BANGLADESH EFA MDA NATIONAL REPORT 2001‐2005 Lead Consultant: Professor Muhammad Sirajuddin
Consultant: Nurul Islam Khan
Consultant: Anwara Begum PhD.
Consultant: Professor Mahbuba Nasreen PhD.
UNESCO, DHAKA Office
UNICEF, Bangladesh
January, 2008
Table of Contents
Contents
Page no.
1. Acronyms/ Abbreviations
3
2. Foreword
7
3. Glossary
8
4. Executive Summary
13
5. Introduction to Bangladesh
17
Bangladesh: Land and People
17
History and Culture
19
Political/ Public Administrative System
20
National Education System in Bangladesh
23
Education Structure in Bangladesh
25
Management of Education
28
NPA-II: Targets of EFA Goals
32
General Observations
37
6. Goal 1: ECCE
39
Statement of EFA Goal-1
40
NPA-I Experience (1992-2000)
42
ECCE Programs under NPA-II
45
Policy and Systems Indicators on ECCE
47
Core EFA MDA Indicators
51
Additional EFA MDA Indicators: ECCE
67
General Observations on Bangladesh EFA ECCE
73
ECCE at a glance
76
Annexure 1 & 2
77
7. Goal 2: Achieving Universal Primary/ Basic Education
Goal Statement
93
94
Policy and System Indicators
105
Core EFA MDA Indicators
107
Additional EFA MDA Indicators
114
UPE at a glance
117
8. Goal 3: Life Skills and Lifelong Learning
Goal Statement
118
119
Status of TVET, 2005
121
Targets of Life Skills and Lifelong Learning Programs
122
Policy/ System Indicators
123
Core Indicators
130
Additional EFA Indicators
133
General Observations
135
Summary
137
Life Skills and Lifelong Learning at a glance
139
9. Goal 4: Literacy
140
Statement of EFA Goal 4: Literacy
141
Bangladesh Experience in Adult Literacy
142
EFA NPA-II
143
Policy/ System Indicators
148
Core EFA MDA Indicators
149
Additional EFA MDA Indicators
154
General Observations
157
Literacy at a Glance
159
10. Goal 5: Gender Parity and Equality
160
Goal Statement
161
Policy/System Indicators
162
Core EFA MDA indicators
180
Additional EFA MDA Indicators
189
Summary
191
Gender Parity and Equality at a glance
195
11. Goal 6: Quality Education
196
Goal Statement
197
Policy/System Indicators
198
Core EFA MDA Indicators
200
Additional EFA MDA Indicators
205
Quality Education at a glance
207
12. Attachment: Sub-Regional Questionnaire
208
13. Attachment: Power-point Presentation
235
Acronyms / Abbreviations
ADP
Annual Development Program
AE
Adult Education
ALR
Adult Literacy Rate
ASER
Age-Specific Enrolment Ratio
ATI
Agricultural Training Institution
BANBEIS
Bangladesh Bureau of Educational Information and Statistics
BBS
Bangladesh Bureau of Statistics
BEHTRUWC
Basic Education for Hard-to-Reach Urban Working Children
BNFE
Bureau of Non-Formal Education
BRAC
Bangladesh Rural Advancement Committee
BSA
Bangladesh Shishu Academy
BSCIC
Bangladesh Small and Cottage Industries Corporation
BTEB
Bangladesh Technical Education Broad
BU-IED
BRAC- Institute of Educational Development
CAMPE
Campaign for Popular Education
CBA
Center Based Approach
CBEP
Community Based ECCE program
CEC
Community ECCE Centers
CEDAW
Convention on the Elimination All forms of Discrimination Against
Women
CEO
Chief Executive Officer
CHT
Chittagong Hill Tracts
CLS
Child Labor Survey
CPEIMU
Compulsory Primary Education Monitoring Unit
CRC
Convention on the Rights of the Child
C-in-Ed
Certificate-in-Education
DAM
Dhaka Ahsania Mission
DFA
Dakar Framework for Action
DNFE
Directorate of Non-Formal Education
DD
Deputy Director
DP
Development Partner
DPE
Directorate of Primary Education
DPT
Diphtheria Polio Tetanus Triple Vaccine
DSS
Department of Social Services
ECCE
Early Childhood Care and Education
ECCED
Early Childhood Care Education and Development
ECDRC
Early Childhood Development Center
EFA
Education for All
ECNEC
Executive Committee of the National Economic Council
FICAE
Fifth International Conference on Adult Education
FSSP
Female Secondary Scholarship Program
FY
Financial Year
GAP
Gender Action Plan
GCSE
General Certificate of Secondary Education
GDI
Gender-related Development Index
GDP
Gross Domestic Product
GEM
Gender Empowerment Measure
GER
Gross Enrollment Rate
GIR
Gross Intake Rate
GIS
Geographical Information System
GNP
Gross National Product
GoB
Government of Bangladesh
GPI
Gender Parity Index
GPS
Government Primary School
HAP
Harmonization Action Plan
HBP
Home-based ECCE Program
HDI
Human Development Index
HDR
Human Development Report
HP
Health Professionals
ICDDR,B
International Center for Control of Diarrhoea Diseases and Research,
Bangladesh
ICDP
Integrated Community Development Project
ICPD
International Conference on Population and Development
LGD
Local Government Division of the MOLGRDC
LGED
Local Government Engineering Department
LLP
Local Level Planning
IMED
Implementation Monitoring and Evaluation Division
MDA
Mid-Decade Assessment
MDG
Millennium Development Goal
MIS
Management Information System
MICS
Multiple Indicator Cluster Survey
MLE
Multi-Lingual Education
MoCHT
Ministry of Chittagong Hill Tracts
MoE
Ministry of Education
MoHFW
Ministry of Health and Family Welfare
MoI
Ministry of Industries
MoLGRDC
Ministry of Local Government Rural Development and
Cooperatives
MoPME
Ministry of Primary and Mass Education
MoSW
Ministry of Social Welfare
MoWCA
Ministry of Women and Children’s Affairs
MoYDS
Ministry of Youth Development and Sports
NA
National Assessment
NAPWA
National Action Plan for Women’s Advancement
NCPE
National Committee on Primary Education
NCTB
National Curriculum and Textbook Board
NCWD
National Council for Women’s Development
NER
Net Enrolment Rate
NFE
Non-Formal Education
NFEPF
NFE Policy Framework
NFoWD
National Forum of Organizations Working with the Disabled
NGO
Non Government Organization
NIR
Net Intake Rate
NPA
National Plan of Action
OECD
Organization for Economic Coordination and Development
ORT/S
Oral Rehydration Therapy/Salt
PE
Pre-primary Education
PEDP-II
Second Primary Education Development Program-II
PFA
Platform for Action
PKSP
Palli Karma Sahayak Foundation
PLCE
Post-Literacy and Continuing Education
PMED
Primary and Mass Education Division
PRS
Poverty Reduction Strategy
PRSP
Poverty Reduction Strategy Paper
PSQL
Primary Schools Quality Levels
PTR
Pupil-Teacher Ratio
PTI
Primary Training institutes
RHF
Recommended Home Fluid
RNGPS
Registered Non-Government Primary School
SBEP
School-based ECCE Program
SBK
Shishu Bikash Kendro
SESDP
Secondary Education Sector Development Plan
SESIP
Secondary Sector Improvement Project
SWAP
Sector-wise Approach Program
TAG
Technical Assistance Group
TLM
Total Literacy Movement
TPR
Teacher-Pupil Ratio
TQI-SEP
Teaching Quality Improvement Project in Secondary Education
Project
TR
Transition Rate
TTC
Teachers Training Center
TVET
Technical and Vocational Education and Training
UNFPA
United Nations Fund for Population Activities
UNICEF
United Nations Children Education Fund
UPE
Universal Primary Education
UPEP
Upazilla Primary Education Plan
US
United States
USA
United States of America
USD
United States Dollar
VTI
Vocational Training Institutes
WID
Women in Development
WIDFP
WID Focal Point
Foreword
The Mid-Decade Assessment, 2007, of the 6 Goals of Education for All in Bangladesh has been
undertaken, on commission by the UNESCO, Dhaka Office, and UNICEF Bangladesh, by a team
of consultants with Prof. Muhammad Sirajuddin as the Lead Consultant, who was responsible for
making assessment of Goals 1 & 4, writing the Introductory Chapter on Bangladesh and editing the
entire report to make it into one coherent whole. Nurul Islam khan, UNICEF consultant, made
assessment of Goals- 2& 6. Dr. Anwara Begum, UNICEF consultant, made assessment of Goal-3
and Prof. Mahbuba Nasreen PhD, UNICEF consultant, assessed Goal-5.
This Bangladesh EFA MDA, 2007 contains an Introduction to Bangladesh- the Land and the
People, Language, History and Culture, Political and Administrative System, National Education
System and its management and funding. The introduction on Bangladesh is followed by
assessments of EFA Goal-1: Early Childhood Care and Education, EFA Goal-2: Achieving
Universal Primary/ Basic Education, EFA Goal-3: Life Skills and Lifelong Learning, EFA Goal-4:
Literacy, EFA Goal-5: Gender Parity and Equality, and EFA Goal-6: Quality Education.
The Assessments have followed the template as developed by Regional Technical Support Group
(RTSG), for preparation of the Bangladesh Country Report on the six (6) EFA Goals and include
all the policy/ system indicators, core indicators, and additional indicators.
The Assessments have used the RTSG template for data collection/compilation within the
framework of the theme. To the extent that the RTSG template has been designed to support
collection/ compilation of qualitative data, the present consultants have supplemented qualitative
data sets with other relevant quantitative and qualitative data as well as qualitative information. The
assessments have been based on the available data and on the basis of discussion with stakeholders,
both from the government agencies and with the NGOs.
The Assessments have examined at length what the Government of Bangladesh had planned to do
between 2001-2015 with regard to the EFA Goals in the National Plan of Action-II and what have
been done during 2001-2005. The Assessments have also indicated the future course of action to be
followed to ensure that the EFA Goals have been achieved by 2015.
The consultants will feel gratified if this Bangladesh EFA MDA, 2007 is found useful for education
reforms, planning/ re-planning EFA Goal activities and re-charting the future course of EFA Goals
activities for achievement of Dakar commitments.
The consultants deeply appreciate guidance and assistance provided by Mr. M Musharraf Hossain
Bhuiyan, Secretary, Mr. A S Shameem Ahmed, Joint Secretary, Mr. F M M Jalaluddin Al-Quaderi
Joint Secretary, Ms. Shamima Ahmed, Deputy Chief, Ms. Quamrun Naher Siddiqua, Senior
Assistant Secretary, Ms. Qurratul Ayen Safdar, Senior Assistant Chief -all of the Ministry of
Primary and Mass Education, Government of Bangladesh, Dr. Malama Meleisea, Director and
Representative, Mr. Hassan A. Keynan, Program Specialist, UNESCO, Dhaka Office, Mr.
Nabendra Dahal, Chief Education Section, Mr. Hassan Ali Mohamed, Program Officer, and Mr.
Shamim Ahmed, Program Officer, UNICEF, Bangladesh.
Prof. Muhammad Sirajuddin
Lead Consultant, Bangladesh EFA MDA, 2007
Glossary
Adult Literacy Rate (ALR): In Bangladesh a person is literate if he/ she has “the ability to read,
understand, interpret, communicate and compute in verbal and written forms in varying contexts. It
involves a continuum of learning that enables individuals to develop their potentials and
knowledge-base and to participate fully in community affairs and wider social and developmental
context”. ALR is defined as the percentage of the population aged 15years and above who can both
read and write with understanding short simple statement related to everyday life.
Age-Specific Enrolment Ratio (ASER) is an indicator that measures the percentage of the
population of a specific age who are enrolled, irrespective of the grade. It shows the extent of
participation of a specific age cohort in educational activities.
Apparent (gross) Intake Rate (AIR) is the total number of new entrants in the first grade of
primary education, regardless of age, expressed as a percentage of the population at the official
primary school entrance age.
Basic Education refers to a whole range of educational activities that take place in different
settings and that aim to meet basic learning needs as defined in the World Declaration on Education
for All )Jomtien, Thailand, 1990). Ii thus comprises both formal schooling (primary and sometimes
lower secondary) as well as a wide variety of non-formal and informal public and private
educational activities offered to meet the defined basic learning needs of groups of people of all
ages.
Basic Learning Needs comprise both essential learning tools (such as literacy, oral expression,
numeracy, and problem solving) and the basic learning contents (such as the knowledge, skills,
values, and attitudes) required by human beings to survive, to develop their full capacities, to live
and work in dignity, to participate fully in development, to improve the quality of their lives, to
make informed decisions, and to continue learning.
Buddhist Tol is a Center for religious education in Pali language, especially for Buddhists.
Child Friendly School (CFS) framework refers to five key dimensions of quality, namely,
inclusiveness, effectiveness, safe/ protective/ healthy, gender friendliness, and involvement of
community parents and students.
Class Size refers to number of students in a class.
Coefficient of Efficiency is a measure of the internal efficiency of an education system obtained by
dividing the ideal number of pupil-years required for the output (graduates) of a pupil cohort to
complete a level or cycle of education (e.g. the primary level) by the actual number of pupil-years
spent by the output from the same pupil cohort. The reciprocal of the coefficient of efficiency is the
input: output ratio.
Completion Rate refers to primary education cycle completion i.e. output or promote of grade-5
expressed as a percentage of input i.e. enrolment in grade-1.
Compulsory Education refers to the number of years of the age-span during which children and
youth are legally obliged to attend school.
Disadvantaged Children refers to various groups of children who may suffer from disadvantages
due to geographical location of habitat, age, sex, mother’s education, ethnicity, language, income
quintile, and disabilities.
Drop-out Rate refers to primary education cycle drop-out i.e. total number of students droppingout from grade 1 through grade 5 expressed as percentage of enrolment of grade 1.
Ebtedayee refers to the level of madrasah system offering education equivalent to the primary level
of general education. It offers both religious and general education instructions to Muslim students.
Early Childhood Care and Education (ECCE) means providing all the supports necessary for
every child, within family and outside, to realize his/ her right to survival, to protection, to care and
to education that will ensure optimal development from birth to age six.
Early Childhood Development (ECD) programs offer a structured and purposeful set of learning
activities either in a formal institution (pre-school) or as part of a non-formal childcare program.
ECO programs generally focus on children from three years of age and include organized learning
activities that constitute not less than 30 per cent of the overall program of care. For the purposes of
this Assessment, ECD programs involve children for at least two hours per day and 100 days in a
year. This would include, for instance, all pre-school programs.
Educational Institution has as its sole or main purpose the provision of education. Such
institutions are normally accredited, or sanctioned, by some public authority.
Educational Wastage is the incidence, in a country’s education system, of dropout and repetition
taken together.
English medium refers to an education system in Bangladesh that follows a ladder system, starting
with child-centered Kindergarten (Montessori), moving to Standard, O and A levels (General
Certificate of Secondary Education or GCSE), with English as the medium of instructions. O and A
level examinations are conducted under supervision of the British Council in Dhaka.
Gender Development Index (GDI) refers to a composite index measuring achievement in the
three basic dimensions, namely, a long and healthy life, knowledge, and decent standard of living.
Gross Domestic Product (GDP) is the total value of goods produced and services provided within
a country during one year.
Gender Empowerment Measure (GEM) is a composite index measuring gender inequality in
three basic dimensions of empowerment, namely, economic participation and decision making,
political participation and decision making, and power over economic resources.
Gender Parity Index refers to ratio of female to male rates.
Grade is a stage of instruction usually covered in one school year (January-December).
Graduate is a pupil or student who successfully completes a level of education, such as primary
education, elementary education, etc.
Gross Enrolment Ratio (GER) is the total enrolment of pupils in a grade or cycle or level of
education, regardless of age, expressed as percentage of the corresponding eligible official agegroup population in a given school-year.
Gross Intake Rate refers to total number of new entrants in the first grade of primary education,
regardless of age, expressed as a percentage of the population at the official primary schoolentrance age. The gross intake rate (GIR) reflects the general level of access to primary education.
Gross National Product (GNP) is the total value of goods produced and services provided by a
country during one year, plus the net income from foreign investments (e.g. remittances by
expatriate Bangladeshi).
Hindu Tol is a center for religious education in Sanskrit language, especially for Hindus.
Inclusive Education means that all students (disabled and non-disabled children and young
people) in a school study together, regardless of their strength or weakness in any area and become
part of the school community.
Infants with low birth weight refers to children born with a birth weight less than 2500 g. Low
birth weight children suffer increased morbidity and mortality and have associated cognitive
defects. Low birth weight is often a reflection of poor maternal health and nutrition which implies
constants to maternal care and nurturing.
Internal Efficiency of education describes the optimal relationship between input (e.g. resources
spent to keep one pupil in school for one year) and output (e.g. promotion of a pupil to the next
grade). To an educational planner internal efficiency is an efficient activity in which an optimum
output is obtained for a given minimum input.
Kindergarten refers to a system that follows a child centered approach to education (e.g.
Montessori) in a nursery school.
Labor Force consists of employed plus unemployed people during a relevant reference period.
Literacy is the ability to read and write with understanding a simple statement related to one’s
daily life. It involves a continuum of reading and writing skills, and often includes also basic
arithmetic skills (numeracy).
Literacy Rate is the number of literate adults expressed as a percentage of the total adult
population, 15 years of age or older.
Mass Education in Bangladesh refers to non-formal education for the children, who are outside
school system and illiterate youth and adults in basic literacy, simple numeracy and life skills.
Net Enrolment Ratio (NER) is the number of pupils in the officials school age-group in a grade,
cycle or level of education in a given school year expressed as a percentage of the corresponding
population of eligible official age-group.
New Entrant is a pupil who enters primary education grade-1 for the first time.
Net Intake Rate (NIR) is the ratio of new entrants in the first grade of primary education who are
of the official primary school- entrance age, to the total population of the same age expressed as a
percentage.
Non-formal education refers to any organized and sustained educational activity that does not
correspond exactly to the above definition of formal education. Non-formal education may take
place both within and outside educational institutions, and may cater to persons of all ages.
Depending on country contexts, it may cover educational programs to impart adult literacy, basic
education for out-of-school children, life-skills, work-skills, and general culture. Non- formal
education programs do not necessarily follow the ‘ladder’ system, may have varying duration, and
may or may not confer certification of the learning achieved.
Parenting Education means education of parents in parenting, that is, instructions that educates
parents about requirements of early childhood care and education of their children.
Performance Indicator refers to a measure or gauge of the performance of a system or the
implementation of a program. It describes the dynamics of s system using available data which
constitute and important component of the management information system.
Pre-primary Education refers to programs at the initial stage of organized instruction, which are
designed mainly to introduce groups of very young children, usually 3-5 years age-group, to a
school-type environment, i.e. to provide a bridge between the home and the school. Such programs
are variously referred to as infant education, nursery education, pre-school education, early
childhood education, or early childhood care and education.
The official definition of ECCE is: Early Childhood Care and Education means providing all
supports necessary for every child, within family and outside, to realize his/her right to survival, to
protection, to care, to education that will ensure optimal development from birth to age six.
Primary Education (formal) refers to education, as determined by the Government, for the
children of age group 6+ to 10+ years in grades 1 to 5 having prescribed national curriculum,
textbook and school hours and the school year which begins in January and ends in December.
Primary School refers to school offering primary education to the age group 6 to 10 years in
grades into 5, ranging for 5 years with new annual intake provision in grade 1 at age 6. There are
three types of primary schools, namely Government Primary School, Registered Non-Government
Primary Schools and Community Schools. In addition, there are Satellite Schools for the children
of grades 1 and 2 in un-served and remote areas, which serve as the feeder schools to Primary
schools. Government Primary Schools are fully financed by the Government and managed by the
local School Management Committee )SMC), while Registered Non-Government Primary Schools
receive only salary subvention at a maximum rate of 80% of the basic salary of government
primary school teacher. Community Schools are also Non- Government institutions having a partial
salary subvention to the teachers from Government. Satellite Schools are housed in rented houses in
the villages, the teachers having a fixed honorarium from Government.
Promotion Rate is the percentage of pupils promoted to the next grade in the following school
year. Some countries practice automatic promotion, meaning that all pupils are promoted,
regardless of their scholastic achievement.
Pupil-Cohort is a group of pupils who enter the first grade of a level of education in the same
school year and subsequently experience promotion, repetition, dropout each in his or her own way.
Pupil Teacher Ratio (PTR) is the average number of pupils per teacher in a grade or cycle or level
of education in a given school-year. In calculating pupil teacher ratios, other educational personnel
such as administrators and support staff are not taken into account.
Pupil Textbook Ratio (PBR) refers to the average number of textbooks available per pupil.
Pupil Year is a non-monetary measure of educational inputs or resources. One pupil year denotes
the resources spent to maintain a pupil in school for one year.
Repetition Rate is the percentage of pupils/ students who enroll in the same grade/ year more than
once to the number of pupils/ students enrolled in that grade/ year during the previous year.
Stunting is a measurement of whether a child has achieved his/ her potential for height growth.
Deficits in height growth are usually an indication of multi-faceted deprivations. The process that
leads to stunting is thought to occur pre-natally and post-natally during the first 2 or 3 years of life.
Survival Rate is the percentage of pupil cohort that enters together in the first grade of primary
education and that reaches a given grade (e.g. Grade-5) or the final grade of an education cycle
either with or without repeating a grade.
School-age Population: number of children in the officially defined primary school age-group,
whether enrolled in school or not.
Transition Rate is the percentage of primary school graduates enrolled in grade-6 of Junior
Secondary Education level.
Under-five Mortality Rate is the probability (expressed as a rate per 1000 live births) of a child
born in specified year dying before reaching the age of five (5) if subject to current age-specific
mortality rate.
Universal Primary Education (UPE) means full enrolment of all children in the primary school
age-group, i.e. 100% net enrolment ratio.
Youth Unemployment Rate refers to the percentage of individuals aged 15 to 24 in the labor force
who are unemployed.
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
EXECUTIVE SUMMARY
The Country
Bangladesh is located in the north-eastern region of South Asia. The area of the country is 147,570
sq. km. The population of the country is 138.6 million, with 71 million males and 67.6 million
females. The density of the population is 939 per sq. km.
The dominant faith-groups are Muslims (89.7 percent). Other faith-groups are Hindus (9.2 percent),
Buddhist (0.7 percent), Christian (0.3 percent) and others (0.2 percent). The ethnic minorities
constitute 1.01 percent of the total population.
Bangla is the mother language of majority population. It is the official language of the state. The
second important language is English. Ethnic minorities speak about 47 languages. The medium of
instruction is in Bangla. English medium schools use English and Bangla, madrasahs use Bangla
and Arabic, and ethnic minority students follow multi language curriculum.
Bengalees are an ancient people, tracing history back to 1600 BC. In historical times, Bangladesh
was ruled some times by dynasties from northern South Asia, and some times by independent
rulers.
Bangladesh is a multi-party democratic polity. The form of government is unitary and
parliamentary. The Prime Minister is the chief executive of the government. Administratively, the
country is divided into six regions. Bangladesh has a three tier local government system.
Bangladesh is rated as a developing country (UNDP, HDR 2OO5). It has a growth rate of 6.5% in
terms of Gross Domestic Product. The per capita GDP in Bangladesh is US$ 456.
National Education System
Education system in the territory, now Bangladesh, was Guru-griha based, that is, pupils used to
accept tutorship of teachers, mostly Brahmins, stay with teachers and learned education and life
skills. During about 5th century BC, education was formalized into structured ladder system.
During the Medieval period (1200-1757), Bangladesh had a ladder system of education which was
widely practiced. Though Persian was the official language, Bangla language was used as medium
of instruction.
The British Raj (1757-1947) Europeanized education system with introduction of British system of
education and establishment of educational institutions to meet the requirement of public servants
of the colonial government as also common education with curriculum in English and Bangla. The
present education system in Bangladesh is a continuation of the British Raj education system, with
changes to suit the requirements of an independent sovereign country.
The stages of general education and duration of courses and official age-group of students are
provided below:
Stages of General Education and Official Age of Student
Stage of General Education
Early Childhood Education
Primary Education Grades 1-5
Junior Secondary Education Grades 6-8
Secondary Education Grades 9-10
Higher Secondary Education Grades 11-12
Bachelor’s Degree (General Education)
Master’s Degree (General Education)
Duration
1/ 2/ 3 years; no course duration
5 year course
3 year course
2 year course
2 year course
2/ 3/ 4 years
1/ 2 years
Official Age
3-5 years
6-10 years
11-13 years
14-15 years
16-17 years
18-19/ 20/ 21 years
19/ 20-21/ 22 years
Source: Education for All: National Plan of Action, GoB
In addition to above system of education, Bangladesh has introduced non-formal education
programs to cater to the same learning needs as the schools to those children who cannot or do not
get enrolled in primary schools, those who drop out from schools, the adolescents who relapse into
illiteracy or those young and adult people who have never benefited from any schooling.
Management of Education
The Ministry of Primary and Mass Education and organizations attached to it manages primary and
mass education that includes education related to ECCE, UPE, Literacy and partly Gender and
Quality Education goals of EFA.
The Ministry of Education and organizations attached to it manages secondary, tertiary, and
technical education, including faith-based education. EFA Goal-3 (Life Skills and Lifelong
Learning), Goal-5 (Gender), and Goal-6 (Quality) come within the sphere of MoE responsibility.
In addition, the Ministry of Women and Children Affairs is involved in education related to gender
and early childhood care and education. It has program for development of life skills for women.
The Ministry of Youth Development and Sports manages programs related to EFA Goals 3 & 5.
The Ministry of Health and Family Welfare manages some programs related EFA Goal-1, that is
ECCE. The Ministry of Chittagong Hill Tracts Affairs involved in managing some programs
related to almost all goals that aim at education of the ethnic minorities.
Financing Education
Education in Bangladesh is basically state financed. Government leans on donors support for
development of education. Between 15-20 percent of total public expenditure is spent on education.
Per capita public expenditure on students in government primary schools is Tk. 1728 or US$ 25.
The parents contribute between 59 and 71 percent of the education of their wards, and the single
most item of this cost occur on account of coaching by private tutors- 43 percent of GPS students.
EFA Goal Targets
NPA-II (2001-2015) contains targets for EFA Goal-1: ECCE (formal and non-formal), Goal-2:
UPE/ Basic Education, Goal-4: Literacy, and Goal-6: Quality Education (in part). Specific targets
for Goal-3: Life Skills and Lifelong Learning, Goal-5: Gender Parity and Equality, and Goal-6:
Quality Education have not been included. This suggests that the NPA-II has included activities and
targets of EFA goals that are managed by the MoPME.
Early Childhood Care and Education
The population of the age-group 3-5 years has been estimated to be 11.02 million in 2005. The
target for coverage by 2005 has been set at 1 million under formal ECCE and 1.04 million under
non-formal ECCE.
As compared to the target the Gross Enrolment Rate under formal ECCE has been found to be 1.1
million or 11.4% of the ECCE age-group 3-5 years. This means that target under formal system is
on track.
Achieving Universal Primary Education
The population of the formal primary education age-group 6-10 years has been found to be 17.32
million during 2001-2015. Out of this population, the Gross Intake Rate (GIR) during this period
has been found to be 108.4% with GPI of 1.05. The Net Intake Rate (NIR) has been 94.7% with
GPI of 1.03.
The Gross Enrolment Rate (GER) has been found to be 93.7% with GPI of 1.05. The Net
Enrolment Rate (NER) has been found to be 87.2% with GPI of 1.07.
The Repetition Rate has been found to be 11.2% with GPI of 0.95. The Survival Rate has been
found to be 52.9% with GPI of 1.16.
Life Skills and Lifelong Learning
Under the Rules of Business the Ministry of Education manages technical and vocational education
and training (TVET). But the Ministry of Overseas Employment, the Ministry of Youth
Development and Sports, the Ministry of Industries, and the Ministry of Women and Children
Affairs are some other Ministries involved in TVET of some kind.
The target population of this goal is students of 8+ years for non-government institutions and 12+
years for government institutions. The NPA-II has not set any quantitative target for coverage under
this goal. However, it aimed at establishing a knowledge-based and technologically-oriented
competent society.
During 2001-2005, TVET institutions (2728 public and 2548 private) enrolled 241336 students
(48267 public and 193069 private). The GPI has been 0.94.
Literacy
The literacy program under the NPA-II consists of (i) non-formal basic education for post-primary
11-14 years age-group, (ii) out-of-school adolescent and youth of 12-19 years age-group, (iii)
young adults of 15-24 years age-group, (iv) adults of 25-45 years age-group, and (v) post-literacy
and continuum education (1995) program’s 30% of target population of 11.6 million.
The number of literacy/ non-formal education related programs is 16 implemented by the Bureau of
Non-Formal Education under MoPME and some organizations of other Ministries.
During 2001-2005, the Adult Literacy Rate has reached 54.8% with 60.31% males and 48.9%
females. The Gender Parity Index is 0.81. The Youth Literacy Rate (15-24 years) has been found to
be 72.73% with 75.03% of males and 70.36% of females. The Literacy Rate among the ethnic
minority varies between 91-92%. The number of completers/ learners in literacy programs has been
estimated to be 4.5 million. Public expenditure on literacy is 3.7% of the Education Sector.
Gender Parity and Equality
Bangladesh has enjoyed success in achieving gender parity and gender gap is closing at an
impressive pace. For example, the total number of female students in all types of institutions of
primary education is 8134437 or 50.13% of all students.
Participation of female students at the national level has Gross Intake Rate of 111% as against
105.9% male students, with a Gender Parity Index 1.05. The Net Intake Rate is also impressive 96.1% of females as against 93.3% males, having GPI of 1.03.
The Gross Enrolment Rate of female students at the national level has been found to be an
impressive 96.2% as against enrolment of 91.2% of male students, with GPI of 1.05. Net Enrolment
Rate of female students is 91.6% as compared to net enrolment of 87.1% of male students, having
GPI of 1.05.
Survival Rate to Grade-5 of the primary education has been 53.9% with SR of females at 56.1%
and SR of males at 51.7%, having a GPI of 1.09.
Transition Rate to secondary education is also in favor of achieving gender parity. For example, TR
for female students is 86.6% as compared to TR for male students at 80%, having a GPI of 1.08.
Enrolment of female students in Technical and Vocational institutions is much lower than that of
male students. In Polytechnic Institutions enrolment of female students is 14.32% and that in
Vocational Training Institutions is 10.36%.
Quality Education
The NPA-II has envisaged that all primary level institutions, formal and non-formal, would offer
standardized and quality basic education to provide a strong foundation to the pupils so that they
can face challenges in higher education.
Core indicators regarding quality of education show the following:
•
•
•
•
•
•
•
•
Survival Rate from grade-5 to secondary level is 53.9% (boys 51.7% and girls 56.1%).
Required academic qualifications for female teachers is SSC and that for male teachers is
HSC; but a large number of teachers have higher academic qualifications.
Attain average 72% of teachers in GPS and RNGPS hold certificates in education.
The Pupil-Teacher Ratio is 54:1.
The Pupil-Class Ratio varies between 40 and 100 pupils per class.
Drinking water available in 90% GPS and 89% in RNGPS.
37% of GPS have separate toilets for girls.
40% of pupils have mastered nationally defined basic learning competencies.
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
AN INTRODUCTION TO BANGLADESH
- Professor Muhammad Sirajuddin
1.0 Introduction
This Mid-Decade Assessment of EFA Goals in Bangladesh during 2001-05 is part of the process to
continually monitor the progress and gaps in achieving the EFA Goals. It seeks to find out what had
been intended to be done during 2001-2005 under EFA 2001-2015, what have really been done,
under the six (6) EFA Goals during the period under assessment, what did go wrong, if any, and
what are needed to be done to ensure achievement of the goals, as planned?
The Assessment has followed the template as developed by Regional Technical Support Group
(RTSG), for preparation of the Bangladesh Country Report on the six (6) EFA Goals and include
all the policy/ system indicators, core indicators, and additional indicators.
The MDA has used the RTSG template for data collection/ compilation within the framework of
the theme. To the extent that the RTSG template has been designed to support collection/
compilation of qualitative data, the present consultants have supplemented qualitative data sets with
other relevant quantitative and qualitative data as well as qualitative information.
The MDA Report is in six sections, containing introduction to Bangladesh- the country, the people,
brief history of the country, evolution of education system, its structure and management, etc. The
Report also discusses in brief the EFA gains in terms of the six EFA Goals up to 2000. It
enumerates the targets set with reference to the six goals including the process of target-setting. The
Assessment then investigates into what have been achieved with regard to the targets set and the
process through which the stakeholders acted. The Assessment examines at length what has gone
wrong, and why. Finally, the Assessment contains a set of recommended actions for remodeling/
re-deigning the National Action Plan-II for achieving the six EFA Goal (2001-2015) targets.
2.0 Bangladesh: The Land and the People
Land
Bangladesh lies in the north-eastern part of South Asia between 20°34’ and 26°38’ north latitude,
and 88°01 and 92°41’ east longitude. The country is bounded on the west, north and north-east by
India and on the south-east by Myanmar. The Bay of Bengal is on the south. The area of the
country is 147,570 sq. km. It is a riverine country. Three great rivers- the Ganges, the Brahmaputra,
and the Meghna - and their 230 tributaries with a total length of 24140 km flow down to the sea
through Bangladesh, thus making the deltaic plane a fertile land mass. The total land, excluding
river and forest, is about 116,252 sq. km. The Sundarbans, a UNESCO Heritage Site, is a mangrove
forest lying on the south/ south-west Bangladesh, and is rich in flora and fauna. The Royal Bengal
Tiger and the Spotted Deer are the two big attractions of the Sundarbans. (Statistical Pocket Book,
BBS, 2005).
Rice is the dominant cereal crop and the main staple food. Rice is grown in three seasons- Aus
(monsoons), Amon (autumn) and Boro (winter). Other cereal crops are wheat, corn, and barley.
Jute, tea, sugar-cane, potato are major cash crops.
Location of Bangladesh
BAY OF BENGAL
People
The people of Bangladesh constitute a homogenous group and have common traits and life style
with people of northern areas of South Asia (Pakistan, and India).
The population of the country is estimated to be 138.6 million, with 71.0 million males and 67.6
million females. The Gender Parity Index is 0.95. The density of population is 939 per sq. km, the
highest after the city- state of Singapore. The urban population is 33.6% and the rural population is
66.41%. The annual growth rate of population has been 1.42% (BBS, Statistical Year Book, 2006).
Muslims constitute 89.70 percent of the population; the rest 10.30 percent are composed of Hindus
(9.20 %), Buddhists (0.70 %), Christians (0.30%) and others (0.20%). The ethnic minorities
constitute 1.41 million (1.01%) of the total population. The ethnic people belong to all religious
faiths plus animism. Disabled people are 605855 (0.47%) of which the blind constitutes 126044
(17.4%), the deaf and dumb 131960 (20.7%), the crippled 199477 (32.93%), and the mentally
retarded 148374 (24.5%).
Language
Bangla is the mother language of the dominant majority of the population, and is also the state
language. Bangla language evolved from Prakrit language which again was an off-shoot of Sanskrit
language. Bangla is also the dominant language of West Bengal and Tripura states of India. It is
one of the major languages used in Meghalaya and Assam states and Andaman Islands of India.
Bangla is a very rich language, and poet Rabindra Nath Tagore won Nobel Prize for literature in
1913 for his Bangla poetic work, Gitanjali.
It is pertinent to mention here that the UNESCO has paid tribute to the sacrifice of martyrs for
Bangla language movement of 1952, by way of proclaiming 21 February the Mother Language
Martyrs Day, as “International Mother Language Day” to be observed every year in all the UN
member states and at UNESCO Head Quarters.
Other languages/ dialects of Bangladesh are Chakma (population = 0.25 million), Marma (= 0.03
million), Saontal (= 0.04 million), Garo (= 0.01 million), Khasia (= 13412), Tripura (= 0.8 million),
etc. Chakma, Marma, Garo and Khasia dialects have scripts which have been revived in recent
times for use as medium of instructions for ethnic minority students at ECCE/ primary level
students.
English is used widely in Bangladesh; it can be stated to be a second national language. Urdu is
also spoken by a small minority; but widely understood.
History and Culture
Bangladesh is part of South Asia, historically, socially, and culturally. The land was originally
inhabited by a mix of ethnic people of Proto-Australoid/ Mongoloid/ Austric origin; but throughout
history immigrants came from all directions to this land of bounty. The dominant groups that
invaded Bangladesh by land routes are the Greeks, Romans, Turks, Arabs, Persians, Central Asians,
Chinese, Cambodians, Thais, Burmese, etc. By sea routes came the Arabs, Dutch, Portuguese,
French, and English.
In Ancient Times (1600 BC- 1200 AD), Bangladesh was sometimes part of a dominant central
government from the west (notably from Delhi/ Allahabad/ Patna of India), and sometimes formed
an independent country (eg. Pala: 750-1165/ Sena: 1095-1205 Empires). During the later part of
this period, a homogenous Bangla speaking Bangalee population emerged.
In Medieval Times (1200-1757), the Muslims emerged as dominant rulers of South Asia. During
this period, Bangladesh was ruled sometimes by the central government from Delhi by TurkoAfghan Sultans and Mughal Emperors, and sometimes by independent rulers of Bengal (=Vanga =
East Bengal = Bangladesh).
The British East India Company wrested control of the government of this region from a local
Nawab (ruler), and gradually conquered and took control of the whole of South Asia. The period
from 1757 upto 1947 is considered to have been the Modern Age in South Asia.
At the end of British Raj in 1947, Bangladesh, then East Bengal, formed eastern wing of Pakistan,
but could not stay long with Pakistan which virtually converted this territory into a colony. In 1971,
Bangladesh emerged, through a War of Liberation, as an independent country.
Political System
Bangladesh is a multi-party democratic polity. It has a unicameral Parliament of 330 members, of
whom 300 members are elected directly by the people on universal adult franchise basis, men and
women. The rest 30 members are women only and are chosen by the majority members of the
Parliament.
The form of Government is unitary and parliamentary. The Rashtrapati (President) is the Head of
the State. He is elected every five years by the Jatiya Sansad (Parliament). He acts on advice by the
Prime Minister who is the leader of majority members of Parliament. The PM is the chief executive
officer of the government.
Bangladesh has a distinctive arrangement of having a Care-Taker Government on completion of a
5-year term of an elected government. The CTG, constituted by a retired Chief Justice and 10
neutral prominent citizens, carries on day to day work of the government and conducts election for
formation of a next elected government to whom it hands over charges.
The Judiciary, headed by the Chief Justice of the Supreme Court, administers civil and criminal
justice. It is independent of the executive branch of the government.
Public Administrative System
The Executive Branch of the Government of Bangladesh is constituted by Ministries headed by a
Minister who is accountable to the Parliament through the Prime Minister. One Minister may hold
charge of more than one Ministry. The Minister is assisted by a (permanent) Secretary to the
Government. Under the Rules of Business, functions of each Ministry are described. As CEO, the
PM coordinates activities of the government through a Cabinet Secretary and the PM’s Secretariat.
The Secretary is a public servant, who is assisted down the ladder by Additional Secretary, Joint
Secretary, Deputy Secretary, and Assistant Secretary. The Assistant Secretary is the basic officer
who is recruited by competitive examination by the Public Service Commission, a constitutional
body. Other posts up the ladder are filled-in on promotion basis.
The public administrative system in Bangladesh is featured by the presence of the Central
Government down to the household level, meaning that normal administrative and development
activities are conducted and services provided by the Central Government through its own
functionaries and local government representatives.
At the Division level, the chief executive officer is the Commissioner. He is a public servant and
the agent of the Central Government for co-ordination of development activities, collection of
revenue and maintenance of good order. He collects land revenue for the central government
through Deputy Commissioners in their capacity as District Revenue Collectors.
The Deputy Commissioner, a public servant, is the virtual agent of the Central Government within
the territory of a District. For maintenance of law and order, he functions as District Magistrate
with limited judicial powers, even though the chief judicial officer for both civil and criminal
justice in a district is the District and Sessions Judge. In this respect, the police assists the District
Magistrate and the District and Sessions Judge. The Deputy Commissioner also co-ordinates all
inter-sectoral development activities within the district.
The District is geographically sub-divided into sub-districts, presently known as Upazilla for
administrative purposes. The head of the Upazilla is the Upazilla Nirbahi (Executive) Officer
(UNO), a public servant, who is the agent of the Central Government for the purpose of
maintenance of good order, collection of land revenue, and co-ordination of all inter-sectoral
development activities. The Officer-in-Charge of the Police Station within the upazilla assists the
UNO in matters of maintenance of good order.
It may be noted that at Division, District and Upazilla (sub-district) levels, the central government
has representatives of inter-sectoral development departments/agencies, including education,
responsible for implementation, linear supervision, and co-ordination of socio-economic
development projects under various sectoral programs.
There is no administrative unit below Upazilla/ Thana level, even though an Upazilla is demarcated
into local government units known as Union Parishad and are managed by elected representatives.
However, some Upazilla level offices of some government agencies (eg. Family Health Assistant)
have outfits down to the union/ village level.
Administrative Regions showing Divisions and Districts
Local Government
There is a three-tier local government system in Bangladesh. The bottom-tier consisting of a few
villages of 25000± population forms the Union Parishad. The President and the members are
elected by the people on the basis of universal adult franchise. One-third members of the Union
Parishad are females elected from seats reserved for women on female-quota basis; but females
may also get elected direct from the general quota, as a citizen- male or female- on universal adult
franchise basis. This means that females have a unique advantage to get elected as a general
member and as a member reserved for women- only.
The next higher-tier in the local government system is the Upazilla Parishad, which also is an
elected body. However, representatives of government departments/ agencies sit in the Upazilla
Parishad as non-voting, facilitating members. (It may be noted that, because of special
circumstances, the Upazilla Parishad presently stands suspended, and is administered by the chief
officer at the Upazilla level i.e. the Upazilla Nirbahi officer.)
The Zilla Parishad is the apex body of elected representatives at the district level with
representatives of the government departments and agencies. The head of the Zilla Parishad is the
Chairman. (However, it may be noted that the Zilla Parishad presently stands suspended, and is
administered by the chief officer at the Zilla level i.e. the Deputy Commissioner.)
The Economy
The economic structure of Bangladesh is such that Services Sector has emerged as the dominant
sector. During 2006-07, it contributed 49.12% to the Gross Domestic Product (GDP), followed by
industry (29.77%) and agriculture (21.17%). The annual growth rate of the economy during the
same period has been estimated to be 6.51% at constant price of 1995-96. The per capita GDP is
US$ 456 (at current market price of Bangladesh Taka 69 for a dollar). The per capita national
income is estimated to be US$ 482. Bangladesh is rated as a developing country.
Based on food energy intake (FEI) and using consumption based nutrition (CBN) method, it has
been found that incidence of poverty at the Upper Poverty Line has declined from 48.9 percent in
2000 to 40 percent in 2005; and the same at the Lower Poverty Line level has declined from 33.7
percent in 2000 to 25.5 percent in 2005 (Source: Bangladesh Economic Review, 2006/ BBS, 2006).
Health and Social Services
Bangladesh has achieved considerable progress in health and social services sectors. Through good
planning and efficient management, reproductive rate has been reduced substantially, which now
stands at 1.48%. Crude Birth Rate per thousand population has been 20.9 in 2003 and Crude Death
Rate per thousand population was 5.9 in the same year. Infant Mortality Rate per thousand live
birth has been estimated at 53. Total Fertility Rate has been estimated at 2.57 per fertile woman.
Contraceptive Prevalence Rate is 55.1%. Life expectancy at birth (1998) is 64.9 years. Women live
a little longer (65.4 years) than men (64.3 years).
As regards health services, 4109 persons share one hospital bed (including dispensary). One
registered physician is available 3866 patients. Usage of safe drinking water is wide spread (96.3%)
among both urban and rural population and that of sanitary latrine is 52.6%. (Source: Bangladesh
Economic Review, 2006)
An important micro nutrient, iodized salt is consumed by 84% of households in Bangladesh.
(Source: BBS, MICS, 2006)
3.0 National Education System in Bangladesh
History
As a cultural entity, Bangladesh is part of South Asian culture. During the Vedic Age (1600 BC500AD), access to education was limited strictly to the two highest castes in Vedic society- ruling
oligarchy of Brahmins and Kshatriyas- of philosophers and generals, who interchanged their
positions regularly. The Brahmin was theoretician of the Vedic society, cleric of religion, performer
of all religious rites, teacher (Guru) of all rulers and the supporting governing business elites. The
Kshatriya (fighter) was the ruler/ king and general. The Brahmin used to teach his pupils in the
premises of his homestead, called Ashram/ Guru-Griha or Tol. Education meant teaching skills,
which included language and literature, mathematics, astronomy, astrology, art of war, skills for
production, and everything that one needs to be an elite in the society and to have a decent living.
For the low castes, education was strictly prohibited; they were to serve the rulers. During this
ancient period, Sanskrit was the imperial court language.
At a tater stage, with Gautam Buddha’s liberal teachings (c. 570-300 BC) education was liberalized
by the Buddhist rulers, specially during the time of Asoka the Great, when under the guidance of
Buddhist monks education was made available for the common people. During this period (500300 BC), education was imparted through learning at the homestead and Buddhist Vihar or
residential centers of worship and learning. The great university of Nalanda was attached to one of
such Vihars of the period. Both Sanskrit and Pali were used as medium of instructions; but Pali was
the lingua franca.
During the Medieval Period (1200-1757), Persian, the language of the new Muslim rulers in India
(including Bangladesh) became official language, as also the medium of instructions. Education
was made available to all people who could afford it. Scores of thousands of schools (Jamia
Madrasah) were established by the Muslim rulers, and introduced a ladder system of education. The
Muslim rulers also encouraged vernacular education in various regions relevant to the mother
languages. As a matter of fact, Bangla as a language got a fillip from the patrons of the Hossian
Shahi Dynasty.
The Muslim rulers patronized Hindu and Buddhist education through priests. In child education
centers (Shishu Path Shala) learning was imparted in literacy, numeracy and religious education.
Education was free for everybody. Higher education curriculum included among such subjects as
religion, ethics, philosophy, jurisprudence, grammar, literature, sociology, etc. During Mughal rule,
schools were established almost in every place. The official language and the medium of
instructions was Persian, the court language.
Under the British Raj education was Europeanized. The British Indian government introduced the
system of education similar to that of England; but kept the Indian systems of education in vogue.
Thus, two systems of education were reconciled through establishment of Calcutta Madrasah
(1781), Banares Sanskrit College (1789) and Fort William College (1800). Later on, the British
took initiatives for running the government day today by a mixed system, British and Indian for
higher education through creation of Department of Education in five provinces, including Bangla
(1855) and establishment of Calcutta University, Bombay University and Madras University
(1857). These initiatives were followed by stages in the form of enactment of law (eg. Primary
Education Act, 1919/1930), establishment of schools, colleges and educational institutions. The
initiatives also included early primary education for children of 3-6 years age and adult education
through, such as, Bengal Rural Reconstruction Movement (1938). By 1937 the number of primary
schools was 192,244, secondary schools 13,056, colleges 271 and universities 15. The number of
students was 10.2 million in primary schools, 2.29 million in secondary schools and 86,273
respectively in primary schools, secondary schools and colleges1.
During Pakistan period (1947-71), the first initiative on education was taken in a National
Conference on Education held under the initiative of the UNESCO (1947), when a recommendation
was made to make primary education universal compulsory and free for children of age-group 6-11
years. In 1951, a decree was issued through government notification making primary education in 4
(four) grades for children of age-group 6-9 years, as it was before 1947. It was later on (1952)
revised to consist of 5 (five) grades.
The first adult literacy program was introduced in 1953 through Village Agricultural and Industrial
Development (V-AID). About this time mosque-based Literacy Program was introduced.
Post-Independence Period
The Constitution of the People’s Republic of Bangladesh (Articale-17) obligates the Government to
adopt effective measures for the purpose of:
(a) establishing a uniform, mass-oriented and universal system of education and extending free
and compulsory education to all children to such stage as may be determined by law;
(b) relating education to the needs of the society and producing properly trained and motivated
citizens to serve those needs; and
(c) removing illiteracy within such time as may be determined by law.
The GOB has taken a good number of measures, including taking over the management of private
primary schools in 1973 under the Primary Education (Taking Over) Act, 1974. Later on, the
program of Universal Primary Education (UPE) has been initiated and a separate Directorate of
Primary Education (DPE) has been created (1981) with its administrative structure down to the
Upazilla level. This action has been followed further through promulgation of Primary Education
(Compulsory) Act, 1990 and creation of Primary and Mass Education Division (PMED) in 1992,
which provided administrative support to policies and programs for universalization of primary
education (UPE) and removal of illiteracy.
The Government also created a Compulsory Primary Education Implementation Monitoring Unit
(CPEIMU) in November 1990, firstly, as an integral part of MOE and, later on, of PMED (now
MOPME), to help monitor the implementation of CPE and also to carry on the Child Education and
Literacy Survey biennially. CPE committees have been established at Ward, Union, Upazilla, and
District levels for social mobilization in favor of primary education at grass root levels.
For the implementation and management of non-formal education (NFE), a separate Directorate of
Non- Formal Education (DNFE) was established in 1995, which has now re-designated as the
Bureau of Non-Formal Education (BNFE).
1
Abdullah Al-Muti Sharfuddin in Education in this Country: Which Way, as quoted in Management of Literacy and
Continuum Education Programs, edited by: Rasheda K. Chowdhury and Prof. Shafi Ahmed, CAMPE, 2005.
Education Structure in Bangladesh
The education system in Bangladesh is characterized by co-existence of three (3) separate streams
of education, namely, (i) main stream, (ii) Madrasah or Islam biased stream, and (iii) English
medium stream. The main stream is the vernacular based secular education system carried over
from the British and Pakistani colonial past. Another stream is a separate religious system of
education which is a legacy, and at the same time successor to education of the Muslim period and
akin to Calcutta Alia Madrasah (1781). It emphasizes upon religious education in the context of
modernity. Based on use of English as the medium of instruction, the third stream is modeled after
the British General Certificate of Education. However diverse the three streams apparently may
look, these have certain common elements, follow the ladder system, and graduates of one stream
find scope for reintegration into other streams at different levels (Figure-1).
Figure-1: The Structure of Education in Bangladesh
Age
Grade
year
25
24
23
22
XX
XIX
XVII
XVII
PhD/ Post Doctoral
M. Phil
21
XVI
20
XV
19
XIV
18
XIII
17
16
XII
XI
15
14
X
IX
English
Madrasah
Medium
Education
Education
Main Stream Education
PhD
(Medical)
Masters
Degree
in
Medicine
PhD
(Engr.)
PhD
(Agri.)
MSc.
(Engr.)
MSc.
(Agri.)
PhD in
Technical
Education
Masters
Degree in
Technical
Education
PhD
M Phil
1-year
4-year
Masters
Degree:
Degree courses in
Degree
4-year
IBA/BSc
Technical
Education/
BSc
3- year
Degree
. Engr.
3-year Bachelor Degree Course in
Trade courses
Degree
course in
B D S Engr
Social Science, Law, Commerce,
course as
Medicine BSc. Agri.
in main
BSc. Text.
Pure Science, Technology, etc.
Diploma courses in
stream
BSc. Leat.
education, Agriculture,
S Higher Secondary Education
A’
Engineering, Glass &
E Higher Secondary Certificate Examination
Level
Ceramics, Textiles, Leather,
TRADE
C
Cambridge
etc.
Certificate
O
ARTISAN COURSE
O’
N Secondary Education
e.g. CERAMICS
Level
D Secondary School Certificate Examination
Cambridge
A
R
JUNIOR SECONDARY EDUCATION
Y
Standard
1-year Masters Degree course in
respective Bachelor courses
13
VIII
12
VII
11
VI
10
V
9
IV
8
III
PRIMARY EDUCATRION
7
II
6
I
5
-I
4
-II
PRE-PRIMARY EDUACATION : ECCE
3
-III
Source: Muhammad Sirajuddin, based on Bangladesh Education Statistics, 2006, BANBEIS.
PostKamil
Study
Kamil
Fazil
Alim
Dakhil
Ebtedayee
KG
Nursery
Home
tutoring
Main Stream Education System
The main stream education system (MSES) in Bangladesh is structured in a ladder of 6 (six) steps,
namely, (i) early childhood education for children of 3-5 years age-group, (ii) five-year compulsory
primary education for children of 6-10 years age-group, (iii) junior secondary education for
children of age-group 11 class, (iv) secondary school certificate level for children of age-group
16+, (v) higher secondary level for students of age-group 18+, and (vi) post-graduate education of
2-4 years. Institutions available for MSES primary education are government primary schools
(GPS), registered non-government primary schools (RNGPS), non-registered non-government
primary schools (NRNGPS) and civil society/ community/ NGOs schools.
Early Childhood Education
Early childhood education for children of 3-5 years age-group is imparted, besides family, in one or
two year pre-primary education institutions. This can happen in private nursery schools/
kindergartens/ “baby classes” or pre-primary sections attached to primary schools (government/
registered non-government/ non-registered non-government). The students of Qur’anic/ Maktab
classes are also in this bracket.
Primary Education
Five-year compulsory primary education for the 6-10 year age-group is imparted mainly in
government and non-government primary schools, registered and non-registered. In urban areas,
particularly metropolitan cities, children from middle and lower strata of the income groups
normally study in government and non-government primary schools, and children from higher
middle and high income groups generally study in highly graded private/ missionary schools.
Children of very rich and solvent families normally study in English medium schools but it may so
happen that children for this upper stream may also study in highly graded private/ missionary
schools. Unfortunately class distinction starts at this level.
There exists a good number of NGO run non-formal schools catering mainly for the drop- outs of
the government and non-government primary schools. Some NGOs also impart education for the
full 5-year primary education cycle for children from poor families. In case of drop-outs or lateralentry students in NGO run schools, students can re-enter, through competency tests, government/
non-government primary schools at higher classes on completion of their primary education in 2-3
years’ time. NGO run schools differ from other non-government private schools, to the extent that
private schools operate like private enterprises often guided by commercial interests, while NGO
schools operate mainly in areas not served either by the non-formal, government or private schools.
The basic objectives of the NGO run schools are essentially to meet the educational needs of
vulnerable groups in the society. They usually follow an informal approach to suit the special needs
of children from the vulnerable groups.
Junior Secondary Education
On completion of primary education, students (11+) enroll for junior secondary education that
spans over 3 years from grades 6-8. At the end of this phase, students generally continue in the
main stream in government and non-government secondary schools for a 2 year secondary
education in their respective areas of specialization i.e. humanities, science, commerce, etc. At the
end of their secondary education, the students sit for their first public examination (S.S.C.) under
the supervision of six education boards in six regions.
Some students, however, branch out to join the vocational stream, offered at Vocational Training
Institutes (VTI) and Technical Training Centers (TIC) run by the Ministry of Education, and the
Ministry of Labour and Employment respectively. There are also institutions for technical
education and other life skills in the private sector. Students studying in private sector technical/
vocational institutions can improve their educational qualification by enrolling themselves in higher
level institutions.
The students of religious education and English medium streams also sit for their respective public
examinations. Dakhil, and 0 level, conducted by the Madrasah Education Board, and General
Certificate of Secondary Education of UK respectively, facilitated by the British Council in case of
the latter.
Secondary/ Higher Secondary Education
After 10 years of schooling at primary and secondary levels, students (16+) who succeed in passing
the Secondary School Certificate (S.S.C.) examination have the option of joining a college for a 2
year higher secondary education in their respective areas of specialization. After 2-years higher
secondary education, a student has to sit for another public examination called Higher Secondary
Certificate (HSC) Examination conducted by the Education Boards to qualify for further education.
Some students prefer to enroll in technical/ poly technical institutes or private sector run technical
education/ technical training centers in various life skills. Such student can appear in HSC
examination as private student.
Students of Religious and English Medium streams also sit for their respective public examinations,
Alim, and A’ level, conducted by the Madrasah Education Board and GCSE of UK through British
Council respectively to qualify for further education.
Tertiary Education
Under-graduate education of various duration (2 to 4 years) are offered to 18+ students in a number
of public and private universities/ degree colleges/ technical colleges/ specialized institutions.
Successful completion of a degree course is a pre-requisite for appointment to a white-collar job.
Post-graduate education, normally of 1-2 year duration, is provided at universities and selected
degree colleges and institutions, both public and private throughout Bangladesh. However, higher
education beyond master’s level is pursued only in universities, both public and private.
Summary
Counting normal academic sessions, 16 years of regular study is supposed to be required from entry
into the primary school to completion of Master degree for general education or Bachelor degree
for professional education, except for medicine which requires one more year. Without repetition in
any class or loss of any academic year due to any reason, a student male or female, taking
admission to grade 1 of a primary school at the age of 6 should get his/her MA/ M.Sc. degree at
21/22 years of age. For the drop-out provisions exists for lateral entry into different grades on
competency test basis. This provision has encouraged NGOs to run schools for students of different
age-groups.
There is provision for students of English medium and Madrasah streams to get into main stream
education grades/ courses on the basis of competency test.
