ADB is helping Bangladesh continue to improve the quality and reach of its primary education system. The program covers pre-primary through Grade V primary education. It will help improve student learning outcomes and completion rates, reduce disparities across all regions, decentralize school governance and management, and institutionalize human resource development.
|Project Name||Third Primary Education Development Project|
|Project Type / Modality of Assistance||Grant
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
|Sector / Subsector||
Education / Education sector development - Pre-primary and primary - Pre-primary and primary - social protection initiatives
|Gender Equity and Mainstreaming||Gender equity|
|Description||The Third Primary Education Development Project (PEDP III) is a follow-on to the ongoing Second Primary Education Development Program (PEDP II), the first sub-sector wide approach (SWAp) in the education sector in Bangladesh. The Project will contribute to the Government of Bangladesh (government) five year (FY2012-FY2016) Third Primary Education Development Program (the government's program or the Program) covering one year preprimary education to five year primary education. Together with eight other development partners (DPs), the Project will support the government's priorities of improving student learning outcomes and completion rates, and reducing disparities across all regions. The Government's program will focus on achieving key outputs level results and other implementation steps to policy and institutional changes that are essential to meet the Government's objective of providing quality education for all children|
|Project Rationale and Linkage to Country/Regional Strategy||
Bangladesh has one of the largest primary school systems in the world, with over 16 million children enrolled in over 80,000 primary schools. Considerable progress has been made in improving access to free and compulsory formal and nonformal primary education. Gross and net enrollment rates in primary education improved from 93.7% and 87.2% in 2005 to 103.5% and 93.9% respectively in 2009. Bangladesh was one of the few countries to achieve gender parity up to the secondary level by 2005. Despite significant progress in access, high internal inefficiencies persist - high student dropout and repetition rates, low completion and high student and teacher absenteeism. Two rounds of national student assessment indicate low student achievements of students in grades 3 and 5, although the results are improving. The Education for All: National Plan of Action II (NPA II), 2007 notes major weaknesses in indicators of classroom achievement and a growing quality divide between rural and urban schools.
The Government's National Education Policy (NEP) envisages to address the above systemic issues. It plans to (i) achieve education for all (EFA) by 2015; and (ii) ensure that every child is able to start primary school by 2011. NEP will help to enhance primary school education by reducing disparities between different types of schools, which will help to upgrade the workforce to meet national economic goals. There is an urgent need to reduce targeted rural and urban poverty by supporting the expansion and improvement of primary school education in disadvantaged locations in rural communities and urban slums, thus generating enhanced employment possibilities. The major internal benefits foreseen are: reduced repetition and dropout, improved completion rates of primary schooling, enhanced net enrolment rates from inclusive interventions for out-of-school children, and improved transition rates to secondary level education, all as a result of improved quality and relevance of education in schools with initial input deficits.
The government's Program will build on PEDP II, which is jointly funded by the Government and 11 development partners (DPs), including ADB as the lead DP. PEDP II established a strong foundation for a SWAp by bringing the government and DPs for the first time under one program from the previously 27 projects including 8 funded by different DPs in primary education. PEDP II has achieved the following: (i) mainstreaming minimum service standards across government administered primary schools through the introduction of primary school quality level (PSQL) standards; (ii) fair, transparent, and efficient teacher recruitment system for government primary schools which was also commended by Transparency International; (iii) introduction of results based management (RBM) which has led to the publication of the Annual Sector Performance Report covering progress on key performance indicators (KPIs) and PSQL indicators; (iv) initiation of the school level improvement plans (SLIPs) including school grants to support decentralized planning to address needs of participating schools; and (v) introduction of the terminal examination at the end of Grade 5, and implementation of the national student assessment every alternate year to assess progress on student achievements in grades 3 and 5.
Lessons identified from PEDP II including those from the Sector Assistance Performance Evaluation (SAPE) done in December 2008 are applied in the government's Program design: (i) carefully analyze the trade-offs between improvements in access and quality since quality improvement is a slower process that requires more direct support to schools and classrooms; (ii) mainstream core activities with built-in flexibility and provision to pilot and upscale implementation to ensure more sustainability; (iii) build on the improvements in governance under PEDP II (improved teacher recruitment, introduction of RBM, introduction of school improvement planning) with a funding modality more closely aligned with the government system, and greater focus on results; (iv) broaden and deepen the government implementation capacity by nurturing leadership at all levels, strengthening coordination at the Ministry of Primary and Mass Education (MoPME) level, and targeting high quality technical assistance (TA); (v) further reduce transaction costs through more stringent partnership arrangements; and (vi) provide adequate flexibility and time for preparation, transitional arrangements, and sequencing of reforms.
