Bangladesh
Second Primary Education Project, 1997
The Project is a follow-up to the Bank's first Primary Education Sector Project, implemented in Chittagong division and completed in December 1996. At the time of approval of the Phase II, the Project was classified as 'human development' as a primary objective while 'women in development' as a secondary objective. The Project has two components: Component 1 focuses on equitable access to primary education through
developing the institutional capacity of National Curriculum and Textbook Board (NCTB);
supporting the promotion of textbooks and other teaching and learning materials
strengthening the student assessment system; and
supporting in-service training for the three divisions under the Project (Barisal, Chittagong, and Sylhet)
Component 2 focuses on enhancing institutional and management capacity through: (i) development of better educational management practices and information-based decision making; (ii) improved information, monitoring and evaluation systems; and (iii) strengthening of local planning, management, and monitoring.
Gender Dimensions of the Project
The project is a human development project and the design includes infrastructure, capacity building and support for students.
Equitable access
Facilities development: The Project supports development of primary schools with class room, boundary wall, toilets, tube wells through rehabilitation and construction of new schools which will be available for girls and boys.
Maintenance: A community and school-based maintenance program has been developed to be participated by local communities. It is not clear whether it will include women in the process or not.
Support for school supplies: In selected thanas, the Project provides of a small package of free school supplies (pencil, eraser, copy book etc.) to very poor students particularly to encourage continued education of poor girls and tribal children.
Improved quality and efficiency
Develop the institutional capacity of NCTB: This component aims to improve NCTB's capacity to publish and supply quality textbooks cost effectively. Another focus is to revise and improve the curricula with a view to eliminate gender bias in the textbooks and curricula.
Textbook supply: Textbooks at primary level are supplied free of cost to the children where all boys and girls get free text books.
Supplementary materials: Other teaching and learning materials certified by NCTB will be provided to schools based on quality of content and presentation, durability and on gender criteria. Supplementary materials will be developed for tribal people.
Strengthen the student assessment system: This will be a qualitative improvement of the existing system.
In-service training: In service training will be provided to the teachers and Asst. Thana Education Officers for development of an academic supervision system. In the primary sector most of the teachers are women and they would get the benefit of training.
Enhance institutional and management capacity
Improve educational management practices : this includes and introduction of team based approach, upgrading management skills, information-based decision making
Improved information, monitoring and evaluation systems: The project will institutionalize effective use of high quality data for management purpose.
Strengthening of local planning, management, and monitoring: Through pilot test the project will introduce bottom up planning.
Follow-up Activities
The project in the current phase has initiated a review of curriculum for the primary education sector. Gender, ethnicity, environment and other perspectives will be considered while reviewing and revising the curriculum and text books. The National Curriculum and Textbook Board (NCTB) organized a workshop to modify the curriculum to integrate a gender perspective into pre-primary level subjects. The workshop suggested modifications to the curricula to address gender disparities. The ADB Resident Mission's GAD Specialist supported the project team and reviewed some of the books and teachers' guide for the preprimary level. She participated in the workshop as resource person and suggested required modification of the books. It has been found that the books are unattractive for children and quality of paper is not durable. The English books undermine the learning ability of children.
With the assistance from the Gender Specialist at the Resident Misison, guidelines for the review of the curriculum were also prepared with gender perspectives, which upon finalization will be used by the NCTB for review of the curricula upto grade VIII. The aim is to project women capable of taking responsibilities in all areas of family, social and state affairs and men as partners and supporters in their development. Development of self-respect, confidence and ability of girls and encouragement for participation in extra curricular activities from childhood in school environment has been emphasized.
The project team is also becoming aware that changing the curriculum alone for children is not sufficient; re-orienting the curricula for teachers to incorporate gender sensitivity training is also essential, as teachers are influential in developing children's attitude towards society and life.
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