The stages of general education and duration of courses and official age-group of students are
provided in Table-1 below:
Table-1: Stages of General Education and Official Age of Student
Stage of General Education
Duration
Official Age
1/ 2/ 3 years; no course duration
3-5 years
Primary Education Grades 1-5
5 year course
6-10 years
Junior Secondary Education Grades 6-8
3 year course
11-13 years
Secondary Education Grades 9-10
2 year course
14-15 years
Higher Secondary Education Grades 11-12
2 year course
16-17 years
Bachelor’s Degree (General Education)
2/ 3/ 4 years
18-19/ 20/ 21 years
1/ 2 years
19/ 20-21/ 22 years
Early Childhood Education
Master’s Degree (General Education)
Source: Education for All: National Plan of Action, GoB
Non-Formal Education
Education implies learning, irrespective of where and how the learning takes place. Education is
also a life long process, assuming different forms, of which formal schooling is only one form. As
distinct from hierarchically structured and chronologically graded formal education system, an
accepted definition of Non- Formal Education is:
“That form of education which consists of mostly assortment of organized and semi-organized
educational activities operating outside the regular structure and routines of formal system, aimed
at serving a great variety of learning needs of different sub-groups of population, both young and
old”. [Education for All: National Plan of Action, GOB, 1995]
It is recognized that some non-formal education programs cater to the same learning needs as the
schools and could provide for alternative channels of education which cannot be covered by formal
schooling. While the non-formal approaches have room for flexibility and innovation, their efficacy
and wide acceptance is dependent on maintaining quality and standards. Those children who cannot
or do not get enrolled in primary schools, those who drop out from schools, the adolescents who
relapse into illiteracy or those young and adult people who have never benefited from any
schooling, would perpetually remain in darkness unless some non-formal opportunities are opened
up for their education. Directorate of Non-Formal Education (DNFE), (now BNFE) took initiatives
to design programs to cater to the needs of these segments of the population (e.g. Integrated NonFormal Education Program) and engages NGOs on contract to impart basic education. Side by side,
a good number of NGOs have taken up programs for basic education with donor grants (Source:
DNFE records, 1998, and CAMPE Records, 1995).
Management of Education
Management of formal education in Bangladesh vests primarily with the two Ministries- the
Ministry of Primary and Mass Education (MoPME) and the Ministry of Education (MoE). The
MoPME is responsible for pre-primary and primary education, whereas the MoE is responsible for
other sub-sectors/ activities. Besides, there are other Ministries in the government that are involved
with education sector. For example, the Ministry of Health and Family Welfare, the Ministry of
Women and Children Affairs, the Ministry of Youth, the Ministry of Local Government, Rural
Development and Cooperatives, the Ministry of Chittagong Hill Tracts, the Ministry of Religious
Affairs, etc. are running educational institutions, mostly technical, and implementing investment/
development programs/ projects related to such EFA Goals as ECCE, UPE, Life Skills and Life
Long Learning, Literacy, and Gender.
Early Childhood Care and Education
Early Childhood Care is managed at home for the age-group 0-3 years by the family, and some
times with assistance of government officials at the out-reach level. Early Childhood Education is
managed in the public sector in baby classes/ pre-primary baby sections of primary schools
managed by School Management Committees under supervision of local public servants. The
Education Policy 2000 has recognized the need for Early Childhood Education, and accordingly,
the NPA-II has targeted for gradual introduction of school based formal ECCE program under the
management of government primary schools.
Considering the importance of ECCE, the NGOs have also undertaken programs managed by the
sponsoring NGO and its outfit down to the out-reach level. However, Parenting Education and
Multi-lingual Education are at present available only with NGOs.
Universal Primary Education
The constitution of Bangladesh has made management of Universal Primary Education a state
responsibility. As a consequence, the Ministry of Primary and Mass Education (MOPME) is the
apex body for management of primary (and non-formal education) in Bangladesh. The MoPME is
involved in formulation of policies, while the Directorate of Primary of Education (DPE) is
responsible for implementation of development programs/ projects (e.g. Primary Education,
Development Project-II). The DPE has outfits at division, district and upazilla level with Deputy
Director (DD) at the division level, District Primary Education Officer at the district level and
Assistant Upazilla Education Officer at the upazilla level. The DPE and its officers are responsible
for management and supervision of primary education. The responsibilities includes management
of personnel, including teachers, in-service training of officers and teachers, distribution of free text
books and other reading materials, management of stipend, distribution of schools uniform and
school tiffin, etc.
The responsibility of school construction, repair and supply of school furniture lies with the
Facilities Department under the Ministry of Education and the Local Government Engineering
Department (LGED) under the Ministry of Local Government, Rural Development and
Cooperatives (LGRDC).
The National Curriculum and Text Book Board (NCTB) under the MoE is responsible for
development of curriculum and production of text books.
CPEIMU, another MOPME agency, in addition to other functions, administers salary subvention to
registered Non-Government Primary Schools RNGPS and honorarium to teachers of Community
Schools.
Non-Formal Education
Non-Formal Education in the public sector, specifically administration of NFE, is the responsibility
of the Bureau of Non-Formal Education (BNFE) which is a successor organization of the
Directorate of Non-Formal Education (DNFE). The change of status indicates that a full
government organization has become semi-autonomous and can work more independently. The
BNFE has outfit in each district which supervises program activities awarded on contract to NGOs.
The BNFE draws its funds from and is accountable to the MoPME for its performance.
Secondary and Higher Education
The MoE is responsible for formulation of policies in respect of secondary, higher secondary,
madrasah education, technical education and tertiary levels of education. At the secondary level,
the Directorate of Secondary and Higher Education (DSHE) is responsible for implementation of
policies, programs and projects of secondary and higher education sub-sector. The Directorate of
Technical Education (DTE) is responsible for planning, development and implementation of
technical and vocational education in the country. The Secondary and Higher Secondary Education
Boards, the Madrasah Education Board and the Technical Education Boards conduct the SSC,
HSC, madrasah education and technical education examinations respectively.
The NCTB develops curriculum and publishes standard text books.
Tertiary Education
The National University grants affiliation to tertiary level colleges and other educational
institutions, except public and private universities. It also develops curriculum, conducts
examinations at Bachelor and Masters Levels and awards degrees/ diplomas.
Universities of Bangladesh are autonomous bodies administered by respective statutory bodies
(Syndicate, Senate, Academic Council, etc.) in accordance with provisions of legal instruments in
respect of each university.
The University Grants Commission allocates government grants and supervises performances of
the universities.
Financing Education in Bangladesh
Education in Bangladesh is basically state financed. Government allocations to the education sector
are made from the Revenue (recurring) and Development (one time/ investment) Budgets. The
sources of fund are government’s own and external aid from development partners. External
assistance can be in the form of loan and grant in Taka (Bangladesh currency), cash foreign
exchange, Project Aid, etc.
During the Financial Year 2005-06, education sector’s expenditure from Development Budget was
14.18% of all sectors. (Bangladesh Economic Review, 2006)
The cost of expenditure on account of government primary schools (100%) and registered nongovernment primary school teachers (90%) are borne by the government. Besides, non-registered
non-government primary schools receive grants from the government.
The government also provides grants for construction and maintenance of non-government school
buildings, subvention towards salary, house rents and medical allowances of teachers, training of
teachers, stipend to students, special stipend to poor female students, costs towards uniform of poor
students, educational materials, etc. The government has special funds to meet special needs of
disadvantaged students through such programs as Food for Education/ Cash for Education.
Analysis of public expenditure on primary education suggests that teacher salaries in government
primary schools and grants for salary subvention for non-government primary schools taken
together account for about 96.7% of total current (revenue) spending on primary education as
against 3.3% on account of operation and maintenance.
In case of development expenditure, which is more or less one time investment cost, most of
spending is on construction of new physical facilities and renovation/ improvement of old physical
facilities.
Revenue and development expenditure from public exchequer during the period 2000-2006, as
shown below, indicates that the education sector received between 12.31% and 15.76% of
allocation of all sectors, with 14.18% during 2005-06.
Table-2: Public Expenditure of GoB on all Sectors including Education
Year
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
Revenue and Development Budget
All Sector
Education
% of all sector
371330.0
58517.0
15.76
372891.8
58766.5
15.76
419710.0
65037.8
15.50
511014.8
67579.2
13.22
579109.4
71301.2
12.31
669116.8
94876.8
14.18
Source: BANBEIS: Bangladesh Educational Statistics, December, 2006
Besides revenue and development expenditure by the government, a good number NGOs, private
sectors individuals and organizations, and parents of students spend large sum of money on
education.
The development partners finance education through loans and grants to the Bangladesh
Government and also to NGOs and researchers. Statement of expenditure by NGOs is not available;
but it is considerable. For example, a UNESCO publication2 indicated program support to the
government and NGOs on Education to the extent US$ 1519.8 million, of which BRAC received
US$ 128.5 million and Norwegian Knower 15 million, UCEP received US$ 9.8 million, Nayantara
received US$ 6.3 million, Save the Children, USA received US$ 12 million, Center for Mass
Education received US$ 3.8 million, CAMPE received US$ 3.3 million and USC-Canada received
US$ 4 million.
A recent study3 suggests that public spending on primary and secondary education remains low in
comparison with spending on education in other countries. For example, per capita public
expenditure on students in government primary schools has been Tk. 1728 (or US$ 25 @ Tk. 69
per dollar) in GPS and US$ 664 (or US$ 9.6) in RNGPS.
2
3
UNESCO National Education Support Strategy (UNESS), Bangladesh, UNESCO, Dhaka, 2006.
Financing Primary and Secondary Education in Bangladesh, CAMPE, Bangladesh, 2006.
The study has found that meagerness of resources has partially been mitigated by household
spending on education. For example, 59 percent of spending per child in GPS and 71 percent of
spending per child in RNGPS come from household sources. The single most item of cost on
parents occur on account of coaching by private tutors- 43 percent of GPS students and 85 percent
of government assisted secondary schools go for private tutors.
PRSP and EFA Challenges for the Coming Decade
Bangladesh formulated an overarching national development strategy in 2005 under the title
Unlocking the Potential with the twin goals of accelerated poverty reduction and attainment of
MDGs. Popularly referred to as the PRSP or poverty reduction strategy paper, it weaves together
various sectoral strategies into a coordinated whole so as to maximize overall social gains including
accelerated poverty reduction and achievement of MDGs. Commensurate with the Dakar
Framework for Action, PRSP has sought to contextualize EFA goals for Bangladesh in the coming
decade. It is clear that access to education has been the main pre-occupation of the past decade and
a half and this has borne fruit as exemplified by enrolment and gender parity statistics as well as the
entry of Bangladesh in UNDP’s medium human development league of countries. The success has
not only been on the supply side. The demand side too has been as responsive; even the poorest
families have come to value education and give high priority to the basic education of their
children, boys and girls alike. It is not the case that the access goal has been won on all fronts.
Specific segments of the population, particularly within the poor, ethnic groups and in remote
locations, and among the disabled, still have to struggle for access. Increasingly, however, research
on outcome indicators is driving home the point that access achievements are not necessarily
translating into commensurate quality achievements. A paradigm shift towards a pre-occupation
with quality while retaining the focus on equity has thus become an urgent necessity. In a way, such
a realization has already been spreading but the sense of strategic urgency remains to be
galvanized. The PRSP also underscores the point that the development of the quality agenda at
primary, secondary and vocational levels is not driven by top-down expert approaches alone, but
take its cue equally from an analytically sound reading of the ground realities of school, community
and administrative environments in which they are situated.
Targets towards Achievement of EFA Goals under NPA-II (2001-2015)
Recognizing the strategic challenges in meaningful realization of EFA goals, Government of
Bangladesh has adopted a program approach towards development of pre-primary and primary
education and initiated the Second Primary Education Development Program (PEDP-II), 20032009 as a successor program to PEDP-I (1998-2003). The PEDP-II is fully geared to attaining and
improving the quality in all facets of primary education. The Government has also developed
through an extensive participatory process an NFE Policy Framework to guide and ensure quality
in all NFE activities.
For the purpose of bringing all components within a common framework, the Government has
initiated an extensive participatory and professional process to review the achievements of the first
National Plan of Action-I (1992-2000) framed as a follow up of Jomtien. After the Dakar
Framework for Action, the government reviewed the achievements of NPA-I with regard to the
EFA Goals and formulated the current NPA-II (2001-2015).
With regard to the EFA Goals the current NPA-II contains targets for the period 2001-2015 in
accordance with EFA indicators for (i) formal and non-formal Early Childhood Care and
Education, (ii) formal Primary Education, (iii) Non-Formal Education and (iv) Quality (Primary
education). Other EFA Goals, namely, Life Skills and Lifelong Learning (Goal-3), Gender Parity
and Equality (Goal-5), and Quality Education (Goal-6 in part) have not been included in the
NPA-II.
Table-3: Summary of Targets of EFA NPA-II, 2001-2015
(In Percent)
Benchmark
2000
Indicators
ECCE (both formal & non-formal)
Formal ECCE (Primary School Attached)
Non-Formal ECCE (Family and
Community-based)
Primary Education
Gross Enrolment Rate (Total)
Gross Enrolment Rate (Boys)
Gross Enrolment Rate (Girls)
Net Enrolment Rate (Total)
Net Enrolment Rate (Boys)
Net Enrolment Rate (Girls)
Dropout Rate
Completion Rate
Quality Achievement in Pry. Education
Non-Formal Education
NFBE – Access/ Coverage
Adult Literacy Rate (15-24 years)
Adult Literacy Rate (15-45 years)
Targets for the Selected Years
2005
2010
2015
22
(# 1.0 m)
(# 1.0 m)
(# 1.0 m)
-
15
20
15
96.5
96.0
97.0
80
82
85
33
67
05
103
102
104
83
87
89
25
75
30
108
107
107
92
91
93
14
86
65
110
110
110
95
95
95
05
95
90
11
66
56
19
73
70
48
82
78
33
95
90
Source: NPA-II
Early Childhood Care and Education: ECCE
Targets of 2001-2015
The population of the children of age-group 3-5 years has been estimated to be 10.38 million in
2001, the bench-mark year. It is estimated to grow up to 11.02 million by 2005, and to 10.76
million by 2010, and to 11.69 million by 2015.
Out of this population, the targets for coverage between 2001-2015 have been set under both formal
and non-formal education to the extent as below:
The NPA-II set target to cover 1 million children under formal Primary Education by 2005, another
1 million by 2010 and another 1.31 million by 2015. This means a total coverage of 3.31 million
during 2001-2015 under formal education system.
Under the non-formal education system, the coverage of ECCE population has been staggered at
the following rate:
2001
2005
2010
2015
2001-2015
40% of the base year population of 10.38 million or 4.15 million
25% of 40% of 2001 or 1.04 million
45% of 40% of 2001 or 1.87 million
30% of 40% of 2001 or 1.25 million
80% of 2001 population or 3.32 million
Thus, the total number of students to be covered under ECCE by 2015 is 6.64 million with a break
up of 3.32 million under formal Primary Education, and 3.32 million under non-formal education.
Achievements (2001-2005)
The projected coverage under ECCE, both formal and non-formal, for the period 2001-2005 has
been set at 2.02 million (formal 1 million and non-formal 1.02 million).
As compared to the target the Gross Enrolment Rate has been found to be 1.1 million or 11.4% of
the ECCE age-group (3-5 years) population in GPS, RNGPS, KG and madrasahs (formal system),
and the private center enrolment as percentage of total enrolment in ECCE programs has been
18.09%.
The Gender Parity Index (GPI) for GER has been 1.03.
This means that the ECCE targets can be achieved, provided, it is planned, programd and
implemented as a thrust sector with proper inter-sectoral coordination and management, including
continuous monitoring of stakeholder activities.
Achieving Universal Primary Education (UPE)
In order to ensure that by 2015 all children, particularly girls, children in difficult circumstances
and those belonging to ethnic minorities have access to and compute free primary education of
good quality, the government of Bangladesh have set targets indicator-wise with GER at 10.3
percent, NER 83 percent, dropout rate at 25 percent, completion rate 75 percent and Quality
Achievement at 30 percent.
The Assessment for the period 2001-2005 shows that the population of the age-group 6-10 years
has 17.32 million. Out of this population the Gross Intake Rate (GIR) in primary education has
been 108.4% with a break-up of 105.9% for males and 111.0% for females.
The Net Intake Rate (NIR) has been 94.7% (males 93.3% and females 96.1% with GPI of 1.03).
The Gross Enrolment Rate has been 93.7% (males 91.2% and females 96.2% with GPI of 1.05).
The NER has been 87.2% (males 84.6% and females 90.1% with GPI of 1.07).
The Repetition Rate has been 11.2% (males 11.5% and females 10.9% with GPI of 0.95). The
Survival Rate has been 52.9% (males 49% and females 56.9% with GPI of 1.16).
The co-efficient of efficiency vary, institution to institution, region to region, between 75.2% in
Dhaka (males 72.7% and females 77.5%) and 37.1% (males 37.7% and females 36.4%). The
wastage (years input per graduate) is considerable, between 13.5 years (males 13.3 and females
13.7 years) and 6.6 years (males 6.9 and females 6.4 years).
Life Skills and Lifelong Learning
The target population for life skills and lifelong learning programs are the students of the age-group
8+ years for non-government institutions and 12+ years for government institutions.
The Millennium Development Goals aims to increase the participation of students in Technical and
Vocational Education and Training institutions from the present level of 3% to a higher level of
20% by 2020. The NPA-II has not set any quantitative target but aims to establish a knowledgebased and technologically-oriented competent society, to continue access, improve retention,
quality and opportunities to pre-school children, young persons and adults.
Vocational education in Bangladesh comprises SSS (vocational), National Skill Standard-III (SSIII), SS-II, HSC (vocational), and Basic Trades. However, private sector institutes, workshops, and
skill centers also offer courses of various skill levels.
During 2001-2005, TVET institutions (2728 public and 2548 private) enrolled 241336 students
(48267 public and 193069 private). The GPI has been 0.94. During this period 1795 teachers have
been trained in 13 public Technical Training Centers.
From primary to lower secondary educational level, the designated curriculum time in the
education system is 360 hours for all formal education courses. From higher secondary to
technician/craftsman, the designated time is 141 hours (for 160 to 170 credits) with additional 900
hours of practical classes (150 minutes each) for technical courses.
Literacy
The Government of Bangladesh has taken a rights-based approach to literacy in the context of
human rights, emphasizing that all illiterate adults, as human beings, should have and inherent right
to literacy and continuing education. The GoB has taken it upon itself to ensure that all rightsholders, particularly the unreached illiterate and disadvantaged adults are identified and provided
access to quality adult learning, which gives them learning and earning skills to enhance their social
and income capability to improve the quality of their lives.
The new literacy program under the NPA-II consists of (i) non-formal basic education for postprimary 11-14 age-group, (ii) out-of-school adolescent and youth: 12-19 years, (iii) young adults:
15-24 years, (iv) adults: 25-45 years, and (v) PLCE: 30% of 11.6 million of DNFE clients of 1995,
that is 3.48 million.
The literacy program also includes disadvantaged groups, like primary school drop-outs, neverenrolled adolescent and young adult, children living in remote locations, disabled, ethnic
minorities, population suffering from social exclusion, and general illiterate adults.
The number of literacy/ non-formal education related programs is 16 implemented by Bureau of
Non-Formal Education under the MoPME and some organizations of other Ministries.
During 2001-2005, the Adult Literacy Rate has reached 54.8% with 60.31% males and 48.9%
females. The Gender Parity Index is 0.81.
The Youth Literacy Rate (15-24 years) has been found to be 72.73% with 75.03% of males and
70.36% of females.
The Literacy Rate among the ethnic minority varies between 91-92%.
The number of completers/ learners in literacy programs has been estimated to be 4.5 million.
Public expenditure on literacy is 3.7% of the Education Sector.
Gender
Bangladesh has enjoyed success in achieving gender parity and significantly increasing enrolment
of women in primary and secondary schools and gender gap is closing at an impressive pace. For
example, the total number of female students in all types of institutions of primary education is
8134437 or 50.13% of all students.
From the Baseline Survey of PEDP-II (2005) and BANBEIS Educational Statistics (2006) show
that indicators of access and participation of female students at the national level have Gross Intake
Rate of 111% as against 105.9% male students, with a Gender Parity Index 1.05. The Net Intake
Rate is also impressive - 96.1% of females as against 93.3% males, having GPI of 1.03.
The Gross Enrolment Rate of female students at the national level has been found to be an
impressive 96.2% as against enrolment of 91.2% of male students, with GPI of 1.05. Net Enrolment
Rate of female students is 91.6% as compared to net enrolment of 87.1% of male students, having
GPI of 1.05.
Survival Rate to Grade-5 of the primary education is of particular interest because the completion
of at least four years of schooling is commonly consider a pre-requisite for a sustainable level of
literacy. It has been found that overall Survival Rate to Grade-5 has been 53.9% with SR of females
at 56.1% and SR of males at 51.7%, having a GPI of 1.09.
Transition Rate to secondary education is also in favor of achieving gender parity. For example, TR
for female students is 86.6% as compared to TR for male students at 80%, having a GPI of 1.08.
Enrolment of female students in Technical and Vocational institutions is much lower than that of
male students. In Polytechnic Institutions enrolment of female students is 14.32% and that in
Vocational Training Institutions is 10.36%.
Appointment of female teachers in primary, secondary, and vocational and technical institutions is
not contributive to gender parity. For example, in primary education, secondary education, and
vocational and technical education, female teachers are 38/ 36.25%, 20.28%, 9.47% and 10.94%
respectively.
Quality Education
Quality is at the heart of education, and what takes place in classrooms another learning
environments is fundamentally important to the future well being of children, young people and
adults. A quality education is one that satisfies basic learning needs, and enriches the lives of
learners and their overall experience of living.
In the NPA-II, it has been envisaged that all primary level institutions, formal and non-formal,
would offer standardized and quality basic education to provide a strong foundation to the pupils so
that they can face challenges in higher education. This means that drop-outs rates and number of
repeaters are significantly reduced, number of completers in primary education enhanced, for which
facilities leading to quality education are made available.
For the purpose of quality education, the NPA-II has envisaged (i) to review and improve the
curriculum, (ii) establish and equip school libraries with computer and supplementary reading
materials, (iii) review the terminal, subjects, and grade competencies, (iv) provide text books and
reading materials free of cost, (v) promote a career path teachers, etc.
General Observations
In Bangladesh policies, programs and activities on some EFA Goals run, in accordance with Rules
of Business and allocations of business thereunder, across a number of Ministries and organizations
in the government. For example, the Ministry of Primary and Mass Education, Ministry of
Education, Ministry of Women and Children’s Affairs, Ministry of Health and Family Welfare,
Ministry of Chittagong Hill Tracts, Ministry of Industry, Ministry of Local Government Rural
Development and Cooperatives, etc. implement programs aimed at early childhood care and
education.
Secondly, Goal-3: Life Skills and Lifelong Learning, is mainly the responsibility of the Ministry of
Education. Other Ministries like MoPME, MoLGRDC, MoYDS, MoI and organizations under their
administrative control are involved in designing programs and activities for development in this
goal. Life Skills and Lifelong Learning is equal to employment, wage or self and hence is crucial to
country’ politics and economy.
As a matter of fact, some of the organizations in the government, like the Bangladesh Small and
Cottage Industries Corporation (BSCIC) and Palli Karma Sahayak Foundation (PKSP) have been
established with primary objective of employment generation, and acquisition of learning and skill
are pre-requisites for employment.
Thirdly, programs related to gender issues are all pervasive. Every Ministry, every organization in
the government has something to do with gender. Strictly speaking, EFA Goal-5: Gender issues are
primary concerns of the Ministry of Women and Children’s Affairs. MoWCA articulates interests
of women and children and advocates issues, policies and programs in their favor. Programs related
to education of women and children are primarily planned and implemented by the Ministry of
primary and Mass Education and the Ministry of Education. Other Ministries, for example, the
Ministry of Youth Development and Sports, the Ministry of LGRDC, Ministry of Health and
Family Welfare, etc. play important roles.
Fourthly, NGOs and Civil society organizations plan programs/ projects and implement activities
related to EFA Goals, specially ECCE, Primary/ Basic Education, Non-Formal Education, Life
Skills and Lifelong Learning, Gender, and Literacy. Following the Dakar commitment the GoB is
under obligations to plan and implement EFA Goal activities with NGOs and Civil societies as
partners in development. The GoB invests own funds in EFA Goal activities and also receives
financial support from development partners. The functionaries in the government are used to
command and demand compliance from stakeholders within and outside the government. This
command and compliance culture is resisted by the NGOs who receive funds from also donors,
including international NGOs. They resist the command culture and prefer to go of their own,
unless they receive funds from government agencies, for example, the Bureau of Non-Formal
Education.
Then, the NGOs are accountable to the donors and they feel obliged to report to the donors only.
Any request by the government agencies (or even independent researchers) for information the
NGOs feel threatened. They are secretive about expenditure they incur on their organizational and
development activities.
It is, therefore, necessary to have some legal instrument under which all agencies, government and
non-government, are required to provide information to a central coordinating agency on EFA Goal
activity, like the Technical Assistance Group (TAG)/ National EFA Coordinator.
At present, a good number of programs/ projects of the government and non-government agencies
is being implemented towards achievement of EFA Goals. At the designing stage of this programs/
projects no consultation takes place. Every agency goes by its own way. The Bangladesh Planning
Commission is associated at approval stage of the projects; but the Planning Commission itself is
segmented into sectors.
The project document is required to incorporate into the project profile a Logical Framework, in
which among other information, Objectively Verifiable Indicators are provided. This requirement
facilitates internal monitoring and evaluation of concerned program/ project by the sponsoring
agency and external monitoring and evaluation by the Implementation Monitoring and Evaluation
Division (IMED) under the Ministry of Planning. If the policy/ system indicators, core indicators
and additional indicators are incorporated into the Logical Framework of EFA Goal related
programs/ projects at the designing stage, it would facilitate monitoring and assessment of progress
made under the respective goals.
The National Plan of Action-II (2001-2015) of MoPME does not at present include review of past
experience of Bangladesh with regard to all EFA Goals; the document deals with only those
programs/ projects that are within the domain of MoPME as per the Rules of Business. If the NPAII is revised to include visions, strategies, programs/ projects, targets and monitoring mechanism
with regard to all EFA Goals comprising activities of all organizations of the government and
NGOs, it would facilitate overall and correct assessment of progress of all EFA Goals at a given
point of time.
The MoPME has an MIS unit to monitor the progress program/ project activity of sub-system under
its ward. The Directorate of Primary Education has built-in arrangement for collection of
information with a Director and EMIS Cell. If the present information system in the MoPME and
its sub-systems are re-organized to collect data in accordance with policy/ system, core and
additional indicators required for EFA Goals assessment, it would help remove anomalies/
inadequacies in respect of data status and create a new coherent data regime. If this can be done,
and why not, the MoPME would save a lot of management time and energy, improve quality of
data, and possibly money.
Arrangements as discussed above can be implemented if it becomes binding on all implementing
agencies, government and non-government, to comply with the requirements of designing project
activities with goal-wise indicators and also reporting to the coordination point in the MoPME, that
is, the National Coordinator. In this respect, the donors also may make it a conditionality with all
aid arrangement for designing project and reporting achievements to the National Coordinator.
The Technical Assistance Group in the MoPME may be constituted with representatives of all
implementing agencies of EFA Goal activities. The National Coordinator may have a full time
national consultant with auxiliaries and logistics at donors expense but accountable to the National
Coordinator.
***** 0 *****
EDUCATION FOR ALL EFA MID‐DECADE ASSESSMENT, 2007 Goal 1
EARLY CHILDHOOD CARE AND EDUCATION IN BANGLADESH Consultant: Professor Muhammad Sirajuddin
UNESCO, Dhaka Office
November, 2007
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
MEASURING PROGRESS TOWARDS EFA GOAL 1: EARLY CHILDHOOD
CARE AND EDUCATION
- Professor Muhammad Sirajuddin
Statement of EFA Goal 1:
Measuring Progress toward EFA Goal 1: Expanding and improving comprehensive Early
Childhood Care and Education, especially for the most vulnerable and disadvantaged children.
The World Declaration on Education for All (Jomtien, 1990) and the Dakar Framework for
Action (Dakar, 2000) have underscored the importance of Early Childhood Care and Education
(ECCE) as part of a comprehensive approach to achieving Education for All (EFA). The world
education community (World Education Forum) agreed that the first of the six global goals
would be devoted to ECCE: Expanding and improving comprehensive early childhood care and
education, especially for the most vulnerable and disadvantaged children. The Declaration is as
below:
“All young children must be nurtured in safe and caring environments that allow them to
become healthy, alert and secure and be able to learn. The past decade has provided more
evidence that good quality early childhood care and education, both in families and in more
structured programs, have a positive impact on the survival, growth, development and
learning potential of children. Such programs should be comprehensive, focusing on all of
the child’s needs and encompassing health, nutrition and hygiene as well as cognitive and
psycho-social development. They should be provided in the child’s mother tongue and help
to identify and enrich the care and education of children with special needs. Partnerships
between governments, NGOs, communities and families can help ensure the provision of
good care and education for children, especially for those most disadvantaged, through
activities centered on the child, focused on the family, based within the community and
supported by national, multi-sectoral policies and adequate resources.
Governments, through relevant ministries, have the primary responsibility of formulating
early childhood care and education policies within the context of national EFA plans,
mobilizing political and popular support, and promoting flexible, adaptable programs for
young children that are appropriate to their age and not mere downward extensions of
formal school systems. The education of parents and other caregivers in better child care,
building on traditional practices, and the systematic use of early childhood indicators, are
important elements in achieving this goal”.
Dimensions of ECCE
Early childhood care and education is related to a number of factors and approaches and it is
relatively a new discipline combining elements from several fields, including infant stimulation,
health and nutrition, early childhood care, early childhood education, and early childhood care
education and development (ECCED) for intellectual, emotional and physical development and
socialization of the young child.
Research based studies have established that growth and development of child begins at
conception, while learning begins at birth. The pre-natal care of the child is related to mother-
care and the post-natal care to both the mother and the child. The care intervention is thus
comprehensive and goes beyond the limited parameter of child care only. Therefore, the holistic
approach to child care takes into account both mother and child care. This means pre-natal care
of mother and child (conception to child birth), post-natal care of mother and child (0-3 years),
early childhood care and education (0-5 years) and/or early childhood care, education and
development (0-11 years).
This holistic approach to ECCE can be integrated consciously into a program-approach package
of development or there can be a project approach, where individual projects on aspects of early
childhood care, education and development can be undertaken separately.
Research studies have also established that development of a child begins within the family and
mostly depend on parents. Educated parents are able better to prepare their child for smooth
entry into the school. As most of the parents in underdeveloped situations (as in Bangladesh)
are uneducated, they are unable to prepare fully their children for school. Due to inadequacy in
school readiness, children can not adapt themselves to schools and have a tendency to drop out.
The studies have convinced some development planners to undertake “Parenting Education/
Care-giver” programs.
Studies have also found that child’s learning ability gets better, if mother language is used for
early childhood education. Such studies have persuaded development planner to adopt multilingual approach to child’s education.
ECCE has a strong and positive impact on further learning, in primary education and beyond. It
was found in Brazil that the total cost of schooling, including the early learning program itself,
for pupils up to grade 2 of primary education, was 11% lower for those who participated in
ECCE than for those children who did not. In this and other programs, drop-out and grade
repetition on primary education turned out to be lower as well (Myers, 1992)1. Similar
outcomes were found for the integrated Child Development Service in India, a project serving
32 million children (Young, 2002)2. Besides these international studies, research conducted by
Plan Bangladesh, BRAC and ICDDR,B indicate that early stimulation and preparation for
education enhance student learning in school and increase the possibility of retention up to the
terminal grades.
Besides, a growing body of knowledge suggests that there are very specific and sometimes brief
periods in which the developing brain is particularly fit to acquire certain skills. These skills
themselves have also been broken down- as for example, language acquisition consists of a
multitude of sub-tasks with differing sensitive periods (OECD, 2002)3. The sensitive periods
are not rigid but if certain stimulation is not provided, the cells become less functional (Bruner,
1999)4. These findings indicate that learning experiences, both structured and unstructured, are
required for the children before they enter into the primary school for their future education.
1
Myers, R. (1992): The Twelve Who Survive: Swengthening Programs of Early Childhood Development in the Third
World, London, Routledge.
2
Young, M.E. (ed.): From Early Childhood Development to Human Development, Washington D. C, World Bank.
3
OECD (2002): Organization for Economic Coordination and Development. Understanding the Brain: Two & a New
learning Science, Paris.
4
Bruner J. T. (1999): The Myth 9th First Three Years: A New Understanding of Early Brain Development and Lifelong
Learning, New York, Freg Press.
A child’s development has different dimensions which have been captured by Evans5 in the
following definition:
“Early childhood care and education means providing all the supports necessary for every
child, within family and outside, to realize his/ her right to survival, to protection, to care
and to education that will ensure optimal development from birth to age six.”
It has been found that development of a child during the early childhood years depends on
various care giving opportunities and institutions, as for example, parents or family care at
home, a sort of mini- center/play-ground for child care in the neighborhood, pre-primary
education organized in formal class or center etc. The first care-giving facility, the family, is
independent of any state or non-state institutional system and it is enriched with age-old
tradition and wisdom, more so if it is a joint family or parents in couple-family are aware of
traditional wisdom. A neighborhood child care center/ pre-primary education center can also
attain family-oriented tasks under an institutional arrangement. The third stage, pre-primary
education, which is preparatory to formal education, is a critical transition point in child
development. Appropriate care and learning opportunity at this stage ensures that the child is
prepared for, and able to benefit fully from formal education. This means that pre-primary
education is developmental and educational support provided to the child at an early age, may
be 3-5/6 years, in order to ensure the child’s right to protection, care, survival and preparation
for school education through play, amusement, and introduction to literacy and numeracy,
irrespective of the child’s physical, mental and social status.
NPA-I Experience (1992-2000)
In course of implementation of the National Plan of Action-1 (1992-2000), limited Early
Childhood Education and Development (ECED) programs had been implemented for (a)
restructuring and redirecting the existing pre-school facilities, (b) formalizing the “Baby
Classes” in primary schools by phases, (c) promoting and supporting wider non-formal, family
and community-based initiatives, (d) developing the concept of Early Childhood Care
Education and Development (ECCED), and for the purpose, (e) preparing suitable curriculum,
learning materials, special teacher-training arrangements, advocacy, parental education on
physical and nutritional needs of children on pilot basis, etc. The NPA-1 initiatives created
awareness in government, non-government, and civil society sectors.
However, bulk of the works had taken place in families and within the communities, through
private initiatives with government support to non-government and community initiatives and
material supports where feasible. Split in two phases, the program had covered half the 4-5 year
old child population (8.40 million) by 2000. The government had also provided substantial
support for classroom construction, teachers, implements, research, etc. to feeder school
program at community level.
As a follow-up of NPA-I, an important ECCED program undertaken had been a component of
the government’s Integrated Non-formal Education Program (1991-97) for 75,000 children. The
project covered only 63,000 children at its closing in 1997. Primary Education Development
Program (PEDP I, 1998-2003) had proposed to establish ‘baby classes’ in 60,000 schools
Government Primary Schools (GPS) and registered non-government primary schools (RNGPS).
5
Evans J. L etal (2000) Early Childhood Counts: A programming guide on Early Childhood Care for Development,
Washington D.C. The World Bank.
Accordingly, the GoB allocated funds for one million books, display and play equipments in
year of operation. It should have covered 2.4 million children, @ 40 per school. The 2000
Assessment Report found that 10.3 percent of the children targeted for had been really been
covered.
In 1997 the National Committee on Primary Education (NCPE)6 recognized the importance of
pre-school education, but in view of the shortage of teachers, physical facilities and severe
resource constraints, it proposed instead to treat the first six months of Grade I of primary
schools as preparatory education, thereby obviating the need for separate pre-school program or
baby class. Inspite of everything, the ‘baby classes’ continue to run as before without proper
organization and formalization (Source: Learning for Change: NPA-II, 2003-2015).
The NCPE proposal did not materialize, but some progress was noteworthy. For example, a
survey estimated that 11.52 million 3-5 years old children have been covered with a gross
enrolment of 2.6 million children in pre-school education having a gender parity index of 1.1
(BBS/ UNICEF/ PMED, 1999). The net estimated figure was 9.356 million children by 2000.
Information gathered from different sources in 2001 show a total of 1.864 million 4-5 year old
children benefited from various ECED level programs - 1.05 million in “Baby Classes” in
42,000 GPS and RNGPS; others went to kindergartens (484,000), madrasahs (242,000), ethnic
minorities ‘Para’ (neighborhood) centers (46,875), non-government institutions (33,800) and a
small number in orphanages, day-care centers and pre-schools centers. Fifty-two percent of 4.54
million children enrolled in “primary” grade-1 had attended pre-school program. A PMED
circular in 1999 encouraged GPSs to organize and continue the baby classes, though without
making any provisions for appointment of teachers, or a structured curriculum, or any other
investment/ incentive initiative. (NPA-II, (2001-2015), MoPME, 2007)
These gains of ECED have further been consolidated through pre-school education in preparing
children of poor families for primary schools, to minimize drop-out and repetition rates,
particularly at grade 1 level. For example, the GoB in the MOPME has authorized two NGOsBRAC and Save the Children USA- to organize pre-primary classes in GPS and RNGPS. By
the end of 2006 the BRAC has organized 20,000 one-year school preparedness baby classes in
the premises of GPSs or in the vicinity/ catchments of the school where the mother school is to
enroll the passing children (33 per class) in grade 1. This arrangement has emerged as a model
of pre-school education through partnership between the government and the NGO, giving the
government the option of cost sharing and supporting early childhood education. The BRAC
program was especially effective among Santal, Oraon, Paharia, Mahali, and other indigenous
(adivasi) people of Rajshahi Division. (Source: Muhammad Sirajuddin: Sample Survey on Households and
Schools in Dinajpur and Chittagong Hill Tracts Districts, UNESCO, 2007, unpublished.)
The other NGO, Save the Children-USA, authorized to set up pre-school activities in RNGPS,
has organized 2,000 units so far, including home and community-based centers in school
catchments areas, linked to designated mother schools. Plan Bangladesh, another NGO, is
working in this area independently with family- and community- based programs, through and
in collaboration with other NGOs – such as BRAC, Dhaka Ahsania Mission (DAM), Grameen
Shikkha, etc. It has also assisted the national ECD project implemented by Bangladesh Shishu
Academy (BSA), a field organization of the Ministry of Women and Child Affairs (MOWCA).
The BSA centers carry the name Shishu Bikash Kendra (some other NGOs also use this name).
UNICEF supports the BSA project.
6
PMED: Report of the National Committee on Primary Education, 1997
UNICEF also supports the pre-school program of the Integrated Community Development
Project (ICDP) of the GoB in the three hill districts of Khagrachhori, Rangamati and
Bandarbon. One of the components of ICDP is the ‘Para’ Center (or neighborhood/ block
center) for initiating the ethnic children into education. Plan Bangladesh provides technical
assistant to UNICEF as well as the GoB on ECD project. UNICEF has helped establish an ECD
network of the BSA and NGOs involved in ECD.
In the light of experience during the period 1995-2003, ECCE programs and activities under the
national policy can be categorized into three groups, namely,
ƒ
ƒ
ƒ
School-based pre-primary education (play groups/baby class) run by NGOs with approval
of government and assistance of national and international donors;
Informal ‘Baby Classes’ in GPSs/ kindergartens and religious schools (Ebtedayee
Madrasah/ Tol/ Missionary);
Limited home- and community-based ECD programs managed by families/communities/
NGOs.
Partnership Approach
The GoB is a signatory to the Dakar Framework for Action (DFA) whereunder an important
commitment was to follow an approach of partnership with organizations and individuals
willing to cooperate with the GoB. In the NPA-II, this commitment has been reflected in GoB
approach to ECCE thus:
•
Appreciate the role of NGOs and civil/ private organizations engaged in ECCE programs.
•
Encourage and authorize select NGOs to establish pre-school classes in government, and
registered non-government primary schools (supported by the government).
•
Allow other NGOs wishing to establish and manage such programs to do so.
•
Encourage community-based ECD/ECCE centers, established and managed independently
by NGOs.
•
Establish an ECCE unit to provide oversight and coordinate the activities of NGOs and
other organizations, to extend technical assistance in development of teaching, learning,
training and play materials for the program, and ensure enrolment and continuing in
primary education; and
•
ECCE programs/projects/activities meet not only educational but also such needs as health,
nutrition, water, sanitation, etc., particularly of the children of hardcore poor families, for
full development of their “cognitive, emotional, social and physical potential” (UNICEF,
2001).
This means that priority target group for ECCE coverage by the GoB has been accepted to be
children of age group 3-5 years. There is emphasis on ‘reaching the unreached’ through
providing special facilities to same age-group children belonging to disadvantaged population
(eg. disabled, ethnic/ isolated communities, hard-to-reach children and communities suffering
from social exclusion, children at risk, street children, etc.).
Conceptual Framework
The tasks have been accepted to be huge, and comprehensive; but not impossible. The NPA-II
has designed the ECCE activities based on development needs of children as depicted in
following schematic arrangement:
The Child’s Care and Development Needs
Source: UNESCO, 2001
ECCE Programs under NPA-II
In accordance with the national policy on ECCE containing contents, modalities of organization
and operation, coordination, monitoring and evaluation, and an institutional arrangement to
implement such a policy, the NPA-II envisages three types of programs to address ECCE, such
as,
•
•
•
School-based ECCE program (SBEP) for pre-primary education,
Community-based ECCE program (CBEP), centers located within primary school
catchments with arrangements for transfer of pre-school completers to the linked mother
school; and other activities for total development of children; and
Home-based program (HBP) as may be necessary and convenient for the target children;
Taking into consideration the GoB appreciation of (1) the child’s care and development needs,
and (2) the types of programs to be implemented to address ECCE, it is relevant to examine
approaches to ECCE. A critical examination of NPA-II suggests that the GoB has adopted an
integrated approach combining all aspects of child care and development, such as health,
nutrition, sanitation, pre-natal/ post-natal care, education (pre-school/school) activities in
service-providing centers, and follow-up activities, including arrangements for monitoring and
evaluation.
School-based Formal ECCE Program
With regard to early childhood education, the main formal program, styled School-based ECCE
program (SBEP) for pre-primary education of 3-5 year age-group children, runs as a constituent
of all formal government, communities and non-government primary schools, including those
for the ethnic minorities and disabled children, madrasahs, Missionary schools, English medium
schools, Tols and similar institutions. “Baby Classes ” attached to primary schools are now preprimary or preparatory class and generally focus on 5 year old children who get enrolled in
primary education stream. The SBEP children are covered under School Feeding Program.
Non-formal Community-based ECCE Program
Implementation of non-formal track of ECCE is community based. Under this communitybased ECCE program (CBEP) the community organizes Community ECCE Centers (CEC) and
Home-based program (HBP) under NFE sub-sector for 3-5 year age-group children of hardcore poor families, provide care and development services covering health, nutrition, and
socialization, and gradually initiate the children to education, conduct the school preparatory
course for the 5 year olds and on completion arrange their enrolment in grade 1 of primary
schools. School-feeding is a part of this CBEP.
Day-care facilities
CBEP helps organize community level day-care facilities (including pre-3 children/child-tochild care) for working mothers, in cooperation with employers, and relevant government
agencies (eg. MoE, MoWCA, MoCHT, MoHFW, MoL, LG Division of LGRDC), civil society,
NGOs, CBOs, parents’ groups, etc.
Separate Classroom in Primary Schools
It is a long-term objective of the ECCE program, especially under the SBEP, to have
appropriate classrooms to take around 30 children in a class. In the Primary Education
Development Project, Phase-II (PEDP-II) stipulations and budgetary allocations have been
made for the purpose.
Training of Parents and Caregivers
Under the CBEP the community ECCE centers are to provide training to parents and the
caregivers with a purpose to enrich their understanding and practice of care-giving at family,
school and community levels. Examples are Parenting programs of Dhaka Ahsania Mission,
BRAC, and Save the Children-USA. Some other NGOs also have special “parenting” programs.
Core Curriculum and Learning Materials
Under the leadership of MOPME, the National Curriculum and Textbook Board (NCTB),
NGOs, academic organizations, and individual experts are involved in developing a set of care
learning contents and reasonably priced material equipments to suit needs of children. In this
respect, the MoPME has taken an initiative through BU-IED for curriculum development. Save
the Children-USA, and Dipsikha (having motto of Non-Formal Education Training and
Research Society for Village Development) and Para Center under the ICDP of the Ministry of
CHT have developed social curriculum for adivashis/ tribes of Rajshahi, Dhaka, Sylhet, and
Chittagong Divisions to impart learning in Tribal dialects/ languages to familiarize ECCE
learners in Bangla medium curriculum. This program is described as multi-lingual education.
Training of Teachers, Facilitators and Caregivers
Human resource in respect of early childhood care and development had been meagre. Under
NPA-II, the GoB has undertaken training programs for teachers, facilitators, and caregivers
with a purpose to build national capacities in respect of ECCE in the government and nongovernment schools. NGOs like BRAC, Dhaka Ahsania Mission, Plan-Bangladesh and others
have taken specific target-child oriented teacher-training programs.
Information, Education and Communication
A comprehensive program on information, education and communication has been developed
and is under implementation for advocacy, social mobilization, and communication through
mass media and other modes to convey messages of ECCE to parents in rural, remote, tribal
and slum areas. It is also raising awareness among local governments (Union
Parishad/municipal bodies) to initiate both SBE and CBE programs.
1.1 Policy and Systems Indicators on ECCE
1.1.1 Existence of national, multisectoral Early Childhood Policy
Legal and Institutional Arrangements
Bangladesh is a signatory to the Convention on the Rights of the Child and the World
Declaration on Survival, Protection and Development of Children (New York, September
1990), World Conference on Education for All (Jomtien, March 1990), and the Dakar
Framework for Action adopted by the World Education Forum (Dakar, Senegal, April 2000)∗.
Bangladesh observes every year “Universal Children Rights Declaration/ Implementation
Week”.
In consideration of international commitments with regard to early childhood care and
education, the Government of Bangladesh (GoB) has undertaken ECCE as a major component
of pre-primary education. For efficient management of matters related to the women and
children the Government has specifically created the Ministry of Women and Children Affairs
(MoWCA). There are specific enactments, such as, the Birth, Death, and Marriages Registration
Act, 1886, the Child Marriage Restraint Act, 1929, the Children Act, 1974, and Suppression of
Violence Against Women and Children Act, 2000 (amendment 2003) to protect the rights of
children and prevent child abuse. The National Plan of Action-II (2001-2015) incorporates
∗
DFA (2000) uses the term Early Childhood Care and Education (ECCE), covering programs for 3-5 year old
children; this is also the term used by the UNESCO, with a slight variation as Early Childhood Care and (Initial)
Education. EFA Framework for Action, endorsed by WCEFA (1990) used the expression “early childhood care and
development (ECCD) activities”; UNICEF and World Bank use the term Early Childhood Development (ECD), OECD
uses the term Early Childhood Care and Care (ECEC). Other terms used interchangeably are ECE, ECED and
ECCED. Since this MDA, 2007 is prepared in the EFA DFA context; it uses the term, ECCE.
specific policy/ programs/ projects on child care and education, with emphasis on children
having special needs and being most disadvantaged, so that unreached are reached.
National Multi-sectoral Policy on ECCE
In Bangladesh policies and programs exist on early childhood care (pre-natal/ post-natal during
0-59 months) and early childhood education for 2-7 years age group children (nursery/
kindergarten/ baby class/ pre-school/ pre-ebtedayee) and run through formal/ informal and nonformal education systems. Early childhood development activities take place in family and in
institutions like Para (block) centers/ Day-Care Centers/ Shishu Bikash Kendro (Early
Childhood Development Centers), and a number of other institutional arrangements, in
government, non-government/ civil society sectors.
Policies and programs related to children of age-group 0-7 years are framed and implemented
by a number of Ministries and organizations in government and non-government/ civil society
sub-sectors. For example, the Ministry of Health and Family Welfare (MoHFW) runs
institutions like Mother and Child Health Centers and organizes annual immunization
campaigns like the EPI and Vitamin-A supplementation. The MoHFW implements investment
projects like the Health, Nutrition and Population Sector Program, Maternal Child and
Reproductive Health Services, National Nutrition Program, Urban Primary Health Care Project,
Mother and Child Health Training & Research Organization, etc. The Ministry of Industries
(through BSCIC) implements a project on Universal Iodized Salt Manufacturing Project. The
Ministry of Local Government, Rural Development and Cooperatives (MoLGRDC) implements
projects on public health, hygiene, sanitation, water supply, Arsenic Mitigation and education
thereof. Similarly, the MoWCA runs a large number of investment projects like Day-Care
Center, Childhood Development Project, and Program for Reducing Risk for Working
Children, Protection of Children at Risk, etc. The Ministry of Chittagong Hill Tracts runs a
project, Integrated Community Development Program (ICDP) that includes Para Center-based
ECCE activities.
ECCE activities also take place within the bounds of the family and in institutions, like
Forkania madrasah (Muslim), teachers’-house-based Guru-griha or Tol (Hindu/Buddhist),
Missionary School, nursery class in English medium school, baby class attached to government
and non-government primary school, and centers run by civil societies.
1.1.2 National Standards for Monitoring Developmental Readiness in Early Childhood and
Learning Programs
The Ministry of Primary and Mass Education has approved an Operational Policy Framework
for Pre-Primary Education in the context of Early Childhood Development in Bangladesh with
assistance of the Institute of Educational Development- BRAC University (BU-IED). In the
Operational Policy Framework national standards are being set for monitoring developmental
readiness in early childhood and learning programs with age-based criteria. Under the
Operational Policy Framework, institutional arrangements are being set up to review social,
cognitive and emotional domains of the children under the age of 6 years. Instruments have
been/ are being developed to monitor physical development, cognitive development, language
development, social development and emotional development along with operational strategies.
For the purpose of monitoring child development, (i) developmental domains and milestones by
the end of 5 years have been prepared, (ii) caregiver practices for the 4th & 5th years, and (iii)
analysis at various intervention levels in caring and nurturing of under 5 children have been
developed.
Compulsory Primary Education Implementation Monitoring Unit (CPEIMU), an organization
under MoPME, performs, among others, the task of monitoring activities related to primary
education. The DPE has a Management Information System (MIS) for monitoring PEDP-II and
other organizational and developmental activities. The Director (projects) in the DPE also
monitors progress of development projects’ activities. At the highest level, the MoPME and the
Implementation Monitoring and Evaluation Division (IMED) of the Ministry of Planning
monitors developmental activities for information of and review by the Executive Committee of
the National Economic Council (ECNEC) according to set standards.
1.1.3 Presence of Early Screening Programs with Referral System
Early screening programs with referral system for children before their entering or upon their
enrollment into grade-1 of primary schooling with purpose to detect physical or mental
abnormalities are being developed at the instance of MoPME under the Operational Policy
Framework. This will provide opportunity to managers of Early Childhood Education to take
referral and corrective measures.
1.1.4 Health Links in ECCE established, with visits by health professional, diagnostic or
referral
Children oriented programs for age-groups 0-84 months have been undertaken by a few
Ministries of the GoB and a good number of NGOs. Under the Integrated Community
Development Project (ICDP) in the Chittagong Hill Tracts health-care (both preventive and
curative) and nutrition oriented activities (eg. protein biscuit for tiffin) for children (0-59
months) are being practised in Para Centers. Iodized Salt Project of Bangladesh Small and
Cottage Industries Corporation (BSCIC), Health, Nutrition and Population Sector Project,
Maternal Child and Reproductive Health Services, National Nutrition Program of the Ministry
of Health and Family Welfare, Hygiene, sanitation, water supply, health education programs
and Urban Primary Health Care Project of MoLDGRC, etc: are some of the GoB programs that
links health care activities to ECCE (Annexure-1).
These programs contain child oriented training for health professionals (HP), home-visits by
HPs, diagnostic & referral services and treatment of children.
NGOs, philanthropic individuals, and civil societies run services like health awareness
advocacy, diagnostic and referral services and treatment centers for children. Institutes of Child
Health and Paediatrics Learning, training and treatment centers cater to requirement of children.
The GoB in the MoHFW and the Association of Pediatrics Physicians and Surgeons have
monitoring arrangement for child health care.
1.1.5 Careers for ECCE care providers professionalized, including pre-service and in-service,
training, pay parity with primary schools, university and higher education degree
programs
Institutional care providers are professionals working in government and non-government
institutions as birth attendants, nurses, family health visitors, para-medics, school teachers,
training of care providers, supervisors, etc.
The professional care providers work in institutions (both government and non-government) as
regular employees under revenue budget and as employees in development (investment)
projects. Both government and non-government organizations employ the latter group on
regular payroll on good performance basis. Care providers in the government are paid from the
revenue budget (regular/ permanent) and development (project) budget (temporary project
employee).
Salary and emoluments of care providers in the government are structured in prescribed scales
of pay with provisions for pay escalation (annual increment), and promotions on merit to
graduate from one scale to the next higher scale.
The Recruitment Rules prescribe minimum qualifications, and Service Rules provide for both
pre-service (on probation) and for in-service training in professional training institutions (eg.
Nurses Training Institute, Primary Teachers Training Institute etc.).
The ECCE care-providers have pay parity with professionals of their kind. For example, a birthattendant’s pay could be more than those employees of the same kind in the same scales of pay,
but a family health visitor gets equal pay of employees of the same kind. The teachers in “Baby
Class” of a government primary school get equal pay and employments of any other primary
school teacher of his/ her kind.
In the private/ NGO/ Sector the salary and emoluments of care-giver depends on standing of the
institution he/ she serves, as well as the employees prescribed qualifications, personal
attainments and social standing, that is, capacity to bargain and qualifications to slot-in.
At the higher level (eg. University) pay and emoluments of care-givers and similar kind of
employees are same, except that care-givers with specialized qualifications, experience and
social/ public standing stand above the mediocre.
It is generally agreed that care providers of children are held in high esteem (value judgment)
by the society.
1.1.6 National ECCE or education policy includes provision of ECCE for vulnerable and
disadvantaged children
The Constitution of Bangladesh guarantees equal opportunities to all children, irrespective of
caste and creed. Bangladesh is a signatory to the Asian and Pacific Decade of Disabled Persons.
The GoB has made an enactment, styled Disability Welfare Act 2001. Under this act the
Ministry of Social Welfare has constituted National Coordination Committee on Disability with
membership of such organizations as the National Forum of Organizations Working with the
Disabled (NFOWD). There are also specific laws against oppression of house-maids, abuse of
children and women. In practice, however, social, economic, ethnic and linguistic barriers do
not benefit all children∗. Groups remaining ignored are children from ethnic and linguistic
minorities, children of floating population (including bade or boat-gypsies), street children,
children with social stigma (eg. children of sex workers/ low caste Hindu), working children,
domestic helps, and children with disabilities.
The Primary Education Development Program-II (PEDP-II) has provided for inclusive
education for the excluded. But it is to be appreciated that inclusive education as a policy,
concept and practice is new and at a nascent stage of development. The practices of inclusive
education have to overcome mind-set of practioners and social barriers. The happy news is that
a start has been made.
1.2 Core EFA MDA Indicators
1.2.1 Gross Enrollment Rate (GER) in Early Childhood Care and Education Programs
ECCE Age-group (3-5 Years) Population
Bangladesh programs on ECCE follow an integrated approach which combines health,
nutrition, sanitation and education activities. This means that pre-primary (0-5 years) age-group
children are covered under ECCE by various GoB/ NGO/ civil society/ private commercial
institutions. Early childhood education in government primary schools (GPS) covers the
children of 3-5 years, while other childhood cares for children of age-group 0-5 years are
covered by programs of a number of government agencies and NGOs/ CBOs. However, some
NGOs cover children of age-group 0-6 years (eg. Aparajeyo- Bangladesh) and even children of
5-10 years (eg. Dhaka Ahsania Mission). (For NGOs refer Directory of Early Childhood
Development Organizations in Bangladesh, Bangladesh ECD Network Secretariat, 2007)
Table-1: ECCE Population Eligible for Coverage during 2001-2015
(In thousand)
Age-group
3-5 years
Total
Male
Female
5-years old only
Total
Male
Female
2001
2005
2010
2015
10377
5295
5082
11022
5614
5408
10753
5477
5276
11682
5950
5732
3179
1613
1566
3150
1600
1550
3293
1674
1619
Source: NPA-II (2003-2015), 2007.
Official ECCE Target Population
In the NPA-II (2003-2015) children of age-group 3-5 years have been accepted officially for
coverage under childhood education. The target population has been estimated at benchmark
year 2001 to be 10.38 million, and it has been estimated to grow up to 11.02 million in 2005
and 11.68 million by 2015 shown below. The PEDP-II Baseline Survey, however, found the
∗
Refer: Dr. Anupam Ahuja and Dr. Md. Ibrahim: An Assessment of Inclusive Education in Bangladesh, UNESCO/
JFIT, 2006.
official age-group population (3-5 years) at 9.67 million. (Source: Directorate of Primary Education,
PEDP-II Baseline Survey, 2005)
Table-2: Target for ECCE Coverage during 2001-2015
(In thousand)
Formal
Primary
(3-5 years)
Total
Male
Female
Non-Formal
Education
2001
2005
2010
2015
2001-2015
-
1000
-
1000
-
1317
-
40% of total
Population
25% of 40%
total population
45% of 40%
total population
30% of 40%
total population
3317
80% of 2001 population
or 32% of total population
4151
2118
2033
1038
530
508
1868
953
915
1245
635
610
Total
Male
Female
3321
1695
1626
Source: NPA-II
GER in ECCE as against the target
The projected ECCE target population has been proposed for coverage during 2001-2005 under
formal pre-primary and non-formal education. The coverage was estimated at 2.02 million in
2005 and distributed between formal (1 million) and non-formal (1.02 million) sectors. (Source:
NPA-II, Table-6.2)
As against the official age-group (3-5 Years) population of 9.67 million, the GER in all
institutions of formal stream has been estimated at 1.1 million of which 0.56 million are males
and 0.54 million females. In terms of percentage, 11.26% are males and 11.55% are females,
with a total of 11.40%. The Gender Parity Index has been found to be 1.03 (Table-3).
