 5.5 1,017 21 2.1 141 3 2.1 7,122 692 9.7

2000 5,015 628 12.5 1,087 61 5.6 1,029 23 2.2 148 4 2.7 7,279 784 10.8

2001 5,391 701 13.0 1,087 61 5.6 1,029 21 2.0 144 1 0.7 7,651 784 10.2

2002 5,536 733 13.2 1,105 64 5.8 1,032 23 2.2 147 1 0.7 7,820 821 10.5

Number of teachers in alia madrasas by level: total and female, 1998–2002


Total Femal Total Female Total Female Total Female Total Female Year


1998 60,120 1,936 3.2 17,965 341 1.9 18,352 277 1.5 3,034 32 1.1 99,471 2,586 2.6

1999 61,310 2,630 4.3 17,562 420 2.4 20,811 471 2.3 3,679 47 1.3 103,362 3,568 3.5

2000 64,211 2,731 4.3 18,648 462 2.5 21,840 502 2.3 3,792 51 1.3 108,491 3,746 3.5

2001 67,026 3,677 5.5 18,117 593 3.3 21,136 562 2.7 3,714 62 1.7 109,993 4,894 4.4

2002 70,247 3,954 5.6 18,428 605 3.3 21,423 571 2.7 3,712 65 1.8 113,810 5,195 4.6

Enrolment in alia madrasahs by level: total and female, 1998–2002


Total Femal Total Female Total Female Total Female Total Female Year


1998 1,708,318 704,200 41.2 429,229 135,437 31.6 436,106 97,898 22.4 74,822 9,536 12.7 2,648,475 947,071 35.8

1999 1,817,770 829,385 45.6 508,292 182,567 35.9 584,218 160,157 27.4 114,613 13,898 12.1 3,024,893 1,186,007 39.2

2000 1,879,707 862,820 45.9 518,178 186,426 36.0 596,456 162,621 27.3 117,864 14,292 12.1 3,112,205 1,226,209 39.4

2001 2,091,253 1,016,696 48.6 521,957 209,303 40.1 595,588 191,776 32.2 90,309 11,217 12.4 3,299,107 1,435,068 43.5

2002 2,168,441 1,082,892 49.9 532,601 216,571 40.7 605,112 196,843 32.5 91,889 11,518 12.5 3,398,043 1,507,824 44.4


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Distribution of alia madrasas, teachers and students by sex between urban and rural areas, 1998–2002

Teachers Students

Total Female Total Female Year Location Madrasas

Number Number % Number Number %

Urban 436 7,656 627 8.2 228,402 63,632 27.9

Rural 6,520 91,815 1,959 2.1 2,420,073 883,439 36.5 1998

Total 6,956 99,471 2,586 2.6 2,648,475 947,071 35.8

Urban 459 8,430 703 8.3 257,246 72,362 28.3

Rural 6,663 94,932 2,865 3.0 2,767,647 1,113,645 40.2 1999

Total 7,122 103,362 3,568 3.5 3,024,893 1,186,007 39.2

Urban 482 8,654 763 8.8 270,366 84,526 31.2

Rural 6,797 99,837 2,983 3.0 2,841,839 1,141,683 40.2 2000

Total 7,279 108,491 3,746 3.5 3,112,205 1,226,209 39.4

Urban 520 8,852 823 9.3 269,758 92,461 34.3

Rural 7,131 101,141 4,071 4.0 3,029,349 1,342,607 44.2 2001

Total 7,651 109,993 4,894 4.5 3,299,107 1,435,068 43.5

Urban 548 9,087* 975 10.7 261,815* 116,077* 50.1

Rural 7,272 104,803 4,220 4.0 3,136,228 1,391,747 44.4 2002

Total 7,820 113,810 5,195 4.6 3,398,043 1,507,824 44.4

* Figures in italics are our re-calculations since the published figures in BANBEIS (2003a) appear to be inaccurate.


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Distribution of alia madrasas, teachers and students between urban and rural areas, 1998–2002

Teachers Students Madrasas

Total Female Total Female Year Location Number % Number % Number % Number % Number %

Urban 436 6.3 7,656 7.7 627 24.2 228,402 8.6 63,632 6.7 Rural 6,520 93.7 91,815 92.3 1,959 75.8 2,420,073 91.4 883,439 93.3 1998

Total 6,956 100.0 99,471 100.0 2,586 100.0 2,648,475 100.0 947,071 100.0 Urban 459 6.4 8,430 8.2 703 19.7 257,246 8.5 72,362 6.1 Rural 6,663 93.6 94,932 91.8 2,865 80.3 2,767,647 91.5 1,113,645 93.9 1999

Total 7,122 100.0 103,362 100.0 3,568 100.0 3,024,893 100.0 1,186,007 100.0 Urban 482 6.6 8,654 8.0 763 20.4 270,366 8.7 84,526 6.9 Rural 6,797 93.4 99,837 92.0 2,983 79.6 2,841,839 91.3 1,141,683 93.1 2000

Total 7,279 100.0 108,491 100.0 3,746 100.0 3,112,205 100.0 1,226,209 100.0 Urban 520 6.8 8,852 8.0 823 16.8 269,758 8.2 92,461 6.4 Rural 7,131 93.2 101,141 92.0 4,071 83.2 3,029,349 91.8 1,342,607 93.6 2001

Total 7,651 100.0 109,993 100.0 4,894 100.0 3,299,107 100.0 1,435,068 100.0 Urban 548 7.0 9,087* 8.0 975 18.8 261,815* 7.7 116,077* 7.7 Rural 7,272 93.0 104,803 92.0 4,220 81.2 3,136,228 92.3 1,391,747 92.3 2002

Total 7,820 100.0 113,810 100.0 5,195 100.0 3,398,043 100.0 1,507,824 100.0

* Figures in italics are our re-calculations since the published figures in BANBEIS (2003a) appear to be inaccurate.

Independent2 alia ebtidai (primary level) madrasas, teachers and enrolment, 2002

Teachers Enrolment Female Female No. of madrasas

Total Number %

Total Number %

6,711 26,788 2,971 11.1 1,242,602 597,401 48.1

2 These are primary level madrasahs which stand alone, i.e. are not a part of a Dakhil (secondary level) madrasah.


184

Number of alia ebtidai (primary level) students by grade, sex and division, December 2003

Class 1 Class 2 Class 3 Class 4 Class 5 Total

Total Girls Total Girls Total Girls Total Girls Total Girls Total Girls Division

No. No. % No. No. % No. No. % No. No. % No. No. % No. No. %

Barisal 83,233 38,531 46.3 66,715 28,616 42.9 56,477 25,414 45.0 51,473 22,608 43.9 45,812 20,088 43.8 303,710 135,257 44.5

Chittagong 65,016 27,687 42.6 54,823 22,150 40.4 54,889 21,487 39.1 54,955 21,378 38.9 54,392 22,073 40.6 284,075 114,775 40.4

Dhaka 134,947 63,110 46.8 95,530 44,454 46.5 83,518 38,267 45.8 74,756 33,291 44.5 73,272 33,710 46.0 462,023 212,832 46.1

Khulna 58,629 27,874 47.5 40,018 18,272 45.7 37,107 17,209 46.4 35,736 15,942 44.6 36,990 16,218 43.8 208,480 95,515 45.8

Rajshahi 186,603 88,716 47.5 137,205 65,120 47.5 119,244 58,040 48.7 108,824 50,969 46.8 103,304 45,515 44.1 655,180 308,360 47.1

Sylhet 13,956 6,103 43.7 9,980 4,005 40.1 9,359 3,598 38.4 9,048 3,286 36.3 9,612 3,672 38.2 51,955 20,664 39.8

Total 542,384 252,021 46.5 404,271 182,617 45.2 360,594 164,015 45.5 334,792 147,474 44.0 323,382 141,276 43.7 1,965,423 887,403 45.2

Source: Adapted from Abdalla et al. (2004:5, Table 3).

Government expenditure on education by level in 1990/91 and 2000/01 to 2003/04 (million Taka)

1990-1991 2000-2001 2001-2002 2002-2003 2003-2004 Type of Institution

Budget % Budget % Budget % Budget % Budget %

Primary 5,289.3 44.7 13,591.4 38.0 13,480.5 36.1 13,572.6 34.4 14,063.0 34.2

Secondary 2,492.1 21.1 8,514.6 23.8 9,007.2 24.1 9,301.2 23.6 9,574.2 23.3

College 1,184.8 10.0 5,022.5 14.0 5,175.1 13.8 5,536.6 14.0 5,774.0 14.1

Madrasah 953.3 8.1 4,108.3 11.5 4,395.5 11.8 4,570.7 11.6 4,708.9 11.5

Technical 266.9 2.3 441.1 1.2 439.3 1.2 412.3 1.0 443.3 1.1

University 1,030.0 8.7 2,919.1 8.2 2,913.5 7.8 3,191.6 8.1 3,448.5 8.4

Teachertraining 92.3 0.8 234.1 0.7 211.4 0.6 220.8 0.6 186.3 0.5

Cadet college 120.9 1.0 168.0* - 170.0* - 177.0* - 177.0* -

Other administrative & subsidiary departments 390.5 3.3 965.5 2.7 1,767.2 4.7 2,641.3 6.7 2,877.7 7.0

Total 11,820.1 100.0 35,796.6 100.0 37,389.7 100.0 39,447.0 100.0 41,075.9 100.0

* Included elsewhere Source: BANBEIS (2003a) cited in Government of Bangladesh (2005b:28)


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Recurrent unit cost per student (to government) by type of institution and recurrent unit costs relative to recurrent unit costs for madrasahs at school/college and university levels, 2002–2003

Level of education Unit cost (Taka) Ratio of unit cost to unit costfor madrasah education

Government primary school 1,127 0.8

Government secondary school 4,551 3.4

Non-government secondary school 1,044 0.8

Non-government madrasa (dakhil – kamil levels) 1,339 1.0

Government college 4,470 3.3

Non-government college 3,185 2.4

Government madrasa (kamil level only) 5,084 1.0

Technical and vocational education 14,468 2.8

Teacher training college 12,513 2.5

Cadet College 62,018 12.2

University (public) 32,357 6.4

Source: BANBEIS (2003a:92). Occupational background of parents of madrasah students (%)

Qaumi madrasa Alia madrasa Occupation

Urban Rural Urban Rural

Farmer 37.7 65.7 8.5 65.1

Service (e.g. teacher, police) 35.1 14.4 49.0 4.8

Businessman 10.6 12.4 31.3 13.5

Driver 2.1 0.0 2.8 1.0

Day labourer 4.3 0.0 0.0 0.0

Imam/priest 3.6 0.0 0.0 0.0

Doctor 0.0 4.7 3.8 2.7

Other 6.6 2.8 4.6 2.9

Distribution of sample (n = 788) 188 104 201 295


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3. Comparison of the major curriculum for general education and Alia and Quaumi madrasaha

General Education Alia Madrasah Qaumi Madrasah Primary Ebtidai Ebtidai Bengali, English, mathematics, general science, social science, drawing, religious studies

Bengali, English, mathematics, general science, social science, Qur’an, Arabic, Aquaid, Fiqh

Bengali, English, mathematics, history, geography, social studies, Arabic, Urdu, Qur’an, Fiqh

Secondary Dakhil Ustaani Bengali, English, mathematics, general science, social science, social studies, history, geography, agriculture, home economics, history, computer science, basic trade, physics, chemistry, biology

Bengali, English, mathematics, general science, social science, social studies, agriculture, home economics, history, computer science, basic trade, physics, chemistry, biology, Qur’an, Arabic, Aquaid, Fiqh

History, political science, Fiqh, Tajweed (Recitation), Mantiq (Logic), Bengali, Arabic, Urdu, Persian

Higher secondary Alim Sanubi Bengali, English, civics, economics, computer science, agriculture, home economics, computer science, basic trade, physics, mathematics, chemistry, biology, business studies

Bengali, English, history, economics, civics, higher English, physics, chemistry, biology, mathematics, computer science, Qur’an, Hadith, Fiqh, Arabic

Bengali, history, Arabic, Usuli-Fiqh (explanatory law), Mantiq (logic), Tafsir (exegesis), Faraiz (inheritance law)

Bachelor of arts/science/commerce

Fazil

Bengali, English, oriental languages, liberal arts, social sciences, law, business management, accounting and finance, physics, chemistry, mathematics

Bengali, English, history, political science, economics, exegesis of Qur’an, Hadith, Arabic

Tafsir (exegesis), Usul-I-Qur’an, Usul-I-Hadith (explanation of the sayings of Prophet), Fiqh (jurisprudence), Arabic

Masters Kamil Taqmil Subjects offered are similar to Bachelor degree excepting that there is no general compulsory subjects like Bengali, English

Hadith, Tafsir (exegesis), Fiqh, Arabic, history

Hadith Courses (Dawrah Hadith), Al-Qur’an, Tafsir (exegesis), Fiqh (jurisprudence)

Source: Government of Bangladesh (2005b), for the General Education and Alia Madrasa columns; and Sattar (2004) for the Qaumi Madrasa column.

(4) Recommendations of the National Education Commission 2003 on madrasah education

(I) Recommendations about Madrasah Inspection and Management

(a) Ibtedaye Madrasah Upazila PEO will inspect. If necessary DEO,Asst. Inspector, Regional

madrasah education board(RMEB) will inspect (b) Dakhil Madrasah Asst Inspector, RMEB/DEO/Regional DD will inspect. On special

reason BMEB/ DSHE will inspect. (c) Alim Madrasah Regional DD or BMEB or DSHE will inspect (d) Fazil & Kamil madrasah Chairman, BMEB will inspect Fazil madrasah. Chairman BMEB and

DG,DSHE will jointly inspect Kamil madrasah. When Fazil & Kamil madrasah will go under university, then these will be inspected by University regulations.

(e) Female Inspector/Officer should be appointed to inspect Dakhil madrasah.


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(II) Recommendations about Madrasah Education, Administration and Management

1 Immediate steps should be taken so that the Ibtedaye madrasah, its students and

teachers can get equal government facilities as institution of primary stage, its students and teachers are getting.

2 To nationlise Ibtedaye madrasah in phases in proportion to the number of General stream.

3 To remove the disparity of money and number with general stream.

4 Government is supplying books from 2003 to primary school and Ibtedaye Madrasah free of cost. Same textbooks of Bangla, English and Mathematics should be supplied to both Primary school and Ibtedaye madrasah in order to avoid cost, easy marketing etc. These three textbooks should be written the experts of both the streams.

5 Hifjul Quran group should be transferred form Dakhil stage to Ibtedaye stage as childhood is the proper age to memorise the holy Quran.There should be two groups at Ibtedaye stage-General group and Hifjul Quran group. One additional Hafij-e-Quran should be appointed for Ibtedaye Hifj group.

6 Nationally arranged scholarship at the end of junior secondary (class 8) of general stream should be introduced in Madrasah at the end of class 8.

7 To establish a separate Madrasah Education Directorate outside the jurisdiction of DSHE.

8 Present curriculum and textbook wing of Madrasah Education Board should be strengthened. Posts for controller of publication, curriculum specialist, subject specialist and necessary manpower should be created in order to frame, revise and moderate the syllabus of Ibtedaye, Dakhil and Alim stage. Ultimate aim is to establish an independent and autonomous Board named National Madrasah curriculum and textbook Board.

9 To open necessary sections in class 6-10 at Dakhil stage where students in a class exceeds 60 and creation of posts for this purpose in madrasah stream like the practice prevailing in general stream..

10 There should be compulsory training course for heads of madrasah on educational administration and management and subject-based training for other teachers and for this training they will get increased scale.

11 Introduction of annual confidential report for all teachers is necessary for transparency and accountability.

12 To stop co-education from Dakhil class 6 to Kamil and to establish female Madrasah.

13 There is disparity between staffing pattern of Government College and equal status government madrasah in Enam Commission Report 1983. Following steps need to be taken to remove this disparity:

• Posts of one associate professor, one asst. professor and two lecturers need to be created for each subject of Fazil class as in govt. college.

• Necessary number of posts including professor, associate professor should be created for each of Hadit, Tafsir, Fikah and Adab subject in Kamil madrasah like masters degree of general college.

14 BCS (madrasah education ) cadre need to be created like BCS ( general edn) BCS (technical edn).


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15 Sheed president Zia-ur-Rahman announced that there would be on govt college for boys, one govt college for girls and one government madrasah. First two materialized and the third one not. One government madrasah is essential in every district.

16 Fazil should be announced equivalent to Bachelor degree Kamil equivalent to Masters degree. Temporarily Gazipur MTTI will offer degree under Islamic University till the establishment of a separate University for madrasah Education.

17 Same syllabus and same books should be introduced for Bangla, English, Mathematics and Science subjects from class 6-10 of madrasah education and general education. Madrasah Education Board will take necessary steps.


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Appendix 15: List of people consulted during the project


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Second Secondary Education Sector Improvement Project (SESIP- 2)

List of persons attended in focus group discussion held on 15 June 2005

Sl. No.

