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Project Administration Manual

Project Number: 42122 Loan Number: XXXX April 2015

Bangladesh: Third Primary Education Development Project

CONTENTS

I. PROJECT DESCRIPTION 1

A. Impact and Outcome 1 B. Outputs 1

II. IMPLEMENTATION PLANS 3

A. Project Readiness Activities 3 B. Overall Project Implementation Plan 4

III. PROJECT MANAGEMENT ARRANGEMENTS 7

A. Project Implementation Arrangements 7 B. Key Persons Involved in Implementation 9 C. Chart 1: Organogram of the Ministry of Primary and Mass Education 10 D. Chart 2: PEDP3 Organization Structure 11 E. Chart 3: Proposed Organogram of Directorate of Primary Education 12

IV. COSTS AND FINANCING 13

A. Program Budget Heads 15 B. Development Programs under PEDP3 16 C. Detailed Cost Estimates by Expenditure Category 17 D. Allocation and Withdrawal of Loan Proceeds 18 E. Detailed Cost Estimates by Output 21 F. Detailed Cost Estimates by Year 22 G. Contract and Disbursement S-curve 23 H. Fund Flow Diagram 24

V. FINANCIAL MANAGEMENT 25

A. Joint Financing Arrangement 25 B. Fiduciary Risk Assessment 25 C. Use of Treasury Model 28 D. Disbursement 28 E. Disbursement Schedule 29 F. Disbursement Linked Indicators (DLIs) 31 G. Accounting 32 H. Auditing 32

VI. PROCUREMENT AND CONSULTING SERVICES 33

A. Advance Contracting and Retroactive Financing 33 B. Procurement of Goods, Works and Consulting Services 33 C. National Competitive Bidding 34 D. Procurement Plan 35 E. Consultancy Services 35

VII. SAFEGUARDS 36

A. Involuntary Resettlement 36 B. Small Ethnic Communities 36 C. Environment 37

VIII. GENDER AND SOCIAL DIMENSIONS 38

A. Gender and Development 38 B. Social Dimensions 39

IX. PERFORMANCE MONITORING, EVALUATION, REPORTING & COMMUNICATION 40

A. Project Design and Monitoring Framework 40 B. Monitoring 45 C. DLI-Progress Report 47 D. Compliance Monitoring 47 E. Fiduciary and Financial Compliance Monitoring 47 F. Safeguard Monitoring 48 G. Gender Dimensions Monitoring 48 H. Evaluation 49 I. Reporting 49 J. Stakeholder Communication Strategy 49

X. ANTICORRUPTION POLICY 50

XI. ACCOUNTABILITY MECHANISM 50

XII. RECORD OF PAM CHANGES 50

APPENDICES

1. DETAILED PROGRAM DESCRIPTION 52

2. DETAILED IMPLEMENTATION ARRANGEMENTS 103

3. TERMS OF REFERENCE−ANNUAL FIDUCIARY REVIEW FY 2013−2014 121

4. QUARTERLY FIDUCIARY REVIEW 142

5. REVISED DISBURSEMENT SCHEDULE AND ACTUAL DISBURSEMENT 144

6. REVISED STATEMENT OF AUDIT NEEDS 145

7. PROCUREMENT PLAN 148

8. THREE INDEFINITE DELIVERY CONTRACT PANELS 153

9. TECHNICAL ASSISTANCE MAPPING 154

10. JOINT FIDUCIARY OVERSIGHT MECHANISM 163

11. REPORTING REQUIREMENTS 167

12. UPDATED GENDER AND INCLUSIVE EDUCATION ACTION PLAN 168

Project Administration Manual Purpose and Process

The project administration manual (PAM) describes the essential administrative and management requirements to implement the project on time, within budget, and in accordance with government and Asian Development Bank (ADB) policies and procedures. The PAM should include references to all available templates and instructions either through linkages to relevant URLs or directly incorporated in the PAM. The Ministry of Primary and Mass Education (MOPME) and the Directorate of Primary Education (DPE) are wholly responsible for the implementation of ADB financed projects, as agreed jointly between the borrower and ADB, and in accordance with government and ADB’s policies and procedures. ADB staff is responsible to support implementation including compliance by MOPME and DPE of their obligations and responsibilities for project implementation in accordance with ADB’s policies and procedures. At Loan Negotiations, the borrower and ADB shall agree to the PAM and ensure consistency with the Loan Agreement, the government’s Program Document and the Development Project Proforma (DPP). Such agreement shall be reflected in the minutes of the Loan Negotiations. In the event of any discrepancy or contradiction between the PAM, the Loan Agreement, the Program Document and its subsequent revisions, and the DPP and the subsequent revisions, the provisions of the Loan Agreement shall prevail. After ADB Board approval of the project’s report and recommendations of the President (RRP), changes in implementation arrangements are subject to agreement and approval pursuant to relevant government and ADB administrative procedures (including the Project Administration Instructions) and upon such approval they will be subsequently incorporated in the PAM.

ABBREVIATIONS ABL ADB

= =

activity based learning Asian Development Bank

ADF = Asian Development Fund AFR = annual fiduciary review AFS AOP APSC

= = =

audited financial statements annual operational plan annual primary school census

ASC = annual school census ASPR BANBEIS BNFE BTP

= = = =

annual sector performance report Bangladesh Bureau of Educational Information and Statistics Bureau of Non Formal Education biodata technical proposal

CF = consolidated fund CGA CHT CPD

= = =

Controller General of Account Chittagong Hill Tracts continuous professional development

CQS DAO

= =

consultant qualification selection district accounts officers

DFAT/Australia = Department of Foreign Affairs and Trade, Australia DFATD/Canada = Department of Foreign Affairs, Trade and Development, Canada DFID = Department of International Development DLI = disbursement linked indicators DMF = design and monitoring framework DP DPA

= =

development partner direct project aid

DPE DPED DPEO DPHE DSM

= = = = =

Directorate of Primary Education diploma in primary education District Primary Education Office Department of Public Health Engineering design, supervision and management

EARF ECL EMF EMIS

= = = =

environmental assessment and review framework each child learns education management information system environmental management framework

EMP = environmental management plan ESMS EU FBS FM FRA

= = = = =

environmental and social management system European Union fixed budget selection financial management fiduciary risk assessments

G&EI = gender & inclusive education GACAP GAP

= =

governance and anticorruption action plan gender action plan

GDP GFR

= =

gross domestic product general financial rules

GOB HIES HRD

= = =

Government of Bangladesh household income and expenditure survey human resource development