Table-3: EFA MDA: Performance in ECCE Programs by Goal-wise Core Indicators
Core Indicators
Population
Population Enrolled in
GER for ECCE
Gender
(age-group 3-5 yrs)
ECCE
(in percent)
Parity
Male
Female
Total
Male
Female
Total
Male
Female
Total
Index
(GER)
4945069
4712885
9657954
556837
544558
1101395
11.26
11.55
11.40
1.03
a) Pre-primary in GPS
3921249
3139005
6430254
386704
391179
777883
9.86
12.46
12.10
1.26
b) KG, madrasah,
1023820
1573880
3227700
170133
153379
323512
16.62
9.75
10.02
0.56
37.57
1.07
1.Gross Enrolment Ratio
NGO
centers, RNGPS etc.
2. Percentage of new
entrants to Primary
Grade 1 who have
attended some form of
36.34
38.82
Core Indicators
Population
Population Enrolled in
GER for ECCE
Gender
(age-group 3-5 yrs)
ECCE
(in percent)
Parity
Male
Female
Total
Male
Female
Total
Male
Female
Total
Index
18.09
18.08
18.09
0.99
organized ECCE
Program
3. Private Center
enrolment as percentage
of total enrolment in
ECCE Programs
4. Percentage of underfives
suffering
from
stunting
5. Percentage of
households consuming
iodized salt
6. Percentage of trained
teachers in ECCE
Programs
-
-
49.2
16.28
84.0
96.77
74.55
20.00
7. Public Expenditure on
ECCE Programs as
Percentage of Total
na
Public Expenditure on
Education
Source: PEDP-II Baseline Survey, 2005, Directorate of Primary Education, GoB.
In the pre-primary in GPS the official age-group population (3-5 years) has been estimated at
6.43 million with a break-up of 3.29 million males and 3.14 million females. The GER has been
found to be 0.38 million males (or 7.82%) and 0.39 million females (or 12.46%) with a total of
0.78 million (or 12.10%). (Table-3)
Kindergarten, Madrasah, NGO Centers
In English medium schools, madrasah, NGO centers, etc. the official age-group population has
been estimated at 0.32 million with 0.17 million males and 0.15 million females. As against this
population, the GER has been found to be 10.02% (or 0.32 million) with a break-up of 16.62%
for males (or 0.17 million) and 9.75% females (or 0.15 million). (Table-3)
Gross Enrolment Rate: Disaggregation by Regions
In 2005, the official age-group population eligible for enrolment for 9.67 million and the total
enrolment was 1.1 million. The regional distribution of the enrolled children suggests that the
highest enrolment occurred in Barisal division 25.12% with a distribution of 24.31% males and
25.96% females. The GPI was 1.07%. The lowest enrolment was 4.53% with a break up of
4.59% males and 4.47% females. The GPI was 0.97%. The details are in Table-4 below:
-
Table-4: Gross Enrolment Ratio in early childhood development programs (GER for ECCE) in
Bangladesh, 2005
Official age-group population
Total
Male
Female
Total
Male
Female
Total
1101395
180255
237637
280253
165805
205677
31768
4945069
367022
1101089
1379714
493027
1250943
353274
4712885
350623
1050383
1321428
468526
1174488
347437
9657954
717645
2151472
2701142
961553
2425431
700711
11.26%
24.31%
10.84%
10.34%
17.11%
8.40%
4.59%
11.55%
25.96%
11.26%
10.41%
17.38%
8.57%
4.47%
11.40%
25.12%
11.05%
10.38%
17.24%
8.48%
4.53%
Gender
Parity
Index
(GPI)
1.03
1.07
1.04
1.01
1.02
1.02
0.97
Average
92806
90760
183566
Minimum
16223
15545
31768
Maximum
142688
137565
280253
Source: PEDP-II Baseline Survey 2005, DPE.
824178
353274
1379714
785481
347437
1321428
1609659
700711
2701142
12.60%
4.59%
24.31%
13.01%
4.47%
25.96%
12.80%
4.53%
25.12%
1.02
0.97
1.07
Enrolment in ECCE
Region
National
Barisal
Chittagong
Dhaka
Khulna
Rajshahi
Syhet
Male
556837
89216
119319
142688
84369
105022
16223
Female
544558
91039
118318
137565
81436
100655
15545
GER for ECCE
Table-4.1: Gross Enrolment Ratio in early childhood development programs (GER for ECCE) in Bangladesh, 2004
Male
Female
Total
Male
Female
Total
Male
Female
Total
563566
94217
122448
142367
84278
104168
16088
545189
89226
117630
138725
82073
101810
15725
1108755
183443
240078
281092
166351
205978
31813
5043970
374362
1123111
1407308
502888
1275962
360339
4807144
357635
1071391
1347857
477897
1197978
354386
9851114
731997
2194502
2755165
980785
2473940
714725
11.17%
25.17%
10.90%
10.12%
16.76%
8.16%
4.46%
11.34%
24.95%
10.98%
10.29%
17.17%
8.50%
4.44%
11.26%
25.06%
10.94%
10.20%
16.96%
8.33%
4.45%
Gender
Parity
Index
(GPI)
1.02
0.99
1.01
1.02
1.02
1.04
0.99
Average
93928
90865
184793
Minimum
16088
15725
31813
Maximum
142367
138725
281092
Source: School Census 2004, DPE.
840662
360339
1407308
801191
354386
1347857
1641852
714725
2755165
12.60%
4.46%
25.17%
12.72%
4.44%
24.95%
12.66%
4.45%
25.06%
1.01
0.99
1.04
Enrolment in ECCE
Region
National
Barisal
Chittagong
Dhaka
Khulna
Rajshahi
Sylhet
Official age-group population
GER for ECCE
Table-4.2: Gross Enrolment Ratio in early childhood development programs (GER for ECCE) in Bangladesh, 2003
Male
Female
Total
Male
Female
Total
Male
Female
Total
593387
81805
136261
152709
95944
110782
15886
574054
81658
131801
147261
92061
106297
14976
1167441
163463
268062
299970
188005
217079
30862
3982966
331076
893561
1084615
410316
984025
279373
3771214
318165
850545
1029497
382253
924645
266109
7754180
649241
1744106
2114112
792569
1908670
545482
14.90%
24.71%
15.25%
14.08%
23.38%
11.26%
5.69%
15.22%
25.67%
15.50%
14.30%
24.08%
11.50%
5.63%
15.06%
25.18%
15.37%
14.19%
23.72%
11.37%
5.66%
Gender
Parity
Index
(GPI)
1.02
1.04
1.02
1.02
1.03
1.02
0.99
Average
98898
95676
194574
Minimum
15886
14976
30862
Maximum
152709
147261
299970
Source: School Census 2003, DPE
663828
279373
1084615
628536
266109
1029497
1292363
545482
2114112
15.73%
5.69%
24.71%
16.11%
5.63%
25.67%
15.91%
5.66%
25.18%
1.02
0.99
1.04
Enrolment in ECCE
Region
National
Barisal
Chittagong
Dhaka
Khulna
Rajshahi
Syhet
Official age-group population
GER for ECCE
Table-4.3:Gross Enrolment Ratio in early childhood development programs (GER for ECCE) in Bangladesh, 2002
Male
Female
Total
Male
Female
Total
Male
Female
Total
725318
87706
159710
176962
116980
164598
19362
698415
87113
151933
170633
113814
156109
18813
1423733
174819
311643
347595
230794
320707
38175
4830565
375355
1059262
1346061
501001
1221443
327443
4542546
360147
1001704
1260132
467017
1140519
313027
9373111
735502
2060966
2606193
968018
2361962
640470
15.02%
23.37%
15.08%
13.15%
23.35%
13.48%
5.91%
15.37%
24.19%
15.17%
13.54%
24.37%
13.69%
6.01%
15.19%
23.77%
15.12%
13.34%
23.84%
13.58%
5.96%
Gender
Parity
Index
1.02
1.04
1.01
1.03
1.04
1.02
1.02
Average
120886
116403
237289
Minimum
19362
18813
38175
Maximum
176962
170633
347595
Source: School Census 2002, DPE.
805094
327443
1346061
757091
313027
1260132
1562185
640470
2606193
15.72%
5.91%
23.37%
16.16%
6.01%
24.37%
15.93%
5.96%
23.84%
1.02
1.01
1.04
Enrolment in ECCE
Region
National
Barisal
Chittagong
Dhaka
Khulna
Rajshahi
Sylhet
Official age-group population
GER for ECCE
In 2002, the national GER of ECCE was 15.19% and in 2005 the enrolment was 11.40%. The
progression can be seen in Table- 4.4 with reference to Table: 4 through Table: 4.4.
Table-4.4: Progress between 2002 to 2005
(National level)
GER for ECCE
Year
2002
2003
2004
2005
Male
Female
Total
15.02%
14.90%
11.17%
11.26%
15.37%
15.22%
11.34%
11.55%
15.19%
15.06%
11.26%
11.40%
Gender
Parity
Index
1.02
1.02
1.02
1.03
Source: DPE
Gross Enrolment Rate: Disaggregation by Ethnicity
Bangladesh has a considerably large population from 28+ ethnic tribal groups distributed over
the six regional divisions. The major tribes, in terms of population, the larger tribes are
Chakama (252986 population in 46637 households), Saontal (202744 population in 40950
households), Marma (154246 population in 30004 households), Tripura (79772 population in
15860 households), Garo (68210 population in 14042 households) . The other tribes with
population figures are Bangshi (2112), Bawm (6978), Buna (13914), Chak (2000), Coach
(12631), Hajong (11477), Harijon (63), Khasia (13412), Khyang (2345), Khomoi (1241),
Lushai (662), Mahal/Mahatoo (3534), Monipuri (24902), Munda/Mundia (2112), Murang
(22178), Muro/Mow (3211), Pahari (1853), Pankue/Pankoo (3227), Rajbanshi (5444), Rakhain
(16932), Tanchanghya (21057), Tipra (1242), Urang (11296), Uruo/Urua/Uria (2481) and
others (261746). This tribes are distributed in Barisal (40506), Khulna (40558), Chittagong
(687319), Dhaka (123258) and Rajshahi (314337). The tribes from Sylhet division have been
shown with Chittagong division. (Table-5)
Table-5: Tribal Households and Population by Tribes, 1991
Bangladesh
Locality &
Tribe
Barisal
Division
H.
Popn.
hold
296 1523
Khulna
Division
H.
Popn.
hold
22
107
Chittagong
Division
H.
Popn.
hold
29274 150419
4712 24902
H.
Popn.
hold
Marma
30004 154216
Monipuri
4712 24902
Munda
394
2112
392 2101
Murang
4273 22178
4273
Muro/Mo
620
3211
18
Pahari
357
1853
Pankue
588
3227
588
Rajbangshi
1085
5444
476 2474
Rakhain
3017 16932 708 3415
2309
Saontal
40950 202744
575 3172 1977
Tanchanghya 4043 21057
4043
Tipra
228
1242
138
Tripura
15860 79772
15476
Urang
2285 11296
38
195
776
Uruo/Uria
506
2481
Others
50010 261746 6374 34467 6089 31832 13982
Dhaka
Division
H.
Popn.
hold
410 2159
22178
126
Rajshahi
Division
H.
Popn.
hold
2
8
2
11
602
357
3085
1853
609
2970
3227
13517
10380
21057
762
77677
3930
76133
157
833
90
380
480
2061
38241 188359
4
1471
506
6038 30662 17527
Source: BBS: Statistical Pocket Book, Population Census, 1991, as readjusted in 2002.
Note: H. hold- Household, and Popn.- Population.
Ethnic communities in the Chittagong Hill Tracts region belong to eight (8) language groups,
namely, Chakma, Marma, Tripura, Boam, Kheyang, Lusai, Pankho, and Tanchangya. The
Chakmas are the largest community. In the north-eastern region (Sylhet division and part of
Dhaka division) the dominant language communities are Khasi (Sylhet), Monipuri (Sylhet and
Maulvibazar), Lusai (Maulvibazar and Habigonj), Garo (Netrokona and Mymensingh), and
Hajong (Mymensingh and Dhaka). Santals, Orao/ Urang, Mahali, and Mahato are major
linguistic communities in Rajshahi division7.
GER of Ethnic Minorities
The official age-group of children (3-5 years) from ethnic minorities from all over Bangladesh
is 130348 of which enrolment in ECCE is 14267. The GER is 10.95 % with 11.18 % males and
10.71 % females, having a gender parity of 0.96. The details with regional distribution are in
Table- 6.
7
Source:. Statistical Pocket Book, Bangladesh,2002/.Fazle Rabbani: Atlas of the Languages and Ethnic
Communities of Chittagong Hill Tracts,UNESCO,2004/ Profulla C. Sarker Ph.D: Location of Living and Situation
of Primary Education of Different Ethnic Groups of Indigenous People in Rajshahi Division, UNICEF, 2005/
Muhammad Sirajuddin: Sample Survey of Households and Schools on Education Status of Ethnic Minorities,
UNESCO ,(unpublished) 2007.
34
7171
2481
88652
Table- 6
Indicator: Gross Enrolment Ratio in Early Childhood Development Programs (GER for ECCE)
Country: Bangladesh
Disaggregation: Ethnicity
Year: 2005
Region
Enrolment in ECCE
Male
Female
Official age-group
population
Total
Male
Female
Total
GER for ECCE
Male
Total
Parity
7274
6993
14267
65053
146
163
309
1181
1087
4284
3955
8239
34947
32295
Dhaka
679
675
1354
7270
6944
Khulna
447
450
897
1887
5832
Rajshahi
1422
1473
2895
14756
14246
29002
9.64%
10.34%
9.98%
1.07
296
277
573
5012
4891
9903
5.91%
5.66%
5.79%
0.96
1212
1166
2378
10842
10883
10.11% 10.47%
0.94
Minimum
146
163
309
1181
1087
Maximum
4284
3955
8239
34947
32295
National
Barisal
Chittagong
Sylhet
Average
65295 130348 11.18%
Female
Gender
10.71% 10.95%
0.96
2268 12.36%
15.00% 13.62%
1.21
67242 12.26%
12.25% 12.25%
1.00
14214
9.34%
7719 23.69%
21725 12.20%
2268
5.91%
67242 23.69%
9.72%
9.53%
1.04
7.72% 11.62%
0.33
5.66%
5.79%
0.33
15.00% 13.62%
1.21
Source: PEDP – II Baseline Survey 2005, DPE.
A sample household survey has been conducted by the present consultant in 124 households
and 18 primary schools to study ECCE status among selected ethnic groups. The survey
included Adivasi population like Orao, Saontal, Mahali, Mal Pahari, Mahato in Ghoraghat in
Dinajpur and tribes like Chakma, Tripura, Marma, Pankho, and Tanchangya in Sadar, Kaptai
and Kawkhali upazila of Rangamati district and Sadar upazilla of Khagracchari district.
A finding of the survey shows that enrolment of 3-5 years age-group of children among ethnic
groups is higher than the national average (Table-7). In Chittagong the enrollment rate of the
ethnic groups is 12.25% whereas the household survey under analysis shows the enrollment rate
of the same age group of children as high as 66.67%. In case of Dinajpur (Ghoraghat Upzila)
the enrollment rate is as high as 72.94% (Table-7).
Table-7: ECCE GER: Disagregation-Ethnicity (CHT & Dinajpur)
Schools covered = 18
No. of students in Pre-Primary Schooling, 2007
Boys
Girls
No. of students
138
136
Age specific enrolment in Pre-Primary class, 2007
Pre-Primary class
Age of 1st January, 07
Boys
Girls
3 Year
11
10
4 Year
25
29
5 Year
42
59
6 Year
53
18
7 Year
8
4
8 Year
20
22
Total
274
Total
21
54
101
71
12
42
Total:
159
142
301
No. of students enrolled in class 1 with Pre-Primary experience, 2007
Boys
Girls
Total
No. of students
151
112
263
No. of teachers teach in Pre-Primary, 2007
No. of teachers
25
No. of teachers with C-in-Ed who teach in Pre-Primary, 2007
No. of teachers
5
with C-in-Ed
Source: Muhammad Sirajuddin: Sample Survey on Education Status of Ethnic Minorities, UNESCO, 2007.
It may be noted that the Ministry of Chittagong Hill Tracts is implementing a project, namely,
Integrated Community Development Project (ICDP), under which Para Centers are providing
special kind of education where children of age group 2-7 years are enrolled and local ethnic
teachers teach the children in prescribed school curriculum in children’s mother tongue and
Bangla. This innovative teaching of multi-lingual education is a break-through approach. The
Para-Center Approach is an innovative and successful one and the model can be replicated
throughout Bangladesh.
In Dinajpur Ghoraghat region BRAC is running Community Schools, similar to the Para Center
of CHT, with local indigenous teachers, teaching NCTB approved school curriculum in Bangla
and ethnic mother tongues. In Ghoraghat the number of Missionary Schools is also noteworthy.
These Missionary Schools teach in Bangla curriculum and ethnic mother tongues.
Gross Enrolment Rate in Early Childhood Development Programs (GER for ECCE):
Disaggregation: Disability
Since Dakar Framework for Action, the GoB has put great emphasis on education of disabled
children. The Department of Social Services (DSS) under the Ministry of Social Welfare
(MoSW) is the focal point organization for persons with any kind of disability. Bangladesh is a
signatory to the Dakar Framework of Action and also to the BIWAKO Millennium Framework
(BMF) as put together by the UN ESCAP. Bangladesh Constitution assures that all children
between age-group 6-10 years are provided with free basic education. There is a National
Policy on Disability framed in 1995 and as a follow-up of this policy Bangladesh Disability
Welfare Act, 2001 was enacted.
Organizations concerned with disability in the government are the DSS which provides care and
education and runs a few programs for people with disabilities, including operating specialized
centers for specific disabled groups of persons. The Directorate of Primary Education (DPE)
and Bureau of Non-Formal Education (BNFE) of the MoPME provide education to the
disabled, and the National Foundation for Development of the Disabled Person (NFDDP) in the
GoB provides assistance to NGOs. The DSS and the Foundation provides vocational
rehabilitation, financial assistance to NGOs for implementing disability programs and for
providing micro-credit. The National Forum of Organizations Working with the Disabled
(NFoWD), Handicap International, an international NGO and Center for Disability in
Development are leading NGOs working for the disabled.8
8
Source: Towards A Barrier-free Society, NFOWD/ Handicap International/ Ministry of Social Welfare, 2007
A recent study indicates a prevalence rate of 5.6 % in Bangladesh with multiple disabilities at
10.7 %, visual disability at 32.2 %, hearing disability at 18.6%, speech disability at 3.9%,
physical disability at 27.8% and intellectual disability at 6.7%.9
The Division-wise regional disaggregation is: Barisal- 6.4%, Chittagong- 4.2%, Dhaka- 8.2%,
Khulna- 4.3%, Rajshahi- 6.0%, and Sylhet- 4.3%. Disability prevalence by area pattern is
highest in Char/ Haor areas (6.7%), followed by plain land (6%), coastal area (3.7%), and the
Hill Tracts (2.8%).
Types of disability vary according to age-groups. For example, visual disability is highest
(47.4%) among age-group 64+ and lowest among age-group 6-15 years. (Table-8)
Table- 8: Distribution of Disability type by age-group
Types of Disability
Multiple
Intellectual
Physical
Speech
Visual
Hearing
Age
0-5
7.1
0.0
50.0
10.7
14.3
17.9
6-15
10.4
10.4
30.2
8.5
11.3
29.2
16-30
10.3
15.1
33.3
5.6
15.9
19.8
31-50
4
7
30.8
2.5
40.3
15.4
51-64
13.8
2.3
24.8
0.9
39.4
18.3
64+
18.6
1.2
1.0
1.9
47.4
14.7
Source: A Study on Prevalence of Disability in Bangladesh, HI-International/ NFOWD, 2005.
GER in ECCE
The official age-group children are 18,701 and the enrolment of ECCE is 9.47% with 9.57 %
males and 9.34 % females having a gender parity of 0.98. The details with regional distribution
are in Tables- 9, 9.1, 9.2, 9.3, 9.4, 9.5, & 9.6.
Table- 9: Gross Enrolment Ratio
In Early Childhood Development Programs (GER for ECCE) in Bangladesh, 2005
Disaggregation: Disability – National
Official age-group
Enrolment in ECCE
GER for ECCE
population
Male
Female
Total
Male
Female
Total
Male
Female
Total
Gender
Parity
Physical
impairment
1032
740
1771
10786
7915
18701
9.57%
9.34%
9.47%
0.98
Visually
491
386
877
4385
3487
7872
11.21%
11.06% 11.14%
0.99
Hearing
318
266
584
3238
2805
6043
9.84%
9.48%
9.67%
0.96
1032
686
1718
8692
6167
14859
11.87%
11.13% 11.56%
0.94
deficiency
1083
969
2052
8339
7231
15570
12.99%
13.40% 13.18%
1.03
Average
791
609
1401
7088
5521
12609
11.09%
10.88% 11.01%
0.98
Speech
impaired
Cognitive
9
(Source: A Study on Prevalence of Disability in Bangladesh, HI-International/ NFOWD, 2005)
Minimum
318
266
584
3238
2805
6043
9.57%
9.34%
9.47%
0.94
Maximum
1083
969
2052
10786
7915
18701
12.99%
13.40% 13.18%
1.03
Source: PEDP – II Baseline Survey 2005, DPE.
Table-9.1: Regional coverage of disabled persons: Barisal Division, 2005
Official age-group
Enrolment in ECCE
Male
GER for ECCE
population
Female
Total
Male
Female
Total
Male
Female
Total
Gender
Parity
Physical
impairment
114
94
207
408
295
703
27.88%
31.78% 29.52%
1.14
Visually
48
43
91
160
146
306
29.96%
28.47% 29.73%
0.98
Hearing
40
27
67
131
90
221
30.40%
29.88% 30.19%
0.98
94
61
155
377
257
634
24.98%
23.62% 24.43%
0.95
deficiency
86
74
160
393
399
792
21.82%
18.49% 2014%
0.85
Average
76
60
136
294
237
531
27.01%
26.65% 26.80%
0.98
Minimum
40
27
67
131
90
221
21.82%
18.49% 20.14%
0.85
Maximum
114
94
207
408
399
792
30.40%
31.78% 30.19%
1.14
Speech
impaired
Cognitive
Source: PEDP – II Baseline Survey 2005, DPE.
Table-9.2: Regional coverage of disabled persons: Chittagong Division, 2005
Official age-group
Enrolment in ECCE
GER for ECCE
population
Male
Female
Total
Male
Female
Total
impairment
270
208
478
2848
2221
5069
Visually
146
111
257
1260
1025
Hearing
98
86
184
1008
291
185
476
deficiency
318
279
Average
225
Minimum
Maximum
Male
Gender
Parity
Female
Total
9.49%
9.38%
9.44%
2285
11.58%
10.80% 11.235%
0.93
899
1907
9.67%
9.61%
9.65%
0.99
2430
1715
4145
11.985%
10.78% 11.48%
0.90
597
2421
2011
4432
13.13%
13.88% 13.47%
1.06
174
398
1993
1574
3568
11.175%
10.89% 11.05%
0.97
98
86
184
1008
899
1907
9.49%
9.38%
9.44%
0.90
318
279
597
2848
2221
5069
13.13%
13.88% 13.47%
1.06
Physical
0.99
Speech
impaired
Cognitive
Source: PEDP – II Baseline Survey 2005, DPE.
Table-9.3: Regional coverage of disabled persons: Dhaka Division, 2005
Enrolment in ECCE
Male
Official age-group
population
GER for ECCE
Female
Total
Male
Female
Total
Male
Female
Total
Gender
Parity
Physical
impairment
267
190
458
2988
2259
5247
8.95%
8.43%
8.73%
0.94
Visually
140
116
256
1096
891
1987
12.82%
12.99% 12.89%
1.01
Hearing
77
66
143
742
683
1425
10.40%
9.60% 10.01%
0.92
248
177
424
2022
1477
3499
12.25%
11.96% 12.13%
0.98
deficiency
234
214
448
1735
1592
3327
13.50%
13.44% 13.47%
1.00
Average
193
152
346
1717
1380
3097
11.58%
11.28% 11.45%
0.97
Minimum
77
66
143
742
683
1425
8.95%
8.43%
8.73%
0.92
Maximum
267
214
458
2988
2259
5247
13.50%
13.44% 13.47%
1.01
Speech
impaired
Cognitive
Source: PEDP – II Baseline Survey 2005, DPE.
Table-9.4: Regional coverage of disabled persons: Khulna Division, 2005
Enrolment in ECCE
Male
Official age-group
GER for ECCE
population
(in percent)
Female
Total
Male
Female
Total
Male
Female
Total
Gender
Parity
Physical
impairment
153
92
245
1042
749
1791
14.71
12.31
13.71
0.84
Visually
49
37
86
285
234
519
17.20
15.85
16.59
0.92
Hearing
32
26
58
208
174
382
15.28
14.84
15.08
0.97
153
108
261
819
581
1400
18.64
18.66
18.65
1.00
deficiency
173
166
339
865
755
1620
19.98
22.04
20.94
1.10
Average
112
86
198
644
499
1142
17.16
16.74
16.99
0.97
Minimum
32
26
58
208
174
382
14.71
12.31
13.71
0.84
Maximum
173
166
339
1042
755
1791
19.98
22.04
20.94
1.10
Speech
impaired
Cognitive
Source: PEDP – II Baseline Survey 2005, DPE.
Table-9.5: Regional coverage of disabled persons: Rajshahi Division, 2005
Official age-group
Enrolment in ECCE
Male
GER for ECCE
population
(in percent)
Female
Total
Male
Female
Total
Male
Female
Total
Gender
Parity
Physical
impairment
196
134
330
2704
1836
4540
7.26
7.27
7.27
1.00
Visually
90
64
154
1187
900
2087
7.58
7.16
7.40
0.94
Hearing
58
47
105
818
654
1472
7.08
7.22
7.14
1.02
215
134
349
2321
1579
3900
9.27
8.50
8.96
0.92
deficiency
236
205
441
2257
1923
4180
10.48
10.66
10.56
1.02
Average
159
117
276
1857
1378
3236
8.33
8.16
8.27
0.98
Minimum
58
47
105
818
654
1472
7.08
7.16
7.14
0.92
Maximum
236
205
441
2704
1923
4540
10.48
10.66
10.56
1.02
Speech
impaired
Cognitive
Source: PEDP – II Baseline Survey 2005, DPE.
Table-9.6: Regional coverage of disabled persons: Sylhet Division, 2005
Enrolment in ECCE
Male
Official age-group
GER for ECCE
population
(in percent)
Female
Total
Male
Female
Total
Male
Female
Total
Gender
Parity
Physical
impairment
31
21
52
796
555
1251
3.88
3.85
3.87
0.99
Visually
18
15
33
397
291
688
4.54
5.05
4.76
1.11
Hearing
14
14
28
331
305
636
4.32
4.59
4.45
1.06
31
22
53
723
558
1281
4.30
3.87
4.11
0.90
deficiency
36
31
67
668
551
1219
5.41
5.59
5.49
1.03
Average
26
20
47
583
452
1035
4.49
4.59
4.54
1.02
Minimum
14
14
28
331
291
636
3.88
3.85
3.87
0.90
Maximum
36
31
67
796
558
1351
5.41
5.59
5.49
1.11
Speech
impaired
Cognitive
Source: PEDP – II Baseline Survey 2005, DPE.
Non-Formal NGO/CBO Coverage
In the non-formal NGO/CBO sector the ECCE coverage is comprehensive- taking care of
health, nutrition, sanitation, education, advocacy, etc. The coverage of 0-3 years children is
1,03,573, that of 3-5 years children is 6,50,841, and that of 5-6 years children is 76915, making
a total coverage of 1.5 million children (Table-10).
Table-10: ECCE Coverage by NGOs
Age Groups
Regions
0-3 Years
Male
Female
3-5 Years
All
Male
Female
5-6 Years
All
Male
Female
All
87558
588765
681004
Barisal
644
1723
10324
Chittagong
829
27966
17928
2403
4205
13867
National
Dhaka
Khulna
Rajshahi
Sylhet
Total
-
-
1093
10412
3105
10848
17213
43247
198
557
140
103573
-
-
650841
-
-
769615
Source: Directory of Early Childhood Development Organizations in Bangladesh, published by Bangladesh ECD Network
Secretariat, January 2007.
The NFOWD member organizations work for creation of awareness about disabilities, health
care and pathological service, treatment of disability, education, technical training, skill
development, scholarship for education, inclusive education, rehabilitation, income generation
activities with credit support etc. The target populations of NFOWD member organizations are
people with disabilities of physical, hearing/ speech, visual, intellectual, and multiple kinds. The
member organizations have served 34,472 boys and 45,210 girls and 162,829 children without
gender specifications. The total number of children served comes to 242,51110.
1.2.2 Percent of new entrants to Primary Grade-1 who have attended some form of organized
ECCE program
Percentage of new entrants to Primary Grade-1 who have attended some form of organized
ECCE program has been found to be 37.57% of all new entrants with a break-up of 36.34% for
males and 38.82% for females.
Sample survey in Chittagong Hill Tracts and Dinajpur among ethnic population shows that out
of 274 ECCE students 263 or 96% enrolled themselves in Primary Grade-1. This phenomenon
can be explained by the fact that para centers in the three districts of Chittagong Hill Tracts and
community and missionary schools in Dinajpur function as ECCE centers of learning with
designated teachers for the purpose, and recruited from among the target group population.
(Table-7)
10
(Source: A Directory of Organizations Working In The Field of Disability In Bangladesh, Dhaka, 2002)
Table-7: ECCE GER: Disagregation-Ethnicity (CHT & Dinajpur)
Schools covered = 18
No. of students in Pre-Primary Schooling, 2007
Boys
Girls
Total
No. of students
138
136
274
Age specific enrolment in Pre-Primary class, 2007
Pre-Primary class
Age of 1st January, 07
Boys
Girls
Total
3 Year
11
10
21
4 Year
25
29
54
5 Year
42
59
101
6 Year
53
18
71
7 Year
8
4
12
8 Year
20
22
42
159
142
301
Total:
No. of students enrolled in class 1 with Pre-Primary experience, 2007
Boys
Girls
Total
No. of students
151
112
263
No. of teachers teach in Pre-Primary, 2007
No. of teachers
25
No. of teachers with C-in-Ed who teach in Pre-Primary, 2007
No. of teachers
5
with C-in-Ed
Source: Muhammad Sirajuddin: Sample Survey on Education Status of Ethnic Minorities, UNESCO, 2007.
1.2.3 Private Center Enrolment as percentage of total enrolment on ECCE programs
Besides the main stream of education in GPS, RNGPS, Madrasah, Kindergartens, and
NGO/Community schools, a good number of students find their way into private non-registered
non-government schools. The PEDP-II Baseline Survey (2005) found incidence of new entrants
to primary grade-1 who have attended some form of organized ECCE program. The percentage
of such children is 26.04% with 27.16% males and 24.88% females.
The non-government organizations run ECCE centers for children of age-groups 0-3 years, 3-5
years and 5-6 years. The number of children attending ECCE centers of 0-3 years number
103,573 while the official age-group 3-5 years children are 650,841. The numbers of children of
5-6 years have been found to be 769,615 (Annexure-2).
1.2.4 Percentage of Under-Fives Suffering from Stunting
It has been established from research and empirical studies that children’s nutritional status is a
reflection of their overall health. Studies on child health care suggest that when children are not
exposed to repeated illness it indicates that they are well cared for and have access to adequate
food supply varied enough and rich in micronutrients, such as iodized salt and vitamin-A . They
have better chances to reach their growth potential.
Under-five children suffering from stunting is quite high in Bangladesh. According to a Report
on Child Nutrition Survey (BBS), the prevalence of stunting among the population of age group
0-5 years had been as high as 65.5 % in 1990 and 51.4 % in 1995. It has been 48.8 % in both
sex, 48.5 % for boys and 49.1 % for girls. (Source: Statistical Year Book, 2002, BBS)
As compared to this national figure under-five children suffering from stunting among tribes/
indigenous population in CHT and Rajshahi region is much better- 16.33% as against national48.8%. (Source: Muhammad Sirajuddin)
1.2.5 Percent of Households Consuming Iodized Salt
An important micro-nutrient, iodized salt is consumed in Bangladesh by 84% of households,
except in Cox’s Bazar district where the consumption is 21%. It may be noted that 98% of
country’s crude salt from sea-water is produced through solar evaporation method in Cox’s
Bazar under supervision of BSCIC. Salt production thus is iodized under BSCIC patronage and
supervision.
Iodized salt consumption rate by division, Bangladesh 2006
[Source: MICS, 2006, BBS/UNICEF]
The sample survey of households in CHT and Rajshahi region shows that 95.96% of
households of tribal/ indigenous population take iodized salt. (Source: Muhammad Sirajuddin)
1.2.6 Percentage of Trained Teachers in ECCE Programs
Primary (and pre-primary) school teachers are supposed to have one-year “Certificate-inEducation” (C-in-Ed) that prepares them in pedagogical discipline, before taking classes
independently. A PEDP-II Baseline Survey (June 2006) reveals that 71.9 percent teachers (74.8
percent male teachers and 67.2 percent female teachers) at GPS and RNGPS have C-in-Ed
training.
The sample survey of households in CHT and Rajshahi region shows that there is 1 teacher is
available for 25 children to teach and 20% of the teachers have Certificate-in-Education
diploma. This is lower than the national average. As a matter of fact, some teachers in Para
Centers do not have Secondary School Certificate diploma11.
11
Source: Muhammad Sirajuddin: Sample Survey of Households and Schools in Chittagong Hill
Tracts and Rajshahi Division
1.2.7 Public Expenditure on ECCE Programs as a Percentage Total Public Expenditure on
Education
In Bangladesh public expenditure on any account is incurred on (i) management cost of service
provided, (ii) recurring cost of repetitive service, and (iii) investment cost that is development
by nature. The first two types of cost are met from Revenue Budget, and the latter type from
Development Budget, styled, Annual Development Program (ADP).
Education had been a priority sector with the GoB since 1972 when primary education was
made, compulsory, free and universal under the Constitution. Resource allocation has been
high, as comparable to other sectors. The government provides support in a graduated scale to
primary education, including non-formal education, in terms of enlarged projects and increased
allocation from other sources. The GoB investment in the Universal Primary Education sector
includes development of physical infrastructure of government primary schools (including
construction of class rooms, utilities, administrative offices, construction/extensions of
academic buildings), human resource development, supply of text books, stipends, school
feeding programs, grants to registered/non-registered private schools, reaching out of children,
Shishu Kalyan (child welfare) Trust primary schools, creation of child friendly environment,
school completion examination, non-formal education- primary/adult education, monitoring
UPE, etc. In the Primary Education Development Program-2 (PEDP-II) the six-year
development investment outlay has been estimated at Tk. 49.331 billion.
The sources of funding of public expenditure on Primary Education are (i) revenue resources of
the GoB in Taka and foreign exchange and also project Aid expressed in US Dollars/Taka.
Bangladesh currency which is 69 taka to 1 US dollar.
Public expenditure on the six (6) EFA goals occur throughout the Government. The cost of
management of these EFA goals is reflected in the Revenue Budget as cost of establishment of
Ministries and organizations thereunder. The cost of fixed investment and development is borne
under the Development Budget, known as Annual Development Program (ADP) (Annexure-1).
As compared to all sectors, public expenditure on education has consistently increased over the
years from 11.13 percent in 1990-91 to 14.18 percent in 2005-06. The highest allocation for
education as compared to all sectors was 26.62 percent in 2005-06 (Table-11).
Table-11: Government Revenue and Development Budget, 1990-91 through 2005-06
(Tk. in million)
Year
1990-1991 RB
1991-1992 RB
1992-1993 RB
1993-1994 RB
1994-1995 RB
1995-1996 RB
1996-1997 RB
1997-1998 RB
1998-1999 RB
1999-2000 RB
2000-2001 RB
2001-2002 RB
All Sector
134312.4
150500.0
166310.0
187500.0
214500.0
222609.2
242349.1
157000.0
307650.0
349440.0
371330.0
372891.8
Revenue and Development Budget
Education
% of all sector
14944.2
11.13
19088.5
12.68
22674.3
13.63
27608.4
14.72
35262.6
16.44
35226.2
15.82
38473.2
15.88
41787.8
26.62
47190.0
15.34
52386.1
14.99
58517.0
15.76
58766.5
15.76
2002-2003 RB
2003-2004 RB
2004-2005 RB
2005-2006 BE
419710.0
511014.8
579109.4
669116.8
65037.8
67579.2
71301.2
94876.8
15.50
13.22
12.31
14.18
Source: Bangladesh Bureau of Educational Information and Statistics, BANBEIS, 2006.
Public expenditure on development of Goal-1 (ECCE) is spread in Ministries of CHT, Industry,
LGRDC, Social Welfare, MoPME, MoE, Religious Affairs, Health and Family Welfare,
MoWCA, Labour, etc. The total cost of all projects across all sectors during approved
implementation period has been Taka 101.36 billion, which is equal to US Dollar 1.47 billion.
Actual Expenditure on ECCE upto 31 December, 2006 has been Tk. 3.43 billion (Annexure-1).
In terms of percentage of total development expenditure of the GoB on ECCE across ministries/
organizations, actual expenditure from Development Budget on ECCE comes to 33.80 percent
during 2001-06 (Annexure-1).
With regard to PEDP-II provisions for Primary Education, both formal and non-formal,
stipulations have been made for “attendance retention and completion cycle” for (i) stipend for
one and two-child families, (ii) Baby Class/ ECCE, and (iii) health care including periodic
health checks. The cost has been estimated at Tk. 687.03 million for the period 2003-05, and a
total of Tk. 48.95 billion for the period 2003-15. This is 10.7 percent of the total PEDP-II
allocation for the period 2003-05. Again, the total cost on ECCE in the formal sector in the
PEDP-II for the period 2003-15 has been estimated Tk. 48.9 billion as against the total PEDP-II
cost of Tk. 403.532 billion. This is 12.1% of the total cost. (Source: NPA-II (2003-2015) Table-12.4.1:
Development Cost Estimates for Universal Primary Education)
Taking into consideration of total revenue and development expenditure i.e. public expenditure
on education as shown in Table-11 and development expenditure on ECCE in several Ministries
as shown in Annexure-1, it will be reasonable to conclude that public expenditure on ECCE is
33.80% of total GoB expenditure of approved projects in the Development Budget, and 14.18%
of all public expenditure on education.
1.3 Additional EFA MDA Indicators: ECCE
1.3.1 Net Enrolment Ratio in ECCE Programs, including Pre-primary Education
In the NPA-II net enrolment rate for the male children was targeted at 83 percent in 2005 over
80 percent of benchmark year 2000. The target for male children was 87 percent and for the
female children 89 percent (Table-2.1).
Table -2.1: ECCE Target Population Estimated for NPA II
Age Group
Benchmark
2000
Growth Projection and Targets by Selected
Years (in 000s)
2005
2010
2015
5614
5477
5950
Boys 3-5 years
5191
Girls 3-5 years
5002
5408
5276
5732
Total 3-5 year olds
10193
11022
10753
11682
5-year olds
2912
3179
3150
3293
Boys
1477
1613
1600
1674
Girls
1435
1566
1550
1619
Source: NPA-II (2003-2015), 2007.
The total population for the age-group 3-5 years was 9.66 million in 2005 with a break-up
4.9 million males and 4.7 million females. Net Enrolment Rate in 2005 was 11.09 % with a
break-up of 11.05 % males and 11.09 % females. The Gender Parity Index was 1.01. (Source:
Baseline Survey, PEDP-II, 2005)
1.3.2 Pupil-Teacher Ratio (Child: Child-Caregiver Ratio)
The present system of teaching in classes for 0-3 and pre-school 3-5 years old children varies
from school to school, depending on the type of school and the management. For example, in
GPS 1-2 teacher(s), preferably female, remain earmarked for teaching/ playing with children in
“baby classes”. When she (or he) is absent a substitute looks after them. On an average there are
about 58 children in baby classes. But the contract hour is about 768 hours. The government has
taken major steps, following Dakar Framework of Action on EFA, to increase contact hours
from 768 hours (2003) to 843 hours (2007), to 923 hours by 2009. In the NPA-II the GoB
stipulated increasing number of teachers and raising their qualifications with B.ED education.
The pupil: teacher ratio has been planned to be raised to 40:1 from the present pupil: teacher
ratio of 58:1 in primary education including ECCE. (Source: NPA-II/ Baseline Survey, 2005, DPE).
In kindergartens the situation is better in matters of personal attention. The number of pupils in
a section of “babies” in each section is around 30 and each class may have more than one
section. However, at any point of time one group of children indulge in playful activity and
another group take lessons. In kindergartens the Pupil-Teacher Ratio is 30:1. (Source: Discursion
with teachers of K.G Schools)
The number of Ebtedayee Madrasah students in 2005 was 844,523 and the number of teachers
was 28071. The pupil: teacher ratio is 30:1 (Source: BANBEIS: Bangladesh Educational Statistics)
In NGO/CBO Centers of Learning, the teacher-student ratio depends on the nature of the
program, and the resources of the organization with source of funding. The Pupil-Teacher ratio
varies from 30:1 to 58:1. (Source: Directory of NGOs working on ECCE, 2004)
1.3.3 Public Current Expenditure on ECCE per Child as Percentage of GDP per capita
Education in Bangladesh is basically state financed. Government allocations to the education
sector out of its revenue and development budgets primarily finance educational expenditures.
Full costs of government primary schools are borne by the government. The government also
pays 90 percent of basic salaries, house rents and medical allowances to teachers of non-
government registered primary schools (NGRPS). Besides, the NGRPS also receive grants from
the government for repair and maintenance of buildings. In this respect, however, there is no
separate accounting for expenses on ECCE.
Revenue and Development expenditure on education in general and primary education
(including ECCE) in particular has been consistently increasing since 1990. For example,
education sector has received 11.13% of government budget allocations of all sectors in 199091; it has been 14.18% in 2005-06 with peak allocation of 26.62% in 1997-98 (Table-11).
Table-11
Government Revenue and Development Budget, 1990-91 through 2005-06
(Tk. in million)
Year
1990-1991 RB
1991-1992 RB
1992-1993 RB
1993-1994 RB
1994-1995 RB
1995-1996 RB
1996-1997 RB
1997-1998 RB
1998-1999 RB
1999-2000 RB
2000-2001 RB
2001-2002 RB
2002-2003 RB
2003-2004 RB
2004-2005 RB
2005-2006 BE
All Sector
134312.4
150500.0
166310.0
187500.0
214500.0
222609.2
242349.1
157000.0
307650.0
349440.0
371330.0
372891.8
419710.0
511014.8
579109.4
669116.8
Revenue and Development Budget
Education
% of all sector
14944.2
11.13
19088.5
12.68
22674.3
13.63
27608.4
14.72
35262.6
16.44
35226.2
15.82
38473.2
15.88
41787.8
26.62
47190.0
15.34
52386.1
14.99
58517.0
15.76
58766.5
15.76
65037.8
15.50
67579.2
13.22
71301.2
12.31
94876.8
14.18
Source: Bangladesh Bureau of Educational Information and Statistics, BANBEIS, 2006.
In Bangladesh national income is measured in terms of Gross Domestic Product (GDP), instead
of Gross National Product (GNP). The GDP was estimated at Tk. 253546 crore in 2000-01 (100
crore = 1billion); it is estimated as Tk. 416155 crore in 2005-06. Per capita GDP has been
estimated to be Tk. 29986 or USD 456. Sectoral growth rate of GDP in education (Base Year:
1995-96) is 7.98% in 2005-06. Sectoral share of GDP at 1995-96 constant prices is 2.47 percent
in 2005-06. (Source: Bangladesh Economic Preview, 2006, Ministry of Finance, 2007)
The current accounting system in Bangladesh does not keep separate account of expenditure per
child of the ECCE age-group (3-5 years). However, taking into account enrolments of pupils
and budget allocations, the expenditure per pupil has been estimated at Tk. 1454 at current
price, and at Tk. 759 at constant prices of 1990-91 (Table- 13).
Table-13: Government Allocation for Primary and Mass Education
Year
1990-1991
1991-1992
1992-1993
1993-1994
1994-1995
1995-1996
1996-1997
1997-1998
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
Total Enrolment
(in’000)
12635
13017
14067
15181
17280
17580
18032
18361
17262
17668
17659
17561
18268
18577
Total Allocation as per
Revised Budgets
Constant 1990-91
Current Price
Price
(Tk. in million)
(Tk. in million)
7370
7370
10320
9400
11650
10480
14970
13050
17590
14050
17720
13340
18640
13670
19310
13210
21520
13560
24340
14810
27520
16470
26500
15530
29550
16440
27020
14100
Expenditure per Pupil Enrolled
Current Price
Tk.
583
793
828
986
1018
1008
1034
1052
1247
1377
1564
1509
1617
1454
Constant 1990-91
Price
Tk.
583
722
745
860
813
759
758
719
786
838
933
884
900
759
Source: Directorate of Primary Education
Notes: (i) All Revised Budget figures are used; (ii) Data about 2003 & 2004 are unconfirmed.
1.3.4 Under-5 Mortality Rate
Bangladesh has displayed considerable success in reducing infant and child mortality. The
success in reduction of mortality rate has been attributed to GoB policy on preventive and
promotive care. Under-5 mortality rate has declined significantly from 133 in 1993-94 to 88 per
1000 births in 2004. The child mortality rate has declined from 50 to 24 per 1000 live births for
the same period. The infant mortality rate has been decreased from 87 in 1993-94 to 65 per
1000 births in 2004. The neonatal and post-natal mortality rates are currently 41 and 24 per
1000 births respectively. (Ten Years After ICPD (International Conference on Population and
Development), MOHFW/UNFA- Bangladesh)
Under-5 mortality rate has been found to be 2.97% among children of indigenous and tribal of
Rajshahi and CHT. (Source: Muhammad Sirajuddin)
1.3.5 Proportion of Infants with Low Birth Weight
The prevalence of low birth weight and wasting has been reported for 0 age-group to be 6%
severe, and 29 % moderate and a total of 35% (Child Nutrition Survey, 2000, BBS/UNICEF).
Among the indigenous people of Rajshahi and tribes of CHT 60.24% of infants have low birth
weight. (Source: Muhammad Sirajuddin)
1.3.6 Vitamin A Supplementation Coverage Rate
Bangladesh has high incidence of Vitamin A supplementation. About 85% of the children of
age-group 9-5 months receive high dose of Vitamin A supplement with, however, regional
variations (eg. Dhaka has high rate of 93% and Sunamganj 4%).
Children of indigenous and tribal people of Rajshahi and CHT have been covered up to 75.45%
under the Vitamin-A supplementation program. (Source: Muhammad Sirajuddin)
1.3.7 Proportion of 1-Year Old Children Immunized against DPT-3, Polio, Measles, Hepatitis,
and other vaccines
Bangladesh has a set of elaborate institutional arrangements for immunization coverage for the
six major vaccine preventable diseases (DPT 3, Polio, Measles, Hepatitis), along with early
diagnosis and treatment as the Histogram below shows. Immunization from Polio is 100% and
81% from other vaccine-preventable diseases.
Immunization coverage of children and women by antigen, Bangladesh 2006
[Source: MICS, 2006, BBS/UNICEF]
The proportion of 1-year old children immunized against DPT3, Polio, Measles, Hepatitis, and
other vaccine is 56.1% among indigenous people of Rajshahi and tribes of CHT. (Source:
Muhammad Sirajuddin)
1.3.8 Proportion of Population with sustainable access to safe drinking water
In Bangladesh, 97.6 percent of the households use improved drinking water sources, with 99.2
percent of urban population and 97.1 percent of rural population (MCS-2006). However, the
source of safe drinking water is 91 percent in GPS and 89 percent in RNGPS, which is mainly
from tube-wells. (Source: DPE Baseline Survey 2005)
1.3.9 Proportion of Population with sustainable access to basic sanitation
Providing sanitation facilities in households is one of the major development thrusts of the
GoB. It is a projection of the government to have 100% households sanitation facilities by the
end of the decade. However, at present 39.2 percent of households have sanitation facilities
with 57.8 percent in urban and 31.9 percent in rural areas. (Source: MICS, 2006)
1.3.10 Proportion of young children whose parents participate in parenting education
program
In Bangladesh between 66 and 28 percent of children of age-group 0-59 months (or 0-6 years)
have household members engaged in four or more activities that promote learning and school
readiness, and between 62 and 43 percent of children of age-group (0-59 months or 0-6 years)
for whom the father is engaged in one or more activities that promote learning and school
readiness. (Source: MICS, 2006)
1.3.11 Exclusive breast-feeding rate
It has been established through studies all over that breast feeding is highly important for child
health. The first breast feeding of colostrums after parturition immunizes the child, and
exclusive breast feeding up to first six-months is a necessity for child care.
A recent study (MICS, 2006) suggests that only 37% of Bangladeshi children aged less than 6
months are exclusively breastfed, complementary breast feeding (breast milk and
solid/semisolid food) rate is 52% at age 6-9 months and 95% at age 12-15 months. Nationally,
over 30% of infants are breastfed within one hour of birth.
The practice of breast feeding is common among indigenous/ tribal people. A recent sample
survey shows that 88.9% of children of 0-6 months old among the tribal people are breast fed.
(Source: Muhammad Sirajuddin)
1.3.12 Proportion of Under-5 Children with Anaemia
Access could not be gained to any document dealing exclusively with under-5 children with
anaemia. However, from MICS, 2006, an indirect suggestion is that about 3.1 % of children
weigh low, because they are not breast fed.
The incidence of anaemia among indigenous and tribal children in Rajshahi and CHT is 5.38%.
(Source: Muhammad Sirajuddin)
1.3.13 Birth registration rate
In Bangladesh, registration of birth has been made regulatory as early as in 1929, when local
governments at the village level (Village Councils) had registration of birth as one of its
important functions. It is now compulsory under the Local Government Act. But it goes by
default, because any punitive action prescribed under any law. The current prevalence of birth
registration is 9.9 percent at national level, 12.8 percent in urban areas and 8.8 percent in rural
areas (Source: MICS, 2006).
1.3.14 Support for early learning
To the extent that rapid brain development occurs during the first 3-4 years of life home care by
the parents/ relatives is an important determinant of child’s cognitive development during this
period. It has been found that parent, relatives and other caregivers of 48 percent of under-five
children have engage themselves in more than four activities to promote learning and school
readiness in their wards. Involvement of father as caregiver is high, about 50 percent.
Nationally 8 percent of children live without their natural (siring) fathers. (Source: MICS, UNICEF,
2006)
1.3.15 Diarrhoea and Oral Dehydration Treatment
Incidence of Diarrhoea, a water-borne disease, is common in urban slums and rural areas.
During high floods it occurs in epidemic proportions. The incidence of Diarrhoea is higher
among boys than girls, specially among children of 6-23 months.
Bangladesh has an elaborate system of Diarrhoea management and control through oral
rehydration therapy/salts (ORT/S)/recommended home fluid (RHF). Creation of awareness
through advocacy and government agencies and NGOs is elaborately organized. The incidence
of Diarrhoea varies between 12% and 7% in regions. (MICS, 2006)
1.3.16 Treatment of Pneumonia
Awareness of the can-be-fatal disease of Pneumonia is wide and 5%+ children of age-group 0-3
years normally have symptoms of pneumonia.
General Observations on Bangladesh EFA ECCE
A major challenge is to reorganize ECCE activities and set the targets for the period 2008-2015, in
accordance with policy indicators, core indicators, and additional indicators of EFA Goal-1: ECCE.
Another major challenge is relates to formulate activities in the non-formal education sector by the
bureau of Non-Formal Education, as envisioned and targeted for 2001-2015 in the NPA-II.
A third challenge is to mobilize resources for ECCE, preferably in the Para model of ICDP of CHT,
for the whole country.
Still another challenge is to establish effective coordination between NGO and GoB activities on
ECCE (and all other education activities), may be, as a conditionality of assistance by sources of
funding.
Programs and activities on all aspects of ECCE is required to be reorganized/ reformulated and
budgetary provisions have to be made for goal-wise activities with performance indicators, with a
strong monitoring and information systems.
The EFA National Plan of Action-II (2001/2003-2015) has been approved by the GoB and the
targets of various activities component-wise have been taken for assessment of achievements
against the targets.
The Goals of EFA on ECCE, Universal Primary Education, and Non-Formal Education have
been treated in the NPA-II in accordance with the visions, challenges, programs, and
implementation strategies. But the measures of performance, that is, MDA Policy Indicators,
Core Indicators, and Additional Indicators with disaggregations have not been stated under
Logical Framework Approach so that achievements can not be verified in quantitative terms.
The targets set have not been set with disaggregation in the NPA-II or in the project documents
of relevant program/ project. It is understood that the project document of PEDP-II is going to
be revised. If that be so, objectively verifiable indicators may be incorporated in the LogFrame
to provide information in accordance with EFA goal indicators.
The Para Centers under ICDP in the Chittagong Hill Tracts are doing good job to prepare
children for admission in primary schools. This effective model begs to be replicated
throughout Bangladesh. In the PEDP-II, project document Para Center model may be
incorporated for the whole of Bangladesh or at least for the disadvantaged children.
Public expenditure in Bangladesh is accounted for Demand-wise. For example, the Revenue
Budget of the Ministry of Primary and Mass Education is accounted for under Demand no. 17.
Again, the Development (Investment) Expenditure is accounted for in the Annual Development
Program (ADP) under specific sectors/ sub-sectors. For example, the Public Expenditure for
development (investment) for Primary Education is reflected under broad Education and
Religion Sector.
Again, Public Expenditure for specific Goals of the EFA can be reflected under more than one
Demand of the Revenue Budget and under more than one sector/ sub-sector/ organization of the
ADP under specific projects/ programs. For example, Public Expenditure on ECCE has been
accounted for under various sectors/ sub-sectors and organizations of the Ministries of Health
and Family Welfare, Women and Children Affairs, Chittagong Hill Tracts, Local Government
and Rural Development, Education, Primary and Mass Education, Labour, etc.
There is no specific provision in the Revenue or Development Budget for ECCE or pre-school
education. Such expenditure has to be culled from the Revenue Budget of the MoPME/ DPE
from various Head of Accounts, and from the Development Budget against specific item of
project expenditure as recorded or shown in the project document.
For example, in PEDP-II allocations are made for primary schools, salary of teachers and other
staff (but not separately for teachers in ECCE or teachers in primary). As such, it has been
found difficult to segregate expenditure on ECCE, except fund earmarked in the NPA-II or in
specific development projects for children as beneficiary/ target people.
Similarly, because of accounting procedure, expenditure per student grade-wise or expenditure
on ECCE with reference to national budget or national accounting could not have been
specified.
Coordination between stakeholders of ECCE on aspects of (i) child care, (ii) child development,
and (ii) child education, is effected through the National Coordinator EFA and Chairperson of
the Technical Assistance Group (TAG) located in MOPME, who is also the Joint Secretary
(Development). An Operational Policy Framework for Pre-Primary Education (PPE) has been
put into operation. A PPE unit in the Directorate of Primary Education (DPE) will function as
coordination point among stakeholders of ECCE.
The PPE may be made into a separate unit in the DPE with full complementary supports,
including a full time consultant with donor support.
Training of child care-givers (in the family and schools/care-centers) is meager and fragmented.
It is necessary that parenting/ child care giver education and training is introduced in all
institutions, including government primary schools. There can be an activity, with separate
budget provisions in the PEDP-II for Parenting/Care-giver training, development, with actionplay as part of training module. In this regard, initiative taken by Dhaka Ahsania Mission is
noteworthy.
The present conceptual frame-work of ECCE (eg. 3-5 years are age-group children education in
“Baby Class”) is not adequate to provide care beyond “familiarization”. This means that various
organizations in the GoB set targets for (i) child care, (ii) child development, (iii) child
education in accordance with organizational culture of respective sponsors. The project
manager report achievements against targets of specific activities to the monitors of concerned
organizations. There is no arrangement to compile a consolidated assessment on targets and
achievements goal-wise. The PPE may have the responsibilities for coordination and
consolidation of outputs in time frames to conform to EFA Goal indicators.
Child education needs be defined to include childcare (pre-natal/post-natal/health care including
nutrition from 0-59 months), child development (build-up the child, meaning total development
through care-package), and child education (3-11 years) in pre-/in- primary, passing on to
secondary).
The GoB has accepted a “partnership” approach to primary education and literacy (Non-Formal
Education). The approach fulfills Dakar commitments. But in order to effect collaboration and
coordination among the government, NGOs and other stakeholders the Operational Policy
Framework for Pre-Primary Education should become a pro-active instrument.
It is also necessary that all types of inputs by government project sponsors, NGOs, and civil
society organization are made transparent, and data/ information on performance of EFA Goals
are made available through an institutional arrangement. For example, all sponsors of EFA Goal
activities, government and non-government report to the PPE in a routine manner as part of the
donor conditionality.
The GoB investment and NGO investment on ECCE may also be aggregated at the National
Coordinator’s level.
