評価調査結果要約表（英文）I. Outline of the ProjectCountry: People’s Republic of Bangladesh

Project title: Project for Strengthening Primary Teacher
Training on Science and Mathematics

Issue/Sector: Basic education

Cooperation scheme: Technical Assistance Project

Division in charge: JICA Bangladesh Office Total cost: Approximately 550 million yen
Period ofFrom October 1, 2004 tocooperation

Partner country’s implementing organization: Directorateof Primary Education (DPE),

Ministry of Primary and

Mass Education (MOPME)
September 30, 2008

Supporting organizations in Japan: PADECO Co., Ltd.,(4 years)

Hiroshima University

1. Background and Outline of the Project
The People’s Republic of Bangladesh has been working actively toward achieving universal
implementation of primary education since the signing of “Education for All (EFA)” declaration in 1990.
From 1998 to 2003, the Primary Education Development Programme I (PEDPI), which is a sub-sector
wide program, was put into effect to implement the construction of primary schools and resource centers,
the training of teachers and administrative officers, the development of educational materials and theestablishment of information management systems. As a result, it succeeded in raising the net enrollment
ratio of primary education to 87.2%3. However, the completion rate of primary schooling, which iscompulsory, remains at 59.2%4, and the problems of withdrawal and consequent reduction in the qualityof education are recognized as important challenges.
The Government of Bangladesh (GOB) started the Second Primary Education Development Program(PEDP II, 2004-2010) from 2004 as the second phase of the PEDPI under the cooperation of elevendonor organizations. PEDP II aims to improve the quality of education, and includes four majorcomponents, namely 1) organizational reform, 2) improvement of educational quality in the school and in
the classroom, 3) improvement of infrastructure and 4) improvement of access. Among them, regarding
Component 2) “improvement of educational quality in the school and in the classroom,” the GOB
requested technical assistance to the Government of Japan on the improvement of educational quality at
the classroom level.
Receiving the request mentioned above, this project was started from October 2004 as a four-year
project, aiming to improve the quality of training for science and mathematics teachers at primaryschools and that of education given in the classroom. With the National Academy for Primary Education(NAPE) serving as the major counterpart (C/P) organization, the project promotes cooperation andcollaboration between teachers and others involved in education, and implements activities conducive to3
4

Baseline survey PEDPII(2005)
Ibid (2005)

the improvement of educational quality through the development of science and mathematics teachingmaterials.
2. Project Overview(1) Overall Goal
Attainment in science and mathematics in primary education is improved in the target institutions.
(2) Project Purpose
The quality of teaching in S&M is improved in the target institutions.
- NAPE- PTIs
- The Field Testing Schools
Selected URCs and UEOs
(3) Outputs/Activities
1. New teaching and leaning methodologies are introduced through the development of Teaching
Packages
2. The lessons of science and mathematics are improved in the target institutions through the use ofTeaching Packages.
3. The capacity of NAPE for training and research in science & mathematics is enhanced.
4.

The progress of activities is reported regularly in DPE and PEDPII.

(4) Inputs (as of the end of March 2008)
Japanese side:
Dispatch of experts: 142.21M/M (17 people in gross total)
Equipment provision: Approximately 11.43 million yen (besides general operating expenses ofapproximately 5 million yen)
Training in Japan: 11 counterpart personnel (in FY 2004 and FY2005)
Technical exchange: 9 counterpart personnel (in FY2006/the Philippines)
Bangladeshi side:
Counterpart: 7 people
Project office and other necessary running costs
II. Evaluation Team
Leader: Nobuko KAYASHIMA , Resident Representative, JICA Bangladesh OfficeMembers Educational policy: Yosuke KOBAYASHI, Chief, Basic Education Division I, HumanDevelopment Department, JICA
of theEducation evaluation: Mariko ADACHI, Junior Expert, JICA Bangladesh Officeevaluation
Cooperation planning: Keiji EHARA, Assistant Resident Representative, JICA Bangladesh
teamOfficeEvaluation analysis: Satoru TAKAHASHI, Senior Researcher, IMG Corporation

* Although Mr. Nagaoka, who was dispatched to Bangladesh as a primary education advisor,
is not included in the evaluation team because he belongs in the MOPME, he supported theevaluation as a coordinator with the Bangladeshi side.
Period of evaluation

April 27, 2008 – June 4, 2008

Type of evaluation: Terminal Evaluation

III. Results of Evaluation
1. Confirmation of Actual Performances(1) Achievements of Output(i) New teaching and leaning methodologies are introduced through the development of Teaching
Packages
Teaching packages for 1st-4th grades in primary school were developed and approved by the DPE
during the period shown below. A package for 5th grade is currently being developed, and the draft isscheduled to be completed by August 2008. However, because it is expected that its approval will bearound November 2008, it probably will not be completed during the current project period (untilSeptember 2008).
Subject/grade

