Summary of Evaluation
I. Outline of the ProjectCountry: People’s Republic of Bangladesh

Project title: Strengthening the Capacity of Teacher
Training at Primary Teachers Training Institutes to
Improve Classroom Teaching1

Issue/Sector: Education- Primary Education

Cooperation scheme: Technical Cooperation Project

Division in charge: Human Development

Total cost (at the time of evaluation): Approx. 876

Department

million yen

Period of(R/D) August 2010

Cooperation(Project

Period)Partner
OctoberCountry’s

Implementing

Organization:

Directorate of Primary Education, Ministry of Primary

2010- December 2017 (7and Mass Education (DPE, MOPME)

years and 3 months)

Supporting Organization in Japan: None

Related Cooperation:
Basic Education Improvement Program (Grant Aid for Poverty Reduction Strategy, Primary Education
Advisor, Japan Overseas Cooperation Volunteers)
1. Background
The Ministry of Primary and Mass Education (MOPME)of the People’s Republic of Bangladesh
together with the Japan International Cooperation Agency (JICA) commenced “JICA Support Programfor Strengthening the Capacity of Teacher Training in Primary Teachers Training Institutes to Improve
Classroom Teaching under Component 1 of Third Primary Education Development Programme(PEDP3)” (hereinafter referred to as “JSP2”) in October 2010 with a planned project period of six years(and later extended to seven years and three months in line with the extension of PEDP3). JSP2 hasbeen positioned as part of Technical Assistance (TA) in PEDP3, which is a form of the Sector-WideApproach (SWAp). Therefore, JSP2 has been designed and implemented to contribute to theachievement of PEDP3’s goal of “quality education for all our children”. With the project completion
planned in December 2017, a Terminal Evaluation Study was conducted in accordance with the Recordof Discussions of the Project signed and exchanged on August 25, 2010 between the Government of thePeople’s Republic of Bangladesh and JICA.
2. Project Overview(1) Overall Goal
The new teaching method* is disseminated in mathematics and science in primary education.
* “New teaching method” means to the exploratory/ problem-solving lesson guided in “Teaching
Package” developed in the previous phase of this project.

1

While this is the official project title specified in the Record of Discussions (R/D) signed between Bangladeshi and Japanese
Governments, “JICA Support Program for Strengthening the Capacity of Teacher Training in Primary Teachers Training Institutes to
Improve Classroom Teaching under Component 1 of PEDP3”, or JSP2, is the project title and acronym commonly used by the project
implementers and stakeholders in Bangladesh.

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(2) Project Purpose
The new teaching method is implemented in math and science in primary education.
(3) Outputs
1. The contents of the textbooks in math and science in primary education are improved.
2. The systems and contents of teacher training are improved.
3. Effective environment for the implementation of the new teaching method is promoted.
(4) Inputs (at the time of terminal evaluation)
Bangladeshi Side:-Counterpart personnel (C/P): 49 in total during JSP2 from DPE, NAPE, and NCTB (23 at the timeof terminal evaluation)-

Land and facilities: Office space (at 2 locations), copying machine, internet access, running cost of
the offices-

Local cost: Borne as part of PEDP3

Japanese side:-

Short-term Expert: 31 positions (147.37 M/M) (as of May 2017)-

Trainees received: 21 persons-

Equipment: 9.07 million yen-

Local cost: 2.04 million yen

II. Evaluation Team
Members of

The Bangladeshi side

Evaluation

Mr. Md. Gias Uddin Ahmed

Evaluator

Additional Secretary, MOPMETeam

Dr. Md Abu Hena Mostofa

Evaluator

Director General, DPE

Evaluator

Deputy Secretary, Economic Relations

Kamal, ndc
Mr. Md. Ruhul Amin

Division, Ministry of Finance
The Japanese side
Dr. Keiko Mizuno

LeaderSenior Advisor (Education), JICA

Ms.

Evaluation

Humanplanning

JICA

Evaluation analysis

Senior Consultant, Icons Inc.

Chiaki

Yamagami
Ms.