ECCE AT A GLANCE
1. Policy/ System indicators : Followed
2. ECCE Official Age-group (3-5 years) Population:
Total – 9.67 million,
Male – 4.95 million,
Female – 4.72 million
3. ECCE Target Population during 2001-2005:
Total – 2.02 million
Formal – 1.00 million
Non-formal – 1.02 million
4. Gross Enrolment Ratio (Formal):
Total: 1.10 million (11.40 %)
Male: 0.56 million (11.26%)
Female: 0.54 million (11.56 %)
Gender Parity Index: 1.03
5. Gross Enrolment Ratio (Non-Formal):
(Kindergarten, Madrasah, NGO
Center and RNGPS)
Total: 0.12 million (6.17 %)
Male: 0.10 million (6.09 %)
Female: 0.02 million (6.25%)
Gender Parity Index: 1.02
6. Gross Enrolment Ratio (Ethnicity):
Total population: 130348
Total enrolment: 10.95%
Male: 11.18%
Female: 10.71%
GPI: 0.96
7. Gross Enrolment Ratio (Disability):
Total population: 18701
Total enrolment: 9.47%
Male: 9.57%
Female: 9.34%
GPI: 0.98
8. Private Center Enrolment
Total population: 14141.75 m
(18.09 %)
Male: 1.75 m (18.09 %)
Female: 1.74 m (18.08 %)
Gender Parity Index: 0.99
(KG/Madrasah/NGO) as
percentage of total enrolment
9. Percentage of Under-5 Children suffering from stunting:
42.9 %
10. Consumption of Iodized Salt (Households):
11. Public Expenditure on ECCE as Percentage of Total
Public Expenditure on Education:
84 %
12. Percent of Trained Teachers:
13. Pupil Teacher Ratio:
14. Current Public Expenditure per Child:
15. Birth Registration Rate:
33.8 % of total inter-sectoral
development expenditure.
20%
58: 1
Tk. 1454 (US$ -1= Tk. 68)
9.9%
Annexure-1
Investments by GoB in Development Projects Related to EFA Goal-1
Early Childhood Care and Education (ECCE)
(Taka in Lakh)
1
ADP
Page/
2
4
Project
Approved Cost
SL
No.
5
Total
Project Period
(FE)
PA
12
14 (15)
17
10
Revised Budget for 2006-07
Total
(Tk. com.)
11
19
Expenditure
(Up to 31/12/2006)
Tk.
PA
Total
GoB
Source of
(Rev.)
(Tk.
(Tk.)
Revenue
Foreign
com.)
94/
Chittagong Hill Tracts
32069
23549
Rural Development
(2638)
(20910)
54
6620
Project
6478
5250
(4850)
(4850)
Aid
7331
2469
ADB
(142)
(1/01-6/08)
Chittagong Hill Tracts
94/
Comprehensive Social
55
Development Project
17969
799507
1347
1042
606
6295
4036
(305)
UNICEF
(1/96-12/2010)
126/12
Universal Iodized Salt
6193
Manufacturing Project
(3169)
3169
105
50
50
2928
1132
(55)
UNICEF
nd
(2 Phase)
(7/2000-6/2010)
258/47
Sanitation, Health,
52528
Education and Water
(40769)
40769
1400
150
1200
527
62
(1250)
UNICEF
Supply
(1/06-6/2010)
262/43
Hygiene, Sanitation &
26554
Water Supply Project
(141)
14062
565
263
420
1
1
212371
212371
5373
191
(302)
DANIDA
(7/06-6/2010)
Primary Education Stipend
284/1
331231
-
46800
Project
-
-
(46800)
GoB
(7/02-6/08)
284/4
Reaching Out-of-School
38302
35934
Children
(85)
(35848)
8689
(7/04-6/2010)
286/12
14
8142
(6)
(8106)
SDC, WB
(8675)
Basic Education for Urban
20600
19855
Working Children
(100)
(19755)
2680
65
2500
1806
87
SIDA,
(2615)
UNICEF
(7/04-6/09)
Stipend for Female
290/23
Swedish
50299
-
11700
Students of Secondary
80
-
10124
10124
(11620)
GoB
Schools (2nd Phase)
(7/05-12/08)
290*
Other Projects of
139718
32689
Secondary & Higher
(4690)
(54810)
Secondary Education
19767
3769
-
42897
42897
-
Reconstruction &
292/31
6713
Expansion of Selected
6185
5
(528)
-
-
-
-
(5)
IDB
Madrasahs
(1/06-12/07)
294/35
Introduction of Dakhil
5144
4015
(Vocational) Course
(80)
(4015)
112
(7/01-12/07)
306/73
85
64
(64)
(64)
2292
393
IDB
(27)
Associating Religious
844
Leaders with HRD
(834)
834
201
-
200
(201)
(200)
129
1
UNFPA
(1/06-12/2010)
Mosque-based Child and
306/74
21600
-
6880
Adult Education Program
140
-
4856
4856
(6740)
GoB
(1/06-12/08)
Temple-based Child &
306/76
1320
-
1
Adult Education Program
-
-
-
-
(1)
GoB
(7/06-6/09)
Health, Nutrition &
328/
4(4)
9060
Population Sector
5016
2150
(4384)
Program: Health,
720
1100
(700)
(1050)
2285
1134
IDA
(1430)
UNICEF
WHO
Education & Promotion
(7/03-6/2010)
332/
4(24)
Maternal Child &
Reproductive Health
44594
11500
(38876)
Services
National Nutrition
332/
53849
300
10400
(100)
(9700)
4933
3043
(11200)
120000
Program
109591
9470
(109591)
4(32)
56
8350
(50)
(7920)
IDA
UNFPA
30537
3608
Canadian
SIDA,
IDA
(9414)
Netherlands
336/13
Second Urban Primary
53100
42480
Health Care Project
(3475)
(39005)
7950
(2nd Phase)
7798
6950
(5973)
(5973)
4986
518
ADB
UNFPA
(152)
(07/05-12/2011)
Mother & Child Health
338/17
1983
-
100
Training & Research
100
-
-
-
-
GoB
Organization
(07/06-06/08)
346/5
Information/
2485
Communication Program
(1490)
1490
340
322
175
-
-
(18)
UNICEF
on Women & Children
(7/06-6/2011)
Bangladesh Institute for
356/3
356/5
451
-
238
the Disabled
238
-
-
-
-
GoB
(7/01-6/08)
6 Technical Institutes for
4690
-
847
825
-
315
315
GoB
Orphans and Disabled
(22)
Children at 6 Divisions
(1/06-6/08)
Modernization of 20
1775
-
200
Existing Government
356/7
150
-
-
-
(50)
Children’s Family
GoB
(Center)
(7/06-6/09)
Day-care Center for
435
-
115
Children of Working
360/19
2
-
325
325
(113)
Women at District Town
GoB
(1st Phase)
(7/01-6/07)
Day-care Center for
364
-
101
Children of Working
360/22
1
-
197
197
(100)
Women at District Town
GoB
(2nd Phase)
(7/02-6/07)
Construction of Dinajpur
369
-
301
Shishu Academy Complex
364/34
298
-
90
90
(3)
Bhaban
GoB
(7/05-/07)
Early Childhood
2737
450
-
Development Project
***
-
1518
1518
-
-
(Shishu Bikash
UNICEF
Karjokrom)
(2001-2006)
Bangladesh Program for
404/8
2892
-
450
Reducing Risk for
1
-
62
62
(449)
GoB
Working Children
(7/05-6/08)
478/5
Sustainable Arsenic
1493
Mitigation under
(1476)
1476
438
169
438
472
6
(269)
Integrated Local
JICA
Government System in
Jassore
(9/05-8/08)
Early Childhood
516/8
Education for Child
Development
7831
7459
450
435
(15)
430
-
UNICEF
(7/06-12/2010)
518/1**
Total
Protection of Children at
1942
1494
1262
Risk
Goal: ECCE
204
981
-
-
342650
287918
(1058)
1013648
1194618
(59397)
(328826)
19986
142784
(11743)
(103031)
48774
(37863)
UNICEF
All sources
Notes:
*
The projects included in this group are related to education in general, including higher education at graduation and postgraduation levels; but accounted for within the education sectors.
** A new project included in the Annual Development Program, 2007-2008 but not recorded in the Revised Annual Development
Program, 2006-2007.
*** The project has been shown completed in June 2006 and the cost of project and expenditure had been shown in ADP 20052006.
Source: Revised Annual Development Program, 2006-2007, Bangladesh Planning Commission, Summary of National Budget,
2007-2008, Ministry of Finance, and Annual Development Program, 2007-2008, Bangladesh Planning Commission.
Annexure-2
Target Group (Children and Parents) Population Coverage by NGOs/CBOs
National NGOs
Target
0-3
3-5
5-6
Yrs.
Yrs.
Yrs.
Parents
Disabled
F
Agency
All ages
M
Boys
Eco-Status
Region
Girls
All regions
BRAC- EP
542881
Yes+
P/HCP
Boys=214444,
urban, char, hill
Girls=328437,
Mothers=500000,
To start activities
500000
No
P/HCP
Yes
P/HCP
Dhaka/
BYFC
04
12+=520168,
including rural,
tract, haor.
BSA
Comments
42
25
21
22
24
R/S-u
Dinajpur
Care-
18 Districts/
12+ =191200,
Bangladesh
Chittagong,
Boys= 47700,
31800
31800
31800
Yes+
P/HCP
Dhaka, Rajshahi,
Girls= 47700,
Sylhet divisions.
Fathers= 19120,
Mothers= 19120.
All divisions
Caritas7962
Bangladesh
4873
NA
NA
Yes+
CHCP
2000
80
1031
1123
Yes+
Rural/12+= 6638
P/HCP
Poor
Barisal,
6+ =210,
Gopalganj,
Rural/tribal areas
Rangamati,
Mymensingh
4 Divisions/
CMSD
R/S-u
Joypurhat,
109
64
98
75
98
75
Yes
MC/HCP
Jassore
Madaripur,
Mowlovibazar,
Hobiganj
3 Divisions
CRP
250
225
Yes
40
(only)
6+= 38, Boys=
421, Girls= 250,
All groups
Fathers= 170,
Mothers= 420.
R/U
DAM
1716
3572
6100
2381
2907
Yes+
MC/
P/HCP
3 Divisions/
Dhaka, Khulna,
Barisal.
2 Divisions/
Early Concern
NA
NA
Yes
P/HCP
Rural
R/S – U/U/HT
Chittagong,
Dhaka
2 Divisions/
FIVDB
13,631
8520
9250
NA
NA
No
P/HCP
R/S – U/U/Haor
Chittagong,
Sylhet
Grameen
Sikkha
6182
2709
60
8449
4445
4446
Yes
P/HCP
2 Divisions/
12 – 18 = 2540,
Chittagong,
18+ = 8509,
Dhaka
R/S – U/U
22 District/
GSS
R/U
4 Divisions/
13920
6682
7238
Yes
P/HCP
Dhaka,
Chittagong,
Khulna, Rajshahi
GUC
45
52
60
93
113
90
67
Yes
P/HCP
10 districts/3
12-18=51,
Divisions/Dhaka,
18+=113, R/S-
Chittagong,
u/U/Island
Barisal
Heed
6197
Bangladesh
MSS
3875
NA
NA
No
P/HCP
3 Divisions/
12-18=1561,
Dhaka, Khulna,
18+=3875, U/R
Rajshahi
2 Divisions
882
1030
1256
1248
1920
1248
1920
Yes
P/HCP
59 Districts/ All
Nayantara
Divisions
Comminicatio
Yes
ns
Rural
Dhaka, Rajshahi
Rich/MC/
3-6=800000 &
131,256;
18+=20000,
R/S-
P/HCP
u/U/haor/HT/isla
nd
3 Divisions/
12-18=2500,
MC/
Dhaka,
18+=1476, R/S-
P/HCP
Chittagong,
u/U/HT
Nijera Shikhi
1301
1470
5271
6747
NA
NA
Yes
Khulna
PHULKI
2000
1000
1800
1500
1500
1900
1900
Yes
Poor
2 Divisions/
12-18=200,
Dhaka,
Urban
Chittagong
Plan
Bangladesh
26440
23640
10575
26440
29114
31541
Yes
MC/
P/HCP
2 Divisions/
15 Districts/ 5
SC USA
39183
2904
25420
36743
38681
Yes
P/HCP
R/S-u/U
Dhaka, Rajshahi
6-12=36241,
Divisions/
18+=28324,
Dhaka, Rajshahi,
R/S-u/U/haor
Khulna, Barisal,
area
Sylhet
SSS
26141
3788
3923
27003
28060
NA
NA
Yes
P/HCP
2 Divisions/
12-18=7060,
Dhaka, Rajshahi
18+=141292,
R/S-u/U/haor
area
2 Divisions/
TdH-NL
1411
1411
1411
666
745
Yes
Poor
Yes
MC/P/HCP
Dhaka, Barisal
7 Districts/ 2
TMSS
R/U/Island
R/S-u/U
Divisions/
Dhaka, Rajshahi
2 Divisions/
VARSA
No
HCP
9 Districts/ 3
WVB
1759
7714
4506
4967
Yes
Poor
R/S-u/U/Island
Dhaka, Barisal
Divisions/
Dhaka, Rajshahi,
Chittagong
R/S-u/U/HT
Annexure-2.1
Disaggregation: Target Group (Children and Parents) Population Coverage by NGOs/CBOs
Barisal Division
Target
0-3
3-5
5-6
Yrs.
Yrs.
Yrs.
Agency
Parents
All ages
Disabled
F
M
Boys
Girls
320
680
NA
NA
EcoStatus
Region
2 Districts/
AO
140
160
200
Yes
P/HCP
Barisal &
Comments
12-18=300, 18+=200,
R/S-u/U
Jhalokathi
Patuakhali
Costal area
HCP
Bhola
Rural & Island
Barisal &
R/S-u/U
Yes
Poor
Jhalokathi
Yes
P/ HCP
Yes
P/ HCP
CDAC
150
293
151
292
Yes
Coast Trust
Yes
MC/P/
HCP
GDS
Multi Task
PUS
RUN
150
180
MC/P/
190
190
NA
NA
Yes
02
02
18
18
Yes
HCP
4100
6150
Yes
P/MC
475
657
No
HCP
HCP
SB
18
18
450
9800
622
306
SP
ST
204
338
376
Borguna
R/S-u/U
Jhalokathi
R/U
Barisal &
12-18=200,
Patuakhali
R/S-u/U/Island
Patuakhali
12-18=04, Rural
Jhalokathi
Rural
Patuakhali
12-18=285, 18+=429
Yrs.- Years; F- Father; M- Mother; Eco- Economic; MC- Middle class; P- Poor; HCP- Hard core
poor; R- Rural; S-u – Sub-urban; U- Urban
Island
Annexure-2.2
Disaggregation: Target Group (Children and Parents) Population Coverage by NGOs/CBOs
Chittagong Division
Target
0-3
3-5
5-6
Yrs.
Yrs.
Yrs.
Parents
Disabled
F
Agency
All ages
M
Boys
Girls
NA
NA
Yes
BADHAN
5
54
COSED
710
640
10
490
663
687
Yes
178
114
221
1700
NA
NA
No
887
887
NA
NA
No
CRCD
27
CWFD
EcoStatus
MC/P/
100
20
51
69
No
DRISTI
No
GKK
300
300
1151
1173
300
300
No
P/ HCP
Comilla
P/ HCP
Chittagong
15386
73586
73586
20301
19940
Yes
6-11=24, R/S-u
18+=500,
P/ HCP
12-18=2800,
18+=600, Rural
P/ HCP
Chittagong
5-12=840, 12-18=112,
Urban
Chittagong
R/S-u
P/ HCP
Comilla
Rural
P/ HCP
Brahmanbaria
HCP
12-18=300, 18+=300,
Rural
ICDP
24855
Noakhali
Comments
HCP
MC/P/
DOWS
Region
P/ HCP
3 Districts/
18+=147172,
Rangamati,
Rural
Bandarban &
Khagrachari
Innocent
03
05
10
10
06
02
Yes
P/ HCP
Street
INNOCENT
200
300
500
800
800
500
500
Yes
Chittagong
12-18=03, Urban
Chittagong
12-18=500, 18+=100,
Children and
Urban
Advantaged
Children
IREF
10
35
40
50
40
45
No
850
300
980
495
655
Yes
P/ HCP
ISDE
MC/P
Chittagong
R/S-u/U
Chittagong
18+=980, Rural
& Cox’s
Bazar
Yrs.- Years; F- Father; M- Mother; Eco- Economic; MC- Middle class; P- Poor; HCP- Hard core
poor; R- Rural;
S-u – Sub-urban; U- Urban
MAA
15
25
22
18
Yes
81
75
58
98
No
400
50
NA
NA
Yes
P/HCP
16
10
No
Poor
40
80
Yes
Poor
375
755
Yes
P/HCP
PSKS
Comilla
Rural
Comilla
Rural
Poor
MC/P/
HCP
Cox’s Bazar
SARPV
198
SOUVIC
26
SSKS
6
60
85
345
120
100
YPSA
425
18+=90, R/S-u
Laksmipur
Rural
Chittagong
Urban
Chittagong
12-18=275,
Sub-urban
Annexure-2.3
Disaggregation: Target Group (Children and Parents) Population Coverage by NGOs/CBOs
Dhaka Division
Target
0-3
3-5
5-6
Yrs.
Yrs.
Yrs.
M
Boys
Girls
NA
NA
45
ACORD
176
50
725
130
EcoStatus
Poor
120
AGUS
ARP
All ages
Disabled
F
Agency
Aparajeyo
Parents
89
120
25
05
235
2765
427
563
Region
Narsingdi
Yes
Comments
130 children above
0-6 years, R/U
Yes
Poor
Jamalpur
Rural
No
HC P
Jamalpur
3000 above 18, Urban
Kishoregonj
2001, R/U
120
130
120
180
No
HC P
10
15
Yes
P/HCP
Tangail
R/U
No
P/HCP
Mymensingh
Rural+675 above
Yes
P/HCP
Manikganj
Rural Island
Yes
P/HCP
Dhaka
12+=12,Urban
yes
P/MC/
Dhaka
Urban
Poor
Dhaka
12-18= 690
No
HCP
Dhaka
12-18=15,R/U
ASD
25
10
15
ASUS
66
715
731
8 years
AWARD
60
135
105
EA
56
48
67
NASIUP
10
12
10
10
321
180
120
321
12
20
HCP
OMI
50
150
150
2650
6590
No
18+ = 9240, U
PSD
SPK
SSKS
324
35
25
732
959
45
1660
SUROVI
7156
1232
783
Yes
P/HCP
Dhaka
Urban
27
18
Yes
P/HCP
Dhaka
Sub-urban
Yes
P/HCP
Dhaka
6-11=4695,
Rural
Rural/Haor
7332
12-18=985, Urban
BNABS
BRAS
90
200
47
53
Yes
P/HCP
Rajbari
100
100
Yes
P/MC
Kishoreganj
BSDO
20
CATALYS
450
70
68
74
33
57
Yes
Poor
Jamalpur
Rural
450
450
200
250
Yes
MC/P/
Gazipur
R/S-u
P/HCP
Mymensingh
12+=790
P/HCP
Faridpur/
12+=300
Gopalganj
Gander mixed
HCP
T
CCH
175
125
512
998
1141
NA
NA
Yes
R/U
300
CDS
30
CEWS
ICDDR,B
180
19
300
300
420
Yes
27
22
P/HCP
Yes
Rajbari
156
144
P/HCP
Yes
Dhaka/
Psycho-social
Narsingdi
stimulation
research
U/R
CYDA
70
50
20
DHAW
DYDA
225
F
52
70
725
25
NA
NA
Yes
Rajbari
R/U
HCP
No
Tangail
750 children 5-18 years
Poor
40
60
162
15
NA
NA
P/HCP
Yes
Rajbari
25
10
70
69
NA
NA
M/ P/HCP
Yes
Mymensingh
R/S-u
90
90
35
55
P/HCP
Yes
Netrokona
Rural
NA
NA
P/HCP
Yes
Mymensingh
18+=130,Rural
400
300
P/HCP
No
Madaripur
Rural
R/U
12-18=40,18+=50,
Foundation
GMUK
22
50
GRAMAUS
GUP
68
120
200
500
500
500
24
36
NA
NA
P/HCP
Yes
Rajbari
139
270
293
NA
NA
P/HCP
No
Sherpur
50
90
84
262
107
108
P/HCP
Yes
Narsingdi
R/U
227
70
120
NA
NA
P/HCP
No
Rajbari
12-18=388, 18+=2392,
Yes
Madaripur
R/S-u
P/HCP
No
Gazipur
12+=8, Rural
MC/
Yes
Mymensingh/
R/U
JJUS
60
66
MATI
50
50
MDS
75
MMS
165
Rural
Rural
MMUS
30
40
MNKS
25
27
40
30
25
45
P/MC/Ric
h
NAF
10
10
20
29
41
Dhaka
P/HCP
100
SCA
Stigmatize
No
Rajbari
18+=100, Rural
Yes
Dhaka/
7+=11897, Rural
d
522
SHAREE
450
450
P/HCP
Sherpur
SKPR
Unnayan
25
73
25
53
35
P/HCP
Yes
Netrokona
Rural
128
32
32
153
HCP
Yes
Tangail/ Dhaka
R/S-u
3817
3979
P/HCP
Yes
Dhaka/
R/S-u
Padakhep
VERC
7796
7764
Manikganj/
Gazipur/
Narayanganj
VPKA
600
105
410
120
480
MC/
P/HCP
Yes
Rajbari
Rural,Urban,
Haor
Annexure-2.4
Disaggregation: Target Group (Children and Parents) Population Coverage by NGOs/CBOs
Khulna Division
Target
0-3
3-5
5-6
Yrs.
Yrs.
Yrs.
Parents
Disabled
F
Agency
All ages
22
10
Status
M
Boys
Girls
20
23
27
Yes
16
10
16
No
P/HCP
NA
NA
Yes
Poor
14
21
Yes
P/HCP
AID
18
Eco-
MC/P/
16
ARA
60
90
200
ASHB
35
Jhenaidah
40
380
120
180
NA
NA
Yes
P/HCP
30
30
1500
1500
30
30
Yes
P/HCP
Rural
Satkhira
12-18=72, Rural
Bagerhat
S-u/U
400
200
NA
NA
Yes
P/HCP
Yes
P/HCP
Yes
Poor
Jessore
BWF
Satkhira
DEEP
150
60
123
236
145
214
18+=300,
12-18=3000,
18+=
3000, Rural
Satkhira
BHOMISTO
12-18=50,
R/S-u
Khulna
ASROY
149
18+=20, R/S-u
Magura
Kustia
ASPUS
80
Comments
HCP
APRP
26
Region
12-18=375, R/S-u/U
R/S-u
18+=781, Rural
Yrs.- Years; F- Father; M- Mother; Eco- Economic; MC- Middle class; P- Poor; HCP- Hard core
poor; R- Rural; S-u – Sub-urban; U- Urban
All socio-
ECDP
500
500
300
1000
2000
650
650
No
Jhenaidah
12-18=500, 18+=500,
R/S-u/U
economic
groups
Jhenaidah
FSSKS
100
120
75
180
220
NA
NA
Yes
P/HCP
60
150
30
30
NA
NA
No
P/HCP
83
122
Yes
P/HCP
3101
5410
Yes
P/HCP
No
Poor
Rural
Satkhira
Gono Moitry
60
8011
500
MKS
NLFB
29
99
172
130
170
Yes
P/HCP
62
71
150
NA
NA
Yes
Poor
122
200
120
260
NA
NA
Yes
350
300
658
656
NA
NA
No
P/HCP
17
08
11
19
13
17
Yes
P/HCP
224
220
1452
1473
NA
NA
Yes
P/HCP
45
150
265
247
NA
NA
Yes
Poor
No
P/HCP
Yes
Poor
Pragati
Sangha
LMC/
Meherpur
Rural
Narail
Urban
Kustia
30
SPHR
SS
12-18=1752,
R/U
Jhenaidah
SMUS
12-18=07, 18+=23,
Rural
Kustia
SETU
12-18=15,
R/U
Magura
05
12-18=100,
Rural
Jhenaidah
RRD
12-18=36,
Rural
P/HCP
RMUS
12-18=120,
R/U
Satkhira
NZF
3-6=145,
Rural
Jessore
JCF
12-18=30, 18+=60,
Rural
Satkhira
GRAUSH
12-18=50, 18+=400,
12-18=35, 18+=15,
Rural
Meherpur
Rural
Jessore
Rural
Yrs.- Years; F- Father; M- Mother; Eco- Economic; MC- Middle class; P- Poor; HCP- Hard core
poor; R- Rural;
S-u – Sub-urban; U- Urban
Annexure-2.5
Disaggregation: Target Group (Children and Parents) Population Coverage by NGOs/CBOs
Rajshahi Division
Target
0-3
3-5
5-6
Yrs.
Yrs.
Yrs.
Parents
Disabled
F
Agency
All ages
M
EcoStatus
Boys
Girls
NA
NA
Yes
Poor
Region
Thakurgaon
ADCPERC
10
70
40
60
50
200
750
850
NA
NA
Yes
P/HCP
20
30
140
140
Yes
HCP
30
165
135
Yes
Poor
ASED
300
AUS
150
90
390
390
NA
NA
no
1100
1300
NA
NA
Yes
MC/P/
Rajshahi
R/S-u
Rajshahi
12-18=150,
R/S-u/U
Naogaon
50
200
12-18=20, 18+=50,
Rural
HCP
AVA
18+=850,
Rural
Joypurhat
AMUS
12-18=20,
Rural
Gaibanda
Akota
Comments
P/HCP
12-18=350,
18+=2400,
R/S-u/U
Chapainawa
BCDO
110
190
200
10
465
228
272
Yes
P/HCP
3058
3138
2042
5180
5175
3889
4349
Yes
P/HCP
Rajshahi
BRIF
R/S-u/U
bganj
12-18=5180,
18+=5175,
R/S-u/U
CDP
500
30
519
518
280
250
Yes
2740
1910
1821
4200
4312
2588
3883
Yes
75
125
20
NA
NA
Yes
MC/P/
R/S-u/U
Kurigram
Rural
HCP
CSD
DABIS
Gaibanda
HCP
MC/P/
HCP
Nilphamari
12-18=25,
R/U
Yrs.- Years; F- Father; M- Mother; Eco- Economic; MC- Middle class; P- Poor; HCP- Hard core
poor; R- Rural; S-u – Sub-urban; U- Urban
Rajshahi
DISA
10
3000
1000
NA
NA
Yes
Poor
2562
2567
Yes
P/HCP
NA
NA
Yes
P/HCP
110
130
Yes
P/HCP
110
NA
NA
Yes
P/HCP
2400
NA
NA
Yes
P/HCP
NA
Na
Yes
P/HCP
18+=100, Urban
Lalmonirhat
ESDO
2771
2358
20
05
100
140
Dinajpur
GKAP
10
50
50
Nilphamari
JPUS
60
90
2400
2052
1120
70
100
110
MBSK
No
MS
90
MC/
70
25
MC/
19
61
24
66
No
155
155
62
93
Yes
564
591
210
390
Yes
100
140
NA
NA
Yes
P/HCP
500
NA
NA
Yes
P/HCP
120
180
Yes
P/HCP
82
68
Yes
P/HCP
NA
NA
Yes
OREDAR
250
N
60
12
100
200
Dinajpur
R/S-u
Rajshahi
Rural
Pabna
Rural
P/HCP
MC/
Sirajganj
PPDBK
PROTTASHA
260
380
465
608
628
P/HCP
12-18=110,
Rural
Gaibanda
PKSS
12-18=350,
R/S-u/U
P/HCP
PBKS
150
12-18=40,
Sub-urban
Sirajganj
275
12-18=375, R/U
P/HCP
PARIBARTA
115
12-18=50,
P/HCP
MSUS
60
18+=60, Urban
Nilphamari
Thakurgaon
JUS
12-18=20, 18+=03,
R/S-u/U
Dinajpur &
JSKS
R/S-u/U
Urban
Rajshahi
ISD
8-10=20, 12-18=30,
12-18=17, 18+=511,
Rural
Rajshahi
Rural
Bogra
Rural
Pabna
12-18=590, 18+=628,
R/S-u/U
PUS
60
594
345
335
NA
NA
Yes
31200
31200
31200
12480
18720
Yes
MC/
Joypurhat
R/U
P/HCP
RDRS
P/HCP
12-18=15, 18+=900,
Nilphamari,
12-18=16200,
Lalmonirhat
R/S-u/U
& Kurigram
Kurigram
SAAS
23
14
14
23
Yes
P/HCP
312
169
143
Yes
Poor
NA
NA
yes
P/HCP
Natore
SATHI
Dinajpur
SATHI
414
1526
932
1027
1515
Rural
R/S-u/U
12-18=1822,
18+=2542,
R/S-u/U
SBS
60
18
37
20
40
No
MC/
Rural
Joypurhat
12-18=242,
P/HCP
SDS
115
Gaibanda
Yes
P/HCP
R/S-u/U
Nilphamari
SEBA
152
26
26
26
26
No
P/HCP
20
80
210
490
Yes
Poor
Rural
Gaibanda
SECOR
300
400
150
150
50
650
650
NA
NA
Yes
Poor
280
80
360
360
175
185
Yes
P/HCP
358
379
570
549
552
NA
NA
Yes
P/HCP
20
60
40
1155
117
35
85
Yes
P/HCP
50
75
100
100
210
125
205
Yes
P/HCP
SHARE
SKS
Rangpur
Rural
Sirajganj
12-18=1258,
Rural
Pabna
SMS
SOLIDARITY
Yes
MC/
P/HCP
110
123
176
356
468
NA
NA
Yes
Poor
No
P/HCP
Lalmonirhat
Yes
P/HCP
Yes
P/HCP
SUSTAIN
150
150
150
30
60
150
TGUS
05
85
NA
NA
12-18=150, 18+=200,
R/S-u/U
& Kurigram
12-18=165, 18+=250,
Rural
6 Districts
SUPOTH
Rural
Rural
Bogra
SOVA
12-18=50,
R/S-u
Sirajganj
SL
18+=100,
R/S-u
Rajshahi
SEDAEPO
18+=126,
Rural
Dinajpur
12-18=300, Rural
Gaibanda
12-18=20, 18+= 90,
R/U
UDDOG
320
48
30
57
601
NA
NA
Yes
MC/
Yes
P/HCP
Yes
P/HCP
Yes
P/HCP
VIEW
WDP
560
600
NA
NA
12-18=571,
R/U
P/HCP
USS
300
Dinajpur
Gaibanda
Rural
Kurigram
Rural
Gaibanda
12-18=300,
Rural
Annexure-2.6
Disaggregation: Target Group (Children and Parents) Population Coverage by NGOs/CBOs
Sylhet Division
Target
0-3
3-5
5-6
Yrs.
Yrs.
Yrs.
Parents
Disabled
F
Agency
All ages
M
EcoStatus
Boys
Girls
160
240
No
P/HCP
PROCHESTA
192
208
SEDA
90
30
120
120
56
64
Yes
P/HCP
97
110
50
50
Yes
HCP
SF
100
VDO
06
09
10
24
28
NA
NA
Yes
HCP
150
100
32
160
75
175
Yes
P/HCP
Region
Maulvibazar
R/Haor area/HT
Maulvibazar
18+=240,
R/U
Maulvibazar
R/U
Maulvibazar
12-18=12, 18+=15,
R/HT
Maulvibazar
VEDO
Comments
R/U
***** φ *****
EDUCATION FOR ALL EFA MID‐DECADE ASSESSMENT, 2007 GOAL 2
ACHIEVING UNIVERSAL PRIMARY/ BASIC EDUCATION Consultant: Nurul Islam Khan
UNICEF, Bangladesh
January, 2008
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
MEASURING PROGRESS TOWARDS EFA GOAL 2: ACHIEVING UNIVERSAL
PRIMARY/ BASIC EDUCATION
- Nurul Islam Khan
Goal Statement
Measuring progress towards EFA Goal 2: Ensuring that by 2015 all children, particularly girls,
children in difficult circumstances and those belonging to ethnic minorities, have access to a
complete free and compulsory education of good quality.
Universal Primary Education aims not only to expand access to primary education for all children,
but also the improvement of the education system’s internal efficiency so that all pupils actually
complete the primary cycle. It entails ensuring that adequate resources and infrastructure are
available and used effectively. Education system should be accessible to all children and should
provide quality education. The goal also brings particular attention to disadvantaged children,
including girls, children in difficult circumstances, from ethnic minorities and other unreached
groups (Guidelines for the Asia and Pacific EFA MDA Working Draft, 2007).
The extended text on UPE of the Dakar Framework for Action states: All children must have the
opportunity to fulfil their right to quality education in schools- or alternative programs at whatever
level of education is considered basic. All states must fulfil their obligation to offer free and
compulsory primary education in accordance with the United Nations Convention on the Rights of
the Child and other international commitments. The international agreement on the 2015 target date
for achieving Universal Primary Education (UPE, in all countries- will require commitment and
political will from all levels of government. For the millions of children living in poverty, who
suffer multiple disadvantages, there must be an unequivocal commitment that education be free of
tuition and other frees, and that everything possible be done to reduce or eliminate costs such asthose for learning materials, uniforms, school meals and transport. Wider social policies,
interventions and incentives should be used to mitigate indirect opportunity costs of attending
school. No one should he denied the opportunity to complete a good quality primary education
because it is unaffordable. Child labour must not stand in the way of education. The inclusion of
children with special needs, from disadvantaged ethnic minorities and migrant populations, from
remote and isolated communities and from urban slums, and others excluded from education, must
be an integral part of strategies to achieve UPE by 2015.
While commitment to attaining universal enrolment is essential, improving and sustaining the
quality of basic education is equally important in ensuring effective learning outcomes. In order to
attract and retain children from marginalized and excluded groups, education systems should
respond flexibly, providing relevant content in an accessible and appealing format. Education
systems must be inclusive, actively seeking out children who are not enrolled, and responding
flexibly to the circumstances and needs of all learners. The EFA 2000 Assessment suggests a wide
range of’ ways in which schools can respond to the needs of their pupils, including affirmative
action programs for girls that seek to remove the obstacles to their enrolment, bilingual education
for the children of ethnic minorities, and a range of imaginative and diverse approaches to address
and actively engage children who are not enrolled in school.
Vision of Universal Primary/ Basic Education by 2015
The basic goal of NPA-II (2001-2015) has been envisaged to establish a knowledge-based and
technologically-oriented competent society to ensure that every school-age child has access to
primary level institutions that provide all necessary facilities, continue in school to receive and
achieve quality education, and provide opportunities to pre-school children, young persons and
adults to meet their learning needs in a competitive world, both in the formal and non-formal subsectors of basic education without any discrimination.
This means that the government will make necessary efforts and invest for the purpose of:
(i)
Enhancing learning and gaining appropriate employable and life skills through formal,
non-formal and informal education mechanisms;
(ii)
Providing education to all primary school-age children (6-10 years), boys and girls,
including ethnic minorities, disadvantaged and disabled;
(iii)
Ensuring that all primary level institutions, formal and non-formal, offer standardized
and quality basic education, providing a strong foundation which prepares children and
others to face challenges in higher education, training and broader life with confidence
and success; equivalence between formal and non-formal basic education and between
different streams within each firmly established at all levels;
(iv)
Ensuring gender equality in basic and primary education, for teachers as well as
learners, is a normal phenomenon, both in the institutions and homes of children as well
as the broader society;
(v)
Reducing poverty substantially in line with PRSP and MDG targets through and as a
result of quality basic education and selective skills development training;
Targets of Universal Primary/ Basic Education
In the NPA-II, targets for UPE/ Basic Education has been set in terms of Gross Enrolment Rate,
Net Enrolment Rate, Drop-out Rate, Completion Rate and Quality Achievement (Table 5.1 of
NPA-II).
Summary of Targets of Primary Education as in NPA-II, 2001-2015
(In Percent)
Targets for the Selected Years
Benchmark
2000
2005
2010
2015
Gross Enrolment Rate (Total)
96.5
103
108
110
Gross Enrolment Rate (Boys)
96.0
102
107
110
Gross Enrolment Rate (Girls)
97.0
104
107
110
Net Enrolment Rate (Total)
80
83
92
95
Net Enrolment Rate (Boys)
82
87
91
95
Net Enrolment Rate (Girls)
85
89
93
95
Indicators
Targets for the Selected Years
Benchmark
2000
2005
2010
2015
Dropout Rate
33
25
14
05
Completion Rate
67
75
86
95
Quality Achievement in Pry.
Education
05
30
65
90
Indicators
(Source: NPA-II)
It may be noted that some of the targets for 2015 fall short of the levels needed to fulfill the MDG
commitments. For example, both the Net Enrolment Rate and Completion Rates should be 100%. It
may recall that while the PEDP II Consultants had projected a higher GER of 113.3%, the NER,
according them would be 95.4%. The PRSP however, assumes that the primary school enrolment
rate will increase at a uniform rate of 1.2% from 2002 to 2015 and achieve the Millennium
Development Goal of 100% in 2015. PEDP-II, on the other hand, had assumed GER would
increase at 1.25% rate up to 2009, dropping to 1% for the remaining years up to 2015. The NER
increase rate according to PEDP II would be constant 1.1% per year all through reaching 95.4% in
2015. It may not be out of place to mention here that a recent publication of the World Bank
“Attaining the Millennium Development Goals in Bangladesh”, February 2005, made somewhat
pessimistic estimates. Their multivariate analysis and simulations arrived at a figure of 86% Net
Enrolment Rate and 81% Completion Rate in 2015, which are way below the MDG targets of
Bangladesh.
The Constitution of Bangladesh 1972, Universal Primary Education programs of 1980-81 and the
Compulsory Primary Education Act, 1990 had already captured all the essentials of providing
quality compulsory education to all children and preparing them for participation in development,
long before adoption of World Declaration on EFA in 1990 and Dakar Framework for Action in
2000. Thus, Bangladesh commitment to DFA and Millennium Development Goals came very
naturally. Bangladesh nationalized the primary schools in 1973 under the Primary Schools (Taking
Over) Act, 1974 and re-designated them as Government Primary Schools (GPS); the teachers of the
schools were made government employees. Later on, the government gave registration to a large
number of other community-managed primary schools, and named them as Registered NonGovernment Primary Schools (RNGPS).
Government bears all the operational cost of GPSs and provides 90% salary support for the teachers
of RNGPS, besides the cost of infrastructure development and training of teachers in PTIs.
Government also bears all costs of the experimental primary schools attached to the Primary
(Teacher) Training Institutes, and support to community schools. Altogether, the Government bears
the cost of running 60,435 (of the 80,401) or 83% of all institutions (that include ebtedayee
madrasahs of different types) that provide primary level education in the country.
There are three types of primary level institutions. The Government owns and manages the GPSs
with support of a local School Management Committee (SMC) and Parent-Teachers Association,
PTA (efforts are under way to make them functional). The local community manages the RNGPS,
satellite and community schools with government support. Again, the community manages the nonregistered non-government primary schools on their own as they do in case of most of the
ebtedayees. The kindergartens and similar private schools operate on their own, without support or
supervision from the government.
Involvement, participation and a sense of ownership of the school among local people are
considered as critical factors in the efficient management and quality outputs of the schools. The
Directorate of Primary Education (DPE) has grown into one of the biggest departments of the
Government, entrusted with the most difficult task of helping mould the young minds to blooming
of their potentials into effective producers, leaders and responsible citizens of a democratic polity.
It is mandated to ensure quality primary education of all primary school-age children, regardless of
their social, physical, and mental conditions or background and geographical location. The
Government is reviewing the situation of extending coverage to children in non-registered nongovernment schools and the un-enrolled who remain outside its purview.
Decentralization and devolving managerial and financial authority to operational levels constitute
effective strategies for improving the quality of administration and quality of education provided.
The Government is also reviewing how best to make DPE more manageable, improve its efficiency
and ensure improvement in the quality of primary education. One option could be to split DPE into
six Divisional units with a central coordinating unit with responsibilities for effective monitoring,
evaluation and providing technical support to the Divisional or regional units.
Another point that often crops up is that over 96% of the total Government budget for Primary
Education goes to pay the salary of the nationwide network of officers, staff, teachers and RNGPS,
etc. It leaves very little fund to provide supplies and other educational materials needed to improve
the quality of content and delivery methods to achieve quality primary education. Recruitment of
qualified and capable teachers and supervisors and their effective training are two other areas that
deserve very close attention and appropriate action. To provide quality education to the future
generation calls for adequate investment in terms of organization and management, trained and
effective manpower and, of course, required financing. The children cannot wait. Their
fundamental right to quality education and development imperatives call for provision of adequate
resources for primary education to improve upon the present situation.
The NPA-II makes the following broad proposals to ensure full and equitable access and
standardized quality of primary level education:
Accommodation and Access
(i)
(ii)
(iii)
(iv)
(v)
Enhancing classroom space to an average of 50 sq. m; enlarge school
accommodation to 350 sq. m for a total of 9 rooms to provide room for ECCE class,
library and other facilities including space for initial placement of two computers per
school, adjacent to the library; besides HT’s office and teachers’ room;
Ensuring a reliable database on all school age children in the country; eliminate
double and multiple enrolment and discrepancy in GER, NER and wastage
parameters on all primary level institutions;
To bring schooling facilities within easily accessible range closer to home, wellresourced satellite schools and community schools will be established and supported
in partnership with NGOs/CBOs;
Ensuring inclusive approach and access of all school age children, regardless of their
location, ethnic, disability, poverty and such other conditions to primary level
institutions or alternative arrangements made for the purpose;
MOPME taking responsibility for managing and/or ensuring adequate coordination
between and among all government and non-government agencies in matters of
primary level institutions, including Ebtedayee madrasahs.
Attendance, Retention and Completion of Cycle
(i)
Expediting increase in school accommodation to ensure elimination of shift system
by phases, latest by 2010;
(ii)
Reducing the class size to 45 by 2008 and 40 by 2010 and teacher/student ratio to
1:45/40; increasing individual attention to children; flexible class structure to allow
organizing and reorganizing it for different subjects and activities;
(iii)
Ensuring time-on-task and eliminating wasteful time in the class; increasing the
class hour to a minimum of 35 minutes for Grades I-II and 45 minutes for Grades
III-V, ensuring actual class transaction time of 30 and 40 minutes respectively with
five minutes for transition and roll call; ensuring attendance in time for both the
teachers and the pupils;
(iv)
Improving the school environment and security, classroom transaction by using
child-friendly and participatory approach, making the learning a joyful experience,
involving children in school improvement and maintenance activities through group
projects;
(v)
Ensuring gender equity, showing respect for children’s opinion, involving them in
school management through representation on SMC; and
(vi)
Ensuring children complete the class and homework to enable them to pass the
quarterly and annual tests, and complete the primary cycle in five years.
Quality in Primary Level Education
1
(i)
Designing and re-designing the curriculum to suit the needs of the knowledge-based
and technology-oriented globalizing society of the 21st century; redesigning
Ebtedayee Madrasah curriculum to conform to primary education curriculum to
widen the opportunity horizon of Madrasah pupils1 and enable them to switch to
regular primary education or enroll directly in secondary education on completion of
Ebtedayee;
(ii)
Reviewing the terminal, subject and grade competencies, modifying and updating
them as necessary; making them amenable to objective assessment and developing
appropriate and adequate indicators to be applied across the board to ensure a basic
minimum level of achievement by the pupils in the country;
(iii)
Reviewing and redesigning the curriculum, textbooks and their contents, in light of
the needs of the unfolding technology-oriented new century; textbooks should be
attractive to make the pupils feel proud to carry them; used textbooks can be
recycled to produce new ones; introducing other interesting reading materials that
attracts, help develop reading habits and add to the knowledge base;
The child has the fundamental right to quality education, under both CRC and UDHR; parents
should not interfere with the child’s right and push her/him into madrasah education that has only
limited scope.
(iv)
Ensuring adequate provision of necessary teaching aids and their appropriate use in
all schools (Government and non-government ones);
(v)
Providing textbooks and all education accessories such as workbooks, scales,
compass, pencils, etc free of cost to all children studying in primary schools or
equivalent institutions where NCTB curriculum is used;
(vi)
Upgrading the teachers’ basic qualification to Bachelor’s degree, and that of the
Head Teachers to Bachelor’s plus B. Ed (Primary) degree; providing them preservice training in C-in-Ed, excepting those with B. Ed (Primary); giving the
teachers a career path and forming a Primary Education Cadre to infuse primary
education management with direct primary school experience; giving them
opportunity for advanced training; enhancing and giving equitable salary to all
primary level teachers;
(vii)
Strengthening the sub-cluster training and re-orienting them to improving the
teachers’ performance and the classroom and school management system, instead of
wasting time on personal matters of administrative nature; applying the same
principle in URC-based training;
(viii)
Improving and enhancing the physical infrastructure in PTIs, including adequate
space for outdoor activities; providing all necessary facilities, such as hard and
software for training purposes, a well-stocked library with inviting reading
environment and computer and reproduction facilities with a regular librarian;
recruiting only qualified Instructors [B. Ed (Primary)] with experience of teaching in
primary education, inducting primary school Head Teachers with required
qualification and performance record as Instructors and Superintendents, initially on
a 30% quota basis; recruiting more Instructors corresponding to the number of
teachers to be trained per year, abolishing the shift system, reducing the Instructor :
Trainee Teacher ratio to 1:40 at most, introducing and strictly observing an annual
calendar; and introducing three-month refresher courses for teachers once every
three years;
(ix)
Strengthening the NAPE, raising it to a professional organization with regular fully
qualified, well-trained and primary school experienced staff members; no deputation
or high turnover; enabling it to take up basic research in primary education, apart
from its current responsibilities; offering B. Ed (Primary) course for current Head
Teachers without such or similar degree and also direct enrolment on a quota basis
until all the HTs have received their B. Ed degrees; introducing M. Ed (Primary)
course as early as feasible; NAPE should have more than one campus to conduct the
B.ED and M.ED courses;
(x)
Introduce a paradigm shift from the currently practiced perfunctory inspection mode
to Academic Supervision by the AUEOs, geared to capacity building of teachers and
enhancing their professionalism. URC’s have to be adequately equipped in all
respects to function truly as resource centres, which must be used for contributing to
the training process of all, while the AUEOs also acquire skills for mentoring and
acting as role model conductors so that the trainee teachers can help each other in
improving their skills.
Assessment and Achievements of Learners
(i)
Using both Continuous Pupil Assessment (CPA) (Grades I-II) and Continuous
Learning Assessment (CLA) for (Grades III-V), introducing Report Card (RC)
system and providing quarterly and annual assessments as evidence of performance
of children;
(ii)
Identifying the weak pupils and organizing remedial classes; and
(iii)
Introducing public examination at the end of Grade V for all completers and offering
Primary School Certificate (PSC) to successful candidates.
Governance, Management and Accountability
(i)
Strengthening the MOPME for policy and strategy management, coordination with
other Ministries; for establishing and managing a central database with LAN/WAN
to DPE/BNFE/NGO apex body for effective oversight of both government and nongovernment basic education programs, and generate reports on national situation,
not just the government programs;
(ii)
Further strengthening the DPE with necessary facilities but without making it a top
heavy structure with too many transient senior people around; and building up a
second line of command to improve the functioning capability of field bases that can
be turned into Divisional or regional units of DPE with full responsibility for their
respective jurisdictions;
(iii)
Improving the activity management system under the Program and Sector Wide
Approach (SWAP), as proposed in PEDP II, by aligning and re-aligning similar
activities, such as training that can be put in an annual work plan for
implementation, instead of each project going about its own work in isolation;
developing a collective system of oversight of project implementation and reporting
at operational levels;
(iv)
Infusing the DPE management and supervision structure with staff having direct
operating experiences in primary education in the field;
(v)
Devolving management and financial authority down the line from Division to the
school and SMC, each level with its respective sphere of freedom of operation;
(vi)
Empowering and restructuring SMC by raising female membership to 4/5 out of 11
and constituting with more elected than selected or ex-officio persons; the new
training system (done under ESTEEM) should be repeated every two years; ensuring
attendance and participation of all members in every meeting, providing
refreshments and maintaining process records of meetings; giving them
responsibility for overseeing the school and classroom construction, funds for minor
school repair and improvement of school environment against approved plans;
giving them direct or shared authority (with AUEO/HT) of oversight of teachers’
attendance and performance, ensuring that teachers are not victimized by powerful
SMC members;
(vii)
Ensuring transparency and accountability from headquarters down to school and
SMC levels in matters of management, financial and management transactions;
textbooks printing (NCTB), transportation, storage and distribution; data gathering
and management, enrolment, recording attendance (particularly for the incentive
programs), children’s tests and achievement; performance of staff members at all
levels down to teachers in schools and also the SMC members.
(viii)
Strengthening the Divisional offices of DPE under the current system or under the
Divisional/Regional DPEs in future, among others for arranging printing of the
textbooks locally, with plates supplied from the center; it will save unnecessary
transportation cost from Dhaka to outside destinations; Divisional offices could
handle that part from their points directly to district and Upazilla offices; this will
help distribution of books and materials in good time;
(ix)
Local Government system should be effectively organized and empowered as
provided in the constitution of the country and gradually hand over the management
responsibilities to the upazilla administration in a planned manner.
Some specific activities to realize the above proposals
Survey and Mapping (in relation to Access and Equity)
(i)
A fresh composite survey and mapping of schools and children (3-10 years, 3-5
years for ECCE and, 6-10 years for primary) in conjunction/cooperation with BBS,
BNFE and NGOs to ascertain every 3 years the following:(a)
(b)
the number of ECCE target and primary school age children;
number of all primary level institutions by types with school age children
enrolled by gender, and physical facilities;
(c)
identify the underserved and un-served areas;
(d)
the areas with high density of school age children and corresponding to number
of existing schooling facilities with capacity;
(e)
number of primary school-age children, and adolescents (11-14 years) never
enrolled or dropped out of school;
(f)
number of school-age children and adolescents with various types of disabilities,
and others in difficult circumstances and remote location, and of ethnic origin;
(g)
number and location of non-formal education learning centers, community
learning centers, etc established and managed by the government and NGOs,
their proximity to primary level institutions; and
(h)
ECCE institutions and programs, formal and non-formal, and by management
and enrollment.
Physical Facilities (for Access and Equity)
(i)
Provide all primary level schools/institutions with five classrooms each with an
average of 0.80sq.m per child, a pre-schoolroom, with a properly equipped library
room, a teachers’ room, an equipped office room for the Head Teacher and some
storage facilities (9 rooms in all);
(ii)
Based on the survey findings the number of additional schools, classrooms, other
rooms, location of new schools or satellite schools in under-/un-served areas,
renovation and upgrading of rooms/schools, other physical facilities like toilets, play
grounds, etc will be worked out and construction/renovation plans taken up and
completed by 2009, to the extent resources permit; otherwise the work will continue
through 2010; actual location of additional classrooms/schools and other facilities
will be determined through local level school mapping and planning, in light of the
national survey outcome;
(iii)
All required physical facilities will be standardized and construction, renovation and
upgrading carried out accordingly, by 2010. Efforts will be made to add a hall room
to schools during 2012-2015;
(iv)
Make adequate provision and take up timely repair, renovation and keeping the
facilities in good order and operation, with contingencies to repair/reconstruct
damage and destruction due to natural or other disasters;
(v)
The system of staggering or shift system will be discontinued after 2008 to raise
contact hours for better achievement of children and standard quality of primary
education;
(vi)
Supply a standard set of furniture, fittings and appropriate equipments to all schools
that would permit organization and re-organization of class setting and meet the
needs of science and technology-based education;
(vii)
Sinking, repair and rehabilitation of tube wells and installing and ensuring adequate
sanitation (latrines and washrooms) and arsenic-free water supply facilities in all
schools, separately for boys and girls, on the basis of school mapping;
(viii)
Gradually open satellite schools in locations, where number of school-age children
exceeds the capacity of the mother school and where necessary, upgrade satellite
schools to full primary school;
Incentives for Students (for Attendance, Retention and Completion of Cycle)
(i)
Continue scholarship program for girls in rural areas to prosecute further studies
beyond Grade V and also examine if similar programs for boys of hardcore poor
families can be introduced soon; provide some incentives to Grade II graduates of
satellite/feeder schools to enroll in Grade III of primary schools to continue their
education; school location and their satellites will be organized and reorganized, in
(ii)
(iii)
cooperation with NGOs, CSOs and others, in a way that would bring the schools
closer to home and have improved physical accessibility by 2008;
Selectively provide one set of school dress per year for the girls of hardcore poor
families;
Make serious efforts for institutionalizing the school feeding programs, which
should be free for all upto, say Grade III, and if possible, subsidized for higher
levels. Students and their guardians would be encouraged to grow and provide parts
of food themselves through home gardening, poultry, mini-ponds etc.
School Curriculum and Textbooks (for Quality and Quality assurance)
(i)
Review, improve and restructure the curricula introduced from 2003 and re-orient
and tune them to the new knowledge-based and technology-oriented society and its
demand for occupationally and professionally skilled people; curricula must include
everyday science matters and promote critical learning and higher order of thinking,
gaining knowledge and ability to use them in real life instead of rote learning or
copying, and passing the examination marginally;
(ii)
Improve the quality and content of textbooks in line with the new curricula that
would stimulate the urge to learn and reason, to be analytical and creative, to
develop “thinking skills”, to be questioning and searching for solutions rather than
looking for ready made answers; introduce topics like HIV/AIDS; arsenic
contamination and remedy;
(iii)
Supply textbooks free of cost to all children in all primary level institutions (as a
matter of right of every child), regardless of their management (government, private,
etc) expand and give full coverage in supply of free stationery, pencils, workbooks,
drawing books, instrument box, etc to children in all institutions; re-use of books
policy will continue, with improvements in paper quality and binding; instead of
distributing the old books arrange for recycling them to print new ones;
(iv)
Establish and equip libraries in schools with adequate sets of textbooks of each
grade and other books for supplementary reading in areas of children’s interest such
as stories in original or abridged form, pictorials, maps and map making equipments,
educative cartoons and drawing materials, magazines, etc; put up at least two
computers in the library to attract and stimulate children’s curiosity and initiative to
engage in learning Information and Communication Technology (ICT) and be
creative;
(v)
Provide educational aids like wall charts, globes, models, computers, simple
laboratory equipments etc. as well as audiovisual equipment to schools, on a phased
basis;
(vi)
The curricula, textbooks, delivery methods and approaches, organization of
classrooms and schools and supporting/supplementary materials and training
activities will all have one goal – to improve the quality of education and high
quality products of the primary education system. Academic supervision,
monitoring, periodical evaluation, action research and associated activities will be
improved, introduced and promising results replicated;
(vii)
Science and Mathematics contents as well as English learning will be substantially
increased, focusing on science as related to everyday life and environ (eg why and
how does it rain, what is the phenomenon of lightning, how does sound travel, how
do the batteries in flashlight or the wicker in a hurricane lantern work, how do plant
seeds germinate, why physical exercise is necessary, why smoking or drug habits
must be shunned, and so on and on).
Teacher Recruitment and Training (for Quality and Quality assurance)
(i)
While the qualification of teachers should be raised to a minimum of Bachelor’s
degree by 2008; all new recruitments should aim at attracting persons not only with
Bachelor’s degree but also B. Ed in primary education; allow the existing teachers to
upgrade their basic qualification (by arrangement with Open University); ensure
Head Teachers have a B. A, B. Ed by 2008 and M. Ed in primary education by 2010;
enhance the status of HTs and teachers to attract people with right qualification and
aptitude and give them enhanced remuneration package, commensurate with the
qualification and quality of work required of them;
(ii)
Fill up all existing vacancies of teachers and subsequently create necessary posts and
make continuous recruitment to bring up the teacher/student ratio to 1:40 by 2010;
make advance plans for quick replacement of retiring teachers through timely
recruitment, training and placement of new recruits in good time leaving no vacuum;
and recruit all new teachers from among female candidates with newly fixed
qualification until 60% quota of female teachers is filled, preferably by 2008. Both
district and Upazilla quotas may be used in recruitment of female teachers, keeping
in view the convenience of their residential accommodation;
(iii)
Teachers without training would not be placed in classroom. Where posts would
have to be filled on emergency basis, the new recruits will be put through a twoweek orientation course before being assigned to conduct classes. The course will
include pedagogy, classroom norms and art of transactions, how to facilitate class
and deal with children in a child-friendly participatory format. It will also include
how to prepare lesson plans and use it in facilitating the class; how to conduct CPA
and CLA and assess homework, etc. This would be followed up with two days’
training in sub-cluster training every month. They would be sent to PTIs for C-in-Ed
course within the first year of recruitment;
(iv)
Review and revise teachers' training curriculum (in anticipation and in light of the
proposed new school curriculum) and that of training of AUEOs and Instructors of
PTIs, and organize short-term (one-month) training courses for AUEOs in batches
and refresher courses at NAPE for improving their skills in academic supervision
and providing effective in-service sub-cluster training to teachers; the inspection
mode of supervision will be discarded;
(v)
Make an assessment of the training needs of the present female recruits and others
who received no training at all, besides identifying the needs of retraining,
supplementary training and specialized training; organize necessary training courses
accordingly;
(vi)
Make optimum use of existing PTIs and if required, examine necessity of expanding
and strengthening the existing ones or setting up new PTIs to raise the capacity to
handle 10,000 trainees a year, fully equipped with modern facilities and wellstocked libraries where normal training courses as well as specialized training of
trainers can be conducted, teachers' training facilities being made available for both
government and private sector schools; if necessary, organize a crash program of
training of untrained teachers through trained and well-known effective teachers;
(vii)
Introduce new recruitment rules to fill the posts of PTI Instructors with university
graduates (M. A in Primary Education) or Master’s with primary education as a
major subject or major in primary education and, if necessary, arrange with
universities to establish similar courses as has been done by the Universities of
Dhaka and Rajshahi; increase the number of PTI Instructors’ posts to 1000 by 2010
and fill all vacant posts by 2008 after due training; allow no untrained new recruit to
conduct classes;
(viii)
Strengthen institutional capacity of NAPE, particularly to conduct research, innovate
new methods and materials, improve the quality of training of Instructors of PTIs,
provide support and services to field level officers for primary education
management, especially to Upazilla Education Officers and the Upazilla Resource
Centres;
(ix)
Raise the status of NAPE to enable it to organize and conduct B. Ed and M. Ed
courses in primary education from 2008. Leave no posts of trainers vacant in NAPE
and ensure all incumbents stay in their posts for at least 4 years and all staff
receiving foreign training serve at least for five years on return (where promotions
become due one can continue with promotion with the new scale of pay).