IBAS = integrated budget and accounting system

ICB IDC IDCA

= = =

international competitive bidding indefinite delivery contract indefinite delivery contract assignment

IEE = initial environmental examination IFR IMD INTOSAI

= = =

interim financial report information management division International Organisation of Supreme Audit Institution

ISSAI = International Standards of Supreme Audit Institutions JARM = joint annual review mission JFA = joint financing arrangement JICA = Japan International Cooperation Agency KPI = key performance indicator LAR LGED MOE

= = =

land acquisition and resettlement local government engineering department Ministry of Education

MOF MOLG

= =

Ministry of Finance Ministry of Local Government

MOPME MOU MTBF MTR NAPE

= = = = =

Ministry of Primary and Mass Education memorandum of understanding medium term budgetary framework midterm review national academy for primary education

NCB NCTB NEP NFE

= = = =

national competitive bidding National Curriculum and Textbook Board national education policy non-formal education

NGO NSA OCAG ODCBG

= = = =

nongovernment organization national student assessment Office of the Comptroller and Auditor General organizational development and capacity building guidelines

PAI = project administration instructions PAM PBH PECE

= = =

project administration manual program budget heads primary education completion exam

PEDP II = Second Primary Education Development Program PEDP3 = Third Primary Education Development Program PEFA = public expenditure financial accountability PFM = Public financial management PPE PSC

= =

preprimary education program steering committee

PSQL = primary school quality level standard PTIs = primary training institutions QBS = quality based selection QCBS QFR RBM RNGPS

= = = =

quality and cost based selection quarterly fiduciary review results-based management registered nongovernment primary school

RRP = report and recommendation of the President to the Board SBD = standard bidding documents Sida = Swedish International Development Agency SLIP = School level improvement plan

SMC SMF SOAN

= = =

school management committee social management framework statement of audit needs

SOE SPEMP SPRSS

= = =

statement of expenditure strengthening public expenditure management program summary poverty reduction and social strategy

SPS = Safeguard Policy Statement SWAp TA TED

= = =

sector wide approach technical assistance teacher education and development

TOR TPV TR TSN UAO UEO

= = = = = =

terms of reference third party validation treasury rules teacher support networking upazila account officer upazila education officer

UNICEF UPEO

= =

United Nations Children’s Fund upazila primary education office

UPEP URC

= =

upazila primary education plan upazila resource center

I. PROJECT DESCRIPTION

1. The Asian Development Bank (ADB), through the Third Primary Education Development Project (Project), together with nine other development partners (DPs), supports the government of Bangladesh’s (government) Third Primary Education Development Program (PEDP3 or the Program), by funding a portion of PEDP3.1 The Project is a follow-on to the Second Primary Education Development Program (PEDP II), the first sector wide approach (SWAp) in the education sector in Bangladesh. PEDP3, which is also a SWAp, is a six−year program (2011−2012 to 2016−2017) covering one year of preprimary education and five years of primary education. It focuses on improving student learning outcomes and completion rates with reduced disparities across all regions. It also focuses on teacher accountability for learning in the classroom and sustaining nationwide momentum to improve quality and timeliness of inputs. In accordance with the National Education Policy (NEP), PEDP3 will move towards the unification of the primary education system, including the non-formal primary education sub-sector. Recognizing the challenges, PEDP3 will help to reframe the Millennium Development Goal of “education for all boys and girls by 2015” to “high quality education for all children in every classroom.” The program’s design focuses on upgrading classroom performance, including emphasis on children’s learning outcomes, enabling qualitative as well as quantitative indicators to be achieved. 2. ADB links its financial assistance to the government’s achievement in selected priority areas that consist of key implementation steps to policy and institutional changes, and outputs that are critical for the achievement of the desired outcomes of PEDP3. These are measured against disbursement−linked indicators or “DLIs” that have been agreed between the government, ADB, and the other DPs. The achievement of DLIs, which is periodically reviewed, is used as one of the conditions that trigger the loan disbursement.2 This aims to ensure that the overall objectives of PEDP3 are achieved and its implementation carried out in accordance with the design and timeframe as presented to and agreed with ADB and the DPs.

Impact and Outcome A.

3. The impact of PEDP3 is quality education for all Bangladeshi children. The outcome of PEDP3 is to enable an efficient, inclusive and equitable primary education system delivering effective and relevant child-friendly learning to all of Bangladesh’s children from one year pre-primary through Grade 5. As the Project is to support PEDP3, the Project’s expected impact and outcome is consistent with PEDP3’s impact and outcome.

Outputs B.

4. The outcome will be achieved through the following four interrelated outputs: (i) improved teaching and learning for all; (ii) reduced disparities and universal access and participation; (iii) decentralized and effective organization of the primary education system; and (iv) improved program planning and management. The updated detailed Program Results Framework, the updated monitoring and evaluation (M&E) matrix, and the updated

1 ADB, Department of Foreign Affairs and Trade (DFAT)/Australia, Department of Foreign Affairs, Trade, and

Development(DFATD)/Canada, Department for International Development (DFID) of the United Kingdom, European Union (EU), Global Partnership for Education (GPE), Japan International Cooperation Agency (JICA), Swedish International Development Agency (Sida), United Nations Children’s Education Fund (UNICEF), and World Bank.