Name Designation

1 Prof Dilara Hafiz Director General, Secondary & Higher Education 2 Mr Md Mahfuzul Haque Joint Secretary, Min of Education 3 Prof. Syed Ahmed Director (R&D), NAEM 4 Mr Md Mustafa Deputy Director, NAEM 5 Mr Md Khizir Hayat Khan Deputy Director, PSPU, DSHE. 6 Prof. Shaheda Obaed Chairman, BISE, Dhaka 7 Prof. Md Anwarul Hoque Chairman, BISE, Barisal 8 Prof. Dr Md Idris Ali Chairman, Technical Education Board, Dhaka 9 Mr Gazi Md Ahsanul Kabir Chairman, NCTB 10 Prof. Meherun Nessa Principal, TTC, Dhaka 11 Mr. Md Hafizur Rahman Principal, TTC, Jessore 12 Mrs Setara Begum Head Mistress, Faizunnessa Govt. Girls High School, Comilla 13 Mr Syed Hafizul Islam Teacher, Govt. Laboratory School, Dhaka 14 Prof. Meherun Nessa Principal, TTC, Dhaka. 15 Mr Abu Raihan Khan Asst. Teacher, MTTI. 16 Mr Md Mamun-ul-Hoque Training Specialist, NAEM. 17 Mr Mushfique Ahmed Training Specialist, NAEM. 18 Dr Md Mustafa Director Planning (In-Charge), NAEM. 19 Prof. Hannana Begum Member, Curriculum, NCT.

Facilitator Sl. No.

Name Designation

1 Mr George Kelly Team Leader 2 Prof. Abdur Rashid Deputy Team Leader 3 Dr. Ross Tasker Examination & Assessment Specialist 4 Dr. Mahbuba Nasreen Gender Specialist 5 Mrs. Hosne Ara Begum Examination & Assessment Specialist 6 Mr. M A Rouf Akhand EMIS Specialist


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List of persons met by Dr Mahbuba Nasreen during her field visits

FGD with students of Bhunabeer Doshorath High School, Srimongol Name of the Student Class

Mosammat Ripa Aktar Ten Sonchita Koiri Ten Mosammat Sabiha Sultana Nine Mosammat Rahela Aktar Eight Pinki Koiri Eight Mosammat Rabiya Aktar Seven Mosammat Lubna Aktar Seven Mosammat Nasreen Aktar Nine Mohammad Shaheen Mia Eight Mohammad Mohsin Kabir Bhuiya Seven

1: FGD with students of Hossainpur Girls High School, Kishoreganj Name of the Student Class

Iffat Rahman Nine Alpana Khatun Nine Nusrat Jahan Nadia Nine Suma Begum Nine Bushra bin Mustafiz Eight Rajia Islam Seven Farzana Aktar Ten Sumaiya Aktar Ten Alfa Siddiqa Seven Suraiya Begum Seven Nurunnesa Seven Fatema Aktar Eight Sabina Yasmin Nine (Vocational) Shirin Aktar Nine (Vocational)

2: FGD with students of Musa Mia High School, Kuliarchar Name of the Student Class

Mosammat Tamanna Aktar Eight Mosammat Mukta Sultana Nine Mosammat Happy Aktar Eight Mosammat Sweety Aktarr Eight Sania Khanam Ten Mosammat Habiba Khanam Nine Mosammat Yasmin Aktar Seven Zeesa Khanam Ten Mohammad Sharmin Aktar Ten Rafeza Aktar Ten


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4: FGD with stakeholders at District Education Office, Moulavibazar Name of the Participants Identity

Md. Abdus Salam District Education Officer Jotsna Ara Begum Head Teacher, Hafiza Khatun Girls High School Lutfunnesa Khanam Head Teacher, Ali Amjad Govt. Girls High School Priti Bikash Paul Chowdhury Head Teacher (acting), Moulavibazar Govt. High School Ajit Kumar Roy Assistant Head Teacher, Kashinath-Alauddin High School Hafiza Khatun Ali Amjad Govt. Girls High School Md. Fayezur Rahman Head Teacher, Sayed Abdul Malik High School Abinash Chandra Dey Head Teacher, Sadhuhati Abdul Bari High School Maya Wahed Principal, The Flowers Radiant High School Md. Atiqur Rahman Assistant Teacher, Ali Amjad Govt. Girls High School

5: FGD with Mothers, Mostafapur, Enatganj, Hobiganj Name of Mothers Daughters’ Identity

Jibunnesa Student of class V, Nadampur Primary School Ruby Student of class IV Nadampur Primary School Akirun Student of class IV Nadampur Primary School, class VIII,

Nadampur High School Isnara Begum Drop out from class V, Nadampur Primary School Momota Begum Drop out (two daughters) from Primary Sharifa Begum None of the child goes to school

6: FGD with Mothers, Radhapur, Dighlbak, Hobiganj Name of Mothers Children’s Identity

Asia Begum Son drop out from class IX Rahima Daughter student of class X; Son student of class IX, Dogholbak

High School Dilara Begum Daughters in class IX and X; son in class VIII Surma Begum Son class VI and III Rafi Begum Daughter class V Honufa Daughter class III

7: FGD with drop out girls, Mostafapur, Enatganj, Hobiganj Name of the participants When dropped out

Mosammat Rubina Begum Class VI Parvin Begum Class VI Sabina Begum Class VIII Asma Begum Class VI Masuma Begum Class V


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1: FGD with teachers of Musa Mia High School, Kuliarchar Name of the Teachers Designation

Noor Mohammad Head Teacher Md. Farid Uddin Pathan Assistant Head Teacher Md. Alauddin Senior Teacher Padmabati Das Assistant Teacher

2: FGD with mothers of girl students of Musa Mia High School, Village Ali Akbari, Kuliarchar

Name of the Mothers Daughters’ identity

Molina Rani Sutradhar Class VI and VII Saddhana Rani Sutradhar Class X Lolita Rani Sutradhar IX Ranu Begum VIII and IX Sukumari Debnath X Jamela VII, VII Kheron Rani Sheel VI

3: FGD with SMC members Hossainpur Pilot Girls High School, Kishoreganj

Name of the Participants Designation

Md. Aiyub Ali President Md. Moslehuddin Vice-president Moulavi Md. Abdus Salam Member Md. Mizanur Rahman Teachers’ representative Sontosh Chandra Modok Head Teacher and Secretary

4: FGD with women teachers of Hossainpur Pilot Girls High School, Kishoreganj

Name of the Teachers Designation

Begum Jinnat Aktar Senior Teacher Gulbahar Begum Senior Teacher Kazi Asma Begum Assistant Head Teacher Lutfunnesa Begum Physical Education Teacher Shahnaj Begum Trade Teacher Bithi Rani Modok Assistant Teacher Shiuli Begum Assistant Teacher Salma Aktar Junior Teacher Geeta Rani Modok Instructor (Technical-Dress) Nargis Sultana Instructor (Technical-Dress) Nazma Aktar Senior Teacher Fazila Aktar Assistant Teacher


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12: FGD with mothers/guardians of girls in Hossainpur Pilot Girls High School, Kishoreganj

Name of Mothers Daughters’ identity

Razia Aktar Class VIII Leena SSC candidate Salma VI Khoshnahar VI Rina Aktar VI

13: Discussion with teachers of Mostafapur Anwarul Ulum Dakhil Madrasa, Hobiganj

Name of the participants Identity

Abdus Shahid Assistant Supervisor Mujibur Rahman Assistant teacher

Meetings Date Persons met Venue

29 May 2005 Barry Tailor, Team Leader, SESIP 1 SESIP 1 June 2005 Caroll Eggen, SESIP 1 SESIP 6 June 2005 Mr. J. Servi, ADB ADB, Dhaka office 6 June 2005 Dilara Hafiz, DG, DSHE DSHE 7 June 2005 Jamal Mahmood, ADB ADB, Dhaka office 7 June 2005 Ferdousi Sultana, ADB ADB, Dhaka office 9 June 2005 Viv Casteel, PROMOTE PROMOTE 9 June 2005 Mr. Shafiqul Islam and other staff of BRAC-

PACE BRAC

26 June 2005 Viv Casteel, PROMOTE PROMOTE 26 June 2005 Noorjahan Begum, Nazneen Aktar NCTB 30 June 2005 Anup Datta, Head Teacher

Kanti Rani Koiri, Teacher Santgaon High School, Srimongol, Moalavibazar

30 June 2005 Mr. AbdulAziz, Head Teacher Bhunabir Doshorath High School, Srimongol, Maulavibazar

30 June 2005 Mr. Swapan Kumar Mistry, District Manager, BRAC-PACE

TARC, BRAC, Srimongol

30 June 2005 Shamsunnahar Parvin, UPO, DSHE Srimongol, Moulavibazar 13 July 2005 Technical Advisory Group Conference room, DSHE 24 July 2005 Ferdousi Sultana, ADB

Lucy Jenks, PROMOTE Shamima Parvin, PROMOTE

ADB, Dhaka

27 July 2005 Mohaimanul Islam, UAS, Bajitpur Shapna Begum, UAS, Kuliarchar

Musa Mia High School, Kuliarchar

28 July 2005 Sontosh Kumar Modok, Head Teacher Hossainpur Girls Pilot High School, Kishoreganj

28 July 2005 Md. Qamruzzaman UAS, Hossainpur


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Date Persons met Venue

17 August 2005 Meeting with Leah Guiterrez, J. Servi of ADB SESIP Conference room 31 August 2005 Workshop on Madrasa Shikkha Bhaban 13 September 2005 Meeting with MOE Secretariat 13 September 2005 Mr. Zaki Imam, NAEM SESIP 2 14 September 2005 Mr. Nazrul Islam, PD, TQI TQI 14 September 2005 Mr. Bashirul Haque, PD, SESIP 1 SESIP 1 14 September 2005 Md. Omar, MOE

Md. Mahbubur Rahman, DSHE SESIP 2

26 September 2005 Prof. Zohora Umme Hasan, Director Planning DSHE 27 September 2005 Mr. Mahfuzul Haque, Joint Secretary, MOE Secretariat 5 October 2005 Viv Casteel, PROMOTE

Tayeba Nasir, British Council SESIP 2

9 October 2005 Workshop on Interim Report with policy makers/stakeholders

BIAM

27 November 2005 Leah Guiterrez, ADB SESIP 2 27 November 2005 Roger Munnes, British Council SESIP 2 28 November 2005 National Seminar on Draft Final Report with

policy makers and other stakeholders BCS Academy

29 November 2005 Roger Munns SESIP 2 30 November 2005 Roger Munns and others British Council

List of persons attending madrasah education workshop held on 31 August 2005

Sl. No. Name Designation

1. Prof. Dilara Hafiz Director General, Secondary & Higher Education 2. Prof. Zohara Ummey Hassan Director, Planning & Development, DSHE 3. Mr Md Abdun Noor Controller of Examinations, BMEB 4. Mr Sk Abu Zafor Ahmad Assistant Inspector, Madrasah Education Board 5. Mr Md Khorshed Alam Deputy Registrar, Madrasah Education Board 6. Prof. M Mahbubur Rahman Principal, MTTI 7. Mr Khan Md Sabbir Lecturer, English, MTTI 8. Mr Md Nurullah Lecturer, Islamic Studies, MTTI 9. Prof. Muhammad Islam Ghani Principal, Govt. Alia Madrasah, Dhaka 10. Mr M A Musabbir Principal, Govt. Alia Madrasah, Sylhet 11. Mr Abul Kalam Md Ishaque Ali Principal, Govt. Alia Madrasah, Bogra 12. Mr Muhammad Muqaddasul Islam Principal, Madinatul Ulum Madrasah, Rajshahi 13. Dr A T M Taher Principal, Darul Ulum Kamil Madrasah, Chittagong 14. Mr Md Zainul Abedin Principal, Tamirul Millat Kamil Madrasah, Dhaka 15. Moulana Mansurur Rahmah Retired Principal, Alia Madrasah Dhaka 16. Mr Md Munirul Haque Deputy Chief-2, MOE 17. Mr Md Nazrul Islam Project Director, TQI 18. Mr Mohammad Abdus Sabur Deputy Director DSHE 19. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 20. Mr Md Mahbubur Rahman Assistant Director DSHE 21. Mr S M Morshed Bipul Research Officer (P&D), DSHE


196

List of participants attending school-based assessment workshop held at Hstti, Mymensingh on 1 September 2005


1. Dr Sirajuddin Ahmed Director (T&M) DSHE 2. Mr Md Tozammel Hoque Asst. Head Teacher, Jamuna High School, Sharishabari

Upazila 3. Mr Noor Mohammed Headteacher, Musa Miah Pilot High School, Kuliarchar 4. Mr Md Fazlur Rahman Head Teacher, Itna Girls High School, Itna Upazila 5. Ms Nusrat Parveen Asst. Teacher, Arjat Atarjan High School, Sadar Upazila 6. Mr Abul Hashem Asst. Teacher, Kishoreganj Girls High School, Sadar 7. Mr Kamrul Ahmed Head Teacher, Rajur Bazar Collegiate High School, Sadar

Upazila, Netrakona 8. Ms Ferdousi Begum Head Teacher, Purbadhala Girls High School 9. Ms Tripti Rani Sinha Assistant Teacher, Purbadhala Girls High School 10. Ms Ludia Malancha Sangma Assistant Teacher, Birisiri Mission Girls’ High School. 11. Mr Md Khairul Bashar Assistant Teacher, Netrakona Govt. High School. 12. Mr Md Abdul Baset Head Teacher, Singhjani Multilateral High School, Jamalpur 13. Ms Shahnaz Kabir Head Teacher, Kishoreganj Govt. Boys School . 14. Ms Farida Akhtar Head Teacher, Netrakona Govt. High School. 15. Mr Mohaiminul Islam (Arif) UAS, Bajitpur, Kishoreganj. 16. Mr Md Abdul Awal UAS, Karimganj, Kishoreganj 17. Mr Golam Mustafa UAS, Purbadhala, Netrakona. 18. Mr A T M Ruhul Amin Beg UAS, Sharishabari, Jamalpur

List of persons attending school-based assessment workshop held at Dshe, Dhaka on 3 September 2005


1. Prof. Md Khorshed Alam Director (Secondary) DSHE 2. Prof. Zohara Ummey Hassan Director (P&D) DSHE 3. Mr Syed Hafizul Islam Head Teacher, Govt. Laboratory High School,

Dhanmondi 4. Mr Mohammad Hossain Head Teacher, Govt. Hasan Ali School, Chandpur 5. Mr Abu Rayhan Mizanur Rahman Head Teacher, Dinajpur Govt. High School, Dinajpur 6. Mr Azizullah Head Teacher, Darbeshganj High School, Chandpur 7. Ms Setara Begum Head Teacher, Nawab Faizunnissa Girls’ High School,

Comilla 8. Ms Nafisa Khanam Senior Teacher, Holy Cross Girls’s High School,

Tejgaon 9. Ms Papri Barai Assistant Teacher, Barisal Sadar Girls’ High School,

Barisal 10. Ms Robaida Binta Rahman Senior Teacher, Cantonment Public School & College,

Mymensingh 11. Ms Momtaz Khatun Assistant Teacher, Gov. Coronation Girls’ High School,

Khulna 12. Ms Syeda Nasrin Akhter Assistant Teacher, Dr Khastogir Govt. Girls’ High

School, Chittagong 13. Mr Bashudeb Ray Chowdhury Assistant Teacher, Rangpur Zilla School, Rangpur


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14. Mr Md Fazlur Rahman Assistant Teacher, Naogaon K D Govt. High School 15. Mr Abdul Wazed Assistant Teacher, Kurigram Govt. High School,

Kurigram 16. Mr A K M Shahid Uddin Assistant Teacher, Noakhali Zilla School, Noakhali 17. Mr Uttam Kumar Roy Assistant Teacher, Ananda Govt. High School, B-Baria 18. Mr A B M Mozammel Haque Assistant Teacher, Religious Studies, Manikganj Govt.