2.1
Policy and System Indicators
2.1.1
Legislative, policy and institutional reform in conformance with the Convention on the
Rights of the Child
Education is a fundamental right of every human being (UN, 1948)2. Bangladesh Constitution
(1972) recognizes this right and enjoins on the State “to adopt effective measures for …
establishing universal system of education and extending free and compulsory education to all
children … and removing illiteracy3.” Being signatory to UNCRC, UNCEDAW, WCEFA, and
DFA4, Bangladesh re-affirmed its commitment to ensure meeting the child’s and citizen’s right to
education and literacy/NFE. It recognizes education as a major ingredient for human resources
development and alleviation of poverty; that primary education is the foundation of formal
education, and thus gives it priority in national development plans and annual budgets.
Under ‘The Primary Schools (Taking Over) Act, 1974’ the government nationalized primary
schools with effect from October 1973 and made the teachers Government employees. The Primary
2
United Nations, Universal Declaration of Human Rights, 1948
Bangladesh Constitution, Fundamental Principles of State Policy, Part II, Clause 17
4
UN Convention on Elimination of All Forms of Discrimination against Women (1979), UN
Convention on the Rights of the Child (1990), the World Declaration on Education for All (1990)
and Dakar Framework for Action (2000)
3
Education (Compulsory) Act 1990 made primary education compulsory. It was piloted in 68 subdistricts in 1992 and extended to the whole country from 1993.
2.1.2
Existence of an EFA Section within the Ministry of Education
Following the World Conference on Education for All (WCEFA) the Government set up the
Primary and Mass Education Division with the status of a Ministry and to highlight the importance
attached to basic education it was placed under direct charge of the Prime Minister. Renamed in
January 2003 it is now the Ministry of Primary and Mass Education (MOPME), fully responsible
for EFA.
The Directorate of Primary Education (DPE) has been reorganized and strengthened. The
Directorate of Non-Formal Education established in 1995 has been replaced by a new Bureau of
Non-Formal Education (BNFE) in 2005; now fully staffed it is functioning under the NFE Policy
Framework, instituted in 2006. The Ministry of Education looks after the secondary, tertiary,
technical and faith or semi-faith-based streams of education other than primary and non-formal
education.
2.1.3
Sector planning and sector reform processes in place, with mechanisms for
coordination with and between donors established
MoPME has its own planning section fully staffed with professionals and supporting staff. Reforms
are carried out under development projects or as and when needed for MOPME and its
Departments.
The Second Primary Education Development Program (PEDP-II) is the second project under
Bangladesh Government that uses a program approach or sub-Sector-Wide Approach (SWAP).
Eleven Development Partners (DPs) share 33 percent of the Program cost of US$ 1.8 billion. The
DPs are organized as a consortium, complete with a set of Code of Conduct (CoC). The
Government and the DPs coordinate their support and activities both under the national
Harmonization Action Plan (HAP) and Paris Declaration on Aid Effectiveness, 2005.
2.1.4
EMIS produces reliable disaggregated information that is accessible to the public
DPE had established its MIS in 1995 and has recently started reorganizing and strengthening it. It
has opened a website of its own (www.dpe.gov.bd). It is accessible to the public. It has put the
results of the PEDP II baseline survey of 2005 on this website along with some other information.
DPE plans to update the website regularly and put all relevant, reliable disaggregated information,
easily accessible and downloadable. It may, however, need some time to become fully functional.
Dakar Framework for Action (DFA) focus seemed to have fallen on Gender Disparity as spelled
out in EFA Goal 5. Another disaggregation focus was on urban rural distribution as usual. MDA
has brought into light other aspects of disaggregation such as social inequities, physical and
intellectual disabilities, ethnic, minority and challenges. Available data mostly include gender and
location disparities. Policy, program and data managers are now paying more attention to other
kinds of disparities and retuning their data management and coverage responsibilities. The rightsbased approach is getting more attention.
2.1.5
Presence of national policies on “free and compulsory” education. Are these enforced?
The compulsory Primary Education Act, 1990 is in force. Primary education remains “free and
compulsory”. Physical facilities and all necessary resources (financial, human, professional and
other linked facilities) are being added to improve the learning environment in all respects. It needs
some more time, efforts and cost to meet the needs.
The penalty clauses of fine or trial of the Primary Education (Compulsory) Act are indeed difficult
to enforce. Motivation through social mobilization proves more acceptable to all and remains the
prevailing approaches. However, it needs further training and motivation to energize involvement
and participation of community people in planning, implementation and monitoring of local
education activities with a sense of ownership of the same.
2.1.6
Incentives and/or special support programs are in place for poor and disadvantaged
children?
Textbooks and education kits are provided free to children. Teaching aids are provided to schools.
Incentive for enrolment and participation in the form of Food for Education (FFE) started in 1993
for poor and girl children, covering up to 40 percent of the total school children and two children
per family. Replaced with cash stipend from 2001 families now receive Tk. 100/- for one child and
Tk. 125/- for two children per month; payment is made to mother through a Bank account to
promote women’s empowerment.
Girls in secondary schools have been receiving cash assistance under the generic name of Female
Secondary Scholarship Program (FSSP) under different projects supported by DPs and from
Government’s own resources since 1993. Some small experiments were conducted earlier by some
DPs. The incentives had positive impact in achieving gender equity by 2005, both in primary and
secondary education. Its effect on attendance was, however, marginal and made very little headway
on quality.
2.1.7
Presence of legislation governing teachers’ code of conduct, conditions, etc.
The matter is under review. However, as Government employees the Government primary school
teachers are expected to work according to their job descriptions. Since six of the ten types of
primary level institutions are beyond the control or direct supervision of MOPME it needs review
and reforms to bring or link them together. DPE has recently made some modifications in the
transfer rules of the teachers of Government Primary Schools (GPS).
2.2 Core EFA MDA Indicators
Following Dakar, the Government gave priority to sustaining increasing enrolment and achieving
gender equity (EFA Goal 5) in primary education. To improve quality (Goal 6) the government
prepared the PEDP-II, on completion of PEDP-I, and started its operation from May 2004, focused
on improving the quality of primary education in all respects. It has been somewhat slow in
catching up as a host of things needed improvement for its effective implementation, teachers’
recruitment, training and performance, improving physical and environmental facilities, governance
and community support, professional inputs, coordination and linkages and above all effective
participation of children.
The basic ingredients of primary education are the children. The school exists for them and for their
development. By law, they need to enter school at age 6. With the Birth Registration Act in force
now everyone concerned should ensure the children access school in time. Table 1 below provides
the projected number of school-age (6-10 years) population by single-year age in 2005 as the bench
mark:
Table 1: Single-year Primary School-age projected population, 20055
Age in years
Boys
Girls
Total
6
1,862,450
1,773,762
3,636,212
7
8
1,758,632
1,779,202
1,674,888
1,694,478
3.433,520
3,473,680
9
1,729,616
1,647,254
3,376,870
10
1,738,910
1,656,104
3,395,014
8,868,810
8,446,486
17,315,296
Total:
Source: DPE, 2007: BBS Projection of Primary and Secondary School age Population.
Enrolment
Facilities and Indicators Related to Internal Efficiency (2005), SIPDSPP Project, 2005
Primary schools by types, teachers and enrolment
In 2007, the total primary school age population is estimated to have exceeded 18 million
(UNICEF). The 6-10 single-year projected primary school-age population was put at 17,315,296
(girls 8,446,486) in 2005. Primary education is offered in ten different types of schools/institutions
in Bangladesh that includes public and private, secular and faith-based ones, which also use
secular primary school curriculum and materials. Table 2 below provides the information on public
and non-public schools by type, teachers and enrolment in 2005:
Table-2: Number of primary schools by type, teachers and enrolment in 2005
Types of School
1.
2.
Government Primary
Registered NGPS
3.
4.
5.
6.
7.
8.
Non-Registered NGPS
Experimental Schools
Community Schools
Kindergarten
NGO Schools
Ebtedayee Madrasahs*
Number
of Schools
9.
Pry. Sections of High
Madrasahs*
10. Primary Sections of
High Schools*
Total:
No. of Teachers
Total
Female
Number of Pupils
GPI
Total
Girls
GPI
37672
19682
162084
76566
71740
22833
0.79
0.42
9483891
3572686
4848049
1802605
1.04
1.01
946
54
3027
2281
289
6768
3456
223
8773
18937
1 175
28294
2200
84
6368
10108
713|
2986
1.75
0.60
2.65
1.14
1.54
0.12
158059
9828
425992
246286
37690
849755
78186
4762
218939
105658
18867
401624
0.98
0.94
1.05
0.75
1.00
0.89
8329
32206
2218
0.07
1146138
499649
0.77
1353
13075
5740
0.78
295333
156098
1.21
80401
344789
124990
0.36
16225658
8134437
1.00
*Source: BANBEIS. Source: DPE, 2007
5
The figure obtained by DPE from BSS was actually 18,793, 100, which BS had adjusted to the
total figure in the Table 1 above as it was considered more realistic (DPE BS 2005, 2007).
The Table above shows that number of female teachers varies widely on a range of GPI 07 to GPI
2.65 by types of institutions. But the total average GPI for teachers comes to only 0.36, with 0.79 in
GPS. The community schools have the best GPI at 2.65. The GPI for pupils is more closely poised,
ranging between 0.75 and 1.21. The total average of GPIs for pupils stands at 1.00 or about 50
percent males and 50 percent females.
2.2.1
Gross Intake Rate (GIR) in Primary Education
Entry into primary education begins with Access, characterized by gross and net intake rates of
children aged around 6 years (GIR) or of 6 years’ age (NIR). DPE PEDP-II Baseline Survey 2005
gathered and presented Access data by national and 64 district levels. It also shows the highest and
lowest performing districts. The girls were somewhat behind the boys in 12 of all 64 districts
(18.75 percent) that include one major city and most of the rest are distant/remote districts. Overall,
the girls led the boys by 5.1 percent in gender equity. That GIR in 2005 was positive, both for boys
and girls, is shown in the table below.
Table 2.2.1.1: Shows the GIR status in 2005
Location
level
National
Gross Intake Rate (in %)
Boys
Girls
GPI
G/B
105.9
111.0
1.05
Highest dist.
value
117.6
118.8
1.01
Lowest dist.
value
86.6
90.0
1.04
Source: DPE, 2007
2.2.1
Net Intake Rate (NIR) in Primary Education
NIR reflects a more accurate measurement of access and school entrance in time. The Baseline
Survey found about a 10 point difference between GIR and NIR. EFA 2000 Assessment Report
showed NIR at grade at 64.6 percent, with a gender parity index of 0.9 and GIR at 125.7 percent
with GPI at 1.0. That left more than one-third of 6-year old children out of primary schools. It is an
improvement in 2005. The Table 2.2.2.1 below shows the NIR status in 2005, a great improvement
over EFA 2000 Assessment report.
Table: 2.2.2.1: NIR Status
Location level
National
Highest district
value
Lowest district
value
Boys
Net Intake Rate (in %)
Girls
93.3
99.9
96.1
100.0
GPI
G/B
1.03
1.00
80.0
86.7
1.08
Source: DPE, 2007
2.2.2
Gross Enrolment Ratio (GER)
The GER expresses the extent of participation and involvement of children in primary or secondary
education under this MDA indicator, regardless of their official age.
Primary Education
GER in primary education was 97.2% in 2001, it has come down to 93.7% in 2005 (boys 91.2%
and girls, 96.2%). It was 106.34% in 20026 (Boys 105.49, girls 107.25). The reduction of GER
from the earlier rates could mean that more children are enrolled and fewer remaining outside. The
girls have a 5.0% gender lead in GER. It could also mean that incentives for the girls are keeping
more boys out of school. Baseline Survey shows that boys led in GER in 23 districts while girls did
so in 41. Boys had highest GER score in 4 districts and girls in 3. The lowest GER districts for boys
and girls were 3 each. The table below shows the GER status in primary education in 2005.
Table 2.2.3.1: Shows the GER status in 2005 in primary education
Location level
Gross Enrolment Rate (in %)
Boys
Girls
National
91.2
96.2
GPI
G/B
1.05
Highest district value
Lowest district value
115.1
70.8
113.7
74.8
0.98
1.05
Source: DPE, 2007
Secondary Education
The secondary school-age population, 17,341,888 is slightly more than the projected primary
school-age population of 17,315,296. But the actual enrolment in secondary schools is only 42.66
percent of the secondary-age population (11-15 years). Secondary education is divided into 3+2+2
years. Grades 6-8 are the junior secondary, Grades 9-10 form the secondary proper and Grades 1112 (age 16-17 years) make the higher secondary, which is the beginning part of college education
that leads to tertiary education.
Junior secondary education population is 10,531,392 (girls 4,939,756) and secondary school
population 6,810,496 (girls 3,171,370). Junior secondary Gross Enrolment is 6,232,512 and Net
6
MOPME, CELS 2002, 2003
Enrolment, 5,685,494. Secondary Gross Enrolment is 2,865,863 and Net Enrolment, 2,614,331.
GPI for Junior Secondary and Secondary is shown in the table 2.2.3.2 below:
Table 2.2.3.2: Shows the GER status of Secondary education in 2005
Grade level
Junior secondary
Secondary
Gross Enrolment Rate (in %)
Boys
Girls
GPI
G/B
48.05
51.95
1.08
49.15
50.85
1.03
Source: BANBEIS, 2006
2.2.4
Net Enrolment Ratio (NER)
Primary Education
The net enrolment rate determines the number of official age group children enrolled in primary
education. Since the survey provides information on the unreached it can help in deciding strategy
to reach them. The NER rose from 85.07% in 2002 (CELS, 2003) to 87.2% in 2005 (boys 84.6%
and girls 90.1%) in 2005. It also shows that as NER advances it’s logical for GER to reduce. It is
likely that Survey data baseline would steer PEDP II to the right goals. The table below shows what
the NER was in primary education in 2005.
Table2.2.4.1 shows the NER for Primary Education in 2005
Performance
level
National
Highest
district value
Lowest
district value
Net Enrolment Rate (in %)
Boys
Girls
GPI
G/B
84.6
90.1
1.06
99.98
99.9
1.00
65.4
70.2
1.07
Source: DPE, 2007
Secondary Education
Table 2.2.4.2 provides information on the net enrolment ratio in secondary education
Table 2.2.4.2: Shows the NER status of Secondary education in 2005
Grade level
Boys
Net Enrolment Rate (in %)
Girls
Junior secondary
48.17
51.83
GPI
G/B
1.08
Secondary education
49.27
50.73
1.03
Source: BANBEIS, 2006
2.2.5
Repetition Rates (RR) by Grade in Primary Education
The table below shows that considerable number of children repeats class and continues in primary
education. It needs further investigation to identify the reasons and take remedial action to
minimize the wastage. It has been argued elsewhere (in workshops) that the first generation
pupils get little help at home from illiterate poor parents. They find it difficult to cope with the class
work load; some of them drop out and some repeat.
Table 2.2.5.1: Repetition rates by grade and gender (in %0)
Grade
Boys
Girls
Overall
GPI
1
12.6
12.0.
12.3
0.95
2
11.1
10.8
11.0
0.97
3
4
13.8
11.5
13.6.
11.3
13.7
11.4
0.98
0.98
5
6.3
5.2
5.7
0.82
Source: DPE, 2007
2.2.6
Survival Rate to Grade 5
Survival to Grade V is of special importance. Some studies found that most of the children
completing grade V attain only Grade IV level competency (MoPME, PSPMP, 2001). The 2005
survey found that overall survival rate was 53.9% (boys: 51.7.0% and girls, 56.1%). It shows that
nearly half the children could not make it to the end. The piloting of school-leaving public
examination in 2006 may attract more children to survive to Grade V. The system needs
improvement in all spheres of primary education (re PEDP-II) to enable children to pass the
examination, with quality.
2.2.7
Transition Rate to Secondary Education
Transition Rate (TR) refers to speed or number of transfer of a body of students’ who have
completed primary education cycle successfully move and enroll in class VI to study in the
secondary education cycle. The Baseline Survey found that Transition Rate had increased from
88.4% in 2002 to 92.4% in 2003 and then declined to 83.3% in 2004. Transition rate of girls has,
however, remained higher throughout than that of boys. The table below provides the picture and
shows the GPI.
Table 2.2.7.1: Transition Rate from Primary to Secondary Education (in %)
Year
2002
2003
2004
Boys
82.0
88.7
80.0
Girls
95.0
96.2
86.6
Total
88.4
92.4
83.3
GPI
1.16
1.08
1.08
Source: BANBEIS, and DPE
2.2.8
Percentage of Trained Teachers in Primary Education
Following Jomtien, the Government decided to increase the number of teachers in primary schools
as part of drive for increasing enrolment. One part of this strategy was to increase the number of
female teachers to 60 percent. To attract more women their qualification was relaxed to Secondary
School Certificate (SSC) or high school graduation. For the male teachers the qualification
remained unchanged at Higher Secondary Certificate (HSC). As the classrooms had to be provided
with teachers quickly because of rapidly increasing enrolment teacher training was changed from
one-year pre-service to ten-month in-service training. By another strategy the schools were made to
work in double-shift which resulted in reduced contact hours. These changes affected the quality of
teacher training and performance and with it the quality of primary education, which has adversely
affected all other tiers and the system of education.
The 54 Primary Training Institutes (PTIs) conduct primary school teacher training course and offer
Certificate in Education (C-in-ED) certificate. In most cases the passing mark score is less than 50.
The table below presents the percentage of trained primary teachers by gender and locality (for the
sake of brevity all the 54 districts are not shown in the table, same goes for others).
Table 2.2.8.1: Percentage of Trained Teachers in Primary Education
Operation
area
C-in-Ed trained teachers
(GPS)
Male
Female
Total
C-in-Ed trained teachers
(RNGPS)
Male
Female
Total
C-in-Ed trained teachers
(GPS & RNGPS combined
Male
Female
Total
The GPIs for the three groups are: GPS, 0.90, RNGPS, 0.94, and GPS & RNGPS combined, 0.90.
Source: DPE, 2007
2.2.9
Pupil-Teacher Ratio in Primary Education
Overcrowded classes hinder teacher’s span of attention, participatory process of class management
and effective classroom transaction. Teacher cannot properly follow the learners’ achievements and
weaknesses or take remedial measures. Various experiments are made with classroom seating
arrangements to improve operation and create a friendly learning environment. Non-formal
education uses a 30-337 size class.
The number of teachers and student population determine the pupil-teacher ratio. Government
primary schools have it as 58:1 while the Government-supported Registered Non-Government
Primary Schools and Community Schools have a ratio of 46:1 respectively and an average of 54:1.
It was 61: 1 only in 2002 (CELS, 2003). So 2005 ratio was an improvement. PEDP II targets to
raise it to 46:1 by 2009. Table 2.2.9.1 below gives the PTR status in 2005:
7
Government NFE program takes 30 learners in a class; NGOs have increased it by 10% to 33.
Table 2.2.9.1: Pupil-Teacher Ratio in Primary Education
Pupil-teacher Ratio
Budget 2005-06
Primary
education
34
61.51
Revenue Level
Development
GPS
Secondary
education
23
27.07
RNGPS Communit
y
46
46
Overall
National
58
54
District Level
Highest value:
87
83
75
85
District Level
33
Lowest value:
Source: DPE, 2007
31
26
33
2.2.10 Public Expenditure on Primary Education as Per cent of Total Public Expenditure on
Education
Table 2.2.10.1: Shows the Percent share of primary education in Total Public Expenditure on Education
Source: BANBEIS, 2006
2.3
Additional EFA MDA Indicators
2.3.1
Age-Specific Enrolment Ratio (ASER) in primary education, 2005: #:15,114,102 (DPE,
2007).
The first three items come from the Baseline Survey Report (DPE, 2007) for the year 2005 and the
last figure comes from a simple deduction of the third item from the first one.
•
•
•
•
2.3.2
6-10 year old projected school-age population: 17,315,296
Total Gross enrolment in primary schools and equivalent: 16,225,658
Age-Specific Enrolment Ratio (ASER) children enrolled in 2005: 15,114,102
Un-enrolled primary age (6-10) children: 2,201,194
Promotion Rate
•
•
•
•
•
•
Primary schools have a promotion system from classes 1-5 but there is no promotion system
from primary education to grade VI in secondary education.
There was no school-leaving public examination in primary education until 2005; it was
started in 2006 on pilot basis.
There was a primary scholarship examination at the end of Grade V that allowed top 20% of
the Government primary school students to participate. The pass rate was below 60 until
2005 when it rose to 67.25%.
In 2005 the participation scope was widened to 30% and also to students of some other
categories of primary schools, including kindergarten and NGO schools.
The children who took the scholarship examination, those who did not dropout or joined the
repeaters group were considered as completers and eligible to seek admission in grade VI of
any high school to join secondary education.
Table 2.3.2.1 below shows that participation and more so the performance rates have gone
up quite appreciably. The pass rate of entrants from new institutions is indeed remarkable at
89 percent, raising the average to 67.25 percent from 54.21 percent in 2004.
Table 2.3.2.1: Primary Scholarship Examination Results in 2005
S. No Type of School
1
Total
enrolled
398,885
Absent
Appeared
363,066
Total
pass
251,066
Pass rate
(In %)
69.15
35,819
12,945
754
12,191
10,857
89.06
1,632
358
1,274
1,066
83.67
2
GPS excluding Model and
Experimental Schools
Government Model Schools
3
PTI Experimental School
4
RNGPS
132,932
12,079
120,853
65,094
53.86
5
Community Schools
11,920
1,475
10,445
4,673
44.74
6
NGO Schools
11,988
758
11,230
10,007
89.11
7
Kindergarten/Others
34,054
5,130
28,924
25,745
89.01
Total
604,356
56,373
547,983
368,508
67.25
Source and acknowledgement: DPE, 2007
2.3.3
Dropout Rate
The dropout rate reported for 2001was 33% (DPE, 2002). The 2005 Survey found it has increased
to 47.2%. The input per graduate was 8.1 years in 2005.
2.3.4
Survival Rate by Grade
This information has been provided under the Core Indicators at 2.2.5
Table 2.3.4.1: Repetition rates by grade and gender (in %)
Grade
Boys
Girls
Overall
GPI
1
12.6
12.0
12.3
0.95
2
3
4
11.1
13.8
11.5
10.8
13.6
11.3
11.0
13.7
11.4
0.97
0.98
0.98
5
Source: DPE, 2007
6.3
5.2
5.7.
0.82
Table 2.3.4.1 above shows that repetition cases were the highest in Grade III while Grade V had
only about half of the other individual grades. A negative GPI here shows that girls are doing well
and best at grade V.
2.3.5
Percentage of Repeaters
The average percentage of repeaters was 10.5% with boys at 10.7% and girls, 9.6%.
2.3.6
Percentage of Schools Offering Complete Primary Education
All primary schools listed in Table 2 provide Complete Primary Education
2.3.7
Percentage of Schools Offering Mother-Tongue Instruction: Not available
2.3.8
Percentage Distribution of Primary Students by the Travel Duration from their Home
to School:
Not available. However, the system operates on the principle that there should be a Government
primary school within a radius of every 2 kilometers.
2.3.9
Existence of School/Community Mapping or Child-Seeking Strategy:
•
•
•
GIS provides and is part of the school-age database on children. Two other systems are
at work:
Local Level Planning within the school catchments area, and
Union Primary Education Plan.
GOAL 2: UPE
AT A GLANCE
1. Total Primary level institutions
80401
2. Total school age children, 6-10 years
17.3 million
3. Total enrolled in 2005
16.2 million
4. Gross Intake Rate
Total: 108.4%
Boys: 105.9%
Girls:111.0%
5. Net Intake Rate (NIR)
Total: 94.7
Boys: 93.3
Girls: 96.1
6. Gross Enrolment Ratio
Total : 93.7
Boys: 91.2
Girls: 96.2
7. Net Enrolment Ratio
Total: 87.2
Boys: 84.6
Girls: 90.1
8. Repetition Rate
Total: 10.5
Boys: 10.7
Girls: 9.6
9. Survival Rate
Total: 53.9
Boys: 49.0
Girls: 56.9
10. Years in-put per graduate (Wastage)
National: 8.2 yrs
Boys: 8.6 yrs
Girls: 7.9 yes
11. Dropout
Total: 47.2
12. Coefficient of Efficiency
61.8%
13. Pupil: Teacher Ratio
54:1
14. Student absenteeism
23%
15. Teachers having C-in-Ed training
71.9%
16. Transition Rate (Primary to Secondary), 2004
83.3%
17. Pupil: Classroom Ratio (GPS)
68
18. Teaching Aids and Learning Materials
GPS: 51%
RNGPS: 48%
EDUCATION FOR ALL EFA MID‐DECADE ASSESSMENT, 2007 GOAL 3
LIFE SKILLS AND LIFELONG LEARNING Consultant: Ms. Anwara Begum PhD.
UNICEF, Bangladesh
January, 2008
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
MEASURING PROGRESS TOWARDS EFA GOAL 3: LIFE SKILLS AND
LIFELONG LEARNING
- Ms. Anwara Begum PhD.
Goal Statement
Measuring progress towards EFA Goal-3: Ensuring that the learning needs of all young
people and adults are met through equitable access to appropriate learning and life-skills
programs.
A growth in the number of young people completing primary education and seeking to develop
practical skill for employment has led to a renewed interest in Technical and Vocational Education
and Training (TVET) across over populated under developed countries. This has also necessitated
formulation and adoption of national framework for TVET, highlighting government policies and
commitment towards this sector. Such government policies and commitments have to specify the
manner by which TVET is made accessible to all young people, including those most
disadvantaged. In order to ensure the relevance of the TVET curriculum, it is important that this is
based on firm understanding of the skills shortages within a country and overseas as well as the
future market trends.
EFA Goal-3: Life Skills and Lifelong Learning has evolved from the Global Conferences of the
1990 decade, for furthering human development of all nations. The Jomtien Declaration (1990)
denoted life skills as ‘essential learning tools and basic learning content required by human beings
to be able to survive to develop their full capacities and to improve the quality of their lives’. The
Dakar Framework for Action (2000) encompasses, in addition, acquisition of knowledge, values,
attitudes and skills.
Thus, goal 3 deals with an expanded vision of the learning and skill needs of young people and
adults and how the four pillars of learning, that is, learning to know, learning to do, learning to live
together and with others, and learning to be, relates to the Bangladesh EFA Plan. Skills have been
further refined and categorized into three typologies namely, basic skills (literacy, numeracy, etc),
psycho-social skills (reflective, personal and interpersonal skills including problem solving, agency,
communication, team work etc) and practical/ functional skills (manual skills relating to specific
vocations or for a specific behavior such as health).
Definition of Life Skills and Lifelong Learning
Globally, life skills can be described as a group of psychosocial competencies and interpersonal
skills that help people make informed decisions, solve problems, think critically and creatively,
build healthy relationships, empathize with others and cope with and manage their lives in a healthy
and productive manner (WHO, 2003). The inter-agency Working Group on Life Skills in EFA
arrived at a minimum consensus that life skills are not a domain or subject, but cross-cutting
applications of knowledge, values, attitudes and skills that are important in the process of
individual development and in lifelong learning (UNESCO, 2004).
In Bangladesh, life skills and lifelong learning is defined as the development of individual
capacities to cope with one's needs at social, mental, physical levels and to achieve established and
recognized rights. It also encompasses the enhancement of individual negotiation capacity through
training, in problem solving and in development of expertise and capabilities to tackle various
circumstances and handle core responsibilities.
Implications of Definition
From the definition of life skills and lifelong learning, it becomes apparent that there must be
emphasis upon indicators concerning the development of psycho-social and practical/ functional
skills among young people and adults, because the concept of lifelong learning underpins Goal 3. It
pays importance to continuous learning for improved knowledge, skills and competencies within
personal, civic, social or employment related perspectives. It impinges upon all areas and phases of
life and helps young people and adults to acquire new skills and knowledge in the globalized
dynamic world.
There are some basic features of learning and life skills programs, like (i) the type of learners that
may comprise young people, school leavers, learners with special needs, women, adults, rural/
migrant population, (ii) the type of learning activities that may involve adult basic education, life
skills programs, livelihood skills/ skills development or other nationally defined non-formal
learning activities, (iii) type of providers, which may be community/ mobile learning centers,
schools, workplaces, media, libraries, private industries, social partners, civil society, international
non-governmental organizations, (iv) the type of monitoring assessment, and (v) the type of
management, Management Information System, inspection, self-monitoring/ peer review, external
evaluation, national/regional qualification systems and national evaluation.
It is a challenge to monitor EFA goal 3 and the last part of Goal 4. These two goals (particularly
Goal 3) and specific sections of Goal 4, advocate the equitable access to learning programs for
youth and adults. Yet, there is negligible knowledge of the types of structured learning activities
that come under the scope of learning and life-skills programs. With the approach of the 2015 target
year, it is imperative to delineate clearly the learning and life-skills programs that are available to
young people and adults. An opportunity emerges to gather the related information and understand
the nexus between the various formal and non-formal agencies’ role in catering to the learning
needs, skills, competencies and efficacy (of education and skills training) for all young people and
adults. In the context of Bangladesh, the initial exercise leading to monitoring learning and lifeskills programs is to delineate elements of provision, participation and access to formal and nonformal learning activities at national or sub-national level. Conceptually (UNESCO, 2006:56), the
expanded commentary of the Dakar Framework for Action (Paragraph 36) may be cited. It observes
that ideally all young people should be given the opportunity for ongoing education. For those who
drop out of school without acquiring the literacy, numeracy and life skills they need, there must be
a range of options for continuing their learning. Such opportunities should be both meaningful and
relevant to their future and develop useful work – related skills’ (UNESCO, 2000). The 2003-2004
EFA Global Monitoring Report opted to identify and describe learning programs for youth and
adults in a more qualitative way, combining goals 3 and 4 (UNESCO, 2003).
Systematic monitoring at country level is required to document youth and adult learning from the
perspective of provision, participation and access, and should pose fundamental questions, such as
what the learning outcomes are and what actions countries are taking to include the excluded.
Learners may be adults or out-of–school youth re-entering basic education, life-skills or livelihood
skills. What characterizes the structured learning activities involved is a large diversity of provision
and providers, including the public, private and civil society sectors as sole providers or in
partnership.
In case of young children and youths without adequate life experience, development of life skills
increases their ability to understand, evaluate and assess their societal status, so much so that they
acquire an informed voice and ability to articulate their basic needs.
Status of TVET, 2005
Up until 2005, approximately 2,728 TVET institutions existed in Bangladesh (BANBEIS 2006).
The same source indicates that total enrollment was 241,336 of which 48,267 students enrolled in
public institutions. Private institutions, which were numbering 2,548, had enrolled 193069 students,
i.e. 80 %. Private TVET institutions are characteristically small with around 78 students taught by 6
teachers on an average, while public institutions, which accounted for around 20 % of the total
institutions, catered to 272 students managed by 16 trained teachers approximately. An anomalous
situation exists as there is an increasing demand for TVET and skill development juxtaposed over a
structure which is limited in logistics. Majority of the erstwhile TVET institutions suffer from
poorly equipped workshops and laboratories, lack of teaching and training materials, inadequate
classrooms and libraries, lack of qualified teachers, presence of untrained managers and
administrators. The quality of training, equipment, updated knowledge, employment linkage and
the internal and external efficiency in both public and private institutes require improvement and
pose major challenges for sustained progress. At the moment, vocational training in Bangladesh is
incapable of meeting the skill needs of the labor market, both in quantity and quality. The main
problem with formal-informal training and education is the lack of linkage to the employers in the
job market. This absence of linkage between the training institute and the employing establishments
and inadequate policy level support to the skilled training programs has proved to be the main
impediment.
The Gross Enrollment Rate in Technical, and Vocational Education and Training (TVET) is 0.25
million (2005), of which 0.048 million were from public institutions and 0.19 million were from
private institutions. The courses offered therein, usually cater to students (overwhelmingly boys;
almost 90 percent) who have completed class VIII (BANBEIS, 2003). The number of graduates
who procure jobs on completion of their training was about 40 (VTI) and 60 to 65 percent Teachers
Training Center (TTC). For poverty eradication, the number of successfully employed must be
increased and equity must be maintained so that more girls can acquire skills for the job market. It
calls for more quality literacy and skills training programs and an educational environment
conducive to female participation. In the context of Bangladesh, women’s contribution to the
national GDP is consistently increasing.
Girls are lagging behind in terms of quality education. On completion of grade 8 children become
eligible for admission into skill development training institutions. There are different formal and
informal types of training centers like Technical and Vocational education and Training Institutes.
Courses, offering Technical and Vocational Education and Training (TVET), are conducted by
vocational training institutes, polytechnics, mono-technical institutions, technical training centers,
commercial institutes, and specialized institutes and have attracted nearly 0.13 million students in
2002, rising to 0.25 million in 2005.
An important indicator for effective utilization of education institutions is the designated
curriculum time in education systems to develop children and young people’s knowledge, skills and
attitudes for health. In Bangladesh, from primary to lower secondary educational level, the
designated curriculum time in the education system is 360 hours for all formal education courses.
Another important indicator for gauging the effectiveness of education and allied systems is the
transition rates between primary and secondary systems and secondary to higher education systems.
For bo
oth male and female, the transition rate is 3-5 years at the pre-primary level, 6-10 years at the
primary level, 11 to 13 years at the junior secondary level, 14-15 years at the secondary level, 16 to
17 years at the higher secondary level and 8-17 years for technical and vocational education and
training.
In the National Plan of Action II (NPA II) some specific strategies and programs exist for the
geographically, economically, socially, ethnically and physically disadvantaged children and adults.
In addition, in the National Social Welfare Policy of Jan 2006, rehabilitation centers exist for (a)
socially disadvantaged, handicapped, anti-social youths, the vulnerable and helpless poor, people in
need of security and safety net programs, homeless (b) hard-core poor, orphan, street-children,
marginalized women with families etc. Appropriate and needs based training, nursing and care,
education, welfare–oriented development have been planned so as to ensure and achieve their
optimum requirements.
The NPA II records more than a million primary school children with disabilities (NPA II: 35).
Moreover, the NFOWD (National Forum of Organizations Working with the Disabled), where 113
NGOs are included, have limited education programs and introduction of an inclusive education
approach has now become imperative.
The NPA II records that child labour is a major problem and a source of deprivation of the child’s
right to education. Child Labor Survey (CLS) identified 6.3 million child laborers in 1995/96 (BBS,
1996). The number was predicted to grow to two million in urban areas by 2000. A rapid survey
found children engaged in more than 300 different types of work, 47 of them were most hazardous
(ILO-UNICEF, 1997; NPA II, 2007). CLS 2002 preliminary report states that the number of child
labor has increased to 10 million. The NPA II further states that the employment situation remains
precarious and is becoming more so with the worldwide recession. Given that the labor force
comprises 56 million persons with unemployment rate at more than 30 percent, there is need for an
alternate strategy. The demand is increasing for more literate and skilled labor. It calls for more
quality literacy and skills training programs. Despite the difficulties some notable progress has been
made in the social field during the decade of 1990s.
It is necessary and appropriate to focus upon the barriers to TVET that are currently being faced.
These are, constraints with regard to planning resources, management of programs and absence of
networking among stakeholders. Partnership strategies between GoB, NGOs/ CBOs would work
more efficiently, setting into operation national policy on coordination of work at various levels in
the central government and local level government, and adequate articulation of interests by lobbies
in favor of the disadvantaged.
It is clear that to improve market relevance of education, and specifically vocational education and
training, significant changes will be needed. Here the need would be for attaining life skills and
lifelong learning through a coordinated, multi-sectoral Technical, Vocational Education and
Training (TVET) where policy is responsive to national and global market trends and opportunities.
Targets of Life Skills and Lifelong Learning Programs
The NPA-II (2001-2015) has not set any targets, in quantitative or in qualitative terms, for Goal-3:
Life Skills and Lifelong Learning; but it has enunciated aims to establish a knowledge-based and
technologically-oriented competent society, to continue access, improve retention, quality and
opportunities to pre-school children, young persons and adults. However, in the National Education
Policy the target population for admission in life skills and lifelong learning programs are 8+ years
for non-government organizations and 12-13 years for government organizations. According to the
Millennium Development Goals, one of the challenges for Bangladesh to respond is to increase the
number of TVET participation from 3 percent to 20 percent of enrolled secondary students by 2020
(PRSP). This means that the GoB would have to develop ‘thinking skills’ and graduates capable of
innovation among students through effective utilization of resources. There is thus an imperative to
create a nexus between vocational training and to formulate a guiding policy framework for
improving the system, which is unable to relate to the labor market.
3.1 Policy/ System Indicators
3.1.1 A coordinated, multi-sectoral Technical, Vocational Education and Training (TVET)
Policy is responsive to national and global market trends and opportunities
Vocational Education (or Vocational Education and Training, also called Career and Technical
Education) prepares learners for careers that are based in manual or practical activities, traditionally
non-academic and totally related to a specific trade, occupation or vocation, hence the term, in
which the learners participate. It is some times referred to as technical education, as the learner
directly develops expertise in a particular group of techniques or technology. Generally, vocation
and career are used interchangeably. Vocational education might be contrasted with education in a
usually broader scientific field, which might concentrate on theory and abstract conceptual
knowledge, characteristic of tertiary education. Vocational education can be at the secondary or
post-secondary level and can interact with the apprenticeship system. Increasingly, vocational
education can be recognized in terms of recognition of prior learning and partial academic credit
towards tertiary education as credit. Vocational education is related to the age old apprenticeship
system of learning.
Up until the end of twentieth century, vocational educations focused on specific trades such as, for
example, an automobile mechanic or welder, and was therefore associated with the activities of
lower social classes, attracting a sort of social stigma.
The National Education Policy of 1979 introduced Agro-Technical subjects whereby a prevocational education program became part of the curriculum in grades 7-8 at Junior Secondary
Education level. The Government started expansion of the new curriculum in 500 nongovernmental high schools under a new project. At a point of time, 1300 non-government schools
and 106 government technical institutes (64 Vocational Training Institutes, 12 Technical Training
Centers, and 30 Technical and Vocational institutes) offered this curriculum.
This policy was partially successful, even though there was lack of equipments, laboratories,
trained teachers with industrial experience. Students often took TVET subjects as second option,
inspite of a sort of social stigma.
However, Bangladesh has a system of education that allows, as a matter of policy, movement of
students, from one stream to another to pursue higher education and acquire knowledge up to the
highest academic level. Flexibility of this nature made it possible for the Bangladesh Technical
Education Board to offer SSC level certificate courses on TVET subjects, thereby linking middle
school vocational education and training with that of the high schools. The TVET in Bangladesh is
hence responsive to government policy of national and global market for skilled human resources.
3.1.2 Pre-Service Teacher Training Programs promote a skills based approach across the
curriculum
The Government has adopted a policy to introduce pre-service and in-service training of teachers
for twin purpose of widening the base of skill and improving quality. For the purpose of attaining
the two objectives, the GoB is increasing the number of public institutions and at the same time
encouraging the private sector for promoting skills.
Introduction of in-service and pre-service training for teachers have been elaborated in the
Education Policy of 2003. But there is no program for pre-service training arrangement for TVET
teachers. At present teachers in TVET are recruited among graduates of TVET courses. However,
training for head teachers in management and academic supervision has been introduced as a
recommended course of action from the education policies.
A study shows that male teachers enroll in greater numbers (at least by more than 80%) in all the
training courses. Although very few institutes existed at the beginning of this decade, there has
been a consistent increase in the number of private institutions since 2001 (Table-1).
Table-1
Number of Public and Private Technical and Vocational, Medical, Nursing and Unani/
Ayurvedic Pre-Service Training Institutes: Teachers and Enrolment by Sex 2001-2005
2001
2002
2003
2004
2005
2001
2002
2003
2004
2005
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Polytechnic
Institute
Total
Teachers
Female
Male
Vocational
Institutes
Total
Teachers
Female
Male
20
7
27
20
56
76
20
87
107
37
97
134
37
97
134
Medical
College
816
30
846
1089
230
1319
1078
327
1405
1146
340
1486
1189
465
1654
Total
Teachers
124
None
124
166
10
176
162
13
175
185
15
200
166
15
181
Female
692
30
722
923
220
1143
916
314
1230
961
325
1286
1023
450
1473
Male
51
463
47
416
64
792
75
717
64
835
81
754
64
842
82
758
64
792
75
717
Total
Teachers
Female
Male
13
12
25
13
12
25
13
14
27
13
14
27
15
27
42
1144
634
1778
1173
634
1807
1214
728
1942
1215
740
1955
1218
1037
2255
207
115
322
205
115
320
238
121
359
240
123
363
240
123
363
937
519
1456
968
519
1487
976
607
1583
975
617
1592
978
914
1892
Nursing
Training
Institute
38
06
44
38
06
44
39
05
44
39
05
44
39
05
44
222
35
257
226
35
261
232
29
261
234
30
264
232
29
261
156
24
180
159
24
183
161
24
185
166
25
191
159
24
183
66
11
77
67
11
78
71
05
76
68
05
73
73
05
78
All
Technical
and Vocational
Institutes
144
1272
1416
157
1405
1562
163
2154
2317
180
2412
2592
180
2548
2728
Unani/Ayurvedic
College
Total
Teachers
Female
Male
2303
5258
7561
2912
5711
8623
2866
7461
10327
2939
7864
10803
2039
14245
17185
Total
Teachers
299
1295
1594
368
1362
1730
345
1545
1890
372
1274
1646
346
2877
3223
Female
2004
3963
5967
2544
4349
6893
2521
5916
8437
2567
6590
9157
1693
11368
13962
Male
02
16
18
02
16
18
02
16
18
02
16
18
02
16
18
28
94
122
30
124
154
31
126
157
32
124
156
32
124
156
02
16
18
02
20
22
02
16
18
02
21
23
02
20
22
26
78
104
28
104
132
29
110
139
30
103
133
30
104
134
Source: Compiled from, Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational Information and Statistics
(BANBEIS), pp. 63 to 70.
Private Polytechnic Institutes did not possess any female teachers in 2001, which significantly
increased to 53 by 2005, while male teachers numbered 1339 by 2005. Vocational Institutes within
this period seem to be solely run under Public Sector and the male-female participation is tilted in
favor of the former (almost 90%). This situation is further sustained until 2005, when male
teachers’ involvement is above 90%. For all Technical and Vocational Institutes, Male teachers
account for 87%, while female teachers account for 13%, a figure that shows marked improvement
in 2005, accounting for almost 19% in the terminal year. This improved participation of female
teachers seems true for all the courses with one exception, i.e., the Survey Institute enrollment
which is predominantly managed by the public sector. Female participation has to be improved as
the increased involvement of women would allow the PRSP target to be achieved. In contrast, male
participation in all the colleges and institutes have been quite high, in the range of 75% to 85% with
a consistently improving number between the years 2001 and 2005. The numbers of private
colleges and institutes have also kept up high pace.
There is also a felt need among guardians that discontinuation of studies should be arrested in the
case of dropout girls at the Secondary level. Both female students and their parents are in favor of
enabling dropout girls to equip themselves with technical and vocational education as a livelihood
strategy and a meaningful way of culminating their educational career (Source: SESIP, 2005).
The survey institutes are mainly established by public financing while HSC Business Management
Institutes, by private financing. Although the number of HSC Business Management Institutes
increased by almost 40% from the year 2001, the participation of women teachers has decreased by
6% (Table-2).
Table-2
Number of Public and Private Dental College, Homeopathic College, Survey and HSC
Business Management Pre-Service Training Institutes: Teachers and Enrolment by Sex 20012005
2001
2002
2003
2004
2005
2001
2002
2003
2004
Dental
College
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Survey
Institute
Number of
College
01
02
03
01
04
05
01
06
07
01
06
07
01
08
09
Number of
College
Total
Teachers
54
115
169
56
132
188
54
172
226
56
198
254
56
198
254
Total
Teachers
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
02
17
02
02
02
17
16
16
Female
Male
12
30
42
12
26
38
14
38
52
15
40
55
15
40
55
Female
42
85
127
44
106
150
40
134
174
41
158
199
41
158
199
Male
1
16
1
1
1
Homeopathic
College
01
30
31
01
28
29
01
29
30
01
29
30
01
29
30
HSC
Business
Management
Institute
Total
Teachers
25
470
495
23
442
465
25
438
463
27
442
469
27
442
469
Total
Teachers
Female
Male
02
62
64
02
62
64
04
54
58
05
62
67
05
62
67
Female
23
408
431
21
380
401
21
384
405
22
380
402
22
380
402
Male
455
2117
455
1662
475
2222
475
1747
828
3420
566
2854
955
3822
432
3390
16
15
15
2005
Total
Public
Private
Total
02
17
1
16
1180
6120
975
5145
Source: Compiled from, Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational Information and
Statistics (BANBEIS), pp. 63 to 70.
In case of Leather Technology College, Textile Technology College, Law College and other
professional institutions, the participation of female teachers is on the lower side (approximately
8%) as compared to the male teachers (Table-3).
Table-3
Number of Public and Private Leather Technology College, Textile Technology College, Law
College, and All Professional Institutions: Teachers and Enrolment by Sex 2001-2005
2001
2002
2003
2004
2005
2001
2002
2003
2004
2005
Leather T
College
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Law
College
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Public
Private
Total
Number of
College
01
Total
Teachers
36
Female
Male
Total
Teachers
24
Female
Male
30
Textile T
College
01
06
02
22
01
15
03
12
01
31
02
29
01
09
01
08
01
24
02
22
01
09
01
08
01
30
02
28
01
15
03
12
01
31
02
29
Number of
College
Total
Teachers
Female
Male
All
Professional
Institutes
62
125
187
62
128
190
59
140
199
59
140
199
61
153
214
Total
Teachers
Female
Male
1836
1894
3730
1852
1963
3815
1600
2109
3709
1614
2157
3771
1629
2455
4084
412
255
667
414
259
673
433
277
710
451
292
743
444
277
721
59
546
08
538
59
564
08
556
63
558
12
546
63
564
08
556
70
625
08
617
1424
1639
3063
1438
1704
3142
1167
1832
2999
1163
1865
3028
1185
2178
3363
Source: Compiled from, Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational Information and
Statistics (BANBEIS), pp. 63 to 70.
During the period 2001-2005 pre-service trainings have been imparted to teachers to promote skills
based approach across the curriculum in Public Technical Training Centers (TTC), Public
Commercial Institutes, Private Agricultural Training Institutes, Public Glass and Ceramic Institutes
and Primary Teachers Training Institutes.
During this period (2001-2005), a total number of 1795 teachers have been trained in 13 Public
Technical Training Centers as against an enrollment of 24370 teachers (Table-4).
Table -4
Number of Public Technical Training Centre: Teachers and Enrolment 2001-2005
Year
2001
2002
2003
2004
2005
Management
Public
Public
Public
Public
Public
No of Centre
13
13
13
13
13
Teachers Enrolment
356
4857
359
4867
362
4912
359
4867
359
4867
Source: Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational
Information and Statistics (BANBEIS).
The status of training of teachers in commercial institutes, where skills in trade are developed
among students, shows that 579 teachers have been trained in 16 Institutes from an enrollment of
18537 teachers. The percent of teachers trained is 3.12 (Table-5).
Table -5
Number of Commercial Institute: Teachers and Enrolment from 2001 to 2005
Year
Management No of Institute Teachers Enrolment
2001
Public
16
189
3703
2002
Public
16
186
3683
2003
Public
16
68
3720
2004
Public
16
68
3748
2005
Public
16
68
3683
Source: Bangladesh Educational Statistics 2006. Bangladesh Bureau of
Educational Information and Statistics (BANBEIS).
In trades related to agriculture, training to teachers has been provided during the period 2001-2005
in both public and private sectors Agricultural Training Institutes (ATI). A study of Table-6 shows
that in 12 public ATIs 456 teachers have been trained from an enrollment of 33422 teachers.
In the private sector the number of ATIs had been 9 in 2001 and 12 in 2002; but the number
increased to 47 in 2005 suggesting greater participation of the private sector in human resource
development. From Table-3 it can be seen that the number of teachers trained is 147 out of an
enrollment of 3520. It is interesting to note that no enrollment has been made during 2003-2005,
and hence no training of teachers.
Table-6: Number of Private Agricultural Training Institute: Teachers and Enrollment from
2001-2005
No of
No of
Teachers Enrolment
Teachers Enrolment Management
Year Management
Institute
Institute
2001
Public
12
108
6975
Private
9
63
1660
12
84
1860
2002
Public
12
112
6170
Private
2003
Public
12
112
6572
Private
47
none
none
2004
Public
12
112
6602
Private
47
none
none
2005
Public
12
112
7103
Private
47
none
Source: Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational Information and Statistics
(BANBEIS).
Table-7 shows that the demand for public institutional support is high. Enrollment of teachers has
increased to 969 between 2001-2005. Compared to the base year 2000, when enrollment was 584
teachers in the Glass and Ceramic Institute, there has been 60.27% improvement.
Table -7: Number of Public Glass and Ceramic Institute: Teachers and Enrolment from
2001-2005
No of
Teachers
Enrolment
Year Management
Institute
2001
Public
1
10
168
2002
Public
1
10
174
2003
Public
1
10
225
2004
Public
1
10
228
2005
Public
1
10
174
Source: Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational
Information and Statistics (BANBEIS).
Towards the aim of attaining Teacher Training Institution up gradation, GoB has planned to support
the upgrading of the VTTI and make it the central venue for the Teacher’s In-service Training
Program, preferably on an out-reach basis. It will provide for additional development of in-service
teachers (including pre-service certificate and diploma training; full-time and part-time basis). For
the in-service teachers, teaching methodology, technology skills (e.g. use of equipment), learning
new-curricula, standards, training materials etc, certificates and diplomas in vocational and
technical education will be offered. A continuous monitoring of the program responsiveness,
training needs from the field-level, coordination of services at all levels and development of
curricula (through close liaison with BTEB) and training materials are planned to be executed.
Table-8 shows an overall information related to Public and Private ownership of Institutions,
Teachers and Enrolment for 2005.
Table-8
Type of Institution, Teachers and Enrolment in Technical and Vocational Education by Type
of Management and Number of Institutions 2005
Type of
Institution
Primary
Training
Institute
Teachers
Training
College
(TTC)
Technical
Teachers
Training
College
(TTTC)
Vocational
Teachers
Training
Institute
(VTTI)
Physical
Management
Public
Private
Total
Public
Private
Total
Total
54
54
14
85
99
Institution
Female
1
Teachers
Both Sex Female
517
179
Enrolment
Both Sex Female
13025
5176
517
247
988
1235
179
74
220
294
13025
6518
11638
18156
5176
2885
4352
7237
Public
Private
Total
1
15
2
72
22
1
15
2
72
22
Public
Private
Total
1
6
1
120
1
6
1
120
Public
4
49
7
668
142
Education
College
HSTTI
Private
23
227
22
2734
902
Total
27
276
29
3402
1044
Public
5
66
19
542
46
Private
Total
5
66
19
542
46
Total
Public
80
1
917
283
21893
8271
(Teachers
Private
108
1215
242
14372
5254
Education)
Total
188
1
2132
525
36265
13525
Source: Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational Information and
Statistics (BANBEIS).
Teacher Recruitment Reforms Introduced by MoE in Bangladesh To ensure that standardized and transparent criteria are adhered to in the recruitment of teachers at the
secondary level, MoE has established an autonomous National Teacher Registration and Certification
Authority (NTRCA). The main function of this authority is to screen and certify a pool of qualified teachers.
All schools that receive a subvention have to recruit new teachers from the pool selected by the authority.
The certification will be based on academic qualification s and a standardized examination conducted on an
annual basis. The list of certified teachers will be published and flexibility to recruit teachers will have to be
selected from the pre-qualified pool.
This reform is expected to lead to teachers meeting basic entry standards, and will also significantly reduce
the scope for corruption and nepotism in the selection of teachers.
3.1.3 Strategies for student participation in school affairs are elaborated within national
education policy frameworks
In Bangladesh the pattern of education in the ladder is 5+3+2+2, that is, 5 years in primary, 3 years
in junior secondary, 2 years in secondary and 2 years in higher secondary, with compulsory
schooling for the first five years. After completing three years pre-secondary level students may
join formal or vocational courses. Vocational Education in Bangladesh comprises Secondary
School Certificate (Vocational), National Skill Standard-III (SS-III); National Skill Standard-II
(SS-II); National Skill Standard (SS-I: with University affiliation from abroad); Higher Secondary
Certificate (Vocational), HSC (Voc) - (NSSI); and Basic Trades (360 Hours) and such.
Formal courses have 1 year to 4 years’ duration while informal courses range from duration of a
few months (6 months or 200 hours) to 1 year. Vocational education courses accept students who
do not possess formal certificates on completion of education.
However, before starting of SSC (Voc) curriculum, there are trade level training courses in
Vocational training courses in Vocational Training Institutes (VTI) and Technical Training Centers
(TTC) and mobile trade courses under Textile Vocational Institute (TVI) like NSS-III, NSS-II.
BTEB has conducted a series of studies involving internal and overseas job markets for skilled
manpower and their training.
The SSC (Voc) program has started with 15 engineering trades (automotive, carpentry, civil
construction (civil), drafting (mechanical), electrical, farm machinery, foundry and pattern making,
general mechanics, machinist, plumbing and pipe fitting, radio TV, Refrigeration and air
conditioning, turner and welding in 64 (51 TVIS, 11TTCS and 2 NGO) institute from 1995.
3.2
Core Indicators
3.2.1
Youth Literacy Rate 15-24 years
Among the youths (15-24 years) the literacy rate has been found to be 72.73% with males at
75.03% and the females at 70.36%. The Gender Parity Index is 0.94. It has also been found by the
survey that young women were behind in all cases, but close, right on the heels. The stipend
program, both at primary and secondary levels in cash or kind, extensive NFE interventions by both
Government and NGOs seemed to have had a positive impact.
3.2.2
Gross Enrolment Rate in Technical, and Vocational Education and Training (TVET)
Eligibility for admission in non-government TVET is population of 8+ years, and in government
TVET it is 12-13 years. Gross enrolment in TVET institutes was 241336 with a break-up of
different kinds of institutes of admission (Table-9).
It appears that enrolment in technical and vocational education institutions across the country is
highest in Rajshahi division with 66934 (27.6 percent) followed by Dhaka division with 64477
(27.3 percent), while Sylhet division records the lowest number of 6292 (2.7 percent) students. The
distribution of students by type of institutions reveals that the highest number of polytechnic
students is in Dhaka division with 9870 (35.9%) out of the total of 27518 followed by Rajshahi
with 7225 (26.3 percent) and again Sylhet appears to have the lowest enrolment with only 972 (3.5
percent). The total number of students enrolled in technical schools and colleges is 8548. Dhaka
reported the highest enrolment with 2610 (30.5 percent) students, Rajshahi follows with 1981 (23.2
percent) and the lowest enrolment enrollment is reported in Sylhet division with 660 (7.7%)
students (Table-9).
The total enrolment in textile vocational institute is 5097. The highest number of students are in
Dhaka with 1326 (26.01 percent) followed by Rajshahi with 1232 (24.17 percent), while Sylhet
division has no students. Out of the total enrolment in textile institute, Chittagong division reported
the highest number with 344 (40.19 percent) students. This is followed by Rajshahi and Dhaka with
225 (26.28 percent) and 175 (20.44 percent) students, respectively while Khulna and Sylhet
divisions have no students (Table-9).
With regard to enrolment SSC (vocational) the total enrolment is 95458 with Rajshahi division
showing the highest number of students with 24490 (25.7 percent). Dhaka division follows this
with 21233 (22.2%) students while Sylhet division has the lowest enrolment with 2104 (2.2
percent). In case of business management education at higher secondary level attached to the school
and colleges, intermediate colleges, degree colleges of the general education stream and some are
independent, the total enrolment stands at 79935; Rajshahi division has the highest number of
students with 24319 (30.%). This is followed by Dhaka division with 22059 (27.6%) while Sylhet
division has the lowest enrolment with 1843 (2.3%).
Table-9
Number and Percentage of Students in Technical Vocational Education Institutions by Type
and Division, 2005
Number of Students by Division
Type of Institutions
Polytechnic Institute
Technical School &
College
Textile Vocational
Institute
Textile Institute
Technical
Center
Training
Survey Institute
SSC
(Vocational)
Institute
HSC (B.M) Institute
Commercial
Training Institute
Agriculture Training
Institute
Glass and Ceramic
& Graphic Arts Inst.