MasakoDevelopment

Department,

Iwashina
PeriodEvaluation
III.

of

1st – 20th July, 2017

Type of Evaluation: Terminal Evaluation

Results of Evaluation

1. Project Performance
1-1. Inputs
Inputs from both Japan and Bangladesh were done as planned. Especially, contents of the training inxiJapan and curriculum seminars were highly recognized from the staff of NCTB and IER as appropriate
to learn the curriculum, textbooks and teaching methods of mathematics and science education at theinternational level. The project offices in DPE and NCTB largely contributed to the close
communication and information sharing between the project and C/P.
1-2. Outputs(1) Output 1: expected to be achieved by the end of the project
Textbooks and teacher’s editions for Grade 1-5 mathematics and science were refined as planned. The
Grade 1-3 textbooks were distributed nation-wide for free in January 2015 and the Grade 4-5 textbooks
were distributed in January 2016. The refined textbooks and teacher’s editions reflect the new teaching
method that the project pursued. On the other hand, the printing and distribution of the teacher’s
editions (except for the Grade 1-2 environment studies, which is still underway) were delayed until
February-March 2017. Contents of the teacher’s editions of Grade 1-2 environment studies are now inthe process of confirmation by NCTB and its printing and distribution is expected to be completed by
the end of the project. Primary school teachers have raised the need to include more explanation inteacher’s editions how to make education materials with locally available materials, and it is desirable
for this issue to be addressed in the next revision of teacher’s editions.
(2) Output 2: partly achieved
JSP2 provided significant technical and academic inputs to the development of Teacher Education
Development Action Plan (TED Plan) and the math and science training manuals for Diploma in
Primary Education (DPEd). JSP2 also provided technical and academic inputs to the development ofIn-service teacher training that was implemented nationwide by the expense of PEDP3 based on the
TED Plan, such as Teacher Support Network through Lesson Study (AOP No. 054), Need-based
Sub-cluster Training (AOP No. 050a), Subject-based Training for math and science (AOP No. 044,046), the Curriculum Dissemination Training (AOP No. 013) and Leadership Training to Head Teachers(AOP No. 135). JSP2 also conducted follow-up training to PTI superintendents and PTI math andscience instructors for 5 times each. However, according to the comparative results of lesson evaluation
between DPEd graduates and C-in-Ed graduates, statistical significance was not confirmed. The resultof math and science post-test and the result of lesson evaluation by the PTI math and science instructors
both did not meet the target. Further capacity development of the PTI instructors as well as the national
trainers is necessary. Regarding the understanding of the refined textbooks and teacher’s editions,according to the results of the Impact Study held in May 2017, approximately 50% of 1,252 primaryschool teachers replied that they do not have problems to understand them.
(3) Output 3: partly achieved
JSP2 produced and broadcasted the TV drama, community radio, newspaper advertisements and school
monitoring and pilot activities for strengthening teacher support network to change the teacher’s
mindset and create supportive environment for the new teaching method. This TV drama promotes theunderstanding on the concept and implementation of the new teaching method as well as how toxiiorganize Need-based Sub-cluster Training. Recognition on the refined textbooks among URC
instructors and AUEO/ATEO, who are mainly in charge of monitoring school teachers, is higher than
the target, with 95.3% and 76.8% of them respectively answering that they are confident in explaining
about learner-centered teaching methods. On the other hand, as for the support for implementation of
the new teaching method, around 20-40% of URC instructors and AUEO/ATEO feel difficulty in
explaining the contents of the new textbooks and the lack of information and explanation in the new
textbooks. Also, some teachers mentioned that they feel depressed after receiving monitoring by
AUEO/ATEOs rather than feel encouraged.
1-3. Achievement of Project Purpose
Indicator 1 “the results of lesson evaluation of mathematics and science in primary schools” did notreach the target according to the results of lesson evaluation in 2016-2017 by the project experts of 146
Grade 3 and 5 math and science lessons that were recorded in 2015.