12345Science――Apr. 2007

Feb. 2008

Under development

Mathematics
Apr. 2007
Apr. 2007
Feb. 2008
Feb. 2008
Under development
The new teaching methods utilized in the teaching package has already been being introduced atNAPE, the Primary Teacher Training Institute (PTI) and the experimental school attached to theMymensingh PTI.
(ii) The lessons of science and mathematics are improved in the target institutions through the use ofTeaching Packages.
NAPE Deputy Directors (including Assistant Directors), PTI instructors and teachers at testing schools
are realizing that science and mathematics classes have improved through the introduction of the ideas,methods and educational materials written in the teaching package. The draft of the Post-Activity Study
Report in 2008 states that compared to 2004, the subject knowledge of teachers at field testing schools(FTSs) increased dramatically and classes they teach have became more interactive.
The Terminal Evaluation Team also confirmed through an on-site survey that the relevant parties in thetarget organizations are strongly aware of the importance and meaning of the child-centered approachand classes including group work. They say that they are now able to link abstract concepts with concrete
matters and events, and to provide more easy-to-understand classes to their students. Furthermore, it isalso mentioned that teachers and instructors used to be afraid of teaching science and mathematics, butthey now have reached a level of confidence in giving classes and are enjoying the classes with students
and trainees.
(iii) The capacity of NAPE for training and research in science & mathematics is enhanced
By March 2008, NAPE had implemented study group activity (SGA) 143 times, and study workshop(SW) 11 times. Such continuous efforts improved the collegial relationship among C/Ps and strengthened
the C/Ps’ training and research abilities in science and mathematics, as well as promoting the exchange ofopinions between relevant parties belonging to different organizations. NAPE also implemented trainingsessions on the concepts of the teaching packages and the usage thereof to the principals of PTIs andscience and mathematics instructors throughout the country as shown in the table below.
Training period
Trainees
Subjects
No. of trainees
2007
G3 science/G1-252
June
Principals of PTIsmathematics
JulyPTI instructors
G1-2 mathematics
52
August(mathematics/3 batches)
AugustPTI instructors (science/2G3 science
38
September batches)2008
G4 science/G3-4February
Principals of PTIs
53
mathematics
FebruaryPTI instructors
G3-4 mathematics
50
March(mathematics/3 batches)
FebruaryPTI instructors (science/3G4 science/G3-450
Marchbatches)mathematics
According to the answers to a questionnaire on the training session, trainees evaluated the training aspractical, realistic and useful. One person requested that NAPE visit all PTIs and grasp the current
situation before giving instructions and advice. Another person asked NAPE to develop teachingpackages for subjects other than science and mathematics. In addition, it can also be pointed out that
NAPE Deputy Directors became able to critically analyze the details of Certificate in Education(C-in-Ed) curriculum, national curriculum and textbooks, through the development of the teachingpackages.
(iv) The progress of activities is reported regularly in DPE and PEDPII.
This project submits a monthly monitoring report to the Training Division of DPE, and the quarterly
accounting report to the Finance and Procurement Division. It also submits a report on the progress ofactivities every quarter to the Training Division. The Project supports the preparation of the Annual
Operational Plan (AOP) related to the implementation of the PEDP II as a project activity. In addition,
presentations on the activities of the Project were implemented twice in the educational forum held bythe PEDP II.
(2) Project Purpose Achievements“Purpose :The quality of teaching in S&M is improved in the target institutions.
- NAPE- PTIs
- The Field Testing Schools:”
By working closely with JICA experts toward the development of the teaching packages, NAPE
Deputy Directors obtained the knowledge and skills that represent the fundamentals of high-quality
science and mathematics education. PTI instructors improved their basic skills on the cycle of “planningclasses, giving classes and reviewing” (plan-do-see). However, as of the Terminal Evaluation it has yet tobe confirmed whether the instructors who participated the training program were able to utilize and fixate
the teaching packages when they returned to each of their PTIs, or if they were able to improve thequality of C-in-Ed training.

However, based on the child-centered approach, teachers at testing schools are giving classes using
easier-to-understand methods by frequently using aids to learning. As a result, students have started toenjoy studying through interactions (between teachers and students, and among students). Such favorable
changes are noted by the teachers themselves, and are also included in the draft of the Post-Activity
Study Report.
(3) Overall Goal Achievements“Overall Goal:Attainment in science and mathematics in primary education is improved in the target
institutions.:”
Teachers at FTSs (four schools) and teachers at the Mymensingh PTI experimental school (one school)
introduced the new teaching methods shown in the teaching packages to subjects other than science andmathematics, and they confirmed that the methods are effective. Some teachers say that because learningby itself has become enjoyable to students, students have begun to like school life, eventually leading to
the improvement of the attendance rate, the promotion rate and the completion rate in the school as awhole.
2. Evaluation based on the Five Criteria
Item
Rele-Summary“Quality education” is given as one of the important items in the “building strategies”

vanceof the Poverty Reduction Strategy Paper (PRSP). Accordingly, this Project is integrated
into Component 2 of the PEDP II, and is consistent with the overall national policy ofBangladesh and the educational program.