Total
Barisal
Number
Percentage
Number
1247
4.5
792
Chittagon
g
4516
16.4
1220
Dhaka
Khulna
Rajshahi
Sylhet
Total
9870
35.9
2610
3688
13.4
1285
7225
26.3
1981
972
3.5
660
27518
100
8548
Percentage
Number
9.3
753
14.3
1040
30.5
1326
15.0
746
23.2
1232
7.7
-
100
5097
Percentage
Number
Percentage
Number
14.77
112
13.08
480
20.40
344
40.19
1878
26.01
175
20.44
1853
14.64
148
24.17
225
26.18
508
-
100
856
100
4867
Percentage
Number
Percentage
Number
9.9
14350
38.6
250
44.9
14644
38.1
21233
3.0
18637
10.4
307
55.1
24490
2104
100
557
100
95458
Percentage
Number
Percentage
Number
15.0
7470
9.4
554
15.4
11675
14.6
709
22.2
22059
27.6
776
19.5
12569
15.7
528
25.7
24319
30.4
815
2.2
1843
2.3
301
100
79935
100
3683
Percentage
Number
15.0
1369
19.3
1082
21.1
4146
14.3
1567
22.1
5767
8.2
457
100
14388
Percentage
Number
9.5
-
7.5
-
28.8
429
10.9
-
40.1
-
3.2
-
100
429
Percentage
Number
Percentage
27127
10.8
37358
15.6
100
64477
27.3
39168
15.8
66934
27.6
6292
2.7
100
241336
100
The students enrolled in all professional educational institutions are distributed across the country
as shown in Table 10. The highest number of students are found in Dhaka division with 32360
(53.9 %) followed by Rajshahi with Sylhet division recorded the lowest number of 2570 (4.3%)
students. Moreover, it can be seen from Table-9, that the highest number of medical students are in
Dhaka with 10730 (57.4%) out of the total 18685 followed by Rajshahi division with 2492 (13.3%)
students while Khulna division recorded the lowest number with only 200 (1.10%) students. Total
enrolment in dental colleges is 1140. The highest number of students in homeopathic college is
found in Dhaka division with 7803 (51.43 %) students while Sylhet division recorded the lowest
number with 355 (2.34%) students (BANBEIS, 2006: 32-34).
Table-10
Number and Percentage of Students in Professional Education Institutions by Type and
Division, 2005
Number of Students by Division
Type of Institutions
Medical College
Dental College
Homeopathic College
Unani and Ayurvedic
College
Nurses’ Training
Institute
Nursing College
Leather Technology
Textile
College
Technology
Number
Percentage
Number
Percentage
Number
Percentage
Number
Barisal
1692
9.1
709
4.67
34
Chittagong
2323
12.4
60
5.2
2302
15.77
207
Dhaka
10730
57.4
1030
90.4
7803
51.43
980
Khulna
200
1.1
1553
10.23
82
Rajshahi
2492
13.3
50
4.4
2448
16.14
100
Sylhet
1248
6.7
355
2.34
177
Total
18685
100
1140
100
15170
100
1580
Percentage
Number
2.15
280
13.10
617
62.03
1463
5.19
403
6.33
810
11.20
266
100
3839
Percentage
Number
Percentage
Number
Percentage
Number
7.29
-
16.07
-
38.11
252
100
435
100
628
10.50
-
21.10
-
6.93
-
100
252
100
435
100
628
100
8907
50.0
132
24.6
32360
53.9
Bureau
2524
1972
524
14.2
11.1
3.0
130
145
24.2
27.1
4892
8017
2570
8.1
13.4
4.3
of Educational Information and
Percentage Number
840
3020
Percentage 4.7
17.0
Art College
Number
129
Percentage 24.1
Total
Number
3555
8658
Percentage 5.9
14,4
Source: Bangladesh Educational Statistics 2007. Bangladesh
(BANBEIS).
Law College
100
17787
100
536
100
60052
100
Statistics
Table-11 shows the Gross and Net Enrollment Ratio at the Secondary Education level. At the
Junior Secondary level, the Gross Enrollment Ratio for female is highest. It decreases for female
students as the years of schooling progresses, tapering off when girls reach their teens. Many
students especially female students, drop-out of school for various reasons.
For the school age population, between Grade 6-8, males account for 5591636, i.e. 53%. In Grade
9-10, 3639126 male students amount to slightly over 53% of the total. For Higher Secondary level,
males number 3482264 which stand at approximately 50%. Of the School age population, 59% at
the Junior Secondary level, 42 % at the Secondary level, and 15% at the Higher Secondary level,
actually enroll.
Gross enrollment between Grades 6 and 8, 2994543 male students amount to slightly over 48% and
females, 52% of the total. For Secondary level, gross enrollment of males show 1408468 which
stands at approximately 49% for males. At the Higher Secondary level gross enrollment of 633337
male students occur, which is 61% males. At the higher level of education, more male students
enroll.
Table-11: Gross and Net Enrolment Ratio by Level in Secondary Education, 2005
Level
Sex
School age
Population
Gross
Enrollment
Net
Enrollment
Gross
Enrollment
Ratio
59.18
65.55
Junior
Both Sex
10531392
6232512
5685494
Secondary
Female
4939756
3237969
2946569
(Grade 6-8)
Secondary
Both Sex
6810496
2865863
2614331
42.08
(Grade 9-10)
Female
3171370
1457395
1326237
45.95
Higher
Both Sex
6909234
1036502
841733
15.00
Secondary (11- Female
3426970
403165
327512
11.76
12)
Source: Bangladesh Educational Statistics 2006. Bangladesh Bureau of Educational Information and
Statistics (BANBEIS).
3.2.3
Designated Curriculum time in education systems to develop children and young
people’s knowledge, skills and attitudes for health.
From primary to lower secondary educational level, the designated curriculum time in the
education system is 360 hours for all formal education courses. From higher secondary to
technician/craftsman, the designated time is 141 hours (for 160 to 170 credits) with additional 900
hours of practical classes (150 minutes each) for technical courses.
3.2.4
Transition Rates between primary and secondary systems and secondary to higher
education systems
Transition Rates from pre-primary education (3-5 years age-group) to primary grade-1, has been
found nationally to be 15% in 2005; but in CHT within coverage of ICDP the Transition Rate has
been as high as 66% (DPE/ Muhammad Sirajuddin).
The number of students studying in grade-5 of primary level institutions has been enumerated at
16.2 million in 2005, while enrolment in 2006 in Junior Secondary Schools in grade-6 in 2006 has
been found to 0.9 million. This suggests a Transition Rate of 5.61% (BANBEIS, 2006).
The number of enrolled students in Junior Secondary Schools in grade-8 in 2005 has been found to
be 910914 in 2005 and that in Secondary Schools in grade-9 in 2006 has been found to be 221887.
This suggests a Transition Rate of 24.36%.
In Junior Secondary Schools (up to 8th grade), Secondary Schools up to 10th grade, and Secondary
Schools and Colleges up to 12th grade, the total number of students has been found to be 7.4 million
in 2005, with a cumulative Transition Rate of 45.6%.
3.3
3.3.1
Additional EFA Indicators
Youth Unemployment Rate
Bangladesh's economy suffers from a high rate of unemployment, particularly among the youth and
warrants more emphasis in this type of education. Unemployed labor force of Bangladesh is
estimated to be about 15 million. Formal training programs in the country are carried out mainly by
Ministries of Education and Labour and Manpower. Also, a significant number of training
programs are operated outside the formal structure by numerous government, semi-government and
non-government agencies. Different estimates show that total annual requirement of skilled and
semi-skilled manpower is approximately 1.5 lacs. But through different formal and informal
training arrangements, only about one-fifth of the above demand is met.
3.3.2 Availability and utilization of school and community based counseling services for
young people
Community based counseling services are available, more or less in Secondary and Higher
Secondary educational institutions. It has been found higher in Dhaka and Chittagong than in
Mymensingh and Rangpur districts.
3.3.3
National education standards/ benchmarks explicitly identifying social, emotional,
behavioral, skills
In Bangladesh, national education standards reflect societal norms which may vary from region to
region; but such norms as good behavior, correct attitude towards teachers and fellow students,
restrained emotional conduct, keeping with school environment are mentioned worthy.
3.3.4
Number of incidences of reported violence in schools
School level bullying, physical assault, teasing, ragging, discrimination, etc. are common in both
rural and urban educational institutions; but specific figures/ information are not included in the
database.
3.3.5
Participation Rate of young people and adult in accredited in NFE programs
Participation of young people and adult in accredited NFE programs is 72.73% of youth (15-24
years) and 54.8% for adults (15-45 years) (BBS, 2006).
Such participation is 90% for ethnic minorities and 10% for the disabled (Literacy Bulletin 162,
2007).
3.3.6
Incidence of substance abuse among young people
Incidence of substance abuse is nationally 8% among the males and 0.04% among females. Such
incidences are 10% among urban males and 6% among rural males.
Substance use is also correlated to risky sexual behavior. It has been found that 56% of unmarried
males did have pre-marital sexual experience.
Prevalence of substance use is five times more among males having extra marital affairs. Among
the young Dhaka youths are larger in number as compared to those of Barisal and Sylhet.
Condon use has been found to be low among substance users (Baseline HIV/AIDS Survey among
Youths in Bangladesh, 2005).
3.3.7
Knowledge of HIV prevention practice among young people and adults
The mean age for male and female respondents was 20.2 and 18.4 years respectively for the
Baseline HIV/AIDS Survey among Youths in Bangladesh 2005. Although a quarter of the youths
were not formally educated (more in the rural than in the urban) seventy-two percent were
employed. About half of the youths (54 percent urban and 46 percent rural) had secondary or higher
level of education (Baseline HIV/AIDS Survey 2005:13). Ninety three percent of males and 85
percent of females were aware of HIV/AIDS with awareness being higher among urban youth.
Knowledge of HIV/AIDS prevention was 23 percent male and 22 percent female, being higher
among those with secondary or higher education. This figure is lower than that quoted from the
UNFPA study of 2006, probably because of the sample size and selection. Youths from Dhaka
division were significantly more knowledgeable about this syndrome-infection, compared to Sylhet
division.
General Observations
All young and adult persons have a right to work, to earn and to live. This is a basic human right. In
order to develop individual capacities to cope with life needs at social, mental and physical levels
and to achieve established and recognized rights, life skills and lifelong learning has been
considered important. Training and re-training, life-long learning, re-orientation are needed by
individuals to enhance negotiation capacity in problem solving. Vocational education alludes to the
age-old apprenticeship of learning, which is also prevalent in Bangladesh, given the informal
character of the employment and labor sectors.
In the policy on Non-Formal Education, a Sub-System “life skills” development, has been
designed, as an educational program for children and adults age-groups 15+ years covering literacy,
numeracy, life skills for youths and adults, vocational education, livelihood skills training program,
equivalency program, quality of life promotion program, and special work skills at basic, middle,
and self learning levels. The age-group includes the disadvantaged young and adults who may not
necessarily follow the “ladder” system of education but can pursue courses of varying duration for
self or wage employment within country or abroad. Eight years and above for the non-government
organizations and 12 to 13 years for the government organizations.
Specific strategies and programs for the provision of life skills education, NFE, and TVET for
disadvantaged groups exist in the National Plan of Action-II (NPA-II). Moreover, specific
strategies and programs exist for the geographically, economically, socially, ethnically and
physically disadvantaged children and adults. In addition, under the National Social Welfare Policy
(2006), rehabilitation centers have been established for (a) socially disadvantaged, handicapped,
anti-social youths, the vulnerable and helpless poor, people in need of security and safety net
programs, homeless (b) hard-core-poor, orphan, street-children, marginalized women with families
etc. Appropriate and needs based training, nursing and care, education, welfare- oriented
development have been designed to ensure and achieve optimum benefits.
The current policies and programs have been taken, keeping in mind the equitable provision of
quality NFE, by most of the agencies working on it, including the GoB. With regard to TVET
education, progressive trends towards a more relevant and appropriate curriculums are in position
and will be taken up in due course. In rural Bangladesh, there is a dearth of training institutions and
lack of electricity which hinders progress in this sector. There are approximately 450 training
institutions offering 6 months’ courses in IT.
Some progress has been made for achieving the goals, of which the increase in allocation from
Education Budget to TVET institutions needs special mention. The allocation per student is now
Taka 6 - 7 per day. This is almost half of the stipulated requirement of Taka 16 - 18 per day. There
is scope for further improvements not only in the budgetary allocations but also in the number of
courses/credits (160 to 170 credits with 50 minutes of class in each, excluding practical classes
which are 150 minutes for each class) taken by students. More practical classes with updated
machines and tools would be required.
There are group-specific problems where dearth of authentic data exists. In some regional contexts,
actual number of people requiring such life skills and life-long learning cannot be ascertained. This
is more pronounced among the disadvantaged, people in ecologically vulnerable areas like the
chars and hoars, ethnic groups and minorities. Moreover, poverty stricken vulnerable groups
require welfare oriented development programs and planning for them is difficult in the context
where data is limited, resource constrained, governance weak and allocation, faulty.
Given the lack of hard evidence on skills shortages, limited supply of VET graduates for
government institutions, and concerns about quality, there is ample scope for reorienting and
revitalizing the vocational system. There are grounds for investing and scaling-up of the system,
due to the escalating demand for training worldwide and the queue for private training institutes
within Bangladesh. There are several reasons for the comparatively anomalous stagnation and
lacunae within the VET system namely; (a) There is evidence that there is a skills mismatch.
Employers perceive that the graduates coming out of the vocational system are not meeting their
needs. They feel that the system is continuing to produce graduates for old and marginal trades,
which have no market demand, while newer trades with substantial needs for skilled labor have
been left unmet (b) increasing overseas employment, and the possible market for skilled
Bangladeshi workers abroad also offer some justification for investing in the system; and there is an
urgent need to increase the levels of in-service training, and a well designed VET system can also
help in addressing this shortcoming. Moreover, programs for the ultra-poor, SME/ Trade programs
in the remote areas, mobile skill training programs for the Hard-to-Reach people, in-service TVET
teacher Training System, short modular trade courses, Demand driven curricula formulation,
Refocused VTIs and TTCs, TOT courses for local trainers, etc. might be useful. Courses in TVET,
for drop-out students, are in demand by both students and their guardians. It is clear that to improve
market relevance of education, and specifically vocational education and training, significant
changes will be needed. This is also one strategy to foster a built-in inclusive process for the
marginalized, ethnic and disabled population; thereby making them part of the productive force,
capable of actively contributing to the economy.
An immediate priority should be the development of a clear policy statement on how the VET
sector should be developed or even what it encompasses. It should clarify the role and
responsibilities of the different government institutions (e.g. DTE, BTEB) and ministries in the
management and implementation of the system, as well as public and private training institution’s
role. TVET is to some extent, responsive to government policy of national/global market. However,
there is no approved government policy for the above.
Campaigns on HIV intervention and thereby effective prevention, should specifically focus on
sexual transmission of HIV. This heightened awareness may help in increasing condom use (NASP,
Baseline HIV/AIDS Survey 2005). Evidently, more than one-third of youth do not know how to
prevent HIV/AIDS. Windows for discussion of Sexual and Reproductive Health (SRH) issues
should be discussed in school. Including SRH issues in school curriculum might be considered
(NASP, Baseline HIV/AIDS Survey 2005:26).
Education as a tool for employment has been somewhat peripherally articulated in the Bangladesh
PRSP. The assessment of primary education and the test of quality improvement (through indicator
on quality education) enunciated in the document, has not taken cognizance, the applicability and
job prospects of a successful primary or secondary level student. Rather, it would be practical to
formulate the curriculum of primary and secondary education in such a manner so that, in case of
discontinuation of studies (in the transition phase), students can still involve themselves in
productive and remunerated work. This need has been articulated in monitoring and evaluation
studies of SESIP, especially among the parents of female students who have discontinued
education. In Bangladesh Gross Enrolment Rate in primary education has been 93.7% in 2005 and
the Survival Rate to secondary education is 52.9%. In the same year, the Survival Rate from
secondary to higher secondary has been 45.6%. Taking to account those who dropped out from
formal education at primary and secondary levels and those who will enter these levels it becomes
alarming from employment point of view.
It would be pertinent to recognize that the physically challenged, disadvantaged (socially and
economically excluded groups), ethnic minorities, tribal and indigenous communities have to be
brought within the inclusive and enabling arena, through, if necessary, a policy which elucidates the
process and pattern of their inclusion for productive and remunerated activity, given their present
educational capacities. Here the need would be for attaining life skills and lifelong learning through
a coordinated, multi-sectoral Technical, Vocational Education and Training (TVET) where policy
is responsive to national and global market trends and opportunities. Another important input is
pre-service teachers’ training programs to promote a skills based approach across the curriculum.
There is also an imperative need to create a child friendly environment, an enabling skills’
enhancement support that contributes efficiently towards retaining students’ attention in class. that
leads to remunerated employment (Begum Anwara and Salimullah M, The Millennium Needs
Assessment Report on Bangladesh, BIDS, 2004).
Summary
In order to support a coordinated, multi-sectoral Technical, Vocational Education and Training
(TVET) Policy, that is responsive to national and global market trends and opportunities, some
measures were adopted. One of those was to create a nexus between pre-vocational educational
program and formal education at the secondary level. The National Education Policy of 1979
introduced Agro-Technical subjects (similar to policy of 1967) whereby a pre-vocational education
program became part of the curriculum in classes 7-8. Vocational education courses accept students
who do not possess formal certificates on completion of education. After completing three years
pre-secondary level, students may join formal or vocational courses. Vocational Education in
Bangladesh comprises Secondary School Certificate (Vocational), National Skill Standard-III (SSIII); National Skill Standard-II (SS-II); National Skill Standard (SS-I: with University affiliation
from abroad); Higher Secondary Certificate (Vocational), HSC (Voc) - (NSSI); and Basic Trades
(360 Hours) and such. Before commencing SSC (Voc) curriculum, there are trade level training
courses in Vocational training courses in Vocational Training Institutes (VTI) and Technical
Training Centers (TTC) and mobile trade courses under Textile Vocational Institute (TVI) like
NSS-III and NSS-II. The positive aspect of the formal education system in Bangladesh is that it
allows students from technical institutes to attain the highest degree, that is, the National Skill
Standard, albeit with foreign university affiliation. Thus there is scope for improvement in
innovation and technology (home-grown and locally conducive) through personnel, with practical
hands-on-experience.
On the assumption that pre-service teacher training programs promote a skills based approach
across the curriculum, introduction of in-service and pre-service training for teachers have been
elaborated in the Education Policy of 2003. Training for head teachers and Upazilla primary
education staff in management and academic supervision has been introduced as a recommended
course of action in the education policies.
The Compulsory Primary Education Act 1990, in Bangladesh, is a landmark legislation that
provides legal guarantee to the child's inalienable right to education. In the policy on non-formal
education, a sub-system “life skills” development, has been designed, as an educational program
for children and adults age-groups, 15+ years covering literacy, numeracy, life skills for youths and
adults, vocational education, livelihood skills training program, equivalency program, quality of life
promotion program, and special work skills at basic, middle, and self-learning levels. Specific
strategies and programs for the provision of life skills education, NFE, and TVET for
disadvantaged groups exist in the National Plan of Action- II (NPA-II).
Strategies for student participation in school affairs are elaborated within national education policy
frameworks. Previous education policies recommended that specific conditions need to be
considered for improvement in quality of education, while keeping certain aspects in cognizance.
There arises a need to apply quality standards like physical facilities, learning aids, formation of the
school management committees, student–teacher ratio, and involvement of the community – in all
primary institutions. Moreover, it is important to support modernization and quality improvement
of Ebtedayee madrasahs, harmonize regular and madrasah education curriculum by 90 percent,
introduce English language teaching from class one, eradicate standard variation between
geographical, socio-economic, ethnic-linguistic, gender, physical and mental capabilities and poor
achievers within the primary education cycle, improvement in the quality of primary education,
means tested school feeding, school based tutoring for the first generation students, and direct
provision for education materials and stationeries, instead of transfer of payment of cash, NGO
involvement for social entrepreneurship and outreach capacity building and allocation of more
resources for the improvement of equipment and teaching aids including increase of budget
allocation for TVET students to meet modern requirements. At the secondary level, upazilla level
administrative capacity building is needed for effective planning, monitoring, inspection, audit, and
academic supervision to improve the quality of secondary education (Begum and Bhuiyan, 2005).
In addition, family circumstances of children–parents’ education, parents’ ability to spend in
private tutoring, parents keeping in contact with teachers, and the economic status of the family
would need to be considered by policy makers. Also, policies recommended the increase in
effective instructional time for students, which is 444 hours in a year in Bangladesh. This is low
compared to an average of 1200 hours in other south-Asian countries. Bangladesh is trying to
improve this situation by increasing the number of teachers.
GOAL 3: LIFE SKILLS AND LIFELONG LEARNING AT A GLANCE
1. Vocational Education by skill levels
i) Secondary School Certificate (Vocational)
(SSC Voc)
ii) National Skill Standard-III (SS-III)
iii) National Skill Standard-II (SS-II)
iv) Higher Secondary Certificate (Vocational)
(HSC Voc)
v) Basic Trades (36 hours)
2. Types of Vocational Institutions
i) Vocational Training Institutes
ii) Polytechnic Institutes
iii) Technical Training Centers
iv) Commercial Institutes
v) Specialized Institutes
vi) Private Workshops
3. Enrolment of students (2005)
i) Public Technical Training Centers: 4867
ii) Commercial Institutes: 3683
iii) Public Glass and Ceramic Institutes: 174
iv) SSC Vocational: 95458
v) HSC Vocational: 633337
4. Youth Literacy Rate
Total 72.70%
Males 75.03%
Females 70.36%
GPI 0.94
5. Gross Enrolment in TVET
Total 241336
6. Designated Curriculum time
Theoretical 360 hours
Practical 900 hours
7. Transition Rate
Primary to Secondary
8. Youth Unemployment Rate
15 million (2004)
9. Availability of counseling services
Limited
10. Participation Rate in NFE Programs
72.73%
11. Incidence of Substance abuse
8%
12. Knowledge of HIV Prevention Practice
National 89%
Males 93%
Females 85%
**** 0 ****
83.3%
EDUCATION FOR ALL EFA MID‐DECADE ASSESSMENT, 2007 GOAL 4: LITERACY
Consultant: Professor Muhammad Sirajuddin
UNESCO, Dhaka Office
November, 2007
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
MEASURING PROGRESS TOWARDS EFA GOAL 4: LITERACY
- Professor Muhammad Sirajuddin
4.0 Statement of EFA Goal 4: Literacy
™ Achieving a 50 percent improvement in levels of adult literacy by 2015, especially
for women, and equitable access to basic and continuing education for all adults.
Illiteracy and poverty are closely related, one being the cause and the other consequence.
Poverty has many a facet. Dakar EFA goals were framed in the backdrop of more than 880
million adult illiterates in the world, two-thirds women, most of them living in developing
countries; more than 400 million in South Asia alone1 and currently 46.38 million2 in
Bangladesh.
The level of literacy reflects the state and human resources capability of a nation for
development and sustained growth. Literacy is the major tool for promoting continuing
education, lifelong learning, sustainable livelihoods, good health, clean environment and active
citizenship to improve the quality of life for all, individuals and communities, societies and
indeed the world (UNLD, 2002).
EFA takes the rights-based approach, in context of Human Rights3 and emphasizes that all
illiterate adults, as human beings, should have an inherent right to literacy and continuing
education. It also devolves on the duty-bearers, generally the State as enjoined by the
Bangladesh constitution, to ensure that all rights-holders, particularly the ‘unreached’ illiterate
and disadvantaged adults are identified and provided access to quality adult learning, which
gives them learning and earning skills to enhance their social and income capability to improve
the quality of their of lives.
The concept of literacy is changing beyond its earlier notion of mere ability to read, write and
make simple calculations (UNESCO, 2004). Mentioned in three of the six EFA goals, literacy
assumes a growing emphasis on its role in development. The Hamburg Declaration on Adult
Learning, 19974 highlighted the nature and the need for literacy in empowering and promoting
participation of people in development. Indeed, the Hamburg Conference’s motto was Adult
Learning - a key for the 21st century5 (UNESCO, 1996). This has been topped with the
1
2
3
Haq M and Haq K, Human Development in South Asia, 1998, Oxford University, Karachi.
BBS: Statistical Pocket Book Bangladesh, 2006
As enshrined in the Universal Declaration of Human Rights, adopted by the UN General Assembly on 10 December 1948
4 4
Fifth International Conference on Adult Education (FICAE) (or CONFINTEA V), Hamburg,
July 1997
5
“Learning: The Treasure Within”, Report of the UNESCO International Commission on Education for the Twenty
First Century, chaired by M. Jacques Delors. The Report postulates that “Education throughout life is based on four
pillars: learning to know, learning to do, learning to live together and learning to be”. It states further that “Formal
education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning; but it is
vital now to conceive education in a more encompassing fashion”.
declaration of the United Nations Literacy Decade, 2003-2012, calling for universal pluralist
literacy with the motto “Literacy as Freedom”. Ministers of E-9 countries, meeting in
Monterrey, Mexico in 2006, declared: “We recognize the crucial nature of adult literacy in
pursuing socio-economic and cultural development and the links between literate adults and
enhanced primary school enrolment” (UNESCO, 2006). The meeting acknowledged the need
for greater commitment and funding for adult literacy in the member countries.
This EFA Goal-4 addresses the literacy and learning needs of all illiterate adults (aged 15 years
and over) who missed schooling. Bangladesh National Plan of Action (NPA), 2001-2015, seeks
to include within literacy program the primary school dropouts and completers without having
acquired adequate proficiency in language, calculation and primary school subjects due to poor
quality teaching and learning or poor performance of the system.
Definition of Literacy
In Bangladesh literacy is defined as follows:
“Literacy is the ability to read, understand, interpret, communicate and compute in verbal and
written forms in varying contexts. It involves a continuum of learning that enables individuals
to develop their potentials and knowledge-base and to participate fully in community affairs
and wider social and developmental context” (The national NFE Policy Framework, MoPME,
2006).
Bangladesh Experience in Adult Literacy
In post-Jomtien era, Bangladesh has implemented five (5) Literacy/ NFE projects under its first
EFA: National Plan of Action (NPA-I), 1992-2000. The projects targeted together to make 35.7
million out-of-school children6, and illiterate youth and adults literate. By October 2003 some
18 million illiterate persons had attended the literacy and non-formal basic education courses.
The government had set up a separate Primary and Mass Education Division in 1992, renamed
as Ministry of PME in 2003. A separate Directorate of Non-formal Education (DNFE) was
established in 1995 to steer the Literacy and NFE towards achieving the goal. Bangladesh made
a commitment at the Fifth International Conference on Adult Education (FICAE/ CONFINTEA
V), Hamburg, 1997 to eradicate illiteracy in 10 years, by 2006, in the context of Hamburg
Declaration on Adult Learning, 1997. As a follow-up, the Government started implementation
of a massive basic literacy project, named Total Literacy Movement (TLM), from 1997 to make
literate 22.889 million 11-45 year-old illiterates into literate persons. Both TLM and DNFE
were discontinued from 2003 for reasons of administrative convenience and created a more
autonomous Bureau of Non-Formal Education (BNFE).
Bangladesh is basically a mono-linguistic country where ninety percent of the population
speaks and communicates in Bangla, the official language of the country with rich dialects.
Two percent of the populations comprising some 45 ethnic groups have their own languages,
some with scripts and some without.
6
Included the never-enrolled and primary school dropout children. It also gave the children a
second chance to study and return to school.
There are some- on-going efforts in northern regions, inhabited by indigenous people and in
Chittagong Hill Tracts inhabited by tribal people, at developing “non-formal literacy courses in
local languages and with instructional materials. One strategy used is to hire teachers from
among ethnic groups to facilitate the national non-formal literacy courses in local languages
(also in formal primary schools).
During 1974-2001, the rate literacy among 15+ years population rose from 25.8% (1974) to
47.5% in 2001 (Table-1).
Table-1: Adult Literacy Rate (Population Aged 15 +Years) by Sex and Locality, 1974-2001
1974
Locality
Both Male
sexes
1981
1991
2001
Female
Both Male
sexes
Female
Both Male
sexes
Female
Both Male
sexes
Female
Bangladesh 25.8
37.2
13.2
29.2
39.7
18.0
35.3
44.3
25.8
47.5
53.9
40.8
Urban
48.1
62.5
33.1
48.1
58.0
34.1
54.4
62.6
44.0
64.3
70.3
57.1
Rural
23.4
34.6
12.1
25.4
35.4
15.3
30.1
38.7
21.5
41.9
47.9
35.9
Source: BBS 2003 (Census 2001)
EFA NPA-II
Began in 2001, on the heels of Dakar, the second EFA: National Plan of Action-II, 2003-2015
(NPA-II), has the prime-mover goal to build the base for realizing the vision of establishing a
knowledge-based and technologically-oriented globally competent society. It is a pro-poor plan,
geared to ensuring access to quality and life-long learning for every citizen through a rightsbased approach. Under the new approach Literacy/ NFE component has five sub-components
targeted at selected age specific groups as below:
a)
b)
c)
d)
e)
non-formal basic education for post-primary 11-14 age group
Out-of-school adolescent and youth (OSA/Y): 12-19 years (pilot project)
Young adults: 15-24 years (50% of the illiterate group)
Adults: 25-45 years (25% of the illiterate group)
PLCE targets, no addition7; 30% of the remaining 11.6 million (who participated in basic
literacy program of DNFE beginning in 1995.
The growth projection of adult population, between 2000 and 2015 suggests that as against a
base-year (2000) 15+ years population of 84.64 million, the adult literacy target group
population will grow to be 73.54 million by 2005, 79.83 million by 2010, and 84.87 million by
2015 (Table-2).
Table-2: Projected Population of 11+ and 15+ age-groups, 2000-2015.
7
Of the 15.222 million 3.622 million will have been served by 2007/8 by the three PLCE projects; the
target numbers include 3.622 million
Population
groups by
age ranges
11-15
16-17
15-24
15-44
15+
Base
Year
2000
15822
6364
29683
66066
84640
Projection by Selected
Years (In 000s)
2005
2010
2015
15503 15728
15765
6163
6096
6242
31038 30784
30956
73540 79831
84871
95800 106508
117106
Source: BBS Population Census 2001 and other projections, 2003
The NPA-II relied on BBS growth projection (Table-2) without taking into account, the fact
that during 2001-2004 period DNFE’s basic literacy program remained suspended but
population growth did not, meaning that the number of illiterate adults must have grown; reenforced further by the rising dropout rates from primary education. BNFE is now busy in
revising the number of population to be served and accordingly re-drawing basic literacy
projects to meet the learning needs of growing illiterate population.
NPA-II Targets
The NPA-II seeks to provide opportunities and facilities to meet the learning, life and livelihood
skills needs of adolescents, young adults, adults and neo-literate adults to survive and thrive in a
competitive world (Table-3).
Table-3: Selected L/LNFE Targets by selected programs and NPA-II Phases
(Tk. in ‘000s)
Program Coverage by Age Groups
ECCE: 3-5 (Hardcore 40% of total)
NFBE: 6/8-10 (50% of dropouts/ un-enrolled of
2001 base+)
NFBE: 11-14 (2001 base)
OSA/ Y: 12-19 (pilot project)
Young adults: 15-24 (50% of the illiterate group)
Adults: 25-45 (25% of the illiterate group)
PLCE targets, no addition, 30% of the remaining
11.602 million
Total:
Benchmark
2000/2001
4132
6120
Clientele Targets by NPA-II Phases
1
2
3
2005
2010
2015
1019
1868
1245
1545
2721
1854
6031
168
5369
2701
3481
1535
18
1431
810
1044
2600
30
2339
1081
1392
1896
120
1599
810
1044
28001
7402
12031
8568
Source: Table-8.14.1 of NPA-II, (2001-2015), MoPME.
Strategies to achieve the goals of NPA-II
NPA-II seeks to contextualize EFA and MDG targets in the framework of Poverty Reduction
Strategy (PRS) into a realistic and harmonized approach, targets and shared responsibilities.
The major strategies of implementing literacy program include the following:
•
NGOs and CBOs to play the primary role in implementing L/NFE programs (Table-4)
•
•
•
•
•
•
•
Public-private partnership in planning, implementation and monitoring the L/NFE
component of the NPA II, avoiding individual agency initiatives without reference to the
Plan or other actors and stakeholders.
Effective coordination of activities within government (relevant Ministries), between
government and development partners, and amongst development partners
BNFE to establish literacy standards in consultation with public-private stakeholders
BNFE to promote NGO/CBO capacities to achieve quality in L/NFE program formulation,
implementation and monitoring
Strengthen the professional capacity of BNFE, ensure appropriate qualification at
recruitment and provide adequate training to staff to give them professional proficiency and
a career path
Organize and establish linkages with other relevant programs (skills training, micro-finance,
employment outfits, etc) and organizations to assist NFE program participants to put their
new-found learning, job skills and knowledge to work towards poverty reduction, income
generation/augmentation, and
Develop and maintain a regularly updated database and GIS map on literacy population,
needs, location of services, agencies and linkages with marketing and input providing
facilities.
Table-4: Projected Literacy Rate to be achieved by 2015 by NPA II (in %)
Non-Formal Education
NFBE – Access/Coverage
(for school un-enrolled and
dropouts)
Adult Literacy Rate (15-24
Age Group)
Adult Literacy Rate (25-45
Age Group)
Benchmark
2000
11
Targets for the Selected Years by
phases
2005
2010
2015
19
48
33
66
73
82
95
56
70
78
90
Source: NPA-II, MoPME
Financing of programs/ activities
Cost calculation of expenditure for 9 types of activities for literacy from post-primary to postliteracy comes to an equivalent of US$ 3.64 billion as against US$ 6.51 billion for primary
education up to the year 2015. The costs of activities are planned to be made from the GoB,
ADB, DFID, SDC, IDA, UNICEF and CIDA. Financial supports are also expected from other
sources.
Besides the government sponsored NFE activities, the NGOs complement GoB activities
through a large number of activities, specially targeting the women, disadvantaged people like
ethnic minorities, hard-to-reach people, disabled people, children etc. In addition, local bodies
and civil societies participate in sharing responsibilities and costs in some form.
Post-Dakar activities
In the post-Dakar period the government has abandoned the TLM project for administrative
reasons, eventhough it had been the main basic literacy project. The present projects are as
follows:
•
•
•
•
PLCEHD-1 Project: started in 2001, went into operation in 2003 (cost Tk. 3651.6 million or
US$ 71.6 million @ Tk.51 for 1 US$) the project operate in rural areas of 32 districts, has a
target population of 1.36 million 11-45 year old neo-literates (graduates of basic literacy
program), amended to include primary school dropouts, now due for completion in 2008.
PLCEHD-2 project was approved, went into operation in 2002 and is projected to complete
in 2011. It has a target population of 1.6 million neo-literates of age-group 11-45 with an
approved cost of 601.4 million Taka (GoB component) and 4954.04 million Taka as Project
Aid.
PLCEHD-3 is a pilot project to be implemented for age-group 11-45 years population who
have dropped out of schools and / or graduated from TLM. It has a cost of 1.53 million
Taka to cover 96,000 target population.
Basic Education for Hard-to-Reach Urban Working Children Project-2 (BEHTRUWC-2)
project works in urban slums of the six major cities. It is second of the project with similar
name that served 346,000 children. The current project is projected to serve 200,000
children. It follows a condensed primary education course. On completion the children gain
grade-V level competency in Bangla and grade III level in mathematics. A summary on
these projects and other previous similar project is shown at Table-5.
Table-5: Description of Projects
Name of Project
INFEP
(Pre-primary)
INFEP
(Basic Education)
INFEP
(Adolescent
Education)
4-5 years
1991-1997
Target
Population
(in million)
0.075
6-10 years
1991-1997
0.150
CBA-24
11-45 years
1991-1997
0.30
CBA-24
15-24 years
1996-2001
2.96
11-45 years
1995-2002
8.179
8-14 years
1996-2004
0.35
CBA-10,
TLM-9,
PDA
CBA-10,
TLM-9,
PDA
CBA-24
11-45 years
11-45 years
1997-2003
2001-2007
3651.60
22.88
1.362
TLM-9
PL-3, CE-6
11-45 years
11-45 years
10-14 years
2002-2011
2001-2007
2004-2009
6010
15.3
2060
1.60
0.063
0.20
PL-3, CE-6
PL-3, CE-6
40 in 8
Targeted
Age-group
Project Period
Project Cost
(million
taka)
NFEP-1
NFEP-2
NFEP-3
NFEP-4
PLCEHD-1
PLCEHD-2
PLCEHD-3
Hard-to-Reach
Course
Duration
(month)
CBA-12
Source of
Funding
UNDP, UNICEF,
NORAD, SIDA
UNDP, UNICEF,
NORAD, SIDA
UNDP, UNICEF,
NORAD, SIDA
GoB, WB, ADB,
SDC
GoB,
NORAD
SIDA,
GoB, UNICEF,
SIDA, DFID
GoB
GoB, WB, IDA,
SDC
GoB, ADB
IDB
UNICEF, SIDA
(HTR)
months each
cycle
Source: BNFE
Specific target groups (disadvantaged groups)
Bangladesh is also strongly committed to extending coverage of neo-literacy program(s) the
educationally, socially and economically disadvantaged groups who missed schooling or
dropped out of school. Specifically, the clientele groups to be covered by Literacy/ NFE
programs include: primary school drop-outs, never-enrolled adolescents and young adults,
children living in remote locations, disabled, ethnic minorities, population suffering social
exclusion, and general illiterate adults.
Ethnic Minorities
In fulfillment of its commitments in Dakar, the GoB has planned programs for the ethnic
minorities by special arrangements. In Bangladesh the ethnic population is 1.4 million, that is,
0.99% of the total population. For the Chittagong Hill Tracts area special development projects
have been undertaken. One such successful project is the Integrated Community Development
Program (ICDP) being implemented in the Chittagong Hill Tracts with UNICEF assistance
(Source: Muhammad Sirajuddin: Sample Survey on Education Status of Ethnic Minorities,
UNESCO, 2007).
Disability
Disabled persons constitute 5.6% of the population in Bangladesh. The numbers of persons
with disabilities as well as the different types of disabilities that prevail vary from one to the
other factor.
Prevalence of disability are found to be: visual impairment (32.2%), physical disability
(27.8%), hearing impairment (18.6%), intellectual disability (6.7%), speech impairment (3.9%),
and multiple disabilities (10.7%). Disability tends to be more widespread in rural areas (6%)
than in urban areas (4.2%), as there is lack of medical services and community awareness.
People living in Char and Haor areas in Bangladesh have a greater incidence in disability terms.
Table-6 shows details (Source: Disability in Bangladesh, A Study on Prevalence, HANDICAP
International, NFOWD, July, 2005).
Table-6: Incidence of Disability in Bangladesh
(In percent)
Geographical
Variation
Hearing
Area of Residence
Urban
14.1
Rural
19.6
Divisions
Barisal
13.5
Chittagong
19.3
Dhaka
18.2
Visual
Disability Type
Speech
Physical Intellectual
Multiple
Total
26.7
33.5
5.9
3.4
31.9
26.9
12.6
5.4
15.6
13.4
100.0
100.0
39.1
31.2
36.4
3.8
7.5
4.5
26.3
30.1
22.7
3.8
2.2
8.5
14.3
9.7
15.5
100.0
100.0
100.0
Khulna
22.9
Rajshahi
19.1
Sylhet
21.0
Geographical Taxonomy
Hill Tracts
18.8
Char or Haor
16.7
Coastal
11.3
Plain Land
19.5
Religion
Muslim
18.4
Hindu
20.0
Buddhist
30.0
Christian
Ethnicity
Bengali
18.4
Tribal
30.0
Area under Disability Service
Served Area
11.2
Non-served Area
19.6
*Total Number
135
Percentage Total
18.6
19.3
31.2
29.0
1.2
3.5
2.0
38.6
27.0
29.0
8.4
5.7
6.0
12.0
15.6
13.0
100.0
100.0
100.0
18.8
38.1
24.2
33.0
6.3
11.3
3.3
18.8
28.6
45.2
26.2
6.3
7.1
1.6
7.3
31.3
14.3
6.5
14.0
100.0
100.0
100.0
100.0
32.3
34.3
20.0
3.8
5.7
-
27.9
31.4
10.0
7.0
10.0
13.8
8.6
30.0
100.0
100.0
100.0
-
32.4
20.0
3.9
-
28.1
10.0
6.7
10.0
13.6
30.0
100.0
100.0
29.2
32.7
234
32.2
7.9
3.3
28
3.9
30.3
27.5
202
27.8
12.4
6.0
49
6.7
18.0
13.2
78
10.7
100.0
100.0
726
100.0
Source: Disability in Bangladesh: A Study on Prevalence, 2005, HANDICAP International/ NFOWD.
(* Except “Total Number”, all number is accounted as a percentage)
NGO Participation in Adult Literacy/ Skills
In Bangladesh international and national NGOs have undertaken a good number of initiatives in
adult literacy/ skills, as strategy for empowerment of the poor. The Government of Bangladesh,
in fulfilment of Dakar Framework, has accepted NGOs as partner in EFA and the GoB’s
principal organization, Bureau of Non-Formal Education (BNFE), has been implementing its
investment programs through partner NGOs (Table-5 above).
NGOs now operate activities on Early Childhood Care and Education (ECCE), Pre-primary
Education (PE), Education for Adolescents (EA), Adult Education (AE), and Post-Literacy and
Continuing Education (PLCE).
International development partners, national/ multi-national/ international/ NGO, have been
involved extensively and intensively in promotion of adult literacy/ skills throughout
Bangladesh with direct assistance of donors, that is independent of GoB assisted BNFE
activities.
4.1 Policy/ System Indicators
4.1.1 The Government of Bangladesh has approved a national Non-Formal Education Policy
Framework (NFEPF), in February, 2006.
The GoB has also established a Directorate of Non-Formal Education in 1995. For
administrative convenience, the Directorate has been converted into the semi-autonomous
Bureau of Non-Formal Education (BNFE), which now manages Non-Formal Education in
Bangladesh.
The BNFE is now implementing 4 comprehensive investment projects with participation of
NGOs as implementing agencies at outreach level.
4.1.2
Presence of non-formal literacy courses in local languages and existence of
instructional materials
Bangladesh is a mono-linguistic country where 98 percent of the population speak and
communicate in Bangla, the official language of the country. Less than two percent (1.42
million) of the population comprising some 45 ethnic groups or adivasi/ tribal people who live
in the hilly areas of Dhaka, Sylhet, the Chittagong Hill Tracts and pockets of adivasi/
indigenous population of Rajshahi have their own languages/dialects, some with scripts and
many without.
The official national school curriculum is in Bangla and the non-Bangla speaking population,
specially the children of ethnic groups find it difficult to follow instructions in schools where
the teachers also mostly speak Bangla. As a result, large number of children drop-out of schools
in consideration of this phenomenon, and to reduce the number of school drop-outs in pockets
of ethnic habitations, Multi-Lingual Education (MLE) is being developed with an objective to
provide learners with a strong education foundation in their home languages and build a bridge
with national or majority language (Multi-Lingual Education in Bangladesh, 2005, UNICEF).
These MLE efforts are being made to develop "non-formal literacy courses in some of these
local languages, with instructional materials. Pending wider availability of such materials, one
strategy being used is to hire teachers from among ethnic groups to facilitate the national nonformal literacy courses in local languages and vice versa (also in formal primary schools) and
particularly, ECCE classes. In the same process, scripts are also being developed in some of the
more known ethnic languages. Sets of scripts for three major languages are now available.
Chakma script is already available on the computers. It is to note that there are not much written
materials or literature available in the ethnic languages.
4.1.3
Existence of laws, decrees stipulating literacy as a basic human right
The Constitution of the People’s Republic of Bangladesh (Article 17) recognizes literacy as a
fundamental right of all citizens and enjoins on the state to take measures to remove illiteracy
speedily. As a follow up the National NFE Policy Framework has issued guidelines to cover
Literacy and NFE activities.
4.2 Core EFA MDA Indicators
4.2.1 Adult Literacy Rate
In Bangladesh different criteria and target age-groups are used for determining the rates of
literacy. For example, in the NPA-II provisions have been made to include children of age-
groups 3-5 years and 6-10 years, adolescents of 11-14 years, young adults of 12-19 years and
adults of 25-45 years (Table-3 above).
The Bangladesh Bureau of Statistics (BBS) considers a person as literate if s/he can “read and
write a letter in any language.” On the basis of this criterion, literacy rate in Bangladesh was
accepted to be 25.8% in 1974, immediately after promulgation of Compulsory Primary
Education Act, 1974. The number of male adult literates was 37.2% and that of females was
13.2%. The rate increased to 35.3 percent in 1991, with 47.6 million illiterate adults. It rose to
47.5 percent in 2001 (BBS, 2003) and national literacy (7+ population) rate had increased to
51.9% in 2005 (BBS, HIES 2005, 2007), leaving 48.1% of the population illiterate. In addition,
approximately 2.2 million out-of-school children (6-10 years) and a large number of dropouts
(over 6 million) with inadequate literacy skills remain subjected to the problem of illiteracy and
attended disadvantages. Table-3 provides the number of persons eligible to join adult literacy if
they have not attended school or dropped out without acquiring adequate competency of
primary school completers.
Education Watch found the literacy rates of population of different age groups a little more
interesting. The finding suggests that the adolescent population of age-group 15-19 years has the
highest rate of literacy (63.8%), while the next age-group (11-14 years) has literacy rate of 56.2%
and the next age-group (20-24 years) has literacy rate of 51.6 %. (Education Watch, CAMPE,
2007)
Based on criteria of definition of literacy and age-group of population, the rate of literacy in
Bangladesh has been accepted to be 54.80% with 60.31% males and 48.90% females. The Gender
Parity Index is 0.81. The rate of adult literacy in urban areas for both sexes is 82.18% with
86.33% males and 77.41% females. The rate of adult literacy is 52.40% in rural areas with
57.95% males and 48.50% females (Table-7).
Table-7: Adult literacy rate by Locality and Sex
Sex
Rural
Urban
All Areas
Both Sexes
Males
52.40
57.95
82.18
86.33
54.80
60.31
Females
46.50
77.41
48.90
Source: MOPME (CELS 2002), 2003
Regional distribution of Adult Literacy Rate suggests that Barisal division has the highest rate
of literacy with 71.34% and Rajshahi division has the lowest rate of literacy with 49.42%. On
locational distribution Dhaka division has the highest ALR among urban population (84.77%)
while Sylhet division has the lowest (71.46%) (Table-8).
Table-8: Regional differentials in ALR for both sexes in 6 Administrative Divisions
Division
Rural
CELS-02
Urban
Total
CELS-99
Total
Barisal
Chittagong
Dhaka
Khulna
Rajshahi
Sylhet
Bangladesh
71.30
57.28
48.03
51.10
48.92
50.02
52.40
83.26
78.13
84.77
81.12
74.68
71.56 •
82.18
71.34
59.82
54.52
52.83
49.42
50.33
54.80
63.63
57.01
54.93
60.74
61.85
53.13
58.20
Source: MOPME (CELS 2002), 2003.
ALR by stratum and gender shows that metropolitan cities have the highest rate of adult literacy
(68.2%) while rural Chittagong and rural Sylhet have the lowest (30.5%) (Table-9).
Table- 9: Adult (15 years and over) literacy rate by stratum and sex
Stratum
Females
Males
Rural Dhaka Division 26.5
37.8 (653)
(671)
Rural Chittagong
27.3
35.2 (566)
Rural Rajshahi
25.1
43.2 (701)
Division
(672)
Both
Significance
32.1 (1,324) p<0.001
Rural Khulna
Division
32.3
(718)
52.7 (740)
42.7 (1,458) p<0.001
Rural Barisal
Division
40.9
(706)
51.3 (616)
45.8 (1,322) p<0.001
Rural Sylhet Division 23.0
(813)
38.8 (743)
30.5 (1,556) p<0.001
Metropolitan cities
60.5
(696)
76.1 (678)
68.2 (1,374) p<0.001
Municipalities
49.0
(779)
64.7 (683)
56.4 (1,462) p<0.001
Significance
p<0.001 p<0.001
30.5 (1,365) p<0.01
34.4 (1,373) p<0.001
p<0.001
Figures in the parenthesis indicate number of individuals under the survey
Source: Education Watch National Literacy Survey (2002) Courtesy> Education Watch,
CAMPE, Dhaka, 2003.
Literacy by Religion
Literacy rate for 7+ year population by religion (re census 2001) shows that Christian
population had the highest literacy rate at 58.45% followed by the Hindus at 52.41%; Muslim
literacy rate was 44.62% with the Buddhists coming last at 37.95% (BBS, 2003).
Literacy by Ethnicity
Sex
Rural
Urban
National
Literac
y
71.43
86.65
72.73
Both Sexes
among
73.73
89.74
75.03
Male
the
ethnic
69.06
83.76
70.36
Female
popula
Gender Parity index
tion of
Chittag Gender Parity Index 0.81 for adult literacy and 0.94 for youth literacy
ong
Source: Child Education and Literacy Survey (CELS), 2003.
Hill
Tracts (Chakma, Tripura, Marma, Pankho, Tanchangoia, etc.) and of Dinajpur district (Mahali,
Santoal, Orao, Mahato, Mal Pahari, etc.) of the age-group 15-24 has a literacy rate 91.57% with
break up of 91.01% male and 92.13 % females. (Muhammad Sirajuddin, 2007)
4.2.2
Youth Literacy Rate (age-group 15-24 years)
Among the youths (15-24 years) the literacy rate has been found to be 72.73% with 75.03% of
males and 70.36% of females. The Gender Parity Index is 0.94. It has also been found by the
survey that young women were behind in all cases, but close, right on the heels. The stipend
program, both at primary and secondary levels in cash or kind, extensive NFE interventions by
both Government and NGOs seemed to have had a positive impact (Table-10).
Table-10: Youth literacy rate (age-group 15-24 years)
NGO Literacy program
There are 1048 NGOs engaged in managing education program in the country. A recent study
shows that on the basis of education programs, number of centers and learners and gender, the
NGOs run 6,574 centers, attended to by 145,470 learners, with females being 119,277 by
number and 82 by percentage. NGO programs take 33 learners per centre and aim for 70
percent female participation.
NGOs have their own curriculum, teaching learning, training and supplementary materials.
They also have developed and use 45 different curriculum, which have the official primary
education curriculum at its core. It creates difficulties if a learner wishes or is obliged to move
to another NGO program because of the differences in the curriculum contents.
At one time more than 500 NGOs had worked as implementing partners of the DNFE projects.
With the closure of DNFE many of them have gone out of existence; reportedly many new ones
have come up (CAMPE, 2007). As the Government literacy program became inactive NGO
programs also reduced in size or scope. In fact there has been a lull adult literacy program as
NGOs have gone more for primary education (Table-11).
Table-11: Distribution of Centers and Learners by Type of NGO Education Programs
Programs
Early Childhood Development (ECD)
Pre-Primary Education
Primary education
Adolescent Education
Adult Education
Continuing Education
Technical/Vocational Education
Others
Total
No. of
Centers
6,109
29,789
48,855
22,735
6,574
18,307
121
714
133,204
No. of Learners
Females
Males
80,808
69,202
4,58,131
3,19,140
10,24,495
6,06,802
5,36,116
1,18,933
1,19,277
26,193
6,92,079
5,12,911
3,415
2,897
11,701
10,919
29,26,022
16,66,997
Total
150,010
777,271
16,31,297
6,55,049
1,45,470
12,04,990
6,312
22,620
45,93,019
Source: CAMPE, Directory of NGOs with Education Programs, 2007.
4.2.3
Gender Parity Index for Adult Literacy
The Gender Parity Index for Adult Literacy is 0.81 and the Gender Parity Index for the Youth
Literacy is 0.94 (Table-10 above).
4.2.4
Public Expenditure on Literacy and Non-formal Education as a Percentage of Total
Public Expenditure on Education
Public expenditure on education is on rise since 1990-91 Financial Year (FY) when the
Revenue and Development expenditure on all sectors was Taka 134312.4 million (Taka 69= 1
USD) and that on education was Tk. 14944.2 million, that is, 11.13% of expenditure of all
sectors. In FY 2005-06 the expenditure on education was 94876.8 million or 14.18% of the
expenditure of all sectors (Table-12).
Table-12: Government Revenue Budget on Education by Sub-sectors, 2005-06
(Tk. in million)
Sub-Sector
Primary and Mass Education
Administrative (MoPME)
Secondary & Higher Education
Technical Education
University Education
Other Subsidiary Services (MoE)
Administrative (MoE)
Development Program from Revenue (MoE)
Total (Education)
Budget Allocation
20743.4
499.6
33332.2
775.0
4998.6
1323.8
1412.4
386.4
63471.4
Percentage (%)
32.68
0.79
52.52
1.22
7.88
2.08
2.22
0.61
100.00
Source: BANBEIS: Bangladesh Educational Statistics, December, 2006
In FY 2005-06 the share of the primary education sub-sector on Revenue Budget of the
education sector was 32.68% of the education sector. Similarly, the primary education subsector’s share on Development Budget of the education sector in FY 2005-06 was 61.51%
(Table-13).
Table-13: Government Development Budget on Education by Sub-sectors, 2005-06
(Tk. in million)
Sub-Sector
Primary and Mass Education
Secondary & Higher Education
Technical Education
University Education
Own Project (MoPME)
Own Project (MoE)
Total:
2005-2006 (RB)
Budget Allocation
%
16947.5
61.51
7459.6
27.07
1252.3
4.55
1878.2
6.82
13.7
0.05
27551.3
100.00
2006-2007 (BE)
Budget Allocation
%
19927.8
52.65
9234.1
24.39
1882.5
4.97
1271.8
3.36
2679.2
7.08
2857.6
7.55
37853.0
100.00
Source: Bangladesh Bureau of Educational Information and Statistics, BANBEIS, 2006.
The development expenditure in FY 2005-06 on Literacy and Non-Formal Education has been
Tk. 63.51 million as against the total ADP allocation of Tk. 1796.61 million, that is, 3.53% of
allocation (Table-14).
Table-14: Government Revenue and Development Budget, 1990-91 through 2005-06
(Tk. in million)
Year
1990-1991 RB
1991-1992 RB
1992-1993 RB
1993-1994 RB
1994-1995 RB
1995-1996 RB
1996-1997 RB
1997-1998 RB
1998-1999 RB
1999-2000 RB
2000-2001 RB
2001-2002 RB
2002-2003 RB
2003-2004 RB
2004-2005 RB
2005-2006 BE
All Sector
134312.4
150500.0
166310.0
187500.0
214500.0
222609.2
242349.1
157000.0
307650.0
349440.0
371330.0
372891.8
419710.0
511014.8
579109.4
669116.8
Revenue and Development Budget
Education
% of all sector
14944.2
11.13
19088.5
12.68
22674.3
13.63
27608.4
14.72
35262.6
16.44
35226.2
15.82
38473.2
15.88
41787.8
26.62
47190.0
15.34
52386.1
14.99
58517.0
15.76
58766.5
15.76
65037.8
15.50
67579.2
13.22
71301.2
12.31
94876.8
14.18
Source: Bangladesh Bureau of Educational Information and Statistics, BANBEIS, 2006.
The development expenditure on Literacy and Non-Formal Education goes beyond the
MoPME. Some other Ministries like the Ministry of Education, Ministry of Religious Affairs
and the Ministry of Social Welfare implement projects related to L/ NFE. Taken expenditure
outside MoPME, public expenditure on goes as on December, 2006 up to (63.51+957.1=
1020.61 million). This is 3.7% of the education sector (Tables-15).
Table-15: Government Development Budget on NFE, 2000-01 through 2006-07
(Figure in Lakh Taka)
Year
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
Source: MoPME
Allocation to NFE
23899.00
7754.00
11867.00
10718.00
2769.00
6351.00
8343.00
Total ADP Allocation
137357.50
122231.00
148539.00
107184.00
86611.00
169475.00
179661.00
4.3 Additional EFA MDA Indicators
4.3.1 Number of literacy related programs
The number of literacy/ Non-Formal Education related programs is 16 implemented by the
BNFE and some organizations of other Ministries. Out of these, 7 projects of the BNFE,
namely, Integrated Non-Formal Education (Pre-primary), Integrated Non-Formal Education
(Basic Education), Integrated Non-Formal Education (Adolescent Education), NFEP-1, NFEP2, NFEP-3, and NFEP-4 have been implemented. Four (4) projects of the BNFE are under
implementation. Five (5) other projects of other Ministries are under implementation (Tables-5,
15 above & 16).
Table-16: Investments in Development Projects Related to EFA Goals
Goal: Literacy
(Taka in Lakh)
1
ADP
Page/
SL
No.
288/20
306/73
306/74
306/76
356/3
2
Project
Project Period
Teaching Quality
Improvement Secondary
Education Project
(7/05-11/011)
Associating Religious
Leaders with HRD
(1/06-12/2010)
Mosque-based Child and
Adult Education Program
(1/06-12/08)
Temple-based Child &
Adult Education Program
(7/06-6/09)
Bangladesh Institute for
the Disabled
(7/01-6/08)
4
5
12
Approved Cost
Total
(FE)
PA
(Tk. Com.)
14 (15)
Revised Budget for 2006-07
Total
63019
(1087)
50409
(28845)
5422
844
(834)
834
201
21600
1320
451
-
-
-
17
6880
1
238
10
11
Expenditure
(Up to 31/12/2006)
Tk.
(Rev.)
PA
(Tk.
com.)
1945
(1266)
(3477)
5489
(4039)
4586
(201)
200
(200)
129
140
(6740)
-
(1)
-
238
-
-
Total
(Tk.)
GoB
Revenue
19
Source of
Foreign
Aid
834
ADB
CIDA
1
UNFPA
4856
4856
GoB
-
GoB
-
GoB
2323
5689
All sources
(1266)
9571
5691
(4239)
(10419)
Source: Revised Annual Development Program, 2006-2007, Bangladesh Planning Commission, Summary of National Budget,
2007-2008, Ministry of Finance, and Annual Development Program, 2007-2008, Bangladesh Planning Commission.
Total
Goal: Literacy
87234
(1921)
51243
(28845)
12742
4.3.2
Number of literacy program facilitators
Projects implemented/ projects under implementation (eg. TLM/ CBA/ PLCEHD) provide
learning in centers with facilitators/ supervisor to the target population. Each project has its
target, eg. PLCEHD-1 project has a target of 1.36 million learners to be trained by 36,000
facilitators in 16,215 centers. Similarly, PLCEHD-2 project has a target of covering 1.6 million
learners to be trained in 5,600 centers by 1386 facilitators.