High School 19. Mr Syed Shahidul Huda Assistant Teacher, Dinajpur Govt. High School, Dinajpur 20. Mr Md Aminul Haque Assistant Teacher, Dhaka Collegiatge School,

Sadarghat 21. Ms Marium Begum Assistant Teacher, Rangpur Govt. High School,

Rangpur 22. Mr Nurul Hossain Assistant Professor, Jhenaidah Cadet College, Jessore 23. Mr Mohammad Abdus Sabur Deputy Director (D&P), DSHE 24. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 25. Mr Md Mahbubur Rahman Assistant Director (P&D), DSHE

List of persons attending examination procedures workshop held at Edd, Dshe, Dhaka on 8 September 2005


1. Prof. Dilara Hafiz Director General, DSHE 2. Prof. Zohara Ummey Hassan Director (P&D) DSHE 3. Prof. Alauddin Ahmed Chairman, BISE, Comilla 4. Prof. A J M Shahidullah Chairman, BISE, Chittagong 5. Prof. Shireen Sufia Khanam Chairman, BISE, Rajshahi 6. Mr Noor Mohammad Chairman, BISE, Jessore (In-charge) 7. Mr Md Mainuddin Controller, BISE, Dhaka 8. Prof. Md Yousuf Controller, BISE, Comilla 9. Mr A Y M Obaidul Akbar Controller, BISE, Chittagong 10. Mr Md Moazzem Hossain Controller, BISE, Rajshahi 11. Mr Amirul Alam Khan Controller, BISE, Jessore 12. Mr Pearuddin Ahmed Controller, BISE, Barisal 13. Mr Md Monir Uddin Controller, BISE, Sylhet 14. Mr Mohammad Abdus Sabur Deputy Director (P&D), DSHE 15. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 16. Mr Md Mahbubur Rahman Assistant Director (P&D), DSHE 17. Prof. Dr M A Mannan Specialist, SAU, SESIP, NCTB. 18. Dr Md Abdul Mannan Specialist, SAU, SESIP, NCTB. 19. Mr Md Giasuddin Specialist, SAU, SESIP, NCTB. 20. Mr Abul Kalam Azad Specialist, SAU, SESIP, NCTB. 21. Mr Rabiul Kabir Chowdhury Specialist, BEDU, BISE, Dhaka 22. Dr Khademul Islam Specialist, BEDU, BISE, Dhaka 23. Mr Ali Hasan Specialist, BEDU, BISE, Dhaka 24. Dr Saleha Khatun National Consultant, SESIP-1. 25. Mr Abul Kalam Shamsuddin DD (QS), SESIP


198

List of persons attending discussion held at the Ministry of Education, Planning-3 on 13 September 2005


1. Mr Asahabur Rahman Additional Secretary, Ministry of Education 2. Mr Md Rafiqul Islam Chief, Planning Wing, MOE 3. Mr Md Murtazul Haque Joint Secretary, Min. of Education 4. Dr Gazi Md Ahsanul Kabir Chairman, NCTB 5. Prof. Md Khalilur Rahman DG, NAEM 6. Prof. Zohara Ummey Hassan Director (P&D) DSHE 7. Prof. Md Khorshed Alam Director (Secondary), DSHE 8. Mr George Kelly Team Leader, SESIP-II, PPTA 9. Prof. Abdur Rashid Deputy Team Leader, SESIP-II, PPTA 10. Prof. M Mahbubur Rahman Principal, Bangladesh Madrasah Teachers Training

Institute, Gazipur 11. Mr Md Munirul Haque Deputy Chief, Ministry of Education 12. Mr Md Bashirul Haque Project Director, SESIP-1 13. Mr Md Nazrul Islam Project Director, TQI-SEP 14. Mr Md Abdun Noor Controller of Examination, Bangladesh Madrasah

Education Board 15. Mr Khan Md Sabbir Lecturer, Bangladesh Madrasah Teachers Training

Institute, Gazipur 16. Mr Md Kamal Ataher Hossain Senior Assistant Chief, Planning-3 17. Mr Md Mahbubur Rahman Assistant Director, (P&D), DSHE 18. Mr Shipon Kumar Das Assistant Director, SESIP-1

List of persons attending national workshop on interim report held on Sunday 9 October 2005

Attendance of the Participants (Not in order of seniority)


1 Mr. Md. Abdul Aziz ndc Secretary, Ministry of Education (MoE) 2 Prof. Dilara Hafiz Director General, Directorate of Secondary & Higher

Education (DSHE) 3 Mr. Md. Asahabur Rahman Additional Secretary Ministry of Education (MoE) 4 Mr.Mahfuzul Hoque Joint Secretary (Dev), Ministry of Education (MoE) 5 Mr. Fazle Kabir Joint Secretary (Secondary), Ministry of Education

(MoE) 6 Mr. Md. Rafiqul Islam Chief of Planning, Ministry of Education (MoE) 7 Mr. Fasir Ahmed Deputy Secretary (Dev).MOE 8` Mr. Md. Moij Uddin Ahmed Deputy Secretary, Secondary, MOE 9 Mr.Nasim Ahmed P S to Secretary, MOE 10 Mr. Mukhlesur Rahman Sarker Deputy Chief-1, MOE 11 Mr. Md Munirul Hoque Deputy Chief-2, MOE 12 Mr. Mofakkharul Islam System Analyst. MOE 13 Mrs. Nasreen Akhter Senior Assistant Secretary (Dev), MOE 14 Mr. Kamal Ataher Hossain Senior Assistant Chief - 3, MOE


199


15 Mr. Prodip Kumar Mohatham Senior Astt. Chief, MOE 16 Mr. S M Sharif Uddin Senior Astt. Chief - 2, MOE 17 Mr. Md.Abul Hossain Assistant Secretary, Secondary, Madrasah, MOE 18 Mr. Didarul Alam Astt. Chief, MOE 19 Mrs. Dipannita Astt. Chief, MOE 20 Mr. Md. Mojibur Rahman Astt. Chief - 4, MOE 21 Mr. Golam Mohammad Faruk Research Officer, Planning Wing, MOE 22 Vice Chancellor Representative from National University. 23 Vice Chancellor Representative from Bangladesh Open University 24 Prof. Md. Khalilur Rahman Director General, NAEM 25 Dr. Siraj Uddin Ahmed Director (Training), DSHE 26 Prof. Zohara Ummey Hassan Director (Planning & Development), DSHE 27 Mr.A R Mahmudul Hasan Deputy Director (Training), DSHE 28 Mr. Muhammad Abdus Sabur Deputy Director (P&D), DSHE 29 Mr. Khizir Hayat Khan Deputy Director, PSPU, DSHE 30 Mr. Bablu Kumar Saha Deputy Director, PMU, DSHE 31 Mr. AFM Belal System Analyst. DSHE 32 Mr. Sanaur Rahman DPD, Pear Education, DSHE 33 Mr. Md. Khalequzzaman Deputy Director (Engg.) DSHE 34 Mr.Mohammed Enamul Hye ACS Assistant Director-I (P&D),DSHE 35 Mr. Md. Mahbubur Rahman Assistant Director (P&D) 36 Mr. Fazle Rabbi Assistant Director (C-2), DSHE 37 Mr.A.H.M. Danial-bin-altamas Assistant Director, PMU, DSHE 38` Dr. Mahbuba Islam Assistant Director, PMU, DSHE 39 Dr. Rafiqul Islam Assistant Director (T&M), DSHE 40 Mr. Aminul Hoque Assistant Director, PSPU, DSHE 41 Mr. Syed Md Omar Hafiz Assistant Director, PSPU, DSHE 42 Mrs. Rebeka Sultana Assistant Director, PSPU, DSHE 43 Mr. Nurul Hayder Prince Programmer, PSPU, DSPU 44 Mr. Md. Zakir Hossain Attached Officer, PSPU, DSHE 45 Mrs. Selina Hamid Project Officer, PMU, DSHE 46 Ms. Selina Begum Research Officer (P&D), DSHE 47 Mr. S M Morshed Bipul Research Officer (P&D), DSHE 48 Mr. Abdul Khaleque Assistant Director (Engg.), DSHE 49 Mr.Md. Enamul Haque Astt. Professor, Saroda Sundori College, Faridpur 50 Mr. Abdul Momen Musabbir Research Officer, PSPU, DSHE 51 Mrs. Zaheda Sultana Attached Officer, PSPU, DSHE 52 Mr. Fazlul Karim Documentation Officer, PSPU, DSHE 53 Mr. Bashirul Haque Project Director, SESIP-1 54 Mr. Md. Nazrul Islam Project Director, TQI-SEP 55 Mr.Md. Jainal Abedin Project Director, FSSAP-II 56 Mr. Md. Shafayet Hossain Project Director, FESP 57 Mr. Md. Abdur Razzak Project Director, FSSP 58 Mr. Md. Tazul Islam Project Director, HSFSP-III 59 Mr. Barry Taylor Team Leader, SESIP-I


200


60 Dr. Sawat Udompoch Consultant, SESIP-TA 61 Ms. Carol Eggen Consultant, SESIP-I 62 Ms. Lucy Gender Coordinator, PROMOTE 63 Dr. Jack Holbrook Examination & Assessment Specialist, SESIP-I 64 Prof. Muhammad Islam Ghani Principal, Alia Madrasah, Dhaka 65 Prof. M Mahbubur Rahman Principal, BMTTI 66 Prof. Dr. Md. Idris Ali Chairman, TEB 67 Mr. Syed Hafizul Islam Headmaster, Govt. Laboratory High School, Dhaka. 68 Prof. Md Elias Ali Director, BANBEIS 69 Dr. Siddiqur Rahman Professor, IER 70 Dr. A Aziz Muttaque Director, IER 71 Mr. Md. Gias Uddin Assessment Specialist, SAU-NCTB 72 Prof. Dr. M A Mannan Assessment Specialist, SAU-NCTB 73 Mr. Md. Ali Hasan Research Officer, BEDU-BISE 74 Dr. Md. Khademul Islam Examination Specialist, BEDU-BISE 75 Mrs. Monowara Sultana Senior Specialist, NCTB 76 Moulana Mansurur Rahman Retired Principal, Alia Madrasah, Dhaka 77 Prof. Dr Shahjahan Mian Tapan Head, Dept. of ITS & REASP, Islamic Univ. of

Technology 78 Mrs. Tazkera Begum Dept. Chief (Edu) Planning Commission 79 Mr. Md. Salim Senior Assistant Chief (Edu) Planning Commission 80 Mrs. Shamima Akhtar Dept. Chief (ADB Desk), ERD 81 Mr.Mahmudur Rahman Senior Assistant Chief (ADB Desk), ERD 82 Ms. Shamima Parveen Gender Specialist, PROMOTE 83 Mr. SASM Taifur Project Director, Planning Commission 84 Prof. HKA Arefin Dept. of Anthropology, DU 85 Mr. Mofazzal Hossain System Manager, BANBEIS 86 Ms Viv Casteel Team Leader, Promote 87 Mrs. Nusrat Rahman Specialist, MDU, NCTB 88 Mr. Zaki Imam Assistant Director ,TQI-SEP 89 Dr. Monira Hossain Dean (Education), BOU 90 Ms Masuda Begum Sr. Teacher (In-Charge), SWID Bangladesh, Ramna

Branch 91 Mr Md Shamsul A Khan Assistant Director, TQI-SEP 92 Dr Md Abdul Mannan Specialist, SSAW, SESIP-1, NCTB 93 Ms Joan Sandy Specialist, SESIP-1 94 Mr Md Abdun Noor Controller of Examinations, Madrasah Education Board 95 Prof. Meherun Nessa Principal, TTC, Dhaka 96 Mr Abu Raihan Khan Asst. Teacher, MTTI 97 Mr Md Mamun-ul-Hoque Training Specialist, NAEM 98 Mr Mushfique Ahmed Training Specialist, NAEM 99 Dr Md Mustafa Director Planning (In-Charge), NAEM 100 Prof. Hannana Begum Member, Curriculum, NCT.


201

Facilitator Sl. No. Name Designation

101 Mr George Kelly Team Leader 102 Prof. Abdur Rashid Deputy Team Leader 103 Dr. Ross Tasker Examination & Assessment Specialist 104 Dr. Alan Parkes EMIS Specialist 105 Mr. Simon Mendoza Education Finance Specialist 106 Dr. F K Chowdhury Education Finance Specialist 107 Dr. Mahbuba Nasreen Gender Specialist 108 Dr. M A Mannan Decentralized Management Specialist 109 Mr. P K Biswas Education Infrastructure Specialist 110 Mrs. Hosne Ara Begum Examination & Assessment Specialist 111 Mr. M A Rouf Akhand EMIS Specialist

Announcer Sl. No. Name Designation

112 Mrs. Jahanara Arju Training Specialist, NAEM

Rapporteur Sl. No. Name Designation

113 Mr. Md. Shameem Ahsan Khan Research Officer DSHE 114 Mrs Ajanta Islam Project Officer, PMU, DSHE

List of persons attending steering committee meeting held at the Ministry of Education on 16 October 2005


1. Mr M A Aziz, ndc Secretary, Ministry of Education 2. Prof. Dilara Hafiz. DG, DSHE 3. Prof. M Khalilur Rahman DG, NAEM 4. Dr Gazi Md Ahsanul Kabir Chairman, NCTB 5. Mr Fazle Kabir Joint Secretary (Secondary & Tech.), MOE 6. Mr Fasir Ahmed Deputy Secretary, MOE 7. Prof. Zohara Ummey Hassan Director (P&D)DSHE 8. Mr Md Mahbubur Rahman Assistant Director (P&D) DSHE 9. Mr Bashirul Haque Project Director, SESIP-1 10. Mr Barry Taylor Team Leader SESIP-1 11. Ms Nasrin Akhter Senior Assistant Secretary, Ministry of Education 12. Mr Md Munirul Hoque Deputy Chief, MOE 13. Dr M A Mannan Consultant, SESIP-2, PPTA 14. Mr Md Nazrul Islam Project Director, TQI-SEP 15. Dr Ross Tasker Consultant, SESIP-2, PPTA 16. Mr Simon Mendoza, Jr. Consultant SESIP-2, PPTA


202


17. Prof. Abdur Rashid Deputy Team Leader,SESIP-2, PPTA 18. Dr Alan Parkes Consultant,SESIP-2, PPTA 19. Mr George Kelly Team Leader,SESIP-2, PPTA 20. Mr Md Kamal Ataher Hossain Senior Assistant Chief, MOE 21. Mr Md Manjurul Haque Joint Secretary (Dev), MOE 22. Ms Shamima Akhtar Deputy Chief, ADB Desk, ERD 23. Mr M Asahabur Rahman Additional Secretary, MOE 24. Mr Md Rafiqul Islam Chief of Planning,MOE 25. Dr Md Idris Ali Dewan DG, IMED

List of persons attending national seminar on draft final report held on 28 November 2005


1. Mr Md Abdul Aziz ndc Secretary, Ministry of Education (MoE) Chairperson – inaugural session

2. Prof. Dilara Hafiz Director General, Directorate of Secondary & Higher Education (DSHE)

Special Guest – inaugural session

3. Ms. Leah C. Gutierrez Senior Social Sectors Specialist Mission Leader, ADB

Specialist Guest

4. Mr. Md. Asahabur Rahman Additional Secretary Ministry of Education (MoE)

Chief guest – Working & closing session

5. Mr.Mahfuzul Hoque Joint Secretary (Dev), Ministry of Education (MoE)

Chairperson – working & closing session

6. Mr. Md. Rafiqul Islam Chief of Planning, Ministry of Education (MoE)

Chairperson – closing session

7. Mr. Fasir Ahmed Deputy Secretary (Dev).MOE Participant 8. Mr.Nasim Ahmed P S to Secretary, MOE Participant 9. Mr. Mukhlesur Rahman Sarker Deputy Chief-1, MOE Participant 10. Mr. Md Munirul Hoque Deputy Chief-2, MOE Participant 11. Mrs. Nasreen Akhter Senior Assistant Secretary (Dev), MOE Participant 12. Mr. Kamal Ataher Hossain Senior Assistant Chief - 3,MOE Participant 13. Mr. Prodip Kumar Mohatham Senior Astt. Chief, MOE Participant 14. Mr. S M Sharif Uddin Senior Astt. Chief - 2, MOE Participant 15. Prof. Md. Khalilur Rahman Director General, NAEM Participant 16. Dr. Gazi Md. Ahsanul Kabir Chairman, NCTB Participant 17. Dr. Siraj Uddin Ahmed Director (Training), DSHE Advisor 18. Prof. Zohara Ummey Hassan Director (Planning & Development),

DSHE Convener

19. Mr Md Rezaul Karim Deputy Director (Secondary) DSHE Participant 20. Mr. Muhammad Abdus Sabur Deputy Director (P&D), DSHE Member 21. Mr. Khizir Hayat Khan Deputy Director, PSPU, DSHE Participant 22. Mr. Bablu Kumar Saha Deputy Director, PMU, DSHE Participant 23. Mr. Md. Khalequzzaman Deputy Director (Engg.) DSHE Participant 24. Ms Shumsun Nahar Assistant Director-1 (P&D) DSHE Participant


203


25. Mr. Md. Mahbubur Rahman Assistant Director (P&D) Member Secretary

26. Mr Aminul Hoque Assistant Director-1, PSPU, DSHE Participant 27. Mr Syed Md Omar Hafiz Assistant Director-1, PSPU, DSHE Participant 28. Mr.A.H.M. Danial-bin-Altamas Assistant Director, PMU, DSHE Participant 29. Dr. Mahbuba Islam Assistant Director, PMU, DSHE Participant 30. Mr Tofail Ahmed Bhuiyan Research Officer, P&D, DSHE Participant 31. Mrs. Taslima Sultana Research Officer, PSPU, DSHE Participant 32. Mrs Shahina Sultana Research Officer, PSPU, DSHE Participant 33. Mrs Shahnaz Parvin Research Officer, PSPU, DSHE Participant 34. Mr Md Zakir Hossain Attached Officer, PSPU, DSHE Participant 35. Mr Abul Fazal Md. Belal System Analyst, EMIS, DSHE Participant 36. Mr. Bashirul Haque Project Director, SESIP-1 Participant 37. Mr. Abdul Khaleque Assistant Director (Engg.), DSHE Participant 38. Mr.Md. Nazrul Islam Project Director, TQI-SEP Participant 39. Mr.Md. Jainal Abedin Project Director, FSSAP-II Participant 40. Mr. Md. Shafayet Hossain Project Director, FESP Participant 41. Mr. Md. Abdur Razzak Project Director, FSSP Participant 42. Mr. Md. Tazul Islam Project Director, HSFSP-III Participant 43. Mr. Barry Taylor Team Leader, SESIP-I Participant 44. Prof. Muhammad Islam Ghani Principal, Alia Madrasah, Dhaka Participant 45. Prof. Md. Monirul Islam Chairman, BMEB Participant 46. Mr. Khan Md. Sabbir Controller of Examination, BMTTI Participant 47. Prof. M Mahbubur Rahman Principal, BMTTI Participant 48. Prof. Dr. Md. Idris Ali Chairman, TEB Participant 49. Mr. Syed Hafizul Islam Headmaster, Govt. Laboratory High

