Vous êtes sur la page 1sur 19

For country and regional PPTA

Bangladesh: Teaching Quality Improvement II in Secondary Education (TQI II)


Project Preparatory Technical Assistance Concept Paper
Date: 7 December 2009
1. Country partnership strategy (CPS) / Regional cooperation strategy (RCS):
Year included in CPS Mid Term Review (MTR) Report: 2009
Document reference number and date approved: CSP MTR draft for approval
In case of change in the PPTA title, type, or amount, please state reason:
2. Coverage
Country

Subregional

sovereign

Interregional

non-sovereign

3. Assistance Focus
a.

Sector(s):
Agriculture and natural resources
Industry and trade
Education
Public sector management
Energy
Transport and ICT
Finance
Water supply and other municipal infrastructure and services
Health and social protection
Multisector
Subsector(s): Basic education and upper secondary education

b.

Targeting classification
Targeted intervention
TI-H
TI-M
TI-G
General intervention (more indirectly addressing poverty reduction)

c.

Theme(s)
Economic growth
Gender equity
Social development
Private sector development
Environmental sustainability
Governance
Regional cooperation and integration
Capacity development
Subthemes: Institutional development, human development, gender equity in (economic) opportunities

d.

Location impact
Relative weight of spatial
impact of the project

High

Medium

Low

Rural
Urban
National
Regional

4. Partnership: Canadian International Development Agency (CIDA) is co-financing the ongoing Teaching Quality
Improvement Project. Initial discussions indicate that CIDA may be interested to co-finance the proposed
Project. This will be explored further.
5. Name of the Specialist (project team leader) in
Name of the Alternate Specialist: Ayako Inagaki
charge of the project: Brajesh Panth
Local Number: 4352
Email Address: bpanth@adb.org

Local Number: 5512


Email Address: ainagaki@adb.org

6. Department/Division:
SARD/SANS/BRM
7. Key Development Issues to be addressed:
Bangladesh has made good progress in human development and reducing poverty, and is on track to achieve
several Millennium Development Goals. However, poverty remains widespread, with around 40% of the population
still living below the poverty line. The biggest challenge in reducing poverty is primarily Bangladesh's less
successful progress in reducing inequality. To address this, ADB has emphasized building the skills base and
raising the income earning capability of the poor, women and excluded groups through improving the quality and

2
relevance of education and granting greater access to these groups to opportunities for learning. Government's
National Education Policy that is under formulation also emphasizes reducing different forms of disparities.
8. TA Description:
The Government of Bangladesh (Government) has made considerable progress in access to primary and
secondary education, with gender parity achieved up to secondary education by 2005. With significant
improvements expected in primary cycle completion, the gross enrollment rate (GER) at the secondary level is
expected to increase considerably from the current 50% over the next 10 years. While quantitative growth remains
impressive, the quality of education remains a major concern, as reflected in high dropout rates, low secondary
cycle completion (20%), poor quality of teaching, inadequate time on task (student-teacher contact hours), failure of
many schools to meet the performance and accountability requirements particularly in disadvantaged locations, and
inadequate preparedness of graduates of secondary education to enter the workforce.
The ongoing Teaching Quality Improvement (TQI) in Secondary Education Project1 is laying the foundation for
improving the quality of teachers entering the system, the quality of training provided to teachers through better
targeting, as teacher quality is recognized as the most important element of quality, and improving teaching and
learning practices in the classroom through the application of new skills that teachers acquire. TQI is also
supporting training of head teachers and members of school management committees (SMCs), as head teachers
and SMCs play a critical role in supporting required changes in school performance and accountability. Ongoing
experience is showing that support to teachers must be sustained and that training should be continuous and
should not be treated as a one-off initiative to sustain the change in mindset and to support improvements in
teaching and learning practices across the system. While the Government has established the Non-government
Teachers' Registration and Certification Authority (NTRCA) for registering and certifying teachers and head
teachers, it is recognized that there is also a need to coordinate, set standard, oversee and ensure quality of
secondary teacher education. To achieve this, the Ministry of Education (MOE) is in the process of setting an apex
body, National Teachers' Accreditation and Registration Authority (NTEARA), by amending the NTRCA Act 2005.
The establishment of NTEARA and its full functioning remains a challenge.
The Government has emphasized the need to recruit qualified teachers, deploy them effectively particularly to cater
to the needs of disadvantaged groups and pockets, and provide and sustain high quality training to enhance the
quality of teaching and learning especially in science, mathematics, English and technology. In order to develop a
more dynamic and responsive system, the Government is keen to introduce substantial improvements in the
training system. This includes addressing the demand side of training, providing funds to schools and strengthening
a rigorous inspection system to ensure improved teaching & learning in the classroom. The TA will lay the
groundwork and necessary preparations for an investment project that will help to deepen and sustain quality
improvements in secondary education. The ultimate impact of the TA will be measurable progress towards learning
outcomes for students, particularly disadvantaged children, enrolled in secondary education. This will have to be
achieved through further work in (i) establishing teacher development policy and framework to ensure coherence
within a uniform approach that the Government envisages under its National Education Policy; (ii) setting and
enforcing standards for teacher recruitment, deployment, training and teaching and learning in the classroom
particularly in science, mathematics, and English; (iii) expansion, upgrading and strengthening of the network of
training institutions at the central and field levels; (iv) targeting disadvantaged children and pockets, including
developing and applying appropriate teaching and learning materials; and (v) firming up the key performance
indicators to monitor quality improvements and strengthening the database system for a more effective monitoring
and evaluation on a regular basis to ensure desired outcomes. These actions have to be undertaken partly under
the ongoing TQI Project and partly under the proposed TQI II Project.
a. Link to Country Partnership Strategy/Regional Cooperation Strategy:
The strategic framework provided in ADB's Country Strategy and Program (CSP) for 20062010 relies on three
pillars sustainable economic growth, social development and good governance. Under social development, a
major emphasis is on building the skills base of the next generation and to facilitate access for the poor, women,
and excluded groups, through improvement in the quality and relevance of primary and secondary education, and
technical and vocational training. More specifically, it proposes that ADB will continue to assist the Government in
advancing secondary education reforms by building on progress made in the ongoing assistance to secondary
education. ADB's CPS MTR includes the PPTA for 2009 to prepare a follow-on assistance, the proposed TQI II to
1

ADB. 2004. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to
People's Republic of Bangladesh for the Teaching Quality Improvement in Secondary Education Project. Manila.

