|Project Name||Secondary Education Sector Investment Program - Tranche 1|
|Project Type / Modality of Assistance||Loan
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Governance and capacity development
|Sector / Subsector||
Education - Education sector development - Secondary - Secondary - social protection initiatives
|Gender Equity and Mainstreaming||Gender equity|
|Description||The proposed investment program will support the government's reform of secondary education (grades 6-12) into a system that builds the foundation for a skilled labor force and prepares youths to meet the requirements of a rapidly developing economy. It will support advanced teaching and learning programs that use information and communication technology (ICT), as well as prevocational and vocational programs, teacher development, and examination reforms. It will promote gender-equitable and pro-poor stipends for students. It will help establish more decentralized and efficient allocation and use of resources, as well as strengthen sector performance monitoring. The investment program will build upon the ongoing Secondary Education Sector Development Program and the Second Teaching Quality Improvement Project. It will further benefit from the experience of the Third Primary Education Development Project, which uses disbursement-linked indicators (DLIs). The investment program links disbursement to the achievement of key results. It will further support the transition to a sector-wide approach.|
|Project Rationale and Linkage to Country/Regional Strategy||The government acknowledges the need to develop a long-term strategy to meet demand for higher quality and more relevant secondary education. The Ministry of Education (MOE) has developed, with support from the Asian Development Bank (ADB), a NEP implementation strategy for secondary education that draws on extensive stakeholder consultation. It has built upon the NEP implementation strategy to develop a 10-year secondary education sector road map, 2013 2023, which adopts the phased implementation of reforms to modernize curriculum, examinations, and teacher development, as well as to establish and apply common quality standards for secondary schools and teachers. Extensive investment in ICT-based teaching facilities, science laboratories and equipment, other learning materials, and teacher training will support these reforms. The road map further plans to intensify gender-equitable and pro-poor stipend programs using improved methodology. It suggests expanding school infrastructure according to need and recruiting better-qualified teachers with revised selection procedures. Institutional reform to decentralized education management will redefine and strengthen the roles and responsibilities of field offices and school management committees. Extensive capacity development in management at the center and in the field will strengthen performance monitoring and the efficient use of resources. The government projects an additional 3.5 million secondary school students by 2023, to be accommodated by expanding teacher ranks by 145,000 and the number of schools by 10,000. Success in implementing reform will help meet parents' and beneficiaries' aspirations for post-primary education that undergirds a better life and higher income prospects.|
|Impact||A more efficient and equitable and higher-quality secondary education system|
|Description of Outcome||Improved inclusive participation in secondary education|
|Progress Toward Outcome||Draft school construction policy guideline developed.|
|Description of Project Outputs||
Enhanced quality and relevance of secondary education
More equitable access and better retention
Strengthened secondary education management and governance
|Status of Implementation Progress (Outputs, Activities, and Issues)||
Management of MPO (salary of nongovernment teachers) has been decentralized from DSHE to all nine Zonal Education Offices in June 2015.
EMIS Data capturing for 2015 completed and that of 2016 in progress. Software modification completed to generate Annual Secondary Education Performance Report including School Quality Standards.
Secondary Education Sector Program Framework developed under SESIP and approved by MoE in December 2015.
A Procurement Capacity Development Plan for secondary education prepared under SESIP and approved by MoE. The plan is being implemented.
Annual Fiduciary Review (AFR) is being conducted by an independent consulting firm every year. AFR for FY 2014-15 completed.
-- In December 2014, Curriculum Implementation Plan was developed and approved by MOE. It highlights on socially-inclusive and responsive to the skills required by the economy. It will become a basis on NCPF. Preparation of Teachers Curriculum Guides (TCG) for fifteen subjects of grades VI-VIII completed
An internal committee formed at NCTB to coordinate the activities guiding to development of a National Curriculum Policy Framework (NCPF). The committee has formulated an action plan for preparing NCPF. Two workshops arranged to develop a concept paper for NCPF.
TCGsand training manuals developed for training of teachers on the core subjects i.e., science, mathematics, English, Bangla, and Bangladesh Global Studies. Activities commenced for preparing TCG and training manuals for the mentioned subjects targeting completion by September 2016. TOT will be arranged during Oct-Dec 2016. Teacher training is targeted for commencement in January 2017.
School/Madrasah selection completed for distribution of science materials. A total of 35,000 science teachers trained in June 2016. The remaining teachers will be trained in October 2016.
ICB Tender invited in March 2016 for supply of science equipment to 10,000 institutions (schools & madrasah). Tender received on 09 June 2016 and evaluation in progress. Supply of science equipment are expected in the second quarter of 2017.
Tender floated for supply of teaching aids to 10,000 institutions but cancelled. Invitation of re-tender is expected in August 2016. Supply of teaching aids expected to be completed in first quarter of 2017.
An ICT Learning Centre Plan was approved by MOE in January 2015. Tendering process for refurbishment of a room of the selected institution has commenced in December 2015 and expected to be completed by December 2016 for refurbishment of ICT learning centres. Preparation of bidding document for procurement of equipment for ICT centers is at the final stage. Tender floated on 08 September 2016 for supply of ICT equipment in the selected ICT learning center schools/madrasahs. .