School, Dhaka Participant

50. Ms. Setara Begum Headmistress, Dhanmondi Govt. Girls High School, Dhaka

Participant

51. Prof. Md Elias Ali Director, BANBEIS Participant 52. Dr. Siddiqur Rahman Professor, IER Participant 53. Dr. Saleha Khatun Consultant Curriculum, SESIP-I Participant 54. Prof. Mainuddin Controller, BISE, Dhaka Participant 55. Mr. Nazmul Huda Deputy Controller, BISE, Dhaka Participant 56. Moulana Mansurur Rahman Retired Principal, Alia Madrasah,

Dhaka Participant

57. Mrs. Tazkera Begum Dept. Chief (Edu), Planning Commission

Participant

58. Mr. Md. Salim Senior Assistant Chief (Edu), Planning Commission

Participant

59. Mrs. Shamima Akhtar Dept. Chief (ADB Desk), ERD Participant 60. Mr. S A S M Taifur Project Director, Planning Commission Participant 61. Mr Md Abdul Khaleque Assistant Director (Engineering) DSHE Participant 62. Ms Ajanta Islam PMU, DSHE Participant 63. Mr. Tayyeba Nasir AD, British Council Participant 64. Prof. Mayezuddin Ahmed PBM Consultant, SESIP Participant 65. Mr Mominul Huq Chowdhury Deputy Director (Cell), DSHE Participant


204


66. Mr Khan Md Sabbir Coordinator, BMTTI Participant 67. Mr Golam Mohammad Faruk Research Officer, MOE Participant 68. Mr Syed Hafizul Islam H.M. Govt. Lab., Dhaka Participant 69. Mr Prodip Kumar Mahottam Senior Assistant Chief, MOE Participant 70. Mr Bikash Kumar Nandi Computer Programmer, PMU Participant 71. Mr Md Enamul Huque Attached Officer DSHE 72. Mr Md Shamsul A. Khan Assistant Director, TQI Project DSHE 73. Prof Abdul Hamim Dean, Undergraduate Studies, National

University, Gazipur Participant

74. Dr Monira Hossain Dean, Education, Bangladesh Open University

Participant

75. Chairman Board of Intermediate & Secondary Education, Jessore

Participant

76. Chairman-in-Charge Board of Intermediate & Secondary Education, Comilla

Participant

77. Chairman Board of Intermediate & Secondary Education, Chittagong

Participant

78. Deputy Director Secondary & Higher Education, Faridpur Mansion, Malibag Moor, Dhaka

Participant

79. Deputy Director Secondary & Higher Education, Chittagong

Participant

80. Deputy Director Secondary & Higher Education, Comilla Participant 81. Deputy Director Secondary & Higher Education, Sylhet Participant 82. Deputy Director Secondary & Higher Education,

Mymensingh Participant

83. Deputy Director Secondary & Higher Education, Rajshahi

Participant

84. Deputy Director-in-Charge Secondary & Higher Education, Rangpur

Participant

85. Deputy Director Secondary & Higher Education, Khulna Participant 86. Deputy Director Secondary & Higher Education, Barisal Participant 87. DEO-in-Charge District Education Officer, Tangail Participant 88. DEO District Education Officer, Kurigram Participant 89. DEO District Education Officer, Natore Participant 90. DEO District Education Officer, Moulvibazar Participant 91. DEO District Education Officer, Coxes Bazar Participant 92. DEO District Education Officer, Patuakhali Participant 93. DEO District Education Officer, Laxmipur Participant 94. DEO District Education Officer, Kishoreganj Participant 95. DEO District Education Officer, Sirajgong Participant 96. DEO District Education Officer, Bogra Participant 97. DEO District Education Officer, Hobiganj Participant 98. Principal Dinajpur Government College, Dinajpur Participant 99. Principal Khulna Women College,Khulna Participant 100. Principal Teachers Training College, Dhaka Participant 101. Principal Teachers Training College, Barisal Participant 102. Principal Teachers Training College, Rangpur Participant 103. Principal Teachers Training College, Chittagong Participant


205


104. Principal Teachers Training College, Mymensingh

Participant

105. Principal Teachers Training College, Feni Participant 106. Principal Teachers Training College, Khulna Participant 107. Director Higher Secondary Teachers Training

Institute, Comilla Participant

108. Director Higher Secondary Teachers Training Institure, Rajshahi

Participant

109. Director Higher Secondary Teachers Training Institutre, Mymensingh

Participant

110. Head Mistress Noakhali Govt. Girls High School, Noakhali

Participant

111. Head Master Bogra Government High School, Bogra Participant 112. Head Master Bandarban Govt. High School,

Bandarban Participant

113. Head Mistress Jessore Govt. Girls High School, Jessore

Participant

114. Head Master Rangpur Zilla School, Rangpur Participant 115. Head Mistress Tangail Bindu Basini Govt. Girls High

School, Tangail Participant

116. Principal Government Alia Madrasah, Bogra Participant 117. Principal Jessore Aminia Kamil Madrasah,

Jessore Participant

118. Principal Madinatul Ulum Kamil Madrasah, Rajshahi

Participant

119. Principal Kuatul Ulum Kamil Madrasah, Kushtia Participant 120. Principal Comilla Islamia Kamil Madrasah,

Comilla Participant

121. Principal Darul Ulum Alia Madrasah, Chittagong Participant 122. Prof. Eltasuddin Retd. Chairman, NCTB, Dhaka Participant

Facilitator Sl. No. Name Designation

123. Prof. Abdur Rashid Deputy Team Leader SESIP 124. Dr. F K Chowdhury Education Finance Specialist SESIP 125. Dr. Mahbuba Nasreen Gender Specialist SESIP 126. Dr. M A Mannan Decentralized Management Specialist SESIP 127. Mr. P K Biswas Education Infrastructure Specialist SESIP 128. Mrs. Hosne Ara Begum Examination & Assessment Specialist SESIP 129. Mr. M A Rouf Akhand EMIS Specialist SESIP

Announcer Sl. No. Name Designation

130. Ms Zahida Sultana Attachment Officer, PSPU (P&D) DSHE 131. Mr Md Abdul Momen Mussabir Research Officer, PSPU (P&D) DSHE

Rapporteur Sl. No. Name Designation

132. Mrs Selina Begum Research Officer (P&D) DSHE 133. Mr Md Shameem Ahsan Khan Research Officer (P&D) DSHE 134. Mr S M Morshed Bipul Research Officer (P&D) DSHE


206

Supplementary annexes


207

Annex A: Chronology and details of stakeholder meetings


208

Annex A: Chronology and details of stakeholder meetings and details of stakeholder meetings

2003 Activity February-March PPTA Inception March Stakeholder Meetings at National, District, Upazila, and Training Institution levels April Final Inception Report May Stakeholder Meetings at National, District, Upazila, and Training Institution levels June Stakeholder Meetings at National, District, Upazila, and Training Institution levels July Stakeholder Meetings at National, District, Upazila, and Training Institution levels July 1st draft PPTA report August 1st National Stakeholder Workshop August 2nd draft report September 2nd National Stakeholder Workshop October Draft final PPTA report November Revised final PPTA report December Tripartite meeting December Pre-fact finding mission (ADB) 2004 Activity January Fact- finding mission (ADB & CIDA) April-May Appraisal mission (ADB & CIDA)


209

Annex B: Problem and Constraints Analysis


210

Annex B: Problem and Constraints Analysis

GOVERNMENT ACTION BEING TAKEN

PROPOSED PROJECT ACTIVITIES

POOR TEACHING QUALITY IN SECONDARY EDUCATION

PROBLEM ANALYSIS FOR TEACHING QUALITY IMPROVEMENT IN SECONDARY EDUCATION

Lack of strategic

planning and coordination

No standardized teacher education

curriculum

Multiple institutionsPoor classroom performance

Weak gender and social development

policies

Poor school physical standards

Multiple teacher training programs

Lack of accountability, monitoring and

evaluation

Teaching as a career not

valued

Inadequate funding

arrangements

Many untrained and poorly

trained teachers

Weak organizational/

supervisory capacity

Inequitable access for disadvantaged

children

Lack of defined standards and competencies

Lack of teaching and learning resources

Teacher inertia and absenteeism

Quality v expansion dichotomy

Lack of assessment and inspection

Inadequate teacher training facilities

Poor teacher recruitment

system

Under resourced secondary education

system

Poverty Reduction Strategy

Stipend Programs

EFA Strategy and Agenda

NTRCA proposed

National Assessment

Proposed Policy Reforms

MOE's Perspective Plan 1995-

2010

Support for greater de-

centralization(NICAR)

Implementing SESIP and

other projects

Teacher Development

and Deployment Council

Secondary Teacher

Education Task Force

Teacher Training

Curriculum Reform

Preparation ofTeaching Quality

Improvement Project

1. Establish an integrated secondary Teacher.

Training system

2. Strengthen the capacity of DSHE and

NAEM

3. Support NTRCA 4. Strengthen capacity of BANBEIS

5. Improve training of head teachers and

administrators

6. Upgrade secondary TT institutions and

programs

7. Develop an in-service teacher training

network

8. Accredit secondary school teacher training

9. No new unqualified teachers

10. Develop modularized B.Ed. And

Teaching Certificate

11. Compulsory teacher in-service professional devel.

12. Improved training for teacher trainers

13. Improve teacher training materials

14. Establish an innovation and

development fund

15. Renovate and upgrade SESDCs and

HSTTIs

16. Increase access for remote and rural areas

17. Improve teaching and learning in

disadvantaged areas

18. Encourage greater participation of women

teachers

19. Develop greater social awareness for

special needs

20. Build linkages with SESIP, PROMOTE

and SESIP II

Lack of teacher incentives


211

Annex C: Description of the Innovation and Development Fund


212

Annex C: Description of the Innovation and Development Fund

Teaching quality improvement in secondary education

Innovation and Development Fund

1 As part of the Teaching Quality Improvement Project financing will be provided through

an Innovation and Development Fund, to support practical and creative ways to implement reforms and innovative schemes for enhancing the quality of teacher training and teaching in secondary schools. This flexible pool of funding will be established and made available to the teacher training network of Teacher Training Colleges (TTCs), Madrasah Teacher Training Institute (MTTI), Secondary Education Science Development Centers (SESDCs), Higher Secondary Education Teacher Training Institutes (HSTTIs), and resource centers. It is anticipated that through this mechanism the Project will support the development and implementation of creative schemes and pilots focusing on the improvement of teaching and learning strategies, practices, and materials at the training institutions. Priority will be given particularly for those schemes initiated by TTCs, MTTI, SESDCs, HSTTIs, and resource centers at the local level through schools. Innovative schemes may include, where possible, learning from and working with NGOs, which have experience in teacher training in secondary education. Innovation and Development Fund Operation Manual will be finalized at project inception detailing the application procedures, selection criteria, regulations and guidelines for funding, and reporting and monitoring requirements. The training institutions will prepare proposals according to predetermined criteria, and those proposals meeting the criteria will be funded from the Innovation and Development Fund, which may be awarded for new proposals, or for the continuation and expansion of existing innovations.

2 An Innovation and Development Fund Committee will be formed at the national level

under the leadership of Director General of Directorate of Secondary and Higher Education (DSHE), made up of representatives from government, training institutions and the community. This Committee will meet regularly to agree policies, assess and review proposals, accept those with particular merit, and determine funding allocations for selected innovations. The Project Management Unit (PMU) will be responsible for developing and drafting the Innovation and Development Fund Operation Manual detailing the application procedures and screening the applications, detailed selection criteria, regulations and guidelines for funding, and reporting and monitoring requirements.

3 The priority focus of the applications should be within the following general criteria:

• Innovative collaborative programs between training institutions, schools and communities, particularly at grass-roots level, which support improved quality of teaching in secondary schools.

• The establishment and strengthening of programs designed to implement reforms and innovative schemes for enhanced quality of initial and in-service teacher training.

• Support for innovative ideas and programs that require financial support for improved quality of teaching and teacher training, including the development of teaching and learning materials.

• Proposals that strengthen and support the development of teaching initiatives for increasing the quality of secondary school teaching in remote and underserved areas.


213

Annex D: Description of training grants


214

Annex D: Description of training grants

Training Grants 1 The Project will provide training grants for secondary school teachers. The proposed

grants will be provided to assist teacher trainees and untrained teachers to attend a range of training courses. They will include:

• Training grants for new teachers undertaking Bachelor of Education (B.Ed.) courses.

• Training grants for teachers, under the age of 40, undertaking Teacher Training Certificate courses.

• Training grants for secondary school teachers from remote and underserved areas undertaking Bachelor of Education (B.Ed.) courses.

• Training grants for secondary school teachers from remote and underserved areas undertaking in-service professional development.

• Training grants for female teachers through the provision of Female Teaching Fellowships, developed by the PROMOTE program, particularly in the remote and underserved areas. As part of this program, grants will be provided for replacement teachers for the Female Teaching Fellows during their absence from their schools during training.

2 It is also proposed to provide grants, during the Project, for teacher trainers from

Government Teacher Training Colleges (TTC), the Madrasah Teachers’ Training Institute (MTTI), the Secondary Education Science Development Centers (SESDC), and the Higher Secondary Teacher Training Institutes (HSTTI), to undertake M.Ed. in-country training. It is proposed that these M.Ed. students would be sponsored through the provision of grants, similar to those proposed for the B.Ed. training, to complete accredited courses of a suitable standard in Bangladesh.

3 The Project Management Unit (PMU), who will be responsible for producing operations

manuals, regulations and guidelines for each activity, detailing eligibility criteria procedures, will implement the system of grants.


215

Annex E: Description of Master of Education (MEd) Training Approach


216

Master of Education (MEd) Training 1 The improvement in the quality of teaching in Bangladesh secondary schools will require

a cadre of teacher educators capable of leading the ongoing development of the Teaching Quality Improvement initiatives in all areas of teacher training. Currently there is a gap in the provision of opportunities that enable the development of a core of career Teacher Educators, with a deeper theoretical knowledge and critical appreciation of the application of modern theory and practice in teacher education, sufficient to lead future change and to train and support their colleagues. There is also a need within the teacher educator cadre for a core of specialists with research skills, especially those able to inform the teaching-learning process in the Bangladesh context. To meet this need it is proposed to develop a system of Masters of Education (MEd) training for teacher educators as part of the Project.

2 It is estimated that approximately 50% of Government Teacher Training College (TTC)

lecturers do not have, or are not currently studying for, an MEd, or equivalent, degree. This equates to approximately120 Government TTC lecturers who will not have an MEd within the next 12 months. Many of the TTC lecturers have a Masters Degree in a school teaching subject, together with a Bachelor of Education (B.Ed.) degree, which would enable them to meet the entry requirements for many overseas university courses. However, fluency in the English language can be a barrier for entry to many Western universities. A Bangladesh based English Language program could address this requirement if needed. However, there obviously are many other practical reasons why a large number of lecturers cannot be sent simultaneously for MEd training overseas.

3 There are a number of possible ways of providing MEd training for teacher trainers, as

part of the Project.

In-country MEd Training 4 MEd students could be sponsored through the provision of grants, similar to those

proposed for the Bachelor of Education (B.Ed.) training, to complete suitably accredited MEd courses in Bangladesh.

Overseas MEd Training

5 A number of teacher educators, possibly between 20 and 30, could be sponsored,

through the Project to study for an overseas Masters of Education, or equivalent, preferably through an affiliation with appropriate overseas training institutions with recognized international standards. For example, under the current SESIP good model has been tested with flexible learning options. Based on SESIP model, the constituent courses, including a compulsory research methods paper, and the thesis, can be studied at a distance using mixed delivery modes.

Combined In-country and Overseas MEd Training

6 One possible model is an MEd Course commencing with approximately four to six

months of overseas study, when a research methods paper and one other could be completed. The remaining part of the degree could be completed in Bangladesh, with the added advantage of supporting a body of research in the Bangladesh secondary teaching-learning context. The overseas institution could bring lecturers to Bangladesh to enable the maintenance of continuity and support. There are a range of overseas institutions that could offer such programs.

Female Fellowship scheme for MEd Training

7 The PROMOTE Fellowship scheme, to sponsor selected female teachers and teacher

educators could be included in any of the above training modalities.