2 In addition, the disbursement section explains other conditions of disbursement.

2

disbursement-linked indicators (DLIs) are in Appendix 2 of the Report and Recommendation of the President (RRP) for the Additional Financing.3 The revised design and monitoring framework (DMF) of the Project, in Appendix 1 of the RRP for the Additional Financing, focuses on the key elements of the results framework, M&E matrix, and the DLI-matrix that the ADB’s contribution will support. 5. Output 1: Improved Teaching and Learning for All. Output 1 will support (i) initiatives to enhance student performance of all the children; (ii) school and classroom based assessment to ensure monitoring and feedback on learning outcomes of every child; (iii) initiatives to strengthen curriculum and textbooks based on revised competencies; (iv) timely production and distribution of quality textbooks to all eligible children; (v) gradual access to information and communication technology in education to enhance teaching and learning; and (vi) activities to improve teacher education and development to ensure learning of every child. Two DLIs are included in this output: (i) textbooks for each subject produced and distributed to all eligible schools within a month of opening day; and (ii) comprehensive teacher development plan prepared and adopted by Ministry of Primary and Mass Education (MOPME) and the new Diploma in Education is provided in all 60 Primary Teacher Training Institutes (PTI). 6. Output 2: Reduced Disparities (Universal Access and Participation). Output 2 will support (i) second chance and alternative education for students that have never enrolled or may have dropped out from formal school; (ii) one year pre-primary education (PPE) to children at age 5 to prepare them for schooling, retention and completion; (iii) mainstreaming inclusive education to address the needs in formal schools of tribal children, ethnic minorities, children with learning disabilities, and disabled children; (iv) education in emergencies to prepare disaster prone areas for continuing schooling during emergencies; (v) developing and implementing a communication framework and an action plan for social change strategy; (vi) school health and school feeding to ensure nutrition and good health of particularly needy children; (vii) enhanced school physical environment based on actual physical conditions; and (viii) needs-based infrastructure and furniture for conducive learning. Two DLIs are included in this output: (i) guidelines for PPE on the role of NGOs endorsed by MOPME, quality of PPE improved, and the coverage of PPE expanded; (ii) needs-based infrastructure implemented to achieve pupil to usable classroom of 56:1. 7. Output 3: Decentralized and Effective Organization. Output 3 will support (i) strengthening of field level offices by filling critical vacancies with qualified and trained personnel; (ii) decentralization of school management and governance by deepening school level improvement plans (SLIPs) and upazila primary education plans, and introducing district primary education plans to plan, monitor and target improvements; (iii) school level leadership development by enhancing the role of head teachers as academic supervisors; (iv) organizational review and strengthening of field offices by creating and filling new positions, and institutionalizing career path; (v) improvement in the quality and reliability of grade 5 terminal examination; (vi) maintaining efficient recruitment and deployment of teachers; (vii) strengthening of annual primary school census (APSC) by expanding its coverage to include all types of schools; and (viii) strengthening and institutionalizing national student assessment. Four DLIs are included in this output: (i) school management committees and upazila education offices are strengthened to effectively implement SLIPs and district and upazila primary education plans; (ii) grade 5 terminal examination is competency based and its administration enhanced; (iii) new teachers recruited based on needs to meet the pupil-teacher ratio of 40:1,

3 Accessible from the list of linked documents in Appendix 2 of the RRP.

3

and using the existing fair and transparent recruitment system; and (vi) ASC coverage to include all types of schools, with improvement in the census form, administration, and reporting accuracy and timeliness. 8. Output 4: Improved Program Planning and Management. Output 4 will support (i) MOPME and the Directorate of Primary Education (DPE) in managing the Program; (ii) implementation of the PEDP3 Procurement and Financial Management (PFM) action plan; (iii) ensuring adequate sector financing to meet the requirements of PEDP3 in line with the medium term budgetary framework (MTBF); (iv) strengthening monitoring functions by building on evidence-based planning and results-based management (RBM); (v) strengthening human resource development (HRD) based on needs and revising the organizational development and capacity building handbook prepared under PEDP II; and (vi) promoting public-private partnership to engage relevant nongovernment organizations and the private sector to support Education for All. One DLI is included in this output: (i) primary education budget aligned with program framework, consistent with MTBF, equal to or more than the original primary education budget for FY2013/2014 and the share of the PEDP3 development budget as part of the overall primary education development budget increases incrementally each year. 9. The detailed components are in Appendix 1 of this PAM.

II. IMPLEMENTATION PLANS

Project Readiness Activities A.

Indicative Activities Jan 2015 May 2015 June 2015 July 2015 Responsibility

ADB Board approval √ ADB

Loan signing √ ADB/ERD

Government legal opinion provided

√

MOPME/ERD

Government budget inclusion √

MOF/MOPME

Loan effectiveness √ (1 July) ADB/ERD ADB = Asian Development Bank, ERD = Economic Relations Division, MOF = Ministry of Finance, MOPME = Ministry of Primary and Mass Education. Source: Asian Development Bank.

4

Overall Project Implementation Plan B.

Subcomponent Activities and milestones

Year 0 May/ June 2011

Year 1 until May 2012





Year 6 until

May/June 2017

PEDP3 Implementation Arrangement

Director, Program Division, DPE

TORs and job descriptions for all units, committees, and positions finalized

Original

Revised

New ADG position and new Program Division approved

Original

Revised

All positions in PSO filed Original

Revised

Program Steering Committee along with all agreed committee and support offices operational

Original

Revised

One Additional DG and staff in new Program Division at DPE in place

Original

Revised

Committee structure functional Original

Revised

PEDP3 AOPs implemented for current year Original

Revised

PEDP3 tasks for current year across divisions and agencies coordinated

Original

Revised

Agreed implementation arrangements in place

Original

Revised

PEDP3 management and steering committees meet regularly as per their TORs

Original

Revised

DPP approved Original

Revised

TA coordination mechanism established Original

Revised

TA needs assessment completed and TA mobilized to target effective implementation.

Original

Revised

PEDP3 Procurement and Financial Management

Director, Finance Division, DPE

PFM action plan implemented with priority actions completed by March 2011

Original

Revised

5








Year 6 until

May/June 2017

Budgets and expenditures are correctly classified for each PBH/EEP and list of EEPs finalized and agreed

Original

Revised

Existing FM capacity of DPE strengthened Original

Revised

Amounts budgeted are in line with MTBF to meet PEDP3 financial requirements

Original

Revised

Sector budget distributed to spending DDOs

Original

Revised

Distribution and ceilings of advances to cost centers/reviewed and MOF adjustments requested

Original

Revised

Monthly monitoring through system generated compliance system and generate reports

Original

Revised

Procurement plan prepared for ICB procurements and in compliance with agreed procurement arrangements

Original

Revised

Staff training on financial monitoring implemented

Original

Revised

Quarterly and Annual fiduciary review carried out

Original

Revised

Annual program financial statements prepared

Original

Revised

Each Child Learns

Director, Program Division, DPE

Detailed action plan for program support development in collaboration

Original

Revised

TOR for consultant to assist with program support developed and consultant mobilized

Original

Revised

Curriculum in Bangla and Mathematics Grades I through III broken up into clearly defined competencies and learning outcomes

Original

Revised

Piloting in one sub-cluster planned and Original

6








Year 6 until

May/June 2017

implemented, including: training for field officers, head teachers & teachers; development and provision of additional materials and assessment tools, provision of school and

Revised

M&E tools and procedures developed: M&E commenced

Original

Revised

Continued implementation, school and teacher support and M&E in pilot sub-clusters

