SEQAEP 5 Years Success Story is a publica�on on the four major components of the project and its thirteen sub-components.

The project is one of the largest among eighty-one projects of the Ministry of Educa�on, Government of Bangladesh and a substan�ally successful one also. The project has received addi�onal financing of USD 265 million in the year 2014 from the World Bank.

The report provides a summarized documenta�on for reference on the objec�ves of each components and sub-components with its quan�ta�ve sta�s�cs and qualita�ve impacts over five-year period. It also contains few case studies to highlight how the project has brought posi�ve changes in the lives of the beneficiaries.

Bangla: h�p://youtu.be/_w-JzTeNy5c

This 24 minutes documentary film Dreams Etched Across the Sky (in English and Bangla) captures triumph of the two children, Lima and Arif. Their father Mr. Md. Almas is a Rickshaw-van Puller while their mother is a homemaker. Due to poverty, the parents had considered discon�nuing the educa�on of their children. Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) assisted financially disadvantaged students like Arif and Lima to con�nue their studies by suppor�ng them with s�pends and with help of well-trained Resource Teachers (RTs) to improve on English and Mathema�cs. The documentary captures other components of the project and their impacts as well.

Mr. Nurul Islam Nahid, MP, Honourable Minister of the Ministry of Educa�on and other key persons speak about the plans of Government of Bangladesh on educa�on and effec�veness of SEQAEP.

English: h�p://youtu.be/4-iBlH9WdgY

Messages

Bangabandhu Sheikh Mujibur Rahman had dreamt of Sonar Bangla (Golden Bangladesh) for which we need educated, wise and skilled people. Grooming the young genera�on and preparing them with world standard educa�on is the only way forward towards making his dream a reality.

The Ministry of Educa�on is commi�ed to Educa�on for All and the UN’s Millennium Development Goals (MDGs). Working inline to these goals, in the past half a decade, Bangladesh has witnessed a revolu�onary makeover in the educa�on sector with 99.47% students ini�ally a�ending schools. In terms of the UN’s Millennium Development Goal (MDG), we have already achieved gender equality target in 2013 both in Secondary and Higher Secondary level. To encourage poor students, since 2010, the government of Bangladesh has been distribu�ng over 1231 million textbooks to students of Pre-Primary through class ten on 1st of January, the first day of school year, without fail, even in unstable poli�cal situa�ons; a phenomenal event.

S�ll there are many challenges we need to overcome. Currently, the Ministry of Educa�on is execu�ng 81 projects of which SEQAEP is one the largest. This co-funded project where the World Bank has contributed USD 265 million and government of Bangladesh USD 15 million covers 215 disadvantaged Upazilas. Na�onally 57% and in rural area 70% disadvantaged students received s�pend through this project. Students in remote and rural higher secondary ins�tu�ons a�ended free Addi�onal Classes (ACs) in English and Mathema�cs which were conducted by our specially trained 0.5 million teachers.

I congratulate, the Project Director of SEQAEP, Mr. Md. Shahid Bakh�ar Alam, and his team who have been extremely effec�ve in implemen�ng this project. Our partner, the World Bank, Con�nues to support us for another three years �ll 2017 with funding of another USD 265 million. I thank them for their shared commitment.

Nurul Islam Nahid, MPEduca�on Minister, Ministry of Educa�on

Nurul Islam Nahid, MPEduca�on Minister, Ministry of Educa�onGovernment of the People’s Republic of Bangladesh

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Md. Nazrul Islam Khan Secretary, Ministry of Educa�onGovernment of the People’s Republic of Bangladesh

The government of Bangladesh has made Educa�on for All a priority and accordingly invested heavily in this sector. A�er rigorous scru�ny, we have been able to iden�fy the reasons that caused dismal results in Secondary School Cer�ficate (SSC) level and disparity in educa�on quality in rural and metropolitan ci�es. Moreover, we have learned that economically disadvantaged boys and girls can do wonder when they are correctly iden�fied and provided with support. We have no�ced the pa�ern that failing in English and Mathema�cs was pulling down the pass rate and increasing need for private tui�ons, an addi�onal burden for struggling parents.

With implementa�on of the Educa�on Policy the impact has been remarkable. One of the largest projects which has focused on making these unprecedented changes is Secondary Educa�on Quality and Access Enhancement Project (SEQAEP). It covers a staggering 125 Upazilas and provided boys and girls with s�pend through Proxy Means Tes�ng (PMT). The project managed its financial resources extremely well and had zero disallowance. The World Bank, the donor for this project, has agreed to double their investment and con�nue the project for another three years.

We deeply appreciate our donor and partners for their con�nuous support in enhancing the quality of educa�on of Bangladesh. We are confident that we will be able to create access to quality educa�on through this project. I congratulate the Project Director and his team in securing funds for next three years to con�nue the good work for the interest of our na�on.

Md. Nazrul Islam Khan

Secretary, Ministry of Educa�on

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It is a challenge for the government of many countries to publicize the importance of educa�on or to send children to the schools. At present the situa�on in Bangladesh has been improving significantly as both parents and students realize the importance of educa�on in general. However, Bangladesh has not achieved its target yet and there is s�ll a high rate of drop out in the schools. One of the major reasons for drop out is the overall economic condi�on of the society and the disparity among boys and girls.

The Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) works with rural communi�es with a special focus on some major issues of our educa�on: drop outs, low pass rates and hard-to-reach areas like char and haor. The project has been working successfully to meet some specific objec�ves: ensuring quality educa�on, crea�ng equity to the access of educa�on and reducing disparity between urban and rural students. In order to meet the goals, a number of programs have been undertaken by the project that are running successfully. SEQAEP has been providing s�pends to the poor children (both girls and boys), arranging trainings for the teachers to conduct Addi�onal Classes (ACs) on English and Mathema�cs. Moreover, the project has been offering incen�ves to the educa�onal ins�tu�ons as well as to students and teachers. At present when the students are gradually withdrawing themselves from reading different kinds of books, SEQAEP has taken a nice ini�a�ve to encourage the habits of the students to read books.

Currently, Ministry of Educa�on has adopted the strategies to work with all the stakeholders in a team spirit. Mr. Md. Bakh�arAlam, Project Director, SEQAEP has been leading his team in the same spirit under the guidance of the Directorate of Secondary and Higher Educa�on. I believe, the interven�ons taken by the project has allowed us to receive good responses from different corner of the society. I hope the project will work more successfully with views to meet Millennium Development Goals (MDGs) and to achieve the Vision 2021.

Prof. Fahima Khatun, Director GeneralDirectorate of Secondary and Higher Educa�on (DSHE)

Prof. Fahima Khatun, Director GeneralDirectorate of Secondary and Higher Educa�on (DSHE)Government of the People’s Republic of Bangladesh

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Educa�on is poten�ally the key that can eradicate of poverty from Bangladesh. There has been projects leading up to Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) and it has been a remarkable journey. Based on the project’s posi�ve outcomes of the first phase, we have embarked on a new phase where we would con�nue to find means to improve quality of educa�on to strike a balance between urban and rural students, poor and financially privileged students, boys and girls, disabled and able students and all minori�es.

I am personally happy with the project because it has been incen�vizing poor children as well as tribal and special need students to come to school by the way of the s�pend program. The World Literature Centre with the project team developed school libraries and in real terms has been able to encourage reading habits in children. The project gave addi�onal inputs to various schools by the way of improving school facili�es to providing trained Resource Teachers (RTs) on Mathema�cs and English language. In upcoming phase of the project team is planning to provide Resource Teachers (RTs) for science subjects as well.

There is no end to improvement of quality and we should not be happy and content with what we have achieved. I think we should go beyond our limit and go further in truly holding the na�onal proclama�on i.e. Educa�on for All. We have a very dynamic Project Director, Mr. Md. Bakh�ar Alam and he is really making a difference. It’s evident from the work he is doing.

It has been my pleasure to have nego�ated addi�onal financing of about USD 265 million with the support of IDA, the World Bank. Now I hope that this project is going to bring further success and improve the quality of educa�on which is absolutely important for Bangladesh.

Arastoo KhanAddi�onal Secretary, ERDMinistry of Finance

Arastoo KhanEconomic Rela�ons Division (ERD)Ministry of FinanceGovernment of the People’s Republic of Bangladesh

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Giving a person an educa�on is the single most transforma�ve gi� that a benefactor can give. This is important because educa�on enables a person to get a be�er job, to par�cipate more fully in social and poli�cal life, and also to have higher self-esteem. It’s par�cularly important for girls. This is because many studies have repeatedly shown that girls and women spend money much wisely than boys and men. The Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) is helping poor girls and boys in 215 Upazilas in Bangladesh to access secondary educa�on. The project is built on the success of two predecessor projects, which were focused exclusively on bringing poor girls to secondary educa�on. This project as well as its predecessors has shown the world how transforma�ve a program targeted on helping poor girls to access primary and secondary educa�on can be. If it had not happened in Bangladesh, star�ng back in the 1990s, it’s very unlikely that Bangladesh today would be able to employ some four million women in the second largest ready-made garment (RMG) industry in the world. It would be hard to imagine that the goods coming out of the ready-made garments industry would be compe��ve with those coming out of countries like China, Vietnam and Sri Lanka.

The new project also has several innova�ons. First, because the assistance provided to girls has been so effec�ve, boys are now falling behind, and so the new project also provides tui�on and s�pend assistance to boys. Second, the new project makes a very strong push on enhancing quality. It provides performance incen�ves to schools, teachers and student, and it is building a stronger monitoring and evalua�on system which this year for the first �me in Bangladesh’s history resulted in a systema�c evalua�on of learning outcomes at the secondary level.

Support to the next phase of the Secondary Educa�on Quality and Access Enhancement Project is proof that the Government of Bangladesh understands how vitally important it is to con�nue helping young people to acquire an educa�on. Bangladesh’s leadership in the development of the educa�on sector has set the stage for similar projects all over the world. Some imitators have become famous in their own right, for example in Brazil. The World Bank is delighted to con�nue its associa�on with this project of the Government of Bangladesh. I think the project management team is func�oning well. The impact of the work that the team is doing is visible every single day. It’s very energizing to be around young people who have an opportunity to improve their lives and who are taking hold of that opportunity with both hands and making the most of it. The Secondary Educa�on Quality and Access Enhancement Project recently received addi�onal financing of USD 265 million from the World Bank. It’s the hope of the World Bank that every single child in this country, whether a girl or a boy, will have access to a good-quality educa�on at the primary, secondary and ter�ary levels. Every single child should be given the opportunity to realize his or her full poten�al, while also contribu�ng to the country’s economy and to its social and poli�cal enrichment.

Johannes Zu�Country Director, Bangladesh and Nepal, The World Bank

Johannes Zu�Country Director, Bangladesh and Nepal, The World Bank

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In 2008, the Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) undertook its journey to ensure the quality educa�on for the secondary academic ins�tu�ons and be�er access for all. We have been working with almost 6,781 secondary schools of rural Bangladesh. The speciality of this project is to provide s�pends to poor boys and girls as well as special need and children of minority communi�es by iden�fying the needy students through Proxy Means Tes�ng (PMT). Every year PMT Booths were opened in all the unions during July to August. The three member commi�ee with Thana Educa�on Officer, Member of Union Council and a secondary school teacher interviewed the applicant(s) and verified the informa�on provided to the Commi�ee. About 1 million students received s�pends of which 57% of beneficiaries were girls.

Through research it was iden�fied that in other than metropolitan ci�es, students from other parts of Bangladesh were failing in Secondary School Cer�ficate (SSC) examina�ons due to poor results in English and Mathema�cs. With a few or no subject teachers, the schools with pass rate below 45% in Junior School Cer�ficate (JSC) and Junior Dakhil Cer�ficate (JDC) were struggling. The project undertook merit based appointments of Resource Teachers (RTs) who were trained on effec�ve teaching methods. The teachers arranged Addi�onal Classes (ACs) in about 400 schools relieving parents from burden of private tui�on. The pass rates of those schools now have increased to almost 100% in Secondary School Cer�ficate (SSC) examina�ons. To retain the almost 1,000 trained Resource Teachers (RTs) they were provided with handsome remunera�on. Students between the classes 6 through 8 undergo Learning Assessments to test their understanding. To encourage students, teachers and educa�onal ins�tu�on on achieving specific results incen�ve awards in terms of cash were awarded. Moreover, students were encouraged to develop reading habit with support of Bishwo Shahi�o Kendra (BSK). From 2013, the project has been organizing Educa�on Fair among neighbouring schools where students and teachers are able to share and exchange knowledge.

SEQAEP also helped to form and train Parent Teacher Associa�ons (PTAs) and School Management Commi�ees (SMCs) in every school for social audi�ng of teachers, funding alloca�on, reducing drop-outs, discouraging child marriage and eve-teasing. To improve overall environment the project provided funds for improving school facili�es like access to safe drinking water, hygienic latrines and much more.

A lot has been accomplished with great effort of all concerned for the students, who are the future of Bangladesh. I hope that with our work we are enabling them to be good and produc�ve ci�zens. And, I would like to take the opportunity to thank our partner the World Bank and agencies of the Government of Bangladesh for suppor�ng us to do just that.

Md. Shahid Bakh�ar AlamProject Director, SEQAEP

Md. Shahid Bakh�ar AlamProject Director, SEQAEP

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Contents

Acronyms and Abbrevia�on 08

1.0 Our Dynamic Team 10

1.1 Key Contributors to the Project 12

1.2 Partners and their Contribu�ons 17

2.0 Where Do We Work 19

2.1 SEQAEP at a Glimpse 21

3.0 How Did We Make a Success Story 25

3.1 Ins�tu�onal Capacity Strengthening 28

3.1.1 Project Management 29

3.1.2 Ins�tu�onal Capacity Building 29

3.1.3 School Management Accountability 31

(a) Case Study: Mrs. Asia Begum, Sanandabari High School, District: Jamalpur 32

3.1.4 Educa�on Awareness and Community Mobiliza�on (EACM) 33

3.2 Improving Educa�on Quality and Capacity to Monitoring Teaching-Learning Levels 36

3.2.1 Support for English Language and Mathema�cs Learning and Teaching 37

(b) Case Study: Nazirpur Palli Jagoran High School, District: Netrokona 38

(c) Case Study: Ulaul Model High School, District: Manikganj 39

3.2.2 Incen�ve Awards to Students, Teachers and Ins�tutes 41

3.2.3 Developing Reading Habit (DRH) 44

(d) Case Study: Savar Girls High School, District: Dhaka 46

3.2.4 Assessment of Educa�on Quality 47

3.3 Improving Equitable Access for the Poor and School Environment 49

3.3.1 PMT-based S�pends and Tui�on to Poor Students 50

(e) Case Study: Umme Salma Sarker; District: Gaibandha 51

3.3.2 Improving School Facili�es (ISF) 54

(f) Case Study: Sajuria Zahura Zerin High School, District: Rajbari 56

3.4 Monitoring & Evalua�on 58

3.4.1 Comparison of Project Performance Ra�ngs 60

3.4.2 Recogni�on by the World Bank (WB) 62

4.0 Challenges for the Future 64

5.0 Financial Accountability & Audit Report 66

6.0 Conclusion 71

Annex 1 73

Annex 2 76

Annex 3 77

Acronyms and Abbreviation

AC

ACT

ACF

AD

ADB

AF

APD

BANBEIS

BBS

BISE

BP

BSK

CAS

CCT

CONTASA

DA

DD

DEO

DG

DID

DLI

DO

DPHE

DPP

DRH

DSHE

EACM

EL

EMF

EMP

FAPAD

FMS

FMA

FSSAP

FY

GAAP

GO

GOB

HIES

HOI

HT

Addi�onal Class

Addi�onal Class Teacher

Award Conforma�on Form

Assistant Director

Asian Development Bank

Addi�onal Financing

Addi�onal Project Director

Bangladesh Bureau of Educa�on Informa�on and Sta�s�cs

Bangladesh Bureau of Sta�s�cs

Board of Intermediate and Secondary Educa�on

Bank Procedures

Bishwo Shahi�o Kendro

Country Assistance Strategy

Condi�onal Cash Transfer

Conver�ble Taka Special Account

Designated Account

Deputy Director

District Educa�on Officer

Director General

Difference in Difference

Disbursement Linked Indicator

Development Objec�ve

Department of Public Health and Engineering

Development Project Proforma

Developing Reading Habit

Directorate of Secondary and Higher Educa�on

Educa�on Awareness and Community Mobiliza�on

English Language

Environmental Management Framework

Environmental Management Plan

Foreign Aided Project Audit Disclosure

Financial Management Specialist

Financial Management Analyst

Female Secondary School Assistance Project

Financial Year

Governance and Accountability Ac�on Plan

Government Order

Government of Bangladesh

Household Income and Expenditure Survey

Human Opportunity Index

Head Teachers

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ICT

IDA

IE

IFC

IFR

IPF

KPI

LASI

LGED

MEW

M&E

MIS

MoE

MoF

MoPA

MoU

MPO

MTR

NPV

OP

OARF

PAD

P-RAMS

PD

PDO

PMT

PMTA

PPR

PPT

PTA

RCT

RDD

RDPP

RT

SESDP

SEQAEP

SMC

SMF

SSC

SWAp

TDP

TA

USEO

Informa�on Communica�ons Technology

Interna�onal Development Associa�on

Impact Evalua�on

Interna�onal Finance Corpora�on

Interim Financial Report

Investment Project Financing

Key Performance Indicator

Learning Assessment in SEQAEP Ins�tu�ons

Local Government Engineering Department

Monitoring and Evalua�on Wing

Monitoring and Evalua�on

Management Informa�on System

Ministry of Educa�on

Ministry of Finance

Ministry of Public Administra�on

Memorandum of Understanding

Monthly Pay Order

Mid-Term Review

Net Present Value

Opera�onal Policies

Opera�onal Risk Assessment Framework

Project Appraisal Document

Procurement Risk Assessment Management System

Project Director

Project Development Objec�ve

Proxy Means Tes�ng

Proxy Means Tes�ng Administrator

Public Procurement Rules

Project Prepara�on Team

Parent-Teacher Associa�on

Randomized Control Trial Design

Regression Discon�nuity Design

Revised Development Project Performa

Resource Teacher

Secondary Educa�on Sector Development Project

Secondary Educa�on Quality and Access Enhancement Project

School Management Commi�ee

Social Management Framework

Secondary School Cer�ficate

Sector Wide Approach

Tribal Development Plan

Technical Assistance

Upazila Secondary Educa�on Officer

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1.0 Our Dynamic Team

Dr. Md. Asaduzzaman Khan MojlishAssistant Director (ACT)

Prim RizviAssistant Director (Admin)

Dr. Rafique Al-MamunDeputy Project Director (ACT)

Md. Mokhtar AhmedDeputy Project Director (Admin)

Md. Shahid Bakhtiar AlamProject Director, SEQAEP

Dr. Mohd. Mozammel Hossain ChowdhuryDeputy Project Director (Access)

Dr. Sujan Kumer SarkerDeputy Project Director (Quality)

S. M. Morshed BipulAssistant Director (Access)

Reaz AhmedAssistant Director (Quality)

1.1 Key Contributors to the Project

Md. Shahid Bakh�ar Alam

Mr. Md. Shahid Bakh�ar Alam is a Joint Secretary and member of Bangladesh Civil Service (Administra�ve Cadre). Since April 2012 he has been working as the Project Director (PD) of Secondary Educa�on Quality and Access Enhancement Project (SEQAEP). His responsibility is to provide technical and project management leadership to the team consis�ng of about 200 staff and a number of consultants. Scope of his work includes policy level decision making, overseeing financial management, resource mobiliza�on, monitoring day-to-day opera�on, procurement and s�pends program. He is the focal point for maintaining coordina�on with the Ministries and all the stakeholders of the SEQAEP, ensuring proper documenta�on of all the SEQAEP ac�vi�es and regular repor�ng to the

Interna�onal Development Associa�on (IDA), Directorate of Secondary and Higher Educa�on (DSHE), Ministry of Educa�on.