217

Annex F: Indicative schedule for consultancy inputs


218

Person-Months

Component 1 - Teaching Quality Improvement Through Organizational Development and Capacity BuildingInternational Consultants:

Teacher Registration and Accreditation Adviser 1 9 12 3 24Teacher Education Authority Adviser 1 9 12 3 24Education Management Training Adviser 1 9 12 3 3 3 3 33Monitoring and Evaluation Adviser 1 9 12 3 3 3 3 33EMIS Adviser 1 9 3 12

Total 57 63 24 18 18 12 192Domestic Consultants:

Teacher Registration and Accreditation Adviser 1 9 12 3 24Teacher Education Authority Adviser 1 9 12 3 24Education Management Training Adviser 1 9 12 12 12 3 48Monitoring and Evaluation Adviser 1 9 12 12 12 12 57EMIS Adviser 1 9 12 12 33

Total 57 72 54 36 27 6 252

Component 2 - Improving Teacher Training FacilitiesInternational Consultants:

Teacher Education Institution Planning Adviser 1 6 12 6 24Total 6 12 6 24

Teacher Education Institution Planning Adviser 1 6 12 6 24Total 6 12 6 24

12 6

6

66

Teaching Quality and Education Policy, Planning and Management Adviser 1 12 12 12 12

12 12 12

12 66

Year 6Year 2 Year 3 Year 4 Year 5Year 1

Team Leader/Adviser for Teaching Quality and Education Policy, Planning and Management 12

Consultants

1

of

Summary of Required ConsultantsNumber Total

Person-

Months

Domestic Consultants:


219

Person-Months

Component 3 - Strengthening In-service and Pre-service Teacher TrainingInternational Consultants:

Teacher Training Course Development and Design Adviser 1 9 12 12 12 12 57Teacher Training Distance Education Adviser 1 9 12 12 12 3 3 51Teacher Training Materials Development Adviser 1 9 4 4 4 3 24

Total 27 28 28 28 18 3 132


Teacher Training Course Development and Design Advisers tbd 48 48 48 48 48 240Teacher Training Distance Education Adviser 1 9 12 12 12 12 3 60Teacher Training Materials Development Adviser 1 9 12 12 12 3 48

Total 18 72 72 72 63 51 348

Component 4 - Equity and AccessInternational Consultants:

Equitable Access Adviser 1 6 12 4 4 2 2 30Special Needs and Gender Adviser 1 3 3 3 2 2 2 15Special Education and Disability Adviser 1 4 4 3 3 3 3 20

Total 13 19 10 9 7 7 65


Equitable Access Adviser 1 6 12 6 4 4 4 36Special Needs and Gender Adviser 1 3 3 3 2 2 2 15Special Education and Disability Adviser 1 4 4 3 3 3 3 20

Total 13 19 12 9 9 9 71

International Consults:

To be decided during project implementation 4 4 4 4 4 20


To be decided during project implementation 8 8 8 8 8 40

Year 5 Year 6

Flexible Consultancy Pool

Person-MonthsYear 4Year 2 Year 3

Total

Year 1of

Consultants

Number


220

Person-Months

International Consultants 103 126 72 59 47 26 433

Domestic Consultants 94 183 152 125 107 74 735

Notes:

Number

1. The indicated years are project years, not GOB financial years.

Year 1

Summary of Consultancy

MonthsYear 2 Year 3 Year 4 Year 5 Year 6of

Consultants

2. Under component 3, the exact number of Teacher Training Course Development and Design Advisers (Domestic Consultants) will be determined during project

implementation depending on the number and content of the courses being designed and the specific course needs.

TotalPerson-


221

Annex G: Outline terms of reference for consultancy inputs


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Annex G: Outline terms of reference for consultancy inputs Component 1 – Teaching Quality Improvement Through Organizational Development and Capacity building

International Consultants:

Team Leader/ Adviser for Teaching Quality and Education Policy Planning and Management (12 person months in each of Years 1 to 5 and 6 person months in Year 6. Total 66 months.)

1 The international Adviser for Teaching Quality and Education Policy, Planning and

Management will have expertise in secondary pre-service and in-service teacher training, curriculum development, teaching and learning materials, head teacher training, teacher support and supervision, education policy development, planning and management, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), located within the Directorate of Secondary and Higher Education (DSHE), and will work closely with the Director General (DG) of the DSHE, and will assist and support the Ministry of Education (MOE) and the DSHE in coordinating and managing all aspects of the Project. The Adviser will take particular responsibility for improving the quality of teacher trainers, both in subject matter and pedagogy, through a combination of overseas and local training, coordinated through the National Academy for Education and Management (NAEM). The Adviser will be the Team Leader of the consultants.

Teacher Registration and Accreditation Adviser (9 person months in Year 112 person months in Year 2 and 3 person months in Year 3. Total 24 months.)

2 The international Teacher Registration and Accreditation Adviser will have specialist

expertise and in-depth experience in accreditation and registration, preferably with large educational and Government agencies. He/She will be situated in the Program Management Unit (PMU), and will advise on developing policy, planning, and implementation of the proposed Registration and Accreditation Authority, with responsibility for the registration, accreditation and deployment of all qualified teachers and head teachers working in secondary schools. The adviser will coordinate the logistic support and capacity building for this activity, provided by the Project.

Teacher Education Authority Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in Year 3. Total 24 months.)

3 The international Teacher Education Authority Adviser will have specialist expertise and

in-depth experience in education management and in policy development, planning, and implementation specifically in developing teacher education authorities. He/She will be located in Program Management Unit (PMU), and will work closely with the National Academy for Education and Management (NAEM), and will assist with building the capacity of NAEM to carry out its functions effectively and to become the ‘center of excellence’ in academic development for secondary teacher education and training.

Education Management Training Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in each of Years 3 45 and 6. Total 33 months.)

4 The international Education Management Training Adviser will have in depth experience

of training head teachers and education administrators, in all aspects of managing secondary education and secondary schools. He/She will be located in the National Academy for Education and Management (NAEM), and will assist with building the capacity of NAEM to develop and implement a range of education management training courses, aimed at upgrading existing courses to include aspects of innovative teaching and good education practices, and specifically the role of head teachers and district officials in encouraging and maintaining good teaching practice through monitoring and professional support.


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Monitoring and Evaluation Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in each of Years 3 4 5 and 6. Total 33 months.)

5 The international Monitoring and Evaluation Adviser will have expertise and broad

experience in monitoring and evaluation. He/She will be located in the Program Management Unit (PMU), and will work closely with the Policy and Strategy Planning Unit (PSPU) at DSHE and with the Bangladesh Bureau of Educational Information and Statistics (BANBEIS). The Adviser will strengthen the monitoring and evaluation functions and support at all levels and will assist and guide the M & E staff at the DSHE and BANBEIS to develop their expertise in monitoring and evaluating education programs and projects, including program assessment, surveys, research and impact studies,

EMIS Adviser (9 person months in Year 1 and 3 person months in Year 2. Total 12 months.)

6 The international EMIS Adviser will have expertise and experience in EMIS, including

GIS and their use in educational planning, preferably with experience in Bangladesh. He/She will be located in the EMIS unit of the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) and will work with the staff to develop and strengthen the EMIS activities, including expanding and enhancing secondary education data collection, and the use of EMIS and GIS data to support improved decision-making, monitoring and evaluation at central and other levels.


Teaching Quality and Education Policy Planning and Management Adviser (12 person months in each of Years 1 to 5 and 6 months in Year 6. Total 66 months.)

7 The domestic Teaching Quality and Education Policy, Planning and Management

Adviser will have expertise in secondary pre-service and in-service teacher training, curriculum development, teaching and learning materials, head teacher training, teacher support and supervision, education policy development, planning and management. He/She will be situated in the Program Management Unit (PMU), located within the Directorate of Secondary and Higher Education (DSHE), and will be the counterpart to the international Adviser for Teaching Quality and Education Policy, Planning and Management, and will support all aspects of developing quality teaching quality improvement.

Teacher Registration and Accreditation Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in Year 3. Total 24 months.)

8 The domestic Teacher Registration and Accreditation Adviser will have specialist

expertise and in-depth experience in accreditation and registration, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), located within the Directorate of Secondary and Higher Education (DSHE), and will work with the international Teacher Registration and Accreditation Adviser in developing and implementing the proposed Teacher Registration and Accreditation Authority.

Teacher Education Authority Adviser (9 person months in Year 1 12 person months in Year 2 and 3 person months in Year 3. Total 24 months.)

9 The domestic Teacher Education Authority Adviser will have specialist expertise and in-

depth experience in education management and in policy development, planning and implementation in teacher education, preferably in Bangladesh. He/She will be located in the Program Management Unit (PMU), and will be the counterpart to the international Teacher Education Authority Adviser, working closely with the National Academy for Education and Management (NAEM).


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Education Management Training Adviser (9 person months in Year 1 12 person months in each of Years 2 to 4 and 3 months in Year 5. Total 48 months.)

10 The domestic Education Management Training Adviser will have in depth experience of

training head teachers and education administrators, including District Education Officers (DEO), and Upazila Secondary Education Officers (USEO), in all aspects of managing secondary education and secondary schools. He/She will be located in the National Academy for Education and Management (NAEM), and will be the counterpart to the international Education Management Training Adviser, working closely with the staff of NAEM to develop and implement a range of education management training courses for head teachers and district officials.

Monitoring and Evaluation Adviser (9 person months in Year 1 12 person months in each of Years 2 to 5. Total 57 months.)

11 The domestic Monitoring and Evaluation Adviser will have expertise and broad

experience in monitoring and evaluation. He/She will be located in the Program Management Unit (PMU), and will work closely with the international Monitoring and Evaluation Adviser to provide support to the Policy and Strategy Planning Unit (PSPU) at DSHE and with the Bangladesh Bureau of Educational Information and Statistics (BANBEIS). The adviser will assist and guide the M & E staff at the DSHE and BANBEIS to develop their expertise in monitoring and evaluation.

EMIS Adviser (9 person months in Year 1 and 12 person months in each of Years 2 and 3. Total 33 months.)

12 The domestic EMIS Adviser will have expertise and experience in EMIS, including GIS

and their use in educational planning, preferably in Bangladesh. He/She will work closely with the international EMIS adviser and will be located in and provide support to the EMIS unit of the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) to develop and strengthen EMIS activities, including expanding and enhancing secondary education data collection, and the use of EMIS and GIS data to support improved decision-making, monitoring and evaluation at central and other levels.

Component 2 – Improving Teacher Training Facilities

International Consultants:

Teacher Education Institution Planning Adviser (6 person months in Year 1 12 person months in Year 2 and 6 person months in Year 3. Total 24 months.)

13 The international Teacher Education Institution Planning Adviser will have specialist

expertise and in-depth experience in planning and management, including financial planning, in teacher education institutions. He/She will be located in the Program Management Unit (PMU), and will work closely with the Teacher Training Colleges (TTC), the existing Secondary Education Science Development Centers (SESDC) and the Higher Secondary Teacher Training Institutes (HSTTI), together with a number of selected and approved private TTCs, to strengthen the delivery of pre-service and in-service teacher training through the development of a network of quality training institutes. The Adviser will assist with planning and upgrading the physical facilities of the secondary teacher education institutions, including renovation of classrooms, libraries, laboratories, storage, and provision of furniture and teaching aids.


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Domestic Consultants

Teacher Education Institution Planning Adviser (6 person months in Year 1 12 person months in Year 2 and 6 person months in Year 3. Total 24 months.)

14 The domestic Teacher Education Institution Planning Adviser will have specialist

expertise and in-depth experience in planning and management in teacher education institutions in Bangladesh. He/She will be located in the Program Management Unit (PMU), and will support the international Teacher Education Institution Planning Adviser in developing a network of quality training institutes and upgrading their physical and other facilities.

Component 3 – Strengthening In-service and Pre-service Teacher Training

International Consultants

Teacher Training Course Development and Design Adviser (9 person months in Year 1 and 12 person months in each of Years 2 to 5. Total 57 months.)

15 The international Teacher Training Course Development and Design Adviser will have

specialist expertise and in-depth experience in developing and implementing programs of initial teacher training, in-service teacher training, and professional development. He/She will be located in the National Academy for Education and Management (NAEM), and will assist with developing and implementing a range of initial and in-service teacher training courses, aimed at upgrading existing courses to include aspects of innovative teaching and good education practices. The Adviser will provide advice on the development of the improved design of the teacher-training curriculum to ensure a nationally standardized and accredited modularized B.Ed., modularized one-year B.Ed. He/She will also be instrumental in designing and developing a new in-service teacher-training program to train the untrained teachers currently serving in schools through a basic 3-month in-service training course at certificate level, as a component of the proposed modularized one-year B.Ed. course.

Teacher Training Distance Education Adviser (9 person months in Year 1 12 person months in each of Years 2 to 4 and 3 person months in each of Years 5 and 6. Total 51 months.)

16 The international Teacher Training Distance Education Adviser will have specific

expertise and in-depth experience in developing and implementing programs of initial and in-service teacher education and professional development, in distance mode, including cluster-based training. He/She will be located in the National Academy for Education and Management (NAEM) and will work closely with the Bangladesh Open University (BOU) and with Teacher Training Materials Development Advisers.

Teacher Training Materials Development Adviser (9 person months in Year 1 4 person months in each of Years 2 to 4 and 3 person months in Year 5. Total 24 months.)

17 The international Teacher Training Materials Development Adviser will have wide

experience of designing and developing initial teacher education and in-service and professional development teacher training materials, including trainers’ guides, textbooks and manuals, for both face to face and distance modes. He/She will be located in the National Academy for Education and Management (NAEM) and in the Bangladesh Open University (BOU), who will be commissioned, with technical support from TQI, to design, produce and distribute the training materials for both face-to-face and distance modes. The Teacher Training Materials Development Adviser will work closely with both the Teacher Training Course Development and Design Advisers and the Teacher Training Distance Education Advisers.


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Teacher Training Course Development and Design Advisers (Estimated average 48 person months in each of Years 2 to 6. The number of Advisers to be decided during project implementation depending on the number and content of courses being designed and the specific course needs. Total 240 months.)

18 The domestic Teacher Training Course Development and Design Advisers will have

specialist expertise and experience in developing and implementing programs of initial teacher training, in-service teacher training, and professional development, including specialist subjects, preferably in Bangladesh. They will be located in the National Academy for Education and Management (NAEM), and will work closely with the international Teacher Training Course Development and Design Adviser to develop and implement a range of initial and in-service teacher training courses, aimed at upgrading existing courses, both in innovative teaching and good education practices, and in specialist subjects.

Teacher Training Distance Education Adviser (9 person months in Year 1 12 person months in Years 2 to 5 and 3 months in Year 6. Total 60 months.)

19 The domestic Teacher Training Distance Education Adviser will have specific expertise

and in-depth experience in developing and implementing programs of initial and in-service teacher education and professional development, in distance mode, including cluster-based training. He/She will be located in the National Academy for Education and Management (NAEM) and will work closely with the international Teacher Training Distance Education Adviser.

Teacher Training Materials Development Adviser (9 person months in Year 1 12 person months in each of Years 2 to 4 and 3 person months in Year 5. Total 48 months.)

20 The domestic Teacher Training Materials Development Adviser will have wide

experience of designing and developing initial teacher education and in-service and professional development teacher training materials, including trainers’ guides, textbooks and manuals, for both face to face and distance modes, preferably in Bangladesh. He/She will be located in the National Academy for Education and Management (NAEM) and in the Bangladesh Open University (BOU), and will work closely with the international Teacher Training Materials Development Adviser.

Component 4 – Increasing Equitable Access and Improving Community Involvement

International Consultants

Equitable Access Adviser (6 person months in Year 1 12 person months in Year 2 4 person months in each of Years 3 and 4 and 2 person months in each of Years 5 and 6. Total 30 months.)

21 The international Equitable Access Adviser will have expertise and experience in

providing equitable access to schooling for secondary age children with special needs. He/She will be situated in the Program Management Unit (PMU), and will assist and support the Ministry of Education (MOE) and the DSHE in coordinating and managing a range of activities to improve access to secondary schooling for children with special needs, including improving teaching quality in the remote and underserved areas by giving priority for both initial and in-service training to teachers from these areas. The Adviser will assist with establishing and implementing three outreach stations, or satellite teacher resource centers, to improve the access to teacher education in the areas of Rangamati (CHT), Patuakhali and Thakurgaon, with appropriate professional linkages with the nearest training institutes. A network of outlying or mobile facilities will be developed, based on these resource centers and the consultant will work closely with the Teacher Training Distance Education Advisers to develop school cluster-based distance education pilot schemes for teacher education and professional development in these remote and underserved areas.


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Special Needs and Gender Adviser (3 person months in each of Years 1 to 3 and 2 person months in each of Years 4 to 6. Total 15 months.)

22 The international Special Needs and Gender Adviser will have particular experience in

gender and of working with secondary age children with special needs, and for community participation and mobilization. He/She will be situated in the Program Management Unit (PMU), and will assist and support the Ministry of Education (MOE) and the DSHE in coordinating and managing a range of activities to improve the provision of secondary education for children with special needs, including those from various disadvantaged groups such as the disabled, ethnic minorities and refugees. The Adviser will support the development of a component for inclusion in the initial and in-service training for all head teachers, and for district and other government officials, on ways of supporting and enhancing the teaching and learning of children from disadvantaged groups, including the development of special teaching and learning materials for teachers working with these children. The Adviser will also develop an awareness-training program for use with School Management Committees (SMC) and other parent and support groups, including NGOs, to promote understanding and support for teachers working with children from disadvantaged groups.