Regarding indicator 2 “More than

50% of primary school teachers use contents or concepts of “Teaching Package”, according to theresults of the Impact Study held in May 2017, 98.7% of the approximately 1,300 primary school
teachers use the newly refined textbooks and 74.7% of teachers use the teacher’s edition. On the other
hand, the same Impact Study organized math and science pedagogical test with 15 points maximums.
The percentage of the math teachers who marked 50% and more (8 points and more) was 36.8% andthat of the science teachers was 85.0%. Therefore, Indicator 2 was achieved in science and was notachieved in math. Regarding Indicator 3 “Lesson study is conducted at least once a year at more than
50% of URC model schools”, according to the results of the same Impact Study in May 2017, 86.1% of
Head Teachers of the URC model schools and 64.5% of teachers of URC model schools answered thatthey conduct Lesson Study at least once a year, while by double checking with the activity record etc.,
only 44.0% of teachers can be confirmed that they actually conduct Lesson Study. However, Lesson
Study is continuously encouraged through the Teacher Support Network activities, so Indicator 3 is
expected to be achieved.
1-4. Implementation process
Monitoring system was structured as part of the project activities, such as school monitoring andPost-Activity Study. Although the strengthening of record-keeping and measurement of the training
effects were recommended in the Mid-term Review of the project, the monitoring system of C/Porganizations such as DPE, NAPE, PTI, URC and UEO/TEO have not been reformed during the project
period. This is partly because the structural and capacity development is needed not only for DPE
Training Division, the current main project C/P, but also for DPE Monitoring & Evaluation Division. It
is deemed necessary to review the roles and responsibilities in monitoring and mentoring at district andUpazila/Tana level and support their capacity development. Project offices in DPE and NCTB highly
contributed for the close communication and networking between the JSP2 members and the C/Ps.

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2. Summary of Evaluation Results(1) Relevance
Relevance is high. The project is consistent with the Bangladeshi Seventh Five Year Plan (2016-2020),
the National Education Policy (2010) and PEDP3, in aiming for improvement of quality of education
through improvement of textbooks, teacher’s editions, teaching methods, and teacher trainings. This
project is also consistent with the Japanese Official Development Assistance (ODA) policy, which
mentions contribution for improvement of primary completion rate in Bangladesh. The project’s main
activities for the quality improvement of math and science education utilize the Japan’s technicalcomparative advantage and Lesson Study that was born and developed in Japan. The project’s activities
effectively meet the needs of the target groups. In addition, JSP2 has been implemented as part of
JICA’s “Basic Education Improvement Program”, together with the Primary Education Advisor, JOCVs,
and the Grant Aid for Poverty Reduction Strategy. JSP2 activities were also implemented as part of
PEDP3 with coordination with other PEDP3 donors. Therefore, the project design was highly relevant.
(2) Effectiveness
Effectiveness is fair. Lesson Study has been expanding, but the project purpose “the new teaching
method is implemented in math and science in primary education” has not been achieved yet. The
causes include the delay of the printing and distributing teacher’s editions and the limited coverage of
the Curriculum Dissemination Training, which has only been delivered to Head Teachers, meaning thatthe majority of teachers have not been trained on the revised curriculum. The other factor that has
influenced the achievement of the target is the necessity of further capacity development of PTI
instructors as shown from the results of Output 2.
(3) Efficiency
Efficiency is fair. The inputs from both countries were implemented as planned. JICA’s “Basic
Education Improvement Program” was working as a contributing factor for JSP2. Grant Aid for Poverty
Reduction Strategy enabled JSP2 to have full membership status in the discussion of PEDP3. The JICA
Primary Education Advisor, who co-chaired the PEDP 3 "Quality of Education Working Group" until
February 2017, positioned JSP 2 activities within PEDP 3, and played an important role for ensuring
appropriate budgeting from PEDP3 pool fund for printing and distribution of textbooks and nationwide
implementation of in-service teacher training. JOCVs working at PTIs provided JSP2 with information
on a variety of challenges and issues that are faced by primary schools and training held at the PTIs.
Based on such information, JSP2 could take appropriate actions to rectify them in the project activities.
Furthermore, JOCVs worked on disseminating Lesson Study at the PTIs and the primary schools intheir vicinity. Training in Japan greatly contributed to the capacity development of IER and NCTB
members who wrote and edit textbooks. Project cost exceeded initial budget, but the increase wasnecessary in order to adjust the Project activities to appropriately align with PEDP3 activities. Project
period was extended for one year, but this also was necessary for the Project to adjust to the extensionof PEDP3 period.