Original

Revised

Formative research study Original

Revised

Piloting and scaling-up in additional sub-clusters

Original

Revised

Extensive development and provision of additional materials and assessment tools

Original

Revised

key messages communicated to schools and central level institutions e.g. Dip-in-Ed and new Curriculum

Original

Revised

Lessons learned for more general application in other schools identified

Original

Revised

Continuing two-way linkages with central level institutions and articulation with new curriculum

Original

Revised

Revision of project competencies as new curriculum emerges

Original

Revised

Mainstreaming as justified by results Original

Revised

Planned extension to other subject areas and to higher primary grades

Original

Revised

Original

Revised

7

III. PROJECT MANAGEMENT ARRANGEMENTS

A. Project Implementation Arrangements 10. The executing agency (EA) will be the MOPME and the key implementing agency (IA) will be the DPE. MOPME will lead overall coordination of the Program. An inter-ministerial program steering committee (PSC) has been established and is responsible for the Program policy direction and formulation, reviewing program progress on a regular basis, approving annual budget, addressing critical inter-ministerial policy and implementation issues to facilitate and ensure timely decisions, providing operational guidance, and addressing any constraints encountered by the Program during implementation. The PSC will be supported by a Program Support Office. The office will be responsible for promoting collaboration and coordination across ministry level agencies, working as a focal point for DP support to facilitate agreements with DPs and organizing joint review meetings, and identifying and mobilizing technical assistance support to concerned agencies. The office will serve as the secretariat of the PSC and will be responsible for promoting regular communication between DPE and all involved parties, coordinating with relevant ministries to clear proposals related to project implementation, and presenting a summary progress report of project implementation to the PSC. The PSC will be chaired by the secretary, MOPME, and will have representatives from the concerned ministries and government agencies, and civil society. Ministry of Finance (MOF) will be responsible for ensuring and facilitating the smooth fund flow, budget and fund appropriation. 11. The DPE is responsible for the overall implementation of the Program and focuses on (i) formulating guidelines, plans and programs for the primary education subsector; (ii) implementing primary education programs through field level agencies; (iii) supervising and monitoring primary education activities; and (iv) ensuring that PEDP3 initiatives dovetail with DPE’s ongoing activities. To ensure the smooth implementation of PEDP3, DPE is restructured into 8 divisions. One position for additional director general is established to support the DPE director general. DPE will realign job descriptions within each existing division to ensure clear roles, responsibilities and accountability. All these efforts are to mainstream PEDP3 implementation through the regular system. 12. For implementation of specific parts of PEDP3, other existing agencies at national level will continue to be responsible for implementing part of program activities that fall within their scope of responsibility. The National Academy for Primary Education (NAPE) of MOPME will continue to be responsible for teacher training and Grade V terminal examination development, but DPE administers the examination; and the National Curriculum and Textbook Board (NCTB) of the Ministry of Education (MOE), will continue to be responsible for developing curriculum and printing, publishing and distributing textbooks. The Local Government and Engineering Education Department (LGED) under the Ministry of Local Government (MOLG) and the Department of Public Health Engineering (DPHE) under the Ministry of Health are responsible for implementing the construction program of PEDP3. Dhaka University will become the accrediting body for the Diploma in Education. Accountability of these government agencies will be enhanced through Memorandum of Understandings (MOUs) between MOPME and the respective agencies with result based payment and delivery. These MOUs are to be signed before key program activities start. 13. Field level implementation will be carried out through a network of institutions comprising the District Primary Education Offices (DPEOs) for coordinating district level implementation, Primary Training Institutions (PTIs) for teacher training, Upazila Primary Education Offices

8

(UPEOs) for sub-district level implementation and monitoring, Upazila Resource Centers (URCs) for supporting continuous teacher development at the sub-district level, and schools to bring all school-age children to schools and to ensure their completion with acceptable learning achievements. Provisions are made to strengthen the field level institutions within an evolving decentralization framework. 14. The detailed implementation arrangements are in Appendix 2 of this PAM.

Project Stakeholders Management Roles and Responsibilities

1 Executing agency

MOPME Overall leadership and guidance in program implementation

and its monitoring Program Steering

Committee Overall policy direction and formulation to facilitate timely

decisions Program Support Office Promote collaboration and coordination across ministry level

agencies and act as focal point for the DPs

Provide secretariat services to PSC

2 Key Implementing Agency

DPE Carry the prime responsibility of implementing PEDP3

Responsible for providing IFRs, progress on DLIs, WAs, audit reports and other required reports to ADB

Program Division Assist DPE Director General in implementing PEDP3

3 Others including external agencies

Ministry of Finance Fund management and timely release of funds Ministry of Education Responsible for curriculum development and textbook

production and distribution through the National Curriculum and Textbook Board, and coordination of National Education Policy implementation

Ministry of Establishment Responsible for creating and filling various positions Consortium chair Annually rotating ADB Financing 4.49% of PEDP3 Australia/ DFAT Financing 0.36% of PEDP3 Canada/ DFATD Financing 0.66% of PEDP3 DFID Financing 1.94% of PEDP3 EU Financing 1.19% of PEDP3 JICA Financing 0.31% of PEDP3 Sida Financing 0.46% of PEDP3 UNICEF Financing 0.01% of PEDP3 World Bank-IDA Financing 7.14% of PEDP3 GPE Financing 1.02% of PEDP3

ADB = Asian Development Bank, DFAT = Department of Foreign Affairs and Trade, DFATD = Department of Foreign Affairs, Trade and Development, DFID = Department for International Development of the United Kingdom, DLI = disbursement linked indicator, DP = development partner, DPE = Directorate of Primary Education, EU = European Union , IDA = International Development Agency, IFRs = interim unaudited financial reports, JICA = Japan International Cooperation Agency, PEDP3 = Third Primary Education Development Program, PSC = program steering committee, Sida = Swedish International Development Agency, UNICEF = United Nations Children’s Fund, GPE = Global Partnership for Education, WAs = withdrawal applications Source: PEDP3 Program Document and ADB estimates.