REOI published on 29 June 2016 for development of e-learning modules (SD-13).
Bangladesh Examinations Development Unit (BEDU) conducted a study on Continuous Assessment (CA) [CA is the modified nomenclature of SBA] in March 2016 A workshop for presentation of the report is planned in October 2016. Development of training manual and teachers training would follow.
A draft policy guideline on minimum standard of school building construction to improve learning environment and gender-responsiveness prepared by the civil engineer under the Program Management Consultancy (PMC). Meanwhile, two FGDs arranged with the participation of stakeholders like BUET, LGED, EED, BRAC, SAVE The Children etc. A final FGD would be arranged in October 2016. After that the document would be submitted to MoE for approval.
Selection of 100 institutions (schools and madrasah) completed and tendering process commenced for upgrading of 100 secondary schools.
Stipend Study firm fielded on 20 March 2016 for independent review of existing stipend programs/projects. The study report submitted on 24 September 2016.
|Environmental Aspects||The proposed program has been categorized as Category B' from an environmental point of view and an IEE, along with EMP, are required to be prepared and disclosed. The assessment will be carried out to ensure that the potential adverse environmental impacts are appropriately addressed in line with ADB's SPS, 2009. This IEE of the program would be prepared to meet the requirements of ADB and DOE for environmental safeguards compliances.|
|Involuntary Resettlement||The tranche 1 of the program has been classified as Category C for Involuntary Resettlement. There is neither land acquisition nor displacement of the peoples. Needs of land acquisition and displacement of the peoples for subsequent tranches are unknown. As the specific locations of infrastructure or other project facilities are uncertain at the time of Board approval, this resettlement framework has been prepared to guide subproject selection, screening and categorization, social and assessment, and preparation and implementation of resettlement plans of subprojects, and to facilitate compliance with the requirements specified in the Safeguard Requirements of SPS. The classification is an ongoing process to be confirmed by ADB during the detailed design and implementation.|
|Indigenous Peoples||The tranche 1 of the program has been classified as Category B for Indigenous Peoples. The program will develop a project design that prioritizes the small ethnic community (SEC) students and teachers or teachers serving the areas. This prioritization will be supported by extensive consultation with authorities of the respective districts where potentiality of SEC teachers and students are high. This policy will also be supported by a need assessment of the SEC groups, particularly the more vulnerable groups in plain land and in CHT. All SEC students will be included in the program beneficiary groups.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||A large number of consultations, including local levels, were organized to prepare the program. This includes development of implementation strategy of the National Education Policy in secondary education. Stakeholders include policy makers, educational practitioners including teachers and members of school management committee, curriculum developers, etc, and nongovernmental organizations with strong ownership of the government (Ministry of Education and Directorate of Secondary and Higher Education). Consultations with development partners were also organized to develop Sector-Wide Approach (SWAp) Road Map.|
|During Project Implementation||The program will work in partnership with multiple stakeholders such as civil society organizations (CSOs), school management committees, and parent-teacher associations. Community participation is vital to the community-based management of schools and the development of pro-poor stipend with appropriate gender targeting. The program will work on institutional reforms in key education institutions. In addition, based on the agreed SWAp Road Map, the program will promote harmonization of other development partners.|
|Consulting Services||All consultants will be selected using ADB's Guidelines on the Use of Consultants (2013, as amended from time to time). Consulting firms will be recruited through Quality and Cost-Based Selection and Consultants' Qualification Selection methods and subject to ADB's prior review.|
The government will carry out all procurement of goods, works, and consulting services. Goods and civil works will be procured in accordance with ADB's Procurement Guidelines (2012, as amended from time to time). Goods and works valued more than $1 million and $2 million respectively will be procured using International Competitive Bidding and ADB's standard bidding documents, and subject to prior review. Goods and civil works valued below the respective International Competitive Bidding threshold will be procured using the National Competitive Bidding (NCB), in accordance with the government's Public Procurement Act (2006) and Public Procurement Rules (2008) subject to modifications agreed between the government and ADB as set out in the Facility Administration Manual (FAM) and procurement plan. For efficiency and economy, small civil works can be grouped together into larger bid packages, wherever feasible.
Advance contracting and retroactive financing will be considered.
|Responsible ADB Officer||Rahman, S.M. Ebadur|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Bangladesh Resident Mission|
Ministry of Education
Shikkha Bhaban, 16 Abdul Ghani Road
|MRM||06 Jun 2013|
|Approval||21 Oct 2013|
|Last Review Mission||-|
|Last PDS Update||28 Sep 2016|
|Approval||Signing Date||Effectivity Date||Closing|
|21 Oct 2013||21 Nov 2013||06 Dec 2013||31 Dec 2017||-||-|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||1,821.00||Cumulative Contract Awards|
|ADB||90.00||21 Oct 2013||80.00||0.00||92%|
|Cofinancing||100.00||21 Oct 2013||80.00||0.00||92%|