Prior to joining this post, Mr. Alam served as Deputy Chief of Mission and Counselor at Bangladesh Embassy in Abu Dhabi, UAE. While working in the Ministry of Foreign Affairs as Director in desks like United Na�ons, Finance, Consular and Welfare his responsibili�es included communica�ons with UN organiza�ons; liaison with the Bangladesh Missions abroad as well as Foreign Mission in Dhaka; coordina�on between different Ministries of Bangladesh and state protocol.

Mr. Alam completed his Masters from the Dhaka University and his second Masters from the pres�gious Columbia University in New York, USA.

Prof. Abdullah Abu Sayeed

Professor Abdullah Abu Sayeed is a Teacher, television presenter, organizer, ac�vist and Chairman of Bishwo Shahi�o Kendro (BSK). A�er receiving his M.A in Bangla Language and Literature from Dhaka University in 1961, Prof. Sayeed started his career as a teacher that lasted over thirty years (1961-92) and brought him spectacular success and na�on-wide recogni�on.

All the facets of his personality have been combined in his role as founder of Bishwo Shahi�o Kendro with the goal to create an informed, enriched and commi�ed new genera�on for Bangladesh. Since its incep�on in 1978, the BSK, a na�on-wide educa�onal and cultural organiza�on, is opera�ng various non-conven�onal and informal enrichment programs in its own premises as well as at several thousand educa�onal ins�tu�ons to create an environment for the sensi�ve, eager and young students to develop into enlightened individuals.

BSK has been implemen�ng the SEQAEP’s Developing Reading Habit (DRH) Program. Prof Sayeed is the Team Leader of DRH program since 2010. Under his leadership and direc�on to date 2.5 million readers are benefited from the DRH program.

As a dis�nguished writer he has over 40 highly acclaimed books of poetry, essays, short stories, drama, transla�ons, autobiographical wri�ngs, travelogue, etc. Prof. Sayeed is a well-known environmental ac�vist with great success; he took ac�ve part in movements against air pollu�on, water pollu�on of rivers, and illegal acquisi�on of lakes, parks and water.

For his contribu�ons Prof. Sayeed was awarded the Ramon Magsaysay Award, 2004 which is known as the Asian ‘Nobel Prize’ in the field of Journalism, Literature and Crea�ve Communica�on Arts. He also received numerous awards which include Na�onal Television Award, Ekushey Padak, Paribesh Padak, and Bangla Academy Award.

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Dr. Md. Fazlul Karim Chowdhury has dis�nguished experience of working as professor, educa�on administrator, researcher, educa�on planner and management consultant. He worked in the Ministry of Educa�on (MoE) in the advisory capacity and provided financial advice to the Educa�on Secretary and the Educa�on Minister. He analyzed primary, post-primary and non-formal and primary data, supervised the works of NGOs engaged in non-formal and primary educa�on, and contributed to quality improvement in the prepara�on of policy documents and assessing various projects.

He also served as ‘Chief of Planning’ of the MoE and prepared, implemented, monitored and evaluated about 83 Projects of the educa�on sector and coordinated all the sub-sector planning. As a member, Na�onal Curriculum & Text Board (NCTB) he developed na�onwide life orienta�on need based curriculum and introduced topics such as livestock, farming and poultry at primary and secondary level for the benefit of the children. As Project Director of Female Secondary and School Assistant Project (FSSAP), he introduced skill development programme for drop-out girls and skill training in sustainable trades with the help of the selected NGOs, built public awareness about educa�on and mobilized community support for girls students, As Director General (DG) of Directorate of Primary Educa�on (DPE) he was responsible for the overall management and administra�on of DPE. He worked as Co-Team Leader of ESTEEM (Effec�ve schools through Enhanced Educa�on Management), a DFID funded project.

In addi�on, he also worked in many projects financed by WB, ADB, UNICEFF, UNDP, UNFPA, CIDA and UNESCO. He worked on a number of books on Economics for honours and post-graduate level students.

Dr. Md. Fazlul Karim ChowdhurySenior Consultant, Monitoring and Evalua�on

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Prof. Selina Akhtar Jahan, PhD

Professor Selina Akhtar Jahan had more than 35 years of varied teaching and consul�ng experience at Bangladesh Open University (BOU), Na�onal Academy for Educa�onal Management (NAEM), Teachers’ Training College(TTC); B. Ed English Medium College; Bangladesh Ins�tute of Administra�on and Management (BIAM); Bangladesh Madrasha Teachers’ Training Ins�tute (BMTTI); University of Liberal Arts; The Peoples’ University of Bangladesh; University of Science and Technology; Asian University of Bangladesh; Eastern University; Bri�sh Council; Bangladesh Civil Service College; UNICEF; Bri�sh American Language Ins�tute, BPATC; Academy for Planning and Development (APD); Bangladesh Bank Training Academy (BBTA); Trust Bank Limited; AB Bank; Mercan�le Bank; Dhaka Bank; Janata Bank; Rupali Bank and Na�onal Bank Training Ins�tute.

Professor Selina Akhtar Jahan, PhD served SEQAEP as Na�onal Consultant for English and Senior Consultant and Addi�onal Class Specialist. During her involvement with SEQAEP she designed supplementary materials to support the Addi�onal Classes; trained the Resource Teachers (RTs) to conduct and observe the Addi�onal Classes, monitoring the Addi�onal Classes, introduced Cluster Monitoring involving the Head Teachers (HTs), RTs, and the Subject Teachers (STs) to find ways for be�er implementa�on of the Addi�onal Classes, developed Training Manuals for the Training of Trainers (ToT).

Professor Selina Akhtar Jahan holds a PhD in English Literature from the Dhaka University.

Na�onal Consultant for English Language

Dr. Md. Abdul Halim

Dr. Md. Abdul Halim is a faculty member at the Ins�tute of Educa�on and Research (IER) of the University of Dhaka. He has obtained his Masters in Applied Math and Master of Educa�on from the University of Dhaka and PhD in Math Educa�on from the M.S. University of Baroda, India under ICCR scholarship. He was trained on “Professionalizing In-service Teacher Training toward Improving the Quality of Secondary Educa�on in Bangladesh” from the Philippines in 2009. He also successfully completed the “Country Focused Training and Dialogue program on Implementa�on and Evalua�on of the Primary Curriculum in Science and Mathema�cs” from Japan in May 2014. He has worked as an educa�onal consultant

and resource person in na�onal and interna�onal organiza�on like Na�onal Curriculum and Textbook Board (NCTB), Planning Ministry, DPE, NAEM, NAPE, Asian Development Bank (ADB), World Bank, UNICEF, Plan Interna�onal Bangladesh, Oxfam Bangladesh etc. He developed and evaluated remarkable numbers textbooks, teacher edi�on, teacher guide, module and training manual. He published lot of research ar�cles on educa�on and Mathema�cs educa�on in renowned na�onal and interna�onal journals.

He was Na�onal Consultant and Addi�onal Class Technical Specialist of Secondary Educa�on Quality and Access Enhancement Project (SEQAEP). He led the team responsible for designing and developing supplementary materials of Mathema�cs at Secondary level and trained Mobile Teachers Resource Team (MTRT) and Resource Teachers (RT) to enhance the teaching – learning strategies on mathema�cs in Bangladesh. He worked as a Resource Person of Teaching Quality Improvement (TQI-I & II) Project. He developed and edited Teaching mathema�cs for teacher training manual for Trainers and trainees and Trainer of the Master Trainer for dissemina�on of CPD training for the teachers of Secondary School of Bangladesh. He was also involved with FSSAP-II and SESDP ac�vi�es.

Na�onal Consultant for Mathema�cs

Md. Abul Quasem

Md. Abul Quasem has more than 30 years of experience in accoun�ng, audi�ng, taxa�on, management accoun�ng, consultancy services and office administra�on. He is the sole Proprietor/ Principal of Quasem Abul & Co., Chartered Accountants.

Before joining SEQAEP, he worked in World Bank funded project �tled Enterprise Growth and Bank Moderniza�on Project (EGBMP) in the Ministry of Finance. He also worked in various organiza�ons and various posi�ons like: Chartered Accountants Partner at G.Kibria & Co.; Accounts Management Specialist at The Interna�onal Securi�es Consultancy, Hong Kong and the Aries Group Ltd., USA, for the Capacity Building of Securi�es and Exchange Commission and Stock Exchanges of Bangladesh- a project of Asian Development Bank (ADB); Na�onal Consultant for Finance and Cos�ng at Jute Sector Training Program (TPRM Project)- a Project of World Bank (WB) and Ministry of Jute; Government Priva�za�on Program, Priva�za�on Board; Comilla Proshika Center for Development -a CIDA Funded Project; Project Director, Research and Evalua�on of Voluntary Steriliza�on and IUD Program of Bangladesh Government and NGOs; Helen Keller Interna�onal, Dhaka in the Xerophthalmia Prevalence Survey in Bangladesh to achieve common goal “Preven�on of Nutri�onal Blindness”; Family Planning Associa�on of Bangladesh.

He is a Fellow Member of the Ins�tute of Chartered Accountants of Bangladesh (FCA). He has also achieved Level 3 (three) of Cer�fied General Accountants Associa�on of Ontario, Canada.

Financial Management Specialist (FMS)

14

Dr. Md. Lu�ur Rahman has more than 40 years of professional experience in the field of teaching, administra�ve and financial management, project design, project management and implementa�on, project monitoring and evalua�on.

He was a Professor of Chemistry and the Principal of Government Shariatpur College. In addi�on, he worked in the Ministry of Science and Technology as an Assistant Scien�fic Adviser, Director of Bangladesh Na�onal Scien�fic and Technical Documenta�on Centre (BANSDOC) and as the Project Director of the IDA- financed Female Secondary School Assistance Project (FSSAP) and FSSAP-II. A�er re�rement from Government service, he has been working as an Educa�on Consultant in various projects financed by the Government of Bangladesh, the World Bank, ADB, DFID. He also worked as an Interna�onal Consultant in an Educa�on Project financed by ADB in Indonesia. Dr. Rahman worked as an Educa�on Consultant with the World Bank.

Dr. Md. Lu�ur Rahman

Wali ul Islam

Mr. Wali ul Islam has more than 28 years of varied working experiences as a member of Bangladesh Civil Service. He worked in different ministries such as Ministry of Local Government. Rural Development & Coopera�ves, Ministry of Establishment, Ministry of Planning, Ministry of Labour and Employment. Wali ul Islam has extensive knowledge in diversified areas in educa�on system and policy, development, administra�on, judicial, revenue, project & program implementa�on, planning and repor�ng. He worked in GoB- DANIDA funded Hygiene Promo�on, Sanita�on and Safe Water Supply Project (HYSAWA) for more than four and a half years.

Since February 2013, Mr. Wali ul Islam has been serving as Quality Assurance Consultant to Secondary School Quality and Access Enhancement Project (SEQAEP). He is responsible for ensuring quality of the services to be delivered and ins�tu�ons established. Before joining SEQAEP, Mr. Islam was the Director of Bangladesh Public Administra�on Training Centre, Savar, Dhaka. Mr. Islam completed his Masters in Economics from the University of Chi�agong.

Consultant Mid-term Review

Quality Assurance Consultant

15

Prof. Saleh Mo�n

Professor Saleh Mo�n, one of the leading Mathema�cians and eminent educa�onist in the country, had pioneered competency based curriculum at primary level in Bangladesh. Prof. Ma�n was Director General of Directorate of Primary Educa�on. During his service in the directorate, he introduced innova�ve ac�vi�es at grassroots level to bring quan�ta�ve and qualita�ve development in primary educa�on. He served in renowned educa�onal ins�tu�ons like B.M College, Barisal; A.M College, Mymensingh; M.C College, Sylhet; Jagannath College, Dhaka; Dhaka College, Dhaka; and A.H College, Bogra. He also had overseen the training of principals and vice-principals of colleges to build up their capaci�es in educa�on and curriculum management through establishment of training ins�tutes under Higher Secondary

Educa�on Project in the capacity of program director.

Prof. Ma�n is a member of the research team at Secondary Educa�on Quality and Access Enhancement Project (SEQAEP), exploring the possibili�es to enhance the quality of secondary educa�on of the students of remote and disadvantaged areas of the country. In the context, he conducted a study on “Effec�veness of Addi�onal Class for English and Mathema�cs” undertaken in the project schools.

Researcher

Currently Dr. A.S.M. Amanullah is a Professor in the Department of Sociology at the University of Dhaka. Dr. Aman also taught at the University of New South Wales (The UNSW), Sydney, Australia and Shahjalal University of Science and Technology (SUST), Sylhet, Bangladesh. Furthermore, he was Staff Sociologist in the Research and Evalua�on Division (RED) of BRAC, Dhaka, Bangladesh.

With his long and diverse experience in teaching, research and consultancy in the field of Educa�on and Public Health, Dr. Amanullah has worked not only as an academic researcher but also was involved in various research projects funded by different na�onal and interna�onal organiza�ons. So far, Dr. Amanullah worked

in more than 50 research projects as Principal Inves�gator (PI)/Co-PI/Consultant. Dr. Amanullah is the founder Advisor and Program Director of Master of Public Health (MPH) department at ASA University, Bangladesh. Besides, he is a visi�ng fellow at the North South University (NSU) and Independent University of Bangladesh (IUB). He is also leading a joint collabora�ve project on “Breast Cancer Awareness among Bangladeshi Women” ini�ated by Sydney University and the University of Dhaka. Besides, he is currently working with IOM as regional consultant. Professor Amanullah published many scholarly ar�cles/book chapters in peer-reviewed interna�onal journals such as Interna�onal Quarterly of Community Health Educa�on, University of Massachuse�s, MA, USA. As an interna�onal health and educa�on expert, Professor Amanullah also works with many interna�onal journals as their editorial/advisory board member.

He did his Masters in Sociology from the University of Dhaka, and obtained Ph.D. in Social Science from the University of New South Wales, Sydney, Australia.

Prof. Dr. ASM AmanullahResearcher

16

17

1.2 Partners and their Contributions

From 1993 to 2001, with IDA’s support the Government of Bangladesh ini�ated the first Female Secondary School Assistance Project (FSSAP). The project was implemented in 119 Upazilas. FSSAP is the predecessor of the Secondary Educa�on Quality and Access Enhancement Project (SEQAEP). Here again Interna�onal Development Associa�on (IDA) plays a vital role as a development partner financing the project in 125 Upazilas under 61 districts of the country. As per the provision of RDPP 16% of the total found was spent from the Government of Bangladesh and rest 84% was funded by IDA.

www.worldbank.org/ida

Interna�onal Development Associa�on (IDA)

Bishwo Shahi�o Kendro (BSK) is implemen�ng Developing Reading Habit (DRH) Program of the Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) to introduce the similar program as a Na�onwide Enrichment Program in 7,230 schools of 125 Upazilas covering about 750,000 students.

www.bskbd.org

Bishwo Shahi�o Kendro (BSK)

Established in 1980, PIACT Bangladesh is a non-profit, non-governmental organiza�on. PIACT carried out ac�vi�es related to community mobiliza�on through training, workshop and orienta�on sessions for local stakeholders; and educa�on awareness through development and communica�on about the project; development and distribu�on of informa�on materials.

www.piactbangladesh.org

PIACT Bangladesh

Agrani Bank is responsible for disbursing money for Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) for the following (sub) components: · Disbursement of Incen�ve Awards to students, teachers and ins�tu�ons; · Addi�onal Classes (ACs) program: Honorarium for Resource Teachers (RTs), Subject Teachers (ST) · Head Teachers (HT) and ins�tu�ons; · S�pend and tui�on disbursement; · Disbursement of Improving School Facili�es (ISF) funds; · Disbursement fund for Educa�on Awareness and Community Mobiliza�on (EACM); · Disbursement of both ICT and social audit grants.

www.agranibank.org

Agrani Bank

MIDAS is the strategic partner of Government of Bangladesh. The scope of work with SEQAEP includes assis�ng in capacity building and dissemina�on of project ac�vi�es. Overall, MIDAS works with SEQAEP in achieving UN’s MDG goal of educa�on for all, especially at the secondary school level.

www.midas.org.bd

MIDAS

The Department of Public Health & Engineering (DPHE) installed shallow and deep tube wells and constructed of twin latrines in the educa�onal ins�tu�ons in partnership with SEQAEP. Every year, the level of arsenic in water of these tube wells and the water purity are tested by DPHE.

www.dphe.gov.bd

SEQAEP provides s�pends and tui�on to the poor boys and girls. Selec�on of beneficiaries is done through a household-based targe�ng method, Proxy Means Tes�ng (PMT) that generates a welfare score for applicant based on a set of observable household characteris�cs. The Local Government Engineering Department (LGED) is entrusted with administering PMT for selec�on of beneficiary students. Proxy Means Tes�ng Administrator (PMTA) was responsible for (a) selec�on of PMT s�pend beneficiaries, (b) Award Conforma�on Form (ACF) prepara�on for PMT s�pend beneficiaries, and (c) maintenance of integrated database. The services of LGED as PMT Administrator will con�nue through the project life�me.

www.lged.gov.bd

Local Government Engineering Department (LGED)

Department of Public Health & Engineering (DPHE)

The Bangladesh Bureau of Educa�onal Informa�on and Sta�s�cs (BANBEIS) is the central depository of Bangladesh government under Ministry of Educa�on for the collec�ng and dissemina�ng of educa�onal informa�on including that of SEQAEP. BANBEIS has been iden�fied to partner with SEQAEP and Monitoring and Evalua�on Wing (MEW) to serve the project as the MIS cell. It is responsible for data processing and Award Conforma�on Form (ACF) prepara�on for all school grants schemes, including tui�on support.

www.banbeis.gov.bd

Bangladesh Bureau of Educa�onal Informa�on and Sta�s�cs (BANBEIS)

BANBEIS

LGED

Government Agencies:

DPHE

18

2.0 Where Do We Work

2.0 Where We Work

Geographical Distribu�on of SEQAEP / EACM Program

20

2.1 SEQAEP at a Glimpse1.0 Table: Project Profile

The ongoing SEQAEP is being implemented in 125 Upazilas under 61 Districts of Bangladesh. The number of total targeted educa�onal ins�tu�ons are 6715 Secondary Schools and Madrashas throughout the country following pre-determined criteria included in the Revised Development Project Proforma (RDPP). According to the 2nd revised Development Project Proforma (DPP) the Addi�onal Financing (AF) Project will undertake new 90 Upazilas to implement project ac�vi�es. More than 5000 ins�tu�ons of the extended areas will be brought under this program. The significance of SEQAEP program is that it covers the remotest and poorest areas of the country. Moreover, the AF Project will con�nue Ins�tu�onal Achievement Awards in SEQAEP and will introduce it non-SEQAEP Upazilas as well.

Project Profile of SEQAEP

1. Name of the project Secondary Educa�on Quality and Access Enhancement Project (SEQAEP)

2. Objec�ve The overall objec�ve of the Project is to improve quality of educa�on, systema�cally monitor learning outcomes, and to increase equitable access.

3. Specific objec�ves a. To improve the quality of educa�on par�cularly, the teaching-learning process;

b. To ensure equitable access to educa�on by providing s�pends and incen�ves to the poor students;

c. To reduce drop outs rate at the secondary level;

d. To strengthen the capacity of school management, monitoring and assessing teaching-learning outcomes;

e. To a�ract new and retain exis�ng students through improving school facili�es; and

f. To improve and strengthen the monitoring and evalua�on capacity of DSHE’s.

