fbpx 42122-013: Third Primary Education Development Project | Asian Development Bank

Bangladesh: Third Primary Education Development Project

Sovereign (Public) Project | 42122-013 Status: Closed

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 Number 42122-013
Country Bangladesh
Project Status Closed
Project Type / Modality of Assistance Grant
Loan
Source of Funding / Amount
Loan 2761-BAN: Third Primary Education Development Project
concessional ordinary capital resources lending / Asian Development Fund US$ 320.00 million
Loan: Third Primary Education Development Project
World Bank US$ 300.00 million
Grant: Third Primary Education Development Project- Additional Financing
European Union US$ 55.48 million
United Nations Children's Fund US$ 100,000.00
Global Partnership for Education US$ 100.00 million
Loan 3256-BAN: Third Primary Education Development Project- Additional Financing
concessional ordinary capital resources lending / Asian Development Fund US$ 120.00 million
Loan: Third Primary Education Development Project- Additional Financing
World Bank US$ 400.00 million
Strategic Agendas Inclusive economic growth
Drivers of Change Gender Equity and Mainstreaming
Governance and capacity development
Partnerships
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
Project Outcome
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 from 6-20 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 2017 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.

Implementation Progress
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)

2010/11: 5,414 (AT)

2011/12: 12,701(AT)

2012/13: 2,049 (HTs)

2012/13: 13,988 (ATs)

2013/14: 6,933 (PPE)

2015/16: 13,974 (PPE)

2016/17: 898 (HTs by PSC)

2016/17: 15,019 (ATs Pool)

2016/17: 31,525 (ATs Panel)

2010: 64%

2012: 27%

2013: 62%

2014: 76%

2015: 74.6%

2016: 100%

2017: 100%

2012: 10%

2013: 25%

2014: 35%

2016: 65%

2010: 10 Types

2011: 13 Types

2012: 14 Types

2013: 14 Types

2014: 14 Types

2015: 25 Types

2016: 25 Types

2017: 26 Types

not yet available

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 15-16 is within 15% deviation of originally approved budget.

FY 16-17 is within 15% deviation of originally approved budget.

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)

2010: 31%

2011: 48%

2012: 63%

2013: 64%

2014: 64.9%

2015: 52.3%

2016: 52.5%

DPE offered in 60 PTIs with number of instructors according to the plan in 2017.

2012: complied

2013: complied

2014: complied

2015: complied

2016: complied

2017: complied

Above 99.9% of all eligible schools received all approved textbooks (grade I to V) within 31 January each year.

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 - 95%

100% of all needs-based classrooms, WASH blocks, water points, and major maintenances completed by 31 December 2017.

Almost 99% of all eligible schools received all revised textbooks as per the new curriculum by 31 January 2018.

Geographical Location Nation-wide, Borishal, Chittagong, Dhaka, Dhaka Division, Khulna Division, Rajshahi Division, Rangpur Division, Sylhet Division
Safeguard Categories
Environment B
Involuntary Resettlement B
Indigenous Peoples B
Summary of Environmental and Social Aspects
Environmental 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, supported construction of new schools and dormitories; repair and maintenance of existing schools; and provided facilities for safe drinking water, sanitation and drainage. 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 Engineering Department (LGED) is involved in periodic monitoring of the implementation of environment management framework, particularly construction impact of school buildings. Similarly, Department of Public Health Engineering (DPHE) has been engaged to monitor implementation performance of WASH facilities. Both organizations have regularly submitted and disclosed the biannual environmental monitoring reports.

Involuntary Resettlement

The project is category B for involuntary resettlement.

All the schools constructed under the project are established on designated government-owned land or voluntarily donated from community or private owners, free from other temporary or permanent use. The project has developed a harmonized resettlement framework covering school selection guidelines; guidelines for obtaining different types of land; compensation principles and standards; monitoring and reporting; and consultation, participation, and disclosure in consistence with government and ADB policy. So far no land acquisition or resettlement issues have evolved due to the project.

Indigenous Peoples The project is category B for indigenous people. As there are no land acquisition or resettlement issues, the impact on the ethnic groups has been only positive. Three districts - Bandarban, Rangamati and Khagrachari of Chittagong Hill Tracts are home to the majority of Small Ethnic Communities (SEC) of the country. The rest are dispersed in the plain lands of greater Sylhet, Mymensingh, and the north and southwest regions, where they generally live in isolated settlements among the mainstream population. Building on experience of previous tranches, a harmonized indigenous peoples' plan consistent with government and ADB policies has been prepared. Program activities in general and physical works in particular do not adversely affect any SECs and they are included as project beneficiaries.
Stakeholder Communication, Participation, and Consultation
During Project Design Done
During Project Implementation Complied
Responsible ADB Officer Zhigang Li
Responsible ADB Department South Asia Department
Responsible ADB Division Bangladesh Resident Mission
Executing Agencies
Ministry of Primary and Mass Education
[email protected]
Mirpur-2, Dhaka, Bangladesh
Timetable
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 28 Mar 2019

Loan 2761-BAN

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
05 Jul 2011 15 Sep 2011 05 Dec 2011 31 Dec 2016 - 12 Oct 2018
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%
Counterpart 7,300.00 Cumulative Disbursements
Cofinancing 300.00 05 Jul 2011 301.42 0.00 100%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating - Satisfactory Satisfactory Satisfactory - -

Loan 3256-BAN

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
20 May 2015 08 Jun 2015 01 Jul 2015 31 Dec 2017 30 Jun 2018 12 Oct 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 110.22 0.00 100%
Counterpart 1,665.20 Cumulative Disbursements
Cofinancing 400.00 20 May 2015 110.22 0.00 100%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating - Satisfactory Satisfactory Satisfactory - -

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 Access to Information Policy (AIP) 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.