The total number of centers comes to 631,688 for 649,197 facilitators/332 supervisor to provide
learning to 21 million learners (Table-17).
Table-17: Literacy Centers, Program Facilitators (including supervisor) and Learners
Projects
BEHDRUWC
PLCEHD-1
PLCEHD-2
Total Literacy
Movement (TLM)
Center Based
Approach (CBA)
Gram Sikhha Milon
Kendro (GSMK)
INFEP
Total
Center
3310
16215
5600
370706
Facilitator
(Supervisor)
Male
Female
Total
na
na
3310
(332)
16215
16215
32430
na
na
1386
185353
185353
370706
Learner
Male
33100
Female
49650
Total
82750
486450
na
na
486450
na
na
972900
1600000
11106020
158165
79080
79085
158165
na
na
4744950
915
915
-
915
na
na
27450
82285
631688 281563
280648
82285
649197
(332)
519550
536100
2468549
21002619
Source: BNFE/ Development Project Proposa.
The regional distribution of learners and facilitators by region shows that largest number of
learners (360000) comes from Rajshahi division and the lowest number (31500) from Sylhet
division (Table-18).
Table-18
PLCEHD Project-1
(Target of Learners 1.3626 million/ all rural)
4.3.3
Percentage distribution of facilitators who attended training programs
The number of facilitators attending training programs is not available. However, 34230
facilitators have been trained under PLCEHD-1.
4.3.4
Percent of facilitators who are teaching in the local language
Under the Integrated Community Development Program in Chittagong Hill Tracts 3085
facilitators (Para Center worker/ teacher) are teaching in mother-tongue of tribal population.
(Mitra and Associates, 2005)
4.3.5 Number of learners participating in literacy programs
Under various project at least 21 million have been participating in literacy programs of BNFE
and other organizations of the government (Table-15 & 17 above).
4.3.6
Number of completers out of the total learners in literacy programs
The number of completers have been estimated to be 4.5 million.
4.3.7
Percent of people who passed the basic literacy lest after taking part in the programs
The number of persons graduating from non-formal programs and getting through the basic
literacy test is yet to be found out after evaluation. However, BRAC, an NGO, is running 20
community centers where school drop-outs are admitted for possible re-admission in school.
Age-group
11- 45 years
National
Barisal
Chittagong
Dhaka
Khulna
Rajshahi
Sylhet
No. of
Centers
16215
720
1470
5250
2250
6000
525
Male
486450
21600
44100
157500
67500
180000
15750
Learners
Female
486450
21600
44100
157500
67500
180000
15750
Total
972900
43200
88200
315000
135000
360000
31500
Facilitators
Male
Female
16215
16215
720
720
1470
1470
5250
5250
2250
2250
6000
6000
525
525
Total
32430
1440
2940
10500
4500
12000
1050
Source: BNFE
Observations on Goal 4: Literacy
The process of change over from the Directorate of Non-Formal Education to the Bureau of NonFormal Education took a few months, resulting in loss of data on achievements of literacy program
activities during the DNFE period. The present Assessment collected data from a number of
sources, which are mostly from outside BNFE.
During reorganization of the BNFE no Management Information System (MIS) has been created
and hence collection, analysis, storage and retrieval of data are not done at central point in the
BNFE. At present data are collected project wise, and there is no arrangement for data
dissemination. It is now necessary to assemble data and store the same at one point in the BNFE.
For the purpose, an MIS Cell is necessary to be created.
L/ NFE has made it difficult co collect consolidated data. The projectized approach may better be
replaced by a program- approach, similar to PEDP-II of DPE. Alternately, Director General of
BNFE may have a coordination point for the purpose of preparation of an Action Plan for the
period 2008-2015 and in March every year the BNFE should set one annual activity program, with
mechanism for disbursement of money in time and collection of periodical data. The MIS Cell or
the coordination point should be made responsible or collection, analysis, storage, retrieval and
dissemination data.
Officially, the BNFE has an arrangement of partnership with NGOs, especially with the BRAC. But
in actual practice, there is no real coordination between the BNFE and NGOs with regard to NonFormal Education of ECCE or Literacy Goals. A formal arrangement for exchange of data between
NGOs and DPE for progress in ECCE activities and between NGOs and BNFE may be arrived at.
Due to change in management of literacy programs progress of activities was retarded to some
extent. It is now necessary to redraw the implementation plan of literacy programs by the MoPME
agencies. With regard to NGOs inter-organization meetings are necessary to re-plan literacy
programs.
In course of Assessment it has been found that same NGOs work on literacy for the advantaged and
disadvantaged target population; and receive separate funds from the international NGOs, bilateral
and multilateral donors as well as from the Government of Bangladesh (for example, MoPME,
MoWCA, MoYDS, etc.). Some of the NGOs also work for target population who are disabled.
There is no intra/ inter NGO coordination or between these organizations and the government. It is
now necessary that the funding organizations make it obligatory for the recipient NGOs to report
progress to the national EFA Coordinator in the MoPME.
The present system of data collection does not take into account disaggregations consistent with the
EFA Indicators on gender, region, ethnicity, disability, inaccessibility, income distribution, etc. It is
suggests that data collection, analysis, storage, retrieval, and dissemination are reorganized to the
requirement of information related to EFA Assessment.
Budgeting for and expenditure on literacy are not made or maintained according to the EFA
Indicators. That makes it difficult for assessing public expenditure on literacy. The BNFE may have
an MIS Cell to collect information on literacy in accordance with EFA Indicators, including
information on expenditure on literacy by the NGOs.
LITERACY AT A GLANCE
Goal-4: Achieving a 50 percent improvement in levels of adult literacy by 2015, especially for women, and equitable
access to basic and continuing education for all adults.
4.1.1
Definition of Literacy in Bangladesh: “Literacy is the ability to read, understand, interpret, communicate and compute
in verbal and written forms in varying contexts. It involves a continuum of learning that enables individuals to develop
their potentials and knowledge-base and to participate fully in community affairs and wider social and developmental
context.”
4.1.2
Presence of non-formal literacy courses in local languages and existence of instructional materials:
Multi-lingual education is being practiced and Non-Formal literacy courses in mother languages of ethnic minorities
have been prepared for the purpose.
4.1.3
Existence of laws, decrees stipulating literacy as a basic human right:
The Constitution of Bangladesh makes Literacy a basic human right. National NFE Policy Framework provides
guidelines on Literacy and NFE activities.
4.2.1
Adult Literacy Rate:
Total: 54.8%
Males: 60.31% Females: 48.90% Gender Parity Index: 0.81
Literacy by religion:
Christian: 58.45% Hindu: 52.41% Muslim: 42.62%
Buddhist: 37.95%
Ethnic minorities: 91.57%
4.2.2
Youth Literacy Rate:
Total: 72.73% Males: 75.03% Females: 70.36% Gender Parity Index: 0.94
4.2.3
4.2.4
Gender Parity Index:
Adult literacy: 0.81
Youth Literacy: 0.94
Public Expenditure on Literacy and Non-Formal Education as a Percentage of Total Public Expenditure on
Education:
Public Expenditure on L/NFE is 3.70% of the education sector.
4.3.1 Number of literacy related programs:
GoB: 16
NGOs: 100
4.3.2 Number of literacy programs facilitators:
Centers: 631688 Facilitators: 649197 Supervisors: 332
4.3.3 Percentage distribution of facilitators who attended training program:
PLCEHD-1: 34230 PLCEHD-2: na PLCEHD-3: na BEHTRUWC-2: na
4.3.4 Percent of facilitators who are teaching in local languages:
Chittagong Hill Tracts: 3085 facilitators or 100% under ICDP
Other ethnic minorities’ areas: not available
4.3.5 Number of learners participating in literacy programs:
At least 21 million
4.3.6 Number of completers out of the total learners in literacy programs:
Estimated to be 4.5 million
4.3.7 Percent of people who passed the basic literacy test after taking part in the programs:
Evaluation not made as yet.
***** 0 *****
EDUCATION FOR ALL EFA MID‐DECADE ASSESSMENT, 2007 GOAL 5
GENDER PARITY AND EQUALITY Consultant: Professor Mahbuba Nasreen PhD.
UNICEF, Bangladesh
January, 2008
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
MEASURING PROGRESS TOWARDS EFA GOAL 5: GENDER PARITY
AND EQUALITY
- Professor Mahbuba Nasreen PhD.
Goal Statement
Measuring progress towards EFA Goal-5: Eliminating gender disparities in primary and
secondary education by 2005, and achieving gender equality in education by 2015 with a focus
on ensuring females’ full and equal access to and achievement in basic education of good
quality
Gender refers to “the roles and responsibility of men and women that are created in our families,
our societies and our cultures. The concept of gender also includes the expectations held about the
characteristics, attitudes and likely behaviors of women and men” (UNESCO). Gender is clearly
distinguished from sex to the extent that sex describes the biological differences between men and
women (which can not be changed), while gender refers to a position of equality between men and
women having equal conditions for realizing their full human rights and for contributing to, and
benefiting from, economic, social, cultural and political development. Gender equality is, therefore,
equal valuing by society of the similarities and the differences and their roles they play (UNESCO).
Gender is an issue which runs across all the EFA Goals, and there is a risk that by featuring it in a
single goal it can be isolated from others. Goal-5: Gender Parity and Equality seeks to main stream
Gender Indicators throughout the six goals, ensuring that all aspects of Education For All are
brought into consideration.
International Commitment of and Gender Status in Bangladesh
Article 3, section 3 of the World Declaration on Education for All states that “The most urgent
priority is to ensure access to, and improve the quality of, education for females and women, and to
remove every obstacle that hampers their active participation. All gender stereotyping in education
should be eliminated (Jomtien 1990).
The Dakar Framework for Action Education for All: Meeting our Collective Commitments
(adopted by the World Education Forum, Dakar, Senegal, 26-28 April 2000) is based on the most
extensive evaluation of education ever undertaken, the Education for All (EFA) 2000 Assessment.
Called by the World Conference of Education for All ten years earlier, the assessment produced a
detailed analysis of the state of basic education around the world. Number 5 of the six specific
goals of the Dakar Framework outlines that: eliminating gender disparities in primary and
secondary education by 2005, and achieving gender equality in education by 2015 with a focus on
ensuring females’ full and equal access to and achievement in basic education of good quality.
Following the World Declaration along with other international commitments Bangladesh has
attempted to ensure gender equality in different arena of development. Bangladesh has enjoyed
success in achieving gender parity and significantly increasing enrolment. The gender gap in
primary and secondary education is closing at an impressive pace (PEDP II, DPE, MoPME, 2007;
SESIP II, DSHE, MOE, 2006)1.
1
Baseline survey in PEDP II, DPE, MoPME, 2007; in the ADB PPTA of SESIP II (implemented as SESDP, DSHE, MOE, 2006).
However, there is still a gender gap in achieving quality in education sector. A number of factors
contribute to the gender gap in achieving quality education such as extreme poverty, social
customs, religious sanctions, lower socio-cultural status of females as compared to males, early
marriage, insecurity specially with regard to abuse, lack of transport or communication facilities,
lack of toilets, lack of drinking water facilities, insufficient number of female teachers and others.
All of these factors are related to females’ gender identity, which also contributes to the dropouts of
females from education system (Nasreen and Tate, 2007)2.
Though Bangladesh has much to be proud of in terms of educating females, it is also clear that
women’s development has not kept pace with social development. The gender empowerment
measure of 2004 ranks Bangladesh 76th out of 78 countries in women’s development, which is
clearly shows that increased enrolment has contributed little towards women’s empowerment.
Educating women had not always been a goal of education in Bangladesh. However, current
conventions on education are focused on quality, giving females dignity, empowerment, and
equality through their schooling. One of the main factors that hinders progress of female students is
a lack of equal education. Many disruptions to the country, such as, famine, flood and the like have
meant increase in violence against women (UNICEF, June 2006, Females’ Education Network in
Bangladesh).
5.1.1 Policy/ System Indicators
Legislative, policy and institutional reform exist that are in conformance with the Convention
on the Elimination of All Forms of Discrimination against Women
The Constitution of Bangladesh guarantees equal opportunities for all women and men in the
country, which led to gradual reforms within the national policy environment towards gender
equity. These are –
•
•
•
•
•
•
•
•
Formation of National Council for Women’s Development (NCWD) and National Policy
for Advancement of Women (NPAW) within the framework of the Convention on the
Elimination of All Forms of Discrimination Against Women (CEDAW) and a follow up of
Beijing Conference on Women
Formation of National Action Plan for Women’s Advancement (NAPWA) as a follow-up to
the Beijing Platform of Action (PFA)
Establishment of Ministry of Women and Children Affairs (MoWCA)
Appointment of Parliamentary Standing Committee for MoWCA.
Constitution of Inter-ministerial Coordination and Evaluation Committee
Institutional Review of WID Capability of Government of Bangladesh/WID Focal Points
Constitution of WID Coordination Committees at the District and Upazilla Levels
Poverty Reduction Strategy Paper (PRSP).
National Council for Women’s Development
2
Nasreen, Mahbuba and Sean Tate. 2007. Social Inclusion: Gender and Equity in Education
SWAPs in South Asia (Bangladesh Case Study), UNICEF: Dhaka, Bangladesh.
In context of CEDAW significant policy reforms include formation of a National Council for
Women’s Development (NCWD) in 1995, consisting of 49 members with the Prime Minister as
Chairperson. The members include Ministers, Secretaries of line Ministries, representatives of civil
society and women’s organizations.
National Policy for the Advancement of Women
A National Policy for the Advancement of Women (NPAW) has been adopted within the
framework of CEDAW and as a follow up of Beijing Conference on Women. The policy goal was
to eliminate all forms of discrimination against women by empowering them so that they can be
equal partners in development.
There are 14 areas in the National Policy for the advancement of Women:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Implementation of women’s human rights and basic freedom
Elimination of all forms of discrimination against the females child and enactment of
necessary new laws towards that goals
Elimination of all forms of oppression against women
Armed violence and women’s stand
Education and training
Sports and culture
Ensure women’s active and equal rights in all activities of the national economy
Alleviation of women’s poverty
Political empowerment of women
Administrative empowerment of women
Health and nutrition
Housing and shelters
Women and the mass media
Specially distressed women
National Action Plan for Women’s Advancement (NAPWA)
Fourth Five Year Plan (1991-95) incorporated the objectives of Women in Development (WID)
into both micro and macro framework to bring women into the mainstream of socio-economic
development. The WID strategy of the Fourth Five Year Plan stresses adoption of multi-sectoral
approach to the problems of women to make them explicit within the framework of sectoral
planning. The Fifth Five Year Plan (1997-2002) also incorporates ‘bringing women into the
mainstream of development activities’, as a major goal of the government. The NAPWA has
delineated concrete measures in line with the national policy for women’s advancement (March
1997) and the guidelines provided in the Fifth Five Year Plan.
The Government of Bangladesh endorsed without any reservation the Platform for Action (PFA) of
the Fourth World Conference for Women, which took place in Beijing in September 1995. The
PFA recommends that states prepare national plans of action for the implementation of the PFA.
The Government of Bangladesh prepared such an action plan supported by CIDA, Danida and
UNICEF. The PFA emphasizes the strategy of mainstreaming of women’s development into
government policies and programs. It states, ‘Government and other actors should promote an
active and visible policy of mainstreaming a gender perspective in all policies and programs so that
before decisions are taken, an analysis is made of their effects on women and men respectively’.
All such statements clearly indicate the commitment of the Government of Bangladesh not only
towards women’s development, but also viewed women’s development as an integral part of the
responsibilities of all line ministries. All ministries and agencies of the government have a definite
responsibility for women development because women are a major part of the total population that
each agency is commissioned to serve.
The Platform for Action (PFA) of the Fourth World Conference for Women recommends that
States prepare national plans of action for the implementation of PFA. The PFA is structured into
12 critical areas of concern, which include: women and poverty, women and the economy,
education and training, health, violence against women, environment, media, human rights, power
and decision-making, and the girl child. Based on the 12 critical areas of concern, twelve
ministries/divisions have been selected on a priority basis. Each critical area of concern necessarily
involves more than one ministry and the same ministry’s activities may cover several areas of
concern. NGOs, human right groups, women’s organizations, etc. are to be invited to contribute to
the implementation of the NAPWA. To facilitate this process and to create conditions for closer
collaboration, each sectoral and line ministry is required to maintain rosters of various types of
NGOs, working in relevant field at different levels, including grass-roots level. In terms of
implementation of 12 areas of concern, the past decade has been both a time of hope and a time of
despair. In some critical areas, there are positive achievements and in some areas there are despairs.
Ministry of Women and Children Affairs
The Ministry of Women and Children Affairs (MoWCA) has emerged as lead ministry to ensure
gender governance. As the focal ministry for women’s advancement, MoWCA has been
implementing different projects as envisaged in various plans including Five Years Plans. MoWCA
acts as the catalyst on the issues related to women’s equality. It coordinates women related
activities and policies of government ministries and departments as well as numerous women’s
organizations, NGOs and women activists. MoWCA has revised the Allocation of Business and
Project Monitoring Format used by the Ministry of Planning. In 1990 a WID Focal Point (WIDFP)
has been introduced in all ministries to ensure that gender issues are incorporated in the policies,
plans and programs. It is also responsible for the implementation of NAP. MoWCA plays the
facilitating role for networking of WIDFP.
Although the policy of GoB seems to ensure equality, there are some constraints to address the
issue of inequality from gender perspective. Women in Bangladesh, as a group, are disadvantaged,
if compared to men. They are poorer, less healthy and less educated as compared to men. Although
they contribute a lot to the society, they enjoy less freedom because of their gender identity.
The Multiple Indicator Cluster Survey (MICS), Bangladesh 2006 stated that as a group more than
two thirds of women aged 15-24 years are illiterate. Variations between geographical regions are
marked with the slum areas reporting a literacy rate of 38 percent for women in the same age group
(UNICEF, 2006)3.
Nevertheless, the United Nations Human Development Report, 2004, ranked Bangladesh as 138 out
of 177 countries on the Human Development Index (HDI), 110 out of 144 on the Gender-related
Development Index (GDI) and 76 out of 78 on the Gender Empowerment Measure (GEM). The
formation of gender policy, increasing percentage of female students’ education, improved in the
3
Progotir Pathey, UNICEF, 2006
health indicators and women’s employment generation are some of the issues for the basis of the
UN report (Nasreen, CPE, BMZ, 2006)4.
Millennium Development Goal and Women
MDGs are accompanied by 16 target goals and 48 global indicators. A time has been fixed to
achieve the MDG goals: indicators of 2015 are to be compared with 1990. The Declaration pledges
explicitly “to combat all forms of violence against women and to implement the Convention of the
Elimination of All Forms of Discrimination against Women” (CEDAW). It recognizes the
importance of promoting gender equality and women’s empowerment as an effective pathway to
combat poverty, hunger and disease and for stimulating truly sustainable development. Bangladesh
has shown improvement in context of achieving some of the MDG goals such as reducing poverty
by 1% since 1990; increased enrollment in Primary and Secondary education and reducing gender
gap in certain sectors. However, there are some challenges in achieving MDGs by 2015.
Challenges in achieving MDG
•
•
•
•
Gender equality is not well reflected in the global targets and indicators as a cross cutting
issue
More far reaching obligations and commitments embodied in CEDAW, the Beijing
Platform for Action and other globally and regionally agreed documents have been poorly
represented
There is a place secured for women’s empowerment and combat gender inequality in MDG
but within its broader global framework these come in a very simplified form
Reservation on Article 2 and 16 © of CEDAW Convention.
These challenges are specifically true in achieving some of the core indicators of goal 5: Gender
Parity and Equality. It is evident in the lower representation of female students completing SSC;
lower female enrolment in vocational and technical education and less number of female teachers
in primary, secondary and vocational institutions.
PRSP and Women’s Empowerment
It has been stated earlier that at the 4th International Women’s Conference special attention has
been focused on gender and poverty. Gender equity has been viewed as a human rights issue, as a
condition for the existence of social justice. At the Conference it has been argued that achievement
of social, cultural, political and environmental protection and security for all the population
application of gender perspective to poverty programs and policies is crucial.
Poverty drives women into situations where they become vulnerable to disasters, harassment and
abuse, economic impoverishment of their households, environmental degradation and many more.
Women are particularly affected by the feelings of ‘powerlessness’ due to their gender identity.
The Poverty Reduction Strategy Paper (PRSP) in Bangladesh (2005) is divided into four strategic
blocks with other supporting blocks. Prior to PRSP, there was an interim Poverty Reduction
Strategy Paper (IPRSP). IPRSP was criticized for given less emphasizing less or overlooking the
4
Nasreen, Mahbuba, Country Program Evaluation (CPE) on German Assistance to Health Sector,
Bangladesh, BMZ, 2006.
factors related to women’s empowerment such as eliminating all forms of discrimination against
women; combating violence against women; access to resources, reproductive health services,
equity in wage, women’s increasing participation in politics and decision making. Moreover,
Government’s commitment to mainstream gender has not been properly understood. In the revised
PRSP some of the issues related to such limitations have been addressed, such as adopting multisectoral, mainstreaming approach to eliminate gender disparity, women’s issues are addressed in
context of agriculture, rural non-farm economy, infrastructure, energy, ICT, Education, health,
environment, governance, etc. Violence against women, good governance and women’s political
empowerment have been given special attention.
Legal provisions to combat violence against women
Following are the laws, which are directly or indirectly involved to protect women’s right and to
prevent violence against them.
•
•
•
•
•
•
•
•
•
•
•
Penal Code, 1860
The Birth, Death and Marriages Registration Act, 1886
The Child Marriage Restraint Act, 1929
The Suppression of Immoral Traffic Act, 1933
The Vagrancy Act, 1943
Muslim Family law ordinance, 1961.
Muslim Marriages and Divorces Registration Act, 1974
The Children Act, 1974
The Dowry Prohibition Act, 1980
The Acid Crime Control Act, 2002
Suppression of Violence Against Women and Children Act, 2000 (Amended in 2003)
Challenges
Some progress towards women’s empowerment and gender equality has been achieved through
introducing new laws, amendments of discriminatory laws, access to primary and secondary
education, access to sanitation and some other areas that have achieved after the Beijing Platform.
Issues addressed in PRSP are steps forward to empower women. However, gender parity is still a
challenge in many respects as many women are not at all or less informed about such
issues/actions.
It is the responsibility of state to inform women about their rights such as legal rights, reproductive
rights, rights to be educated, right to maintain security, health rights, right to information,
participation in governance and other vital entitlements. As women do not enjoy equal rights as
those of their men counterparts, attention must be given on the issues contributing to women’s
inferior status. Sensitizing men and women on gender perspective is needed to face the constraints
of strict gender division of labor. Lobby by NGOs, women activists and organizations are needed to
implement the PRSP.
In Bangladesh violence against women is an acute social problem that has become a common and
widespread issue across the country. The grim picture reflected in the daily newspapers only shows
further rise in the rate of reported cases of violence against women. Violence against women
(VAW) takes place both in the domestic and work places. The legal process to combat gender
based violence is complicated5.
The campaign against VAW as a human rights issue started from late eighties. There have been
difficulties in accessing women to justice. The legal awareness training is contributing towards
increasing importance to women’s need at the same time. As a result the Government sought
comments and inputs from human rights organizations from time to time on policies and existing
laws which results in passing such legal instruments as Dowry Prohibition Act, 1980, Women and
Children Prevention (Special provision) Act, 1983. Some NGOs reviewed existing laws that are
discriminatory to women and have recommended some policy change. The Government has
positively responded to these recommendations and enacted the Acid Crime Control Act, 2002, and
amended the Women and Children Repression Prevention Act, 2000.
The Government has duly recognized the role of women organizations and NGOs in national
development efforts, specially to prevent violence against women. In the post Beijing/ CEDAW
period NGOs have noteworthy contributions towards advancement of women. A number of NGOs
are providing legal aid, mobilising women for preventing action against dowry, wife abuse,
organizing rallies, workshop, seminars demanding equitable justice to women, lobbying for
revision and reformulation of existing laws, arrange rigorous campaigns against violence against
women. Many marginalized women could reduce their poverty line through NGO offered micro
credit program6.
Challenges remain
The gains against disparities are substantial; but more gains are called for in areas, such as:
•
•
•
•
•
•
•
•
•
•
Violence against women is increasing despite efforts to curb violence.
Implementation of Women and Children Prevention Act and all other laws designed to
combat violence.
Absence of law against domestic violence
Absence of law against sexual harassment
Reservation on Article 2 and 16 of CEDAW Convention.
Perpetrators get political protection.
Low social status of women.
Gender insensitivity of the law enforcing agency and judicial bodies.
Non-availability of service providers to the repressed women.
Lack of awareness about government services and legal aid fund.
5.1.2 Percentage of the budget dedicated to gender programming within relevant Ministries
A budget is a consolidated statement of sources of fund and their allocation amongst various
ministries. It has been generally perceived that the current procedure of preparation is not gender
sensitive. Many projects run inefficiently due to poor allocation of budget. The NAP which cuts
across various line ministries has not been followed up with policy formulation and the resources
5
Nasreen, Mahbuba, 2005, Monitoring State Interventions to Combat Violence Against Women, Dhaka: Oxfam, GB
Bangladesh National Women lawyers Association (BNWLA), The Alternative Report
on Beijing+ 10 Implementation of PFA, 2005
6
allocation for targeting the desired objectives in action has been inadequate. The FMRP’s report on
Gender and Poverty Reporting (2005) in four line ministries indicate that the gender focal point in
these ministries have not been functioning effectively due to lack of disaggregated data and
insufficient reporting. Despite the information that is available, there is no owner or user of the
information. It has been argued that the budget has been observed as a technical document and as
such is gender neutral. It has also been reported that the lobby for women is weak. MoWCA is not
efficiently staffed and the traditional bureaucratic mindset has not changed in recent years and has
not incorporated the gender issue despite the approval of NAPWA. A study sponsored by MoWCA
on Engineering National Budget (2001) shows that in 1988-89 only 10.7 percent of the total annual
development budget was allocation were gender sensitive and 7.9 percent were gender focused.
While in 1999-2000, the allocation decreased by 2.7 percent to 8.0 percent. 7
Table 1: Percentage and Budget dedicated to gender programming within relevant
Ministries: The Gender-based Distribution of Public Expenditure
Revenue Expenditure
Female
Male
Development Expenditure Total Expenditure
Female
Male Female
Male
Agriculture
3.37
96.63
16.83
83.17
11.70
88.30
Education
21.18
78.72
49.20
50.80
34.76
65.24
General
Administration
Health and Nutrition
4.40
95.60
32.70
67.10
15.50
84.50
24.72
75.28
58.00
42.00
33.40
66.60
Total Sectors
13.66
86.34
36.91
63.09
24.21
75.79
Sectors
Source: Evers, B, 2006
8
This is evident from the Table-1 above that in context of public expenditure gender inequality is
highest in the agricultural sector, followed by general administration. Despite women’s valuable
participation in the agricultural production, only 17 percent of Development expenditure benefits
women. Women account for only 3 percent of Revenue expenditure. General administration
expenditure is also highly skewed towards men and only 16 percent benefits women. In education,
there is nearly gender balance in the allocation of development expenditure, it is, however,
substantially imbalanced in context of Revenue expenditure. Women’s lower status can be linked
with the poor representation in Revenue budget.
In conclusion, it can be said that the current practice of program/ activity planning is not gender
sensitive. Projects for women do not receive adequate allocation of fund. Moreover, the gender
7
Ahmad Muzaffar and Salma Begum, 'Public Expenditure Analysis of Bangladesh' in Barbara Evers and Kaniz Siddique (eds.)
Who Gets What: A Gender analysis of Public Expenditure in Bangladesh, Dhaka: UPL, 2006
8
Evers, Barbara, 2006, ''Key findings and Recommendations' in Barbara Evers and Kaniz Siddique (eds.) Who Gets What:
A Gender analysis of Public Expenditure in Bangladesh, Dhaka: UPL, 2006.
focal point in various ministries faces problems to perform effectively due to lack of disaggregated
data and insufficient reporting. It has also been reported that the lobby for women is weak.
MoWCA is not sufficiently staffed and the traditional mindset of functionaries has not changed
much and has not incorporated the gender issue despite the approval of NAP. In short it can be said
that current policies and programs are required to be re-organized to be pro-active to gender issues.
5.1.3 Existence of Policies to Encourage Females’ Participation in School: Primary and
Secondary Education
Distribution of educational institutions by types shows the distribution of different types of
primary level educational institutions in terms of percent of total primary level educational
institutions in the country. This figure shows that 46.9% of total primary level educational
institutions in the country are Government Primary Schools, another 24.5% are Registered Non
Government Primary Schools and 3.8% are Community Schools, which are all controlled by the
Directorate of Primary Education9.
Figure-1
Different types of primary level educational institutions 2005
COM
3.8%
NGO
0.4%
KG
2.8%
EB
8.4%
H/A M AD
10.4%
H/A PS
1.7%
GPS
46.9%
NGPS
1.2%
EXP.
0.1%
RNGPS
24.5%
GPS
RNGPS
NGPS
EXP.
EB
KG
NGO
COM
H/A MAD
H/A PS
There is no discrimination against female students for enrolment in schools of all types; but some
schools are specifically meant for boys and some for girls. The present trend is to open all schools
for all students without any specific gender reservation.
Bangladesh has enjoyed success in achieving gender parity and significantly increasing enrolment.
The gender gap in primary and secondary education is closing at an impressive pace, which is also
9
Baseline Survey, PEDP II, DPE, MOPME
noted in the draft Baseline Survey in PEDP-II (DPE, MoPME, 2007) and in the data from SESIPII/ SESDP (DSHE, MOE, 2006).
Factors contributing to narrowing gender gap in Primary Education enrolment are enlisted below:
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Universal Primary Education: Constitutional Obligation (1973)
Convention on the Rights of The Child 1990
Bangladesh Primary Education (Compulsory) Act 1990
Establishment of PMED, 1992 and later on making the Division into full Ministry of
Primary and Mass Education (MoPME), 2003.
Participating in all International Initiatives on EFA
Implementing MDGs
Membership of E-9 Countries
Signatory to Dakar Declaration on EFA, 2000
Poverty Reduction Strategy for education
Formulation of PEDP-II as a program approach initiative.
Gender Equality in Primary Education
The Government of Bangladesh has taken a good number of initiatives to ensure gender equality
and primary education. Some of these initiatives, included in PEDP-II, are mentioned below:
•
•
•
•
•
•
•
•
60 percent post of teachers are reserved for female teachers;
Overall percentage of female teachers in primary school has already reached to 38 percent;
Separate toilets for female students are being constructed in primary schools;
While students are enrolled, the names of both mother and father are registered with school
management for further documentation;
Massive social mobilization programs have been undertaken to encourage guardians to send
girl child to schools;
Present males and females ratio is 51: 49; and
Increase in the education of females decreases the rate of early marriage.
For payment of stipend money to the students, provision made to open the bank account in
mother’s name
Second Primary Education Development Program (PEDP-II): Move towards Inclusive
Education
Recently, there seems to be more emphasis placed on evaluating and promoting inclusive education
initiatives in Bangladesh. An assessment of inclusive education initiatives, commissioned by
UNESCO in 2006, examined their impact on inclusion. It revealed that the benefits of inclusive
education have not reached all marginalized groups (including females) uniformly, and that there is
a lack of reliable and consistent data on the magnitude and educational status of marginalized
children. It also found that exclusion within the classroom is prevalent in the form of limited
sensitivity and non-recognition of marginalized groups’ needs. Finally, the assessment revealed that
in Bangladesh, inclusive education as a policy, concept and practice is primarily understood as only
including children with physical disabilities. The assessment did not really focus on learning
achievement. An evaluation of the BEHTRUC Project, commissioned by the Government of
Bangladesh, examined inclusion, educational outcomes and learning achievement, in accordance
with the project objectives of inclusion and quality education. The evaluation revealed that
children’s retention and learning achievement was low, and that the project focused on enrolment
rather than quality of education. This demonstrated that innovative interventions are needed to
address the issue of access to education by poor children, especially working children. Finally, in
2006 a study was commissioned in order to prepare a curriculum framework integrating the
components of inclusive education. Inclusive education has also been incorporated as one of the
major components of PEDP-II, and an Access and Inclusive Education Framework under PEDP-II
has been developed (Kean, UNESCO, 2006). Since its inception PEDP II have been working
towards bringing all excluded children to school through its equitable access components. The
strategies under inclusive education framework so far have achieved:
•
•
•
Operation of Gender Action Plan and Action Plan to Mainstream Special Needs Children
Preparation of Inclusive Education Framework
Action Plans for the education of Indigenous and Vulnerable Groups have been prepared
and in action
A Baseline Survey has been conducted by PEDP II which for the first time collected gender data
under the inclusive education framework. The data has been collected based on gender, and
disaggregations by urban- rural, ethnicity and disability. The Monitoring and Evaluation Division
(M& E) of the DPE has also collected data from all 64 districts on basic education parameters.10
Key Findings of Baseline Survey on Primary Education
¾ More than 75 % schools are controlled by the MOPME, and around 83% of total children
enrolled in primary level educational institutions go to these schools. Similarly, more than
70% primary teachers are working in the MOPME controlled schools.
¾ Overall gross intake in the formal primary education system at the national level in the year
2005 was found to be 108% whereas net intake rate at national level in the same year was
95%. This indicates that some children getting enrolled in the formal primary education
system are under- or over-aged from the beginning, but it also indicates that even if a little
late, more and more parents are sending their wards to schools.
¾ The overall gross and net enrolment rates in the primary education system in the baseline
year 2005 were found to be 94% and 87% respectively, clearly indicating a narrower gap
between gross and net enrolment rates compared to the gap in gross and net intake rates as
mentioned above.
¾ Contrary to somewhat satisfactory levels of access and participation (although the quality of
access needs much improvement to reach PSQL standards), the Baseline Survey has
revealed an unsatisfactory situation with regards to internal efficiency of the primary
education system and level of wastage. This is indicated by the overall repetition rate of
around 11%, rate of survival to grade 5 of only about 54%, a co-efficient of efficiency at
merely 56% level (it goes to as low a level as 37% in one district, and it is less than 50% in
ten districts in the country), and average number of years-input per graduate at 8.2 years in
contrast to the ideal years-input of 5 years (with comparatively more wastage on males’ side
than females throughout the country– years-input per graduate is higher for males than
females in almost all the districts).
10
Data on basic Education Parameters-2006, M & E division, DPE, December 2006
¾ This unsatisfactory efficiency of the system will be explainable if we look at some of the
process indicators calculated from the baseline survey database. Some of these are: national
average pupil-teacher ratio of 54:1, overall average pupil absenteeism of 23%, average
number of pupils per classroom of 68 in government primary schools and 63 in nongovernment primary schools (overcrowded classrooms almost every where), and more than
90% schools running double-shift staggered system. This can also be attributed to the fact
that there are around 28% untrained teachers working in the system.
¾ Total children with mild disabilities enrolled in the primary schools are 45,680 out of which
25,833 were males and 19,847 were females.
¾ Thirty seven percent government primary schools reported availability of separate toilets for
females whereas 32% GPS reported separate toilets for males. Sixty two percent schools
reported common toilets.
¾ Around 90% of all schools reported availability of potable water supply, majority of them
tubewells. However, 56% of these tubewells were in non-working condition. Sixteen
percent schools reported of not-having arsenic-free water, whereas 29% had not got the
water tested.
¾ With reference to in-service training, only 27% of the teachers working in GPS and 30% of
those working in RNGPS had received subject-based training, whereas 35% of all teachers
had received training in teaching methods in classrooms.
¾ The head teachers are provided training in three areas, namely, school management, teacher
support and supervision, and community mobilization and participation. The baseline data
show that the percentage of head teachers having received training in these areas was 43%,
34%, and 30% respectively in GPS, and 38%, 38% and 27% respectively in RNGPS.
Gender Equality in Secondary Education
Although the gender gap in primary education was closing at an impressive pace, there was
considerable gender gap in enrollment in age group 16-20 in 90s
A number of factors contributed to the gender gap in secondary education (discussed earlier).
However, significant efforts have been made for narrowing gender gap, especially to increase
females' enrolment.
Narrowing Gender Gap in Secondary Education: Historical Overview
The process of reducing gender gap in secondary education has been emphasized by both the
Government of Bangladesh and development partners since mid 1980s. This is reflected in different
programs and projects of which stipend programs for females are contributing most for increasing
enrolment of females in secondary schools.
•
•
•
•
Female Education Scholarship Project (FESP-1984)
Secondary School Females’ Scholarship Project (SSGSP-1990)
Female Education Stipend Project (FESP-1990; 1992)
Female Secondary School Assistance Project (FSSAP01993)
•
•
•
•
•
Female Secondary Stipend Project (FSSP), Female Secondary School Assistance Project
(FSSAP), Secondary Education Development Program (SEDP), 1994,
SEDP, FSSAP, 1995
SEDP, 1997
Secondary Education Sector Development Plan (SESDP) FSSAP, SESIP, 1999
30% quota for women teachers in secondary schools, madrasahs and colleges, 1999
As a result of these programs females' enrolment in secondary schools has been increased from
44.94 percent in 1990 to 50.13 in 2005.
The Fifth Five Year Plan (1997-2002) incorporates bringing women into the mainstream of
development activities as a major goal of the government. Reforming and restructuring the
secondary education sector has been given due attention in the plan. Following are some of the
major initiatives adopted by the Government:
•
•
•
The Secondary Sector Improvement Project (SESIP)
The Secondary Education Sector Development Plan (SESDP)
The Teaching Quality Improvement Project in Secondary Education Project (TQI-SEP)
Initiatives to increase number of women teachers
In 1999 MoE issued 30 percent quota for women teachers in secondary schools, madrasahs and
colleges, which also has an impact on females’ increased enrolment. However, although the
number of females has increased and the overall picture of the numbers of women teachers in rural
and urban schools is an optimistic one, there are some socio-cultural constraints, which hinder to
achieve the government target on having 30 percent women teachers. The number of women
teachers has increased from 13.88 percent in 1995 to 20.28 percent in 2005 (BANBEIS Educational
Statistics, 2006).
The recently ended project PROMOTE has achieved long term employment for 1,309 women
teachers, 442 are MPO vacant posts and 867 are newly created posts. Between 1999 and 2005
PROMOTE has provided fellowships for B-Ed training to 6798 graduate women in 11 government
TTCs and of these 727 have obtained B Ed 1st class. 2745 previously unqualified MPO women
teachers have received fellowships from PROMOTE. A study of 134 schools in Barisal division,
where a total of 250 PROMOTE fellows have been employed in the last three years, demonstrates
that 18% of these schools employed a woman teacher for the first time. A further 12% schools
achieved their 30% target for the first time by employing women teachers. Unfortunately all
recruitment was stopped in March 2005 while the Non Government Teachers Registration
Agency’s organization, management and recruitment processes are finalized. The PROMOTE
fellows are scattered all over Bangladesh and the status is yet to be known with regard to
employment. Currently PROMOTE has an estimated 2500 women teachers still looking for work,
many B Ed qualified, others waiting for B Ed results since 2004-5, when they appeared for
examination. In order to ensure these B Ed women teachers are not lost to the nation there is a need
to ensure that they are encouraged to take the public exam as soon as results are published and be
registered onto the NTRCA.
PROMOTE has built 180 hostels for women teachers. Hostels have been completed and furnished
in 90 upazilla and these provide safe and comfortable accommodation for women teachers in
secondary schools, colleges as well as primary schools. However, some hostels are misused or not
fully occupied by women teachers or information regarding hostels is not available to women
teachers.
It is also evident that women are having various socio-cultural obstacles including transportation
and child caring problems, especially while working in the remote rural areas (Nasreen, 2007, TQISEP).
TQI-SEP, Inclusive Education and Gender11
To increase the quality of education and to have an inclusive gender friendly secondary education
system, Ministry of Education (MOE) has launched a project Teaching Quality Improvement in
Secondary Education Program (TQI-SEP). It has been designed to address the problems of quality
of teaching, equitable access under the gender and inclusive education framework, improve
enrolment and students’ achievement.
It has been stated by the researchers that failure in retaining females is still the most challenging
issue for various education programs. It is evident that quality of secondary education, especially of
females did not improve as it was expected. The lower completion rates of females in SSC are
mostly related to their gender identity and to socio-cultural factors like extreme poverty, lower
socio-cultural status, early marriage, and insecurity while moving to and from school, lack of
transport facilities, lack of toilets and drinking water facilities and insufficient number of women
teachers. Furthermore, there is less scope for females to participate in co-curricular activities. It is
also evident that women teachers are facing gender specific problems such as no appropriate
common room or separate toilets. Moreover, only a little proportion of women teachers has
received training relevant to the position they hold12. Moreover, some children are either been
dropped out or remain excluded from the secondary education system for various reasons: gender
identity, poverty, living in disaster prone areas, having minor problems in hearing, speaking or
physically challenged. Data shows that children of these categories do not have a transition from
primary to secondary (Tables- 2 & 3).
Table 2: Dropout rates in Secondary level (Grade 6 to 10)
Sex
Female
Male
Grade 6
11.98
11.78
Grade 7
13.24
10.75
Grade 8
14.95
10.99
Grade 9
33..82
35.38
Grade 10
49.06
37.49
Source: BANBEIS, 2006
Table 3: Completion rates in Secondary level (Grade 6 to 10)
Sex
Female
Male
Grade 6
88.02
88.22
Grade 7
86.76
89.25
Grade 8
88.05
89.07
Grade 9
66.18
64.62
Grade 10
50.94
62.51
Source: BANBEIS, 2006
The major aim of the TQI-SEP Gender Action Plan (GAP) is to minimize the gender gap in
secondary education both quantitatively and of qualitatively. Through addressing a number of
issues related to gender it will attempt to stimulate a significant increase in enrolment and retention
of females in secondary schools so that they are capable of participating fully in economic and
social development of the country.
11
12
Nasreen, Mahbuba, May 2007, TQI-SEP Gender action Plan (working document)
For more see Draft report, TA SESIP 2, ADB-BAN, 2005, Section ‘Gender and Underserved Communities by Nasreen, Mahbuba.
The detailed GAP for TQI-SEP will become a tool or guide for all TQI-SEP components as well as
for DSHE, MOE, Teacher Training Institutions, Schools and SMCs. Through a systematic
approach, GAP will, if followed, ensure that practical and strategic needs of females and women
are addressed (Table-4).
Table- 4: Number of Female Teachers
Institutions
Primary
Secondary
Madrasah
College
Year 1995
Female Teacher
31.94
13.88
5.96
Year 2005
Female Teacher
38
20.28
10.55
18.57
19.24
Source: BANBEIS, 2006
One of the specific focus areas is ‘Strengthening the capacity of schools to provide more effective
learning environment for females’ of which the major outputs are:
i)
ii)
iii)
iv)
Women and girl friendly school physical infrastructure: The responsibility to make
school infrastructure girl friendly is officially assigned to the Department of Public
Health and Engineering (DPHE) of GoB. However, TQI-SEP Components play role
as advising and monitoring body within this area.
Inclusion of information on gender issues in all written teacher training materials:
Component 3 will ensure that topics on gender and inclusion are discussed during all
training events arranged by TQI-SEP
Women-participation in school management committees: Quota for women in SMC
is already proposed in the Government policy. Component 4 will address the issues
through its activities (Output 4) ‘Awareness creation in communities and
stakeholders’.
Increasing the number of female teachers to 30% in secondary schools: To achieve
the GoB target of the 30% quota for women teachers the combined efforts of DSHE,
NTRCA, TQI-SEP and SMCs of each school are needed. To increase the number of
women teachers Component 4 will:
a) Collect and disseminate information on accommodation for women teachers
(e.g. providing information on PROMOTE hostels);
b) Arrange training for women teachers through setting quota for women teachers
in training, giving training to women teachers in the subjects where students’
performances are weak and number of women teachers is small (e.g. in English,
Mathematics, Science and IT);
c) Make advocacy for women teachers and community awareness raising regarding
the policy of recruiting 30% women teachers through media, consultation,
discussion meeting, campaigning, workshop, meetings, networking/linkage with
Go/NGO;
d) Improve institutional awareness through workshop, consultations, and training,
meetings for SMC, head teachers, elected representatives, and staff of
employment authorities (at school and community levels);
e) Increase women teachers in rural schools through getting up to date list of
unemployed eligible women PROMOTE fellows, distribution of the list to
district education offices, advertise to recruit women teachers through well
circulated newspapers, decentralization of interviews with selected women
teachers,
f) Develop a system for qualified women teachers to be matched with secondary
school vacancies.
Teacher’s Training Institutions: All components of TQI-SEP will address the gender issues at
organizational level. As component 1, 2 and 3 are mostly concerned with NAEM, HSTTI and TTCs
these components will consider gender as a cross cutting issue while reviewing documents,
developing training materials, providing physical facilities to training institutions (e.g. to TTC,
MTTI, NAEM and HSTTI), providing data (BANBIES) etc. Component 4 will assist through
providing 1) guidelines; 2) GAP 3) matters to be included in training documents and other
suggestions as required.
The following are some of the ongoing and planned activities based on gender action plan
•
•
•
•
•
•
•
•
Monitoring activities of TOT (SMC, Teachers) in context of gender and equitable
access
Developing materials for IE with special focus on gender and ethnic communities
Organizing workshops to share GAP with different stakeholders
Follow up activities of all components to address gender issues
Follow up that gender indicators are included and statistics are sex-disaggregated
where appropriate and incorporate gender disaggregated requirements in EMIS
Collect gender related gender disaggregated data from available sources on number
of women teachers, toilets, common rooms and drinking water facilities
Prepare gender study reports on the situation of children of ethnic communities
Prepare gender study report to explore the social, cultural and educational barriers
faced by especially able children (children with ‘disabilities’) in attending secondary
schools, addressing gender differences and making recommendations that will better
accommodate the needs of these students
Follow up PROMOTE activities include:
•
•
Collection of data on women’s employment in secondary schools through a
prescribed format (in collaboration with component 3)
Collection of data on the barriers which prevent women from fully achieving the
30% quota for the recruitment of women in vacant positions (including the
recruitment process and transfer mechanisms) and suggest strategies to ensure
women’s full participation.
Inclusive Education in TQI-SEP
Component 4 of TQI-SEP is particularly working for Improving Equitable Access and Community
Involvement through the following Subcomponents under Component 4:
Increased Access: The importance of improving teaching quality in the remote and underserved
areas will be emphasized by giving priority for both initial and in-service training to teachers from
those areas, including ethnic minorities. The supply of good quality teachers will be ensured by a
policy providing for additional, or enhanced, training grants and other incentives for teachers from
those areas.
Three outreach stations and mobile satellite teacher resource centers will be established as pilots to
improve access to in-service teacher education and the centers will have appropriate professional
linkages with the nearest training institutes. The pilots will include school cluster-based distance
education for teachers on professional development.
Improved Teaching and Learning for Disadvantaged Children: Special teaching and learning
materials will be prepared to ensure inclusion of children from various disadvantaged groups such
as females, children with disabilities ethnic minorities and those living in poverty. In the initial and
in-service training for all head teachers and for district and other government officials, a training
component will be developed on ways of enhancing the teaching and learning of all children
including those from disadvantaged groups.
Female Teachers and Teacher Educators: The Project will build on successful interventions
made by various development partners to further develop measures to encourage the participation
of women teachers in secondary education.
Social Awareness and School Management Committees: Community and parent participation,
together with general public awareness of educational change, will be promoted through a social
awareness and information program disseminated in meetings, newspaper articles, letters to
parents, and television and radio media campaigns. The program will seek to promote a genuine
dialogue and build support for proposed changes in attitudes, and to encourage community and
parent participation, particularly in support of teachers attempting to improve teaching quality
through an inclusive approach. An awareness training program will be developed for use with
SMCs, and other parent and support groups, including NGOs, to promote understanding and
support for change in schools and improvement in teaching quality.
There are some other projects such as SESDP (an extension of SESIP) is also working to achieve
gender parity in secondary education. However, the focus is mainly to improve the quality of
secondary education such as assessing school based performance (SPBMS, SBA). Under SESDP
school related information such as gender, urban- rural variation, school infrastructural facilities,
geographical locations etc. have already been collected for 13,000 schools (as of October 2007)
through online (out of 17,000 secondary schools). The rest of the data will also be available within
a short tome. Whereas BANBEIS collect data through papers and endorse centrally, the online data
collected by SESDP are directly entered in the field by the Upazilla academic supervisor. However,
the data does not enter the ethnicity or disability related information.
There is a strong need for collecting data on student's diversity in secondary education, as is done
by PEDP II. Component 4 of TQI-SEP has already submitted proposal to collect data on students'
diversity. It must be mentioned here that there is lack of cooperation not only between two
ministries (MoPME and MoE) in Bangladesh; coordinated efforts are missing from within the
various projects of Ministries as well.
5.1.4 Gender review of education plan including review of the curriculum, textbooks,
education facilities etc.
In Bangladesh there has been a considerable gap in designing the curriculum to familiarize the
stakeholders, especially the students, teachers, families, communities and others. Of these gender
issues were the most neglected areas in the curriculum. This is evident adolescent males and
females are suffering from knowledge gap or having narrow understanding on the issues related to
gender. Such limitations are contributing to the already existing gender discriminatory practices
against females in the society. It has also been revealed that the examples cited in the texts are
presenting males as strong and involved in public spheres and females as dependents and engaged
in private sphere. However, there is lack of systematic study to identify these gender gaps in the
curriculum, especially of secondary education.
A study (UNESCO, 2006) conducted on the review of curriculum of Primary and Secondary
education from gender perspectives shows that gender imbalance is prevalence in the text book in
general. Particular examples have been given from illustrations as well. Such as in the book
‘Introduction to Environment’ of Grade 5 the book is quite biased towards male (11 male as oppose
to 2 illustrations on of female).
Men or males have been shown in almost all the ‘productive’ works such as: push cart, ring bell,
through arrow, ride bicycle, carry post, work in forest, spray insecticide, build house, etc. The only
work shown in the book done by women is lifting water. Females are also shown involved in
relaxed activities such as listening to radio, watching TV or in telephone conversation. Moreover,
there is no woman’s involvement in the writing, editing or publishing of most books (e.g. Lower
Secondary Mathematics of Grade VII, Agricultural education of Grade IX and X).
In ‘General Science’ 12 men or males have been shown as opposed to 3 women or females in
illustration. Men are shown in real life activities. It is most important to mention that a man’s body
is explained as ‘human body’ and not a woman’s body to show the differences. A woman is shown
as a gender patient.
This analysis identifies that illustration and examples used in the books of primary school children
are not gender friendly. Through portraying gender stereotypes the text reinforce females and males
to think of women as lower status than those of men. Similar tendencies are reflected in the
illustrations in the books of other grades such as in the ‘General Science’ book of Grade VII and
Grade VIII. The ‘Agricultural education’ of grade IX and X can be taken by both males and
females as oppose to the ‘Home-economics’, which can only be taken by females. In almost all the
schools only males study Agricultural education. In our FGD done in Faridpur many males and
females suggested that there should be a combination of both the subjects and be studied by both
females and males.
A review done by the researcher (Nasreen, 2007) on the selected text books on gender stereotypical
examples other than illustrations or examples of lower secondary and secondary education is
presented in Table-5.
Name of the book
Grade
Lower Secondary
Mathematics
Agricultural Education
VII
Secondary Economics
Grade IX
and X
Grade IX and
Examples of gender bias towards male
Page/Chapt
er
Mr. Azam has distributed more property to his son than 40-41
his wife and daughters
From the beginning to end the book discuss on the 191-200
agricultural techniques and methods. No specific job is
meant for women or men. However, in the illustrations
two women are shown in milking cows and two men are
shown as Veterinary doctors.
Although women are contributing more in the agriculture Chapters 4
and industry in Bangladesh there is no discussion on and 5
women in chapter 4 and 5. In Chapter 5 discussion on
industrial economy must have to give special focus on
women’s contributions in small and cottage industries
and most importantly garment industries.
X
Table-5: Examples of Gender Bias
Source: Nasreen, 2007
Male’s presentation in active and public roles and female’s presentation in passive and domestic
roles in the text books are some of the examples of reinforcing gender stereotypes which should be
noted and reconstructed from gender equity perspectives.
Summary: In general gender imbalance is prevalence in the text books of primary and secondary
education. Examples and illustrations of books are quite biased towards male.
Men or males have been shown in almost all the ‘productive’ works such as: push cart, ring bell,
through arrow, ride bicycle, carry post, work in forest, spray insecticide, build house, etc. and
females are shown in ‘non-productive’ works e.g. involved in relaxed activities such as listening to
radio, watching TV or in telephone conversation. The only work shown in the book done by
women is lifting water. Moreover, there is no woman’s involvement in the writing, editing or
publishing of most books (e.g. Lower Secondary Mathematics of Grade VII, Agricultural education
of Grade IX and X).
Educational Institutions
Students of Pre-Primary, Primary, and lower Secondary study in 10 types of schools under three
streams of education. Table-6 below provides total number of schools covered, teachers working
therein, and pupils enrolled in those schools.
Table -6: Number of primary schools by type, teachers and enrolment in 2005
Type of School
Govt. Primary Schools
Registered NGPS
Non-registered NGPS
Experimental Schools
Ebtedayee Madrasahs*
Kindergarten
NGO Schools
Community Schools
Primary Sections of High
Madrasahs*
Primary Sections of High
Schools*
Total:
Source: BANBEIS
Enrolment in Schools
Number of
Schools
37672
19682
946
54
6768
2281
289
3027
No. of Teachers
Total
Female
162084
71740
76566
22833
3456
2200
223
84
28294
2986
18937
10108
1175
713
8773
6368
Number of students
Total
Females
9483891
4848049
3572686
1802605
158059
78186
9828
4762
849755
401624
246286
105658
37690
18867
425992
218939
8329
32206
2218
1146138
499649
1353
80401
13075
344789
5740
124990
295333
16225658
156098
8134437
Baseline Survey of PEDP-II indicates that the Gross and Net Intake Rates in grade 1 and Gross and
Net Enrolment Rates (grades 1 to 5) have been calculated from the enrolment figures reported in
the baseline data using the above mentioned national and district level single-year age populations.
Table-8 shows indicators of access and participation with Gender parity index all over the country.
Table-7: Intake and Enrolment Rates and Gender Parity Index
Gross Intake Rates
Net Intake Rates
Gender
Gender
Statistical
Parity
Parity
measures Males Females
Males Females
Index
Index
(G/B)
(G/B)
National 105.9% 111.0% 1.05
93.3% 96.1% 1.03
average:
Highest
117.6% 118.8% 1.16
99.9% 100.0% 1.09
value at
district
level:
86.6% 90.0% 0.96
80.0% 86.7% 0.98
Lowest
value at
district
level:
Range:
31.0% 28.8% 0.20
19.9% 13.3% 0.11
SD
7.2% 6.8%
4.1% 2.9%
Gross Enrolment Rates Net Enrolment Rates
Gender
Gender
Parity
Parity
Males Females
Males Females
Index
Index
(G/B)
(G/B)
91.2% 96.2% 1.05
87.1% 91.6% 1.05
115.1% 113.7% 1.20
99.8% 99.9% 1.20
70.8% 74.8% 0.91
65.4% 70.2% 0.91
44.3% 38.9% 0.28
9.0% 8.2%
34.4% 29.6% 0.29
7.1% 6.9%
Source: Baseline Survey, PEDP-II, 2006.
Both the intake and enrolment rates are usually estimated on gross and net basis.
5.2 Core EFA MDA indicators
5.2.1 Gender Parity Index for Adult Literacy
Literacy in Bangladesh is defined as “the ability to read, understand, interpret, communicate and
compute in verbal and written forms in varying contexts. In involves a continuum of learning that
enables individual to develop their potentials and knowledge-base and to participate fully in
community affairs and wider social and developmental context (MoPME, 2006). ”
Following this definition Adult Literacy Rate in Bangladesh is 54.8% with 60.31% males and
48.90% females. The ALR in urban areas is 82.18% for both sexes, with 86.33% males and 77.41%
females. The ALR in rural areas is 52.40% with 57.95% males and 48.50% females. The Gender
Parity Index is 0.81 (Source: Child Education and Literacy Survey, MoPME, 2006).
5.2.2 Gender Parity Index (GPI) for GER in ECCE
Bangladesh children of the age-group 3-5 are considered target population of ECCE. The
population of this age-group has been found to be 9657954 with break-up of 4945069 males and
4712885 females. The total GER for ECCE has been found to be 11.40% in 2005 with a break-up
of 11.26% males and 11.55% females. The GPI is 1.03.
5.2.3 Gender Parity Index for GIR in Primary Education
The GIR13 reflects the level of access to primary education. The Baseline Survey revealed overall
GIR of 108.4%, (males 105.9% and females 111.0%). The GIR was higher for females than for
males all over the country with the exception of few districts i.e. Panchagarh, Kurigram, Meherpur,
Narail, Satkhira, Khulna, Jamalpur, Noakhali, Jhalokathi, Patuakhali, Bhola and Moulovibazar
districts. Gender gap is in favor of females by 5.1% at national level.
The highest GIR for males was found in the island district of Bhola (117.6%) followed by Tangail
(116.9%), Meherpur (116.2%), Satkhira (116.1%), Kurigram (114.7%), Narail (114.5%) and
Gaibadha (114.0%) in descending order and the highest GIR for females was in the northern district
of Thakurgaon (118.8%) followed by Rangpur (118.3%), Bhola (117.1%), Sunamgonj (116.6%)
and Mymensingh (116.4%).