3
the ongoing TQI Project. TQI II loan is proposed for approval in 2011.
Based on lessons learned, two are particularly important to guide the TQI II design (i) the proposed TQI II should
support the National Education Policy that the Government is formulating to reduce existing fragmentation and to
support a common framework for holistic development of the education system; and (ii) the targeted capacity
support is critical at the field and school level to support the evolving decentralized secondary education system.
b. Impact
The impact of the TA will be improved quality of teaching and learning in secondary schools and improved learning
outcomes for all children enrolled in secondary education.
c. Outcome
The outcome of the TA will be an agreed project design and feasibility study which is aligned with the Government's
National Education Policy (NEP) that is under formulation to achieve (i) improvement in overall teacher
development framework; (ii) improvement in teacher development program (including teacher training curricula);
(iii) improvement in teacher recruitment and deployment practices; (iv) better articulation of teacher competencies,
teacher performance monitoring and teacher professional records; (v) enhance capacity for regulation of teaching
and learning standards and their application and monitoring; (vi) improvement in teaching and learning in the
classroom; and (v) improvement in student performance particularly in science, mathematics and English language
subjects in line with Government priorities.
d. Outputs
The expected output of the TA is a report that will include (i) a detailed secondary education teacher training sector
review; (ii) a detailed feasibility study with project design by building on the ongoing TQI Project to implement the
proposed TQI II; and (iii) all safeguard measures identified and prepared. As noted under the impact section, the
focus will be primarily on improving the learning outcomes of students enrolled in secondary education, with special
focus on all eligible disadvantaged children and pockets. The design will also build on the experience and lessons
learned from the ongoing TQI Project, Secondary Education Sector Development Program and required poverty,
social and gender analysis, and will support the Government's NEP under formulation, particularly pertaining to
teacher recruitment, deployment, career paths and professional development, including teacher competencies and
teacher performance monitoring. The detailed outputs are in Appendix 1.
9. Assumptions and risks
Based on lessons learned,2 some critical issues and risks are important to recognize and address either under the
ongoing TQI Project or under the proposed TQI II Project: (i) as noted by the Mid Term Review of the TQI Project,
full establishment of the NTRCA as a professionally effective body remains a challenge that needs to be addressed
by the end of the TQI Project; (ii) teacher training programs need to be further realigned and reinforced to ensure
that mechanisms are put in place to provide continuous support to teachers so that training such as, Continuing
Professional Development is not treated as one-off training; (iii) close collaboration is needed among related
agencies to ensure annual collection and reporting of school census, including institutionalization of the Secondary
Teacher Information System to monitor professional needs of teachers as well as to target the different types of
professional development needs identified; (iv) ensuring standards in public and private teacher training colleges
(TTCs) to make them more effective and responsive; and (v) ensuring effective applications of new skills at the
classroom level through active involvement of head teachers, SMCs and officials involved in regular
supervision/inspection.
10. Implementation Arrangements
a. Proposed executing/implementing agency (EA/IA): The Directorate of Secondary and Higher Education
(DSHE), acting under the overall guidance of MOE, will be the executing agency (EA) for the Project. A TA
steering committee will be established with the secretary of MOE as the chairperson, and with
representatives from Ministry of Finance, Ministry of Establishment, Planning Commission and DSHE to
ensure coordination with concerned departments and institutions and to provide overall guidance to the TA
on policies and reforms. A technical committee chaired by the DG of DSHE will also be established and
members will be drawn from MOE, DSHE, National Curriculum and Textbook Board, Institute of Education
and Research of Dhaka University, National University, Bangladesh Open University, National Academy of
2

ADB. 2008. Education Sector in Bangladesh: What Worked Well and Why under the Sector-Wide Approach?
Manila.

4
Education Management, TTCs, and higher secondary teacher training institutes (HSTTIs) and TQI Project
Management Office. Other members may be coopted as appropriate. The technical committee will be
coordinated by the Director of Planning and Development of DSHE to ensure that the required counterparts
are available to collaborate with and guide the TA team in all implementation matters. While the steering
committee will meet 2-3 times during the TA implementation, the technical team will meet every month to
monitor progress and ensure effective design of the ensuing Project (TQI II).
b. Institutional/organizational/procurement and financial management assessments on the EA/IA previously
conducted
Yes
No
c.

ADB inputs

The TA will engage 50 person-months of consultancy inputs (international 10 person-months and national 40
person-months), all with appropriate experience in teacher development and in improving teaching and learning in
the school and classroom and in Bangladesh or similar environment. ADB will engage the consultants through a
firm, using simplified technical proposal for the quality- and cost-based selection (QCBS) method (80:20 cost ratio)
as well as on an individual basis in accordance with the Guidelines on the Use of Consultants (2007, as amended
from time to time). All TA-financed goods will be procured in line with ADB's Procurement Guidelines. The TA will
be implemented over 7 months from February to August 2010. The outline terms of reference are in Appendix 2.
d. Complementary inputs to be provided by Government and/or other TA providing agencies
The Government's inputs will be in kind as reflected in the cost estimate in Appendix 3.
11. Nature/extent of government/beneficiary involvement in identifying or conceptualizing the assistance:
The TA will conduct a workshop at the initial stage to agree on the design and monitoring framework, which will
guide the overall design of the enduing project. During TA implementation, the TA will conduct stakeholders
workshops and focus group discussions involving four types of stakeholders: (i) Government policy makers and
officials; (ii) teachers and teacher unions; (iii) school community including head teachers, students, parents, SMC,
and parent-teacher association members; and (iv) civil society. Six regional and two national stakeholder
consultations will be organized to seek views and inputs for the design of TQI II. The Campaign for Popular
Education, the umbrella nongovernment organization (NGO) for the education sector, teacher unions and
consultants will be involved to organize highly participatory consultations with the stakeholders. Two initial
consultations have been organized (one prior to PPTA fact-finding and one during fact-finding) with the Government
officials from DSHE and MOE along with project officials, representatives of Teacher Training College, secondary
schools and consultants from the ongoing TQI Project. The consultation focused on the status of the ongoing TQI
Project, key issues, operational and policy, and further needs under the proposed TQI II. Another initial consultation
was organized by the Campaign for Popular Education (CAMPE), the umbrella NGO representing NGOs involved in
the education sector, during the PPTA fact-finding mission, which included representatives from different NGOs and
secondary schools to discuss constraints and priorities.
12. Cost Estimates and Proposed Financing Arrangements
The total cost of the TA preparation/development is estimated at $625,000 equivalent. It is proposed that ADB
under the PPTA provide $500,000 equivalent on a grant basis from the Japan Special Fund, funded by the
Government of Japan. The Government will finance the remaining $125,000 equivalent.
Source
ADB Financing
Government Financing
Total Cost