Special Education and Disability Adviser (4 person months in each of Years 1 and 2 and 3 person months in Years 3 to 6. Total 20 months.)

23 The international Special Education and Disability Adviser will have relevant expertise

and experience in special education and disability, and for community participation and mobilization. He/She will be based in the DSHE and will work closely with the NAEM and will review existing policies regarding education and disability and will recommend ways to reinforce the Government’s commitment to inclusive education and to providing support to disadvantaged children. The Adviser will work with the Special Needs and Gender Advisers, and the BOU, to develop the special teaching and learning materials for teachers working with children from various disadvantaged groups and the awareness-training program for use with SMCs and other parent and support groups.


Equitable Access Adviser (6 person months in Year 1 12 person months in Year 2 6 person months in Year 3 and 4 person months in each of Years 4 to 6. Total 36 months.)

24 The domestic Equitable Access Adviser will have expertise and experience in providing

equitable access to schooling for secondary age children with special needs, and for community participation and mobilization, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), and will assist and support the international Equitable Access Adviser, in coordinating and managing a range of activities to improve access to secondary schooling for children with special needs, including improving teaching quality in the remote and underserved areas. The Adviser will assist with establishing and implementing the three outreach stations and in developing school cluster-based distance education pilot schemes for teacher education and professional development in these remote and underserved areas.

Special Needs and Gender Adviser (3 person months in each of Years 1 to 3 and 2 person months in each of Years 4 to 6. Total 15 months.)

25 The domestic Special Needs and Gender Adviser will have experience in gender and of

working with secondary age children with special needs, and for community participation and mobilization, preferably in Bangladesh. He/She will be situated in the Program Management Unit (PMU), and will work with the international Special Needs and Gender Adviser in coordinating and managing a range of activities to improve the provision of secondary education for children with special needs.


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Special Education and Disability Adviser (4 person months in each of Years 1 and 2 and 3 person months in each of Years 3 to 6. Total 20 months.)

26 The domestic Special Education and Disability Adviser will have expertise and

experience in special education and disability, in Bangladesh. He/She will be based in the DSHE and will work closely with the international Special Education and Disability Adviser to provide support to disadvantaged children, and their teachers.


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Annex H: Outline of baseline indicators


230

Annex H: Outline of baseline quality indicators

Quality Teacher Training 1 During the Project, quality teacher training will be measured by the ability of training

colleges, and other training institutes, to: • Deliver the proposed standardized modular 1-year B.Ed. course and the proposed

3-month Teacher Training Certificate. • Employ increasing numbers of teacher trainers with an M.Ed qualification, or better. • Support and provide good quality in-service secondary teacher professional

development courses. • Have sufficient senior positions to provide an enhanced career structure for

professionally qualified staff. • Provide well equipped, and staffed, Teaching Resource Centers. • Provide the improved gender sensitive, teacher-training materials, including trainers’

guides, textbooks and manuals, developed during TQI. • Provide training to enable teachers to work in secondary schools with children from

disadvantaged groups, including indigenous children. • Provide well designed and equipped teaching spaces and facilities, including

libraries, laboratories and IT facilities.

Quality Teacher Trainers 2 During the Project increasing numbers of teacher trainers and educators will:

• Be trained and qualified to at least M.Ed. level. • Receive overseas training to improve their pedagogic and other knowledge to M.Ed.

level. • Acquire in-depth knowledge and understanding of the concepts and skills in their

specialist subject and are able to develop, and deliver, teaching methodologies that enhance the skills and learning of their students as teachers.

• Develop total familiarity with the training curriculum, resources and assessment methods for the courses for which they are responsible.

• Demonstrate improved understanding of modern pedagogic techniques and methods.

• Employ a range of training techniques and methodologies, including the use of computer and other technology where appropriate

• Develop the skills to train teachers to use the improved gender sensitive teaching and learning materials and textbooks, developed during the Project.

• Carry out regular practical supervision of trainee teachers in a range of schools. • Demonstrate commitment, energy and enthusiasm for imparting training to their

students and improving quality teaching in Bangladesh secondary schools.

Quality Teachers 3 During the Project increasing numbers of teachers will:

• Acquire a B.Ed. qualification, or the proposed 3-month Teacher Training certificate. • Receive regular in-service secondary teacher professional development. • Demonstrate improved knowledge and understanding of the subject matter they

teach. • Understand the importance of setting high expectations for their students so as to

challenge and motivate them and deepen their knowledge and understanding.


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• Revise and improve their lesson Planning processes to include clear lesson objectives, content and activities.

• Employ methods and organizational strategies that match the curricular objectives and the needs of students, including those from disadvantaged groups, including indigenous children.

• Demonstrate good classroom management skills with high standards of discipline. • Learn to improve time and resource Mangement to improve effectiveness in

teaching. • Learn to us gender sensitive and other specialist teaching materials and are able to

develop suitable teaching aids. • Assess students’ work thoroughly and constructively, and use assessments to

inform teaching and subsequent work. • Adopt more systematic processes to record student achievement and progress • Issue and mange homework tasks effectively to reinforce and extend what is

learned in school.

Quality Head Teachers 4 During the Project increasing numbers of Head Teachers will:

• Qualify as registered teachers with relevant experience. • Receive initial head teacher training, and regular in-service professional

development. • Provide improved professional leadership to their schools to ensure success and

enhanced learning opportunities by providing a high quality of education for all their students, with improved standards of learning and achievement.

• Develop their professional knowledge and understanding, and acquire a range of leadership, management and personal skills and attributes that allow them to: • lead and manage people to work towards common goals; • investigate, solve problems and make decisions; • make points clearly and understand the views of others; and • plan time effectively and self organize.

• Develop a strategic view for the school within its community and analyze and plan for its future needs and further development.

• Support and ensure effective teaching and learning throughout the school by monitoring and evaluating the quality of teaching and the standard of student achievement.

• Lead, motivate, support, challenge and develop staff to ensure improvement through in-service training and appraisal.

• Deploy staff and resources efficiently and effectively to meet specified objectives in line with the school’s strategic plan.

• Monitor and ensure regular teacher and pupil attendance. • Work closely and harmoniously with School Management Committees and Parent

teacher Associations (PTA), and encourage community and parent participation in their schools.

Quality Schools

5 During the Project increasing numbers of secondary schools will:

• Ensure the content, breadth and balance of the curriculum, for all students, reflects the aims of the government and of the school, with clear planning and organization.

• Employ suitably qualified teachers with qualifications and experience that match the demands of the curriculum.


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• Implement arrangements for the induction, appraisal and professional development of staff to contribute to their effectiveness.

• Ensure that school accommodation allows the curriculum to be taught effectively. • Provide teaching and learning resources that are adequate for the school’s

curriculum, and the range of students, with sufficient quantities of textbooks, equipment and supplementary reading materials.

• Provide regular reports on the progress of students. • Ensure that the resources provided to the school are managed efficiently and

effectively, including the use made of specific grants, and the use of funds for students with special educational needs.

• Ensure that equality of opportunity is provided for all children, with arrangements made to meet the needs of gender, students of differing ability, children of all ethnic groups, and individuals and groups of students with special social circumstances.

• Establish clearly defined links with parents and the community, with parental support for the school encouraged and well organized.

• Increase involvement rates and reduce absentee rates. • Reduce the number of repeating students and retain increasing numbers of

students completing Year 10. • Employ increasing numbers of well-qualified female teachers.

Standards for Qualified Secondary Teacher Status

6 For teachers to achieve Qualified Secondary Teacher Status they must have a Bachelor

of Education (B.Ed.) degree, or the proposed 3-month Teacher Training Certificate, and are able to demonstrate that they are able to demonstrate: • A sound knowledge and understanding of the concepts and skills in their specialist

subject(s), at a standard to enable them to teach correctly and confidently. • Knowledge and understanding of, and know how and when to apply the relevant

teaching and assessment methods specified in the curriculum for their specialist subject.

• Ability to plan their teaching to achieve progression in students’ learning through clear teaching objectives, by setting challenging tasks and expectations, providing clear targets for students’ learning and identifying students with special educational needs.

• Skills and ability to provide clear lesson plans and sequences of lessons. • Skills and ability to make effective use of assessment information on students’

attainment and progress for future lesson planning. • Effective class teaching, and groups within classes, to meet objectives and use

available teaching time effectively, using a variety of teaching methods that sustain the momentum of students’ work and keep all students engaged.

• Skills and ability and Understanding required to mark and monitor students’ assigned class work and homework and to provide constructive oral and written feedback, and assess and record each pupil’s progress systematically.


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Annex I: Detailed economic, poverty impact and financial analysis


234

Annex I: Detailed economic, poverty impact and financial analysis

Secondary Education Sector Finance

1 Education sector has experienced substantial increase in the budget allocation in the last

decades and is designated a priority sector in Bangladesh. The percentage of education sector budget in Gross Domestic Product (GDP) was 1% in 1970s but had reached 3% in the middle of 1990s. The percentage has slightly decreased to 2.4% since FY2002. Despite the drop in the percentage in the recent years, education sector received the largest proportion at approximately 14 to 15% of total government budget. Internationally, however, the current education budget level as a percentage of GDP is lower than the average of other less developed countries (3.8%) and of developed countries (5.8%). The percentage is comparatively lower than other countries in South Asia region, 3.7% in India, 3.4% in Sri Lanka and 2.9% in Nepal.

2 Secondary education sector is financed under Ministry of Education (MOE). MOE shared

education sector budget equally with the Ministry of Primary and Mass Education (MOPME) in FY2001. However, as Table 1 shows, while the MOE budget continued to grow at around 8 to 14% per annum, that for MOPME grew less than MOE and was eventually reduced to FY2002 level in FY2004. As a result of the drop in the MOPME budget, the total education sector budget in FY2004 did not grow much from FY2003 and was Tk67.4 billion, of which the largest portion, 43% (Tk29.0 billion), was allocated to secondary education (Table 2) and 42% (Tk28.0 billion) to primary education.

Table 1: Education Budget1 FY2001-FY2004

Tk million

FY2001 FY2002 FY2003 FY2004 Government Expenditure 385,240 423,060 448,540 519,800 Education Sector Budget 55,670 60,280 67,100 67,400 (Proportion to Government Expenditure)

(14%) (14%) (15%) (13%)

Ministry of Primary and Mass Education 27,240 28,380 32,560 28,010 Ministry of Education 28,430 31,900 34,540 39,390

Notes: In order to examine the initial commitment of the government at the beginning of each financial year, the

figures are based the original budget. Education sector budget in the table is the sum of the budget for Ministry of Primary and Mass Education and Ministry of Education. Ministry of Education includes secondary, VTE and higher education budgets.

Sources: Budget in Brief, Ministry of Finance, Government of Bangladesh. 3 In the area of teacher training, the government supports only public teacher training

colleges (TTCs) and institutions from its secondary education budget. Recurrent budget for teacher training institutions has been reduced by both volume and proportionally in secondary education budget since FY2001, from Tk68 million (0.4percent) in FY2001 to Tk57 million (0.3percent) in FY2004.


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Table 2: Secondary Education Sub-sector Budget 2001-2004 Tk million

FY2001 FY2002 FY2003 FY2004 Secondary Education Sector 22,496 25,125 27,270 28,971 (Proportion to education budget) (40%) (42%) (41%) (43%) Development budget 6,922 7,187 8,343 8,572 Capital expenditure 3,121 2,853 3,582 4,380 Recurrent expenditure 3,801 4,334 4,761 4,192 Recurrent budget 15,642 18,008 18,986 20,456 Administration 91 102 103 296 Secondary Schools 15,483 17,836 18,824 20,103 Teacher Training Institutions 68 70 58 57 Notes: All figures are estimates based on detailed budget records

To examine the initial commitment of the government at the beginning of each financial year, the figures are based the original budget rather than the revised budget.

Sources: Annual Development Program 2001-2004, Planning Commission, Government of Bangladesh. Demands for Grants and Appropriations 2001-2004, Ministry of Finance, Government of Bangladesh.

A. Economic Analysis 4 Secondary education in Bangladesh is facing low internal efficiency, and teaching quality

improvement will contribute in reduction in the wastage. Notwithstanding the quantitative achievements in enrollments, weaknesses in the secondary system are reflected in the declining quality of graduates and teachers. Challenges have remained and about 60% of teachers are still untrained, while most schools are devoid of standard conditions essential for the normal instructional process. Standard cohort analysis over the entire secondary cycle reveals the extent of wastage in the secondary education system in terms of both failure and dropout rates. Dropout rates average 44% for secondary grades 6-10 (49% for girls) and 38% for higher secondary grades 11-12 (36% for girls). Pass rates for the Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) have been declining since 1999. In 2001 the percentages of students passing the grade 10 SSC and grade 12 HSC examinations were 35% and 28% respectively. Such failure rates represent a huge wastage of financial resources. This can be countered by improvement in teaching quality in classrooms through training of teachers. Given the declining budget for teacher training in secondary education in both percentage and volume, investment and policy changes are necessary to achieve improvement in teaching quality.

5 There are currently over 6,000 teacher students studying in the government TTCs and

the Project will further generate additional demand for teacher training from the pool of 150,000 untrained teachers in secondary schools. Firstly, the Project will create financial incentives for training among untrained teachers through increments in salary for trained teachers. Secondary, the Project will introduce new compulsory teacher qualification regulations, which inevitably create demand among untrained teachers for better pre-service and in-service teacher training. Thirdly, the provisions of grants will provide for untrained teachers in disadvantaged and remote areas better opportunities for training. During the project period the potential demand for teacher training exceed the current low utilization rate of colleges and training institutions, thus efficient allocation of the resources is required. The Project will assist in revitalizing the capacity.


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6 Under the Project, efficient use of the investment resources is achieved by putting more emphasis on certain groups of the beneficiaries. Firstly, the Project will have primary focus on only government teacher training institutions, and such private institutions, which are performing well. There are currently 25 government and 54 private training institutions1. Despite the higher number of private institutions, about 60% of the teacher training students enroll in the government training institutions and about 40% in the private sector. Therefore, investment into the government teacher training institutions will have an effect on a higher number of beneficiaries than investment in the private institutions. In addition, the quality of private training institutions is low, only few of the private institutions meet the basic requirements set for the institutions in the Private University Act.2 Given the rapid mushrooming of private training institutions without adherence to basic standards in recent years, it would not be wise to invest extensively in such institutions.

7 Efficiency of the investment is further achieved by emphasizing more pre-service and in-

service training of secondary school teachers under age of 40. There are approximately 240,000 teachers in secondary schools, and 50% of them are below age 40. Nearly 60% of teachers over age 40 are actually above age 50. In other words, approximately 30% of total number of teachers will retire from service within next 5 years after the project period. Therefore, by focusing on teachers particularly under age 40 years, who are likely to serve in schools more than 10 years, higher utility of teacher training is obtained.

8 In order to assess the economic efficiency of the investment under the Project, economic

internal rate of return (EIRR) in 25 years was estimated.3 To illuminate the impact of the proposed Project, it is assumed that enrolment and completion ratio of secondary education remain constant at the estimated 2004 level in without-project scenario, and completion rate is manipulated in with-project scenario. Three major streams of economic benefits of the proposed project are identified, namely (i) direct benefit for teachers, (ii) improved internal efficiency and (iii) enhanced educational effectiveness in secondary schools. The impacts of the two educational improvements are estimated in monetary values, based on estimated future salary increments4 of pupils in secondary school as a result of completing additional year of secondary education.5

9 The direct economic benefit includes an increase in teacher salary as a result of

trainings, grants and incentive awards. It is estimated that a trained teacher currently receives 25% increase more salary per year at maximum than an untrained teacher, and the total amount of grants and incentive awards received by trained teachers during the project period is approximately $2 million per year.

10 Improvement in internal efficiency is measured by the difference in completion rates

between with- and without-project scenarios, based on an assumption that a better trained teacher in secondary schools result in better completion rate in a class. Given the absence of statistical data on the relationship between the level of teacher training and the degree of improvement in completion rates, it is assumed that the salary difference between trained and untrained teachers derives from the ability to successfully deliver education6. In other words, a trained teacher who receives 25% more salary than an untrained teacher has ability to increase the completion rate of his/her class by 25%.

1 Teacher training institutions include government’s Teacher Training Colleges (n=11), government’s Secondary Education Science Development Centers (SESDCs, n=9)

and government’s Higher Secondary Education Teacher Training Institutes (HSTTIs, n=5), and private teacher training colleges/Universities (n=54) 2 As reported by the University Grants Commission, 2004. 3 Prices are adjusted to economic price by using standard conversion factor at 0.88, estimated from export, import and tax data. Shadow wage rate of secondary school

graduates (skilled labor) was estimated at 0.87, based on BAN-1947 Urban Governance and Infrastructure Improvement Project. 4 Earning level was estimated by using earning functions developed in World Bank’s Education Sector Review. The function indicates that a secondary school pupil will

receive an average increment of $71 per year throughout his/her working life by completing additional year of secondary education. 5 Bangladesh: Education Sector Review - Volume II, The University Press Limited, Bangladesh. 2000. 6 The mission is aware of the fact that teacher salary levels are defined by the government and, therefore, the difference in salary level may not fully reflect the teacher’s

ability in reality but is a sufficient proxy for the analytical purpose.