4. Loca�on covering area of the Project

Original Project: 125 selected Upazilas under 61 Districts.

Revised Project: Exis�ng 125 plus 90 new Upazils.

5. Implementa�on Period

Original: July 2008- June 2014

Revised: July 2008- December 2017

6. Cost of the project Original: BDT 118176.30 lacs (US$ 155.70 million) [BDT 75.9 = USD 1]

1st Revised: BDT 122195.65 lacs (US$ 155.70 million)

2NDRevised: BDT 328866.76 lacs (US$ 420.70 million)

7. Mode of Finance Original: GOB: BDT 19037.28 lacs (16%) and PA: BDT 99139.02 lacs (84%)

1st revised: GoB: BDT 19037.28 lacs (16%) and PA: BDT 103158.37 lacs (84%)

2nd revised GoB: BDT 70179.54 lacs (21%) and PA: BDT 258687.22 lacs (79%)

8. Components and Sub-components

4 main components and 13 sub-components

9. Name of 4 main components

1. Improving Educa�on Quality and to Monitor Teaching- Learning Levels;

2. Improving Equitable Access;

3. Ins�tu�onal Capacity strengthening;

4. Monitoring & Evalua�on.

10. Main Ac�vi�es • Providing Best Student Awards (Grade 7-10);

• Providing PMT SSC Pass Awards;

• Ins�tu�onal Achievement Awards;

• Support for Addi�onal Classes in English Language and Mathema�cs;

• Resource Teachers Recruitment;

• 6 Day Basic Training for Resource Teachers (RTs);

21

• Resource Teachers’ Refreshers Training;

• Providing Training to Subject Teachers;

• Introduc�on of Reading Habit Development;

• Training for Library In-charge/Coordinator;

• Enrolment of Book Readers;

• Book Distribu�on Award Ceremonies;

• Supply of Appropriate Books;

• Crea�on of English Readers;

• Crea�on of Maths Book Readers;

• Assessment of Educa�on Quality;

• Providing PMT Based S�pend and Tui�on;

• Providing Tui�on only Benefit;

• Providing General S�pend and Tui�on;

• Safe Drinking Water Supply provision;

• Water Quality Tes�ng and monitoring;

• Establishment of Sanita�on Facili�es in Schools;

• Ins�tu�onal Capacity Strengthening;

• Project Management;

• Ins�tu�onal Capacity Building;

• Overseas Training/Study Tour;

• Local Training/Workshop;

• Ensuring School Management Accountability;

• Forma�on of PTA;

• SMC/ MMC/PTA Training;

• Conduc�ng Social Audit;

• Introduc�on of School Informa�on Report Card;

• Crea�on of Educa�on Awareness and Community Mobiliza�on;

• Monitoring and Evalua�on;

11. Overall Achievement

• The physical progress achieved in first 4 years surpassed the project end targets;

• The disbursements and financial progress have reached almost 100%;

• The targets for students appearing in the SSC exam and the secondary school comple�on rate surpassed. Around 210,000 poor students appeared in the SSC exam;

• The project benefited more than 1.8 million students through s�pend and tui�on scheme;

• Around 1.0 million poor students received s�pend to con�nue secondary educa�on;

• About 3.8 million schooling years were benefited from the targeted s�pend and tui�on;

• Girls contributed 57% to achieve this milestone ;

• So far, 146,000 poor students received SSC pass awards, exceeding the project target of 84,000;

• Nearly 5 thousands ins�tutes received ins�tu�onal awards against the target of 3566;

• The project emphasizes improvement of secondary educa�on quality through a series of academic support interven�ons and incen�ves;

• Almost 562,000 students were brought under “developing reading habit program”

22

12. Impact of the Project

• Grade 10 comple�on rate up to December 2013 was 71.75%, compared to 31% at the end of the project;

• SSC appearing students were 310,000 at project end target and actual achievement up to December 2013 was 284,000, whereas 70% was poor students;

• The project end target of PMT SSC pass rate was 82%. But the rate of achievement was 80.52% in December 2013;

• The gender parity (Male/Female) in enrolment in grades 6 to 10 was 0.87 at the end of the project. But the rate of actual achievement was calculated as 0.85% in December 2013;

• Finally, the percentage of poor children enrolled in secondary school was 39% at the end of the project, while the achievement was 47.18% in December 2013.

13. Financial Achievement

• Up to June 2013 the cumula�ve financial progress was 85%;

• Total expenditure of the project up to June 2013 was about BDT 114881.90 lacs, while the total es�mated cost was BDT 122195.65 lacs;

• The percentage of progress compared to total es�mate was 94.83%;

• The percentage of progress for the fiscal year 2012-13 was 99.83% compared to expenditure with target for the said period.

14. Physical Achievement

Progress up to December 2013 compared to target:

• 166,714 (84% of target) students received Best Student Awards (Grade 7-10);

• 219,014(103% of target) students received PMT SSC Pass Awards;

• 4640 (107% of target) ins�tutes received Ins�tu�onal Achievement Awards;

• 521,410 (87%) Addi�onal Classes conducted on English Language and Mathema�cs;

• 1168 (146.5%) Resource Teachers Recruited;

• 1168 Resource Teachers received 6 Day Basic Training;

• 1002 RTs received refreshers training;

• 561 (73%) Subject Teachers received Training;

• Introduc�on of Reading Habit Development in 6669 (98%) ins�tutes;

• Training provided to 6669 (98%) Library In-charge or Coordinator;

• 17, 32,956 (117%) Book Readers enrolled;

• 696,602 (47%) Award Books distributed;

• 11,70,8333 (97% of target) Appropriate Books supplied;

• Two rounds of Assessment of Educa�on Quality completed;

• 41,39,463 students received PMT Based S�pend and Tui�on;

• 354,372 students received tui�on only benefit;

• 1.35 million students year provided General S�pend and Tui�on;

• 1879 safe drinking water supply op�ons installed;

• 655 Arsenic Test Kits supplied;

• 1826 Twin Latrines and sanita�on facili�es established;

• 696 Water Pump and 696 Water Tank installed;

• About 36 Officials received Overseas training and par�cipated in study tours;

• PTA’s formed in 6781 ins�tu�ons;

• 67810 PTA members received training;

• Crea�on of Educa�on Awareness and Community; Mobiliza�on were undertaken through consul�ng firm;

• 9 Semi-Annual monitoring reports submi�ed.

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15. Addi�onal Financing (AF) Project Target

• The AF Project has extended the current SEQAEP up to December 2017;

• The financing of AF project would be US$ 265 million, represen�ng an increase of about 80% compared to original project funding;

• The main four components remained unchanged;

• The AF Project would ini�ate replica�on of successful ac�vi�es in 90 new addi�onal Upazilas;

• The direct beneficiaries of SEQAEP AF would be 11500 ins�tu�ons of 215 Upazilas which provide educa�on to more than 4.5 million student annually;

• The Project would benefit teachers, SMC’s and PTA’s in project ins�tu�ons directly;

• The AF Project would establish an effec�ve monitoring and evalua�on system in partnership with BANBEIS;

• The IDA credit funding modality would be Transac�on Based and Result Based for US$ 200.00 and 50.00 million respec�vely. The result based disbursement will be financed through Disbursement Linked Indicators;

• The incen�ve rates in different grades have been enhanced from BDT 500.00 to 1000.00 and the Ins�tu�onal Achievement Awards scheme would be replicated in all Upazilas of the country;

• The AF Project would enhance the tui�on rates and it will be provided directly to eligible educa�onal ins�tutes;

• The AF Project will contribute to raise massive awareness and enhance the transparency and accountability to bring back the drop outs. Accordingly the provision for holding Upazila Educa�on Fair has been created in the revised DPP;

• Based on the reality the AF Project would finance for science subject teachers in addi�on to English and Mathema�cs;

• The transfer of MEW manpower to revenue budget has to be completed during the AF project;

• The AF Project will finance TA support to develop teaching-learning materials and training modules, to provide training of ACTs, for supervision and on-site support; etc.

• ACT ins�tu�ons will gradually be increased up to 2000 by 2017;

• ACTs will be deployed in a few non-SEQAEP ins�tu�ons to broaden the provision of ACTs na�onwide in the future.

24

3.0 How Did We Make a Success Story

It is a long history of human civiliza�on to make educa�on universal which is also a fact in the context of Bangladesh. A�er the Libera�on War in 1971, Bangladesh with its new cons�tu�on had put forth educa�on as one of the top priori�es. For children growing up in rural Bangladesh, the schools were far and few. On the other hand, for urban children schooling was reserved for the elite. The government of Bangladesh has been aggressively developing schools, colleges and universi�es. In 1970, in the then East Pakistan the teacher to student ra�o was 28.42 students to a teacher. As the popula�on growth accelerated in Bangladesh, the government began crea�ng teachers training ins�tutes. Yet it was gap that was hard to meet. This was evident when stream of talented students from village, many of who are now in top brass of their profession became a story of olden days. In tough compe��on, students and parents opted for private tui�on while the poor students languished in villages stuck in their socioeconomic cycle with no way to break through.

It has not all been bad news. Bangladesh has made tremendous progress by mee�ng several targets of the United Na�ons’ Millennium Development Goals (MDGs) like being on track to eradicate extreme poverty, reducing child mortality and improving maternal health. Bangladesh has successfully achieved the goal of promo�ng gender equality in primary educa�on. Now, the goal of universal primary educa�on needs a�en�on and Bangladesh has real chance in mee�ng that target. In response to this disparity in opportunity among students between poor and well-to-do families plus gender inequality due to social outlook, the government of Bangladesh took major ini�a�ves. The Government of Bangladesh through its Directorate of Secondary and Higher Educa�on (DSHE) is implemen�ng the SEQAEP since July 2008 as a follow up project of Female Secondary School Assistance Project (FSSAP) Phase II.

To address the issue the Government of Bangladesh has been implemen�ng the World Bank financed Secondary Educa�on Quality Access and Enhancement Project (SEQAEP). SEQAEP is one of the largest poverty targeted safety net projects in secondary educa�on. The SEQAEP aimed at crea�ng educa�onal opportuni�es in Bangladesh to ensure equitable access to quality educa�on at the secondary level. It has been emphasizing to ensure quality educa�on especially in English and Mathema�cs learning. The overall objec�ve of the project is to improve quality of schooling, strengthen capacity to systema�cally assess and monitor learning outcomes and to improve equitable access in 125 project Upazilas of 61 Districts of Bangladesh. The total number targeted educa�onal ins�tu�ons are 6,781 Secondary School and Madrasha’s throughout the country. It has four main components comprising of 13 sub components. It is the first na�onal level interven�on of its kind where Proxy Means Tes�ng (PMT) was used to systema�cally iden�fy pro-poor student with priority to girls. Despite various impediments the primary school enrolment was 80% while half of them dropped out before comple�ng the primary level and majority of them would leave within one or two years of entering schools. This project has reduced drop-out rate in both primary and secondary level to 44.99 % among boys and 60.8% among girls. Now, many students are able to con�nue their studies to grade 10. SEQAEP has disbursed fund to 2,19,014 PMT-students as SSC/Equivalent Pass Awards to enable them to con�nue higher educa�on. All these have been possible for some targeted steps taken in the project. SEQAEP supported selected rural schools with trained Resource Teachers (RTs) and Subject Teacher (STs) for English and Mathema�cs. Pass rate of most ins�tu�ons which had Addi�onal Classes (ACs) was near about 100%. In partnership with Bishwo Shahi�o Kendro (BSK) the Developing Reading Habit (DRH) Program was an effec�ve program where 17,32,965 students in 6,669 ins�tutes have a library with books, necessary funding and trained staff. For promo�ng healthy compe��on for quality educa�on there is provision for Achievement Award for students, teachers and ins�tu�ons. In Improving School Facili�es (ISF) component, user groups were trained and formed. The groups acted as support to improve sanita�on and access to safe drinking water. Furthermore, School Management Commi�ee and Parent Teacher Associa�on (SMC-PTA) were created in 6,781 ins�tutes.

3.0 How Did We Make a Success Story

26

The SMC-PTA members were trained on their roles and responsibili�es. They have been successful in communica�ng social awareness and were credited for increasing student a�endance, reducing drop-outs, preven�ng early marriages and much more. The learning assessment component is first of its kind interven�on in Bangladesh where quality of educa�on and its outcome is measured. Based on the learning outcomes, na�onal level policy will be recommended.

The government of Bangladesh is in the process of implemen�ng a comprehensive Na�onal Educa�on Policy 2010. Meanwhile, the second revised Development Project Proforma (DPP) of SEQAEP was approved on 26 January 2014 with an addi�onal financing of US$ 265 million which is about two �mes higher than the original es�mated cost of the project. The implementa�on period of the project has been increased to December 2017 instead of June 2014 with an extended coverage of new 90 Upazilas. This is in addi�on to original 125 Upazilas. Most of the interven�ons either achieved the project end target or surpassed the original target. Based on the successful implementa�on the donor, development partners, different agencies, stakeholders and grassroots level beneficiaries recognised the SEQAEP as one of the effec�ve and useful projects in order to reach the overall goal of improving the quality of secondary educa�on.

Overall Assessment of SEQAEPThe Government of Bangladesh through its Directorate of Secondary and Higher Educa�on has been implemen�ng its work throgh the SEQAEP since July 2008 as a follow up project of FSSAP Phase II. Over the last five years, significant progress has been made based on different key indicators. As per Project Appraisal Document of the World Bank (WB), as of June 27, 2008 the proposed Key Performance Indicators (KPIs) and the progress up to 2013 are given below:

2.0 Table: KPI of SEQAEP

Indicators Baseline (2007)

Mid-Term Targets (2010)

Project End Target June 2014

Achievement in 2012

Progress up to Dec. 2013

Source of data

1. Comple�on rate in Grade 10 (%)

20 23 31 71 71.75 MEW, Independent surveys

2. No. of students appearing in SSC (000)

187 243 310 292 284 BANBEIS/BISE

Poor (%) 84 97 70

3. SSC pass rates (%)

a)Poor

b)Non-poor

30

65

64

69

82

72

89.4

79

80.52

72

PMT Administrator, BISE

4. Monitor learning levels in secondary school (Bengali, English &Math)

Ini�al stages

Two assessment tests in Eng. and Maths for G 8

Annual assessment in Eng. & Maths for G 6 and 8

1st assessment completed & 2nd assessment is in progress

Report is under process

Independent Survey, MEW

5. Gender parity (male/female) in enrolment in grades 6 to 10 (%)

0.82 0.84 0.87 0.87 0.85 MEW, Independent Survey, PMTA

6. Percentage of poor children enrolled in secondary school

30% 34% 39% 40% 47.18% MEW, Independent surveys

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3.1 Institutional Capacity Strengthening

3.1 Institutional Capacity StrengtheningThe Ins�tu�onal Capacity Strengthening is a major component in the Secondary Educa�on Quality Access and Enhancement Project (SEQAEP). In reality this component had been a key challenge that the SEQAEP team had successfully overcome to achieve and at �mes exceeding many of the project goals.According to Planning Commission, in Bangladesh across all sectors the (budget) burn rate is about 57%. While for SEQAEP, the team has managed to reach an efficient burn rate of 97% approximately. This had been possible for the superior project management and leadership of SEQAEP team.This component, Ins�tu�onal Capacity Strengthening, had four sub-components. All these programmes had been created to enhance management capacity, accountability and above all transparency at the school-level management. This component aims at strengthening School Management Commi�ee (SMC), Parent Teacher Associa�on (PTA), and stakeholders involved in the secondary educa�on. The sub-components were:

(i) Project Management; (ii) Ins�tu�onal Capacity Building;(iii) School Management Accountability and;(iv) Educa�on Awareness and Community Mobiliza�on.

3.1.1 Project ManagementThe main objec�ves of establishing SEQAEP unit was to build on administra�ve structure that will be responsible for project implementa�on and to assist the administra�ve partners and involved agencies. The SEQAEP is unit comprised of 40 personnel headed by a Project Director (PD). The PD of SEQAEP was responsible for the overall implementa�on of project in accordance with the design and structure of the RDPP. The PD was assisted by two Deputy Directors and three Assistant Directors along with suppor�ng officers. A group of independent consultants also assisted the PD in designing, formula�ng modali�es of implementa�on, opera�on financial management, procurement, developing training manuals, opera�on manuals, and conduc�on of several trainings.

The Monitoring and Evalua�on Wing (MEW) under the Directorate of Secondary and Higher Educa�on (DSHE) was set up for monitoring and evalua�ng SEQAEP ac�vi�es. The MEW was mandated to monitor the tasks of ACs in the scheduled ins�tu�ons. In doing so, the concerned Upazila Secondary Educa�on Officers (USEOs) were monitoring addi�onal classes frequently and they communicated the informa�on received from the ins�tu�ons to the Director, MEW. The MEW processes all informa�on in a prescribed format describing the scenarios of ins�tu�on-wise ACs conducted and producing a report along with recommenda�ons for providing alloca�ons against remunera�ons of the teachers involved. The report was then sent to PD, SEQAEP for necessary ac�ons.

On field-level to strengthen the school management, the following ac�vi�es were implemented under SEQAEP. In developing the modali�es of strengthening the capacity of SEQAEP ins�tu�ons, consultants have already been engaged in developing and designing training materials. These are:

• Forma�on of SMCs and PTAs; • Training for the members of the SMCs and PTAs;• Introducing schools to conduct social assessment; and• Introducing school informa�on repor�ng cards system.

3.2.1 Institutional Capacity BuildingTrainings and workshops on how to implement the strategies, and the team’s consensus of solving the problem required knowledge of models of how other organiza�ons and countries have successfully overcame those. SEQAEP with support of LGED used a new method of sor�ng out poor students through household survey i.e. Proxy Means Tes�ng (PMT) in the 125 Upazilas during the past 4 years. The concerned officials of SEQAEP, Monitoring and Evalua�on Wing (MEW) and Directorate of Secondary and Higher Educa�on(DSHE)were oriented on these topics.

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A�er a need assessment, concerned officials of SEQAEP and MEW were trained to introduce the interna�onal benchmark on quality of secondary educa�on in the developed countries. The World Bank organized a six-day long training on Learning Assessment for Educa�on Policy Making in Melbourne, Australia. On a ten-day study visit on the Management and Implementa�on Secondary Educa�on in Canada the team had knowledge sharing mee�ng in Westland Secondary School in Niagara Falls; Niagara College Teaching Winery to showcase “Learning Enterprises”; Niagara College and its outreach to local High School Students and Local Community; and most importantly the Central Technical School, District School Board. Another team visited School within College (SWAC); York Catholic District School Board (YCDCB); O�awa School Board and a High School in Toronto and another in Niagara area. A two-member team received training on Procurement and Management for Goods, Physical Services and Consultancy Services from Turin, Italy.

Without trained officials it is next to impossible to envision the correct ways of implemen�ng the project and reinven�ng the process whereas there are successful examples of execu�on elsewhere in the world. By orien�ng the project officials with the interna�onal standard of secondary educa�on and administra�ve processes, the officials were able to innovate ways to adapt the benchmark for Bangladesh. Because of be�er project management in first four years of the project, the work surpassed the project end target one year prior to deadline.

Training session for PTA members being conducted

SEQAEP Team at Ontario Ministry of Educa�on in Canada. SEQAEP team at Toronto District School Board

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The disbursement of finances through appropriate channel to various stakeholders reached almost 100%. The project staffs were able to iden�fy key areas which can have high-impact in improving secondary educa�on quality through a series of academic support interven�ons and incen�ves.