9

B. Key Persons Involved in Implementation

Executing Agency

MOPME Secretary Ministry of Primary and Mass Education Bangladesh Secretariat Tel: +8802 716 2484 [email protected]

ADB ADB Directors Mr. Kazuhiko Higuchi

Country Director, Bangladesh Resident Mission Asian Development Bank Plot E-31, Sher-e-Bangla Nagar, Dhaka 1207, Bangladesh Tel: +0088 02 55667000 [email protected] Mr. Sungsup Ra Director, Human and Social Development Division South Asia Department Asian Development Bank 6 ADB Avenue, Mandaluyong City, 1550, Metro Manila, Philippines Tel: +632 632 4629 [email protected]

Mission Leaders Mr. Rudi van Dael Senior Social Sector Specialist Bangladesh Resident Mission Asian Development Bank Plot E-31, Sher-e-Bangla Nagar, Dhaka 1207, Bangladesh Tel: +0088 02 55667000 [email protected] Mr. Brian Chin Social Sector Economist Human and Social Development Division South Asia Department Asian Development Bank 6 ADB Avenue, Mandaluyong City, 1550, Metro Manila, Philippines Tel: +632 683 1650 [email protected]

mailto:[email protected]




10

Chart 1: Organogram of the Ministry of Primary and Mass Education C.

Source: Government of Bangladesh. 2014. Third Primary Education Development Program. Dhaka.

PSC=PEDP3 Steering Committee PSO=PEDP3 Steering/Support Office

Secretary

Additional Secretary

PSC

PSO

Joint Secretary (Admin)

Joint Secretary (Dev.)

Deputy Secretary (Admin)

Deputy Chief (Planning)

Deputy Secretary (Dev-2)

Deputy Secretary (Dev-1)

Deputy Secretary (Budget & Audit)

Deputy Secretary (School)

11

Chart 2: PEDP3 Organization Structure D.

BNFE = Bureau of Non Formal Education, CGA = Controller General of Account, CPEIMU = Compulsory Primary Education Implementation Monitoring Unit, DPE = Directorate of Primary Education, DPEO = district primary education office, DSHE = Directorate of Secondary and Higher Education, LGED = Local Government Engineering Department, MOE = Ministry of Education, MOF = Ministry of Finance, MOLG = Ministry of Local Government, MOPME = Ministry of Primary and Mass Education, NAPE = National Academy of Primary Education, NCTB = National Curriculum and Textbook Board, PE = primary education, PTI = primary teacher training institute, RNGPS = registered nongovernment primary school, U/TRC = upazila/thana resource center, DPHE = Directorate of Public Health Engineering Source: Government of Bangladesh. 2014. Third Primary Education Development Program. Dhaka.

12

Chart 3: Proposed Organogram of Directorate of Primary Education E.

ADG = Assistant Director General, BNFE = Bureau of Non Formal Education, NAPE = National Academy of Primary Education, NCTB = National Curriculum and Textbook Board Source: Government of Bangladesh. 2014. Third Primary Education Development Program. Dhaka.

Director General (Program Director)

ADG (Program &

Implementation)

NCTB

NAPE

BNFE

Director, Administration

Director, Program

Director, Planning and Development

Director, Training

Director, Monitoring & Evaluation

Director, Policy &

Operations

Director, Finance

Director, Information

Management

13

IV. COSTS AND FINANCING

15. The total cost of the government Program is estimated at $9.80 billion for six years.4 Of the estimated cost of $9.80 billion, $5.55 billion is for revenue budget, $2.30 billion for development budget, $1.93 billion for discrete projects, $33.15 million for contingencies, and $9.01 million for financing charges during implementation. Development budget refers to investment program in Bangladesh which may or may not be financed from donor fund. Non-development budget refers to revenue budget which in standard cases is financed from the government’s own resources, however in the case of PEDP3 is also financed by donor fund. Both development and non-development budget comprise capital and recurrent expenditures with same economic codes. Discreet projects are part of the sub-sector framework and refer to parallel projects financed either by the government only or by the government and development partners. Discrete projects are part of the subsector framework. Expenditures on discrete projects are not eligible for ADB financing. Out of the total cost of PEDP3, it is proposed that ADB and the DPs will provide $1,722.1 million equivalent in the form of loans and grants. 16. Loan 2761-BAN (SF) became effective in December 2011 and is a loan in various currencies equivalent to SDR 202,212,000 from ADB’s Special Funds resources to help finance the PEDP3. Current loan amount stands at SDR 202,013,256.48.5 The loan has a 32−year term, including a grace period of 8 years, an interest charge of 1.0% per annum during the grace period and 1.5% per annum thereafter, and such other terms and conditions set forth in the loan agreement. In addition, the government has requested an additional financing loan in various currencies equivalent to SDR87,533,00 from ADB’s Special Funds resources to help finance part of the PEDP3. The loan will have a 25−year term, including a grace period of 5 years, an interest rate of 2.0% per annum during the grace period and thereafter, and such other terms and conditions set forth in the loan agreement. The additional financing provided by ADB is 1.2% of the total PEDP3 cost, and the total ADB financing represents 4.5% of the total PEDP3 cost. The original loan of $320 million and the additional financing of $120 million are and will be used to finance eligible expenditures under the program budget heads (PBHs).The ADB loan proceeds may be used to finance recurrent costs and taxes and duties. 17. The World Bank provides $700 million equivalent in loan. Eight other DPs provide $582.1 million equivalent in grants. Of the total contribution ($1,722.1 million equivalent) from ADB and the other DPs, ADB’s share will be around 25.6%. 18. The government will provide $8.085 billion, which is the remaining amount of the total Program cost. The following program financing table summarizes the overall contributions from the government and DPs.

4 Includes taxes, duties, and VAT for $9.01 million. In the original costing, the estimate for taxes and duties and VAT

was $171.9 million. In the revised costing, only taxes and duties and VAT for imported goods, works, and services are reflected. For goods, works, and services procured in-country, taxes, duties, and VAT are included in the costs.

5 On 2 October 2014 the PEDP3 Consortium informed the Government that for 21 civil works packages inappropriate

bidding practices in 21 contracts were used. ADB cancelled SDR198,743.52 of the total loan amount.