237

11 Enhanced educational effectiveness is measured by the difference in teacher-pupil ratio between with- and without-project scenarios, assuming that reduced teacher-pupil ratio gives more time for teachers to spend their time with each pupil, and this enhances the learning ability and earning capacity of pupils in their future in labor market. Again, in the absence of reliable methods in establishing formulae to estimate the impact of reduced teacher-pupil ratio on the future earning of the pupils, the salary increments of pupils brought by additional year of secondary education is further increased by an inverse proportion to the changes in teacher-pupil ratio. Although the proposed project is not designed to increase the number of teachers, it is expected that the introduction of the compulsory teacher qualification regulations will lead to higher utility of TTCs, hence supply of teacher will marginally increase.

12 There are three major streams of economic costs, namely the cost of (i) the proposed

project, (ii) new trained teachers graduated from pre-service training, and (iii) retrained teachers. The cost of project is estimated at $109 million. The economic costs of the trained teachers from pre-service training comprise public costs of the teacher training and teacher salary, and private7 and opportunity cost8 of the pre-service training. The economic cost of the re-trained teachers, on the other hand, includes only the public cost of re-training since the schools pay their salary while the teachers are being re-trained.

13 The Project is estimated to yield a net present value (NPV) of $448 million and an EIRR

of 29.4%, assuming a discount rate of 12.0%. The result is presented in Table 3. The actual economic rate of return is likely to be somewhat higher reflecting positive externalities and longer-term intergenerational social benefits that come with improved quality of secondary education, which may be reflected in population and health outcomes, to which it is difficult to assign monetary values. No allowance is made for the fact that the improvements in teacher education will encourage teachers to have higher esteem, wider exposure to different teaching skills, which lead to better performance of pupils.

Table 3 Economic Internal Rate of Return Estimate

($ ‘000)

Economic Cost Economic Benefit

Year Capital

Recurrent

Beneficiaries

Cost Total Teacher

Pupils (Efficiency)

Pupils (Effectiveness)

Benefit Total

Net Benefit

NPV (12 percent)

1 9,499 0 0 9,499 0 0 0 0 -9,499 -8,482

2 24,719 8,671 21 33,412 8,671 2,522 1 11,194 -22,218 -17,712

3 19,886 15,091 75 35,052 15,091 7,552 7 22,651 -12,402 -8,827

4 19,742 22,687 1,727 44,156 22,687 15,091 43 37,821 -6,335 -4,026

5 18,061 29,448 2,260 49,769 29,448 25,159 195 54,802 5,033 2,856

6 8,143 33,506 2,260 43,909 33,506 37,726 508 71,740 27,831 14,100

7 0 33,542 2,260 35,802 33,312 50,365 946 84,623 48,821 22,084

8 0 33,323 2,260 35,582 33,092 63,079 1,507 97,678 62,096 25,079

9 0 33,107 2,260 35,367 32,877 75,873 2,188 110,937 75,570 27,251

10 0 33,145 2,260 35,404 32,666 88,749 2,988 124,403 88,999 28,655

11 0 32,691 2,260 34,951 32,461 101,711 3,907 138,079 103,128 29,647

12 0 32,490 2,260 34,750 32,260 114,396 4,915 151,570 116,820 29,985

13 0 32,248 2,260 34,508 32,018 126,813 6,004 164,835 130,327 29,868

14 0 32,013 2,260 34,272 31,782 138,970 7,169 177,920 143,648 29,393

15 0 32,030 2,260 34,290 31,552 150,873 8,404 190,829 156,539 28,599

16 0 31,559 2,260 33,818 31,328 162,530 9,705 203,564 169,745 27,689

7 Private cost of education includes annual expenses for education materials, living and transport estimated at $71. 8 Opportunity cost of teacher training is the forgone income during the training, estimated at $746 per year.


238

Economic Cost Economic Benefit

Year Capital

Recurrent

Beneficiaries

Cost Total Teacher

Pupils (Efficiency)

Pupils (Effectiveness)

Benefit Total

Net Benefit

NPV (12 percent)

17 0 31,341 2,260 33,600 31,110 173,857 11,054 216,021 182,421 26,569

18 0 31,096 2,260 33,356 30,866 184,862 12,448 228,176 194,820 25,334

19 0 30,859 2,260 33,119 30,628 195,558 13,880 240,067 206,948 24,028

20 0 30,876 2,260 33,135 30,398 205,955 15,346 251,699 218,563 22,658

21 0 30,404 2,260 32,663 30,173 216,061 16,842 263,076 230,413 21,327

22 0 30,185 2,260 32,445 29,955 225,960 18,375 274,291 241,846 19,987

23 0 29,960 2,260 32,220 29,730 235,658 19,943 285,330 253,110 18,676

24 0 29,741 2,260 32,001 29,511 245,159 21,540 296,210 264,209 17,407

25 0 29,776 2,260 32,036 29,298 254,468 23,166 306,933 274,897 16,170

NPV= 448,316

EIRR= 0.294 Source: Asian Development Bank estimates. 14 A sensitivity analysis has been undertaken on the basis of alternative assumptions

regarding the teacher training capacity and quality. Teacher training capacity is reflected in the number of teachers trained under the proposed project. It is estimated that there will be about 33,000 new trainees enrolled in the pre-service training courses and about 100,000 exiting untrained teachers will receive in-service training during the project investment period. The “low” case for training capacity represents that the number of trained teacher is 50% lower than that planned, and the “high” case 50% higher. On the other hand, training quality is reflected in the completion rate of classes taught by a trained teacher. As discussed in the earlier paragraph, it is assumed that trained teacher has ability to increase the completion rate of his/her classes by 25%. The “low” case for training quality assumes that the increments in completion rate is 50% lower than the target and the “high” case 50% greater. Table A10.4 highlights the change in the rate of return under different assumptions.

15 The findings of the sensitivity analysis indicate that the rates of return are highly sensitive

to both teacher training capacity and quality. If changes in training quality are held constant, a 50% change in training capacity roughly corresponds to 50 to 150% changes in the rate of return. Similarly, if changes in training capacity are held constant, a 50% change in training quality corresponds to 50 to 150% changes in the rate of return. The results indicate that, achievements in the number of teachers trained and improvement in training quality are equally important, and the combination of the two improvements brings about substantial economic returns.


239

Table 4: Sensitivity Analysis

(Percent) Training Capacity Low case Normal Case High case Training Quality Low case 6.7 14.9 21.4 Normal case 16.7 29.4 40.9 High case 24.6 41.7 57.9

Source: Asian Development Bank estimates. 16 The sensitivity analysis is based on the 8 extreme cases for experimental proposes and

it is unrealistic to encounter 50% changes in training capacity and quality in reality. The minimum number of trainee necessary for retaining economic viability of the investment is estimated to be additional 45,000 (34% of target). Similarly, the minimum degree of increase in completion rate, which is necessary for economic viability of the investment, is estimated to be 10% (42% of target). Since the compulsory teacher qualification regulations and sufficient financial incentives will encourage teachers to go through trainings and to perform well in schools, it is likely that minimum target will be well achieved.

B. Poverty Impact Assessment

17 The Project will contribute to poverty reduction through indirect benefits. The direct

beneficiaries of the proposed project are teachers in secondary schools, who will earn between $746 and $931 per year on average, depending upon the levels of achievement in trainings. As their income levels are well above the poverty lines9 defined by Cost of Basic Need method, it is unlikely that the direct beneficiaries are in poverty.

18 The indirect beneficiaries are pupils in secondary schools. They benefit from the

proposed project through better teaching skills of teachers. Improvements in teaching quality further enhance learning ability of the pupils, which results in better educational outcomes and better performances in labor market. In other words, better teaching quality is likely to increase the earning capacity of pupils, assuming that the wage levels is a reflection the ability of laborers.

19 In secondary education, there are approximately 9.4 million pupils and around 30%10 of

them are from poor family in 2000. The government set its targets11 for poverty reduction and secondary school enrolment ratio, aiming 3.3% annual decline in the poverty rate between 2000 and 2015 and 95% of enrolment rate in 2015. Based on the two factors, namely poverty rate reduction and enrolment growth, the percentages of pupils in poverty between 2005 and 2030 are estimated. Between 2005 and 2015, the percentage remains constant at approximately 30%, due to the two factors offsetting each other. After 2015, the percentage of pupils in poverty gradually declines and reaches 18% in 2030. The total number of pupils in poverty between 2005 and 2030 is 91 million, which is 26% of all pupils in secondary school in the same period.

9 Bangladesh Bureau of Statistic uses CBN method in its House Hold Income and Expenditure Survey in 2001, and higher and lower poverty lines are TK893 and

TK649 per month respectively. 10 ADB estimates based on cohort and enrolment data in Benefit Incidence Analysis: Education and Health Sectors, Asian Development Bank and World Bank, 2001,

and Public Expenditure Review, Asian Development Bank and World Bank, 2003. 11 National Strategy for Economic Growth, Poverty Reduction and Social Development, Ministry of Finance, Government of Bangladesh, 2003


240

20 Base on the above forecast and Handbook for Integrating Poverty Impact Assessment in the Economic Analysis of Projects, the distribution of the economic effects of the proposed project between 2005 and 2030 is estimated amongst three major stakeholders: (i) Government/Economy, (ii) teachers, and (iii) secondary school pupils. The total economic effects are $992 million, which are shred by Government/economy ($285 million), teachers ($176 million) and secondary school pupils ($531 million). Despite the economic effect, the government bears the financial cost of the proposed project ($543 million) and, therefore, Government/Economy looses $258 million. The net total economic effect is $448 million. Summary result of the distribution analysis is presented in Table 5.

Table 5: Distribution of Net Benefits and Poverty Impact Ratio

($ Million)

Distribution of Project Effects

Financial NPV (a)

Economic NPV (b)

Economic Effects (b-a)

Government & Economy Teachers Pupils

Inflows (A)

Loan 99 0 -99 -99 0 0

Project benefits 0 716 716 0 185 531

Total inflows 99 716 617 -99 185 531 Outflows (B) Investment costs -99 -70 29 29 0 0

Teacher salary -494 -188 306 306 0 0

Beneficiaries’ cost 0 -9 -9 0 -9 0

Repayment -49 0 49 49 0 0

Total outflows -642 -268 375 384 -9 0 NPV (A-B) -543 448 992 285 176 531

Note: Financial and economic flows are discounted at 4% and 12% respectively. Totals may not add up due to rounding. Source: Asian Development Bank estimates.

C. Financial Analysis 21 Financial affordability and sustainability of the proposed Project is analyzed based on the

medium term macroeconomic framework (MTMF) in National Strategy for Economic Growth, Poverty Reduction and Social Development, IMF Staff Report12 and Bangladesh Public Expenditure Review. Base case and high case scenarios are developed based on different assumptions regarding GDP growth rates and total government budget levels. In the base case scenario, GDP growth rate is assumed to be constant at 4.0%, and the government budget as a proportion of GDP at around 15.5% between FY2005 and FY 2011. On the other hand, in the high case scenario, GDP growth rate is assumed to be constant at around 6.5%, and the government budget as a proportion of GDP at around 16.4% between FY2005 and FY 2011. The proportion of education sector to the total government budget and the proportion of secondary education sub-sector to the education sector budget are the same in both scenarios, assumed to be constant at 14.0% and 42.0% respectively. The base case and high case are presented in tables 6 and 7, respectively.

12 Staff Report for the 2003 Article IV Consultation and Request for a Three-Year Arrangement Under the Poverty Reduction and Growth Facility, International Monetary

Fund, June 2003.


241

Table 6: Secondary Education Budget and Teacher Training - Base Case

(Tk billion in FY2004 value) FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010 FY2011 Real GDP growth (%) 5.8 4.0 4.0 4.0 4.0 4.0 4.0 4.0

Total public expenditure (%) 16.3 15.6 15.6 15.5 15.5 15.5 15.5 15.5

Nominal GDP (Tk billion) 3,180.0 3,307.2 3,439.5 3,577.1 3,720.2 3,869 4,024 4,185

Total budget 519.8 515.9 536.6 554.5 576.6 599.7 623.7 648.6

Development budget 203.0 206.4 214.6 221.8 230.7 239.9 249.5 259.5

Recurrent budget 289.7 283.8 295.1 304.9 317.1 329.8 343.0 356.7

Education Sector 67.4 72.2 75.1 77.6 80.7 84.0 87.3 90.8 Development budget 26.3 28.9 30.0 31.0 32.3 33.6 34.9 36.3


Secondary Education 29.0 30.3 31.6 32.6 33.9 35.3 36.7 38.1



Teacher Training Recurrent budget 0.057 0.065 0.068 0.070 0.073 0.076 0.079 0.082

Note: All figures are totals and may not add up due to rounding. Source: Asian Development Bank estimates. Table 7: Secondary Education Budget and Teacher Training - High Case

(Tk billion at FY2004 price)

FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010 FY2011 Real GDP growth (%) 5.8 6.0 6.5 6.5 6.5 6.5 6.5 6.5

Total public expenditure (%) 16.3 16.1 16.4 16.4 16.4 16.4 16.4 16.4

Nominal GDP (Tk billion) 3,180.0 3,370.8 3,589.9 3,823.3 4,071.8 4,336 4,618 5,238.2

Total budget 519.8 542.7 588.7 627.0 667.8 711.2 757.4 859.1



Education Sector 67.4 76.0 82.4 87.8 93.5 99.6 106.0 120.3



Secondary Education 29.0 31.9 34.6 36.9 39.3 41.8 44.5 50.5



Teacher Training

Recurrent budget 0.057 0.068 0.074 0.079 0.084 0.090 0.095 0.108 Note: All figures are totals and may not add up due to rounding. Source: Asian Development Bank estimates.


242

22 As a result of the administrative changes, new training facilities and education grants

introduced by the proposed project, there is a direct cost implication in the recurrent budget after the project investment period. It is estimated that the recurrent expenditure for teacher training requires approximately additional Tk17 million at minimum. This could be just financed from increments in the recurrent budget for teacher training, as the government budget for teacher training is expected to increase from Tk65 million in 2005 to Tk82 million in 2011 (Tk17 million increase in six years).

23 In addition to the Tk17 million additional recurrent expenditure, further Tk28 million is

necessary in every 5 years after the investment period to cover the cost of major maintenances of the facilities13. This requires teacher training budget to be more than Tk110 million by FY2010 to cover the cost of major maintenance work. Unfortunately, such level of funding is not possible under the base case scenario, but is possible under high case scenario, in which the budget level will become closer to the required amount by 2011. In other words, for the sustainability of the proposed project, the teacher training budget has to be increased more than the pace of GDP growth, at least, approximately 10% growth per year. Corresponding assurance has been included in the loan agreement for the Project. Given the relatively small size of the teacher training budget, the increase can be absorbed by the increase in the overall secondary education budget.

24 There are also two indirect cost implications. Firstly, changes in the teacher qualification

policy and in-service teacher trainings during the project period lead to salary increase from untrained to trained teacher pay scale levels. Although there will not be a substantial change in the total teacher number, there will be approximately 133,000 more trained teachers by 2011, who are eligible for salary increase in the rage of Tk3,800 at minimum and Tk10,800 at maximum, depending upon the level of qualification achieved. It is estimated that, the teacher salary budget will rise gradually to finance the salary increase, and the minimum requirement for the secondary education sector to finance the salary increase is in the range of additional Tk503 million and Tk1,436 million by the end of the proposed project.

25 Secondly, the coverage of the remote area incentives will be extended to the trained

teachers in 52 geographically disadvantaged Upazillas. The level of annual allowance is expected to be between Tk14,300 and Tk16,400, depending upon the level of salary, and approximately 20,000 trained teachers is estimated to be eligible for the allowance. The government will require the additional budget in the range of approximately TK285 million and Tk327 million to finance the extended allowance for trained teachers in remote areas.

26 The total additional budget requirement as a result of the indirect cost implications will be

in the range of Tk788 million and Tk1,763 million in secondary education sub-sector. Since there are no major recurrent cost implications of the on-going projects14 in secondary education sub-sector estimated at around Tk60 million per year, such increases could be absorbed by the increments (Tk5,500 million in six years) in the secondary education sub-sector budget between 2005 and 2011 under the base case scenario, based on ADB and IMF analysis on the economy.

13 The further Tk28 million could be spread into Tk6 million in 5 years. However, the amount would be more than the teacher training sector budget in FY2011 as this

requires government to finance Tk23 million annually (that is, Tk17 million plus Tk6 million). 14 Secondary Education Sector Improvement Project (ADB), Female Secondary School Assistant Project (World Bank), Female Education and Stipend Project (NORAD),

Program to Motivate, Train Female Teachers in Rural Secondary Schools (European Union), Computer Supply Project (Netherlands), Female Secondary Stipend Project (Government of Bangladesh) and Higher Secondary Female Stipend Project (Government of Bangladesh).