xiv(4) Impact
Impact is expected to be high in the future. Teacher’s understanding on and implementation of the newteaching method will progress further considering that the teacher’s editions were just distributed in
February-March 2017. In addition, Lesson Study will be continued through Teacher Support Networkand enable teachers to understand and implement the new teaching method adequately. The Curriculum
Dissemination Training to teachers is planned to be implemented this year (the last year of PEDP3) andin the period of PEDP4, which is planned to commence in January 2018. As an intended impact,nationwide distribution of textbooks and teacher’s edition and nationwide implementation of in-service
teacher training were realized with the budget from PEDP3 and awareness on monitoring and mentoringamong DPE, PTI, URC and other concerned organizations have been increasing.
(5) Sustainability
Sustainability is fair. Policy and institutional sustainability is high, which PEDP4 now being prepared
and PEDP-related activities being prioritized within the C/P agencies. Financial sustainability hasenhanced since mid-term review with the steady implementation of PEDP3 with the support of donors
and functioning Joint Annual Review Mission (JARM). However, technical sustainability is a concern
due to the frequent personnel transfer and difficulty of institutional accumulation of knowledge andexperiences.
3. Factors that promoted realization of effects(1) Factors concerning the planning
As stated above, cooperation with Grant Aid for Poverty Reduction Strategy, JICA Primary Education
Advisor and JOCVs within the framework of JICA’s “Basic Education Improvement Program” wasworking as a contributing factor for JSP2. The training in Japan was also a contributing factor in its
contribution for the capacity development of C/P.
(2) Factors concerning the implementation process
Having project offices in DPE and NCTB is a contributing factor for increasing efficiency. Hiring theformer senior officials of the major C/P organizations such as DPE and NCTB as local consultants
greatly helped the project by enabling close communication with C/P organizations and networking.
4. Factors that impeded realization of effects(1) Factors concerning the planning
There is no major problem. However, there is a discrepancy between project’s super goal and overall
goal and many factors outside the project scope will influence the indicators of super goals, especially
Net Enrolment Rate and Dropout Rate.
(2) Factors concerning the implementation process
Hindering factors to achieve project purpose include the delay of printing and distributing teacher’s
edition and insufficient implementation of the Curriculum Dissemination Training, along with frequentxv

hartal and intermission of the experts’ dispatch due to the security conditions. Another hindering factor
in the implementation process was two times of delay in the revision of PDM during the project period.
5. Conclusion
Although there were various hindering factors as mentioned above, the project activities were
implemented according to the plan. Relevance of the project is high, but the realization of the outputs
and project purpose has not yet been seen because the hindering factors. The new teaching method is
expected to be further implemented for the better-quality teaching-learning through the refined
textbooks, teacher’s editions and continuous in-service teacher training including Lesson Study by thebudget of PEDP3. Quality of input was high, but the amount was increased in order to respond to andadjust with the needs and progress of PEDP3. Thus, efficiency is fair. Policy, institutional and financial
sustainability would be high, but technical sustainability is a concern.
6. Recommendations
The discussion to finalize PEDP4 framework is on-going. Thus, the recommendations include themeasures to be taken during the project period and those to be taken in the period of PEDP4 to continue
and utilize the experiences, outputs and lessons learned from JSP2.
6-1. Recommendations to be implemented during the project period(1) Completion of the Grade 1-2 teacher’s editions for environment studies(2) Implementation of the Curriculum Dissemination Training for teachers
Since there are still many teachers who have not received the Curriculum Dissemination Training, thetraining should be continued in PEDP4 if it cannot be completed within PEDP3 period.
(3) Utilization of the methods and outcomes of the studies conducted by JSP2
JSP2 organized various studies, i.e. Impact Study, assessment of the outputs of the training (pre- andpost-test), and lesson evaluation at the school level. Those assessment/study methods and learnings
from the study results should be summarised and widely shared with those concerned in the C/Porganizations to utilize them in the following studies/surveys that are planned in PEDP4.
(a) The studies on effectiveness of curriculum and Teaching and Learning Materials, theNeeds/Situation analysis on teaching and learning, and the Teaching-Learning Practice Studythat will be organized by NCTB and DPE, particularly ME Division,(b) Teacher Training plan for PEDP4 that will be designed by DPE Training Division.
6-2. Recommendations for training to bring about improvement in classroom teaching-learning during
PEDP4(1) Setting-up a consistent system of lesson/classroom observation which contribute to the planning ofnext training by DPE Training Division
The current lesson/classroom observation tools need to be improved so that the teacher monitoring thatxvi

