Bangladesh : Secondary Education Sector Investment Program - Tranche 1
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 Details
-
Project Officer
Rahman, S.M. Ebadur
South Asia Department
Request for information -
Country/Economy
Bangladesh -
Modality
-
Sector
- Education
| Project Name | Secondary Education Sector Investment Program - Tranche 1 | ||||||||||||||||
| Project Number | 44213-016 | ||||||||||||||||
| Country / Economy | Bangladesh |
||||||||||||||||
| Project Status | Active | ||||||||||||||||
| Project Type / Modality of Assistance | Grant Loan |
||||||||||||||||
| Source of Funding / Amount |
|
||||||||||||||||
| Strategic Agendas | Inclusive economic growth |
||||||||||||||||
| Drivers of Change | Gender Equity and Mainstreaming Governance and capacity development Partnerships |
||||||||||||||||
| 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, 20132023, 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. |
||||||||||||||||
| Project Outcome | |
|---|---|
| Description of Outcome | Improved inclusive participation in secondary education. |
| Progress Toward Outcome | Different policy documents as National Curriculum Policy Framework (NCPF), Institutional Development Plan (IDP), Comprehensive Review of Secondary Education Stipend Program, HSP Operational Manual, Pre-vocational and Vocational Implementation Plan (PVIP), Annual Sector Performance Report (ASPR), etc. developed and approved. Science equipment and Teaching learning materials supplied. Establishment of 100 low-cost schools, extension of 46 DEOs, construction of TSEOs (4), establishment of 710 ILC completed. Different categories of training as PST, LSB, PBM, CQ, HT management training provided to significant number of teachers. |
| Implementation 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) | - SHED, MoE approved the National Curriculum Policy Framework (NCPF) on 14 Nov 2017. The NCPF has been designed to make the curriculum socially inclusive and responsive to the skill required by the society. The Curriculum Implementation Plan (CIP) has also been revised in 2017 in alignment with the NCPF. Review of curriculum completed in September 2019 and preparation of new curriculum in progress following the guidelines of NCPF. - A Curriculum Implementation Plan (CIP) was developed and approved in 2014 to ensure implementation of curriculum in the classroom. The Plan was subsequently revised in 2017. The CIP included the provision for training of teachers in five core subjects for effective delivery of curriculum in the classroom. Training of the teachers for effective delivery of curriculum in the classroom through use of teacher's curriculum guides (TCGs) commenced in June 2017. The program completed in December 2019 through training of 200539 teachers (F 47425) including 42274 (F 9309) madrasah teachers. - Practical science teaching in the schools has been completed through supply of equipment to the selected schools and training of teachers. All the secondary level science teachers (both school and madrasah) [total 63,609 {School 52,581 (F: 6439) and Madrasah: 13273 (F: 1797)}] trained on practical oriented science teaching. Equipment supplies to the selected schools and madrasahs completed for 10000 institutions [School: 7163 (Girls: 766); Madrasah; 2837 (Girls: 531)]. These activities were completed in Dec 2019. - Science equipment was distributed to four zones (Mymensingh, Cumilla, Rajshahi, Khulna) under Tranche 1 (Package No. GD-5). In the selected zones total number of girls schools are 1516 and equipment was distributed to 766 girls' schools based on the selection criteria to include the underprivileged and remote schools. - The ICT Learning Centers (ILCs) were selected based on electricity and network connectivity as well as to maintain regional parity. For this, a total of 104 girls' school were included in the list instead of targeted number 128. - Secondary Teacher Development Strategy (STDS) approved by the SHED on 31 December 2019. - Training on Continuous Assessment (SBA renamed as CA) commenced in October 2019 and a total of 25053 (F 6210) teachers completed. 