86237 Bangladesh Education Sector Review Seeding Fertile Ground: Education That Works for Bangladesh This report has been prepared with active contribution from the Government of Bangladesh; Dhaka University, from a number of persons and institutions through a BRAC University, and Bangladesh Institute of truly participatory approach. Although a World Bank Development Studies (BIDS) from the academia and team has constantly remained engaged for more than a research institutions; representatives from the private year in preparing these three Policy Notes (PNs) which sector; BRAC, Dhaka Ahsania Mission and make up the report, it would not have been possible Underprivileged Children’s Educational Programs without very useful guidance from two Advisory Groups (UCEP) from civil society; and International Lobour (AGs) formed specifically to deal with the issues in Organization (ILO), the Swiss Agency for Development Education Quality and Skills Development and and Cooperation (SDC), ADB, the Department for contribution from many others. International Development (DFID), Canada, and the European Union (EU) from the development The AGs consisted of a broad range of members from community. The AG members reviewed the PNs by various sectors renowned for their knowledge, supporting their preparation from the earliest stage experience and expertise in the areas of education and including review of the concept notes, proposed labor market. The members of the Quality AG research methodology and design. They also looked into represented the Ministry of Education (MoE), the their key findings and messages, and provided valuable Ministry of Primary and Mass Education (MoPME), the technical advice and insightful information based on their Directorate of Secondary and Higher Education (DSHE), knowledge, field experience and familiarity with the the Directorate of Primary Education (DPE), the ground realities, through a series of meetings and National Academy of Educational Management workshops. (NAEM), the National Academy of Primary Education (NAPE) from the Government of Bangladesh; Dhaka Special thanks are due to the following AG members/ University and BRAC University from the academia; individuals without whose generous contributions this Campaign for Compulsory Education (CAMPE), BRAC report could not have been possible: Ayako Inagaki and and Bishwa Sahitya Kendra (BSK) from civil society; and Rudi Van Dael (ADB); Ahsan Abdullah, Shajahan Ali Asian Development Bank (ADB), Japan International Mollah and Md. Khan Jahan Ali (BANBEIS); Shafiqul Islam Cooperation Agency (JICA), The United Nations and Riful Jannat (BRAC); Manzoor Ahmed and Erum Children’s Fund (UNICEF), and the Australian Agency Mariam (BRAC Institute of Education for International Development (AusAID) from the Development-IED); Niaz Asadullah (BRAC-RED); development community. The Skills Development AG Binayek Sen and Rushidan Islam Rahman (BIDS); consisted of representatives from the MoE, the Abdullah Abu Sayeed (Bishwa Shahitya Kendra); Nurul University Grants Commission (UGC), the Ministry of Islam (BMET), Rasheda K. Chowdhury and K. M. Enamul Labor, the National Skills Development Council Hoque (CAMPE); Nicolas Simrad (Canada); Mikhail I. (NSDC) Secretariat, the Directorate of Technical Islam ( Chittagong Skills Development Council-CSDC); Education (DTE), Bangladesh Technical Education Board Sadequr Rahman (Dhaka Ahsania Mission); Shyamal (BTEB), Bangladesh Bureau of Statistics (BBS), the Kanti Ghosh, Humayun Kabir, Fazle Siddique Yahya, Bureau of Manpower, Employment and Training (BMET) Mezaul Islam and Ruhul Amin (DPE); Md. Babar Ali (DTE); Didarul Alam and Sirajul Hoque (DSHE); Fazle Nasreen Begum, Nazma Sultana, Sandra X Alborta, and Rabbani (DFID); Libuse Soukupova (EU); Shamse Ara Rex Quiah led the logistical arrangements for Hasan (Gono Shahajjo Sangatha-GSS); Siddiqur Rahman publication, communication, contracts, and workshops and Sumera Ahsan (Institute of Education and for the AG meetings. Research-IED, Dhaka Univerisity); Arthur Shears and Hari Pada Das (ILO); Maki Nagai (JICA); Iqbal Khan The report benefited from the feedback received from Chowdhury (MoE); Shamsur Rahman and Md. Michael Drabble, Prateek Tandon, Lianqin Wang, Salimuzzaman (NAEM); Nazmul Hasan Khan (NAPE); Husein Abdul-Hami, Andras Horvai, and Robert Chase. Jiban Kumar Chowdhury (NSDC Secretariat); Hossain The team gratefully acknowledges the valuable Zillur Rahman (Power and Participation Research comments on the final draft from the MoPME and the Center-PPRC); Sadiq Ahmed (Policy Research MoE of the Government of Bangladesh. The team Institute-PRI); Tahsinah Ahmed (SDC); Brig. Gen (Retd) greatly benefited from the overall guidance provided by Aftabuddin Ahmed and Mohiuzzaman (UCEP); Akhtar Amit Dar and the overall review of activities by Jesko Hossain (UGC); Nabendra Dahal and Mohammad Hentschel, Christine E. Kimes, Tahseen Sayed, Ellen Mohsin (UNICEF); and Salman Zaidi (World Bank). Goldstein, and Johannes Zutt. This report has been edited by Tammi Titsworth and Golam Faruque Khan. The World Bank team was led by Ayesha Vawda, Task Team Leader, and Leopold Remi Sarr, Co-Task Team The World Bank Education Team in Bangladesh Leader. The core team members included Subrata S. expresses its deepest gratitude to everyone involved in Dhar, Shinsaku Nomura, Seo Yeon Hong and Yumiko the process of preparation, production and Yamakawa. At the same time, Dilip Parajuli, Syed Rashed dissemination of this report. Al-Zayed, Yoko Nagashima, Md. Mokhlesur