14

Table 1: Financing Plan ($ million)

Original Amount

Additional Financing

Total

2015 Source

2011 2015

Amount Share of Total

(%)


(%)


(%)


(%)

Asian Development Bank

Special Funds resources (loan)

320.00 3.8 320.00 4.3 120.00 5.2 440.00 4.5

Other development partners

735.50 8.8 735.50 9.8 546.60 23.4 1,282.10 13.1

Government 7,281.48 87.4 6,420.40 85.9 1,665.20 71.4 8,085.59 82.4 Total 8,336.98 100.0 7,475.90 100.0 2,331.80 100.0 9,807.69 100.0

Notes: 1. Original financing from other development partners: Government of Australia, $35 million equivalent; Government of Canada, $65 million equivalent; Government of the United Kingdom, $190 million equivalent; European Union, $70 million equivalent; Government of Japan, $30 million equivalent; Government of Sweden, $45 million equivalent; World Bank, $300 million equivalent; United Nations Children’s Fund (UNICEF), $0.5 million. Additional financing from other development partners: European Union, $46.5 million equivalent; Global Partnership for Education, $100 million; World Bank, $400 million equivalent; UNICEF, $0.1 million. 2. The original amount (2011) refers to the amount using the exchange rate in 2011. The original amount (2015) refers to the amount using the exchange rate of $1 = Tk78, as used by the government in the Revised Development Pro Forma for the Third Primary Education Development Program, dated 13 January 2015. Sources: Government of Bangladesh. 2014. Third Primary Education Development Program. Dhaka; ADB estimates.

19. The DPs will use PBHs as a common set of eligible expenditure under PEDP3. The Program will finance the PBHs agreed between the government and DPs. PBH is selected from the regular government Chart of Accounts within the government’s computerized Integrated Budgeting and Accounting System (IBAS) managed by the Controller General of Accounts (CGA). The PBHs include government’s development and non-development budget heads excluding some agreed items such as pension and advances and discrete project activities. The PBHs also include procurable (NCB goods and civil works and consultancy services) and non-procurable (salaries, allowances, grants) expenditures. 20. PBH excludes certain items of the Program payments which do not contribute to the outcome of the PEDP3, namely pensions and advances to employees. Existing sub codes in the government chart of accounts will provide DPs with specific detailed financial information of eligible expenditure items to be financed. This includes: (i) several types of grants-in-aid including School Level Improvement Plan grants to schools; (ii) goods identified as being procured using international competitive bidding (ICB) method, and (iii) consultancy services. Expenditures for goods procured using ICB method will be ineligible for ADB financing. The exact contract amount paid for any contract awarded using ICB method will be reported in the semi-annual Statement of Expenditure (SOE) submitted by DPE.6 Two steps will be undertaken to verify the expenditure statements for contracts using ICB: (i) since the World Bank will prior-review all contracts using ICB, the ADB and World Bank procurement specialists will verify expenditure statements for ICB contracts with the records on contract awards and payment kept by the World Bank, and (ii) the quarterly fiduciary review (QFR) led by ADB and the World Bank will review the expenditure statements for ICB contracts as part of tracking of specific expenditure items and procurement review.

6 The SOE includes a reporting format for expenditure statement for each item procured using ICB method (e,g.,

textbooks, vehicles, and computers and accessories.

15

21. The PBH to be supported by the program account is bulk of government’s program expenditures for primary education. The range of PBHs includes the largest recurrent expenditures of which salaries for primary education staff – for the most part, teachers’ salaries – comprise the major portion. Other relatively large PBHs are funds for stipends and school feeding targeting the poorer segments of the population to encourage their participation in primary school, grants to upazilas and schools, free text books, and school construction costs. The smaller PBHs include monitoring and evaluation programs such as the annual school census, the national school assessment and the primary school completion exam. Expenditures under discrete projects and revenue expenditures under NAPE are not included in PBHs. Also, PEDP3 does not include the adult literacy program under the Bureau of Non Formal Education (BNFE), and revenue expenditures under BNFE.

Program Budget Heads A.

4500 Pay of Officers 4600 Pay of Establishment 4700 Allowances 4800 Supplies and Service 4900 Repairs & Maintenance 5900 Grants in Aid 6700 Contingencies (petty expenditures) 6800 Capital Expenditure 7000 Civil Works 7900 Customs Duties and Value Added Tax

22. For budgeting, accounting, and reporting the development expenditures, both economic codes and operational codes are used. The PBHs are the economic codes of the Government System, and especially for PEDP3 development expenditure, 29 operational codes for the 29 result areas are used. These are subdivided in the four program components of PEDP3. These allow PEDP3 to budget and assess financial implementation of each result area. Expenditures are booked in IBAS against both the economic and the operational code, and a summary report for both codes is included in the interim financial report (IFR). This provides significantly more management information than just using the economic codes and is one of the big achievements of financial management strengthening under PEDP3. These practices will continue. The operational codes are:

Operational Codes

Component and Sub-component numbers Components/ Result Areas

8100 1.00 Component 1: Learning and Teaching

8101 1.1 Each Child Learns

8102 1.2 School and Classroom Based Assessment

8103 1.3 Curriculum and Textbooks Strengthened

8104 1.4 Production and Distribution of Textbooks

8105 1.5 Information and Communications Technology in Education

8106 1.6 Teacher Education & Development

8200 2.00 Component 2: Participation and Disparities

Participation

8201 2.1 Second Chance and Alternative Education

8202 2.2 Pre-Primary Education

8203 2.3 Mainstreaming Inclusive Education

8204 2.4 Education in Emergencies

8205 2.5 Communication and Social Mobilization

Disparities

16

Operational Codes

Component and Sub-component numbers Components/ Result Areas

8206 2.6 Targeted Stipend

8207 2.7 School Health & School Feeding

8208 2.8 School Physical Environment

8209 2.9 Need Based Infrastructure Development

8300 3.00 Component 3: Decentralization and Effectiveness

Decentralization

8301 3.1 Field- Level Offices Strengthened

8302 3.2 Decentralized School Management and Governance

8303 3.3 School Level Leadership and Development

8304 3.4 Organizational Review and Strengthening

Effectiveness

8305 3.5 Grade 5 terminal Examination

8306 3.6 Teacher Recruitment and Deployment

8307 3.7 Annual School Census

8308 3.8 National Assessment of Students

8400 4.00 Component 4: Planning and Management

8401 4.1 PEDP3 Management and Governance

8402 4.2 PEDP3 Financial Management

8403 4.3 Sector Finance

8404 4.4 Strengthen Monitoring Functions

8405 4.5 Human Resources Development

8406 4.6 Public Private Partnership

Development Programs under PEDP3 B.

