Table 1.3:Percentage of Children by Age and Grade in the APSC (2010-15) and MICS (2009) Under-age / Right age for grade Over age by one year Over age by two years or more Grade/ Class 2009 MICS 2010 APSC 2011 APSC 2012 APSC 2013 APSC 2014 APSC 2015 APSC 2009 MICS 2010 APSC 2011 APSC 2012 APSC 2013 APSC 2014 APSC 2015 APSC 2009 MICS 2010 APSC 2011 APSC 2012 APSC 2013 APSC 2014 APSC 2015 APSC 1 59.4 87.9 81.8 84.6 85.8 89.2 91.3 21.6 10.3 12.6 11.8 10.3 9.2 5.6 18.9 1.9 3.4 3.6 3.9 1.6 3.1 2 52.7 85.7 81.7 80.2 84.2 87.2 79.3 25.3 11.2 12.4 13 12.1 11.1 11.6 22.0 3.0 3.6 6.8 3.7 1.7 9.1 3 45.3 83.7 79.1 80.7 83.1 85.4 77.6 22.3 13.5 14.3 15.7 12.8 12.8 13.4 32.4 2.9 4.0 4.1 4.2 1.8 4 40.6 83.0 77.4 80.5 84.1 85.9 78 28.6 13.7 14.6 14.4 11.7 11.3 17.2 30.8 3.3 4.9 5.1 4.2 1.9 4.8 5 42.1 87.5 78.7 79.8 85.3 88.3 70.9 20.4 8.9 12.0 13.4 10.1 10 17.7 37.6 3.6 5.1 6.8 4.6 1.7 11.4 Source: APSC 2010-2015, MICS 2009: MICS 2012/13 dataset was not available to include updated information in this table. Therefore, the report does not include the analysis on the age specific enrolment data.
PEDP3 Result Areas and DPE Model of RBM Approach 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 decentralized; and 5. Increased effectiveness of budget allocation 6. Program planning and management Outcomes Learning outcomes by grade and subject Terminal exam pass and participation rate Increased GERs and NERs Enrolled special need and children Gender parity Delegated functions Survival rate Number of years input 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 Decentralization and effectiveness COMPONENT 4 Program planning and management Outputs Revised curriculum and textbooks available More teachers recruited and deployed Trained teachers Learning materials available Approved policy and guidelines for PPE Inclusive education, stipend Program and School feeding Program in place Children with special need 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 More staff, More Training, guide lines, manuals and other materials Policy Guidelines on PPE Inclusive Education, Stipend Program, School feeding SLIP/UPEP grant Devolution Plan Civil works, Supply Equipment, furniture and transport, Adequate Funds, Grants and funds Program dev. and studies Capacity building (MoPME, DPE, NAPE, NCTB, and field office) Recruitment and promotion rules and career path
education budget Non-KPI12 Public expenditure on primary education as % of total public expenditure on education (EFA-8) 45% 45.2% 45.9% 47.5% 46.8% 43.39% Source: MTBF, MoF
Component 3: Decentralization and Effectiveness No. Planned activity Target date Progress summary A1 Update Grade 5 PECE Framework approved by NAPE/MoPME, and prepare action plan June 2016 PECE Framework already approved by MoPME, and the NAPE is preparing the action plan A2 Update SMC, SLIP and UPEP guidelines June 2016 Updated SMC, SLIP and UPEP guidelines completed in March 2016 A3 40% of Upazilas to have prepared UPEP December 2015 UPEP Upazila plans prepared, but funding not yet received for implementation of the plan A4 Fill at least 90% of teacher and head teacher vacancies, and all new positions according to needs based plan June 2016 Time-bound Action Plan to fill vacancies being implemented: • HTs: 87% filled • ATs: 93% filled A5 Conduct study on teacher contact hours June 2016 In progress A6 Conduct needs assessment on strengthening assessment/examination system June 2016 Organization of assessment not yet initiated A7 Review MTR governance report findings, and agree on next steps to be taken June 2016 Not yet initiated Component 4: Planning and Management No. Planned activity Target date Progress summary A1 Ensure amounts budgeted are in line with MTBF December 2015 AOP budgeted in line with MTBF A2 Develop Action Plan on the ODCBG and have it approved December 2015 Consultant recruitment is progress A3 Develop and Implement PPP framework December 2015 Not yet developed