Rahman, Hiroshi Saeki, Susan Opper, Muhammad Asahabur Rahman, T. M. Asaduzzaman, Christophe Nordman, Nusaybah Yusuf, Syeda Kashfee Ahmed, and Zaima Ahmed contributed to the report with technical inputs and various background studies. The analysis presented in the report benefited from the background papers prepared by Amritpal Kaur Sandhu and Md. Lutfur Rahman (Teacher Study), Nurul Islam Khan and Sumera Ahsan (Examination Study), Md. Selim Reza (Migrant Worker Study), as well as some studies conducted by the World Bank staff such as the College Study, the Urban Slum Study (outsourced to Data International Limited), and the Enterprise-based Skills Survey (outsourced to Survey Research Group of Bangladesh -srgb). Developing a particular sector presupposes the need to be correctly identified and tackled with utmost mobilization of resources on the one hand, and a efficiency and commitment. This report takes stock of favorable policy framework, appropriate institutional the achievements and challenges that mark the arrangements, and successful implementation of needed education sector of Bangladesh and tries to suggest interventions on the other. And what can play the most appropriate policy measures. It consists of three Policy effective catalytic role in bringing all these factors into Notes (PNs) focused on Access and Equity, Education play in a democratic society is a vibrant policy dialogue, Quality, and Skills Development. Prepared over a period which, in turn, needs a strong base of information about of 18 months, the report is structured in such a way as the problems and prospects of that particular sector. to present succinctly the key findings and the suggested Facilitating educational development in Bangladesh policy directions. through well-thought-out and sustained measures backed by a meaningful policy dialogue can be possible As the findings show, Bangladesh has a good track only when an authentic picture of the major issues in the record in enhancing access and equity in education, with area of education is available. By attempting to bring remarkable achievements in widening access to primary these urgent issues to the fore, this Education Sector education, attaining gender equity at the primary and Review aims to catalyze a focused, coherent and a secondary education levels, marked reduction in well-articulated policy dialogue on education and skills repetition and dropout rates, and attaining reasonably development in Bangladesh. The most appropriate high levels of completion in primary education. Gender policies, once adopted through such dialogues, would equity in primary and secondary education has been lead to right interventions to bring about a momentous achieved well ahead of the Millennium Development expansion of the human resource base and steadily steer Goal target set for 2015. But on the debit side, the country along the road to growth and progress. enrollments of the poor are still lagging. About five Bangladesh, aspiring to be a middle-income country by million children are still out of school, either because 2021, needs this dialogue, more so in the face of recent they did not enroll in school or dropped out very early, developments in the education sector. mostly due to poverty. The repetition rates are still high despite the notable decline in recent years. The Bangladesh is now at a crossroads, given its educational transition rates are low across various levels of development and growth pattern. With a large and education. Children living in urban slums suffer from relatively young population __155 million people in both demand and supply-side limitations to education. 2012, and 31 percent of them below the age of What needs to be done now is to target the remaining, 15 __ the country is poised to earn a considerable hardest-to-reach population groups so that they have demographic dividend, provided these young people get access to universal primary education. Quality early the opportunity of quality education and skills childhood development should be pursued and the development resulting in gainful employment. The efficiency level in the utilization of funds substantially headway Bangladesh has already made in education as improved. Budgetary allocations for secondary and well as in other social sectors is globally recognized, but higher education also have to be increased there are still a number of formidable challenges that considerably. With regard to the quality of education, Bangladesh has While this report has profusely drawn on the constant already taken some bold steps to assess the health of the guidance provided by two Advisory Groups on the education system. Some major projects are now being issues related to quality and skills development as well as implemented to address the quality question at the on some secondary literature, original research was primary, secondary and tertiary levels. However, the conducted in areas where information gaps were challenges for improving the quality of the education identified. It attempts an objective analysis of the system are daunting and multi-faceted. They include low relevant issues complemented, where possible, with learning levels, inadequate acquisition of non-cognitive relevant examples from local and international skills, inequitable learning among students, a high degree experience. The report will best serve its purpose if it of variation between schools, low teacher motivation, can ignite a lively and broad-based policy discourse low time on task, weak