Amount ($)
500,000
125,000
625,000

Source: ADB estimates.

The Government was informed that the approval of the TA does not commit ADB to finance any ensuing project.
13. JSF Amount Requested

$500,000.00

a. Elements that justify JSF financing:


The ensuing project will focus on enrolling students graduating from primary education and equipping them with

5
skills particularly in mathematics, science, English and information and communication technology (ICT) to either
seek meaningful employment, transition to higher education or enroll in technical and vocational education and
training. Human development is a priority area in the assistance program of Government of Japan for Bangladesh.
b. Coordination with local Japanese Embassy or any other embassy when external funding is involved
Name of the staff of the local Japanese Embassy / external partner embassy whom you have briefed:
Mr. Takanori Uehara, Minister Counsellor
Mr. Hiroshi Omura, Head, Information & Cultural Division
Ms. Yumiko Yamakawa, Education Advisor, Japan International Cooperating Agency (JICA)
Date of the discussion: 7 September 2009
Results of the discussion: The Mission briefed the embassy and JICA representatives on the TA and
ensuing loan project, including the amounts for the TA and ensuing project. Mr. Uehara expressed full
support for the proposed TA and ensuing project given the need to enhance the quality of teachers
particularly in rural and disadvantaged areas to improve the quality of secondary education. It was agreed
that any duplication with other projects or programs should be avoided and the Government's NEP will help
further in improving the overall coordination. The Embassy emphasized the need to have policy and plan in
place in order to facilitate the flow of funds to targeted improvements. Improving teacher salaries is critical,
but the approach and mechanism need to be sustainable. It is important to develop a good network of
teacher training providers to produce good quality teachers. Emphasis should be on improving the quality
and equity of secondary education in rural areas. The implications of the Government's plan to make
grades 18 as free and compulsory and secondary education to cover grades 912 should be discussed
and supported carefully. The ensuing Project can play an important role in addressing these key issues.
14. Estimated period of TA implementation:
a. Approval of TA
December 2009
b. Physical completion of TA
August 2010
c. Closing of TA
October 2010
15. Expected Year of Ensuing Loan/Grant:
2011
16. Indicative Amount of Ensuing Loan/Grant: $50,000,000.00
17. Description of Ensuing Loan:
Building on the ongoing TQI Project and complementing the ongoing Secondary Education Sector Development
Project (SESDP), the proposed TQI II will further enhance and improve teaching quality within an evolving
decentralized secondary education system in Bangladesh. The main goal of the proposed Project is to ensure
improved learning outcomes for all students enrolled in secondary education. To achieve the goal, TQI II will
(i) support teacher development policy and strategy, including career paths and incentives, as part of the emerging
NEP currently under formulation; (ii) expand teacher professional development network for pre-service and inservice training and help further institutionalization including teacher competencies and performance monitoring to
ensure continuous support to teachers to perform effectively and to transform teaching and learning environment in
the classroom; (iii) help institutionalize results framework, standards including accreditation of teacher training
programs, performance indicators and monitoring mechanisms including related data needs and analytical support
to ensure tangible progress in the quality of teaching and learning and student learning outcomes; (iv) focus on
further improvements in inclusive education and its institutionalization to ensure that disadvantaged groups and
pockets receive more attention and support; (v) target and deepen capacity building related to teaching quality
improvements at all levels; and (vi) support the expansion of effective schools, including deployment and retention
of qualified and competent teachers with appropriate incentives, mainly in rural areas to demonstrate improved
student learning outcomes and secondary cycle completion rates.
18. Indicative loan/grant modality: Project Loan

Appendix 1

DESIGN AND MONITORING FRAMEWORK


Design
Summary
Impact
Improved quality of
teaching and learning in
secondary schools and
improved learning
outcomes for all children
enrolled in secondary
education

Outcome
Project design and
feasibility study agreed
by Government and ADB

Outputs
1. Detailed secondary
education teacher
training sector overview
2. Detailed feasibility with
project design
completed

Performance Targets
and/or Indicators
Improved gross
enrollment rates by 10%
Improved cycle
completion rates by 10%
Improved proportion of
female teachers (% to be
confirmed during PPTA)
Improved time on task
Percentage of trained
teachers applying
improved teaching and
learning methods in
classrooms to increase
by 20%
Improved student pass
rates in SSC
examination particularly
in science, mathematics,
English, and ICT with an
emphasis on children
from disadvantaged
groups and pockets
(benchmarks and targets
disaggregated by gender
will be established under
the PPTA)

Data Sources and/or


Reporting Mechanisms
Annual school census
Annual examination
results
Various assessment
reports

Assumptions
and Risks
Assumptions
Project implemented
effectively
Government and ADB
sign loan agreement
Risks
Delays in policy reforms

Aide Memoire of ADBs


appraisal mission is
confirmed by
Government
Agreement reached on
the proposed loan
design, implementation
arrangement and
financing plan

Final TA Report

PPTA final report


submitted to
Government and ADB by
31 July 2010

TA review mission
Aide Memoire and
back-to-office reports

TA reviews

Assumptions
Government priorities are
firmed up under the
ongoing formulation of
National Education Policy