The proposed government's program which will be supported by the Project will build on PEDPII achievement and experience. It will (i) broaden the scope to include one year pre-primary and non-formal and second chance primary education; (ii) deepen quality improvement through improved teaching and learning practices in the classroom including improved assessment; (iii) enhance school governance, accountability and community mobilization; (iv) provide targeted support to disadvantaged groups and locations; (v) institutionalize human resource development (HRD) to incentivize the system and enhance capacity; (vi) deepen and institutionalize RBM and monitoring and evaluation mechanism at all levels; (vii) target and ensure effective utilization of TA and capacity support at all levels within an emerging decentralization framework; and (viii) enhance sub-sector management, coordination and greater alignment with the country system.
PEDP III will support the government's program using a project lending modality. This is best suited as: (i) interventions are more of investment nature and incremental steps toward reforms, rather than structural policy reforms, and (ii) the fiduciary environment requires close oversight by ADB, and therefore is not suitable for the use of program lending. However, to align with the salient features of the government's Program under a SWAp, PEDP III has incorporated the following innovative features.
|Impact||Quality education for all Bangladeshi children|
|Description of Outcome||
An efficient, inclusive, and equitable primary education system delivering effective and relevant child-friendly
learning to all Bangladesh's children from preprimary through Grade 5 primary
|Progress Toward Outcome||
The Govt.-Development Partners' Joint Annual Review Mission (the JARM) of PEDP3 was held in June 2017 which concluded that overall programme progress is satisfactory, making important contributions to complex sector reforms, with notable achievements in quality related interventions despite challenges, and steadily progressing towards achieving program outcome.
The JARM assessed progress against key performance indicators (KPIs) and the Primary School Quality Level (PSQL) indicators and confirmed that most are on track to achieve the program objectives. The 2016 Annual Sector Performance Report (ASPR) showed progress against all four program components maintaining high levels of enrolment and good progress in completion, and in the number of government primary schools offering pre-primary education.
Overall performance of the program:
a) School access and participation continued to improve. Both the Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) increased in 2017. The GER was 112.1% (boys 109.3% and girls 115%) in 2017 up from 109.2% in 2015. The NER was 97.97% (boys 97.66% and girls 98.8%) in 2017 up from 97.94% in 2015. However, an education divide persists between regions (urban, urban slum, rural, and remote areas).
b) In 2017, there were 3.66 million pre-primary children enrolled, three times more than the enrolment of the PEDP3 baseline year in 2010. Nearly 100% of GPS and 99% NNPS now has been offering pre-primary education. Total enrolled Grade I-IV students are 17.25 million.
c) The student attendance rate has been improving over the past decade for both boys and girls. The attendance rate reached 87.8% (Boys 87.6% and Girls 87.9%) in 2016 compared to 86.9% in 2015.
d) The gender parity index was 1.05 for the GER and 1.02 for the NER in 2016, indicating that a higher percentage of girls than boys were attending primary school. However the gender gap has narrowed significantly compared to the PEDP3 baselines of 1.09 for the GER and 1.06 for the NER.
e) The primary education cycle completion rate rose from 60% in 2010 to 81.2% (Boys 78.28% and Girls 84.08%) in 2017, including a gain of nearly 6 percentage points between 2010 and 2017. Similar to the cycle completion rate, the overall trend of both cycle completion and survival to Grade 5 rates has risen significantly since 2010. The survival rate was 67.2% in 2010 and 83.3% (Boys 81.3% and Girls 85.4%) in 2017.
f) In 2017 repetition rate reduced to 5.6% (Boys 6.2% and Girls 5.1%) in all grades, significantly improved from the PEDP3 baseline of 12.6%. The dropout rate has fallen remarkably since 2008 (it was at approximately 50% in 2008) and 18.8% (Boys 21.7% and Girls 16.1%) in 2016. However, there remains an ongoing challenge as every 100 children who enter primary school only one fifth do not complete Grade 5.