46616 teachers have already been trained by June 2022. - A report drafted containing MOE's policy guideline on minimum standard of school building construction to improve learning environment and gender-responsiveness through wider stakeholder consultation. The report was presented at SHED on 05 April and 05 July last subsequently wherein a few policy directives obtained to recast the report. Modification of the report in progress targeting completion by September 2021. - Selection of 100 institutions (schools and madrasah) completed and works completed in 100 sites. - Independent review of existing stipend program was completed and a Harmonized Stipend Program (HSP) was developed through a study. SHED, MoE has approved the HSP on 16 January 2019. The program has been adopted as a key scheme under SEDP (SESIP Tranche 3). All the stipend programs were integrated within the harmonized scheme from January 2020. HSP targets equally to all genders, including third gender, and thus is socially inclusive Eligible boys and girls at secondary level from grades 6-12 including Madrasahs, judged in accordance with approved criteria are within the purview of stipend irrespective of geographical locations. 100% students from small ethnic community, third gender, special needs, previous enclave areas, especially derived children, and successors of freedom fighters will be eligible for stipend. An HSP manual has also been prepared under SESIP and approved by SHED. - The Prime Minister's Education Assistance Trust office has been implementing the harmonized stipend program since July 2020. A review of the HSP can be done after implementation of the program for at least 2-3 years. Therefore, a third-party evaluation on the impact of HSP is not feasible during SESIP period. - Management of MPO (salary of nongovernment teachers) decentralized from DSHE to all nine Zonal Education Offices from June 2015. - A policy guideline has been developed to strengthen the capacity of EMIS. supported by an international EMIS consultant, submitted to DSHE in April 2019. The report is now being reviewed by DSHE for approval and implementation of recommendations. - Annual Secondary Education Performance Report with improved indicators and sex-disaggregated data prepared and published in November 2017. The ASPR was also prepared for 2018. The final draft report for 2019 has been prepared and under review by DSHE for finalization. A meeting on PPT presentation of ASPR 2019 took place on 29 June 2022 and decision came out that a workshop would be organized with all stakeholders for its broader presentation and analysis. - A Secondary Education Sector Program Framework (SE-SPF) was developed in 2017 under SESIP through two consecutive Joint Sector Reviews involving all the secondary sector stakeholders and key development partners which acted as the baseline document for SEDP. - AFR for FY 2013-14, 2014-15, 2015-16, 2016-17, 2017-18, 2018-19 and 2019-20 completed. Based on the AFR, the PFM Action Plan is being updated annually with identified actions for development of procurement and financial practices and implementation monitored quarterly. - |
| Geographical Location | Nation-wide, Borishal, Chittagong, Dhaka Division, Khulna Division, Rajshahi Division, Rangpur Division, Sylhet Division |
| Safeguard Categories | |
|---|---|
| Environment | B |
| Involuntary Resettlement | C |
| Indigenous Peoples | B |
| Summary of Environmental and Social Aspects | |
|---|---|
| Environmental Aspects | The Secondary Education Sector Investment Program (SESIP) has been supporting the secondary education in Bangladesh over 10 years (2013-2023), using a multi-tranche financing facility. The focus of SESIP is mostly institutional development in the secondary education sector including some civil works (construction of upgradation of school and office buildings and WASH facilities), according to the 5-year infrastructure development plan. The project was categorized "B" for environmental safeguards and an Environmental Assessment and Review Framework (EARF) was prepared and disclosed for design and implementation of school infrastructure. As guided by the EARF, an IEE were prepared and disclosed for construction of DEO building in Bandarban. However, the IEE including EMP was suggested to update and disclose since the location of DEO office was changed. Budget for an updated EMP of Bandarban DEO office needs to be finalized immediately to implement the suggested mitigation measures effectively. Institutionalization of safeguard was suggested by establishing an Environmental and Social Safeguard Unit at the EED office. As of June 2020, a total of 849 education sector officials including EED engineers and schoolteachers attended environmental safeguards training organized by the project. COVID-19 related health and safety plan (HS plan) was suggested to prepare and implement for on-going contracts following the government and ADB HS Guidance notes. The semi-annual EMR for Jan-Jun 2022 reporting period was duly submitted and disclosed. |