3.1.3 School Management and Accountability

Discussion on the problems and solu�ons rela�ng PTA Sr. consultant is highligh�ng the responsibility of PTA

Rubina Akhter Rubi is the eldest among three siblings. Life is a struggle as it is, being a daughter of a landless farmer in Sultanpur village of Bera Upazila in Pabna district. The only silver lining in Rubi’s life was being able to a�end Paikpara High School. Her school is few kilometers away from her home and the walk had increasingly become fearful with eve-teasing turning to hints of physical abuse. Rubi shared her ordeal with her mother who rather than suppor�ng her inquired whether she had ins�gated this behavior from the boys. Her mother worrying about what might happen agrees with her father to arrange marriage with a “suitable” man. Rubi’s dream of si�ng for SSC exam just a year ahead now seemed impossible. Her uncle, Mr. Belaet, came to know about his niece’s situa�on as parents stopped her from con�nuing school. Mr. Belaet contacted the Parent Teacher Associa�on (PTA) of Paikpara High School. The PTA decided to speak with the parents of the boys who were eve teasing Rubi and with the community level interven�on the situa�on was resolved for Rubi. The PTA also explained the disadvantage of early marriage and convinced Rubi’s parents to allow her to con�nue schooling. Unfortunately, the interven�on was seen in a nega�ve light by neighbors. The neighbors con�nued to blame Rubi for crea�ng a so-called drama to gain a�en�on and not going through with the arranged marriage. The Head Teacher of Paikpara High School was disheartened with the ugly remarks of Rubi’s neighbors. He spearheaded a mee�ng with support of PTA with neighbors of Rubi. In the mee�ng they explained the neighbors on sta�s�cs of eve teasing for which many girls �ll date commits suicide and it is not a random thing. If this was le� unchecked, then this could escalate to even worse social menace. Moreover, PTA reminded that government of Bangladesh has strong laws against eve teasing as well as early marriage and if needed, law enforcement agencies will be no�fied. The neighbors understood the gravity of the situa�on and now have suppor�ve a�tude towards Rubi and other school-going girls. The aim of School Management and Accountability component is to orientate and enhance the capacity of the School Management Commi�ees (SMCs), Madrasha Management Commi�ee (MMC) and Parent Teacher Associa�ons (PTAs) members of non-government secondary educa�on ins�tu�ons. SEQAEP has reformed the exis�ng du�es and responsibili�es of PTA and decentralized its management hierarchy. The sixteen-member Execu�ve Commi�ee of PTA is comprised of:

• Ten members will be parents/guardian representa�ves;• Five teacher representa�ves; and• One member will be a parent selected by SMC/MMC.

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Mrs. Asia Begum used to live in Gaibandha with her family. In 2005, her husband, Mr. Anowar Hossain Mondal died suddenly in a road accident leaving Mrs. Begum to struggle with her son, Sarafat Jaman Porash. Soon a�er this tragedy, they lost their home and a small piece of cul�vatable land to the river erosion of Brahmaputra river. Now they were homeless, landless and without a earning member in the family Mrs. Begum decided to return to the neighbouring district, Jamalpur to her father. She was strong willed and determined to give her son Porash a figh�ng chance in life out of poverty by giving him educa�on. She has a goat and rears poutry enabling her to financially support themselves. From SEQAEP, Porash receives s�pend and tui�ons. Porash has persistently did well in his school. As student of class X of Sanandabari High School he stood 5th among 178 students. The good result has enabled him to get Student Acheivement Award too. Mrs. Asia Begum was selected by SMC to represent them in PTA for her prac�cal approach to solving problems and her son’s performance in school even though they live in poverty. Since 2010, as a conscious guardian, Mrs. Asia Begum has been a PTA member in Sanandabari High School.In her role of PTA member, she a�ends and par�cipates in the (PTA) mee�ngs to share the teaching-learning situa�on of the school and other community level issues like preven�ng early marriages among girl students. Through implementa�on of this sub-component, SMC, MMC and PTA members were informed on the rules and regula�ons of the government.

Sarafat Jaman Porash, his mother, Mrs. Asia Begum and Mr. Bidyut Sarkar, RT (English)

The ledger sta�ng Mrs. Asia Begum’s a�endance in PTA mee�ng.

Mr. Md. Shahid Bakh�ar Alam, Project Director, SEQAEP, addressing at the six-day training programme for the RT

(a) Case Study:

Mrs. Asia Begum, PTA Member, Sanandabari High School, Upazila: Dewanganj, District: Jamalpur

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The SMC and PTA members were oriented on the modali�es of conduc�ng ACs on English and Mathema�cs, on the changing scopes and redesign of implementa�ons of other interven�ons. The project had trained the concerned officials with involvement of the relevant Na�onal Consultants. PTA was organized in 6,781 ins�tu�ons and 67,810 PTA members were oriented on their scope of work.

During 2012, SEQAEP had targeted to orient 1,664 persons likely to be involved in conduc�ng ACs on English and Mathema�cs. The aim was to create awareness among the stakeholders at the school level and in the community including the PTA members. Among the targeted persons, the chair of SMCs and PTAs of selected ins�tu�ons were trained in Dhaka. In 8 batches 1,664 persons/chairs were trained during June and July 2012. A�er the orienta�on of chairs, the Training Manual on School Management & Accountability had been developed. Furthermore, training program for 500 targeted trainers was arranged in September 2012. The concerned trainers were: 125 USEOs, 125 AUSEOs, 125 Upazila Primary Educa�on Officers (UPEO) and locally available 125 Resource Persons. They were trained in Dhaka in 13 batches to work as trainer for future program at the school level. Ul�mately this process helped to make the ins�tu�ons transparent and accountable of their work. The responsibili�es of PTA are overall social audit of the management of the ins�tu�on, monitor teachers’ performance and ACs, student par�cipa�on, opera�on of PMT booths, incen�ve award, and supervision of Mobile Training Resource Team (MTRT). PTA has an important role as source of feedback for Monitoring & Evalua�on team.

Students face a lot of obstacles when they live in a poverty stricken family, especially female students like Rubi. The community level associa�ons like SMC, MMC and PTA when func�oning independently has been proven to make effec�ve interven�on in society. In research, it has been found that it is important to include beneficiaries and not to neglect opinion of people for social status, level of educa�on or gender. Here, Mrs. Asia Begum is one such poor and widowed mother who has been part of PTA and made real impact in lives of students, teachers and parents in her village.

3.1.4 Education Awareness and Community Mobilization (EACM)

Mr. Abdur Rahim lives with his five children in Rupshe village of Chatmohar Upazila of Pabna district. Though he struggles financially, he is commi�ed to educa�ng his boys and girls. All his children are student of Handial High School which is under SEQAEP. He being illiterate himself and simply unaware of SEQAEP, he never ac�vely seek out any assistance. Meanwhile, his eldest son, Shamser, passed HSC and went to city for work. His elder daughter, Rina too was recently married off. When his third child, Jamil was studying in Class V, Mr. Rahim came to know about SEQAEP’s assistance to poor students in terms of s�pend, tui�on and student achievement awards from a folk song concert staged by PIACT.

Visi�ng of stalls at an educa�on fair

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He consulted with his neighbours and went to meet Jamil’s teachers to verify about the facili�es. He was informed that every year during September to October, USEO and Upazila Engineering Office of LGED operated the PMT Booth where informa�on of students were collected. Mr. Rahim and Jamil went to PMT Booth where they were interviewed by LGED officials. Later on the officials visited Mr. Rahim’s home to verify whether he is truly financially disadvantaged and therefore eligible. Before disbursement, Jamil was explained that he has to a�end classes regularly and perform well in class to con�nue to qualify for PMT-based s�pend and tui�on.Demonstra�on of projects at an educa�on fair

Jamil has been doing well in school and received Best Student Achievement Award. Mr. Rahim is relieved that he does not have to bear cost related to Jamil’s educa�on now. Yet he regrets not knowing about SEQAEP earlier because Shamser and Rina were both eligible for PMT-based s�pend and tui�on. The family had missed the opportunity to save money. The administra�ve responsibility of sub-component EACM, was outsourced to PIACT Bangladesh through compe��ve bidding. PIACT Bangladesh (Program for the Introduc�on and Adapta�on of Contracep�ve Technology) is a na�onal level NGO. For crea�ng awareness, PIACT executed a campaign that lasted for one and half year ending in October 2012. The campaign covered 122 Upazila of 61 districts.

PIACT organized awareness-raising mee�ng with key stakeholders such as Upazila Officials, local government representa�ves, local elites, heads of ins�tu�ons and school management commi�ee (SMC) members on the working of SEQAEP project. A total of 2,767 people par�cipated in these mee�ngs. At ins�tu�on level, all the PTA member secretaries of 4,000 educa�on ins�tu�ons were provided a day long orienta�on with a vision that they can replicate the orienta�on amongst the PTA and SMC members of their respec�ve ins�tu�ons. About 3,981 PTA member secretaries received the orienta�on. The goals of the orienta�ons were to explain and receive support of the parents, teachers and other stakeholders towards implemen�ng the SEQAEP through EACM ac�vi�es. Among 4,000 ins�tu�ons SMC, MMC and PTA members a�ended awareness-raising mee�ng. From 2013, as part of EACM the SEQAEP team organized four Educa�on Fairs a�er the comple�on of the school and Madrasha exams. These Educa�on Fairs were a�ended by students, teachers, parents, guardians, commi�ees and the community. Stalls were setup to exhibit posters, publica�ons and school projects. Best performing teachers, students and ins�tutes were given incen�ve awards. Students performed in the cultural show. The Educa�on Fairs became a great forum for different ins�tutes to share and explore knowledge.

Folk songs are organized to spread out SEQAEP program

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The PTA members of 3,981 secondary level educa�on ins�tu�ons who had received day-long orienta�on earlier in turn provided orienta�on to the remaining PTAs, SMCs and MMC members. This program increased par�cipa�on of PTA, SMC and MMC member to enrol ultra-poor students, reduce drop-outs while establishing transparency and accountability to ensure quality educa�on. A total of 95,544 stakeholders had par�cipated in these events. All the secondary educa�on ins�tu�ons of SEQAEP under 122 Upazilas have been grouped in to 1,300 clusters. There are five ins�tu�ons in each cluster while one of the ins�tu�ons ac�ng as lead. The planning mee�ngs were organized with the 260 ins�tu�ons leading each cluster. The mee�ng coordinated and organized cultural program at Upazila levels. The cultural programmes also included debates and essay compe��ons.

The propor�on of EACM ac�vi�es organized by PIACT.

61%

33%

6%

Cultural Programme in Institution Level (Institutions)

Street Drama (No of event)Folk Song (No of event)

In the rural area of Bangladesh folk song and street drama are popular communica�on media. A total of 1,836 folk song and 194 street drama events were organized to spread out importance of SEQAEP program among the teachers, students, guardians and community. PIACT organized the events such as cultural programme in ins�tu�ons, street drama and folk song. Here is a pie-chart showing the propor�on of their ac�vi�es. Laminated posters containing SEQAEP slogans and brief on ac�vi�es were fixed in various strategically important places like major educa�onal ins�tu�ons and public places. Moreover, PIACT Bangladesh distributed posters to UNO offices, Office of Upazila Chairman, Upazila Secondary Educa�on Officer (USEO) Office and Upazila Complexes. SEQAEP has been working on lots of ac�vi�es for the poor, disadvantaged and weak students. At the ini�al stage of rolling-out, most of beneficiaries were unaware of SEQAEP and its ac�vi�es. It was a formidable challenge for SEQAEP to inform the messages to all its stakeholders given the dispersed loca�ons of all the Upazilas across rural Bangladesh, many of which are remote and hard-to-reach. To overcome this, SEQAEP had assigned PIACT to take on the EACM ac�vity and to run the awareness campaigns. The grass-root level campaigns organized by PIACT created mass awareness about SEQAEP and the benefits that it is offering to areas under coverage. Poor parents like Mr. Abdur Rahim came to know about PMT-based s�pend, tui�on and student achievement awards and reached out to SEQAEP. Many children like Jamil has now become serious in being regular in class and understands that government will con�nue to support him as long as he is performing well in his studies. This gives financially disadvantaged students who want to complete secondary educa�on a chance to break-out of poverty cycle.

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Few sample posters:

Poster explaining SEQAEP ac�vi�es and encouraging poor students that they too can a�end college.

Poster to communicate to students about the Addi�onal Classes.

3.2 Improving Education Quality and Capacity to Monitoring Teaching-

Learning Levels

3.2 Improving Education Quality and Capacity to Monitoring Teaching-Learning LevelsThe following four sub-components were included in Improving Educa�on Quality and Capacity to Monitor Teaching- Learning Levels in order to achieve quality of educa�on:

(i) Support for English Language and Mathema�cs Learning and Teaching;

(ii) Incen�ve awards to Students, Teachers and Ins�tu�ons;

(iii) Development of the Reading Habits and

(iv) Assessment of Educa�on Quality.

3.2.1 Support for English Language and Mathematics Learning and Teaching

Mr. Maolana Mozibur Rahman is the principal of Islam Alim Madrasha. It is situated in Islampur Upazila in Jamalpur district. He has been working in the Madrasha since 1991 and in 2002 he took over as principal of the ins�tu�on. Dakhil pass rate of Islam Alim Madrasha was 20%, 23% and 27% in 2002, 2003 and 2004 respec�vely. He observed that most of the students were failing in English and Mathema�cs. Mr. Rahman was puzzled to find these poor results, as the Madrasha had no qualified Mathema�cs and English subject teachers and other subject teachers had to take English and Mathema�cs classes. District Educa�on Officer (DEO) and local Upazila Secondary Educa�on Officer (USEO) advised the Principal to appoint English and Mathema�cs subject teachers. The local educa�on authority had provided training to the teachers on English and Mathema�cs. Unfortunately, next year the results of these two subjects did not improve. Mr. Rahman again contacted USEO hoping to find solu�on for the situa�on. The USEO informed him about SEQAEP through which trained English and Mathema�cs RTs take ACs in various educa�onal ins�tu�ons. Moreover, the ins�tu�on which needs help would not have to bear the cost of the Resource Teachers (RTs). As suggested by the USEO, Mr. Rahman applied to SEQAEP for English and Mathema�cs teachers and subsequently got two RTs trained by SEQAEP.

A�er ge�ng English and Mathema�cs RTs he did not have to worry about the poor results. Gradually the result of Dakhil and JDC has been improving. Now the pass rate of Islam Alim Madrasha has increased to 100%. Like Islam Alim Madrasha, many ins�tu�ons have benefited from SEQAEP ac�vi�es. Furthermore, the pass rate of SSC/JSC has increased to about 100% in many of the ins�tu�ons because of the SEQAEP ACs support. For example Sa�rjan Girls High School, Sundarganj, Gaibandha, Chandipur Alhaj Tahurunnessa Girls High School, Sundarganj, Gaibandha, etc.

Most of the students at secondary level cannot pass in English and Mathema�cs in our country as a result dropout rate is high. The sub-component, Support for English and Mathema�cs, has been ini�ated to assist the low performing ins�tu�ons to improve by suppor�ng their students with addi�onal classes (ACs) in English and Mathema�cs. Only disadvantaged ins�tu�ons were selected. These ins�tu�ons received trained RTs who took addi�onal classes outside of regular schedule. Out of 6,781 SEQAEP ins�tu�ons in 125 Upazilas, 402 ins�tu�ons were selected from 55 Upazilas for ACs. From the selected ins�tu�ons 556 RTs for English and another 612 for Mathema�cs were provided with basic trainings.

A resource person facilita�ng training for the Resource Teacher of Mathema�cs

Group discussion of English Resource Teachers during training

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In addi�on, 1,400 Subject Teachers (STs) were trained. Up to December 2013, more than 0.52 million ACs were conducted in selected 402 SEQAEP ins�tu�ons. The objec�ves of Addi�onal Class Program:

(i) Improve students’ performance in English Language and Mathema�cs.

(ii) Reduce high rate of failure and increase pass rate in the JSC/JDC, SSC/Dakhil examina�on.

(iii) Improve classroom teaching-learning processes in English Language and Mathema�cs in targeted project ins�tu�ons.

(iv) Discourage private coaching/tui�on.

(v) Reduce student drop out

3.2.2 (b) Case Study:

Nazirpur Palli Jagoran High School, Upazila: Kalmakanda, District: Netrokona

Mr. Md. Ataur Rahman Khan, Head Teacher of Nazirpur Palli Jagoran High School has come a long way since he joined two years back. Reminiscing how he found the school and helplessness that seeped deep down him about the dire situa�on. Head Teacher recalls, “I could not think of a way out with poor budget. I organized mee�ngs with teachers, parents and students to discuss on various issues. We had taken all possible internal measures to improve the situa�on. S�ll Nazirpur Palli Jagoran High School was struggling with only 24% pass rate in Secondary School Cer�ficate (SSC) and 28% in Junior School Cer�ficate (JSC) examina�ons.It was God sent when I received a call from USEO and he explained to me about SEQAEP financed and trained Resource Teachers (RTs) for English and Mathema�cs.”

Mr Md. Ataur Rahman Khan, Head Teacher of Nazirpur Palli Jagoran High School

A session on Mathema�cs during RT Training Group exercise of Mathema�cs RTs

Otherwise, it would have been impossible for the school to appoint teachers due to lack of funding. The trained Resource Teachers began taking addi�onal classes (ACs) before regular school hours and on Friday i.e. weekly holiday. Soon things began to change for be�er. Thinking back, “I was taken aback to see the enthusiasm and sincere effort of teachers and students alike on new ways of teaching.”

The Head Teacher along with members of PTA and MMC were trained in Dhaka. Now PTA and SMC members regularly communicate with the school authority and also members’ sit-in during addi�onal classes (ACs). Students do not require private tui�on on English and Mathema�cs. Now, Nazirpur Palli Jagoran High School boasts 82.75% pass rate in Secondary School Cer�ficate (SSC) and 92.4% in Junior School Cer�ficate (JSC) examina�ons. The community and the school are thankful to SEQAEP for its assistance.

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A Resource Teacher of Nazirpur Palli Jagoran High School is conduc�ng English Addi�onal Class

(c) Case Study:

Ulaul Model High School, Upazila: Daulatpur, District: Manikganj

Mr. Monir Hossain a�er being appointed as Mathema�cs resource teacher (RT) received a six-day training on modern teaching techniques, using various tools to teach and responsibili�es of a resource teacher (RT). Monir says, “The training opened my eyes to prac�cal teaching methods that I was not aware of during my academic life.” A�er joining Ulaul Model High School, Monir organized a daylong session with students, teachers, parents, SMC and PTA members about addi�onal classes. Monir remembers, “I didn’t receive much response from students, parents or teachers. I didn’t give up. I began visi�ng the houses of students and found that the parents are very poor unable to afford school uniform and many cannot afford three square meals a day. During monsoon, they also had to take boat to reach the school.”

On ini�al competency assessment of the students Mr. Hossain realized that all the students were weak in Mathema�cs. Ulaul Model High School had SSC exam pass rate of 55% and JSC 57% in Mathema�cs. Steadily, Mr. Hossain with support of Head Teacher took in more than 40 students in ACs. Mr. Hossain introduced par�cipatory method whereby students learned in groups and explained Mathema�cs with games. Students started taking a lot more interest in Mathema�cs and in 2013, it reflected in results. Ulaul Model High School now boasts 100% pass rate in JSC and 93% in SSC in Mathema�cs.Students during Addi�onal Class

Mr. Hossain makes regular visits to students’ homes and proudly shared, “The best part of all the achievements is that there have been zero dropouts among students in sixth to tenth class.”