Subprograms Major activities Implementing Agency

1. Civil work School environment, classroom construction, and education building (subcomponents: 2.8, 2.9, and 3.4)

DPE/Planning Division (MOU with LGED and DPHE)

2. Pilot Programs Each child learns, school and classroom based assessment, ICT in education, education in emergency, school feeding, and PPP (sub-components: 1.1, 1.2, 1.5, 2.4, 2.7, 4.6)

DPE/Program Division

3. Training Programs

Teacher Training, school level leadership, HRD (subcomponents: 1.6, 3.3, 4.5)

DPE/Training Division

4. IE program IE and communication and social awareness (subcomponents: 2.3, 2.5)

DPE/Policy and Operations Division

5. Decentralized management

SLIP/UPEP/DPEP(subcomponent 3.2) DPE/Planning Division

6. M&E National student assessment and Annual School Census (subcomponents: 3.6 and 3.7

DPE/M&E Division

7. Curriculum Curriculum development for pre-primary and primary education (subcomponents:1.3 and 2.4)

NCTB

8. Grade 5 Exam strengthening

Grade 5 terminal exam strengthened (subcomponent 3.5)

NAPE

9. Second Chance Education

Second Chance Education (subcomponent 2.1) DPE/Second Chance Education Division

DPE = Directorate of Primary Education, DPEP = district primary education plan, DPHE = Department of Public Health Engineering, HRD = human resource development, ICT = information and communications technology, IE = inclusive education, LGED = Local Government and Engineering Education Department, M&E = monitoring and evaluation, NAPE = National Academy of Primary Education, NCTB = National Curriculum and Textbook Board, PPP = public-private partnership, SLIP = School level improvement plan, UPEP = upazila primary education plan Source: Government’s PEDP3 Program Document, January 2011 and Asian Development Bank.

17

Detailed Cost Estimates by Expenditure Category C.

Head of Expenditure

Cumulative Expenditure up to June

2014 2014/2015 2015/2016 2016/2017 Total

E. Investment Costs A. 7000 Civil Works 388,991 221,912 256,648 213,195 1,080,746 B. 6800 Machinery & Equipment 98 677 115 159 1,049 C. 6800 Computers 5,127 29,094 37,111 48,823 120,154 D. 6800 Vehicle 185 8,329 - 2,247 10,762 E. 6800 Furniture 60 782 679 679 2,201 F. 4600 Manpower 965 923 3,001 3,329 8,218 H. 4800 TLM & Edu Kits 349 997 5,334 5,372 12,052 I. 4800 Survey/Study/Seminar & Workshop - Study 4,372 2,621 2,621 9,613 Survey 954 426 368 1,748 Seminar & Workshop 962 2,909 2,558 2,531 8,960

Subtotal 4800 Survey/Study/Seminar & Workshop 962 8,234 5,605 5,519 20,320

J. 4800 SRG & TG 300 3,269 6,971 1,154 11,694 K. 4800 Consultants

-

International Consultants 1,827 3,994 3,971 9,792 National Consultants 389 3,150 4,178 5,204 12,921

Subtotal 4800 Consultants 389 4,977 8,172 9,175 22,713 L. 4800 Training Local Training 51,788 53,599 74,187 51,070 230,645 International Training 1,410 2,436 2,308 6,154

Subtotal 4800 Training 51,788 55,010 76,623 53,378 236,799 M. 4800 Curriculum Revision 800 500 410 64 1,774 N. 4800 Social Mobilization 6,965 2,540 2,734 2,763 15,002 O. 5900 Grants/Fund

School Grants 21,602 45,121 45,138 111,861 Operational Fund 1,035 997 997 3,028 Fund 29,850 1,923 106,394 108,208 246,375

Subtotal 900 Grants/Fund 29,850 24,560 152,512 154,342 361,265 P. 4600 Teachers Salary 12,290 39,729 84,670 114,234 250,922 Q 4900 Repairs and Maintenance 18,948 26,000 26,905 29,752 101,605 R. 4800 Operational Cost 11,660 5,800 5,196 5,328 27,984

Total BASELINE COSTS 529,729 433,333 672,685 649,515 2,285,262

F. Contingencies

Physical Contingencies 6,718 6,797 13,515 Price Contingencies 7,632 12,000 19,632

F. Total Contingencies - 14,350 18,797 33,147

G. Custom duty and VAT

- G. CDVAT 37 2,564 3,205 3,205 9,011

H. Total Development of PEDP3 (E+F+G) 529,766 435,897 690,240 671,517 2,327,421

I. Discrete Project -

1. Discrete Project 823,936 391,375 359,257 356,959 1,931,527

Subtotal Discrete Project (i) 823,936 391,375 359,257 356,959 1,931,527

J. Total Development budget of DPE (H+I) 1,353,702 827,273 1,049,497 1,028,476 4,258,948

K. Revenue Budget/Non Development Budget - 1. MOPME 483,099 209,633 259,820 277,349 1,229,901

2. DPE 174,556 66,558 73,717 85,235 400,066 3. PTI 13,467 4,771 7,280 7,244 32,762 4. UEO 42,946 15,473 19,254 19,810 97,483 5. NAPE 1,161 396 611 804 2,972 6. Primary School 1,624,160 715,790 743,736 701,876 3,785,561

L. Revenue Budget/Non Development of PEDP3 2,339,388 1,012,620 1,104,418 1,092,318 5,548,744

Total Revised Program cost (K+L) 3,693,091 1,839,893 2,153,915 2,120,794 9,807,692

18

Allocation and Withdrawal of Loan Proceeds D.

1. Eligible Expenditures

(i) Withdrawals from the loan account will be made for the financing of the cost of Eligible Expenditures included under the following PBH:

(a) 4500 - Pay of Officers; (b) 4600 - Pay of Establishment; (c) 4700 - Allowances; (d) 4800 - Supplies and Services; (e) 4900 - Repairs and Maintenance; (f) 5900 - Grants in Aid; (g) 6700 - Revenue General (Contingencies); (h) 6800 - Capital Expenditure; (i) 7000 - Works; and (j) 7900 - Customs Duties and Value Added Tax.

(ii) Except as ADB may agree otherwise, Eligible Expenditures will include:

(a) Salaries of teachers and primary education personnel; (b) Allowance; (c) Works, goods and services procured under NCB; (d) Consulting Services; (e) School grants, stipends and upazila level grants; (f) School feeding; (g) School repair and maintenance; (h) Social mobilization; (i) Training; (j) Surveys and studies; and (k) Seminars and workshops.

2. Disbursement Procedures and Schedule

23. The DPs’ disbursement will flow from each DP to the consolidated fund of the Government based on the withdrawal applications/request for reimbursements (for loans/credits and grants, respectively), submitted to each DP by MOPME. Program expenditures will be made through various accounting offices under the Controller General of Accounts (CGA) system on the basis of the approved annual budget for the program. 24. Both development and non-development activities will be funded under PEDP3. Since the financing from the DPs is blended in the Government’s financial management system with other receipts, there is only notional tracking and notional earmarking for specific PEDP3 expenditures through the set of eligible items under the agreed PBHs. 25. The table below includes indicative disbursement schedule of DPs for each PEDP3 year. As all commitments are made in different currencies, as are disbursements, a table in the committed currency is included.