Effec-Tangible results, such as educational packages for grades 1-4, were developed andtivenessapproved by DPE. It is expected that the draft of a package for the 5th grade is to besubmitted to the Technical Committee by August 2008 (it is expected to be approvedby around November 2008). Through the development and utilization of teachingpackage,SGA,SWandrelativetrainings,abilitiesofDeputy

Directors/instructors/teachers at NAPE, PTI and testing schools were strengthened.
However, the fixation of the teaching packages at PTI and the improvement of thequality of classes are yet to be confirmed.
Effi-All inputs, including human resources and equipment, are indispensable elements forciency

the implementation of the Project. Inputs were managed appropriately and efficiently,and activities were implemented in line with the AOP.

ImpactTeachers at FTSs (four schools) and teachers at the Mymensingh PTI experimentalschool (one school) introduced the new teaching methods shown in the teachingpackage to subjects other than science and mathematics, and they confirmed that themethods are effective. It made classes more active, and students began to like not only

science and mathematics but also other subjects, and they began to like the school.
Teachers say that such a series of changes resulted in the improvement of theattendance rate, the promotion rate and the completion rate. It is possible to further
expand the impact by trying to fixate the teaching packages in PTIs throughout thecountry.
Sustain-The technical foundation for the Faculty of Science and Mathematics of NAPE wasabilitybuilt. As long as the C/Ps continue to work there, it is expected that the expertise andability obtained through the project will spread to all PTIs. In order to realize this in asustainable manner, it is highly important that monitoring and instructions from NAPE
to PTI be carried out on a regular basis. In actuality, DPE and NAPE inform all PTIs in
writing the usage of the teaching packages in the current C-in-Ed curriculum. Inaddition, it is already agreed that expenses for printing and distributing the teachingpackages are to be paid from the pool fund of the PEDP II.

3. Factors that Promoted the Realization of Effects
 Favorable human relationships with DPE and NAPE, and the establishment of a smoothcommunication system
It is particularly conducive to employ a well-experienced person who served as the Director Generalof DPE for many years as a local consultant. The way to implement activities under cooperation withindividual experts (primary education advisor) contributes largely to running the Project.
 Cooperation between consultant companies and universities
While consultants actually implemented activities, university teaching staff made academic inputs
accordingly. Both parties worked in close coordination, and are implementing activities bysupplementing each other, utilizing their own expertise and strong points
4. Factors that Impeded the Realization of Effects
 Change in personnel within DPE and NAPE
Although it is not so frequent within NAPE, change in personnel frequently occurs in DPE.
Therefore, human resources who received training in Japan, with whom a trust relationship has been
established, may move to other organizations. Therefore, in order to gain continuous support, it isnecessary to explain the Project and establish relationships anew every time there is a change inpersonnel.
 Absence of local experts in specific subjects
Bangladesh does not have a system to foster subject-specific experts in higher education. Even PTI
instructors may not focus on a single subject but flexibly handle multiple subjects. This can also be
said with NAPE C/Ps. Therefore, the development of the teaching packages initially required
substantial time.

5. Conclusion
The purpose of the project is being achieved to a certain extent, with cooperation between theBangladeshi side and Japanese experts. In specific, teaching packages for grades 1-4 were developed
under the project, and were officially approved by DPE. Also, NAPE Deputy Directors acquired the basic
knowledge and skills necessary for high-quality science and mathematics education. As their abilities
improved and they gained confidence, favorable changes started to appear in training sessions andclasses at NAPE, PTI and testing schools.
However, considering the official approval of the teaching package for 5th grade and thediffusion/fixation of all teaching packages (especially at the PTI level), it is desirable to extend theproject period to March 2010.
IV. Recommendations(1) Approval of the educational package for 5th grade
It is scheduled that the draft of the teaching package for 5th grade is submitted to the TechnicalCommittee of DPE by July 2008. It is desirable to take appropriate steps to ensure early approval.
(2) Printing and distribution of the educational packages
As stated above, it is agreed in the operational plan of the Mid-term Review (MTR) of the PEDP II topay expenses to print and distribute the teaching packages for all primary schools in the country from thepool fund of the PEDP II. Appropriate administrative procedures to print and distribute the teachingpackages should be taken promptly without losing this momentum.
(3) Extensive use of the educational packages in all organizations related to primary education
DPE and NAPE should encourage the extensive use of the teaching packages in PTIs, URCs,subclusters and other appropriate areas. Training of PTI principals and instructors on the teachingpackage for 5th grade, as well as the training of trainers (TOT) on URC instructions, should beimplemented as project activities by JICA in the future.
(4) Monitoring and mentoring on TP at the PTI level
NAPE should continuously serve an important role in monitoring/mentoring of PTIs and in giving
instructions and advice on the use of the teaching packages in the future. In order to realize theappropriate use of the teaching packages in all PTIs, NAPE prepared a proposal on monitoring andmentoring. This approach should achieve further effects with technical support from JICA.
(5) Integration of the educational packages into the revised C-in-Ed curriculum
The careful investigation and revision of C-in-Ed will start in a short while at NAPE. In order toextend the teaching packages in PTIs and primary schools, it is essential to include the teaching packages
into the revised C-in-Ed curriculum. It is expected that DPE and NAPE will be proactively engaged inthis work.

(6) Extension of project period
In order to implement activities given in recommendations above, the period of the JICA Projectshould be extended until March 2010.