examinations and teacher resulting in the adoption and implementation of much development systems, limited incentives for needed policies in the field of education that may lead performance compared to much fewer disincentives for Bangladesh to the next stage of economic and social poor performance, and low levels of accountability in development. properly using public finance. The Quality PN seeks to diagnose the maladies, and suggest policy options that may raise the levels of education quality. One of its important messages is that issues in education quality improvement are neither linear nor uni-dimensional, and that they require simultaneous interventions on several fronts. Skills development is surprisingly much less talked about in Bangladesh than educational access and quality despite considerable emphasis on skills and training across various education policies over the past decades. However, there is now a growing interest combined with a large number of important initiatives and activities in this important area in the country, particularly in vocational education and training. The Skills Development PN attempts to contextualize the nature of skills development from an educational perspective, and to reflect on the link between the demand and supply of skills, as well as the equity and efficiency of skills development opportunities in the country. It also affirms the need to assess skills development from a holistic perspective, from early childhood to adult work life. 1. A Summary 3 5 5 9 15 20 2. A Policy Note on Access and Equite Key Messages 24 4. 26 4.1 26 4.2 27 4.3 31 4.4 32 4.5 32 4.6 33 5. 35 5.1 35 5.2 38 5.3 40 5.4 41 5.5 44 6. 47 6.1 47 6.2 48 6.3 49 6.4 49 6.5 51 7. 52 7.1 52 7.2 53 7.3 54 7.4 54 8. 56 9. 58 10. 63 11. 66 3. A Policy Note on Education Quality Key Messages 68 12. Introduction 70 13. Learning Outcomes 71 13.1 Overall Learning Outcomes 71 13.2 Equity in Learning 77 14. Determinants of Learning 82 14.1 Contribution of School-Related Factors to Learning Inequalities 82 14.2 Household-Related Factors 94 15. Systemic Constraints 95 15.1 95 15.2 97 15.3 98 15.4 101 1 A Summary 1. 2. Seeding Fertile Ground: Education That Works for Bangladesh I 3 3. 4. 4 I Seeding Fertile Ground: Education That Works for Bangladesh 5. 7. 6. Enrollment at the pre-primary level is low at 23 percent (2009). Seeding Fertile Ground: Education That Works for Bangladesh I 5 8. of males in primary and junior secondary education, but behind them 10. 9. 6 11. 12. 13. Seeding Fertile Ground: Education That Works for Bangladesh I 7 16. 17. 14. 15. 8 I Seeding Fertile Ground: Education That Works for Bangladesh 18. Seeding Fertile Ground: Education That Works for Bangladesh I 9 19. 20. 10 I Seeding Fertile Ground: Education That Works for Bangladesh 22. 23. 24. 25. Seeding Fertile Ground: Education That Works for Bangladesh I 11 26. how pervasive examinations are in the country, it is no surprise that percentage of his/her students who pass). The examination system does 27. 28. 29. 12 I Seeding Fertile Ground: Education That Works for Bangladesh 33. 30. 31. 34. 32. Seeding Fertile Ground: Education That Works for Bangladesh I 13 35. 37. 36. Technical and Vocational Education and Training (TVET) 14 I Seeding Fertile Ground: Education That Works for Bangladesh 38. 39. Seeding Fertile Ground: Education That Works for Bangladesh I 15 40. 42. 41. 43. 16 I Seeding Fertile Ground: Education That Works for Bangladesh 44. 45. 48. 46. 49. 47. Seeding Fertile Ground: Education That Works for Bangladesh I 17 Education No Formal Edu 4.5 0.8 1.9 21.1 12.2 Incomplete Primary 1.6 1.6 1.0 20.6 9.6 Primary 2.9 2.4 1.6 31.0 14.2 JSC 3.5 2.0 2.1 31.8 16.6 SSC 8.3 9.6 5.1 28.1 18.1 HSC 9.4 8.4 8.3 32.0 21.9 TVET 36.8 13.7 20.7 51.1 41.6 Bachelor 10.9 11.9 17.6 32.1 29.4 Post Graduate 11.5 5.0 21.1 34.7 36.3 Total 7.3 6.1 7.3 30.5 20.3 0 20 40 0 5 10 15 0 10 20 0 20 40 60 0 20 40 Short training Apprenticeship ob Formal off-the j training ob Formal on-the-j training Self-motivated training 50. 51. 52. 18 I Seeding Fertile Ground: Education That Works for Bangladesh 54. 53. 19 55. 58. 56. 57. 20 I Seeding Fertile Ground: Education That Works for Bangladesh (Continued on the next page) Seeding Fertile Ground: Education That Works for Bangladesh I 21 (Continued from the Previous page) 22 I Seeding Fertile Ground: Education That Works for Bangladesh 2 A Policy Note on Access and Equity 24 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 25 4. Overview of Education Sector Performance 2 60. 61. 4.1 59. 62. 2 26 I Seeding Fertile Ground: Education That Works for Bangladesh 3 63. 66. 4 4.2 64. 4.2.1 65. Table 2: 4 Seeding Fertile Ground: Education That Works for Bangladesh I 27 Table 3: Bangladesh’s Education Providers 28 I Seeding Fertile Ground: Education That Works for Bangladesh 67. 68. (see the Policy Note on Education Quality for further details). Seeding Fertile Ground: Education That Works for Bangladesh I 29 69. 72. 5 4.2.2 70. 71. 5 30 I Seeding Fertile Ground: Education That Works for Bangladesh 73. 10: 4.3 74. 6 7 75. 5 6 7 Seeding Fertile Ground: Education That Works for Bangladesh I 31 76. 78. 8 12 12: 4.4 77. 11 11: 4.5 79. 13 students take a national grade 5 examination. Both repetition 8 32 I Seeding Fertile Ground: Education That Works for Bangladesh 14: 13: 4.6 81. 80. 14 Seeding Fertile Ground: Education That Works for Bangladesh I 33 82. 15 15 15: 34 I 5. 16: 5.1 83. 9 16 9 I 35 84. 17 17: 85. 18 18 18: 36 I Seeding Fertile Ground: Education That Works for Bangladesh 19 86. 