g) Quality of learning remains the major challenge upon which sustaining gains in access depend. Although the pass rate of the Primary Education Completion Examination (PECE) has improved from 89% in 2009 to 96.08% in 2017, the available data from sample-based National Student Assessment (NSA) indicate low levels of learning.
h) The 2015 NSA demonstrated that in Bangla only 65% of Grade 3 students performed at Grade 3 level or above in 2015 compared to 68% in 2011 and 75% in 2013. Only less than one quarter of Grade 5 learners achieved at their grade level in 2015 (i.e. 23% in 2015, and 25% both in 2011 and 2013). In Mathematics, the main concern is that nearly 59% of Grade 3 learners and 90% of Grade 5 learners are far behind their expected grade level learning outcomes compared to 68% in 2011 and 75% in 2013.
i) Implementation was sound in some key reform areas including modernization of the Diploma in Primary Education (DPEd), significant increase in pre-primary education coverage, the provision of textbooks to more than 99% of schools for the fifth year running, School Level Improvement Plan (SLIP) grant allocation to 100% schools and progress on the qualitative elements of the needs-based school infrastructure.
|Description of Project Outputs||
Improved teaching and learning for all.
Reduced disparities and universal access and participation
Decentralized and effective organization of the primary education system
Improved program planning and management
|Status of Implementation Progress (Outputs, Activities, and Issues)||
1. Above 99.9% of all eligible schools received all approved textbooks (grade I to V) within 31 January 2018.
DPEd offered in 60 PTIs with number of instructors according to the plan in 2017.
2011: assistant and head teachers with professional qualifications: 82%.
2012: assistant and head teachers with professional qualifications: 89%
2013: assistant and head teachers with professional qualifications: 90%
2014: assistant and head teachers with professional qualifications: 83.8%
2015: assistant and head teachers with professional qualifications: 88.7%
2016: assistant and head teachers with professional qualifications: 94.3%
2017: assistant and head teachers with professional qualifications: 95%
2. (i) 100% of all needs-based classrooms, WASH blocks, water points, and major maintenances completed by 31 December 2017.
(ii) 2010: 42.25% (B 40.6, G 43.9)
2011: 39.02% (B 37.7, G 40.4)
2012: 50.03% (B 50.0, G 51.8)
2013: 47.28% (B 46.5, G 48.1)
2014: 51.07% (B 50.6, G 51.6)
2015: 96% (B 96, G 97)
2016: 96.6% (B 96.1, G 97)
2017: 3,667,851 (B 1,841,242 G 1,826,609)
(iii) 2010: 31%
3. (i) 2010/11: 5,414 (AT)
2012/13: 2,049 (HTs)
2012/13: 13,988 (ATs)
2016/17: 238085 (ATs-GPS)
2013/14: 6,933 (PPE)
2015/16: 13,974 (PPE)
2016/17: 3,667,851 (PPE)
2016/17: 898 (HTs by PSC)
2016/17: 15,019 (ATs Pool)
2016/17: 31,525 (ATs Panel)
(ii) 2010: 64%
(iii) 2012: 10%
(iv) 2010: 10 Types
2011: 13 Types
2012: 14 Types
2013: 14 Types
2014: 14 Types
2015: 25 Types
2016: 25 Types
(v) not yet available
4. (i) 2012: complied
(ii) 2012: Actual primary education expenditure for FY 11-12 is within 15% deviation of originally approved budget.
2013: Actual primary education expenditure for FY 12-13 is within 15% deviation of originally approved budget.
2014: Actual primary education expenditure for FY 13-14 is within 15% deviation of originally approved budget
2015: Actual primary education expenditure for FY 14-15 is within 15% deviation of originally approved budget.
FY 2015-16 is within 15% deviation of originally approved budget.
FY 2016-17 is within 15% deviation of originally approved budget.
|Geographical Location||Nation-wide, Borishal, Chittagong, Dhaka, Dhaka Division, Khulna Division, Rajshahi Division, Rangpur Division, Sylhet Division|
|Summary of Environmental and Social Aspects|
The project is environment category B. A common harmonized
environmental management framework has been prepared. The PEDP III, based on needs
assessment and agreed criteria, will support construction of new schools and dormitories; repair
and maintenance of existing schools; and provision of safe drinking water, sanitation and
drainage facilities. With adequate arrangements for site selection, design, construction, and
operation and maintenance, the PEDP III is not expected to create any significant or long-term
adverse environmental impact. Consistent with government and ADB policy, the Local
Government and Engineering Department will monitor implementation of the environment
management framework semiannually. The department has the capacity to implement the
framework. It will prepare and disclose periodic monitoring reports that describe progress on
implementation of the framework, and compliance issues and corrective actions, if any.