RRP
Risks
Policy reforms envisaged
under the ongoing TQI
Project may be delayed
Assumptions
Effective stakeholder
participation leading to
strong Government
ownership of the design
Risks
Implementation delays

3. All safeguard measures


identified and prepared
Activities with Milestones
1.1 Inception report (within 2 weeks after fielding consultants)
1.2 Situation analysis (within 6 weeks)

Inputs
Consultant inputs:
- International: 10
person-months

Appendix 1

1.3 Stakeholder analysis (within 6 weeks)

National: 40
person-months

2.1 Projection of number of teachers needed, teacher development needs for


various training, training capacity, and financial analysis (within 8 weeks)
ADB (JSF) $500,000
2.2 Feasibility of strengthening teacher database and teacher demand and supply Government $125,000
study (within 12 weeks)
3.1 Draft results framework including monitoring and evaluation mechanisms (within
16 weeks)
3.2 Detailed secondary education teacher training sector review (within 16 weeks)
4.1 Draft detailed feasibility with project design (within 20 weeks)
4.2 Final detailed feasibility with project design aligned with the Government's
National Education Policy (within 28 weeks)
ADB = Asian Development Bank, ICT = information and communication technology, JSF = Japan Special Fund, PPTA = project
preparatory technical assistance, RRP = report recommendation of the President, SSC = secondary school certificate, TA =
technical assistance, TQI = Teaching Quality Improvement in Secondary Education Project.

CLEARED BY:

____________________________
TAKASHI MATSUO
Officer-in-Charge, SANS

_____________________________
KUNIO SENGA
Director General, SARD

Appendix 2

OUTLINE TERMS OF REFERENCE FOR CONSULTANTS


1.
The TA requires 4 international consultants for 10 person-months (pm) and 10 national
for 40 pm, all with appropriate experience in teacher development and in improving teaching
and learning in the school and classroom, and in Bangladesh or similar environment.
1.

Teacher/Institutional Development Specialist/Team Leader (international, 5


person-months)

2.
The team leader (TL) should have strong background and experience in teacher
development, related institutional development and application of information and
communication technology (ICT) in improving teaching and learning. The team leader will be
responsible for managing the TA team, coordinating with concerned officials at the Ministry of
Education (MOE) and Directorate of Secondary and Higher Education (DSHE), and reviewing
the achievements, gaps and lessons learned under the ongoing Teaching Quality Improvement
(TQI) Project, Secondary Education Sector Development Program (SESDP), Secondary
Education Access and Quality Enhancement Project (SEQAEP) and emerging Government
priorities to prepare a comprehensive project proposal in a format suitable for ADB loan
processing. The TL will ensure the timely completion of and consistency across all outputs from
the PPTA. In addition to putting together all the inputs from the TA team, the TL will also be
responsible for preparing (i) a detailed secondary education teacher training sector review with
focus on teacher competencies, teacher recruitment and deployment including appropriate
incentives, teacher performance monitoring and synergy across different training programs;
(ii) a capacity and technical assistance needs assessment covering different levels and related
institutions by building on the institutional analysis undertaken by the ongoing TQI Project; (iii) a
draft results framework including targets and baseline information and monitoring and
evaluation mechanisms to support an evolving decentralized management framework; and (iv) a
detailed feasibility study with project design. The TL will also ensure synergy across other
projects and programs for the overall development of the sub-sector.
3.
To get the outputs, the TL, in collaboration with the TA Team, will (i) review the status of
the policy framework under the ongoing TQI Project, SESDP and SEQAEP, and review the
Government's emerging National Education Policy (NEP) pertaining to teacher development,
and identify areas that need to be addressed under the ensuing Project (TQI II); (ii) review the
teacher training curricula and related materials to firm up teacher competencies, teacher
performance monitoring framework and teacher professional records keeping; (iii) review and
propose the use of ICT in professional development as well as application in secondary schools
on a selective basis to support improved teaching and learning of priority subjects; (iv) review
the policy and existing mechanisms pertaining to decentralized management, including schoolbased management with a focus on strengthening school leadership (head teachers) and
accountability measures (school management committees and parent-teacher associations)
under the ensuing Project to transform teaching and learning; (v) explore prospects for publicprivate partnership; and (vi) ensure that any investment is in line with the quality and equity
framework that is widely shared at all levels (central, zonal, district, upazila and school levels).
2.

Education Planning and Monitoring Specialist (international, 3 personmonths)

4.
The education planning and monitoring specialist will (i) review the trend in financing the
education sector in general and secondary education in particular with focus on teacher
professional development related to the ensuing project; (ii) review existing mechanisms for
education planning in general and teacher professional development in particular to identify how
targeting of resources can be made more effective to achieve the targets envisaged in the

Appendix 2

ensuing project; (iii) review how the annual planning process takes place pertaining to
professional development, how it is linked with required information and suggest improvements
to ensure evidence-based planning linked to a robust results framework with clear standards
and performance indicators; (iv) draw lessons from school-based management globally and in
Bangladesh and recommend further improvements to improve teaching and learning in the
classroom; and (v) review the existing project performance monitoring system (PPMS),
including design and monitoring framework (DMF) as well as monitoring and evaluation
mechanisms for TQI, status of education management information system (EMIS), opportunities
for analytical research at different levels and related capacity development needs, and propose
a more comprehensive and refined PPMS, including clear baseline and target data for DMF in
line with the key outputs and outcomes expected from the ensuing project (TQI II).
3.

Education Economist (international, 1 person-month)

5.
In close collaboration with the TA team, the education economist will (i) update the
economic analysis undertaken for the ongoing TQI Project and align with the NEP; (ii) review
issues relating to sustainability and recommend appropriate measures based on international
best practice; and (iii) help finalize the costing of the ensuing Project.
4.

