|Progress Toward Outcome
The Directorate of Primary Education's Annual Sector Performance Report 2010 indicates that trends in participation, transition and government spending show a stable or positive development and some are close to or on the PEDPII targets. Most internal efficiency indicators appear to be at a turning point for the better since 2008-09. For drop-out and repetition, the trend of grades 1-4 is stable or improving, while the trend of Grade 5 is worsening. To have a better understanding of the nature and causes of the dropout as well as reliable data, a study was commissioned by UNICEF and the result has been shared with DPs. Public spending on education (2%) as a percentage of gross national product is still far short of the target (2.8%), but the expenditure on primary education as a percentage of total education expenditure (45.4%) is on track. There is steady decline in student absenteeism, increase in enrollment of children with disabilities, decrease in the number of students per classroom, some decline in the proportion of schools without toilets, increase in access to water free from arsenic contamination, increase in contact hours, considerable progress in timely distribution of textbooks, increase in the proportion of female head teachers, and overall positive trend in the proportion of teachers and head teachers receiving training.
Government has made significant progress in recruiting teachers with higher educational qualifications in government primary schools (GPS) through an improved and transparent recruitment process. The ratio of female teachers has increased from 50% in 2005 to 60% in 2010 which is the target under PEDPII.. The key progress includes the recruitment of 45,000 new teachers to fill the newly created posts under the Program, completion of 37,894 new classrooms out of the revised target of 40,000, training of 88,910 teachers in the one year C-in-Ed program out of the revised target of 105,000, and distribution of free textbooks for all eligible primary school students before the each school year which begins on 1 January.
Four recent developments are important: (i) the results based management is leading to improvements in data quality, timely availability of data, including the second round national student assessment results are available and preparation of analytical reports (annual sector performance report for 2008-2010); (ii) DPE is expanding the implementation of school level improvement plans (SLIPs) with the intention of universal coverage by the end of the program; (iii) NAPE is embarking on the development of a new Diploma in Education Training which will lay a foundation for improved teacher development framework and allow synergy across different training programs; and (iv) DPE decentralized the implementation of Innovation Grants in the third round (FY 2009-10) to invite more relevant proposals from qualified institutions In addition, other initiatives are underway to improve quality in schools and classrooms and equitable access: (i) developing and implementing a training module to improve quality in the classroom; (ii) implementation of upazila primary education plans (UPEPs); (iii) strengthening field level capacity (recruitment of teachers and head teachers, recruitment of inclusive education specialists at the district level, preparing upazila profiles, equipping PTIs and URCs with ICT, and filling vacancies).
Major Issues include (i) chronic vacancies still remain in PTIs, UEOs and URCs, which is already being addressed under the time bound action plan; (ii) quality improvement in schools and classrooms should be integrated with SLIPs (iii) strategies and action plans for Inclusive Education should be targeted in 100 most disadvantaged upazilas to cover most vulnerable groups and pockets; and (iv) technical support should be arranged for SLIPs/UPEPs, Innovation Grants, Inclusive Education, M&E, quality improvements at the school level and for teacher development, and huma
|Description of Project Outputs
1. Quality Improvement through Organizational Development and Capacity Building
1.1 Enhance the capacity of MOPME and Directorate of Primary Education (DPE) and affiliated institutions such as NAPE and NCTB and field offices to ensure quality and equitable provision of primary education
1.2 Enhance the capacity of EMIS to support monitoring and evaluation (M&E) functions
2. Quality Improvement in Schools and Classrooms
2.1 Enhance and improve the field-level capacity of school organizations and management at the local level
2.2 Improve the physical and professional capacity of Primary Education Teacher Training Institutes (PTIs), URCs and school sub clusters to deliver quality primary teacher training
2.3 Improve the quality of head teachers
2.4 Enhance the quality of teachers and of teaching in primary schools through new job descriptions and improved career development plans
2.5 Enhance the provision and quality of learning resources
2.6 Promote and facilitate greater community participation and support for education improvement in Bangladesh primary schools, through SMCs, etc.