In RDPP, the target was set to train 800 RTs that is 400 English and 400 Mathema�cs teachers. Within December 2013, SEQAEP team has been able to meet and exceed the target by training 1,168 (146%) RTs. To revisit the main learning points the trained RTs were again given one day refreshers training in Dhaka. Remarkably �ll December 2013 a total of 1,002 RTs received the refreshers training which 83% of the set target of 1200. These measures by SEQAEP authority resulted in conduc�ng major por�on of 87% (521,335) ACs against the target set. The details are shown in the Table 3.0.

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Source : SEQAEP AC Desk

Due to ACs in English and Mathema�cs there have been remarkable results such as:• In 2013, the average pass rate of JSC/JDC in SEQAEP ins�tu�ons is more than 95%.• In 2013, The average pass rate of SSC/Dakhil in SEQAEP ins�tu�ons is about 90%;• In many areas private tui�on has been discouraged;• Six months ahead of target, all 561 STs were successfully engaged;• Dropout rate has been reduced and• Overall student a�endance has increased.

3.0 Table: Project Profile

SEQAEP trained 139% and 153%, English and Mathema�cs RTs respec�vely compared to the targets.

Item of Ac�vi�es RDPP Target Cumula�ve up to Dec 2013 Percentage of Target

Number of RT Trained 800 1168 146%

Number of English RT Trained 400 556 139%

Number of Math RT Trained 400 612 153%

Number of one day refreshers Training 1200 1002 83%

Number of ACs in Math& English 6,00,000 5,21,335 87%

A Resource Teacher is conduc�ng Mathema�cs Addi�onal ClassSEQAEP is dedicated to provide quality educa�on par�cularly to develop the English language skill and Mathema�cal knowledge of the students at secondary level including Madrasha. It also aimed at reducing the high rate of fails and increasing pass rate in the SSC/ Dakhil/ JSC/JDC examina�ons. To develop English and Mathema�cs, SEQAEP has introduced ACs in English language and Mathema�cs subject at 400 ins�tu�ons. The guardians and students of poor families are very happy and grateful to SEQAEP for ACs. The learners enjoy the English and Mathema�cs class as most of the RTs use teaching aids and mul�-media to make the class interes�ng and effec�ve. This has enormously contributed to stop the need for private tui�on. The training component of this ac�vity has far reaching effect in the capacity strengthening of other teachers. The schedules of the ACs were either before or a�er the regular school hours. The schedule are not suitable for the students as they had to come to school very early in the morning or wait long hours a�er the usual classes to be able to a�end the ACs. The students are mostly from poor families who are unable to bear addi�onal expenses for snacks or pocket money. Hence, it was difficult for teachers to mo�vate students to stay extra hours while they were hungry. This innova�ve program of SEQAEP has incorporated world-class best prac�ces in educa�on sector. The far-reaching impacts of AC program are 100% pass rate in SSC or equivalent as well as JSC or equivalent exams due to improved quality educa�on imparted by RTs to the students. This has reduced the phobia of English and Mathema�cs among students and hence it has eliminated private tui�on/ coaching. Among other ongoing projects of Bangladesh in educa�on sector, the above men�oned successful implementa�on has set SEQAEP as a unique example.

Now AC program of SEQAEP is highly demanded by the ins�tu�ons, teachers, parents and students because it had been effec�vely implemented all over Bangladesh. The best example of reducing the need for private tui�on in SEQAEP supported ins�tu�ons are Morakuri High School, Lakhai, Habigang; Purba Chaparha� Girls High School, Sundarganj, Gaibandha; Bozra Alifia Girls Dakhil Madrasha, Ulipur, Kurigram. In reality, benefits of ACs are highly recognized and have become the talk of the �me among the parents of poor families.

Percentages of Target Achieved

Perc

enta

ge

English RT

Trained, 139%

Math RT

Trained, 153%

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The success stories of AC program conducted by these ins�tu�ons were published in the na�onal and local dailies. The sa�sfac�on and gratefulness of the guardians and students of poor households are expressed to the SEQAEP authority have been reflected through the success stories published in the newspaper. Furthermore, the pass rate of SSC/JSC has increased to about 100% in many of the ins�tu�ons because of the ACs support. The parents of the poor families are now very happy and demanding highly to SEQAEP for providing support with free of cost ACs in remote areas. The impact of ACs support and the RT ac�vi�es are highly focused through reduced dropout rate and increased student a�endance in the ins�tu�ons. Last but not the least, many subject teachers of the ins�tu�ons are showing experiences and become skilled in classroom teaching being in touch with the Resource Teachers. As a result the demand for ACs in other SEQAEP ins�tu�ons is also growing. This ac�vity has become very popular among wide economic spectrum of people.

Mr. Asifur Rahman is the Headmaster of Kanchanpur High School. The high school is situated in Baghmara village under Kamarkhond Upazila of Sirajgonj District. This rural area of Bangladesh is flood-prone. More than 1500 boys and girls mostly from poor families of neighbouring villages are studying in this ins�tu�on. There are 25 teachers in the school among them 17 teachers have completed Masters while most of the teachers have passed Bachelor of educa�on. Under the leadership of Mr. Rahman, teachers and members of SMC and PTA of Kanchanpur High School have been ensuring consistent good quality of educa�on. All teachers are sincere and they are applying interac�ve and par�cipatory teaching methods to teach the students using teaching aids. Home works are assigned every day. Therefore results in JSC and SSC examina�ons are remarkable. The pass rates in public examina�ons were more than 90% for last three years. In 2012, USEO of Kamarkhond Upazila of Sirajgonj District informed Mr. Rahman about the le�er from SEQAEP men�oning Kanchanpur High School has been awarded the Ins�tu�onal Achievement Awards (IAA) accompanying with Tk.100,000 in cash prize. All the students, parents of Kanchanpur High School and the community are proud for achieving IAA and they are also delighted for their results of public examina�ons. Like Kanchanpur High School, SEQAEP has provided IAA to about 5,000 ins�tu�ons. In addi�on, under this program 146,000 poor students received SSC and Dakhil Pass Awards. To encourage teachers, 2,986 for Mathema�cs and 2,995 for English Language were awarded Teacher Incen�ve Award for their performance. By looking at the popularity and effec�veness of SEQAEP’s IAA program, now all 484 Upazilas of Bangladesh has adapted this best prac�ce.

The objec�ve of this incen�ve award is to encourage ins�tu�ons, Head Teachers, Teachers, Students, School Management Commi�ees (SMC), Parent Teacher Associa�ons (PTA) and others suppor�ng educa�on in the school to reach and maintain high level of achievement. This sub-component focuses on the achievement of students, teachers and ins�tu�ons by providing addi�onal monetary incen�ves and thereby reaches and maintains educa�onal goals through a con�nuous and long-term process.

This sub-component focuses on providing monetary incen�ves to encourage rural students, teachers and ins�tu�ons to reach and maintain higher levels of achievement, understanding quality improvement as a con�nuous and long-term process. The impact of these incen�ves will be evaluated before project comple�on and the results will disseminated for poten�al replica�on in other areas. Incen�ves to be provided include:

Best Student Achievement Award: The best performing girl and boy student in the final examina�on in Class VI, VII and IX (six in co-educa�onal ins�tu�ons and three in other ins�tu�ons), and students achieving highest class point average in the junior secondary comple�on examina�ons for class VIII (can be more than two students in co-educa�on ins�tu�ons depending upon the number of students who achieve A+ class). Each student awardees will receive Taka 500 through Agrani Bank booths in March/April.

PMT SSC Pass Award: All Proxy Means Test (PMT) selected students who pass the SSC or equivalent examina�on will receive Taka 1,500 through Agrani Bank booths in September/October. Both best student achievement award and PMT SSC pass award are relevant and remain unchanged from the original design. Data processing and disbursement procedures for these awards will be aligned with those for s�pend and tui�on component (component 2.1).

3.2.2 Incentive Awards to Students, Teachers and Institutes

41

Incentive Award for Education Institution

The selected ins�tu�ons will receive Tk 1,00,000 (one lac) in September/October. Based on SMC minutes, the award will be distributed as follows: (a) teacher (15% Math, 15% English, 30% others); b) to Head-teachers (15%)/Assistant HT (10%); and (c) SMC discre�onary (15%). Agrani Bank will deposit the award in ins�tu�on award based on USEO verifica�on of SMC minutes.

Based on implementa�on experience in the first two years of the project, the teacher awards for English and Mathema�cs SSC student achievement and the ins�tu�onal awards for SSC achievement and Grade Progression Award (GPA) from the original project design are combined into a single award as Ins�tu�onal Achievement Award (IAA) to be implemented from January 2012. The main ra�onale for this change is that the original SSC teacher and ins�tu�on awards selec�on cut-offs are no longer relevant because both average and subject specific pass rates have increased markedly since project prepara�on, and that the GPA awards are difficult to administer given large discrepancies between reported and verified informa�on. The combined single award will be provided to two best performing schools and one best performing Madrasha in each of the 125 Upazilas every year based on Secondary School Comple�on examina�on results. In 1966, Pathakata High School was established in Nakla Upazila of Sherpur district with the help of local community people. Affluent members of the community donated cash, land and construc�on materials like wood, �ns or bamboo. Some even helped in the construc�on of Pathakata High School by volunteering to build it. The community par�cipa�on was very strong for educa�on of the local children. A�er establishing the school, result of SSC examina�on was good. Gradually over the decades, the ins�tu�on has been sliding off in terms of quality of educa�on.

Mr. A.B.M. Benazir Ahmed is the Headmaster of Pathakata High School. In 2009, when he joined the high school the SSC pass rate was 33%. Mr. Ahmed took ini�a�ves to create educa�on-friendly enabling environment. Some of the highlights of the ini�a�ves were ensuring 100% a�endance of teachers, improved teaching methods, used a�rac�ve teaching aids such as globe, interac�ve charts and maps for class and monitored regular classes. Mr. Ahmed also arranged proper training for the teachers, appointed high quality teachers and effec�vely implemented Addi�onal classes. To improve the students’ performance Mr. Ahmed ensured a�endance of regular class, proper uniform, homework done on daily basis and par�cipa�on in co-curriculum ac�vi�es. In addi�on he arranged effec�ve mee�ng with SMC and PTA members, home visits and mothers’ assembly. Because of these ini�a�ves the pass rate of SSC examina�ons increased to 89.33% in 2012, 89.70% in 2013 and 95.52% in 2014. On the other hand, the pass rates of JSC examina�on increased to 79.56% in 2011, 76.15% in 2012 and 97.59% in 2013. In recogni�on of its encouraging performance Pathakata High School received Ins�tu�onal Achievement Awards from SEQAEP project in 2013.

SEQAEP officials are presen�ng Educa�on Ins�tu�on Incen�ve Award to representa�ve of a school

The best performing ins�tu�ons/Madrasha in each Upazila will be ranked according to the following criteria: (i) number of regular students appearing in SSC exams; (ii) pass rate among regular students; (iii) change in pass rate among regular students from the previous year. The weights of these criteria will be determined based on data analysis of SSC results from 2010 and 2011. The selec�on for each year will be based on SSC exams held during the same calendar year (data to be collected from respec�ve BISE boards and processed at DPC). The awardee ins�tu�ons can be repeated a�er a one year gap.

42

4.0 Table: Progress of Achievement Awards to Students

Source: Progress Report on SEQAEP Implementa�on

Mr. Is�aque Ahmad, Addi�onal Secretary, Cabinet Division is presen�ng Incen�ve award to a teacher

In accordance with the provisions of RDPP, modali�es of providing incen�ves to the students and ins�tu�ons were changed. The progress �ll December 2013 is shown in table below that shows SEQAEP has been able to award majority por�on of 84% of the targeted students from class VII to X. For students of SSC and Dakhil examina�ons, the target was exceeded to 103%. Students who are able to secure first place and studying in class VII to X are eligible to receive incen�ve awards. The award is offered based on the result on annual examina�ons. If the ins�tu�on is co-educa�on then a boy and a girl securing first place among both are awarded. Otherwise, only the best student is eligible for the award. The incen�ve award is Tk. 500 (BDT Five Hundred only) per student. Out of 199,620 target students of class VII to X, the overwhelming majority of 166,714 students (84%) received the award. On the other hand, concerning Incen�ve Awards to Ins�tu�ons SEQAEP has been able to exceed the target by providing awards to 4,670 (107%) ins�tu�ons against set target of 4,341 ins�tu�ons.

Student Achievement and Institutional Incentive Awards

PD,SEQAEP is presen�ng Educa�on Incen�ve Award to a student

A total of 166,714 students of grades 7 to 10 received Student Achievement Awards. Data source: SEQAEP Incen�ve Award Desk

A total of 219,014 poor students received SSC or equivalent pass Awards. Data source: SEQAEP Incen�ve Award Desk

Ac�vi�es RDPP Provision Cumula�ve up to December 2013 (%)

1. Students Achievement Awards (7-10) 199620 166714 (84)

2. SSC/Equivalent Pass Awards to PMT students 213000 219014 (103)

3. Ins�tu�on Incen�ve Awards 4341 4640 (107)

Among the students who received s�pend under Proxy Means Tes�ng (PMT) program and passed Secondary School Cer�ficate (SSC) or Dakhil examina�on in first chance were awarded the ‘SSC/Dakhil Achievement Award’. The amount of award is TK. 1500/- (BDT Fi�een Hundred Only) per student. Proxy Means Tes�ng (PMT) based student who were awarded in Secondary School Cer�ficate (SSC) or equivalent level exceeded the target by 102.82% prior to deadline.

Students Achievement Award Grade VII to X

199,620

166,714

RDPP Target

Achievement �ll Dec 2013

SSC or Equivalent Pass Awards to PMT based Students

213,000 219,014

RDPP Target

Achievement �ll Dec 2013

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A total of 4,640 schools and Madrashas received awards for good results in SSC and equivalent examina�ons. Data source: SEQAEP Incen�ve Award Desk

SEQAEP realized that only providing s�pend is not enough. The ins�tu�ons need to review their performance through the result of their students. SEQAEP u�lized this idea to innovate a way of crea�ng healthy compe��on among ins�tu�ons to perform be�er and be awarded for it. The incen�ve award fulfils the need for apprecia�on and recogni�on within the community and also for professionalism. It has been well-accepted and output was evident from the improved results of the students. The project scaled up the IAA ac�vity from 125 Upazilas to the 486, covering en�re country. The impact was felt by the poor students who were assured that they could con�nue to peruse their higher educa�on at higher secondary level if they were performing at par.

While designing the project SEQAEP had specially developed this par�cular IA ac�vity to encourage ins�tu�on, teachers and students to perform be�er.

Before television was introduced to the mass, there was li�le op�on for entertainment and reading books were one of those op�ons. Gradually with �me television then mobile phones had deep penetra�on in the popula�on replacing the reading for pleasure. This had a nega�ve impact on overall reading habit among young people in Bangladesh like rest of the world. In one hand the urban students started accessing internet for leisure while rural students spend hours playing game in mobile phones. Most of the schools are poorly equipped or do not have any library leaving students without much choice. Beside the schools that have libraries most of them either locked thinking that students will be distracted or books are stored in head-teachers’ rooms, simply to fulfil the requirement of the government regula�on. Furthermore the schools that had accessible libraries, the school management did not make it a priority to assign any librarians. All in all, students were discouraged to read any books other than text books. SEQAEP iden�fied this situa�on as one of the reason for poor quality educa�on and hence incorporated Developing Reading Habit (DRH) program.

To implement the DRH program SEQAEP selected Bishwa Shahi�o Kendro (BSK), a renowned ins�tu�on in this field. SEQAEP has provided 175 books to each of 6,669 schools totalling about 1,167,075 books. To manage the library an assigned teacher from each school was trained on basic library science enabling them to carry out du�es of a librarian. For a cluster of schools the most efficient librarian was selected as Library Coordinator. Library Coordinator along with officials of SEQAEP and BSK systema�cally monitored the en�re DRH ac�vi�es. To encourage students and demonstrate importance of reading books, SEQAEP awarded students on four categories depending specific criteria.

3.2.3 Developing Reading Habit (DRH)

Students reading books in the school library Distribu�on of Award under DRH Program

SSC or Dakhil Pass Awards to Ins�tu�ons

4,341

4,640

RDPP Target

Achievement �ll Dec 2013

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Major Tasks/Components:

The major tasks (program components) include:

· Selec�on of Ins�tu�ons (Schools and Madrashas),

· Selec�on of Organizers

· Program Orienta�on and workshops with the selected ins�tu�ons,

· Training for Teachers/School Organizers

· Selec�on and Mo�va�on of Students (members)

· Development of Program Materials,

· Procurement of Books (program and prize)

· Processing of Books (book entry and jacke�ng),

· Distribu�on of Books (to selected ins�tu�ons),

· Book Lending, Reading and Management,

· Student/reader evalua�on, prize distribu�on

· Program monitoring

The goal of Developing Reading Habit (DRH) component is to encourage the students to u�lize their leisure �me for reading books, both in school and at home. Therefore, students will be growing a useful habit of learning that will last them their life�me. In implementa�on process, the targeted ins�tu�ons within 125 Upazilas are selected to provide books, develop strategies of readers group and provide orienta�on to the stakeholders in the schools.

Smiling faces of students with their favorite books

Students enjoying story books at leisure �me

Winner students of Developing Reading Habit program

The panel of judges consisted of USEO, Head Teacher, BSK Coordinator and Librarian. The awards are ‘Welcome Award’ to students who have read 3 Bangla and 2 English books; ‘Gree�ngs Award’ were presented to students who have read 6 Bangla and 3 English books. Students comple�ng 8 Bangla and 3 English books receive the ‘Congratula�on Award’ and ‘Best Reader Award’ are given to the students who have read 11 Bangla and 3 English books in a year. Students of class VI, VII and IX are encouraged to read more books when they do not have JSC and SSC equivalent examina�ons. The criteria for four categories of awards are relaxed for class VIII and X.

Remarkably, a total of 17,32,965 students read numerous books in Bangla and English. Among 83,92,663 secondary levels of students in Bangladesh about 2 million rural students have benefited from DRH ac�vity enriching them with be�er understanding of the world.

Objec�ve: The overall objec�ve of this program is to improve the quality of educa�on in secondary level educa�onal ins�tu�ons by developing the reading habit through studying a range of selected Bangla and English Language books.

45

(d) Case Study:

Savar Girls High School, District: Dhaka

Mrs. Aklima Azad is a senior teacher of Savar Girls High School. She has been working for past seven years as ac�ng librarian. She was struggling to get the interest and par�cipa�on of students due to the poor collec�on of books for different age groups, bare minimum furniture for sea�ng, no helping hands and limited �me that she could spend at the library.

Aklima was selected and received training from Bishsho Sahi�o Kendro (BSK) on Developing Reading Habit (DRH). The Savar Girls High School’s library received funding for books, newspapers, globe, charts, maps, furniture and incen�ves for students who read most books. Aklima recognizes, “Because of SEQAEP, in 2013 there are now more students than ever who are coming to library to read books both as hobby and reference texts. Students who assist me with managing books are provided with free membership cards in that way library is much more organized. I keep much busier than before with library ac�vi�es like quiz compe��on, topic based posters, debates but I love my work when I see such improvements in students.”

In the first phase DRH was introduced in 4,500 ins�tu�ons. In the RDPP, the provision of DRH has been increased from 4,500 to 6,715 ins�tu�ons. Since incep�on �ll June 2012, the ac�vi�es scheduled have already been achieved and it is about 80 percent. At this stage, it is per�nent to increase book readers among enrolees of schools. The BSK is at present devo�ng to the rest of the selected ins�tu�ons to introduce the DRH program.