The project is category B for involuntary resettlement. Social safeguard
issues may arise from the extension of existing and creation of new physical facilities.
Bangladesh s schools are generally established on designated government-owned land, free
from other temporary or permanent use. The PEDP II did not trigger the Involuntary
Resettlement Policy (1995) because beneficiary communities provided lands, where needed.
Under the PEDP III, local communities are expected to continue to contribute land. Consistent
with government and ADB policy, a harmonized resettlement framework has been prepared
covering school selection guidelines; guidelines for obtaining different types of land;
compensation principles and standards; monitoring and reporting; and consultation,
participation, and disclosure.
The project is category B for indigenous people. Three districts
Bandarban, Rangamati, and Khagrachari of Chittagong Hill Tracts are home to the largest
proportion of the country s small indigenous population. The rest are dispersed in the plains
districts of greater Sylhet, Mymensingh, and the north and southwest regions, where they
generally live in isolated settlements among the mainstream population. Under the PEDP II, a
plan for expanding education of tribal children was developed for extension and rehabilitation of
existing government schools for out-of-school children; capacity building of indigenous/tribal
institutions; social mobilization to motivate parents to send children to school; supplementary
reading materials development in indigenous language; and recruitment and training of teachers
in the hill tracts. Building on this experience, a harmonized indigenous peoples plan consistent
with government and ADB policies has been prepared, to ensure that program activities in
general and physical works in particular do not adversely affect indigenous
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
|Responsible ADB Officer||Li, Zhigang|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Bangladesh Resident Mission|
Ministry of Primary and Mass Education
Mirpur-2, Dhaka, Bangladesh
|Concept Clearance||05 Jun 2008|
|Fact Finding||20 Jan 2011 to 05 Feb 2011|
|MRM||26 Apr 2011|
|Approval||05 Jul 2011|
|Last Review Mission||-|
|PDS Creation Date||15 Jan 2009|
|Last PDS Update||26 Sep 2017|
|Approval||Signing Date||Effectivity Date||Closing|
|05 Jul 2011||15 Sep 2011||05 Dec 2011||31 Dec 2016||-||-|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||7,920.00||Cumulative Contract Awards|
|ADB||320.00||05 Jul 2011||301.42||0.00||100%|
|Cofinancing||300.00||05 Jul 2011||301.42||0.00||100%|
|Status of Covenants|
|Approval||Signing Date||Effectivity Date||Closing|
|20 May 2015||08 Jun 2015||01 Jul 2015||31 Dec 2017||30 Jun 2018||-|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||2,185.20||Cumulative Contract Awards|
|ADB||120.00||20 May 2015||88.89||0.00||73%|
|Cofinancing||400.00||20 May 2015||88.88||0.00||73%|
|Status of Covenants|
Project Data Sheets (PDS) contain summary information on the project or program. Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.
The Public Communications Policy (PCP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.
The Accountability Mechanism provides a forum where people adversely affected by ADB-assisted projects can voice and seek solutions to their problems and report alleged noncompliance of ADB's operational policies and procedures.
In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.
Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
Evaluation Documents See also: Independent Evaluation
None currently available.
|Title||Document Type||Document Date|
|Bangladesh: Third Primary Education Development Project||Papers and Briefs||Oct 2012|
The Public Communications Policy (PCP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.
Requests for information may also be directed to the InfoUnit.
ADB Approves Additional Loan to Boost Primary Education in BangladeshADB has approved a $120 million loan in additional funding for a 6-year government-led program to improve the quality and reach of primary education in Bangladesh.
No tenders for this project were found.
No contracts awarded for this project were found
|Title||Document Type||Document Date|
|Third Primary Education Development Project and Third Primary Education Development Project - Additional Financing: Procurement Plan||Procurement Plans||Apr 2015|
|Third Primary Education Development Project||Procurement Plans||Jun 2013|