The GIR was the lowest for males in Gazipur and for females in Chittagong districts; it was 86.6%
and 90.0% respectively.
The figure-2 compares GIR for males and females through plotting the points of intersection of the
two; the closer the two rates are to each other, the closer the point of intersection will be to the
diagonal (line of equal rates). If the point of intersection is away from the diagonal it indicates that
the two rates are not equal. As in the figure below, GIR for males is shown on the X-axis and that
for females is shown on the Y-axis, the points of intersection appearing below the diagonal line
mean higher GIR for males than that for females, and vice versa. The same explanation applies to
Figures 4, 5, and 6.
Figure-2
Girls Gross Intake Rates
Gross Intake Rates of Boys and Girls
125%
120%
115%
110%
105%
100%
95%
90%
85%
80%
75%
70%
70%
GIR in favor of girls
GIR in favor of boys
75%
80%
85%
90%
95%
100% 105% 110% 115% 120% 125%
Boys Gross Intake Rates
13
Total number of new entrants in the first grade of primary education, regardless of age, expressed
as a percentage of the population at the official primary school-entrance age. (EFA, the year 2000
assessment, technical Guide, UNESCO, 1998)
Source: Baseline Survey, PEDP-II, 2006.
Disaggregation of Children from religious minorities
Table-8: Enrolment of children by religion
Religion
GPS
Males
Females
Islam
Hinduism
Buddhism
Christianity
Others
Total
4220089
396490
35817
5067
1663
4659126
4438112
386859
31277
4642
1592
4862482
Total
RNGPS
Males
Females
Total
8658201
783349
67094
9709
3255
9521608
1593889
167637
12963
2605
1785
1778879
1630907
161080
11196
2436
1733
1807352
3224796
328717
24159
5041
3518
3586231
Further data collection might be needed to ascertain the rate of enrolment of and percentage
of out-of school children by religious groups.
Distribution of Children by Ethnicity
Tribal children (Indigenous children)
The Table below provides enrolment of tribal children by gender in GPS and RNGPS.
Table-9: Enrolment of tribal children
Male Femal
Type of schools
Total
s
es
53068 47271
100339
GPS
26534 25847
52381
RNGPS
79602 73118
152720
Total
It seems from the data that contrary to general trend in Bangladesh of higher enrolment rates of
females compared to males, lesser females are enrolled in schools compared to males in case of
special needs children, be it physically disabled children, or children from religious minorities or
tribal children.
However, the percentage of female enrolment in Technical and Vocational institutions is much
lower than males (14.32% in Votech Training Institutions and 10.63% in Polytechnic Institutions).
Percentage of female teachers in Primary education is only about 38 (DPE) and far behind achieved
the GoB target (60%). The target for recruiting female teachers in Secondary school is 30 percent
whereas there only 20.28 percent female teachers have been serving the schools. The percentage of
women teachers in the vocational and Technical education presents a gloomy picture: where about
10 to 11 percent of women are engaged in teaching.
5.2.4 Gender Parity Index for NIR in primary Education
NIR14 gives a more precise measurement of access to primary education of the eligible primaryage population than does GIR. This survey indicated that NIR was 94.7% (males 93.3% and
Females 96.1%). Same as the GIR, the NIR is higher for females than for males all over the
country, with the exception of Rangpur, Lalmonirhat, Kustia, Satkhira, and Habigonj and
Moulovibazar districts. Again, the national gender gap incase of NIR was in favor of females by
2.8%.
The NIR was the highest for both males and females in Mymensingh district. It was 99.9% and
100.0% respectively and the lowest for both males and females in Gazipur district where it was
80.0% and 86.7% respectively. Figure 3 below provides a comparison of NIR for males and
females
Figure-3
Net Intake Rates of Boys and Girls
100%
98%
96%
94%
Girls
92%
NIR in favor of girls
90%
88%
86%
84%
NIR in favor of boys
82%
80%
80%
82%
84%
86%
88%
90%
92%
94%
96%
98%
100%
Boys
Source: Baseline Survey, PEDP-II, 2006.
Range of GIR was about 31.0% for males and 28.8% for females whereas the range of NIR for
males was 19.9% and the range of NIR for females was 13.3%. Dispersion as measured by the
standard deviation (SD) is about 7.2% for males and 6.8% for females in case of GIR, and 4.1%
and 2.9% for males and females respectively in case of NIR meaning that the magnitude of
difference with respect to GIR and NIR among districts is not significant.
5.2.5 Gender Parity Index for GER in Primary Education
Gross Enrolment Rate expresses the extent of participation and involvement of children in primary
or secondary education, regardless of their official age. In 2005, the population of the age-group 614
New entrants in the first grade of primary education who are of the official primary schoolentrance age, expressed as a percentage of the population of the same age. (EFA, the year 2000 assessment,
technical Guide, UNESCO, 1998)
10 years has been estimated to be 17315296. The GER has been estimated at 93.7% with break-up
of 91.2% males and 96.2% females. The GPI has been 1.05.
Gender Parity Index for GER in Secondary Education
In 2005, the population of the age-group 11-15 years has been estimated to be 17341888. Out of
this population 10531392 are in junior secondary and 6810496 are in secondary.
Gross Enrolment Rate for junior secondary students is 48.05% for males and 51.95% for females.
The GPI is 1.08.
Gross Enrolment Rate for secondary students is 49.15% for males and 50.85% for females. The
GPI is 1.03. (Source: BANBEIS, 2006)
5.2.6 Gender Parity Index for NER in Primary Education
The Net Enrolment Rate (NER) determines the number of official age-group children enrolled in
primary education. In 2002, the NER in Bangladesh was 85.07% which roles to 87.2% in 2005. The
NER is 84.6% for males and 90.1% for females with a GPI of 1.07.
Gender Parity Index for NER in Secondary Education
With regard to junior secondary education (grades 6-8) the NER for males is 48.17% and 51.83%
for females with a GPI of 1.08. In case of secondary education (grades 9-10) the NER for males is
49.27% and for females 50.73% with a GPI of 1.03.
5.2.7 Gender Parity Index for Survival Rate to Grade-5
15
Survival rate to grade 5 of the primary education is of particular interest because the completion
of at least four years of schooling is commonly considered a pre-requisite for a sustainable level of
literacy. Figure-4 on the following page provide district-wise comparison of survival rates for
males and females.
Figure-4
15
Survival rate is the percentage of a pupil cohort who enrolled in the first grade of primary
education in a given school-year and who eventually reach grade 5. (EFA, the year 2000 assessment, technical
Guide, UNESCO, 1998)
Districts wise Survival Rates
M o ulo viba za r
Ha biga nj
S ylhe t
S una m ga nj
B ho la
P a tua kha li
B a rguna
J ha lka thi
P iro jpur
B a ris a l
Districts Name
B a nda rba n
R a nga m a ti
Kha gra c hha ri
C o x's B a za r
C hitta go ng
F e ni
No a kha li
La ks hipur
C ha ndpur
C o m illa
B ra hm a nba ria
Go pa lga nj
S ha ria tpur
M a da ripur
F a ridpur
R a jba ri
M uns higa nj
Na ra ya nga nj
Dha ka
M a nikga nj
Na rs ingndi
Ga zipur
Ta nga il
Kis ho re ga nj
Ne tro ko na
M ym e ns ingh
S he rpur
J a m a lpur
B a ge rha t
Khulna
S a tkhira
Na ra il
J e s s o re
M a gura
J he na ida h
C hua da nga
M e he rpur
Kus htia
P a bna
S ira jgo nj
Na to re
R a js ha hi
Na wa bga nj
Na o ga o n
B o gra
J o ypurha t
Ga iba ndha
Kurigra m
La lm o nirha t
R a ngpur
Nilpha m a ri
Dina jpur
Tha kurga o n
P a nc ha ga rh
20%
25%
30%
35%
40%
45%
Boys
50%
55%
60%
65%
70%
75%
Girls
Source: Baseline Survey, PEDP-II, 2006.
Thus, it can be seen that overall survival rate is 53.9% (males 51.7% and females 56.1%). The
survival rates are generally higher in case of female students all over the country, with the
exception of Panchagarh, Gaibandha, Sherpur and Mymensingh. It may mean that female students
have higher possibilities of completion of primary cycle as compared to male students.
The highest survival rate was 69.5% in Dhaka (male students 65.9% and female students 73.1%)
followed by Munshiganj (65.0%), Khulna (64.4%), Rangmati (63.3%), Feni (63.0%), Chapai
Nawabganj (62.9%), Gazipur (62.5%), Narayangonj (62.4%), Jessore (60.3%) and Gopalgonj
(60.0%). The top ten districts with the higher survival rates included 5 districts of Dhaka division, 2
districts of Khulna division, 2 districts of Chittagong and 1 district of Rajshahi division.
The lowest survival rate was 27.1% in Sherpur district (male students 27.8 and female students
27.1%) followed by Bhola (30.5%), Netrakona (30.8%), Jamalpur (31.3%), Gaibandha (33.0%),
Pabna (34.1%), Sunamgonj (35.9%), Mymensingh (35.9%), Rangpur (36.6%) and Nilphamari
(38.0%) It indicates that the survival rate was lower in some river eroded and economically
disadvantaged districts.
The survival rates vary between the highest 70% and the lowest 27% (range of 43%). The standard
deviation (SD) shown of survival rate for male and female students was 9% and 11% respectively.
5.2.8 Gender Parity Index for Transition Rate to Secondary Education
Transition from primary education16
Although Bangladesh has successfully expanded access to the majority of their children to primary
and secondary education, some children are still remaining as minority (globally, sometimes called
the “last 10%”, though it might be more or fewer). They are termed as “hard to reach” category, not
responsive to general “pro-poor” policies. Certainly, these children are poor, and a disproportionate
number are females. However, almost without exception, they are also affected by different forms
of social exclusion, for example on the basis of caste, ethnicity, language, disability or citizenship
status (e.g. refugee). These are the multiple-vulnerable children, often living in isolated
communities with languages and cultures that differ from the mainstream. Many live in severely
stressed families (subject to natural disasters, people in ‘char’, ‘haor’ areas, remote rural areas,
migrated to urban slums, indigenous communities) in families constantly displaced or on-the-move
(subject to river erosion, bedey community)17, in refugee camps, as orphans in women-headed
households, in other people’s families, in institutions, or alone on the street. They are almost
certainly be working for survival, but many are “hidden” from public view: e.g. caring for younger
siblings, working as migrants in the informal economy, working as bonded laborers, is in prison or
correction homes, abused and exploited as child sex workers or domestic servants, or even
trafficked across international borders. Others are disabled children, kept hidden away at home.
Some may have access to the ‘special need schools’ (under the Ministry of Social Welfare). These
groups are at greater risk for drop- out and non completion of education, as well as learning less,
and benefiting less from education.
Students are in the transition
•
•
Socially excluded
With any type special needs
16
Nasreen, Mahbuba, 2007, Preparing the Skill Development Project, GoB, Technical Assistance (PPTA), Asian Development Bank
TA 4799 - BAN
17
Nasreen, Mahbuba and Sean A. Tate, 2007, Social Inclusion: Gender and Equity in Educational
SWAPs in South Asia: Bangladesh Case Study, UNICEF, Dhaka.
•
•
•
•
Who are shifting their education setting
Who are leaving educational institution
Who are entering in the job market
Adolescent students
Data collected by the Directorate of Primary Education (DPE), shows that although there is a
gradual improvement in the dropout situation, almost half of the students in primary education is
still dropping out. The average dropout rate was 12 percent in each grade (Table-10).
Table-10: Dropout Rate
YEAR
DROP OUT RATE (COHORT)
1998
49.90
1999
49.60
2000
48.30
2001
47.20
2002
46.40
2003
49.40
2004
48.00
Source: DPE, MOPME, 2005.
These children are always at transition stage and vulnerable to exploitation. They are not absorbed
in the skilled formal or informal labor market. Whereas in the developed world transition stage and
generating employment opportunities are the responsibility of the state, in Bangladesh such doors
are closed. Without any linkage with vocational training these children are growing as
‘unproductive’ citizen of the country. The primary education in Bangladesh does not provide life
skill and therefore the dropout children (more form grade IV-16.1%) have to look for their own
livelihood. Moreover, the entry point into the formal or informal vocational training institutions is
class eight, which do not include the vulnerable children. Below is a case study of a child who is
keen to have vocational training but is unable due to his poor academic level. In Kaosar’s story one
can see the need of technical and vocational training in the transition period.
Kaosar Mia, a 12 years old boy, is working at an automobile workshop. His father is a rickshaw
mechanic and earn very little to run a family of six: Kaosar, his mother, two sisters and a brother.
All of his siblings are younger than Kaosar. His parent migrated to Dhaka from Kishoreganj before
Kaosar was born. They live in Duari Para of Pallabi, Mirpur. Kaosar completed his primary
education from Dhaka Ahsania Mission School but failed to enter in to secondary school as his
parent could not afford it. His mother became a member of NGO, borrowed loan, which was spent
on family sustenance. Kaosar had to give up the hope of further education and had to enter in the
automobile workshop as helper. He gets about 10 to 15 Taka per day. “I have to do all type of
works, whatever malik (the employer) says as I don’t have training on specific area”, Kaosar said.
He wishes to get enrolment in the UCEP school, continue his study up to class eight and later get
training on technical education. Seeing others in the locality, Kaosar already talked to a person at
UCEP. Kaosar believes that if he “learns the work properly he will get a good job or chakri” with
high salary. He knows that Government provided technical education is far more expensive than
UCEP and that is why he is keen to have admission under UCEP, which is “free and of good
quality”. (Nasreen, Case Study, 13 April, 07).18
18
The Baseline Survey on child workers in road transport sector in Bangladesh revealed that
85,619 child workers are engaged in road transport activity across 9,873 locations/sites across the
Transition from secondary education
Researchers19 pointed out that there is a relatively high transition rate form primary to secondary
level, however, effective participation beyond initial entry into secondary schools remains low. The
study identified four zones of social exclusion and vulnerability:
Zone 1: Children without Access
Zone 2: Dropout/ Push out
Zone 3: Virtual/ Silent Dropout
Zone 4: No transition to/Early Dropout from Secondary Stage
It has been pointed out that there are many reasons for no transition to or early dropout from
Secondary education20. Overall 11 percent more females are enrolled in the Secondary schools but
more males complete the education than females. Gaps are also observed in the rural and urban
areas: 43.6 percent net enrolment in the rural areas and 54.0 percent in the urban areas. Only 18
percent of the children living in urban slums are enrolled. Seventy five percent of the children of
mothers, who are educated up to secondary level, are enrolled in the secondary schools whereas
only 31% children of mothers with no formal education are enrolled. The reasons for not enrolment
are also of many folds of which poverty (48.1%), child dislikes the school/ classroom practices
(23.6%), child working outside the homes (11.1%) and disability (2.3%).
Adolescents of the developing countries who are not in school or dropout from education sector are
neglected by the state. The labor markets of Bangladesh do not provide promotional opportunities
for this group to transform them as human capital. As a result they hold a lower status in the society
and can make a meaningful choice of career. There is an urgent need of bringing the adolescents to
help their transition in a productive manner. Study21 shows that rural female adolescents were 9
percent less likely to be involved in employment than the urban adolescent females. These rural
female adolescents remained both out of school and out of employment.
Below is a case study of a dropout girl working in a Garment factory.
Moni, a 16 years old girl, hailed from a poverty prone district Gaibandha of Northern part of Bangladesh.
Her father, who was a farmer, died when she was only 7/8 years old. Her mother had to sell the property to
continue the education of their two daughters. However, she (her mother) could not continue the support for
country. The sector is predominantly in urban areas and only male children are engaged in this
sector (Shamim, Ishrat and Hossain, K.h. Mokaddem, The Perception of Parents towards the
Education System and its relative benefits for themselves and their children and why they would
consider early employment as preferred option), ILO, 2006.
19
Ahmed, Manzur et al. 2007, Access to Education in Bangladesh: Country Analytic Review of
Primary Education, BRAC University, Institute of Educational Development.
20
Also see Education Watch 2005, CAMPE. It has been mentioned in the report that there is lack
of data on the transition or state of participation in the Secondary education.
21
Rahman, Mahjabeen and Munshi Sulaiman, 2006, Transition to the Labor Market: What
Opportunities does it hold for Adolescents in Bangladesh?, Research and Evaluation Division,
BRAC.
her daughters’ education as she had to sell her land to marry off the eldest daughter and to run the family.
Moni’s elder sister studied up to SSC but she had to leave school while she was in grade seven. Her mother
left the village to look for work at Dhaka leaving Moni with her relatives. It was difficult for her to bear the
educational expenses of Moni. Moni’s mother returned to home with the news that she could be involved in
the garment factory as her sister’s daughter was also doing the same. Currently the mother and daughter are
living in the Beribadh areas of Adabar with her aunt (mother’s sister). Moni does not have any training as
she joined the factory from the next day she has migrated to Dhaka. She is not aware of any training. “I have
not seen a single sun rise or sun set since I am in Dhaka”, Moni grieved. She does not think that she could
develop her career doing such a monotonous job. She believed that she can go back to ‘normal’ life if she
gets higher level skill training. (Nasreen, Case Study, 13 April, 2007).
Challenges remain
Failure in retaining females is still the most challenging issue for various education programs. It is
evident that quality of secondary education, especially of females did not improve as it was
expected. The lower completion rates of females in SSC are mostly related to their gender identity
and to socio-cultural factors like extreme poverty, lower socio-cultural status, early marriage, and
insecurity while moving to and from school, lack of transport facilities, lack of toilets and drinking
water facilities and insufficient number of women teachers. Furthermore, there is less scope for
females to participate in co-curricular activities. It is also evident that women teachers are facing
gender specific problems such as no appropriate common room or separate toilets22. Moreover,
only a little proportion of women teachers has received training relevant to the position they hold23.
An integrated monitoring and Tracer study revealed that both parents and dropout females are
suggesting for technical and vocational training as a part of secondary education so that students,
especially females can find a meaning of being educated24.
5.2.9 Percentage of Female Enrolment in Primary Education
In 2005, the total number of students in primary grades 1-5 was 16.2 million of whom 8.13 million
were females, that is 50.13% (Source: Table-2, Bangladesh Educational Statistics, BANBEIS,
2006).
Percentage of Female Enrolment in Secondary Education
In 2005, the total number of students enrolled in secondary education was 7.4 million of whom 3.9
million were females, that is 52.28% (Source: Table-14, Bangladesh Educational Statistics,
BANBEIS, 2006).
Percentage of Female Enrolment in Vocational and Technical Education
In 2005, total number of students enrolled in technical and vocational education institutions was
241336 of whom 62562 were females, that is, percentage of female enrolment in TVET was
25.92% (Source: Table-7, Bangladesh Educational Statistics, BANBEIS, 2006).
22
Nasreen, Mahbuba, 2007. Summery of Gender Action Plan, Teaching Quality of Improvement of
Secondary Education Project (TQI-SEP), MOE
23
24
For more see Draft report, TA SESIP 2, ADB-BAN, 2005, Section ‘Gender and Underserved Communities by Nasreen, Mahbuba.
Integrated Monitoring and Tracer Study on Female Secondary Program under Secondary Education
Sector Improvement Project (SESIP), 2005, Ministry of Education, Government of the Peoples
Republic of Bangladesh.
5.2.10 Percentage of Female Teachers in Primary Education
In 2005, the total number of teachers in primary level schools/ institutions was 344789 and the
number of female teachers was 124990, that is 36.25% (Source: Table-1, Bangladesh Educational
Statistics, BANBEIS, 2006).
Percentage of Female Teachers in Secondary Education
In 2005, the total number of teachers in junior secondary and secondary level institutions was
232929 of whom 26983, that is, female teachers were 9.65% (Source: Table-12, Bangladesh
Educational Statistics, BANBEIS, 2006).
Percentage of Female Teachers in Vocational and Technical Education
In 2005, the total number of teachers in TVET institutions was 18191 of whom 3208 were females,
that is, the percentage of female teachers in TVET was 17.64% (Source: Table-7, Bangladesh
Educational Statistics, BANBEIS, 2006).
5.2.11 Percentage of repetition of females and males in primary and secondary levels
In 2005, the repetition rate in primary education grades was 10.5% with break-up of 10.7% males
and 9.6% females (Source: Table- 3/ 4 of PEDP-II, Baseline Survey, 2006).
In 2005, the repetition rate in secondary education level was 8.14% with a break-up of 8.23% males
(Source: Table-17.1, Bangladesh Educational Statistics, BANBEIS, 2006).
Additional EFA MDA Indicators
5.3 Additional Indicators
5.3.1 Percentage of female school principals/ administrators
Number of teachers in Primary Schools and other Primary level institutions is 182705, of whom
53250 or 29.1% are females. At the secondary level, the number of teachers is 238158 of whom
48290 or 20.27% are females.
It is not known how many of these female teachers are in management of schools/ institutions; but
an intelligent guess is that 10% of female teachers work as Head Teachers/ Principals, and 100% of
schools for female students are managed by female Head Teachers/ Principals.
5.3.2 Percentage of female staff holding senior positions within the Ministry of education
Participation of females in management and teaching jobs in MoE, MoPME, DHSE and DPE are
high- it is about 20%.
5.3.3 Percentage of female teachers vis-à-vis percentage of male teachers who have
participated in in-service teachers training programs
There are two categories of teachers training institutions for the teachers of primary and secondary
levels. These are Primary Training Institute (PTI) for primary and Teachers Training College
(TTC) for secondary teachers. All of the PTI (54) are managed by government whereas most TTC
are managed by private institutions. It is evident from Table 3 that out of 99 TTC only 14 are
managed by government and the rest (85) are privately run. In both teachers training categories
percentage of female is lower than male. However, the number of private TTC are high, the quality
of training of most of the private TTC are questioned and is currently under investigation (TQISEP, 2007).
Table-11: Teachers participation in in-service teachers training
Number of teachers participated in in-service training institutes in 2005
Institution (Number)
Female
Primary Training Institute
(public-54)
5176
(39.74%)
Teachers Training College (TTC
for secondary; Private-85;
Public-14)
7237
(39.86%)
Male
Total
7849
13025
(60.26%)
10919
(61.14%)
18156
Source: BANBEIS, 2006
5.3.4 Gender Development Index (GDI):
Life expectancy at birth is 61 years for both men and women and, hence, the GDI is 1: 1. The Adult
Literacy Rate is 54.8% with 60.31% males and 48.9% females, which indicates women’s inequal
access to education resulting from their lower status in the society (BBS, 2003).
5.3.5 Gender Empowerment Measure (GEM)
The gender empowerment measure of 2004 ranks Bangladesh 76th out of 78 countries in women’s
development, which is clearly shows that increased enrolment has contributed little towards
women’s empowerment.
5.3.6 Percentage of schools with separate toilet facilities for females and males
It is evident from the PEDP II Baseline Survey that thirty seven percent government primary
schools reported availability of separate toilets for females whereas 32% GPS reported separate
toilets for males. Sixty two percent schools reported common toilets.
5.3.7 Ratio of females to males in enrolment in:
In ECCE the total number of students is 1101395 with a break-up of 544558 females and 556837
males, indicating a female to male ratio of 49: 51.
In Primary Education the total number of students is 17315296 with a break-up of 8446486 females
and 8868810 males. This indicates a female to male ratio of 49:51.
In Secondary Education the total number of students is 2865863 with a break-up of 1457395
females and 1408468 males. This indicates a female to male ratio of 51: 49. The ratio of females in
secondary education is higher because of incentives, like scholarship/ stipends and enactment of
law against early marriage (18 years).
Literacy and Non-Formal Education
Contrary to the overall and general trend of females’ enrolment in schools being higher than or at
par to that of males, the enrolment of females with physical disabilities is lower than that of males
both in GPS and RNGPS. Perhaps, females having physical disabilities are more unlikely to be sent
to schools compared to males having similar disabilities.
Table-12: Enrolment of children having physical disabilities
GPS
RNGPS
Type of disability
Femal
Femal
Total
Total
Males
Males
es
es
Physical handicap
4601
3190
7791
1774
1335
3109
Poor eyesight
2364
1765
4129
795
678
1473
Short of hearing
1355
1198
2553
599
500
1099
Problem in speech
4851
3128
7979
1888
1323
3211
Intellectual/mental
5554
4965
10519
1777
1592
3369
Others
196
129
325
79
44
123
Total
18921
14375
33296
6912
5472
12384
Although the data about number of 6-10 years old children by gender and by type of physical
disabilities were also collected for the catchments area of each school but the same have not been
used for reporting %ages of physically disabled children enrolled or %age of physically disabled
children out of school for the reasons of quality of data.
Table-13: Core EFA MDA indicators
Indicators
1
2
3
4
5
6
7
Gender Parity Index for:
Adult Literacy
Gender Parity Index for:
GER in ECCE
Gender Parity Index for:
GIR in Primary Education
Gender Parity Index for:
NIR in Primary Education
Gender Parity Index for:
z GER in Primary Education
z GER in Secondary Education
Gender Parity Index for:
z NER in Primary Education
z NER in Secondary Education
Gender Parity Index for:
Survival Rate to Grade 5
0.81
1.02
1.05
1.03
1.05
1.03
1.05
1.02
1.04
0.98 (indigenous
community)
8
9
10
11
Gender Parity Index for:
1.08
Transition Rate to Secondary Education
Percentage of Female enrolment in
z Primary Education (%)
50.13
z Secondary Education (%)
51.35
z Vocational
and
Technical 14.32 (Votech Training Inst)
Education (%)
10.63 (Polytechnic)
38 (DPE)/36.25 (BANBEIS)
Percentage of Female teachers in
36.25
z Primary Education (%)
20.28
z Secondary Education (%)
9.47 (VotecTraining Inst)
z Vocational
and
Technical
10.94 (Polytechnic)
Education (%)
Percentage of repetition of females and Females: 9; Males: 10.7 (Primary)
males in primary and secondary levels
Source: BANBEIS EDUCATIONAL STATISTICS, 2006; Statistical Year Book, 2002; Baseline Survey, PEDP II,
MoPME, 2006
Summary
Bangladesh has enjoyed success in achieving gender parity and increasing significantly enrolment
of women in primary and secondary schools. The gender gap is closing at an impressive pace. For
example, the total number of female students in all types of institutions of primary education is
8134437 or 50.13% of all students.
The Baseline Survey of PEDP-II, DPE, 2005 and Bangladesh Educational Statistics, BANBEIS,
2006 show that indicators of access and participation of female students at the national level have
Gross Intake Rate (GIR) of 111% as against 105.9% male students, with a Gender Parity Index
(GPI) 1.05. The Net Intake Rate is also impressive - 96.1% of females as against 93.3% males,
having GPI of 1.03.
The Gross Enrolment Rate (GER) of female students at the national level has been found to be an
impressive 96.2% as against enrolment of 91.2% of male students, with GPI of 1.05. Net Enrolment
Rate (NER) of female students is 91.6% as compared to net enrolment of 87.1% of male students,
having GPI of 1.05.
Survival Rate to Grade-5 of the primary education is of particular interest because the completion
of at least four years of schooling is commonly considered a pre-requisite for a sustainable level of
literacy. It has been found that overall Survival Rate to Grade-5 has been 53.9% with a break-up of
females at 56.1% and males at 51.7%, having a GPI of 1.09.
Transition Rate to secondary education is also in favor of achieving gender parity. For example, TR
for female students is 86.6% as compared to TR for male students at 80%, having a GPI of 1.08.
Enrolment of female students in Technical and Vocational Education Training (TVET) institutions
is much lower than that of male students. In Polytechnic Institutions enrolment of female students
is 14.32% and that in Vocational Training Institutions is 10.36%.
Appointment of female teachers in primary, secondary, and vocational and technical institutions is
not contributive to gender parity. For example, in primary education, secondary education, and
vocational and technical education, female teachers are 38/ 36.25%, 20.28%, 9.47% and 10.94%
respectively.
Bangladesh has been trying to ensure gender equality in different sectors of development since
several World Declarations and International commitments. The result of such attempts has been
reflected in achieving gender parity in education, especially in primary and secondary education.
However, gender gap is still observed in providing quality education to females. Researchers
pointed out several factors, such as extreme poverty, lower socio-cultural status of females than
males, early marriage, insecurity, lack of transport or communication facilities, lack of toilets and
drinking water facilities, insufficient number of female teachers and others, which has been
contributed to such gender gap in achieving quality education. These factors are related to females’
gender identity, which also contributes to the dropouts of females from education system.
The constitution of Bangladesh guarantees equal opportunities for all women and men in the
country. Since then there have been gradual reforms within the national policy environment
towards gender equity. The specific policies are: Formation of National Council for Women’s
Development (NCWD) and National Policy for Advancement of Women (NPAW) within the
framework of the Convention on the Elimination of All Forms of Discrimination Against Women
(CEDAW) and a follow up of Beijing Conference on Women; National Action Plan (NAP) as a
follow-up to the Beijing Platform of Action (PFA); Ministry of Women and Children Affairs
(MoWCA); Parliamentary Standing Committee for MoWCA; Inter-ministerial Coordination and
Evaluation Committee; The Institutional Review of WID Capability of Government of
Bangladesh/WID Focal Points; WID Coordination Committees at the District and Upazila Levels;
The Fifth Five-Year Plan (1997-2002); Poverty Reduction Strategy Paper (PRSP). Bangladesh has
also ratified CEDAW with reservation on two of its article (Article 2 and Article 16 ©. Although
there are reservations Bangladesh has adopted different policies and taken some actions towards
achieving CEDAW goals.
Significant policy reforms in context of CEDAW have been done for achieving gender equality
such as formation of National Council for Women's Development (NCWD). NCWD consists of 49
members and Prime Minister as the Chairperson, the National Council for Women's Development
(NCWD) was established in 1995. The members included Ministers, Secretaries of different
Ministries, representatives of civil society and women's organizations. Another strategy is adoption
of National Policy for the Advancement of Women (NPAW). The National Policy for the
Advancement of Women had been adopted within the framework of CEDAW and as a follow up of
Beijing Conference on Women. The policy goal was to eliminate all forms of discrimination
against women by empowering them so that they can be equal partners in development.
There is an inter-Ministerial Coordination and Evaluation Committee and women in Development
Coordination committees at the District and Upazilla levels which can monitor and assess Gender
related activities, encompassing various sectoral programs.
The National Council for Women’s Development is the most appropriate institution for policy
formulation across Ministries/ agencies with regard to gender issues and work as coordination
agency.
The NAP of MoWCA and that of MoPME are two different instruments, and it is necessary to
integrate the two as national NAP encompassing ministerial bifurcations. These could be combined
as EFA NAP, incorporating all NAPs into MoPME’s NAP-II.
There are 14 areas in the National Policy for the advancement of Women: Implementation of
women’s human rights and basic freedom; Elimination of all forms of discrimination against the
females child and enactment of necessary new laws towards that goals; Elimination of all forms of
oppression against women; Armed violence and women’s stand; Education and training; Sports and
culture; Ensure women’s active and equal rights in all activities of the national economy;
Alleviation of women’s poverty; Political empowerment of women; Administrative empowerment
of women; Health and nutrition; Housing and shelters; Women and the mass media and Specially
distressed women. There are also laws to combat violence against women such as Dowry
Prohibition Act 1980, Women and Children Prevention (Special provision) Act 1983 and so on.
Some NGOs reviewed existing laws that are discriminatory to women and have made
recommendation to change the policy. As a result government enacted laws against acid throwing
(The Acid Crime Control Act 2002) and amended the Women and Children Repression Prevention
Act 2000.
Some progress towards women’s empowerment and gender equality has been achieved in context
of access to primary and secondary education (PEDP II, Stipend Programs, TQI-SEP, Inclusive
Education) access to sanitation, introducing new laws, amendments of discriminatory laws and
some other areas has been achieved after the Beijing Platform. Issues addressed in PRSP are steps
forward to empower women and reinforce gender parity.
In context of core EFA MDA indicators it is evident that gender parity has been achieved especially
in Gross Enrolment Rate in ECCE (1.02), Gross Intake Rate (1.05) and Net Intake Rate (1.03) in
Primary education, Gross and Net Enrolment Rate in both Primary (1.05) and Secondary (1.02)
education. Data also shows that Survival Rate to Grade 5 (1.04) and Transition Rate to Secondary
Education (1.08) are also in favour of achieving gender parity. In Secondary education transition
rate of females is much higher than males due to policy initiatives taken by the GoB and
Development partners, for example, introduction of females stipend program. This is also evident
in context of percentage of females’ enrolment in Secondary education (51.35%). The repetition of
females and males in primary level is 9 for females and about 11 (10.7) for males.
However, the percentage of female enrolment in Technical and Vocational institutions is much
lower than males (14.32% in Votech Training Institutions and 10.63% in Polytechnic Institutions).
Percentage of female teachers in Primary education is only about 38 (DPE) and far behind achieved
the GoB target (60%). The target for recruiting female teachers in Secondary school is 30 percent
whereas there only 20.28 percent female teachers have been serving the schools. The percentage of
women teachers in the vocational and Technical education presents a gloomy picture: where about
10 to 11 percent of women are engaged in teaching.
The present policies and programs thereunder are not gender sensitive towards gender parity and
equality. These need to be re-organized to be pro-active to gender issues.
Budget for gender-specific activities of the government is not noteworthy, except in education
sector, while the national inter-sectoral distribution of expenditure is 24.21% is for females as
against 75.79% for males’ development expenditure on education is 49.20% for females as against
50.80% for males.
Gender-gap in education enrolment is narrowing because of policy encompassing female students
for participation. The present ratio of male and female students is 51: 49. The overall percentage of
female teachers is 38%, as against 60% of posts of all teachers is reserved for female teachers.
The Second Primary Education Development Program (PEDP-II) has placed extra emphasis on
Inclusive Education in favor of the disadvantaged segment of population.
The Ministry of Education has launched a project, Teaching Quality Improvement in Secondary
Education Program (TQ- SEP), addressing problems of quality teaching, equitable access under the
gender and inclusive education framework, improve enrolment and students’ achievement.
It can be concluded that although some progress towards women’s empowerment and gender
equality has been achieved after the Beijing Platform, gender parity is still a challenge in many
respects due to weak implementation, abuse and misuse of laws and women’s lower socioeconomic status in society.
GOAL 5: GENDER PARITY AND EQUALITY AT A GLANCE
1. Gender Parity and Equality runs across main stream Gender Indicators throughout the six goals of FEA.
2. Constitution of Bangladesh guarantees equal opportunities for all men and women.
3. Bangladesh is signatory of CEDAW.
4. The Ministry of Women and Children’s Affairs articulates interests of women.
5. Percentage and budget dedicated to gender programming
24.21% for women
6. Gender Equality in Primary Education
i) Student enrolment
GPI
1.0
ii) Quota for Women Teachers
60%
iii) Present Ratio of teachers
Males 51%
Females 49%
7. Gender Equality in Secondary Education
i) Student enrolment
ii) Teacher employment
8. Gender review of education plan
(review of curriculum, textbooks, facilities)
GPI
GPI
1.09
0.25
GDI
GPI
1: 1
0.81
Gender bias towards males
9. Gender Development Index
i) Life expectancy at birth
ii) Adult Literacy Rate
10. Gender Empowerment Measure
Bangladesh ranks 76th out of 78 countries
11. Ratio of females to males in enrolment
ECCE
Primary Education
Secondary Education
49: 51
49: 51
51: 49
On average
1.03
12. Gender Parity Index
(ECCE, Primary, Secondary, Vocational)
****** 0 ******
EDUCATION FOR ALL EFA MID‐DECADE ASSESSMENT, 2007 GOAL 6
QUALITY EDUCATION
Consultant: Nurul Islam Khan
UNICEF, Bangladesh
January, 2008
BANGLADESH EFA MID-DECADE ASSESSMENT, 2007
MEASURING PROGRESS TOWARDS EFAGOAL 6: QUALITY
EDUCATION
- Nurul Islam Khan
Goal Statement
EFA Goal 6: Improving all aspects of the quality of education, and ensuring excellence of all so
that recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy, and essential life skills
The Dakar Framework for Action considers that quality is at the heart of education, and what takes
place in classrooms and other learning environments fundamentally important to the future wellbeing of children, young people and adults. A quality education is one that satisfies basic learning
needs, and enriches the lives of learners and their overall experience of living.
Evidence over the past decade has shown that efforts to expand enrolment must be accompanied by
attempts to enhance educational quality if children are to be attracted to school, stay there and
achieve meaningful learning outcomes. Scarce resources have frequently been used for expanding
systems with insufficient attention to quality improvement in areas such as teacher training and
materials development. Recent assessments of learning achievement in some countries have shown
that a sizeable percentage of children is acquiring only a fraction of the knowledge and skills they
are expected to master. What students are meant to learn has often not been clearly defined, welltaught or accurately assessed.
Government and all other EFA partners must work together to ensure basic education of quality for
all, regardless of gender, wealth, location, language or ethnic origin. Successful education programs
require: (1) healthy, well-nourished and motivated students; (2) well-trained teachers and active
learning techniques; (3) adequate facilities and learning materials; (4) a relevant curriculum that can
be taught and learned in a local language and builds upon the knowledge and experience of the
teachers and learners; (5) an environment that not only encourages learning but is welcoming,
gender-sensitive, healthy and safe; (6) a clear definition and accurate assessment of learning
outcomes, including knowledge, skills, attitudes and values; (7) participatory governance and
management; and (8) respect for and engagement with local communities and cultures.
Quality Issue in NPA II
The NPA-II envisaged that all primary level institutions, formal and non-formal offer standardized
and quality basic education, providing a strong foundation which prepares children and others to
face challenges in higher education, training and broader life with confidence and success;
equivalence between formal and non-formal basic education and between different streams within
each firmly established at all levels.
6.1
Policy/System Indicators
6.1.1
Presence of standard tests for measuring learning achievement linked to national
curriculum
National Assessment (NA) Instruments exist, prepared by the National Curriculum and Textbook
Board (NCTB), which operates under the Ministry of Education (MOE) but has a Primary
Education Unit, headed by a Member and deals with development, printing and distribution of
curriculum and textbooks of the Ministry of Primary and Mass Education (MOPME). NA tests are
used for measuring achievement of acceptable levels of literacy and numeracy in primary
education. Passing rate is around 60 percent and qualifying marks start at 40 pc. NCTB has set 50
competencies that the pupils have to achieve on completion of primary education in five years.
6.1.2
Does the government participate in international learning achievement tests such as
TIMMS, PISA, EALAS, LAMP or some other multi-country initiative – and what were the
results or trends in terms of student performance?
MOPME has agreed to participate in LAMP. It was presented by an official of the UNESCO
Institute of Statistics (UIS) in 2006 in Dhaka in cooperation with the Bangladesh National
Commission of UNESCO, located at the MOE.
6.1.3
Presence of a system to give schools feedback on school and student performance on
national exams.
Primary education has no national public examination system as such. There was a Primary
Scholarship Examination, starting with participation by top 20 percent students. The pass rate was
67.35 percent in 2005, an improvement from 44.19 percent in 2002 (DPE, 2007).
This examination was limited to students of GPS until 2004. The participation scope was widened
to 30% (it actually rose to 31.57 percent in 2005) and also to students of some other categories of
primary schools in 2005, including kindergarten and NGO schools. The pass rates of entrants from
new institutions are indeed remarkable at over 89 percent. The Table below shows that participation
and more so the performance rates in primary schools have gone up quite appreciably:
Table 6.1.3.1: Primary Scholarship Examination Results, 2005
S. No Type of School
1
Total
enrolled
398,885
Absent
Appeared
363,066
Total
pass
251,066
Pass rate
(In %)
69.15
35,819
12,945
754
12,191
10,857
89.06
1,632
358
1,274
1,066
83.67
2
GPS excluding Model and
Experimental Schools
Government Model Schools
3
PTI Experimental School
4
RNGPS
132,932
12,079
120,853
65,094
53.86
5
Community Schools
11,920
1,475
10,445
4,673
44.74
6
NGO Schools
11,988
758
11,230
10,007
89.11
7
Kindergarten/Others
34,054
5,130
28,924
25,745
89.01
Total
604,356
56,373
547,983
368,508
67.25
Source and acknowledgement: DPE, 2007
The children who do not take the scholarship examination and those who drop out or join the
repeaters group are considered as completers and eligible to seek admission in grade VI of any high
school (under the Ministry of Education), subject to qualifying in the admission test, to join
secondary education.
A school leaving public examination was started in primary education on a pilot basis in select
areas in 2006. It would be extended further by phases to cover all Grade V children.
6.1.4
Presence of a National CFS Policy or Framework – or examples where holistic
approaches to improving school quality across the 5 dimensions have been implemented
It is being experimented on a model basis in 10 sub-districts. The “key dimensions of quality,
which include inclusiveness, effectiveness, safe/protective/healthy, gender friendliness and
involvement of community, parents and students” are recognized. These principles started with the
Intensive District Approach to Education for All (IDEAL) project supported by UNICEF has now
become part of the holistic PEDP II PSQL standards.
6.1.5
School Self Assessment tools and processes have been initiated, linked to school
planning, with active student, parent and community participation
Select primary schools are presented annual best performance awards, based on a set of selection
criteria. The good performance of select schools and students are highlighted in the award citation
but not provided to other schools as a matter of routine. Individual schools, however, keep track of
how and what attracts the awards winning schools and majority schools make efforts to be known
for good achievements.
There are two other strategies that circulate information about performance awards. This is done on
three levels. (a) Local Level Planning (LLP) program is already on in 36 districts and being
extended to the other 28; (b) an Upazilla Primary Education Plan (UPEP) is now prepared and
implemented as part of devolution of authorities, responsibilities and wider participation of the
communities. PEDP II is introducing School Level Improvement of Program (SLIP) that engages in
school level improvements with small grants.
While the LLP works at the school and individual school catchments level UPEP takes stock of
Primary Education situation in the sub-district, assesses needs, makes and implement plans for
improving the situation and achieving the targets set in the EFA, national and local plans.
6.1.6
What provision of quality standards for school environments exist – are they enforced
and are they child friendly?
The Second Primary Education Development Program (PEDP-II), 2004-2009, has established propoor primary school level quality standards as part of strategy for improving the quality of primary
education, named "Primary School Quality Levels" (PSQL) to ensure that every child has access to
the minimum inputs necessary as a foundation for an acceptable quality of Primary schooling, by
setting a floor, or minimum, for school and classroom attributes or characteristics required for
effective instruction and learning.
PSQL has identified 20 school level standards. Serious efforts are being made to practice and
realize the agreed child friendly standards.
6.1.7
What policies are in place regarding corporal punishment and what is the current
practice in classrooms? What is the situation in terms of violence in schools?
Corporal punishment in school is prohibited. Practice in classrooms is somewhat mixed and varied.
Reports suggest that some teachers tend to keep the fear factor alive, but may not go the length or
start it at all. PSQL standards of school-friendly environment and child-centered classroom
approach are beginning to have some impact.
6.2
Core EFA MDA Indicators
6.2.1
Survival Rate to Grade 5
Survival to Grade V is of special significance since completion of at least four years of schooling is
necessary to ensure a sustainable level of literacy and numeracy. Some studies also found that most
of the children completing grade V attain only Grade IV level competency (MOPME, PSPMP,
2001). The 2005 PEDP II baseline survey in primary education found that overall survival rate was
53.9% (boys: 51.7.0% and girls, 56.1%), with a cohort dropout rate of 47.1 percent. It shows that
nearly half the children could not make it to the end.
The piloting of school-leaving public examination in 2006 should make children and teachers work
harder in context of PSQL standards with more support for survival to Grade V and quality
completion. The system needs improvement in all spheres of primary education (re: PEDP II) to
enable children to pass the school leaving examination, with quality. MOPME has projected to
raise the competency rate of children at the end of Grade V from 45 percent in 2003 benchmark to
65 percent by 2009.
6.2.2
Percentage of Primary School Teachers having the Required Academic Qualifications
In response to Jomtien Declaration, the Government decided to increase the number of teachers in
primary schools as part of drive for increasing enrolment. One part of this strategy was to set a
quota of increasing the number of female teachers to 60 percent quickly. To attract more women,
their basic qualification was relaxed to Secondary School Certificate (SSC) or high school
graduation. For the male teachers the basic qualification of primary school teachers remained
unchanged at Higher Secondary Certificate (HSC). As the classrooms had to be provided with
teachers quickly because of rapidly increasing enrolment, teacher training was changed from oneyear pre-service to ten-month in-service training. By another strategy the schools were made to
work in double-shift which resulted in reduced contact hours. Ninety one percent of GPS are on
double-shift with a target of reducing the number by 31.1 percent by 2009. These changes have
affected the quality of teacher training and performance and with it the quality of primary
education, which has adversely affected all other tiers above and the system of education.
There are quite a number of serving primary school teachers with academic diplomas and degrees
such as Bachelor’s, Master’s, M. Phil, Ph. D. and Engineering. PEDP II proposes to recognize such
higher degree and provide incentives to encourage others. The Second National Plan of Action for
EFA (NPA II), 2003-2015, proposes to raise the basic minimum qualification from HSC to
Bachelor’s degree with commensurate remuneration and open the door to teachers to join the
primary education cadre. Teachers need incentives and a career path to improve their performance
and thereby improve the quality of primary education.
6.2.3
Percentage of School Teachers who are Certified to Teach According to National
Standards for:
Early Childhood Care and Education
ECCE is a developing area. It is passing from an informal “Baby class” in primary schools to
organized operation in primary schools as pre-school program by select NGOs with approval and
support from MOPME. National and international NGOs as well as private schools and faith-based
institutions are also conducting it in learning centers and as community and home-based program.
MoPME has taken the lead and with cooperation of 200 interested NGOs set up a national body and
prepared a draft ECCE policy paper. UNICEF is also involved and supporting. In cooperation with
MoPME the major national NGO (BRAC) has already set up 20,000 ECCE centers in as many
primary schools on condition that disadvantaged children joining these centres would be enrolled in
Grade I of the mother school. An international NGO has established more than 3,000 centers.
The Second National Plan of Action for EFA (NPA II) has proposed ECCE programs under both
formal and non-formal sub-sectors. The new policy envisages development of standardized
curriculum, teaching learning materials and teacher training to link and bring together the different
practices and principles followed by different organizations.
Currently, ECCE teachers are recruited from among persons with Grade 9 level competency or
secondary school graduates (there are some with higher qualifications) who manage and facilitate
ECCE class with some initial and refresher trainings.
Primary Education
Presently, 54 Primary Training Institutes (PTIs) conduct a ten-month primary school teacher inservice training course and offer Certificate in Education (C-in-ED) diploma. Male and female
teachers of Government Primary Schools (GPS) and Registered Non-Government Primary Schools
(RNGPS), supported by the Government, participate in these courses. This diploma certifies the
holder as qualified to teach at primary level. In most cases the passing mark score is around 50
percent.
The Government and Government-supported institutions serve 83 percent of all enrolled children.
There are 80,401 primary level institutions, with 344,789 teachers (females 124,990/ overall GPI
0.36/ in GPS 0.90) and 16,222,658 pupils (females 8,134,437/GPI 1.0/)
The certified teachers of these two types of schools numbered 71.9 percent, male 74.8 and female,
67.2 percent. Table 6.2.3.1 below gives the breakup of certified teachers separately for the two
types of institutions and together for both to provide a national average: Table 6.2.3.1: Percentage of Trained Teachers in Primary Education
C‐in‐Ed trained teachers (GPS)/ percent Operation level GPI
C‐in‐Ed trained teachers (RNGPS) percent GPI
Male 76.5 Female 68.7 Total
73.10
0.90
District Level Highest value: 88.5 85.7 86.2
0.97
District Level Lowest value: 53.7 47.2 50.45
0.88
National average Male
73.2 93.6
43.7
GPI
C‐in‐Ed trained teachers (GPS & RNGPS combined percent Female
68.9
Total
72.0
0.94
Male 74.8 Female 67.2 Total
71.9
0.90
93.0
92.3
0.99
90.0 85.4 87.1
0.95
35.5
42.0
0.81
52.5 47.6 53.0
0.90
Source: DPE, 2007 Secondary Education
Secondary education has a 3+2+2 structure. Junior Secondary comprises Grades 6-8, Secondary
covers Grades 9-10 and Higher Secondary, Grades 11-12 which is actually the beginning of college
education. There are 18,500 secondary schools, Grades 6-10. The official age-range for secondary
education is 11-15 years. All the Junior Secondary schools, 4,322 (for females -1,247) are in the in
the private sector. Only 317 secondary schools are in the public sector, the remaining 13,861 are in
the private sector. The non-government schools receive financial and teachers’ salary support from
the Government.
There are 238,158 teachers in 18,500 secondary schools, Grades 6-10. There are14 Teachers
Training Colleges (TTC), 14 in the public sector and 85 in the private sector with an enrolment of
18,156 (females 7,237/GPI 0.66) in 2005.
Table 6.2.3.2 provides information on trained teachers in secondary schools by sector and gender
Year Mgmt 2005 Public Private Total Number of Teachers Male Female Total
5112 2340 7452
184756 45950 230706
189868 48290 238158
No. of Trained Teacher
Male
Female
Total
3504
1942
5446
96265
25778
122043
99769
27720
127489
% of Trained Teachers Male
Female Total 68.54
82.99 73.08 52.10
56.10 52.90 52.55
57.40 53.53 GPI
1.21
1.07
1.09
Source: BANBEIS, 2006 The Table above shows that only 53.53 percent (GPI 1.09) teacher are trained. This figure is close
to the figure for the private sector. The public sector schools make up only 1.71 percent of all
secondary schools. One important fact is that GPI is favorable in all cases, as a result of affirmative
action in favor of the females.
Non-Formal Education
In the public sector, generally people with HSC are recruited as facilitators. It is relaxed in case of
females to SSC as in the primary sub-sector. NGOs generally take persons with Grade 9
competence. The public sector uses a cascading system of training. The Core Trainers (normally
the developers of the teaching learning materials) train the Master Trainers who train the
Supervisors and they, in turn, provide foundation training to Facilitators. The Master Trainers also
train the Supervisors and Facilitators together. Facilitators also receive Refresher training for a day
once every month from the Supervisors. NGOs follow a similar approach; provide foundation
training for 12-15 days and refresher training every month for a day. They also provide subjectbased training in December only for the next level in the coming year.
6.2.4 Pupil-Teacher Ratio (PTR) for
Primary Education
Overcrowded classes interfere with teacher’s span of attention, participatory process of class
management and effective classroom transaction. Teacher cannot properly follow the learners’
achievements and weaknesses or take remedial measures. Various experiments are made with
classroom seating arrangements to improve operation and create a friendly learning environment.
Non-formal education uses a 30-331 size class.
The number of teachers and student population determine the pupil-teacher ratio. PTR in
Government primary schools is 58:1 while the Government-supported Registered Non-Government
Primary Schools (RNGPS) and Community Schools have a ratio of 46:1 respectively while the
national average is 54:1 in the country. It was 61:1 only in 2002 (CELS, 2003). So 2005 ratio was
an improvement. PEDP II targets to bring it down to 46:1 by 2009. Table 6.2.4.1 below gives the
PTR status in primary education in 2005:
Table 6.2.4.1: Pupil-Teacher Ratio in Primary Education
Pupil-teacher Ratio
Level
GPS
RNGPS
Community
School
Overall
National average
58
46
46
54
District Level Highest value:
87
83
75
85
District Level Lowest value:
33
31
26
33
Source: DPE, 2007
Secondary Education
The secondary age population (age 11-15 years) in 2005 was 17,341,888. The enrolment was 42.66
percent or 7,398,552 children in 2005. The average national PTR was 31.06. Actually, it ranged
between 25 and 35.
6.2.5 Pupil-Class ratio (PCR)
Primary Education
Pupil-Class ratio varies widely in primary education. PEDP II baseline survey 2005 found that 20
Upazillas (sub-districts) had less than 40 pupils per class. There were 282 upazillas which had
between 40 and 80 pupils per class; 124 upazillas had between 80 and 100 while 55 UZs had more
than 100 pupils a class. GPS have the worse problem with crowded classrooms.
6.2.6
•
•
Pupil-Textbook ratio (PBR)
Primary Education 1: 1 set.
Secondary Education – not available
6.2.7 Public Expenditure on Education as Per cent of Total Government Expenditure
1
Government NFE program takes 30 learners in a class; NGOs have increased it by 10% to 33.
Public expenditure on education as percentage of total government is 14.18% as below:
Table 6.2.7.1: Public Expenditure on Education as Per cent of Total Government
Expenditure, 2005-06
Budget 2005-06
Revenue
2006
Share of Education in %
15.03
Development
12.77
Revenue + Development
14.18
Source: BANBEIS,
6.2.8 Public Expenditure on Education as Per cent of Gross National Product (GNP)
Expenditure in this respect remains at 2.3 percent.
6.2.9
Public Expenditure on Primary/ Secondary Education per Pupil as Percent of GNP
per Capita
Public expenditure on education in primary schools is Tk. 1783 per student; but per capita
expenditure as percentage on GNP is not available.
6.2.10 Percentage of schools with improved drinking water sources
The PEDP II Baseline survey revealed that 91 percent of GPS and 89% of RNGPS had potable
water supply mostly from tube wells and in some cases from tap supply. The depressing part of it
was that 44% of the tube wells were not in working condition. More than fifty percent of the tube
wells in 367 Upazillas were not in working condition, and in another 133 Upazillas more than 80%
of the tube wells were of order. It was, however, learnt that 50% of GPS and 44% of RNGPS
reported availability of arsenic-free water. Conversely, 16% of GPS and 17% of RNGPS did not
have arsenic-free water, whereas 29% GPS and 34% RNGPS confided that their tube well water
was not tested in a laboratory, and surprisingly 5% of the schools opted to make no response.
6.2.11 Percentage of schools with adequate sanitation facilities
Separate Toilets for Girls and Boys
Thirty two percent of total GPS had separate toilets for boys, whereas 37% of GPS reported
separate toilets for girls. Sixty two percent of GPS had common toilets (used by both boys and
girls). Similarly, 29% RNGPS had separate toilet for boys, and 35% separate toilets for girls. Sixty
three percent of RNGPS had had only common toilets. It is noteworthy that 49 percent of the GPS
and 35% of RNGPS had separate toilets for teachers.
In case of GPS, 3,337 schools (9% of all GPS) had no toilets and other 7,67S schools (20%) had
only one toilet in the school for all pupils and teachers. It was almost similar in case of In case of
RNGPS. There was shortage of toilets in schools and the existing ones were generally not clean,
and even unusable.
6.3
Additional EFA MDA Indicators
6.3.1
Percentage of pupils who have mastered nationally defined basic learning
competencies
45 percent it is projected to rise to 65 percent in 2009
6.3.2
School Life Expectancy
Primary education for 5 years, but IT TAKES 8.1 year per graduate
6.3.3
Instructional Hours
Only 12 percent of GPS and 9 percent of RNGPS are on single shift the rest run on double shift. It
is projected to raise single shift school to 31.1 percent by 2009.
6.3.4
Percentage distribution of teachers who attended in-service training programs by type
and duration:
Subject-based Training
Twenty seven percent of all GPS teachers and 30% of all RNGPS teachers had received subjectbased training. The female teachers lagged behind by 1% in GPS and 4% in RNGPS).
Teaching Methods in Classroom
In both GPS and RNGPS, the percentage of the teachers having received training in teaching
methods in classrooms was 35% with no significant difference between male teachers and female
teachers.
Sub-cluster Training
Eighty seven percent of teachers in all schools, with insignificant difference among GPS and
RNGPS or among males and females, have received sub-cluster training a day a month.
6.3.5
Percentage of primary teachers who are trained in multi-grade teaching
Not on record.
6.3.6
Pass rates for National examination scores
Pass rate is 40% (starting at 33%).
6.3.7
Percentage of schools with libraries or reading centers
There is provision for providing supplementary reading materials (SRM). The new school buildings
are being provided with space for library/reading centers and the design also includes mobility
facilities for disabled children.
6.3.8
Percentage of primary school going children who have intestinal worm infestation
Not available
6.3.9
Number of incidence of violence reported in schools
Not on record
GOAL 6: QUALITY EDUCATION
AT A GLANCE
1. Presence of standard tests for measuring learning
achievement
MIS and M & E of DPE manages National Assessment
Instruments for measuring learning achievements
2. Presence of a National CFS Policy or Framework
National CFS Framework is taken into PSQL under the
PEDP-II
3. School Self Assessment tools and processes
Local Level planning (LLP), Upazilla Primary
Education Plan (UPEP), School Level Improvement
Plan (SLIP) are the Assessment tools
4. Provision of quality standards for school
environments
Primary School Quality Levels (PSQL) in corporates
poor-poor primary school level quality standard as a
strategy to promote quality and primary education
5. Corporal punishment
Prohibited
6. Survival Rate to Grade-5
National 53.9%
Boys 51.7%
Girls 56.1%
7. Cohort Drop-out Rate
47.1%
8. Primary School Teachers having the Required
Academic Qualifications
71.9% have C-in-Ed training; normally women have
SSC and men have HSC
9. Transition from primary to secondary level
Total 83.4%
Boys 80.0%
Girls 86.6%
10. Trained teachers in primary schools
Total 71.9%
Males 74.8%
Females 67.2%
11. Pupil: Teacher Ratio
54: 1
12. Pupil: Classroom Ratio
40-200
13. Separates Toilets for boys and girls
37% in GPS and 35% in RNGPS
14. Accessible to the Physically Disabled Children
597 or less than 1%
15. School Water Supply
90% of GPS and 89% of RNGPS
16. Increased School Contact Hours
Double shift 600 and Single 90
17. Initial Teacher Training
Total 73%
Males 76%
Females 69%
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