Financial and Fiduciary Risk Management Specialists (1 international, 1


person-month; 1 national, 2 person-months)

6.
In close collaboration with the TL and concerned members, the consultants will (i) view
and consider the 2007 Public Expenditure and Financial Accountability (PEFA) rating table and
its implications for the proposed project; (ii) review the completion report of the Financial
Management Reform Program (FMRP) funded by the Department for International Development
(DFID) of the United Kingdom and the Government of the Netherlands which is due following its
closure in September 2009. Lessons learned from other projects and programs focused on
strengthening of public financial management (PFM), supported by ADB, World Bank and
others should also be considered; (iii) complete all procedures as summarized in the ADB
Financial Due Diligence Methodology Note (2009) and detailed in the Financial Management
Analysis of Projects (2005) including financial analysis; (iv) using the ADB financial
management assessment questionnaire (FMAQ), assess the financial management capability of
MOE and DSHE. As a minimum, the required financial management assessment (FMA) report
should consider areas of potential financial risk, internal control, staffing requirements and skills,
accounting hardware, software and training needs etc; (v) focusing on the secondary education
sub-sector, an assessment of the implementation of the IBAS system, provided by Financial
Management Reform Project (FMRP), should be conducted. This should consider data capture
and audit trail as well as a review of the budgetary control process, establishment of ceilings,
comparison with actual expenditure, timely reporting, and adherence to budget guidelines;
(vi) draw lessons and recommend improvements based on ongoing initiatives under other
relevant projects and programs (particularly ADB-funded TQI Project, SESDP and the Second
Primary Education Development Program [PEDP II] in Bangladesh and School Sector Reform
Program in Nepal, and World Bank-funded projects and programs in secondary education in
Bangladesh) in relevant areas such as funds flow and disbursement mechanisms, internal
control, risk management, etc; and (vii) follow up other specific financial management issues
identified by the PPTA fact-finding mission which will be provided separately.
5.

Teacher Development Specialist (national, 6 person-months)

7.
In close collaboration with the TL, the teacher development specialist will (i) map out the
existing training programs, the training providers and their inter-linkages and value-added;
(ii) review the ongoing training programs, including Bachelor of Education (B.Ed), Continuing
Professional Development (CPD), Secondary Teaching Certificate (STC) and identify areas for

10

Appendix 2

further improvements; (iii) review the institutional analysis undertaken by the TQI Project and
identify areas that require further review and analysis; (iv) review the status of teacher
competencies and recommend further developments and/or refinements to ensure synergy
across different pre-service and in-service training programs; (v) review the status of teacher
professional records system and propose improvements for tracking teachers' professional
development plan; (vi) review the career paths of teachers, head teachers and those involved in
providing teacher training programs and suggest improvements; (vii) review the school
inspection system and suggest improvements; and (viii) review the monitoring and evaluation
mechanism to ensure that teacher professional development is progressing as per needs and
teachers are able to apply their skills at the school and classroom level.
6.

Education Planning and Monitoring Specialist (national, 5 person-months)

8.
In close collaboration with the international education planning and monitoring specialist
and national EMIS specialist, the education planning and monitoring specialist will (i) review and
analyze teacher demand and supply; (ii) review the trend in secondary education financing with
focus on expenditures on teachers, training and related activities; (iii) review the experience with
school improvement planning and innovation funds in Bangladesh and suggest improvements;
(iv) review capacity for monitoring including timely availability of required information to monitor
progress against key performance indicators at all levels; and (v) propose improvements in the
PPMS including the DMF in line with the key outputs and outcomes expected from TQI II.
7.

Economist (national, 4 person-months)

9.
The economist will (i) prepare a background analysis based on the existing economic
analysis for the ongoing TQI Project; (ii) compile labor market analysis undertaken for graduates
from secondary education in Bangladesh; (iii) draw relevant issues from Government's poverty
reduction strategy and NEP that is under formulation; (iv) help finalize project costing; and
(v) recommend measures that the ensuing Project should adopt to ensure sustainability of any
proposed investment based on experience in Bangladesh.
8.

Education Management Specialist (national, 4 person-months)

10.
The education management specialist will (i) review the institutional analysis done by the
TQI Project, identify most critical issues for further development, and make recommendations
for consideration; (ii) review the career paths arrangements for teachers and administrators in
secondary education and make recommendations for further reforms; (iii) review the status of
the Non-Government Teachers' Registration and Certification Authority (NTRCA) and
recommend actions that must be completed under the TQI Project and actions for consideration
under the proposed TQI II Project; (iv) review the progress and constraints on decentralization
and school-based management, including the roles and responsibilities of field level offices
(training institutions and district and upazila offices) and particularly head teachers, school
management committees (SMCs) and parent-teacher associations, and make
recommendations to build on ongoing capacity building efforts through targeted strengthening
under the proposed Project; and (v) propose indicators to monitor improvements and changes in
capacity development.
9.

Educational Management Information System (EMIS) and Geographic


Information System (GIS) Specialist (national, 4 person-months)

11.
In close collaboration with the education planning and monitoring specialists, the
EMIS/GIS specialist will (i) review the existing EMIS/GIS, identify what is working and what is
not working, and propose improvements; (ii) review the existing annual school census
mechanism and identify how to ensure completeness including disaggregated data by gender,
reliability and timeliness of data availability; (iii) review the teacher demand and supply situation

Appendix 2

11

including professional records system, and propose how to institutionalize this mechanism; and
(iv) review the practice of using EMIS and GIS in secondary education and recommend how to
maximize use of EMIS and GIS for evidenced-based planning and targeting of resources
particularly for improving teaching quality.
10.

Education Facilities and Equipment Procurement Specialist (national, 5


person-months)

12.
In close collaboration with the TA team, (i) based on the experience under the ongoing
TQI project, assess the overall procurement capacity and propose actions required to ensure
effective implementation; (ii) review the achievements and mechanisms under TQI and SESDP
relating to civil works and equipment procurement; (iii) review the needs for educational facilities
under TQI II based on school mapping and EMIS/GIS; (iv) review needs for computer labs as
well as requirements for connectivity to provide targeted support most needy areas based on
simple norms; (v) define the roles and responsibilities of SMCs, head teachers and teachers in
ensuring effective implementation as well as operations and maintenance; (vi) develop a
procurement plan for civil works, equipment and goods, and consultancy services; (vii) propose
an implementation mechanism for civil works, procurement of equipment and goods, and
fielding and management of consultants; (viii) review the environmental implications and
prepare safeguards framework and related plans as required under ADBs policies on
environment (2002).
11.

