PEDP3 result areas Goal/Impact “Quality education for all our children.” Learning Purpose/ Objectives To establish “an efficient, inclusive and equitable primary education system delivering effective and relevant child-friendly learning to all Bangladesh’s children from pre-primary through Grade V primary.” Learning Results areas of PEDP3 Result Areas: 1. Learning outcomes 2. Universal access and participation and 3. Reducing disparities 4. Upazila- and school-level planning decentralised; and 5. Increased effectiveness of budget allocation 6. Programme planning and management Outcomes Learning outcomes by grade and subject Terminal exam pass rate Increased GERs and NERs Enrolled disabled and children Gender parity Delegated functions Survival rate Number of input years per graduate Percentage of schools meeting composite quality indicators More terminal competencies achieved Increased primary completion Increased transition from primary to secondary level Components of PEDP3 COMPONENT 1 Learning and Teaching COMPONENT 2 Participation and disparities COMPONENT 3 Decentralisation and effectiveness COMPONENT 4 Programme planning and management Outputs Revised curriculum and textbooks Trained teachers Learning materials available Approved policy and guidelines for PPE Inclusive education stipend Programme School feeding Programme Children with disabilities enrolled Devolution Plan in place Better infrastructure facilities and equipment Separate functioning toilets for girls SCR standard achieved SLIP grants in place Improved sector planning and RBM partnership STR standard achieved Trained SMC members delegated authority Inputs Curriculum Textbooks Additional teachers post creation and in place More staff Training, guides, manuals and other materials Policy Guidelines on roles and responsibilities for delivering PPE Inclusive Education, Stipend Programme, School feeding SLIP/UPEP grant Devolution Plan Civil works, Equipment, furniture and transport, Funds, Grants and funds Programme development and studies Capacity building (MoPME, DPE, NAPE, National Curriculum and Textbook Board (NCTB) and field office capacity) Recruitment and promotion rules and career path
Results Areas: 2. (2.1): Universal Access and Participation and 3. (2.2): Reducing Disparities Expected outcome: Participation of all children in PPE and primary education in all types of schools Regional and other disparities reduced in terms of participation, completion and learning outcomes. In summary, the results chain of Component 2 expectations has the following shape: ACTIVITY Needs-based infrastructure development –Upazila Resource Centre (URC), Upazila Education Officer (UEO), PTI buildings and classroom construction Safe water and toilet facilities provided Development of curriculum and books for PPE Recruitment and training of teachers Stipends Programme reviewed to improve targeting School health and feeding Programmes OUTPUT URC, UEO, Primary Teacher Institute (PTI) buildings and schools constructed Well-maintained classrooms Functional and safe tube wells Sufficient, separate, working toilets for boys and girls Facilities sustainably managed Provision of PPE NFE services aligned with formal schools Well-targeted stipend Programme functioning Needy children receive health and feeding inputs EARLY OUTCOME SCR improved Pre-primary-age children receive a head start in their education Children from marginalised families receive stipends, health and food benefits and remain in school School environment improved We expect that early outcomes in terms of improved school environment and well-targeted support will ultimately lead to all children, including those from marginalised families, benefitting from and completing pre-primary and primary education. EARLY OUTCOME SCR improved Children from marginalised families receive stipends, health and food benefits and remain in school Pre-primary-age children receive a head start in their education School environment improved MEDIUM-TERM OUTCOME Enrolment increasing Dropout and repetition decreasing Completion increasing Grade 1 pupils benefit from a year’s PPE LONG-TERM OUTCOME All children participate in pre- and primary education in all types of schools (formal, non-formal, madrasahs) Regional and other disparities in facilities, participation, completion and learning outcomes reduced Increased primary completion Increased transition to secondary