is done by Head Teachers and URC/AUEO/ATEO/UEO/TEO focus more on the quality ofteaching-learning. At the same time, the monitoring and evaluation system which is currently only
accumulating information should be reviewed, including defining the roles and tasks of each level, suchas Upazila, District, Division and DPE, to set-up a consistent system in which the collected information
is utilized for the further improvement of the various training provided.
(2) Further capacity development of DPE Training Division on recording, assessing and analysing theresults/outcomes of training
A large number of training has been provided nationwide by the C/P organizations. However, theconcerned authorities have not appropriately reviewed, assessed and analyzed the results/outcomes ofsuch training. Further capacity development is needed for DPE Training Division to assess and evaluate
the quality of training as well as to analyze the outcomes of training.
(3) Further capacity development of master trainers etc. with more intensified technical support forTraining of Trainers (TOT) to be provided by Japanese Experts
Quality of training delivery/method is critically important in the system of cascade training to ensurethat high-quality training is delivered to the lower layers. However, during the PEDP3 period, it wasobserved that the capacity of the master trainers etc. had not been developed enough to adequately train
the TOT participants, so it is recommended to organize trainings on training delivery for master trainers
etc. by the Japanese experts.
(4) Further capacity development of URC/UEO/TEO and AUEO/ATEO on monitoring and mentoring
through focused training
Considering the situation in which school teachers are not encouraged but rather depressed by thecurrent monitoring done by URC/UEO/TEO and AUEO/ATEO, it is necessary to provide a focusedtraining on effective monitoring and mentoring.
(5) Further capacity development on revision of textbooks and teacher’s editions according to therevised curriculum and DPEd assessment
According to the interview, teachers/AUEO/URC pointed out some gaps between curriculum andtextbooks and also between textbooks of the different grades. Consistency of curriculum and textbooks
and textbooks among grades requires high professional knowledge and understanding of not only the
subject but also how children develop and learn. Therefore, it is recommended to develop further thecapacity of human resources for the curriculum and textbook revision that have the right backgrounds
and teaching experiences.
In addition, teacher’s editions need to enable teachers to implement the new teaching method in theirclassrooms, including making teaching materials with the locally available resources that are easy to get
and not expensive. Some teachers mentioned that it is not so easy to understand how they could maketeaching materials from the current teacher’s edition. Therefore, it is recommended to increase
illustration or pictures in teacher’s editions to support teachers develop teaching materials

xvii(6) Ensuring that the personnel trained utilize the learnings in their activity implementation
The case was reported that some members who were trained in Japan were not fully utilized in therefinement process of textbooks and teacher’s editions after coming back to Bangladesh. Thus, it isnecessary to institutionally appoint the trained personnel to the related activities to utilize theirlearnings. In addition, selection of the training participants should be carefully done based on theirbackground and experience so that they are able to take charge in appropriate activities upon their returnfrom the training.
7. Lessons learned(1) The use of impact study
In JSP2, four kinds of studies were implemented in total, namely the pre-activity (baseline) survey,
situation analysis survey, impact survey and post-activity (endline) survey. Impact studies wereeffective for the Bangladeshi side and Japanese side to understand the progress of activities and theactual situation of classroom teaching-learning. However, the studies could not strictly analyse thedifference between groups “with” and “without” project interventions or the impact “before” and “after”
the interventions. That was because PEDP3 is a national project and all activities are supposed to be
implemented nation-wide, according to PEDP3 consortium decision the project could not implement a
major baseline survey on its own, and PDM of the project was revised during the project period in
accordance with progress of PEDP3 activities. In the projects that are implemented as a part of a bigger
national program, as was the case of JSP2, at the initial stage of the project, the design and schedule ofthe impact studies should be carefully discussed and shared among the stakeholders, taking into
consideration the aims of conducting the studies and any limitations there may be, effects that may becaused by activities by other donors, and also the possibility of utlizing the studies that are done in
PEDP3 itself.

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