243

Annex J: Referenced materials consulted during the study


244

Annex J: Referenced materials consulted during the study

SI No. Names of documents Author

Project documents of Secondary Education Development Project (SEDP), 2000-2010

1. Project Proposal on Restructuring and Improvement of Secondary Education. Secondary Education Sector Development (SESD) TA No. 2908-BAN. Academy for Educational Development and Pathmark Associates Limited. 5 October 1998

2. Secondary Education Sector Development Plan, 2000-2010. Academy for Educational Development and Pathmark Associates Limited, October 1998

3. Secondary Education development Project (Final Report), March 1997. MoE and ADB. CDMP (Philippines) and Eusuf and Associates and Madecor, Philippines

Project documents of Higher Secondary Education Project, 1996-1998

Documents of SESIP TA (SESIP-1):

4. Performance-Based Management 1: A Shared Responsibility and Accountability. SESIP TAADB Loan No. 1690-BAN (SF). Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer. Report: Management 5

5. Performance-Based Management 2: Report on Development and Implementation of Indicators by School and College Task Forces in 2002. ADB Loan No. 1690-BAN (SF) 30 March 2003. Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer. Report: Management 6

6. Performance-Based Management 3: Proposed Set of National School-Based Indicators within a Performance-Based Management System. ADB Loan No. 1690-BAN (SF) 30 November 2003. Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer. Report: Management 7

7. Performance-Based Management: Evaluation and Implementation Plan of Pilot (Research Study-1), 12 October 2004. SESIP and DSHE/UNICONSULT

8. School Management Committee Training on Performance-Based Management SESIP, April 2005

9. Secondary Education in Bangladesh: A Sub-Sector Study, December 1992. Ministry of Education, DSHE

10. Decentralized Education Management. SESIP TA ADB Loan # 1690-BAN (SF) (Report: Management 2)

11. Decentralized Management of Secondary Education. Research Study-1: Interim and Draft Final Report. Cambridge Education Ltd. October 2003

12. Decentralized Management of Secondary Education. Research Study-1: Draft Final Report, Revised June 2004

13. Decentralized Management of Secondary Education. Research Study-2: Inception Report. Cambridge Education Ltd., 24 August 2004

14. Decentralized Management of Secondary Education (Final Report: Research Studies 1 & 2). SESIP-1 TAADB Loan 1690-BAN (SF) November2004. Cambridge Education Consultants Lts in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer


245


15. Policy Support and Strategic Planning (Report 1). SESIP-1 TAADB Loan 1690-BAN (SF). June 2002. Cambridge Education Consultants Lts in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer

16. Improved Policy Support and Strategic Planning (Report 2). SESIP-1 TA ADB Loan 1690-BAN (SF). July 2004. Cambridge Education Consultants Lts in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer

17. National Workshop on Decentralized management of Secondary Education. SESIP TA ADB Loan # 1690-BAN (SF): Cambridge Education Consultants, 11 April 2004

18. SESIP TA Inception Report May 2001 by Cambridge Education Consultants Ltd in association with Pathmarks Associates Limited, DPC and Training and Technology Transfer

19. SESIP Personnel Management Subcommittee Recommendations, 16 June 2003

20. Study of Introductory Stage of School Performance Based Management System (SPBMS) (Policy Linked Study-3). PSPU, Planning and Development wing, DSHE/SESIP TA, March 2005

21. Personnel Management. SESIP TAADB Loan # 1690-BAN. Cambridge Education Consultants, September 2002

22. Bangladesh Education Sector Overview (JBIC Sector Study: Final Report). Japan Bank for International Cooperation, March 2002

23. Training Program on Education Policy Support and Strategic Planning (Completion Report). Organized by MED & AIT, Thailand. 22 July to 31 October 2003

24. Medium Term Policy Framework for the Secondary and Vocational Education Reforms (Study # 07: Strengthening Education Management and Devolving Administrative Functions). The World Bank: February 24, 2003


246


Other texts

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26. BIDS, Fighting Human Poverty: Bangladesh Human Development Report-2000

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28. The World Bank, Poverty in Bangladesh: Building on Progress, Report No. 24299-BD, 2002

29. 2003. Gender and Sustainable Development in Bangladesh: Myths and Realities. Paper presented at the Workshop on Environment and Development, organized by VNRP, Hanoi, Vietnam, October 9 and 10, 2003

Nasreen, Mahbuba

30. Ministry of Women and Children Affairs, in Draft Final Report of Social Protection for Women and Children, GoB and ADB, TA, 2004

Nasreen, Mahbuba

31. 1995. Coping with Floods: The experiences of Rural Women in Bangladesh. Unpublished Ph.D Dissertation, Massey University, NZ

Nasreen, Mahbuba

32. UN Gender Development Index, 2003 33. Fifth Progress Report, Integrated Monitoring and Tracer Study on Female

Stipend Program under SESIP, February, 2005, Dhaka

34. Integrated Monitoring and Tracer Study on Female Stipend Program under SESIP, Draft Fifth Progress Report, December, 2005

35. Circular issued on 16 August, 2004 by the Board of Secondary Education 36. Bangladesh Bureau of Statistics. 1998. Population Census, 1991 37. Nasreen, Mahbuba. Performance of ethnic minority students in

Secondary Education: An Exploratory Study of Selected BRAC-PACE schools, 2005

38. Report on Gender Consultancy V, PROMOTE, September 2005 Gender Guideline, ADB

Raynor, Janet

39. Guideline for Indigenous people, ADB 40. Gender Equality Results in ADB Projects, Bangladesh Country Report,

ADB, May 2005

41. Assessment of SESIP (1) by ADB 42. Briefing paper for the UN Beijing+ 10 Review and Appraisal 'Girls can't

wait', Global Campaign for Education, March 8, 2005

43. Revised Draft Final Report on Performance Based Management: Evaluation and Implementation Plan of Pilot (Research Study 1), UCIL, 17 November, 2004

44. Impact Study on Female Stipend Programme Under Female Secondary Stipend Project (FSSP), UCIL, and S.N. Corporation, USA, 2 June 2005 Final Report, SEDP, 1997, Ministry of Education, GoB and ADB)

45. Impact Study on Female Stipend Program Under Higher Secondary Female Stipend Project (HSFSP), Phase 2, UCIL, 6 June 2000

46. SMC training Material (2nd draft), SESIP, April, 2004 47. Concept paper on Pro-poor self-targeting scheme, Female Secondary

School Assistance Project II (FSSAP-II), World Bank, July, 2005

48. 1988, BACE/TAF (project set up in 1984) Thein et al 49. 1995, BACE/TAF 1990 extension of project Sarker et al 50. Report of Project Director FESP, 23 April, 2005 51. Amended Circular, No. 11/misc-39, Ministry of Education, GOB,

13.01.1999


247


52. Circular, No. 6/misc.-2 (ADP)/2001/149, Ministry of Education, GOB, 06.03.2002 FSSP, 3rd Phase, April, 2005

53. Analysis of Madrasah in Bangladesh and Pakistan - Financed by Europe Aid/1 6548/C/SV lot N°5: studies for the

Malcolm M Mercer & others.

54. Curriculum from Ibtedayee Stage to Kamil Stage. BMEB 55. National Education Commission - 2003 Report. NEC-2003 56. SESIP Technical Proposal, Jun.,2000 CEC 57. SESIP: Terms Of Reference for Lead Firm's Consultants CEC 58. SESIP: Information for Consultants ADB 59. GoB Project Performa (PP) for SESIP, Oct."99 DSHE 60. GoB Revised Project Proforma (PP) for SESIP, Jan.,02 DSHE 61. Report and Recomcommendation of the President of the Board of

Directors on a Proposed Loan to the GoB for the SESIP, May, 99 ADB

62. GoB Project Proforma (PP) for SESIP, Oct.'2002 ADB 63. SESIP: Inception Report, 01 May, 2001 SESIP 64. Teacher Education. Report: Teacher Education-1, 30 Jun.,2001 SESIP 65. Assessment Systems 1: Report on Assessment Systems, 09 Aug., 2001 SESIP 66. Textbook Privatization 1: Report on Textbook Privatization, 30 Sep., 2001 SESIP 67. EMIS 1: 30 Sep.,2001 SESIP 68. Curriculum Reorganization & Training: Report: Curriculum 1, 30 Sep.,

2001 SESIP

69. Pilot Testing & Implementing Decentralized EMIS: Application Brief, Jun 2004

SESIP

70. Assessment System: Int'l Training Orientation Program, Papers, Jul.,02 SESIP 71. Final Report of the lat. STE Group on Int'l Trng Program, New Zealand,

Dec., 2002 SESIP

72. Proposal for the Privatization of Textbooks for Grades 9-10, Report.Textbook Privatization 2 May., 2002

SESIP

73. Performance-Based Management 1: A Shared Responsibility & Accountability, Jan.,02

SESIP

74. Assessment Systems. Report: Assessment Systems 3, 1 1 July 2002 SESIP 75. Report of the secondary teacher education task force. April 2002 SESIP 76. Methods & Techniques of Curriculum. Development. Papers prepared for

a Training. Prog, in Curr. Dev. December,2002 SESIP

77. DMSE: Research Study 1, Draft Final Copy, April 2004 SESIP 78. Policy and Planning for secondary Teacher Education Reform. 15

November, 2001 SESIP

79. Quarterly Progress Report for the Period July -Sep.,"2001 SESIP 80. International Training Provision for - Curriculum, Assessment, Teacher

Education, 12 January 2002

81. STETF: Support Papers, Dhaka 04 July 2001 SESIP 82. SESIP: Teacher Education Component: Translation on Selected

Chapters of Bed Textbooks Developed under the SEDP 1994-98 SESIP

83. Quarterly Progress Report for the Period Oct-Dec,'01 SESIP 84. Assessment Systems: Feb., 02 SESIP 85. Report on Humanities Curriculum Document 24: Oct.' 97 CEC 86. Report on Agril. Curr., March'97 CEC 87. Report on Curr. Reform, June'98 CEC


248


88. Report on Science Curr., March 97 CEC 89. Report on Business Edu. Curr. March 97 CEC 90. Report on Data Survey, Data Analysis and Curriculum Reform

Management, Doc. 25, Feb., 98 CEC

91. Curr.-based Sub. Teaching Guide: Chemistry, Jun '98 CEC 92. Curr.-Based Sub. Teaching Guide: English, 'Nov.,97 CEC 93. Curr.-Based Sub. Teaching Guide: Physics, May, 98 CEC 94. Res. Study 6: Curr. & Textbook Dev at HS Level and the Role of NCTB CEC 95. Guide for HSC Question Setting for the HSE Revised Curr., Mar'98 CEC 96. 97. Report on 2nd Input: Textbook Editing & Design, Doc. 23, Sep., 97 CEC 98. Report on first. Input: Textbook Editing & Design, Doc. 15, Apr, 97 CEC 99. Final Report: Academic & Schools Management, Doc. 30, May 97 CEC 100. Report on Management Dev. (Management Reviews, Fin. & Audit, Report

on second Input, Doc. 16, Jun.,96 CEC

101. HSEP: Eight Res. Studies, Vol 1&2, Mar.,98 CEC 102. Final Report: Technical Assistance Completion, Doc. 36i, Nov., 98 CEC 103. An Action Plan for the Improvement of the HSC Examining Practice,

Mar.,98 CEC

104. HSEP: Examination Reform: The way forward, Oct., 1998 UNDP 105. An Action Plan for the Improvement of the HSC Examining Practice,

Mar.,98 CEC

106 A Training Prog. On Examination Skills Dev. (for BISE & HSTTI Personnel) 1998

CEC

107. Specimen Examination Paper: Accounting, May, 98 CEC 108. Guidelines on Textbook Writing and Edition CEC 109. Guidelines on Textbook Design CEC 110. HSEP: Inception Report, Doc.1, Mar, 96 CEC 111. Overview of the PEDP: Annual Review 1, 20-21 May,2001 ESTEEM 112. A report on the 2002 1st. Quarter Primary School Survey, Report 3.4 Vol.

1, Feb.,03 ESTEEM

113. A report on the 2002 1st. Quarter Primary School Survey, Report 3.4 Vol. 1, Feb.,03

ESTEEM

114. A Report on the 2002 First Quarter Primary School Survey. REPORT 3.4 Vol: 2 Feb'03

ESTEEM

115. Fifth Report of Academic Supervision and Teacher Training, Report 6.7, Dec., 03

ESTEEM

116. Main Phase: Third Bi-annual report, Jul-Dec.,03, Report A-3, Jan.,04 ESTEEM 117. Tenth Report of the Education Planning Consultant, Report 2.11, Mar.,04 ESTEEM 118. SESD: Project Proposal: Restructuring & Improvement of Secondary

Education, Oct.98 AED/PA

119. SEDP: Final Report, Mar/97 CDMP 120. SEDP: Project Completion Report. '00 Eusuf Assoc. 121. A Stronger and Diversified Secondary Edu. Sub-Sector for Socio Eco.

Dev. Of Bangl Mar.2002 BIDDS/UNESCO

122. Revised Project Proforma: Dev of Curr & Text book for Primary Stage of Edu., Fe.91

NCTB

123. Follow up of Female Stipend Program, Workshop Report FSSAP 124. Study Report: Edu Sector Dev Support (IDA Assisted), Dec.,02 NAEM


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125. PROMOTE's Gender Strategy PROMOTE 126. PROMOTE/TTC Resource Centres: Dev. Policy & Strategies, May, 01 PROMOTE 127. Consultancy Report on Resource Centre Staff and Resource

Management Committee Training, Jul., 01 PROMOTE

128. PROMOTE: Updated Annual Work Plan, Jan-Dec., 02 PROMOTE 129. A Follow-up Study on the Implementation of School Practice in the

Teacher Training Colleges in Bangladesh, Apr, 02 PROMOTE

130. PROMOTE's Gender Strategy, PROMOTE 131. Report on Bangladesh PROMOTE Consultancy, Jun-Jul., 00 PROMOTE 132. The Organisational Dev. Of Teachers Training Colleges in Bangladesh,

Feb., 01 PROMOTE

133. Supporting Management Change in the Teachers Training Colleges in Bangladesh, May, 01

PROMOTE

134. Monitoring the TTC and Secondary Schools in Bangladesh, Oct., 01 PROMOTE 135. Workshop to review 'Foundations of Edu.' Courses in B.Ed/M.Ed., Oct.,

01 PROMOTE

136. Report on Mathematics Consultancy and PROMOTE Workshop for Teacher Educators at Dhaka TTC Resource Centre, Feb., 02

PROMOTE

137. Teaching Practice Dev. Research, TTC Comilla PROMOTE 138. Documents held in the PROMOTE Lib., Feb.,03 PROMOTE 139. Annual Dev. Program 2003-2004 PC 140. Edu. Res.: Edu. & Dev.: The Issues and the Evidence, SI. 6; 1993 DFID 141. Final Report: Participatory Perspective Plan for Bangladesh 1995-2010 Ping. Min 142. Workshop on Teacher Edu., SEDP CDMP 143. Words & Deeds BRAC at 25 BRAC 144. Annual Report:2000, BRAC BRAC 145. Global Partnership for NGO Studies GLOBAL 146. Curriculum of Integrated Bachelor of Edu. (Hons.) Prog.,95 IER, DU 147. Expert's Committee on Edu. Reforms - Report Dhaka Jul 2002 MoE 148. Report: Edu. Reform Specialist Committee, Dhaka Jul. 2002 149. Workshop on Quality Edu/ N Poverty Reduc. with ref to I-PRSP of

Bangladesh, Jun 2002 MoE

150. National Children Policy, Dec., 94, Min. of Women and Children Affairs MW&CA 151. 5th Management Dev. Workshop for NGOs, May'00: Workshop Materials EDRC 152. Handbook of Style and Usage, '98 ADB 153. Science in Bangladesh: Past Present & Future, Oct. '96 ASHIC 154. Project Performance Audit Report on the Primary Education Sector

Project in Bangladesh, Nov.,00 ADB

155. JBIG Sector Study: Bangladesh Education Sector Overview, Mar.'02 JBIC 156. Books, Working Papers & Expert Reports Derived from Experience

Around the Commonwealth, 2002 Comon- wealth Sect.

157. Aide Memoire of the PPTA for Quality Improvement in Secondary Teacher Edu Project, May 2002

ADB

158. Education: North West Frontier Province Elementary Education Task Force: Planning Documentation, July,'98

Re: Dr. White

159. Ten Good Schools: A Secondary School Enquiry: A discussion paper by some members of HM Inspectors of Schools

DES (Re. Dr. White)

160. Aide Memoire of the Edu Sector Dev. Support Mission, Sep. 02 WB


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161. Name of the Technical, Vocational and Business Institutions under the Bangladesh Tech. Edu. Board

162. Documents for pre-qualification of EMIS Subcontracts under SESIP, April 2002.

163. Presentation of Technological Plan for EMIS development - DDC Ltd., 2003.

164. Presentation of Revised Technological Plan, November 2003. 165. Revised Technological Plan for EMIS Development, DDC Ltd.,

September 2003.

166. Brief Presentation of Status of Pilot Testing and implementing Decentralized EMIS, DDC Ltd., June 2004.

167. Pilot Testing and Implementing Decentralized EMIS: Application Brief, June 2004.

168. Presentation of Pilot Test Assesment Report, DDC Ltd., November 2004. 169. Education Management Information System (EMIS) Report-1, CEC,

September 2001

170. Educational Statistics Capacity-Building Programme to support the People's Republic of Bangladesh: Diagnostic Report: May 2005 - by UNESCO and National Technical Committee on Educational Statistics Capacity Building -Funded by EU