Stakeholder Facilitator (national, 3 person-months)

13.
In close consultation and collaboration with other members of the TA Team, the
stakeholder facilitator will (i) map out the major stakeholders in secondary education in general
and teacher development in particular; (ii) prepare major issues and queries for stakeholder
workshops at the regional and national level based on consultations with key stakeholders; and
(iii) make preparations for conducting focus group discussions and regional and national
workshops in line with the PPTA implementation schedule to optimize stakeholder participation.
12.

Inclusive Education (IE) and Gender Specialist (national, 3 person-months)

14.
Focusing on inclusive education ensuring gender equality, participation of tribal and
other vulnerable groups, the IE and gender specialist will (i) review the progress made on
inclusive education under the ongoing TQI Project, identify any major gaps, and suggest
improvements and/or inclusion of key actions in social inclusive action plans; (ii) review the
existing monitoring and evaluation framework, existing key performance indicators (for example,
proportion of female teachers, participation and completion rates and student performance by
gender) and availability of data, and propose improvements to track tangible progress in
inclusive education, including adequate coverage in different components and key performance
indicators; (iii) review the composition, formation, roles and responsibilities of SMCs and parentteacher associations and recommend improvements to make them more effective in social
mobilization to ensure inclusive and quality secondary education; (iv) prepare social and gender
analysis, identify various stakeholders and prepare a stakeholder analysis; (v) review the
gender action plan under TQI and propose appropriate measures in addressing gender
inequality and suggest elements of a gender action plan to incorporate specific gender
measures identified; and (vi) propose a plan for consultation and participation for the ensuing
Project.
13.

Poverty and Social Safeguard Specialist (national, 3 person-months)

15.
The poverty and social safeguard specialist, in close collaboration with the IE and
gender specialist, will (i) assess how the TQI Project is addressing poverty, identify any major
gaps, and suggest improvements and/or inclusion of key actions; (ii) based on the existing

12

Appendix 2

poverty map and progress made under the TQI Project, identify poverty issues, major
disadvantaged locations and groups that need special attention and support; (iii) review social
safeguards issues and needs including indigenous peoples' (IP) needs, implications of
infrastructure on IP and implications on resettlement; (iv) prepare safeguards framework and
related plans as required under ADBs policies on involuntary resettlement (1995) and indigenous
peoples (1999); and (v) provide guidance (poverty and safeguard related) and expertise to
relevant specialist staff as required to finalize their individual outputs.

Appendix 2

13

OUTLINE OF THE FINAL REPORT


16.
The Final Report will have two parts: (i) a detailed secondary education teacher training
sector overview; and (ii) a project design. The Secondary Education Teacher Training Sector
Overview will be about 25-30 pages with relevant attachments and will cover the following
sections:
(i)
(ii)
(iii)
(iv)
(v)

(vi)
(vii)
(viii)

(ix)
(x)

(xi)

17.

Overview of the structure of secondary education;


Summary/mapping of providers of secondary education including number of
students, teachers, institutions involved;
Summary/mapping of training policy/framework and training providers including
public and private providers;
Existing regulatory framework governing secondary education;
Teacher recruitment and deployment procedures including educational
qualifications, training requirements and incentives as well as proposals for
further improvements;
Emerging vision for secondary education and teacher professional development;
Lessons learned from different programs in secondary education in general and
teacher professional development in particular;
Key achievements, constraints, gaps and opportunities identified from the
ongoing TQI with an emphasis on framework for quality secondary education and
its application at the school level, the roles and responsibilities of head teachers,
school management committees, parent-teacher associations and school
supervision and support system;
Monitoring and evaluation framework in place and an assessment of the EMIS in
place including mechanisms to strengthen and institutionalize it at all levels;
Further innovations, opportunities for public-private partnership and reforms
required to make teachers more effective to transform teaching and learning in
the classroom; and
Safeguards measures, including refined gender action plan, resettlement
framework as applicable, refined framework for inclusive education, and initial
environmental examination, as appropriate.

The Project Design will cover the following:


(i)

(ii)

(iii)
(iv)

(v)

Following the format of ADB's Report and Recommendation of the President to


the Board of Directors, provide for macro economic situation and social context
and the role of education in general and secondary education in particular,
including trends, achievements, gaps, lessons learned, priorities and
opportunities;
Financing trend and needs in education and particularly secondary education
covering revenue, development, capital and recurrent, including salary and nonsalary expenditures;
Description of the proposed project, including project components and subcomponents;
Implementation arrangements, including proposal for procurement, consulting
services, disbursement arrangements, and design and monitoring framework
along with baseline information and targets; and
Project benefits, impacts, risks, safeguard issues, and consultation and
participation plan.

14

Appendix 3

COST ESTIMATES AND FINANCING PLAN


($'000)
Item
A. ADB Financing a
1. Consultants
a. Remuneration and Per Diem
i. International Consultants
Number of Person-months
10
ii. National Consultants
Number of Person-months
40
b. International and Local Travel
c. Reports and Communications
2. Equipment (Computer, Printer, etc.) b
3. Workshops, Training / Seminars & Conferences c
4. Surveys
5. Miscellaneous Administration and Support Costs d
6. Contingencies
Subtotal (A)
B. Government Financing e
1. Office Accommodation and Transport
2. Remuneration and Per Diem
of Counterpart Staff
3. Facilities for Workshops and Meetings
4. Survey and Database
Subtotal (B)
Total
a

d
e

Total
Cost

222.0
160.0
25.0
5.0
8.0
10.0
5.0
15.0
50.0
500.0

50.0
30.0
20.0
25.0
125.0
625.0

Financed by Japan Special Fund, funded by the Government of Japan.