| Involuntary Resettlement | The Secondary Education Sector Investment Program (SESIP) has been supporting the secondary education in Bangladesh over 10 years (2013-2023), using a multi-tranche financing facility. The project is a category C for Involuntary resettlement as the project components do not include any land acquisition or infrastructure development issues. They are rather limited to recruitment and training of teachers to improve teaching, schooling and to promote better instruction materials. As the specific locations of infrastructure or other project facilities were uncertain at the time of Board approval, a resettlement framework has been prepared to guide subproject selection and to plan for possible mitigation measures of upcoming subprojects. |
| Indigenous Peoples | The Secondary Education Sector Investment Program (SESIP) has been supporting the secondary education in Bangladesh over 10 years (2013-2023), using a multi-tranche financing facility. To benefit the IP children through better education and learning skills and increase employment opportunities in the area. The tranche 1 of the program has been classified as Category B for Indigenous Peoples. The SESIP would have no negative impact on the ethnic people; rather the program implementation on a nation-wide scale would improve the quality of secondary education for every secondary level student of all locations including the SEC population. Combined Resettlement Framework and Small Ethnic Communities Planning Framework (CRF&SECPF) and Social Safeguards Monitoring Action Plan (SSMAP) have been prepared in 2019 by adopting the Land Acquisition and Requisition Act (ARIPA), 2017 of the Government of Bangladesh (GoB) and SPS (2009) of ADB. To date total 2,434 people from SEC community obtained training on different training program including Teacher's Curriculum Guideline (TCG), Live Skilled Based Education (LSBE) and Performance Based Management (PBM) including the online training (received 53 persons). In total 308,876 (201,939 girls) and (106,937 boys) received stipend. |
| 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. |
| Business Opportunities | |
|---|---|
| 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. |
| Procurement | 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 $2 million respectively will be procured using International Competitive Bidding and ADB's standard bidding documents, and subject to prior review. Goods and civil works valued below the respective International Competitive Bidding threshold will be procured using the National Competitive Bidding (NCB), in accordance with the government's Public Procurement Act (2006) and Public Procurement Rules (2008) subject to modifications agreed between the government and ADB as set out in the Facility Administration Manual (FAM) and procurement plan. For efficiency and economy, small civil works can be grouped together into larger bid packages, wherever feasible. Advance contracting and retroactive financing will be considered. |
| Responsible ADB Officer | Rahman, S.M. Ebadur |
| Responsible ADB Department | South Asia Department |
| Responsible ADB Division | Bangladesh Resident Mission |
| Executing Agencies |
Ministry of Education |
| Timetable | |
|---|---|
| Concept Clearance | - |
| Fact Finding | - |
| MRM | 06 Jun 2013 |
| Approval | 21 Oct 2013 |
| Last Review Mission | - |
| Last PDS Update | 20 Dec 2022 |
Loan 3047-BAN
| Milestones | |||||
|---|---|---|---|---|---|
| Approval | Signing Date | Effectivity Date | Closing | ||
| Original | Revised | Actual | |||
| 21 Oct 2013 | 21 Nov 2013 | 06 Dec 2013 | 31 Dec 2017 | 26 Sep 2023 | - |
| Financing Plan | Loan Utilization | ||||
|---|---|---|---|---|---|
| Total (Amount in US$ million) | Date | ADB | Others | Net Percentage | |
| Project Cost | 1,721.00 | Cumulative Contract Awards | |||
| ADB | 90.00 | 28 Feb 2023 | 86.83 | 0.00 | 100% |
| Counterpart | 1,631.00 | Cumulative Disbursements | |||
| Cofinancing | 0.00 | 28 Feb 2023 | 86.83 | 0.00 | 100% |
| Status of Covenants | ||||||
|---|---|---|---|---|---|---|
| Category | Sector | Safeguards | Social | Financial | Economic | Others |
| Rating | - | Satisfactory | Satisfactory | Satisfactory | - | Partly 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.
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.
Related Publications
None currently available.
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
No contracts awarded for this project were found
Procurement Plan
| Title | Document Type | Document Date |
|---|---|---|
| Secondary Education Sector Investment Program - Tranche 1: Procurement Plan | Procurement Plans | Aug 2015 |