10 87. 19: 20: 88. 20 10 Seeding Fertile Ground: Education That Works for Bangladesh I 37 89. 21 21: 90. 22: 22 5.2 91. 38 I Seeding Fertile Ground: Education That Works for Bangladesh 92. 93. 4 23 Table 4: 23: Seeding Fertile Ground: Education That Works for Bangladesh I 39 94. 96. 5.3 95. 40 I Seeding Fertile Ground: Education That Works for Bangladesh 5.4 24: 97. 98. 100. 99. 24 Seeding Fertile Ground: Education That Works for Bangladesh I 41 Table 5: 101. 25 42 I Seeding Fertile Ground: Education That Works for Bangladesh 25: 102. 26 26: 103. Seeding Fertile Ground: Education That Works for Bangladesh I 43 104. 5.5 105. 106. Slum children have limited access to schools, with one primary school near the entrance of a slum for every 121 primary school aged slum children and one secondary school for every 678 107. secondary school aged slum children. Children attending these schools are from both slum and non-slum areas, and 69 percent of the available secondary schools are private schools, making a difficult for children from poor households to access education. 27 In the slums, about half of extremely poor children are out of school, and 43 percent have never been to school. 44 I Seeding Fertile Ground: Education That Works for Bangladesh 27: 108. 109. 28 29 28: Figure 29: Migration and Children’s Schooling Status Seeding Fertile Ground: Education That Works for Bangladesh I 45 110. 111. 11 Government or private schools cater less to the needs of slum children than NGO schools. squatter 11 46 I Seeding Fertile Ground: Education That Works for Bangladesh 6. 6.1 113. 112. Seeding Fertile Ground: Education That Works for Bangladesh I 47 114. 6.2 117. 12 118. 115. 116. 13 12 13 48 I Seeding Fertile Ground: Education That Works for Bangladesh 6.3 119. 120. 14 Between 2000 and 2008, Bangladesh’s total spending on education was between 14 and 16 percent of the government’s budget. However, the average amount of public spending on education for all developing countries in 2008 was around 18.7 percent, reinforcing Bangladesh’s need to boast expenditures in the education sector--- especially in secondary, technical, and vocational education, as well as higher education--- to position Bangladesh as an 121. emerging economy in the next 10 years. 6.4 123. 122. 14 Seeding Fertile Ground: Education That Works for Bangladesh I 49 6 7 Table 6: Table 7: 50 I Seeding Fertile Ground: Education That Works for Bangladesh (Continued from the last page) Table 8: 6.5 Efficiency in Public Education Spending 124. 30 30: Seeding Fertile Ground: Education That Works for Bangladesh I 51 125. 126. 7.1 127. 7. 52 I Seeding Fertile Ground: Education That Works for Bangladesh 128. 129. 7.2 Pursue Quality Early Childhood Development 132. 130. 131. Seeding Fertile Ground: Education That Works for Bangladesh I 53 7.4 134. 7.3 133. 54 I Seeding Fertile Ground: Education That Works for Bangladesh 9 Table 9: Seeding Fertile Ground: Education That Works for Bangladesh I 55 8. References Al-Samarrai, S. 2007. "Financing Basic Education in Bangladesh." Barros, Ricardo Paes de, J. R. Molinas, and J. Saavedra. 2008. Working Paper Prepared for the Consortium for Research on "Measuring Inequality of Opportunities for Children." World Bank, Educational Access, Transitions and Equity (CREATE). Institute of Washington, D. C. www.worldbank.org/lacopportunity. Education and Development. BRAC University. Dhaka. Dang, H., L. Sarr, and N. Asadullah. 2011. School Access, Resources, (ASPR) Annual Sector Performance Report, Government of the and Learning Outcomes: Evidence from a Non-Formal School Program in People's Republic of Bangladesh, Directorate of Primary Bangladesh. Institute for the Study of Labor (IZA) Working Paper Education. 5659. http://ftp.iza.org/dp5659. pdf. Asadullah, N., N. Chaudhury, and R. Al-Zayed. 2009. Secondary Dang, H. and L. Sarr. 2013. Does Better School Access Lead to Reduced School Madrasas in Bangladesh: Incidence, Quality, and Implications for Dropout: Evidence from a Non-Formal School Program in Bangladesh. Reform. Report. Human Development Sector, South Asia Region, Human Development Sector, South Asia Region. The World Bank. The World Bank. Earth Institute. 2009. Early Childhood Development in Latin America: A Asadullah, N., M. Niaz and N. Chaudhury. 2008. "Madrasas and Commitment with the Future of the Region. Report. Columbia NGOs: Complements or Substitutes? Non-State Providers and University. Growth in Female Education in Bangladesh." World Bank Policy Research Working Paper Number 4511. Greany, V., S. R. Khander, and M. Alam. 1999. Bangladesh: Assessing Basic Learning Skills. Dhaka: University Press. Asadullah, N., M. Niaz, and N. Chaudhury. 2009. "Reverse Gender Gap in Schooling in Bangladesh: Insights from Urban and Rural Heckman, J., S. H. Moon, R. Pinto, P. Savelyev, and A. Yavitz. 2010. "A Households." Journal of Development Studies 45(8): 1360-1380. New Cost-Benefit and Rate of Return Analysis for the Perry Preschool Program: A Summary." NBER Working Paper 16180. Asadullah, N., N. Chaudhury, D. Parajuli, L. Sarr, and Y. Savchenko. 2011. Reaching Out-of-School Children (ROSC) Project. Evaluation (EDSC) Education Sector Development Support Credits. 2008. Report. Human Development Sector, South Asia Region. The Implementation Completion Report. The World Bank. World Bank. (FSSAP) Female Secondary School Assistance Project. 2008. (BANBEIS) Bangladesh Bureau of Educational Information & Implementation Completion Report. The World Bank. Statistics. http://www.banbeis.gov.bd/webnew. 