3. Quality improvement through infrastructure development
3.1 Provide improved levels of infrastructure, facilities and equipment to encourage and facilitate improved and equitable access for all children, leading to improved student achievement
4. Improved access to quality education especially for poorest and socially excluded
4.1 Enhance and institutionalise the capacity of DPE at the centre and in the districts to meet the needs of poor children and children with special requirements
|Status of Implementation Progress (Outputs, Activities, and Issues)
Following the approval of the Organizational and Institutional Capacity Review (OICR) in December 2006 and the fielding of Technical Support Team 1 (TST1) in November 2006, the HRDM Action Plan was approved on 27 February 2008 based on the HRD Strategy approved in 2006. It covers: (i) recruitment and promotion rules; (ii) performance appraisal; (iii) career path, promotion & cadre strategy; and (iv) professional development and upgrading strategy. Revised Development Project Proforma (RDPP) was approved on 26 May 2008 with a provision for flexibility. During the MTR, the Program Framework along with the Key Performance Indicators (KPI) and Primary School Quality Levels (PSQL) were slightly revised. After the baseline survey report of 2005, the School Census Report of 2006, 2007, 2008, and 2009 had been made available.DPE is now working to finalize the Annual School Census Data for 2010 which will be the main basis to produce the Annual Sector Performance Report (ASPR) 2011. Introduction of Results Based Management from May 2008 has helped to strengthen M&E and development of the ASPR. Chronic vacancies at the field offices along with limited capacity remain a major constraint and a cause for low absorptive capacity. However, DPE is taking concrete steps in accordance with the time bound action plan to fill up at least 80% of these vacancies .Urgent approval of the revised recruitment rules and career paths is necessary to accelerate the recruitment process.
First, two rounds of National Student Assessment (2006 and 2008) have been completed and the results from 2008 show improvements in the students learning achievements across the subjects. The Terminal Examination for Grade 5 which combined the scholarship examination and the existing terminal examination was introduced for the first time in 2009.The results were encouraging. The overall results of the second terminal examinations held in 2010 marked a significant rise in the success rate of 92.34 percent compared to the first year rate of 88.84 percent coupled with an increase in the number of students obtaining first division. A total of 17,91,651 students -- 8,29,531 boys (92.75 percent) and 9,62,120 girls (91.98 percent) -- passed the examinations this year. Second, the Government has made significant progress in improving the recruitment and transfer of teachers through a transparent process, which has been commended by Transparency International. Creation and filling-up of 45,000 PEDPII teacher posts was completed well ahead of the Project completion.. Third, the Government has been successful in printing and distributing 100% of new textbooks for AY 2011. In addition, schools have been provided with 29 titles of Supplementary Reading Materials (22 Bangla and 7 english titles) and Taka 10,000 to all DPE administered schools to acquire Teaching and Learning Materials. Fourth, most training programs are progressing with coverage in accordance with the targets. Out of the target of 105,000 trainees to be covered for the one year C-in-Ed training, a total of 88,910 have been trained and another 16,000 are undergoing training. However, quality and impact of these training programs will need to be assessed. Fifth, School Level Improvement Plans (SLIPs) have been expanded rapidly during the last 3 years. A total of 316 upazilas have been covered and by the end of PEDPII all the upazilas are expected to have the SLIPs program. Upazila Primary Education Plan (UPEP) is also progressing well and by the end of Dec 2010 a total of 316 upazilas have been covered. Finally, the new Diploma in Education program as well as a special module to improve quality in the classroom is under development. A comprehensive review of teacher training program should be carried out to establish synergy across all training.
As of 31 December 2010, the following have been completed: classrooms (37,894 out of 40, 000), toilets (17,825, out of 18,500), facilities for URCs (366 out of 397), UEO