Table 2. 1: Results Web: PEDP3 Components, Result Areas, and Sub-Components COMPONENT 1: TEACHING & LEARNING COMPONENT 2: PARTICIPATION AND DISPARITIES COMPONENT 3: DECENTRALIATION & EFFECTIVENESS COMPONENT 4: PLANNING& MANAGEMENT Results Area 1: LEARNING OUTCOMES Results Area 2.1: PARTICIPATION Results Area 2.2: DISPARITIES Results Area 3.1: DECENTRALIZATION Results Area 3.2: EFFECTIVENESS Results Area 4: PROGRAMME PLANNING AND MANAGEMENT 1.1. Each child learns 2.1.1 Alternative and second chance(NFE) 2.2.1 Stipends 3.1.1 Field level offices strengthened 3.2.1 Grade V Primary Education Completion Examination (Terminal Exam) strengthened 4.1 PEDP3 management and Governance 1.2 School and classroom assessment 2.1.2 Pre-primary provision 2.2.2 School health and school feeding 3.1.2 Decentralized school management and governance 3.2.2 Teacher recruitment, promotion and deployment 4.2 PEDP3 Financial Management 1.3 Curriculum development 2.1.3 Inclusive education 2.2.3 Needs based School Environment improvement 3.1.3 School level leadership Development 3.2.3 Annual School Census 4.3 Sector finance 1.4 Textbook distribution 2.1.4 Education in emergencies 2.2.4 Needs based infrastructure development 3.1.4 Org. review and strengthening 3.2.4 National Student Assessment 4.4 Strengthen Monitoring Functions 1.5 ICT in education 2.1.5 Communications and social mobilization 4.5 HRD 1.6 Teacher Education and Development 4.6 Public Private Partnerships Note: PSQLs, KPIs and DLIs lists are available in the end of report as annexure
2005 2006 2007 2008 2009 2010 2011 2012 (1) Repetition rate (%) 10.5 11.2 11.6 11.3 12.1 12.6 11.1 7.3 (2) Cycle dropout rate (%) 47.2 50.5 50.5 49.3 45.1 39.8 29.7 26.2 Cycle completion rate (%) [=100-(2)] 52.8 49.5 49.5 50.7 54.9 60.2 70.3 73.8 Source: APSC 2005 to 2012. Table 3.8 Repetition and dropout rate by grade and sex (GPS&RNGPS), 2010-2012 By grade and sex, 2010 Grade Sex 1 2 3 4 5 Boys Girls Total Repetition rate (%) 11.4 12.1 14.1 16.5 7.1 12.8 12.4 12.6 Dropout rate (%)1 8.5 3.0 7.7 12.2 9.5 40.3 39.3 39.8 By grade and sex, 2011 Grade Sex 1 2 3 4 5 Boys Girls Total Repetition rate (%) 10.7 10.3 14.2 13.52 3.54 11.6 10.6 11.1 Dropout rate (%)1 4.1 3.0 4.4 7.4 11.1 32.4 27 29.7 By grade and sex, 2012 Grade Sex 1 2 3 4 5 Boys Girls Total Repetition rate (%) 7.6 7.3 9.4 8.4 2.1 7.3 6.7 7.3 Dropout rate (%)1 6.3 3.5 5.1 10 1.9 28.3 24.2 26.2 Source: APSC 2010, 2011 and 2012. Note (1) The dropout rates by sex are cycle dropout rates, i.e. the cumulative dropout rate over all primary grades. Figure 3.8 Repetition rate in GPS and RNGPS by district, 2012 Source 2012 APSC Comparison of repetition and dropout rates based on APSC with the MICS As discussed in 2011 ASPR, the repetition and dropout rates estimated by the 2009 MICS were very different to those based on APSC data:
Ministry of Education (2009). National Education Policy (final draft). Ministry of Finance (2011). Bangladesh Economic Review 2011. ROSC (2010). ROSC progress report and future plans, April–September 2010. SSPS (2006). Social Sector Performance Surveys: Primary education – Final report, Financial Management Reform Programme, Oxford Policy Management. UNESCO (2011). Results-Based Programmeming, Management and Monitoring (RBM) approach as applied at UNESCO – Guiding Principles. Paris, June 2011 ]. UNESCO (2006). National Education Sector Development Plan: A result-based planning handbook Education Policies and Strategies, 13 [accessed 15 January 2012]. UNICEF (April 2010). ‘Formative evaluation of the school-level improvement plan’. UNICEF Dhaka. World Bank (2004). Ten Steps to a Results Based Monitoring and Evaluation System – A Handbook for Development Practitioners. ]