56 I (HEQEP) Higher Education Quality Enhancement Project. 2009. World Development Indicators. 2011. Flagship Statistical Publication. Project Appraisal Document. The World Bank. Washington, D. C. Laborda, L. and L. Sarr. 2013. "Technical Efficiency in Bangladesh World Development Indicators. 2012. Flagship Statistical Publication. Schools: An Empirical Analysis of Secondary and Higher Secondary Washington, D. C. Public Education Expenditures." Mimeo. Human Development Sector, South Asia Region. The World Bank. World Bank. 2013a. "A Study on National University and Affiliated Colleges." Draft Report. Human Development Department, South Parajuli, D., N. Asadullah, N. Chaudhury, S. Nomura, K. Oshima, L. Asia Region. Washington, D. C. Sarr, and Y. Savchenko. 2012. Impact of an Education Stipends Program on School Enrollment: Evidence from a Randomized Program World Bank. 2013b. "A Study on Education in Urban Slums in Modification in Bangladesh. Human Development Sector, South Asia Bangladesh." Draft Background Paper, Human Development Region. The World Bank. Department, South Asia Region. Washington, D. C. (PLCE) Post-Literacy and Continued Education Project for Human Development. 2008. Implementation Completion Report. The World Bank. (ROSC) Reaching Out-of-School Project. 2004. Project Appraisal Document. The World Bank. (SEQAEP) Secondary Education Quality and Access Enhancement Project. 2008. Project Appraisal Document. The World Bank. (STEP) Skills and Training Enhancement Project. 2011. Project Appraisal Document. The World Bank. (PEDP 3) Third Primary Education Development Program. 2011. Project Appraisal Document. The World Bank. I 57 9. 58 I Seeding Fertile Ground: Education That Works for Bangladesh 60 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 61 62 I Seeding Fertile Ground: Education That Works for Bangladesh 10. Annex 2: Government Education-Related Programs and Partnerships Seeding Fertile Ground: Education That Works for Bangladesh I 63 64 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 65 Source: BANBEIS 2013. 11. 66 I Seeding Fertile Ground: Education That Works for Bangladesh 3 A Policy Note on Education Quality 68 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 69 12. Introduction 136. 135. 70 I Seeding Fertile Ground: Education That Works for Bangladesh 13. Learning Outcomes 13.1 138. examinations 10 examinations examinations, 137. 15 31 examination, 15 Seeding Fertile Ground: Education That Works for Bangladesh I 71 Table 10: Figure 31: 72 I Seeding Fertile Ground: Education That Works for Bangladesh 139. 18 32 16 The number of students in grade 5 who have not mastered even grade 3—level competencies are as large as 18 percent in Bangla and 34 percent in Mathematics. 13.1.1 140. 17 16 17 18 Seeding Fertile Ground: Education That Works for Bangladesh I 73 Figure 32: 141. 33 Figure 33: 74 I Seeding Fertile Ground: Education That Works for Bangladesh 142. 35 13.1.2 143. 19 34 20 Figure 34: 19 20 Seeding Fertile Ground: Education That Works for Bangladesh I 75 Figure 35: 13.1.3 144. 145. 146. 76 I Seeding Fertile Ground: Education That Works for Bangladesh 13.2 147. 13.2.1 148. 36 Figure 36: 149. 37 21 21 Seeding Fertile Ground: Education That Works for Bangladesh I 77 Figure 37: 22 150. 38 22 78 I Seeding Fertile Ground: Education That Works for Bangladesh Figure 38: 151. 23 39 24 Figure 39: 152. 25 26 23 24 25 26 Seeding Fertile Ground: Education That Works for Bangladesh I 79 153. 40 The fact that MPO schools, constituting some 98 27 percent of secondary schools in Bangladesh, perform well below the expected level is alarming 28 and worrisome. These schools are expected to meet certain quality standards to be eligible for MPO. Once MPO is received, it does not remain a strong impetus for the schools to perform. Figure 40: Children from poor families are at least three-quarters of a school year behind their richer counterparts in Bangla, and half a school year in Mathematics. 27 28 80 I Seeding Fertile Ground: Education That Works for Bangladesh 154. Students from low economic backgrounds are 29 inhibited from considering TVET, since for many, the opportunity cost associated with a one- or two- year educational program is high and unaffordable. 30 Youths who are more economically advantage are twice as likely to participate in TVET programs. 13.2.2 155. 29 30 Seeding Fertile Ground: Education That Works for Bangladesh I 81 156. 157. 14. 31 41 4 14.1 158. 31 82 I Seeding Fertile Ground: Education That Works for Bangladesh Figure 41: 159. 42 Figure 42: Larger performance disparities exist among schools rather than among students within a school. Family characteristics also play a role, but much less so than school-level characteristics. School-related factors account for 73 percent of the differences in students’ performance. 160. 14.1.2 162. 32 14.1.1 161. 33 11 Table 11: 163. 164. 12 4 32 33 84 I Seeding Fertile Ground: Education That Works for Bangladesh 13 Table 12: Seeding Fertile Ground: Education That Works for Bangladesh I 85 Table 13: 165. 14 Table 14: 166. 15 34 14.1.3 16 167. 34 86 I Seeding Fertile Ground: Education That Works for Bangladesh Table 15: Table 16: Seeding Fertile Ground: Education That Works for Bangladesh I 87 168. Figure 43: 43 35 35 88 I Seeding Fertile Ground: Education That Works for Bangladesh 36 44 37 45 38 169. Students need to have confidence in their teachers. One study shows that students think roughly 30 percent of their teachers are not knowledgeable, because they cannot give specific examples to explain the topic or answer students’ questions. 