Ms Aklima Azad, Librarian and Senior English Teacher of Savar Girls High School

The Library has been furnished with age-specific books Students prepreing topic based posters as learning supplement

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BSK had undertaken DRH ac�vi�es in 6,669 schools and Madrasha.5.0 Table: Progress of sub-component Developing Reading Habits (DRH)

Items of Work Provision as per RDPP

Cumula�ve Progress up to June, 2013

FY 2013-14Target

FY 2013-14Progress

Cumula�ve up to December, 2013 (%)

Introduc�on of Reading Habit Program

6781 Ins�tu�ons

6669 ins�tu�ons

000 00 6669 inst. (98)

Training for library in-charge

6781 inst. 6669 inst. 000 000 6669 inst. (98)

Supply of Appropriate Books

12,03,770 copies.

11,33,730 copies

51,000 copies

37,103 copies 11,70,833 (97)

Book Prize/ Award Provided

14,80,800 copies

2,69,521copies

10,70,461 copies

4,27,081copies of books

6,96,602 (47)

Enrolment of Book Readers

14,78,100 Readers

17,32,965 Readers

000 000 17,32,965 (117)

Bangle Book Readers 14,78,100 Readers

17,32,965 Readers

6,78,100 7,92,058 Readers

8,27,623Readers

English Book Readers of Class 6-8

English Book Readers of Class 9-10

Administra�ve Associate/ Administrator

Bishsho Sahi�o Kendro (BSK)

DRH is a special ac�vity of SEQAEP. It is an old concept only scaled to na�onal level with remarkable result. SEQAEP had guided BSK to execute the ac�vity and monitored every step of the way. Under this ac�vity, 6669 libraries have been setup in ins�tu�ons and about 1.2 million books have been disbursed. This ac�vity also provides training to the teacher to be a librarian. About a quarter of all secondary students of Bangladesh have benefited from DRH. While the libraries remain as fixed asset of the schools millions of students will be benefi�ng from it in years to come. DRH is one of effec�ve ac�vi�es of SEQAEP that can be replicated na�onwide as a best prac�ce.

3.2.4 Assessment of Education QualityFor past few years due to the effort of the government and relevant stakeholders there has been a surge of students receiving golden A+ and A+ in SSC or equivalent examina�ons. This has appreciated by people but at the same �me raised ques�on about the quality of educa�on or the assessment process. There has been long history of plagiarism in Bangladesh, making the success too good to be true for most people. As part of quality management and evalua�on government of Bangladesh has ini�ated Learning Assessment of SEQAEP Ins�tu�ons (LASI) in 125 Upazilas. One such school was Nakla Pilot High School of Sherpur district. To assess overall knowledge including educa�on curriculum of students that demonstrate real understanding of the topics they have studied, an Australian-based company, ACER took sample test. Through this test it tried to evaluate how students being able to apply their knowledge and relate to the world around them. In a similar fashion teachers were assessed under the leadership of USEO and SEQAEP officials on their teaching methods, skills and ability to interact with students effec�vely. ACER provides a report to SEQAEP based on numerous assessments that has enabled policymakers to polish and tailor new policies, rules and regula�ons. The objec�ve of assessment of educa�on quality is to systema�cally measure the quality of learning in order to provide feedback to policymakers and stakeholders to raise their awareness about the quality of educa�on, and adjust quality-related policies and interven�ons accordingly.

Developing the Reading Habits (DRH)

6,781

6,669

RDPP Target Achievement �ll Dec 2013

47

Dis�nguished guests at the Dissemina�on Workshop on LASI

The aim of assessment of educa�on quality is measuring the quality of learning by administering interna�onally comparable and na�onal curriculum-based numeracy and literacy tes�ng on a sample basis which will be considered representa�ve at na�onal level. The findings of this independent assessment will provide feedback to policy makers and stakeholders to raise their awareness on the quality of educa�on and adjust quality-related policies and interven�ons accordingly. The long-term vision of this assessment program is to build the appropriate capacity to mainstream the assessment system.

Required financing will be provided in the areas stated below:

(i) Development of instruments for assessing the achievements of students in Mathema�cs and English;

(ii) Administra�on of the instruments, processing and analysis of data; and

(iii) Dissemina�on and feedback to stakeholders from central to community levels.

The above assessment ac�vi�es scheduled under this sub-component will be executed by external third–party agencies. In this regard, it may be noted that the ques�onnaires on Mathema�cs will be developed based on the Trends in Mathema�cs and Science Studies (TIMSS) for facilita�ng interna�onal comparison of achievements in numeracy skills. On the other hand the English ques�onnaire will be developed based on NCTB curriculum and syllabi. Ini�ally, an Australia-based interna�onally reputed firm ACER was engaged to develop assessment tools in collabora�on with SEQAEP, NCTB & MEW of DSHE. Associates for Development Services Limited (ADSL), a local firm was involved to help administra�ve process of this program. At the outset, framework of implementa�on and required tools for program were developed by MEW with the coopera�on and assistance from all agencies and concerned offices. Based on tools/ques�onnaires on the subjects men�oned above, first pilo�ng was conducted in February 2012 covering 30 secondary educa�on ins�tu�ons under 16 SEQAEP Upazilas. The outputs of first pilo�ng were considered not sa�sfactory and it suggested the authority concerned to revise the ques�onnaires. Accordingly, second pilo�ng conducted in 20 ins�tu�ons of two Upazilas with revised ques�onnaire. In this pilo�ng, outcome of assessments was more reasonable and sa�sfactory. However, based on strategies, framework and standard of test instruments/tools, instruments for final survey/test were developed and finally in July 2012, the survey was conducted in 300 educa�on ins�tu�ons under 30 SEQAEP Upazilas. The report was submi�ed and shared with stakeholders’ dissemina�on workshop.

In 2012, Learning Assessment of SEQAEP Ins�tu�ons (LASI) was conducted on Bangla, English and Mathema�cs of 8,278 students who had completed class 8 in 2011. The findings of the LASI-2012 were disseminated in April 2013 to the central and field level stakeholders. The test instrument of the LASI-2013 was completed within December 2013. Following the project provision, ini�a�ve has already been taken to conduct second �me survey over the learners of classs 6 and 8 of SEQAEP ins�tu�ons. The required test materials have already been developed with all out technical support from Australian based renowned consul�ng firm ACER and with the collabora�on of Na�onal Curriculum and Textbook Board (NCTB) which has been reviewed in 7-day workshop. The Monitoring and Evalua�on Wing (MEW) and SEQAEP personnel were also a�ended the workshop and all concerned have rendered their effec�ve efforts. An orienta�on session for concerned stakeholders of ins�tu�on levels, Upazila Secondary Educa�on Officers, District educa�on officers and Deputy Directors of the Zonal offices was arranged in July 2013. The 2nd Learning Assessment in SEQAEP ins�tu�on has already been conducted in Bangladesh on the students of class-8 in selected SEQAEP ins�tu�ons on Bengali, English and Mathema�cs in 2013. Assessment of educa�on quality is a con�nuous process for monitoring and evalua�ng effec�veness which is considered as a best prac�ce around the world. SEQAEP has taken the ini�a�ve to adapt this best prac�ce to fit local situa�on and needs. From the results of this assessment appropriate changes will be made in the exis�ng curriculum, textbook contents, prac�cal works, evalua�on system and teaching techniques. The educa�on sector of Bangladesh is going through a rapid change to adapt itself to relevant and employable skill sets needed to this quick changing world economy that impacts even the rural parts of the na�on like mobile technology and interna�onal business interac�on of readymade garments industry. In a country where number one remi�ance is wage earners living abroad, standard educa�on is most necessary. Assessment ensures the educa�on system is working and geared at the right target.

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3.3 Improving Equitable Access for the Poor and School Environment

In 125 Upazilas under SEQAEP, Proxy Means Tes�ng (PMT) based s�pends and tui�on fee subven�on facili�es were introduced for the poor students of grades 6-10. The sub-component, General S�pends Program, was a spill over of the previous Female Secondary School Assistance Project (FSSAP) - Phase II that ended in June 2010. The Local Government Engineering Department (LGED) had been entrusted with the responsibility of screening poor students by following strict procedures by opening Proxy Means Tes�ng (PMT) booths during or a�er admission in schools. In order to increase access of poor students and retaining them through reduced dropouts, three sub-components were incorporated in SEQAEP. These sub-components are:

• Proxy Means Tes�ng (PMT) based s�pends and tui�on subven�ons for the poor boys and girls;• General s�pends and tui�on fee facili�es; and• Improving School Facili�es (ISF).

3.3 Improving Equitable Access for the Poor and School Environment

In Bangladesh the s�pend program for poor students had begun in 1993. There were three projects, FSSAP (funded by IDA), SESIP (funded by ADB) and SESP (funded by GoB) that covered Bangladesh. The main objec�ve of FSSAP was to enhance female educa�on in the secondary level. It was such a great success for Bangladesh government even in global scale that in 2000, Mr. Kofi A Anan, the Secretary General of United Na�on highly praised the s�pend program. Moreover, he observed that Bangladesh has created the benchmark by improving access to educa�on for female students. A�er achieving op�mum success of the s�pend program, the government and educa�onist of Bangladesh strategized to include ultra-poor, weak and disadvantage students living in rural Bangladesh. The strategic decision was developed into a project and in 2008 government of Bangladesh ini�ated SEQAEP and its interven�on through PMT.

Through SEQAEP, PMT system has been introduced in Bangladesh for the first �me. Female students can get priority but in this system pro-poor boys group can also get priority. PMT has been successfully implemented by SEQAEP since 2009. PMT is a representa�ve process. The characteris�cs of this process are iden�fica�on of beneficiaries/students from community deprived ultra-poor families through collec�on of household based real data of students. Through this method s�pend and tui�on facili�es are provided to students of ultra-poor and poor families for secondary educa�on. Students of class VI to X receive s�pend and tui�on fee from the project. The students along with their guardians remain present in the PMT Booth located in their own union to apply in wri�ng for the facility during September-October. Through this assistance the students are able to complete their studies up to SSC/Dakhil. Na�onal level workshops were organized on PMT and modifica�ons were explained to the stakeholders.

The Award Conforma�on Forms (ACFs) were distributed among Proxy Means Tes�ng Administrators (PMTAs). Based on students from PMTA and ACF, funds were disbursed and s�pends and tui�ons were reconciled. The PMT booths were prepared and mobilized. During PMT booth opera�on at the field level, officers of SEQAEP and Monitoring and Evalua�on Wing (MEW) conduct field visits in several districts and submi�ed separate reports. Based on summary of the reports appropriate measures were taken. The s�pends and tui�on subven�ons under Category-1 and Category-2 had been disbursed through bank accounts of all beneficiaries of SEQAEP ins�tu�ons of 125 Upazilas.

3.3.1 PMT-based Stipends & Tuition for the Poor Boys and Girls

Computerised processing of PMT applica�on Scru�ny of PMT applica�ons

50

(e) Case Study:Umme Salma Sarker; Upazila: Sundarganj, District: Gaibandha

Ms. Umme Salma Sarker is daughter of Mr. Md. Shafiul Islam, a low paid government employee. Shafiul could not afford to maintain his family in the city. His income from his job was not enough to run the extended family which he supplemented from the agricultural land from his village. Their home was located near the river, Tista. When Tista started eroding, the family lost their home and land with it dragging them to extreme poverty.

Shafiul thought that it would be best to give his daughter Salma in marriage and reduce one less mouth to feed. At that �me the school authority knowing of the situa�on informed Shafiul and Salma about the Proxy Mean Tes�ng (PMT) based s�pend and tui�on that SEQAEP offered for poor boys and girls. Salma con�nued her studies. With help of Resource Teachers (RTs) and Subject Teachers (STs) she passed Secondary School Cer�ficate (SSC) from Ramjiban High School with Grade Point Average (GPA) - 5 (out of 5). Two years later, she passed Higher Secondary Cer�ficate (HSC) from Sundarganj Mohila College with full marks. Salma courageously sat for entrance examina�on for the Dhaka University, the pres�gious government ins�tu�on, and she was selected. SEQAEP helped Salma to be in touch with BRAC, an NGO. She took an educa�on loan from BRAC and now con�nuing her studies in the Dhaka University.

Salma had received s�pend enabling her to pursue higher studies

Salma with her fellow classmates in University of Dhaka

51

6.0 Table: PMT Based Stipends & Tuitions for the Poor Students under Category – I

7.0 Table: PMT Based Stipends & Tuitions for the Poor Students under Category – II

8.0 Table: Progress of PMT Based Stipends & Tuitions for the Poor Students under Categories I and II

Source: PMTA LGED, SEQAEP

The eligibility of student applying for s�pend and financial assistance are those boys and girls who have given up their study a�er passing class V or dropped out a�er ge�ng them admi�ed in between class VI to class X. Physically handicapped boys and girls or from small ethnic groups were specially considered for s�pend. Eligible students with their parents register their names in PMT Booths in September-October during the project period. The boys and girls can con�nue to receive awards when following condi�ons were strictly compiled to: • Remain present in all classes during at least 75% of total school working days;

• The student must have pass marks (33%) in all the subjects in yearly examina�ons; and

• She/he must remain unmarried un�l passing in SSC/Dakhil examina�on.

SEQAEP disbursed PMT SSC Pass Awards to 2,19,014 disadvantaged students and achieved 103% of the target. In Categories 1 and 2, a total of 50,26,356 poor students received s�pend and tui�on. There are two categories under which poor students received s�pend and tui�on facili�es and they are as follows:

• The scope of Category-1 includes ultra-poor students, either boys or girls, who received both s�pend and tui�on facili�es. A total of 41,39,463 students received PMT-based s�pend and tui�on support. The breakdown is shown in Table 8.0.

• On the other hand, Category-2 includes medium-poor girls who are eligible to receive tui�on facility only. About 354,372 girl students received assistance as shown in Table 9.0.

S�pends & Tui�on under Category- I:

Ac�vi�es Provision as per RDPP (No. of Students)

Cumula�ve Progress December, 2013 (No. of Students)

Boy Students43,39,548

17,40,593

Girls Student 23,98,870

Sub-total of Category -I 43,39,548 41,39,463

S�pends & Tui�on under Category- II:

Ac�vi�es Provision as per RDPP (No. of Girl Students)

Cumula�ve Progress December, 2013(No. of Girl Students)

Girl Students 10,60,881 3,54,372

S�pends & Tui�on under Category- I and II:

Ac�vi�es Provision as per RDPP (No. of Students)

Cumula�ve Progress December, 2013 (No. of Students)

Total (Category I+II) 54,00429 50,26,356

9.0 Table: Class-wise stipend and tuition fee are being given by PMT

* Students of class X received 14 months tui�on benefit

Class Monthly s�pend rate(Taka)

Assistance for SSC/Dakhil Examina�on Fee (Taka)

Total Amount of s�pend (yearly) (Taka )

Tui�on Fee (Taka )

Tui�on Fee (yearly) (Taka )

VI 100 1,200 15 180

VII 125 1,500 15 180

VIII 160 1,920 15 180

IX 180 2,860 20 240

X 200 750 3,150 20 280*

52

Source: PMTA LGED, SEQAEP

10.0 Table: Year-wise Stipend

A student with her father at PMT booth

Anual Year AY’2009 AY’2010 AY’2011 AY’2012 AY’2013 Total Students YearCategory 61 Upazila 125 Upazila

As per RDPP

398792 847482 893924 1049350 1150000 4339548Category-1 : Beneficiaries of s�pend and tui�on (up to 50th percen�le) Grade 6-10 Actual 441607 887025 895088 923241 992502 4139463

Category-2 Girl: Beneficiaries tui�on only (Between 51th & 80th percen�le) Grade 6-10

As per RDPP

114867 252649 208668 234697 250000 1060881

Actual 60306 248357 208505 189307 180418 886893

SEQAEP team consistently met and exceeded the target to disburse PMT-based s�pend and tui�on from 2009 to 2013. The difference between target and achievement increased as the project progressed into the second year and onwards as shown in Figure 18. During the last year due to poli�cal unrest there were fewer people coming to the PMT Booths.

PMT-based S�pends and Tui�on for Poor Students under Category-1 between 2009 and 2013.

A total of 4,139,463 poor students received s�pends and tui�on under Category-1

In Category-2, girls from 51th to 80th percen�le household income received support in terms of tui�on. It has been a challenge for SEQAEP team to a�ract girls because at this age most girls reach puberty. A combina�on of a culture of early marriage, eve teasing, household chores and lack of latrines makes guardians and girl students to forgo secondary level educa�on.

Category-1 between 2009 and 2013Target Achievement

2009 2010 2011 2012 2013

398,

792

441,

607

847,

482

887,

025

893,

994

895,

088

1,04

9,35

0

923,

241

1,15

0,00

0

992,

502

PMT based S�pends and Tui�on for Poor Students under Category-1

4,339,548

4,139,463

RDPP Target

Achievement �ll Dec 2013

53

Year-wise PMT based S�pends and Tui�on received by poor girl students under Category-2This sub-component wanted to give equal opportunity for poor boys and girls. In earlier projects of the government it had emphasized in providing s�pend for girl students only and received great success in a�rac�ng parents to send their girl children to schools. A�er reaching gender parity it was needed to support pro-poor outlook of access to educa�on. By providing s�pend, tui�on, PMT-based SSC Pass Awards and Student Achievement Awards to disadvantaged boys and girls it had created a level playing field.

Students and their parents wai�ng for their turn for interview at PMT booth

In 2009 Bithee, Sumi and Nazma were students of class VI at Sajuria Zahura Zerin High School in Pangsha Upazila of Rajbari district. At that �me, their school did not have any latrine designated for female or access to safe drinking water. It was embarrassing for the girl students to wait in queue with boys for the only latrine that were used by all including boys in their class, teachers and other school staff members. To avoid the embarrassment and teasing, many girl students would wait to go in a group during �ffin break to houses located near school. For the people living near school it was a nuisance to have groups of girl students coming on daily basis for water and using their toilets. Thus it was not always a pleasant experience for the girls. Some�me they had to walk even further to the river. When the girls started class VIII, many of them dropped out because either they were lagging behind due to missing class during their monthly menstrual period or staying back for the en�re �me had become unbearable. Bithee had a rela�ve who lived near the school and it was somewhat easy for her con�nue going to school.

When SEQAEP’s ISF ac�vity began in Sajuria Zahura Zerin High School it ushered in a massive change in lives of Bithee, Sumi, Nazma and all the students. A tube-well was installed in school premises with water-tank supplying water to various points in the school building. The water was regularly checked for arsenic by Upazila DPHE engineer. The twin-latrine was built and it was clearly marked for male and female. Moreover, the Head Teacher created a user group with representa�ves from teachers and students who were made responsible for keeping the facili�es clean and ensure repairs are made when necessary. During school assembly every morning in rota�on a teacher would brief students on personal hygiene, WASH programme and overall cleanliness of the school. Some of Bithee’s classmates had returned to school a�er implementa�on of ISF in Sajuria Zahura Zerin High School.

3.3.2 Improving School Facilities (ISF)

In first two years of the project, most of the stakeholders of PMT-based s�pend and tui�on were unaware of its ac�vi�es in their locali�es. This has caused exclusion error in the eligible student popula�on coverage. Later on when PIACT was engaged to carry out EACM ac�vity, the stakeholders came to know through publicity about the eligibility, applica�on process, loca�on of PMT booths and benefits.

The impact of this component of the project was profound. Due to this component, the percentage of poor students who enrolled in secondary schools was 47.18% in project period while the target had been 39%. This shows that both parents and students in Bangladesh are interested to pursue educa�on and this kind of programmes can bridge the gaps.