Equipment - for use by the consultants and these will be turned over to the Directorate of Secondary
Education upon completion of the technical assistance.
Type
Quantity
Desktop Computers
4
Printers
2
Photocopier
1
Facsimile Machine
1

and Higher
Cost
$5,000
$1,500
$ 750
$ 750

Workshops, Training/Seminars & Conferences - This will be organized through Campaign for Popular Education
(CAMPE), umbrella NGO for NGOs involved in the education sector. Participants will include (i) Government policy
makers and officials; (ii) teachers and teacher unions; (iii) school community, including head teachers, parents,
students, school management committees, and parent-teacher associations; and (iv) civil society, including
nongovernment organizations (NGOs), experts, media, etc. Expected outcomes include lessons learned, aligning
reforms with the Government's new National Education Policy, priorities for improving teaching and learning in the
classroom, and support required from different stakeholders to improve participation, cycle completion and student
achievement.
Purpose
Venue
Stakeholders' Workshops (One per six divisions and two Division HQs and Dhaka
national)
Miscellaneous - includes $5,000 for leasing vehicle.
The Government contribution will be in kind.

Appendix 4

Initial Poverty and Social Assessment

Project Number: 40448


October 2009

BAN: Teaching Quality Improvement II in


Secondary Education

15

16

Appendix 4

INITIAL POVERTY AND SOCIAL ANALYSIS


Country/Project Title:

Bangladesh/Teaching Quality Improvement II in Secondary Education (TQI II)

Lending/Financing
Modality:

Project

Department/
Division:
I.

A.

SARD/SANS

POVERTY ISSUES

Linkages to the National Poverty Reduction Strategy and Country Partnership Strategy

Bangladesh has made good progress in human development and reducing poverty, and is on track to achieve several
Millennium Development Goals. However, poverty remains widespread, with around 40% of the population still living below the
poverty line. The biggest challenge in reducing poverty is primarily Bangladesh's less successful progress in reducing
inequality. To address this, ADB has emphasized building the skills base and raising the income earning capability of the poor,
women and excluded groups through improving the quality and relevance of education and granting greater access to these
groups to opportunities for learning.
Impressive quantitative growth in enrollment has been achieved across primary and secondary education, with gender parity
achieved up to secondary level. However, there is recognition by Government and other key stakeholders about the serious
need to improve the quality of education and to target disadvantaged groups and pockets to ensure equitable access to quality
education, including the need to substantially improve the participation, retention and cycle completion rates. The ensuing
Project will build on the ongoing Teaching Quality Improvement (TQI) Project, with emphasis on improving the quality of
teachers through improvements in recruitment procedures and quality of teacher development programs. In addition, it is
expected that more qualified and better trained teachers will improve teaching and learning practices in the classroom so that
the skills base of secondary graduates will improve, particularly in priority areas such as science, mathematics, English and
information and communication technology (ICT). This will lead to improved opportunities for graduates to seek more
meaningful employment and/or transition to higher education.
The Government's National Education Policy (NEP) currently under preparation has also emphasized the need for raising the
profile and quality of teachers. The National Poverty Reduction Strategy (NPRS) of the Government of Bangladesh envisages
reduction of dropouts; reduction of teacher student ratio; positive image of women in curriculum; reduction of education divides
in terms of standard between urban and rural, public and private schools; improving quality of teachers; undertaking subsector development program for the under-served groups and development of a long-term educational development and
reform that provide context and framework for short-term and medium-term actions. The ADB's Country Strategy and Program
(CSP) 20062010 for Bangladesh aims at improving the quality and relevance of primary and secondary education. The
ensuing project will address these and contribute towards achieving the objectives of NPRS and the CSP.
B.

Targeting Classification
1.

Select the targeting classification of the project:


General Intervention

2.

Individual or Household (TI-H);

Geographic (TI-G);

Non-Income MDGs (TI-M1, M2, etc.)

Explain the basis for the targeting classification:

The proposed project is intended for national coverage; however, there are disadvantaged pockets (chaur, haur, urban slums)
and groups (indigenous, children with special needs, vulnerable children, females) that require special targeting and support.
Lessons from the ongoing TQI project suggest targeting such geographic locations and groups to ensure intended benefits to
all eligible children. This is more practical and feasible to administer.
C.

Poverty Analysis
1. If the project is classified as TI-H, or if it is policy-based, what type of poverty impact analysis is needed? Not applicable.
2. What resources are allocated in the PPTA/due diligence? Two consultants will be engaged for 3 person-months each: an
inclusive education and gender specialist and a poverty and social safeguard specialist.
3. If GI, is there any opportunity for pro-poor design (e.g., social inclusion subcomponents, cross subsidy, pro-poor
governance, and pro-poor growth)?

The ensuing Project will mainstream gender aspects across components and will include design features to ensure equitable
access for disadvantaged children from remote areas (chaur, haur, tribal, urban slums) and different groups that require
special targeting and support. The Project will help develop capacity of teachers to address these disadvantaged groups and
will have provisions to address needs of various groups for ensuring inclusive education including gender and vulnerability.