14.1.4 170. 36 37 38 Seeding Fertile Ground: Education That Works for Bangladesh I 89 Figure 44: Figure 45: 14.1.5 171. 39 172. 40 39 40 90 I Seeding Fertile Ground: Education That Works for Bangladesh 14.1.6 174. 12 173. 16.4). 8 Box 8: 17 Table 17: Seeding Fertile Ground: Education That Works for Bangladesh I 91 175. 176. 41 41 92 I Seeding Fertile Ground: Education That Works for Bangladesh 178. 179. 14.1.7 177. Seeding Fertile Ground: Education That Works for Bangladesh I 93 14.2 Parental education (especially the mother’s) is 180. one of the most important household characteristics impacting student learning. Households with more educated parents are more likely to have books at home. Test scores are generally higher for children who have books at home—reading at home makes a difference in student performance. 181. 12 4 42 182. 43 42 43 94 I Seeding Fertile Ground: Education That Works for Bangladesh 15. 15.1 183. 18 Table 18: 44 Seeding Fertile Ground: Education That Works for Bangladesh I 95 184. The grade 5 examination is over-whelmingly based on memory recall of textbook content. In a pilot testing the integration of competency-based test items in the grade 5 exam, students were penalized if they used their own language to answer questions instead of the language in the textbook. 46 45 46 Figure 46: 185. 45 46 96 I Seeding Fertile Ground: Education That Works for Bangladesh 186. 47 15.2 188. Test administration must be conducted in a standardized manner to enable fair assessment for all students. However, test administrators lack training to ensure that they follow the same test administration protocols. 187. 189. 47 Seeding Fertile Ground: Education That Works for Bangladesh I 97 15.3 191. 192. 190. 98 I Seeding Fertile Ground: Education That Works for Bangladesh The education system does not attract, constitute, and retain the best professionals, and once recruited, it provides little incentive to keep them motivated. 48 193. 194. 195. 49 Using subvention as a fool to improve the quality of education and to hold the schools accountable for performance has largely failed. 48 49 Seeding Fertile Ground: Education That Works for Bangladesh I 99 196. 198. 199. 197. 100 I Seeding Fertile Ground: Education That Works for Bangladesh 201. 202. 15.4 200. Seeding Fertile Ground: Education That Works for Bangladesh I 101 16.1 203. 16.1.1 204. 24 16. Policy Directions 9 When a country decides to change what it values in learning, it has a domino effect for the entire education process. The key to success is creating a strong awareness, motivationg and mobilizing resources, and reinforcing those values at every stage. 102 I Seeding Fertile Ground: Education That Works for Bangladesh Box 9: 19 Table 19: Number of Public Examinations in South Asian Countries 16.1.2 205. 206. Seeding Fertile Ground: Education That Works for Bangladesh I 103 16.1.3 209. ensured 207. 10 10 208. 104 I Seeding Fertile Ground: Education That Works for Bangladesh Box 10: Seeding Fertile Ground: Education That Works for Bangladesh I 105 210. 10 16.2.1 213. 211. 10 16.2.2 214. 16.2 212. 50 50 106 I Seeding Fertile Ground: Education That Works for Bangladesh 11. Box 11: 107 16.2.3 215. 20 Table 20: 108 I Seeding Fertile Ground: Education That Works for Bangladesh 16.3 216. 16.3.1 217. 16.3.2 219. 218. 12). Seeding Fertile Ground: Education That Works for Bangladesh I 109 Box 12: 110 I Seeding Fertile Ground: Education That Works for Bangladesh 16.3.3 220. 15 Box 13: Seeding Fertile Ground: Education That Works for Bangladesh I 111 16.4 221. 47). Figure 47: 222. 112 I Seeding Fertile Ground: Education That Works for Bangladesh 223. 16.4.2 16.4.1 225. 224. 14). Seeding Fertile Ground: Education That Works for Bangladesh I 113 Box 14: 16.4.3 226. 15 114 I Seeding Fertile Ground: Education That Works for Bangladesh Box 15: 16.5 227. 229. 16.5.1 228. 16). Seeding Fertile Ground: Education That Works for Bangladesh I 115 230. Box 16: 116 I Seeding Fertile Ground: Education That Works for Bangladesh 16.5.2 231. 17 16.2, Box 17: Seeding Fertile Ground: Education That Works for Bangladesh I 117 (continued from the previous page) 16.5.3 232. 118 I Seeding Fertile Ground: Education That Works for Bangladesh 233. 51 18 Box 18: 51 119 16.6 234. 236. 235. Establishing inter-ministerial or interagency task forces could help coordinate reforms across the education system. Each ministry or agency should have a specific responsibility around key thematic areas. Key areas for collaboration include teacher development and training, national assessments and examinations, and the creation of a curriculum framework for secondary education. 237. 120 I Seeding Fertile Ground: Education That Works for Bangladesh 238. 16.7.2 241. 16.7 239. 16.7.1 240. Seeding Fertile Ground: Education That Works for Bangladesh I 121 17. 122 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 123 18. Annex 4 124 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 125 126 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 127 128 I Seeding Fertile Ground: Education That Works for Bangladesh 4 A Policy Note on Skills Development 130 I Seeding Fertile Ground: Education That Works for Bangladesh Seeding Fertile Ground: Education That Works for Bangladesh I 131 19. Introduction 244. 242. 245. 243. 14 5 52 20). 52 132 I Seeding Fertile Ground: Education That Works for Bangladesh Box 19: Box 20: Seeding Fertile Ground: Education That Works for Bangladesh I 133 20. Macroeconomic Context 247. 