Title Document Type Document Date
Third Primary Education Development Program - Additional Financing: Audited Project Financial Statements (1 July 2016–30 June 2017) Audited Project Financial Statements Mar 2018
Third Primary Education Development Program: Audited Project Financial Statements (July 2015-June 2016) Audited Project Financial Statements Mar 2017
Loan Agreement (Special Operations) for Third Primary Education Development Project - Additional Financing Loan Agreement (Special Operations) Jun 2015
Third Primary Education Development Project - Additional Financing: Gender Action Plan Gender Action Plans Apr 2015
Third Primary Education Development Project - Additional Financing: Report and Recommendation of the President Reports and Recommendations of the President Apr 2015
Third Primary Education Development Project and Third Primary Education Development Project - Additional Financing: Procurement Plan Procurement Plans Apr 2015
Third Primary Education Development Project - Additional Financing: Project Administration Manual Project/Program Administration Manual Apr 2015
Third Primary Education Development Project Procurement Plans Jun 2013
Loan Agreement (Special Operations) for Third Primary Education Development Project between People's Republic of Bangladesh and Asian Development Bank dated 15 September 2011 Loan Agreement (Special Operations) Sep 2011
Third Primary Education Development Project Reports and Recommendations of the President Jun 2011
Third Primary Education Development Project Project/Program Administration Manual Jun 2011
Third Primary Education Development Project Gender Action Plans Jun 2011

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.

Title Document Type Document Date
Third Primary Education Development Project: Environmental Monitoring Report (January-June 2018) Environmental Monitoring Reports Jul 2018
Third Primary Education Development Project: Social Monitoring Report (January-June 2018) Social Monitoring Reports Jul 2018
Third Primary Education Development Project: Environmental Monitoring Report (July-December 2017) Environmental Monitoring Reports Dec 2017
Third Primary Education Development Project: Environmental Screening and Management Report (July-December 2017) Environmental Monitoring Reports Dec 2017
Third Primary Education Development Project: Social Monitoring Report (July-December 2017) Social Monitoring Reports Dec 2017
Third Primary Education Development Project: Environmental Screening and Management Report (January-June 2017) Environmental Monitoring Reports Aug 2017
Third Primary Education Development Project: Environmental Monitoring Report (January-June 2017) Environmental Monitoring Reports Aug 2017
Third Primary Education Development Project: Social Monitoring Report (January-June 2017) Social Monitoring Reports Jun 2017
Third Primary Education Development Project: Environmental Monitoring Report (July-December 2015) Environmental Monitoring Reports May 2017
Third Primary Education Development Project: Environmental Monitoring Report (July-December 2016) Environmental Monitoring Reports Jan 2017
Third Primary Education Development Project: Social Monitoring Report (July-December 2016) Social Monitoring Reports Dec 2016
Third Primary Education Development Program: Social Monitoring Report (July 2015-March 2016) Social Monitoring Reports Mar 2016
Third Primary Education Development Program: Social Monitoring Report (January–June 2015) Social Monitoring Reports Jun 2015
Third Primary Education Development Program: Environmental Monitoring Report (January-June 2015) Environmental Monitoring Reports Jun 2015
Third Primary Education Development Program: Biannual Environmental Management Report (July - December 2014) Environmental Monitoring Reports Dec 2014
Third Primary Education Development Program: Social Monitoring Report (July - December 2014) Social Monitoring Reports Dec 2014
Third Primary Education Development Project - Additional Financing: Combined Resettlement and Indigenous Peoples Planning Framework Combined Resettlement Framework and Indigenous Peoples Planning Frameworks Sep 2014
Third Primary Education Development Project - Additional Financing: Environmental Assessment and Review Framework Environmental Assessment and Review Framework Aug 2014
Third Primary Education Development Program: Interim Social Safeguard Report (July 2013-April 2014) Social Monitoring Reports Jun 2014
Third Primary Education Development Program: Interim Environmental Monitoring Report (July 2013-April 2014) Environmental Monitoring Reports May 2014
Third Primary Education Development Project: Social Monitoring Report (July - December 2013) Social Monitoring Reports Jul 2013
Primary Education Development Support Program III: Social Management Framework Combined Resettlement Framework and Indigenous Peoples Planning Frameworks Jan 2011
Primary Education Development Program III: Environmental Management Framework Environmental Assessment and Review Framework Jan 2011

Evaluation Documents See also: Independent Evaluation

None currently available.

Related Publications


The Access to Information Policy (AIP) 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.

Tenders

No tenders for this project were found.

Contracts Awarded

Contract Title Approval Number Contract Date Contractor Contractor Address Executing Agency Contract Description Total Contract Amount (US$) Contract Amount Financed by ADB (US$)
WA#0006. FIXED AND VARIABLE TRANCHE (DLI BASED) 2 DLIS: YEAR 6 (APSC) AND YEAR 5 (NEED BASED INFRA DEVELOPMENT) Loan 3256 10 Jul 2018 VARIOUS VARIOUS BANGLADESH Ministry of Primary and Mass Education OTHERS 21,340,000.00 21,340,000.00