The Fourth Primary Education Development Program will support Bangladesh's primary education system to become an efficient and effective system that provides quality primary education to all Bangladeshi children. The new program will build on the achievements of previous programs with a strong focus on strengthening quality of education, improving access to education, and enhancing institutional management through decentralization. The new program is aligned with the country partnership strategy, 2016 -2020 which indicates Asian Development Bank's continued support to primary education.
|Project Name||Supporting Fourth Primary Education Development Program|
|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 / Pre-primary and primary
|Gender Equity and Mainstreaming||Gender equity|
|Description||The Fourth Primary Education Development Program will support Bangladesh's primary education system to become an efficient and effective system that provides quality primary education to all Bangladeshi children. The new program will build on the achievements of previous programs with a strong focus on strengthening quality of education, improving access to education, and enhancing institutional management through decentralization. The new program is aligned with the country partnership strategy, 2016 -2020 which indicates Asian Development Bank's continued support to primary education.|
|Project Rationale and Linkage to Country/Regional Strategy||Primary education in Bangladesh has made significant progress, especially in terms of access and equity. The Government of Bangladesh is committed to continue working towards ensuring equal access to quality education at all levels for all children in line with the sustainable development goals. Enrollment levels are high, with girls showing better enrollment than boys. However, attendance rate estimates lag behind at approximately 77%, and, while improving, 19% of the children that start do not complete primary education. Retention remains a challenge, especially for hard-to-reach children. Sustaining and improving current interventions is needed. Quality of education needs further enhancement, by taking into account that learning outcomes shall be improved with systematic while targeted interventions.|
|Impact||Quality primary education provided to all Bangladeshi children.|
|Outcome||More efficient, inclusive, and equitable primary education system|
Teaching and learning improved
Universal learning promoted
Governance and management strengthened
|Summary of Environmental and Social Aspects|
|Environmental Aspects||Likely to have minimal or no adverse environmental impacts.|
|Involuntary Resettlement||Has no involuntary resettlement impacts. No further action is required.|
|Indigenous Peoples||Likely to have limited impacts on Indigenous Peoples.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||The initial stakeholder is the Government of Bangladesh. Different types of consultation and participation will be undertaken at different levels. During the design, continuous dialogue and collaboration in a planned manner jointly with the development partners and various government ministries and departments will be maintained to develop and agree on a macro level framework and coverage of the proposed program. At the field and community level, consultations will be held for (i) social, gender, and environmental assessments; (ii) assessment of the requirements for inclusive education; and (iii) developing action plans and strategies.|
|During Project Implementation||The Ministry of Primary and Mass Education will be the executing ministry and the Directorate of Primary Education will be the main implementing agency of the program. The Bureau of Non-Formal Education, other government ministries and agencies will also be involved, including those for implementing infrastructure development activities. Interested development partners are jointly supporting the government in designing and subsequent implementation phase. Partnership arrangements will be determined to establish effective engagement of other players in ensuring education for various excluded groups.|
|Consulting Services||A total of 15 consultants (54 person-months) will be engaged individually under the PPTA. Flexible arrangement will be needed for timely mobilization of consultants, as well as harmonization efforts of other TA projects provided by other development partners.|
|Procurement||During design, the program preparatory TA will (i) help assess PEDP4's executing and implementing agency's capacity, and contribute to the development of action plans for building the government's financial and procurement capacity; (ii) assist in developing a PEDP4 procurement plan; and (iii) assist in the development of an indicative implementation schedule inclusive of a proposed consultant recruitment and procurement activities.|
|Responsible ADB Officer||Long, Xin|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Human and Social Development Division, SARD|
Ministry of Primary and Mass Education
Mirpur-2, Dhaka, Bangladesh
|Concept Clearance||13 Dec 2016|
|Fact Finding||30 Mar 2018 to 10 Apr 2018|
|MRM||05 Jul 2018|
|Last Review Mission||-|
|Last PDS Update||22 Mar 2018|
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.
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|Title||Document Type||Document Date|
|Supporting Fourth Primary Education Development Program: Initial Poverty and Social Analysis||Initial Poverty and Social Analysis||Dec 2016|
|Supporting Fourth Primary Education Development Program: Project Preparatory Technical Assistance Report||Project Preparatory Technical Assistance Reports||Dec 2016|
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Evaluation Documents See also: Independent Evaluation
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