246. 48 Figure 48: 134 I Seeding Fertile Ground: Education That Works for Bangladesh 248. 251. 252. 249. Transforming the economy from low to high production requires human capital, and the macroeconomic and social infrastructures must be 250. built and functional. 21). Seeding Fertile Ground: Education That Works for Bangladesh I 135 Box 21: 21). Table 21: The Global Competitiveness Index and Bangladesh’s Score 136 21. 49 21.1 253. Figure 49: Year 2003 Gender / Age Group 2010 Female Male 100 99 98 100 91 97 97 80 92 73 82 LFP (%) 60 65 42 47 46 59 40 38 46 27 24 28 19 20 27 10 10 0 7 15-19 20-29 30-39 40-49 50-59 60+ 15-19 20-29 30-39 40-49 50-59 60+ 254. 50). Seeding Fertile Ground: Education That Works for Bangladesh I 137 Figure 50: 255. 256. 51 53 Figure 51: 257. 54 55 53 54 55 138 I Seeding Fertile Ground: Education That Works for Bangladesh 52). Figure 52: 258. 53). 56 57 Figure 53: 56 57 Seeding Fertile Ground: Education That Works for Bangladesh I 139 259. 54 Figure 54: 21.2 Emigrant Workers 260. 55 Figure 55: 140 I Seeding Fertile Ground: Education That Works for Bangladesh 261. 56 58 Figure 56: 262. 263. 59 58 59 Seeding Fertile Ground: Education That Works for Bangladesh I 141 21.3 264. an education not exceeding the secondary level. 57 Figure 57: 21.3.1 265. 58 60 60 142 I Seeding Fertile Ground: Education That Works for Bangladesh Figure 58: 266. 59 61 61 Seeding Fertile Ground: Education That Works for Bangladesh I 143 Figure 59: TVET Higher Education 100 94.2 85.0 82.1 Analysis shows that educa- 80 tion and literacy skills are 63.1 different for the non-poor Proportion 60 64.0 (successful) and poor 58.7 (unsuccessful) self-employed 40 workers. For example, 63 20 percent of the non-poor (successful) non-agricultural 0 self-employed have same First Second Third First Second Third reading skills, while the corresponding share of the poor is only 31 percent. 21.3.2 267. 60). Figure 60: 268. 62 62 144 I Seeding Fertile Ground: Education That Works for Bangladesh 61 Figure 61: 21.4 269. 62 Figure 62: Seeding Fertile Ground: Education That Works for Bangladesh I 145 270. 63 Workers with greater perseverance (or grit) and emotional stability enjoy a 1.8-2.5 percent higher starting salary than those who have weaker skills 69 156 in these areas. There is a consistent message that companies tend to select workers with stronger non-cognitive skills than cognitive or technical skills. 22. 64 20 22.1 271. 63 64 146 I Seeding Fertile Ground: Education That Works for Bangladesh 275. (for more details, see the Policy Note on Education Quality). 22.2 272. 65 22.3 276. 66 273. 274. 277. 65 66 Seeding Fertile Ground: Education That Works for Bangladesh I 147 279. 278. 22 67 280. 63 Table 22: 67 148 I Seeding Fertile Ground: Education That Works for Bangladesh Figure 63: 68 281. 64 Figure 64: 68 Seeding Fertile Ground: Education That Works for Bangladesh I 149 70 65 282. Graduates of public and private universities and colleges are equally desirable employees in the formal labor market. Currently, 69 percent of graduates from public 22.4 universities become professionals, compared to 67.6 percent of graduates from private 283. universities, 55.2 percent from public colleges, and 67,5 percent from private colleges. Box 22: Non-Formal Training Run by a Non-Governmental Organization 69 22), 284. 69 70 150 I Seeding Fertile Ground: Education That Works for Bangladesh Figure 65: 60.2 Participation in short-term training (%) 60 40 29.3 20 10.9 11.5 9.4 8.3 7.3 5.5 4.5 3.5 1.6 2.9 0 No formal edu Incomplete Primary Primary JSC SSC HSC SSC(v) HSC(v) Post Graduate Total Diploma Bachelor Informal sector workers, the majority of whom have no or low education, also have limited opportunities for participating in short-term training. 71 22.5 285. 286. Table 23: Medium (%) Large (%) Total (%) 71 Seeding Fertile Ground: Education That Works for Bangladesh I 151 152 Participation in apprenticeship/internship (%) 287. 0 5 10 15 20 25 Figure 66: No formal edu Incomplete Primary Primary 23 JSC 66 SSC 7.9 HSC 5.9 2.5 288. SSC(v) 2.2 HSC(v) Diploma 17.4 4.0 Bachelor 8.4 3.5 Post Graduate 3.0 2.0 Total 4.4 22.6 289. 72 24 73 Table 24: For comparison, a survey shows that the percentage of than 70 percent of the firms larger than 250 employees companies providing new hire training is: Brazil (97), Mexico provide training, while 30 percent of the firms smaller than 10 (97), the United Kingdom (96), India (93), the United States employees provide formal on-the-job training. On the other (93), Germany (90), Morocco (68), Saudi Arabia (64), and hand, in South Asia, the shares of firms providing on-the-job Turkey (41) (McKinsey Center for Government 2012). The training in these respective firm sizes are 40 and 5 percent incidence of formal on-the-job training is lower in South Asia (World Bank 2012d). than any other region. In East Asia and Latin America, more 72 73 Seeding Fertile Ground: Education That Works for Bangladesh I 153 290. 6 67 291. 68 Figure 67: Figure 68: 154 I Seeding Fertile Ground: Education That Works for Bangladesh 23. 23.1 292. Seeding Fertile Ground: Education That Works for Bangladesh I 155 293. 74 In recent surveys of the formal labor market, 69 employers were asked to weigh the importance of employees’ skills among 12 categories. 75 Employers weighted non-cognitive skills (namely responsibility, communication, problem solving, and team work) as more important than cognitive (numeracy and literacy) and technical skills. Figure 69: 74 75 156 I Seeding Fertile Ground: Education That Works for Bangladesh 294. 