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).
|Project Name||MFF - Secondary Education Sector Investment Program (Facility Concept)|
|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 / Secondary
|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||Increased employability of secondary education graduates.|
|Description of Outcome||A more efficient and equitable and higher-quality secondary education system.|
|Progress Toward Outcome||SESIP has made significant breakthrough in policy and structural reforms of secondary education. A good number of policy documents have been developed under the program and implementation is in progress.|
|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)||
Supply of science equipment to 10,000 schools and madrasahs was completed on July 2018, and another 10,000 schools on November 2020. Supply of ICT equipment for 710 institutions was also completed. Civil works of additional classrooms in 640 schools/madrasahs for a pre-vocational and vocational implementation program (PVIP) is ongoing and they are expected to be completed by November 2020. Procurement and supply of PVIP equipment to 640 selected schools are delayed and expected to be completed by December 2021. Recruitment of Pre-Vocational and Vocational (PVV) teachers partially completed by Nongovernment Teacher Registration and Certification Authority (NTRCA) and the remaining would be completed by December 2020. Implementation of PVV program under SESIP has been commenced from January 2020. National Curriculum Policy Framework and Secondary Teacher Development Strategy have been approved.
Mobile banking system has been introduced, and beneficiaries are getting stipend. A harmonized stipend scheme was developed and approved under SESIP, and implementation of the harmonized program through the mobile banking commenced from January 2020. A draft Secondary Education Institution Construction Policy Guideline has been developed and is awaiting Secondary and Higher Education Division (SHED)''s approval. The draft Guidelines for Minimum Construction Standards and draft Prioritized Infrastructure Development Plan have also been developed and are being reviewed by the concerned stakeholders. A firm will be engaged under Tranche 2, package SD-51 for a feasibility study and determining a contextual strategy for implementing flexible learning pathway, which is to achieve equivalent learning among all types of schools in five core subjects.
Decentralization of administrative functions to the zonal levels using online system has been achieved. Moreover, SESIP provided additional manpower for field offices with logistics support, and zonal Directors have been posted in all zones. Highest authority of the government has in principle consented to the proposal for transferring the field staff (1,439) recruited under SESIP to permanent revenue setup. However, processing of transfer of the said manpower through Ministry of Public Administration, Finance Division and SHED will require some more time due to procedural complexities.
|Summary of Environmental and Social Aspects|
|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 $2 million respectively will be procured using International Competitive Bidding and ADB's standard bidding documents, and subject to prior review. Goods and civil works valued below the respective International Competitive Bidding threshold will be procured using the National Competitive Bidding (NCB), in accordance with the government's Public Procurement Act (2006) and Public Procurement Rules (2008) subject to modifications agreed between the government and ADB as set out in the Facility Administration Manual (FAM) and procurement plan. For efficiency and economy, small civil works can be grouped together into larger bid packages, wherever feasible.
Advance contracting and retroactive financing will be considered.
|Responsible ADB Officer||Maruyama, Asako|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Human and Social Development Division, SARD|
|Concept Clearance||28 Aug 2012|
|Fact Finding||03 Mar 2013 to 15 Mar 2013|
|MRM||06 Jun 2013|
|Approval||27 Sep 2013|
|Last Review Mission||-|
|Last PDS Update||23 Nov 2020|
MFF Facility Concept 0074-BAN
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||17,110.00||Cumulative Contract Awards|
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|
|মাধ্যমিক শিক্ষাখাত বিনিয়োগ কর্মসূচি: প্রকল্প তথ্যপত্র||Translated PDS||Jan 2014|
|Secondary Education Sector Investment Program (Facility Concept)||Gender Action Plans||Sep 2013|
|Secondary Education Sector Investment Program (Facility Concept): Report and Recommendation of the President||Reports and Recommendations of the President||Sep 2013|
|Secondary Education Sector Investment Program||Facility Administration Manual||Aug 2013|
|Secondary Education Sector Investment Program: Periodic Financing Request 1||Periodic Financing Request Reports||Jul 2013|
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|
|Secondary Education Sector Investment Program: Environmental Assessment and Review Framework||Environmental Assessment and Review Framework||Sep 2013|
|Secondary Education Sector Investment Program (Draft)||Indigenous Peoples Planning Frameworks/Indigenous Peoples Development Frameworks||Jun 2013|
|Secondary Education Sector Investment Program (Draft)||Environmental Assessment and Review Framework||Jun 2013|
|Secondary Education Sector Investment Program||Resettlement Frameworks||Jun 2013|
Evaluation Documents See also: Independent Evaluation
None currently available.
|Title||Document Type||Document Date|
|Bangladesh: Secondary Education Sector Investment Program||Papers and Briefs||May 2015|
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.
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