textbooks 1.5 ICT in education • Using electronic and new media as supplementary teaching materials 1 Number of model GPS where a multimedia classroom has been set up Administration Division 0 100% x x x x x Add to APSC 2 Number of GPS which have received laptops APSC 0 -- x x x x x Add to APSC 3 Number of GPS with a least one functional computer APSC -- 100% x x x x x Add to APSC 1.6 Teacher education and professional development • PTI strengthened • Teacher and head teacher competencies • dip-in-ed provided 1 Number of new teachers each year receiving dip-in-ed. Training Division 0 11,000 X X X X X DLI DLI 2 Percentage of (assistant and head) teachers with professional qualification (C-in-Ed/Dip-in-Ed, B.Ed., M.Ed.) APSC 83% (2010) ... X X X X X SQL - 2 3 Percentage of (assistant and head) teachers who receive continuous professional development training: APSC 85% (Subject Training 88% Training ) ... X X X X X PSQL - 3 4 PTI Strengthened in terms of staffing Administration Division DLI 5 Teacher and head teacher competencies defined Training Division DLI COMPONENT 2 PARTICIPATION AND DISPARITIES RESULTS AREA All children participate in pre- and primary education in all types of schools (formal, non-formal, Madrasah) 2.1.1 Second chance and alternative education • NFE services aligned with formal schools 1 Number of children ages 6-14 enrolled in NFE learning centers BNFE survey 3.2 million … x x x x x No target proposed as purpose is equivalence with formal education rather than increased enrolment in NFE 2 Pass rate from NFE schools in Grade 5 terminal exam Terminal exam report BRAC: 99.2% Shishu Kallyan:76.7% Ananda: 48.7% … x x x x x NFE quality indicator 2.1.2 Pre-primary education 1 Number of children enrolled in Formal PPE schools 1,730,169 (2010 1,730,169 (2010 GPS/RNGPS) X X X X X DLI 2 Number of children enrolled in PPE schools BNFE survey 2.2 million in ECCD Programmes 3 GER, PPE MICS 22.9% (2009) X X
Strengthened • vacancies filled Officer and UEO professional staff recruited Division 2 Number of District Primary Education Officer and UEO support staff recruited ‘’ X X X X X 3 Number of PTI and URC professional staff recruited ‘’ X X X X X 4 Number of PEI and URC support staff recruited ‘’ X X X X X 3.1.2 Decentralized school management and governance • schools, upazilas and districts managing slips, upeps, and dpeps 1 Percentage of schools which have prepared SLIP SLIP cell 64% (2010 GPS/RNGPS ) ... X X X X X DLI 2 Percentage of schools having received SLIP grants special survey tracking) 0% 100% X X X X X PSQL - 18 3 Percentage of Upazilas which have prepared UPEP SLIP cell X X X X X 4 Percentage of Upazilas having received UPEP funds validated by expenditure-tracking surveys special survey tracking) 0% 50% 5 Percentage of districts which have prepared DPEP SLIP cell ... ... 3.1.3 School level leadership development 1 Percentage of head teachers who received training on school management and leadership APSC and Training Division 84% (2010 GPS/RNGPS) ... X X X X X PSQL 14 2 Proportion of SMCs whose members were trained (at least three members) APSC and Training Division 27% (2010 GPS/RNGPS) ... X X X X X PSQL 15 RESULTS AREA3.2 EFFECTIVENESS Increased effectiveness of Programme and budget allocation 3.2.1 DLI Grade V Primary Education Completion Examination (Terminal Exam) 1 Percentage of mathematics test items competency based NAPE 0% NAPE 0% ---- x x x 3.2.2 Teacher recruitment, promotion and deployment • fair and transparent recruitment and verified needs based 1 Percentage of teacher vacancies filled in Administration Division ... ... x x x x x 2 Percentage of head teacher vacancies filled in Administration Division ... ... x x x x x DLI 3 Student teacher ratio (Standard 46:1) APSC 47.% (2010) 46.1 (GPS) 49.5 (RNGPS ... PSQL -16 4 Percentage of schools where str is APSC 65% (2010) ... x x x x x