Appendix 4

17

II. SOCIAL DEVELOPMENT ISSUES


A. Initial Social Analysis
Based on existing information:
1. Who are the potential primary beneficiaries of the project? How do the poor and the socially excluded benefit from the
project?
The primary beneficiaries are the teachers teaching in secondary education. All children completing primary education and
those enrolled in secondary education will be the ultimate beneficiaries. The ensuing Project will develop capacity of the
secondary education teachers and community to target all children in secondary education with particular focus on those living
in disadvantaged locations and those that belong to vulnerable groups. Different mechanisms will be adopted to ensure
improved participation, retention and completion of secondary education as well as better improvement in quality of teaching
and learning leading to better learning outcomes.
2. What are the potential needs of beneficiaries in relation to the proposed project?
The students in secondary education need (i) good teaching and learning environment in school and classroom; (ii) support to
participate, regularly attend and complete secondary education of good quality; (iii) acquire relevant employable and/or
academic skills particularly in science, mathematics, English and ICT; and (iv) social and family support to regularly attend
schools and perform well. To effectively address the students' needs, the following are important (i) attract more talented
students to join the teaching force; (ii) provide regular opportunities for professional development to enhance and apply skills
to improve teaching and learning in the classrooms; (iii) further develop and strengthen a network of support to reflect and
apply newly acquired skills in the classrooms; and (iv) develop and provide appropriate incentives to either stay on the job or
have career opportunities in the system. Besides, a supportive environment and community participation is essential to ensure
quality secondary education and ensure inclusion of different vulnerable groups.
3. What are the potential constraints in accessing the proposed benefits and services, and how will the project address
them?
While the ongoing TQI Project is addressing many of the current constraints, the ensuing Project will address and sustain the
following: (i) disadvantaged locations and groups require special arrangements for improving the quality of teaching and
learning through the provision of good teachers and related support; (ii) better conditions are necessary to attract and retain
good teachers as well as more female teachers in disadvantaged locations and to support disadvantaged groups of students;
(iii) standards for effective teaching and learning, including good teachers should be established and enforced in order to
ensure consistency in inputs, outputs and outcomes; and (iv) monitoring and evaluation along with reliable and timely data to
regularly report on progress is essential.
B. Consultation and Participation
1. Indicate the potential initial stakeholders.
The stakeholders include Government policy makers and officials, teachers and teacher unions, school community including
head teachers, students, parents, school management committee members and parent-teacher association members, and
civil society.
2. What type of consultation and participation (C&P) is required during the PPTA or project processing (e.g., workshops,
community mobilization, involvement of nongovernment organizations (NGOs) and community-based organizations,
etc.)?
In addition to small focus group discussions, six regional and two national stakeholder consultations will be organized to seek
views and inputs for the design of TQI II. The Campaign for Popular Education (CAMPE), the umbrella NGO for the education
sector, teacher unions and consultants will be involved to organize highly participatory consultations with the stakeholders.
3. What level of participation is envisaged for project design?
Information sharing
Consultation
Collaborative decision making
4. Will a C&P plan be prepared?

Yes

No

Empowerment

Please explain.

A C&P plan will be prepared during the PPTA for implementation to ensure a good design of the ensuing Project. A C&P plan
will also be prepared as part of the project design for effective implementation of the ensuing Project.
C. Gender and Development

is for
only and does
not
reflect the
views
of ADBs
1. This
Whatdraft
are the
keyconsultation
gender issuespurposes
in the sector/subsector
that
arenecessarily
likely to be relevant
to this
project/program?

Management, Board of Directors, or the Government of [country]. Comments may be submitted to [e-

The following
genderbyissues
are particularly important: (i) the proportion of female teachers should increase from the current
mail address]
[deadline].
21.8%; (ii) the performance of girls in secondary education needs to be at least at par with that of boys through equal
opportunities in access, participation and learning; (iii) recruitment and retention of female teachers in remote areas by
ensuring safety and security; and (iv) the economic opportunities for graduates from secondary education should benefit both

18

Appendix 4

boys and girls equally.


2. Does the proposed project/program have the potential to promote gender equality and/or womens empowerment by
improving womens access to and use of opportunities, services, resources, assets, and participation in decision
making?
Yes
No Please explain.
The ensuing Project is intended to improve the quality of teachers that will help to improve the quality of teaching and learning
in the classrooms, with particular focus on disadvantaged children and in promoting gender equity. This will benefit all children
but particularly girls from various disadvantaged groups. It will also help to increase the proportion of female teachers and
head teachers. Knowledge and capacity of the community will be improved to support girls to get quality education. A gender
action plan will be developed during the PPTA in order to address all the relevant issues during the implementation of the loan
project.
3. Could the proposed project have an adverse impact on women and/or girls or to widen gender inequality?
Yes
No Please explain.
The Project will not have any adverse impact on women and children. It will actually foster gender equity in children's learning,
proportion of female teachers and economic opportunities for graduates of secondary education. The TA will assess the needs
and identify ways to mainstream gender in all components with the aim to promote gender equality.
III.
Issue
Involuntary Resettlement

Indigenous Peoples

Labor
Employment
Opportunities
Labor Retrenchment
Core Labor Standards

Affordability

SOCIAL SAFEGUARD ISSUES AND OTHER SOCIAL RISKS


Nature of Social Issue

Limited resettlement impacts are


anticipated. Mostly the existing
institutions will be renovated or
upgraded on the existing
government land or existing
rights of way. The PPTA Team
will prepare a resettlement
framework for use where
resettlement impacts arise.
Some of the districts, especially
the Chittagong Hill Tracts have
IP inhabitants. The PPTA will
investigate the needs of IP
children and teachers and
suggest mechanisms to address
them through the Inclusive
Education Framework. Besides,
if IPs are affected by any
infrastructure development
activities, they will be
compensated according to the
specific provisions of the
resettlement framework.
The project will create some
employment opportunities in the
Project and in construction. All
construction under the Project
will ensure labor standards, fair
wages, equal wages for men
and women for the same work;
labor camps will include basic
facilities, and separate toilets for
women and men workers.
The Government of Bangladesh
is the partner in implementing
the project and there is no issue
of affordability involved.

Other Risks and/or


Vulnerabilities

Significant/Limited/
No Impact/Not Known
Limited

Limited

Plan
Other Action
Indigenous Peoples
Framework
No Action
Uncertain

Limited positive

Plan
Other Action
No Action
Uncertain

No Impact

Action
No Action
Uncertain

Not Known

18

Plan or Other Action


Required
Full Plan
Short Plan
Resettlement Framework
No Action
Uncertain

Appendix 4

HIV/AIDS
Human Trafficking
Others (conflict, political
instability, etc.), please
specify.

19

Plan
Other Action
No Action
Uncertain
IV.

PPTA/DUE DILIGENCE RESOURCE REQUIREMENT

1. Does the TOR for the PPTA (or other due diligence) include poverty, social and gender analysis and the relevant
specialist/s?
Yes
No If no, please explain why.
Provision for Inclusive Education and Gender Development Specialist and Poverty and Social Safeguard Specialist has been
included in the PPTA team.
2. Are resources (consultants, survey budget, and workshop) allocated for conducting poverty, social and/or gender analysis,
Yes
No If no, please explain why.
and C&P during the PPTA/due diligence?

This draft is for consultation purposes only and does not necessarily reflect the views of ADBs
Management, Board of Directors, or the Government of [country]. Comments may be submitted to [email address] by [deadline].

Vous aimerez peut-être aussi