A total of 354,372 poor girl students received s�pends and tui�on under Category-2.

PMT based S�pends and Tui�on for Poor Students under Category-2

1,060,881

354,372

RDPP Target Achievement �ll Dec 2013

Category-2 between 2009 and 2013Target Achievement

2009 2010 2011 2012 2013

114,

867

60,3

06

252,

649

248,

357

208,

668

208,

505

234,

697

189,

307

250,

000

180,

418

54

Water purifier provided in schools

The aim of Improving School Facili�es (ISF) component is to ensure availability of safe drinking water, provide sanita�on facili�es for boys and girls separately and provision of arsenic free water in the project ins�tu�ons and in SEQAEP ins�tu�ons. These facili�es were part of the previously Female Secondary School Assistance Project (FSSAP) – Phase II. SEQAEP has been con�nuing the ac�vi�es with some modifica�ons. In implementa�on process for this component, the local community contributed 10 percent while SEQAEP invested on the remaining 90 percent of the cost. Through this component following facili�es were provided:

(i) Construc�on of twin-latrines;

(ii) Se�ng up shallow and deep tube-wells;

(iii) Rain water harves�ng;

(iv) Water pump;

(v) Water tank and (vi) Distribu�on of arsenic tes�ng kits.

Rain water harves�ng

plants were constructed

to preserve water

Source: DPC of SEQAEP

11.0 Table: Progress on Improving School Facilities (ISF)Ac�vi�es Provision as per RDPP Cumula�ve Progress up to December, 2013

Shallow Tube-well 1,020 980

Deep Tube well 920 899

Twin Latrine 1,865 1,826

Rain Water Harves�ng 60 69

Water Pump 2,000 696

Water Tank 2,000 696

Arsenic Test 650 kit/boxes 655 kit/boxes

Water Purifier 1,760 1,365

In line with Revised Development Project Proforma (RDPP), SEQAEP achieved majority of targets in most the ac�vi�es by installing 980 (95% of target) shallow tube-wells, 899 (98% of target) deep tube-wells, constructed 1,826 (98% of target) twin latrines, set up 1,365 (78% of target) water purifiers and distributed 655 (101% of target) Arsenic Test Kits. During 2011 to 2013, SEQAEP installed 69 rain water harves�ng plants hence achieving remarkable 115% of the target.

Year-wise number of shallow tube-wells installed in ins�tu�on premises.

Shallow tube-wells installed in ins�tu�on Premises

TargetAchievement

2010 2011 2012 2013

110 110

260 266

400

343

250 261

A total of 1,365 water purifiers were set up

Water Purifier Set Up

1,760

1,365

RDPP Target Achievement �ll Dec 2013

55

Mr. Mohammad Sher Ali is the Head Teacher of Sajuria Zahura Zerin High School that accomodates more than 800 students. Among the 16 teachers there are 3 female teachers. One of the sensi�ve and major problems he faced was lack of clean water and toilets in the school premises.

Under the component, Improving School Facili�es (ISF) of SEQAEP, the school received funding for toilets for male and female with appropriate par��ons reducing eve-teasing; water pump and water purifier for safe water. Sher Ali says, “I have received training through SEQAEP on how to keep the school clean with be�er par�cipa�on of SMC and PTA members, hygiene educa�on for students, developing user group for maintenance of facili�es and much more.” Now, Sher Ali has organized a twelve-member user group who oversee the maintenance of school facili�es, cleanliness of classrooms, field as well as advise students on personal hygiene like washing hands before ea�ng, cu�ng nails regularly, brushing teeth daily etc. When asked about the current situa�on of school facili�es of Sajuria Zahura Zerin High School, Sher Ali replied, “We are proud of the school facili�es. I have received tremendous support from teachers, PTA and MMC members. We also test water of tube-well each year for arsenic. SEQAEP has made far-reaching effects in our lives.”

(f) Case Study:

Sajuria Zahura Zerin High School, Upazila: Pangsha, District: Rajbari

Twin Latrines constructed at schools

Students are aware about the importance of hygiene

56

Year-wise number of deep tube-wells installed.Year-wise twin latrines constructed.

Year-wise number of Deep tube-wells installed

A total of 1,396 water tank were installed

A total of 696 water pumps were installed

A total of 655 Arsenic Test were distributed

Access to safe drinking water and sanita�on are essen�al health need. In absence of these facili�es might translate to long term ailments but before that the nega�ve interac�on from the community increases dropout. The ac�vity of ISF ensures that students can stay within the school premises where safety can be assured. PTA, SMC/MMC can easily iden�fy the students or outsiders in case an incidence occurs and take necessary ac�on. This has made posi�ve impact among the students enabling to a�end school and also stay back for addi�onal classes on English and Mathema�cs.

Drinking water is regularly checked for arsenic

Target Achievement

2010 2011 2012 2013

206 206224 224

300

279

190 190

Arsenic Test Distribu�on

650

655

RDPP Target Achievement �ll Dec 2013

Water Pump Installa�on

2,000

696

RDPP Target Achievement �ll Dec 2013

Water Tank Installa�on

696

1,396

RDPP Target Achievement �ll Dec 2013

Year-wise Twin Latrines Constructed

Target Achievement

195 195

570 570

700672

400 389

2010 2011 2012 2013

For accessing safe drinking water tanks were installed in school premises

57

3.4 Monitoring & Evaluation

3.4 Monitoring & Evaluation

In project management, Monitoring and Evalua�on (M&E) is increasingly recognized as an indispensable management func�on. In the past, M&E of projects in educa�on have been given li�le a�en�on in na�onal level. Some of the main constraints and problems that hampered M&E were li�le or no understanding of advantages of M&E that caused culture of fear when carrying out, sharing, discussing and using the results of evalua�on ac�vi�es. There was a rela�ve shortage of professional evalua�on experts in comparison with researchers and trainers.

Under the overall supervision and guidance of the MoE, the secondary and higher educa�on system of Bangladesh is being managed and administered by the DSHE. The Directorate is headed by a Director General who is responsible for administra�on, management and control of secondary and higher educa�on including madrashas. Due to the absence ofpermanent M&E team under the DSHE, appropriate monitoring and evalua�on could not be done to ensure quality educa�on. SEQAEP recognized this gap of monitoring and evalua�on in secondary educa�on projects and implemented it for ensuring its quality. Therefore, the DSHE has ul�mately established a Monitoring and Evalua�on Wing through the project �tled “Secondary Educa�on Quality and Access Enhancement Project” for fulfilling the demand of �me.

The objec�ve of the component, Monitoring and Evalua�on, is to ensure systemic documenta�on of all project inputs, process, outputs and outcomes and link project interven�ons with outcomes. In addi�on to monitoring and evalua�ng SEQAEP, this component overlooks other projects of DSHE. Ac�vi�es under this component were implemented by Monitoring and Evalua�on Wing (MEW) with support of MIS Cell. MEW serves as focal point agency of overall supervision of M&E ac�vi�es to strengthen the capacity of DSHE; reviewed and evaluated the project on regular basis. It also coordinated dissemina�on of na�onal assessment of learning achievements and maintains the repository of integrated databases, reports and studies. KPI and immediate indicators are updated by MEW with data from PMTA at LGED, MIS Cell, BSK and SEQAEP unit. MEW also carried out annual school census, PMT valida�on, compliance monitoring and impact evalua�on surveys. Addi�onally, MIS Cell supported SEQAEP on data processing on non-PMT ac�vi�es. MEW has been the focal point for monitoring ACs on English and Mathema�cs in 402 selected ins�tu�ons with coopera�on from USEOs and other stakeholders. MEW has set objec�ves of monitoring and evalua�ng all the ac�vi�es of SEQAEP.

The two sub-components i.e. Monitoring and Evalua�on have specific goals. The scope of monitoring sub-component includes strengthening capacity to monitor inputs, processes, outputs, and outcomes. The ac�vi�es are result monitoring of key performance indicators (KPIs) and intermediate indicators; system monitoring (EMIS) through annual census of all ins�tu�ons under SEQAEP coverage; proxy means tes�ng (PMT) valida�on survey to check accuracy of PMT applica�on informa�on; and compliance of criteria and procedures of all ac�vi�es.

Along with MEW, there are four addi�onal sources that support the M&E ac�vity such as PIU, DEO, USEO and at local community level i.e. SMC/MMC, PTA and HTs. Given the varied �ers of M&E and involvement with the on-going work, the SEQAEP team received quick response enabling it to take necessary ac�ons to rec�fy the problem on regular basis.

Evalua�on of teacher’s performance SEQAEP official is observing performance of a student

59

Figure: The wheel of communica�on between the �ers of M&E that feeds into SEQAEP.

While carrying out M&E ac�vi�es, four major u�li�es were considered. The major stakeholders such as GoB and donors were informed methodically the real progress, thus crea�ng a transparent M&E for building greater transparency and accountability in terms of use of resources of the organiza�on. For the SEQAEP team the Informa�on generated through M&E had provided its staff with a clearer basis for decision-making and future planning. Hence, the project progress and development were improved when guided by lessons learned from experience.

WorldBank

SEQAEPunit

MOE

DSHE

DPHE

MEWEdu.Inst.

PSEPMTA(LGED)

DDZ,DEO,USEO

PIC

BANBEISAgraniBank

3.4.1 Comparison of Project Performance RatingsVarious Missions conducted by the World Bank rated the performance of the SEQAEP at different periods based on the implementa�on progress.

It is evident that at the ini�al stage SEQAEP was a slow progressing project. In 2011 the Mid-Term Review Mission rated most of the project performances as Moderately Unsa�sfactory (MU) and Moderately Sa�sfactory (MS) while the Pre-Appraisal Mission rated those as Sa�sfactory (S). Gradually, it gained momentum in 2012 and maintained S/MS category ra�ng in 2013. The comparison of the ra�ng is shown in the following table:

12.0 Table: Project Performance as Rated by the World Bank

Project Performance Year April 2010

Year Oct 2010

Year 2011

Year 2012

Year Jan-June 2013

Year July Dec 2013

Summary Development Objec�ves S S S S S S

Overall Implementa�on Progress MS MS MU MS S MS

Project Management MS MU MU MU S S

Financial Management MS MU MU MU MS MS

Counterpart Funding S S S S S MS

Procurement MS MU MU MS S S

Monitoring and Evalua�on MS MS MS MS S MS

60

Ra�ngs: HS = Highly Sa�sfactory, S = Sa�sfactory, MU = Moderately Unsa�sfactory, MS = Moderately Sa�sfactory, U = Unsa�sfactory, HU = Highly Unsa�sfactory, NA = Not Applicable, NR = Not Rated.

Source: Aide Memoire April 2010, Aide Memoire Oct 2010, Mid-Term Review Mission, 12-28 July, 2011, Seventh Implementa�on Support Mission, 7-12 March, 2012, Addi�onal Financing Pre Appraisal Mission, 21-30 July, 2013 and February 23-March 6, 2014.

Ninth Semi-Annual Monitoring Report (January – June 2013)The Ninth Semi-Annual Monitoring Report on Secondary Educa�on Sub-Sector projects was submi�ed by Monitoring and Evalua�on Wing of the Directorate of Secondary and Higher Educa�on. The report covered all the projects of DSHE including SEQAEP for the period of January – June 2013. Chapter 1 has been dedicated to report the progress and achievement of SEQAEP. The report was prepared based on the informa�on collected from SEQAEP Unit, concerned stakeholders and Planning & Development Wing of DSHE. The report covered the achievements during January-June 2013, cumula�ve progress up to June 2012 and progress for the fiscal year 2012-13 compared with the target for the same period by components and sub-components. It categorically noted that up to June 2013 the cumula�ve progress was 85%. The main issues, findings, comments depicted in the report are men�oned below:

• Total expenditure of the project up to June 2013 was about BDT 114881.90 lacs, while the total es�mated cost was BDT 122195.65 lacs and the percentage of progress compared to total es�mate was 94.83%. The percentage of progress for the fiscal year 2012-13 was 99.83% compared to expenditure with target for the same period. The report commented, ‘The Project Director, SEQAEP in associa�on with his team members has successfully spent 100 percent alloca�on provided for the fiscal year. During the period January – June 2013, 100 percent released alloca�on is spent which became possible for the ac�on oriented leadership’;

• The MEW Officials introduced field and telephonic verifica�ons to monitor the tasks executed. According to the report, ‘The physical progress during the period of fiscal year 2012-13 has been achieved as per planned target.’ It was observed that the project was able to meet all the targets except engagement of STs and providing the incen�ve awards. The report recommended that all tasks should be monitored through a concerted efforts of SEQAEP and MEW personnel including the Consultants;

• Addi�onal Classes were conducted in 402 ins�tu�ons of 55 SEQAEP Upazilas and up to June 2013 about 298,000 ACs in English and Mathema�cs were held against the target of 600,000. The number of students enrolled in English and Mathema�cs ACs was 76,600 and 64,000 respec�vely;

• According to the report for Incen�ve Program so far achieved against the set target was merely sa�sfactory. It was expected that the target will be achieved during the remaining period;

• As per the report the progress of Reading Habit Development Program up to June 2012 was quite sa�sfactory. The report recommended to introduce the program all over the country;

• The Monitoring Report revealed that 49,36,092 students received s�pend and tui�on in both category 1 & 2 up to December 2012 compared to the target of 54,00,429. While the number of s�pend and tui�on benefit recipient students was 11,74,421 during January-June 2013. The report recommended to take further step to revise the DPP to create the provision to provide s�pend and tui�on benefits to students of poor families at least up to June 2014, i.e. for two semesters;

• As per the report the cumula�ve progress of ISF up to June 2013 was excellent;

• The SMC and PTA ins�tutes were found more ac�ve compared to non-SEQAEP ins�tutes.

61

• The physical progress achieved in first 4 years surpassed the project end targets;

• The targets for students appearing in the SSC exam and the secondary school comple�on rate surpassed. Around 210,000 poor students appeared in the SSC exam in 125 Upazilas. SSC pass rate, gender parity, and the share of poor in secondary enrollment improved considerably;

• Around 1.0 million poor students received s�pend to con�nue secondary educa�on;

• So far, 146,000 poor students received SSC pass awards, exceeding the project target of 84,000 for the first four years of the project;

• Nearly 5 thousands ins�tutes received SSC ins�tu�onal awards against the target of 3566;

• The project emphasizes improvement of secondary educa�on quality through a series of academic support interven�ons and incen�ves;

• SEQAEP extends support to students with addi�onal classes in English and Mathema�cs in order to improve academic performance;

• About 109,000 addi�onal classes on English and Mathema�cs were offered last year to the students in the rural ins�tutes;

• Almost 562,000 students were brought under “developing reading habit program” with support from Biswa Sahitya Kendra;

• Providing s�pend to higher level of poor students in SEQAEP Program, project funds are being used at a faster rate than an�cipated.

The Implementa�on Note published on 14 May 2013 stated, ‘Sa�sfactory progress has been recorded in the implementa�on of the project.’ The highlights of the note are as follows:

• The project benefited more than 1.8 million students through s�pend and tui�on scheme;

• Provided quality educa�on to more than 1 million students in 7000 ins�tutes of 125 Upazilas;

• The disbursement ra�o for the World Banks IDA financing reached to 97%;

• Till 14 May 2013 about 3.8 million schooling years were benefited from the targeted s�pend and tui�on and 57 percent of these were girls.

3.4.2 Recognition by the World Bank

The World Bank officials and PD, SEQAEP are seen visi�ng a SEQAEP ins�tu�on

The World Bank released two Informa�on Notes through its website www.worldbank.org.bd on 10 March 2013 and another on 14 May 2013 where it acknowledged the success achieved by the SEQAEP.

It was evident from the notes that the project not only achieved success much ahead of the targets but also project funds were being used at a faster rate than an�cipated. Indeed, this was a great and significant success of the Ministry of Educa�on. According to the note published in WB website on 10 March 2013 the significant progresses were as follows:

62

The sub-component, evalua�on, aims at carrying out rigorous impact evalua�on of key project interven�ons. This involves mul�ple rounds of household and school surveys. The baseline survey was carried out in 2008 and the first follow-up of households was carried out in 2009. The first phase of the impact evalua�on has established the short-run impact of the proxy means tes�ng (PMT) s�pends program. Later there was an evalua�on on impact of projec�on access, equity and quality of educa�on through qualita�ve assessments and quan�ta�ve impact evalua�on including design of evalua�on strategy for project interven�ons such as PMT, ACs and DRH. Moreover the task involved carrying out baseline and follow up surveys, analysis of data and dissemina�on of findings. On annual basis, SEQAEP has been audited by FAPAD and third-party audit assigned by the World Bank as well as internal audit. From all three audits, it has consistently received sa�sfactory feedbacks. Moreover, there was zero disallowance on financial expenditures and disbursements. In 2013, five independent studies were conducted on Impact and Effec�veness Study on Incen�ve Sub Component, Effec�veness Study on Addi�onal Class, Ins�tu�onal Analysis of DSHE and the ac�vi�es of Monitoring and Evalua�on Wing, Sanita�on and Hygiene Educa�on in SEQAEP Ins�tute and PMT House Hold Verifica�on under SEQAEP. These studies also verified that the ac�vi�es of the project were on track and provided important outlook of the work.

Overall, M&E has played a key role in successful implementa�on of SEQAEP by providing its insight, progress and iden�fying obstacles that the team had set as priority. It allowed the management to take decision to ensure execu�on of required steps and speed up the delays.

13.0 Table: List of Studies on SEQAEP ActivitiesTitle Name/Organiza�on Study Year

IDA Implementa�on Support Mission: Progress Report on SEQAEP Implementa�on

Wali ul Islam, Quality Assurance Consultant, SEQAEP

2014

Impact and Effec�veness Study on Incen�ve Sub Component

Professor ASM Amanullah, PhD, Department of Sociology , The University of Dhaka

2013

Effec�veness Study on Addi�onal Class Prof. Saleh Mo�n, Consultant and Re�red DG, Directorate of Primary Educa�on

2013

Sanita�on and Hygiene Educa�on in SEQAEP Ins�tute Dr. F. K Chowdhury Consultant (SEQAEP), Ex-Project Director, FSSAP

2013

Ins�tu�onal Analysis of DSHE and the ac�vi�es of Monitoring and Evalua�on Wing

Dr. F. K Chowdhury Consultant (SEQAEP), Ex-Project Director, FSSAP

2013

PMT House Hold Verifica�on under SEQAEP Pathmark Associate Ltd 2013

Addi�onal Support for Improving Students Performance in English Language and Mathema�cs

Dr. F. K Chowdhury, Consultant (SEQAEP), Ex-Project Director, FSSAP

2012

Se�ng up of reading program at school (i.e. Developing the reading habit) in improving students’ performance at the SSC Examina�on

Dr. F. K Chowdhury Consultant (SEQAEP), Ex-Project Director, FSSAP

2012

Report on MTR Prof. Lu�or Rahman, Consultant (SEQAEP), Ex-Project Director, FSSAP

2011

63

4.0 Challenges for the Future

4.0 Challenges for the Future

As per the recommenda�ons of the Mid-Term Review (MTR), the Development Project Proforma (DPP) of SEQAEP has already been revised. Soon a�er the approval of Revised Development Project Proforma (RDPP), the process of implementa�on has been expedited. Through formula�ng effec�ve work plan, all the sub-components were implemented phase wise. The achievement indicates that the project is on track. Despite huge progress there are some cri�cal issues and challenges that SEQAEP needs to address.