295. 76 70 Figure 70: 296. 76 Seeding Fertile Ground: Education That Works for Bangladesh I 157 297. 71 Figure 71: Professional Workers Non-Professional Workers Responsibility Customer care Vocational 50 Communication 50 Team English skills 40 40 work English 30 Problem ICT 30 Problem 20 solving 20 solving 10 10 0 Vocational 0 Responsibility ICT Numeracy skills Communication Creativity Literacy Creativity Customer Motivation care Numeracy Literacy Team Motivation Employers work Employers Employees Employees 158 I Seeding Fertile Ground: Education That Works for Bangladesh 298. 23 Box 23: 299. 24 Seeding Fertile Ground: Education That Works for Bangladesh I 159 Box 24: 25 Table 25: National Technical and Vocational Qualifications Framework 160 I Seeding Fertile Ground: Education That Works for Bangladesh 23.2 300. 25). 77 78 72 62 Figure 72: Box 25: Enhancing the Quality of Higher Education 77 78 Seeding Fertile Ground: Education That Works for Bangladesh I 161 50), 302. 26 301. 303. 72 162 I Seeding Fertile Ground: Education That Works for Bangladesh Box 26: 73 Figure 73: Educational Requirement No Occupation Primary Secondary HSC Diploma Bachelor Master MBA PhD education Managers 3 1 6 3 64 52 37 3 Professionals 16 15 48 8 175 131 49 12 Technicians 13 1 13 23 3 73 45 8 Clerical support 4 3 15 1 33 9 9 Service workers 6 9 18 6 3 Sales workers 4 5 2 Construction and craft 1 1 2 Plant and machine operators 7 4 11 1 Elementary occupation 4 7 10 2 23.3 74 304. 26 Seeding Fertile Ground: Education That Works for Bangladesh I 163 Figure 74: Formal means Informal means 41% 6 6.0 40% Median week of finding jobs 5 5.0 30% 4 4.0 Share (%) 3.5 21% 21% 3 20% 3.0 2 2.0 11% 2.0 10% 1 1.0 1.0 1.0 1.0 2% 1% 1% 1% 0% 1% 1% 0% 0 Media Private Public Through the Internet Job fairs Family or Friends Same Political School advertisement employment employment school posting relatives village or affiliation alumni services services town Table 26: 305. 79 51 79 164 I Seeding Fertile Ground: Education That Works for Bangladesh The percentage of formal sector workers who received some kind of career-development support from their educational institutions was only 24 percent among TVET graduates and 23 308. percent among higher- education graduates. 23.4 306. 75 80 307. Figure 75: Education No Formal Edu 4.5 0.8 1.9 21.1 12.2 Incomplete Primary 1.6 1.6 1.0 20.6 9.6 Primary 2.9 2.4 1.6 31.0 14.2 JSC 3.5 2.0 2.1 31.8 16.6 SSC 8.3 9.6 5.1 28.1 18.1 HSC 9.4 8.4 8.3 32.0 21.9 TVET 36.8 13.7 20.7 51.1 41.6 Bachelor 10.9 11.9 17.6 32.1 29.4 Post Graduate 11.5 5.0 21.1 34.7 36.3 Total 7.3 6.1 7.3 30.5 20.3 0 20 40 0 5 10 15 0 10 20 0 20 40 60 0 20 40 Short training Apprenticeship Formal off-the job training Formal on-the-job training Self-motivated training 80 Seeding Fertile Ground: Education That Works for Bangladesh I 165 23.5 27 309. 81 Current efforts through formal programs and training institutions are inadequate to meet the skills needs of the large workforce in the informal sector. For most of these workers, remedial education in basic skills –such as literacy, cognitive, and non-cognitive skills—would be important. 81 166 I Seeding Fertile Ground: Education That Works for Bangladesh Box 27: 76 Figure 76: Formal off-the-job Formal on-the-job Short training Apprenticeship training training Self-motivated training 31.1 30 21.6 Proportion (%) 21.0 20 10 9.4 7.6 7.3 7.6 5.2 4.5 2.2 0 Proxy Rest of Proxy Rest of Proxy Rest of Proxy Rest of Proxy Rest of Informal formal Informal formal Informal formal Informal formal Informal formal sector sector sector sector sector Seeding Fertile Ground: Education That Works for Bangladesh I 167 24.1 24.1.1 310. 24. 311. 312. 168 I Seeding Fertile Ground: Education That Works for Bangladesh Box 28: Box 29: 24.2 170 I Seeding Fertile Ground: Education That Works for Bangladesh 24.2.1 316. 318. 317. 30 Although enrollment in pre-primary education is still very limited in Bangladesh, it is important to promote Early Child Development (ECD) programs and preschool education for building foundations for sustainable cognitive and non-cognitive skills, as well as reducing difference between performances of children from diverse backgrounds. 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Seeding Fertile Ground: Education That Works for Bangladesh I 179 26. 5 180 I Seeding Fertile Ground: Education That Works for Bangladesh Small (less than 20) Medium (21_70) Large (71+) Total Seeding Fertile Ground: Education That Works for Bangladesh I 181 182 I Seeding Fertile Ground: Education That Works for Bangladesh 27. 6 Seeding Fertile Ground: Education That Works for Bangladesh I 183 Note: *, **, and *** mean that the coefficient is significant at the 10, 5, and 1 percent levels, respectively. Estimates are clustered at the firm level and weighted using the sampling weight. Columns 1 and 5 are ordinary least squares (OLS) models, while the other columns are firm fixed-effects models. Additional regressors not shown include: dummies for being female; married and indigenous; education (eight dummies); formal apprenticeship in another firm (one dummy); and off-the-job actual experience and tenure (in years). The following squared values also are not shown: for a permanent job, nine occupational dummies; four sectoral dummies, and six regional dummies (when firm fixed effects are not included). The starting wage equations include the worker’s age at firm entry. 184 I Seeding Fertile Ground: Education That Works for Bangladesh