Dropout rate of the poor students: Poverty and economic condi�on compel most of the poor students to engage themselves in the income genera�ng ac�vi�es at early age. It is a difficult choice between earning for daily meals versus being able to complete the school cycle. To reduce the dropout rate, family compensatory support is instrumental. So, along with proxy means tes�ng (PMT) based s�pend and family compensatory support can play crucial role to reduce dropout rates. This is a poten�al area to strengthen the coopera�on and extend the scope of addi�onal funding (AF).

Inadequate infrastructure and lab facili�es: Most of the SEQAEP ins�tu�ons are located at village level and in remote areas. Because of the loca�on and non-availability of resources these ins�tu�ons are operated with inadequate infrastructure such as building/structure, chair, table, tools, toilet, washing facili�es and lacks even access to safe drinking water. Indeed majority of schools and Madrasha do not have lab facili�es which is essen�al for science students to pass Secondary School Cer�ficate (SSC) examina�on. Although they are provided with support for addi�onal classes (ACs) on Mathema�cs and English, but due to lack of lab facili�es the students could not able to fulfil the requirement of science prac�cal classes. Despite receiving the support for addi�onal classes (ACs) without the lab facili�es the Secondary School Cer�ficate (SSC) results may not be up to the expecta�on.

The Appraisal Mission has agreed to pilot a School Improvement Plan. Under the School Improvement Plan, the lab facility will be developed. It is assumed that most developed school of SEQAEP would be able to receive the grant. More ins�tutes may be encouraged for the grant and the grant amount also needs to enhance as well.

Conduc�on of addi�onal classes (ACs): The conduc�on of addi�onal classes on English and Mathema�cs program has been monitored by Monitoring and Evalua�on Wing (MEW), SEQAEP and independent consultants. It has been observed that the addi�onal classes (ACs) operated in an inefficient manner. A more prac�cal and systema�c monitoring mechanism could be developed to streamline the conduc�on of addi�onal classes.

Selec�on criteria of ins�tutes: It was observed that the exis�ng selec�on criteria of the ins�tutes are not jus�fied in all Upazilas. Some ins�tutes have not been listed in some Upazilas whereas maximum number of ins�tute got selected in other Upazilas. Consequently, some of the deserving ins�tutes remained excluded. Hence, a more opera�onal and prac�cal selec�on criteria should be implemented for future opera�on.

Proxy Means Tes�ng (PMT) Booth opera�ons: Due to insufficient publicity and campaigning, the community was not adequately aware on the booth opera�ons of the proxy means tes�ng (PMT), where poor students were being iden�fied. Therefore, there was an exclusion error of not being able to include poor students.

Ensuring rigorous project evaluation: Establishing a comprehensive monitoring and evalua�on system is cri�cal in ensuring that the approaches adopted by the project under various components will be properly evaluated. Developing monitoring and evalua�on will determine whether the project is mee�ng its goals and objec�ve, and also provide informa�on/data for future ac�on.

65

5.0 Financial Accountability & Audit Report

The financial management of SEQAEP has been tremendously improved since last quarter of 2012. During February to August 2012, the Financial Management Specialist (FMS) posi�on remained vacant. A new FMS, Mr. Abdul Qasem was appointed in mid-August 2012. Financial Management Manual for SEQAEP, which was a long pending work, was prepared by the Financial Management Specialist. The World Bank has approved the manual a�er careful review. Electronic submission of applica�ons to the World Bank is reported regularly. The submission of Interim Financial Reports (IFRs) has been on �me. The Financial Management Department procured and installed latest version of Tally So�ware Accoun�ng Program enabling all the accoun�ng work to be performed smoothly and accurately. To accelerate the progress of the Financial Management Department two accountants have also been recruited.

The project has been audited by the Foreign Aided Project Aid Directorate (FAPAD). The auditors of FAPAD submi�ed unqualified report and no audit objec�ons were raised for the financial year 2011-2012. Furthermore, the comple�on date of the project is June 30, 2014 but the project has achieved 100% of all its targets in June 30, 2013 in terms of quan�ty and financial disbursements. All IDA funds have been spent by the project by June 30, 2013. It is also noted that the FAPAD auditors did not find any kind of misuse of fund by the implemen�ng partners. Both physical and financial achievements were possible due to all out efforts by the management of SEQAEP.

Consequently the World Bank has come forward to con�nue the ongoing ac�vi�es of SEQAEP and agreed to addi�onal financing for the US$ 265 million. Addi�onal Financing Agreement is in the final stage.

(Source: Finance Division, SEQAEP)

5.0 Financial Accountability & Audit Report

67

GOVERNMENT OF THE PEOPLE’S REPUBLIC OF BANG LADESH Directorate of Secondary & Higher Education (DSHE)

Secondary Education Qualify and Access Enhancement Project (SEQAEP)

Funding: IDA Credit No. 4475.BD

FINAL REPORT

of Consultants for Internal Audit (1st Phase)

coveting period from July 01, 2008 to June 30, 2010 of the Project

(Service Package No. S 19)

December 2013

S. F. AHMED & CO. Chartered Accountants …from 1958

(Bangladesh Representative of ERNST & YOUNG Global, UK, since 1993)

House # 51 (2nd Floor). Road # 09. Block-F. Banani. Dhaka-1213. Bangladesh. Phones: (880-2) 9894346 & 9870957

Fax: (880-2) 8825135 E-mails: (i) sfali@connectbd.com (ii) sfaco@dhaka.net

68

Report of Consultants for Internal Audit (1st Phase) of SEQAEP

Executive Summary

The World Bank supported Secondary Education Quality and Access Enhancement Project (SEQAEP) of the Govt. of Bangladesh is being implemented covering the period July 2008 to June 2014.

The Internal Audit of (SEQAEP) for the 1st two year’s covering financial years, 2008-2009 and 2009-2010 has been carried out by S. F. Ahmed & Co., Chartered Accountants, under a contract awarded on April 01, 2013. The audit work was performed according to a work plan which was drawn up in advance and finalized in consultation with concerned Management of SEQAEP.

The major issues noticed and reported as audit findings of the Internal Audit for the Financial Years 2008-2009 and 2009-2010 are summarized in Annex-III, IV and V attached to the Management Letter addressed to the Project Director.

Issues related to educational institutions receiving SEQAEP fund:

Stipend to students had been disbursed July by the educational institutions brought under the Project. ACT had been July signed by Head of Institution. USEO and Bank Officer concerned Educational Institution authorities were found aware of SEQAEP benefits. Exam Result Sheets had been duly signed by Class Teachers and Head of Institutions ACF and Tuition Sheet were available in institutions. Excess attendance of students was not generally found in SEQAEP educational institutions. Best Performing Student Award List was found in the institutions. Annual Cooperation Agreement was available with educational institutions. Student’s signature had been obtained in specified column of AFC List and in Performing Student Award List. Best Performing Award had been generally received by right persons. Class Attendance Registrar was maintained properly by the educational institutions. Admission Registrars had generally been maintained by educational institutions in prescribed manner.

SEQAEP educational institutions generally comply the requirements for receiving the stipends and other financial support from the project. Documents were found available during visit. A few institutions could not show documents during audit visits, however they prepared and produced documents afterwards as per audit comments.

Issues relating to USEO at Upazilas under SEQAEP:

ACF related to institutions had been properly signed by USCO and Bank Brunch official, School wise Statements of Stipend and Tuition Disbursement had been duly prepared by USEO’s ACF documents were found available in Upazila Secondary offices. Stipend & Tuition Fee Register was provided for audit by USEOs.

Continued

S. F. Ahmed & Co.. Chartered Accountants From 1958

(Bangladesh Representative of Ernst & Young Global, UK, since 1993) ii

69

Report of Consultants for Internal Audit (1st Phase) of SEQAEP

Bank management by Agrani Bank

Agrani Bank is responsible for disbursement of local funds by designated branches. During visit audit has observed due diligence in banking transactions and proper authentication of disbursement. However in a number cases, branches could not show proper documentation. Disbursement timing could have been shorted to ensure faster transfer of fund to the beneficiaries. Shortage of branch staff was believed to be a key issue in this regard.

Conclusion:

During Internal Audit of SEQAEP it is observed that project fund disbursed during first two years were on the whole utilized for the Project activities with good level of internal controls and compliance. On the basis of Internal Audit performed for 1st two years no instance of gross misuse or misappropriation of fund was reported.

We are of the opinion that the project has maintained high level of effective internal controls and management procedures. Compliance to rules and regulations was also found to be of a commendable tune.

We would like in express our appreciation and thanks for the cooperation by the officials of SEQAEP, USEOs, Bank Branches and Institutions visited during the course of the audit.

S. F. Ahmed & Co.. Chartered Accountants From 1958

(Bangladesh Representative of Ernst & Young Global, UK, since 1993) iii

70

6.0 Conclusion

6.0 Conclusion

The Government of Bangladesh is commi�ed to ensuring Educa�on for All and to achieving the United Na�ons’ Millennium Development Goals (MDGs). The Government of Bangladesh is fully aware about the importance of con�nuing helping young people to acquire educa�on leading to their future wellbeing. The leadership of Bangladesh in development of its educa�on sector has set the stage for replica�ng similar projects around the world. Working in line to these goals, Bangladesh has made tremendous progress by mee�ng several UN’s MDGs targets. Bangladesh has achieved gender equality target in 2012, three years prior to the deadline and is contempla�ng to reach gender equality in higher secondary educa�on by 2017 and in higher educa�on level by 2020.

The Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) is helping poor girls and boys in 215 Upazilas, almost half of the country, to access secondary educa�on. The project has shown how transforma�ve a program targeted on assis�ng poor boys and girls to access primary and secondary educa�on can be to a country like Bangladesh. This has been possible because of excellent func�oning of SEQAEP project management which is visible every single day.

Because of remarkable success achieved by the project over the years, SEQAEP recently received addi�onal financing of USD 265 million from the World Bank to con�nue its good work over the next several years. It is desired that every single child, girl and boy, in Bangladesh will have access to a good quality educa�on at the primary, secondary and ul�mately at ter�ary levels. To this end, SEQAEP has been facilita�ng students to become produc�ve ci�zens enabling Bangladesh to reach Vision 2021 and gradua�ng to emerge as a middle income country.

72

Annex 1

No. Division District Upazila

1 Barisal Barguna Amtali

2 Barisal Barguna Taltali

3 Barisal Barisal Agailjhara

4 Barisal Bhola Charfesson

5 Barisal Jhaloka� Rajapur

6 Barisal Pirojpur Nazirpur

7 Chi�agong Brahmanbaria Sarail

8 Chi�agong Chi�agong Sandwip

9 Chi�agong Cox’S Bazar Moheshkhali

10 Chi�agong Cox’S Bazar Teknaf

11 Chi�agong Feni Chhagalnaiya

12 Chi�agong Feni Parshuram

13 Chi�agong Lakshmipur Raipur

14 Chi�agong Lakshmipur Kamalnagar

15 Chi�agong Lakshmipur Ramga�

16 Dhaka Dhaka Dhamrai

17 Dhaka Dhaka Savar

18 Dhaka Faridpur Charbhadrasan

19 Dhaka Gazipur Sreepur

20 Dhaka Jamalpur Dewanganj

21 Dhaka Kishoreganj Nikli

22 Dhaka Kishoreganj Tarail

23 Dhaka Madaripur Shibchar

24 Dhaka Manikganj Harirampur

25 Dhaka Mymensingh Fulbaria

26 Dhaka Mymensingh Haluaghat

27 Dhaka Narayanganj Sonargaon

28 Dhaka Narsingdi Raipura

29 Dhaka Netrakona Kalmakanda

30 Dhaka Netrakona Durgapur

31 Dhaka Shariatpur Zanzira

32 Dhaka Sherpur Nakla

33 Dhaka Sherpur Nalitabari

34 Dhaka Tangail Bhuapur

35 Khulna Bagerhat Bagerhat

36 Khulna Bagerhat Kachua

37 Khulna Jessore Chowgacha

38 Khulna Jessore Sarsha

39 Khulna Kush�a Bheramara

40 Khulna Kush�a Daulatpur

The List of Upazilas under SEQAEP Coverage

73

41 Khulna Magura Mohammadpur

42 Khulna Meherpur Muzibpur

43 Khulna Sathkhira Assasuni

44 Rajshahi Bogra Dhunat

45 Rajshahi Bogra Sariakandi

46 Rajshahi Gaibandha Saghata

47 Rajshahi Gaibandha Sundarganj

48 Rajshahi Joypurhat Khetlal

49 Rajshahi Kurigram Rajarhat

50 Rajshahi Kurigram Ulipur

51 Rajshahi Lalmonirhat Aditmari

52 Rajshahi Natore Baraigram

53 Rajshahi Nawabganj Gomostapur

54 Rajshahi Nilphamari Dimla

55 Rajshahi Rajshahi Godagari

56 Rajshahi Rangpur Gangachhara

57 Rajshahi Rangpur Pirgacha

58 Rajshahi Serajganj Kamarkhonda

59 Sylhet Hobiganj Baniachang

60 Sylhet Moulvibazar Kulaura

61 Sylhet Sunamganj Dowarabazar

62 Sylhet Sylhet Companiganj

63 Barisal Barguna Barguna

64 Barisal Barisal Wazirpur

65 Barisal Bhola Tazumuddin

66 Barisal Jhaloka� Nalchity

67 Barisal Patuakhali Dashmina

68 Barisal Patuakhali Galachipa

69 Barisal Patuakhali Rangabali

70 Barisal Pirojpur Pirojpur

71 Barisal Pirojpur Zianazar

72 Barisal Brahmanbaria Nasirnagar

73 Chi�agong Chandpur Kachua

74 Chi�agong Chi�agong Bashkhali

75 Chi�agong Comilla Chouddagram

76 Chi�agong Comilla Homna

77 Chi�agong Noakhali Companiganj

78 Chi�agong Noakhali Ha�ya

79 Chi�agong Feni Fulghazi

80 Chi�agong Faridpur Modhukhali

81 Dhaka Gazipur Kaliakair

82 Dhaka Gopalganj Kasiani

83 Dhaka Jamalpur Islampur

84 Dhaka Manikganj Daulatpur

85 Dhaka Munshiganj Gazaria

74

86 Dhaka Munshiganj Munshiganj

87 Dhaka Narayanganj Araihazar

88 Dhaka Narsingdi Balabo

89 Dhaka Rajbari Baliakandi

90 Dhaka Rajbari Pangsha

91 Dhaka Rajbari Kaukhali

92 Dhaka Shariatpur Bhedarganj

93 Dhaka Tangail Gopalpur

94 Dhaka Chuadanga Alamdanga

95 Khulna Chuadanga Jibannagar

96 Khulna Jhenaidah Harinakundu

97 Khulna Jhenaidah Moheshpur

98 Khulna Khulna Paikgacha

99 Khulna Khulna Terokhada

100 Khulna Magura Sreepur

101 Khulna Meherpur Gangni

102 Khulna Meherpur Meherpur

103 Khulna Narail Narail

104 Khulna Sathkhira Kalaroa

105 Khulna Dinajpur Kaharole

106 Rajshahi Dinajpur Khansama

107 Rajshahi Joypurhat Kalai

108 Rajshahi Lalmonirhat Ha�bandha

109 Rajshahi Naogaon Manda

110 Rajshahi Naogaon Raninagar

111 Rajshahi Natore Gurudaspur

112 Rajshahi Nawabganj Shibganj

113 Rajshahi Nilphamari Jaldhaka

114 Rajshahi Pabna Bera

115 Rajshahi Pabna Chatmohar

116 Rajshahi Panchagarh Panchagarh

117 Rajshahi Panchagarh Tetulia

118 Rajshahi Rajshahi Tanore

119 Rajshahi Sirajganj Chowhali

120 Rajshahi Thakurgaon Baliadanga

121 Rajshahi Thakurgaon Haripur

122 Rajshahi Hobiganj Lakhai

123 Sylhet Moulvibazar Kamalganj

124 Sylhet Sunamganj Dharampasha

125 Sylhet Sylhet Gowainghat

75

Annex 2

Sour

ce:

Repo

rt o

n 6th

Ann

ual e

duca

�on

Ins�

tu�o

n Ce

nsus

-201

3

Indi

cato

rs20

0820

0920

1020

1120

1220

13Ch

ange

ove

r 6

year

sA

vera

ge C

hang

e

Tota

l stu

dent

s15

3255

616

1441

616

5231

717

3672

218

4157

418

9698

730

9018

7725

5

Tota

l gir

l stu

dent

s84

2233

8771

9789

0847

9295

5598

3156

1018

759

1409

2335

231

Perc

enta

ge o

f gir

l55

.01%

54.3

4%53

.92%

53.5

2%53

.39%

53.7

0%53

%13

%

TSR

31.1

333

.64

34.9

35.1

3639

51

Stud

ents

per

sch

ool

351

361

373

381

399

411

4812

SSC

pass

rate

s (t

otal

)66

.91%

63.9

0%73

%73

.04%

82.4

2%84

.98%

15.5

%3.

9%

SSC

pass

rate

s (g

irl)

63.9

7%61

.18%

73%

77.9

2%82

.30%

87.4

8%18

.3%

4.5%

Com

ple�

on ra

te (o

n th

e ba

sis

of S

SC p

ass)

na26

.17%

34.3

2%41

.23%

50.2

%51

.60%

25.4

3%5.

09%

Com

ple�

on ra

te (o

n th

e ba

sis

of c

lass

10

stud

ents

)47

.94%

54.8

9%61

.34%

67.9

0%70

.16%

70.5

0%22

.56%

3.76

%

Gen

der

pari

ty12

2%12

1.66

%11

1.94

%11

5%11

5%11

6%-7

.00%

-1.7

5%

Table: Comparison of different Indicators of School Education under SEQAEP project over the Years 2008-2013

76

Annex 3Time Line of SEQAEP

2011Conducted Mid-Term Phased out MTRT

2010PTA formed in all SEQAEP ins�tu�ons Deployed EACM Firm

2008SEQAEP StartedFSSAP

1993-2001FSSAP-II

2001-2008

2013

Agreement with WB with AF 265 Million US $ Impact study conducted on Addi�onal Class Impact study conducted on Incen�ve Awards Conducted PMT valida�onConducted 2nd Learning Assessment

2014Started Addi�onal Financing Project Covered addi�onal 90 Upazilas IAA introduced in 485 Upazilas Introduced Educa�on Fair

2012Introduced Addi�onal Classes with new modality Pioneer in Conduc�ng Learning Assessment in BangladeshDistributed water Pump and water tank

Phased out EACM Firm

2009Pioneer in Bangladesh PMT Based S�pend Started Addi�onal Class Program and IMTRT in 121 Upazila

Phased out General S�pend

77

Published by Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) 2014

The reproduc�on of this document is regulated in accordance with the provision of Protocol 2 of the Universal Copyright Conven�on. All rights are reserved by the Secondary Educa�on Quality and Access Enhancement Project (SEQAEP). The publica�on may be freely reviewed and abstracted, with the usual acknowledgement of the source, but not for sale or for use in conjunc�on with commercial purposes.

For PDF copies of this publica�on, please visit:

www.seqaep.gov.bd

For further informa�on, please contact:

Secondary Educa�on Quality and Access Enhancement Project (SEQAEP)Directorate of Secondary and Higher Educa�on (DSHE)Sikka Bhaban (2nd Floor), 2nd Block16, Abdul Gani RoadDhaka-1000, Bangladesh

Phone: +88 02 9555137Fax: + 88 02 9555134Email: seqaep@bdcom.net

Secondary Educa�on Quality and Access Enhancement Project (SEQAEP) is a project of Ministry of Educa�on, Government of Bangladesh.

Prepared by MIDAS (www.midas.org.bd)

Printed in Bangladesh

78

Partners

www.seqaep.gov.bd