19

Indicative Schedule of DPs’ Disbursements (millions)

DP Currency

2011−2012 2012−2013 2013−2014 2014−2015 2015−2016 2016−2017 Total FY

2017−2018a

DLI FX DLI FX DLI FX DLI FX DLI FX DLI FX DLI FX

ADB USD 35.6 0 40 40 40 40 40 40 40 44.4 24 24 16 16 DFAT AUD 4 4.5 3.88 5 7 0 5.5 6 6.8 6.81 0 0 0 0 DFATD CAD 0 0 − − 5 8 7.6 10 7.6 10 12 4 0 0 DFID GBP 17.5 7.5 8 7.5 15.5 6 15 6 11 6 0 0 0 0 EU Euro 0 4.5 4.5 4.5 4.5 5.5 5.5 7 13 7.5 13 8 9 0 IDA (WB)

USD 66.6 0 75 0 75 0 83.3 0 150 0 150 0 100 0

JICA USD 0 6 3 3 3 3 3 3 3 3 0 0 0 0 Sida USD 3.46 4.3 2.44 4.5 4.03 4.5 4.5 5 4.5 4.5 0 0 0 0 UNICEF USD 0 0.1 0 0.1 0 0.1 0 0.1 0 0.1 0 0.1 0 0 GPE USD 0 0 0 0 0 0 0 0 60 0 40 0 0 0

ADB = Asian Development Bank, DFAT = Department of Foreign Affairs and Trade, DFATD = Department of Foreign Affairs, Trade and Development, DFID = Department for International Development, DLI = Disbursement Linked Indicator, DP = Development Partner, EU = European Union, FX = Fixed Tranche or Statement of Expenditure Based Tranche, GPE = Global Partnership for Education, IDA = International Development Agency, JICA = Japan International Cooperation Agency, Sida = Swedish International Development Cooperation, UNICEF = United Nations Children’s Fund, WB = World Bank a Total for the period from July to December of FY2017−2018

Source: Asian Development Bank.

Indicative Summary of DPs’ Disbursements (millions)

Development Partners Currency

Total Estimated Disbursement in commitment/ disbursement Currency

Total Estimated Disbursement in USD as of 15 Sep 2014

Total DLI Total FX Total Total DLI Total FX Total

ADB USD 235.56 204.44 440 235.56 204.44 440 DFAT AUD 27.19 21.81 49 24 20 44 DFATD CAD 32 32 64 29.25 29.25 58.5 DFID GBP 66.5 33 99.5 109 54 163 EU Euro 49.5 36 85.5 64 46 110 IDA (WB) USD 700 0 700 700 0 700 JICA USD 12 18 30 12 18 30 Sida USD 18.94 22.18 41.2 18.94 22.18 41.1 UNICEF USD 0 0.6 0.6 0 0.6 0.6 GPE USD 100 0 100 100 0 100

Note: Due to different conversion rates, total commitment in USD as of 15 September 2014 is different from the original commitment information in Joint Financing Arrangement and Program Document. ADB = Asian Development Bank, DFAT = Department of Foreign Affairs and Trade, DFATD = Department of Foreign Affairs, Trade and Development, DFID = Department for International Development, DLI = Disbursement Linked Indicator, EU = European Union, FX = Fixed Tranche or Statement of Expenditure Based Tranche, GPE = Global Partnership for Education, IDA = International Development Agency, JICA = Japan International Cooperation Agency, Sida = Swedish International Development Cooperation, UNICEF = United Nations Children’s Fund, WB = World Bank Source: Asian Development Bank

26. The government will submit withdrawal applications and relevant SOEs to ADB for reimbursement of Eligible Expenditures incurred against the PBHs on semi-annual basis. Except as set forth in paragraphs 27-29, the loan proceeds, and the amount, will be disbursed semi-annually on the following conditions and in the following manner:

(i) 50% of the loan proceeds agreed to be disbursed during a fiscal year will be disbursed in July, or such other date as may be agreed between the government and ADB, subject to (i) fulfillment by the government of the DLIs that have been agreed between the government and the DPs for the specified fiscal year; (ii) submission of relevant SOE showing that PEDP3 Program financing and Eligible Expenditures incurred, as indicated the relevant IFR for PBHs, have exceeded

20

the disbursement to be made by the DPs for the relevant period; (iii) submission of the Annual Sector Performance Report (ASPR) for the relevant fiscal year showing the education sector performance and the progress of the overall PEDP3 Program; and (iv) submission of report by the government, in the relevant fiscal year, relating to social and environmental safeguard, Inclusive Education Action Plan including the Gender Action Plan (GAP), procurement and financial management; and

(ii) 50% of the amount of the Loan proceeds agreed to be disbursed during a fiscal year will be disbursed in January, or such other date as may from time to time be agreed between the government and ADB, subject to submission by the government of relevant SOE showing that PEDP3 Program financing and Eligible Expenditures incurred, as indicated in the relevant IFRs for the PBHs, have exceeded the disbursement to be made by the DPs for the relevant period.

27. The first disbursement of the original loan proceeds was based on the fulfillment by the government of the agreed Year 0 DLIs and submission of SOE evidencing Program financing and Eligible Expenditures incurred as indicated in the relevant IFRs for the PBHs, have exceeded the disbursement to be made by the DPs for the period from 1 July 2011 to the loan effective date. 28. The first disbursement of the Loan proceeds for the Additional Financing shall be subject to (i) fulfillment by the government of the DLIs that have been agreed between the government and the DPs for FY2015; (ii) submission of relevant SOE showing that PEDP3 Program financing and Eligible Expenditure incurred, as indicated in the relevant IFR for PBHs, have exceeded the disbursement to be made by the DPs for the period from 1 January 2015 to the Effective Date; (iii) submission of the ASPR for the relevant Fiscal Year showing the education sector performance and the progress of the overall PEDP3 Program; and (iv) submission of report by the government, in the relevant Fiscal Year, relating to social and environmental safeguard, inclusive education action plan including the GAP, procurement and financial management. 29. The last disbursement of the Loan proceeds for FY2017 shall be made in July 2017, or such other date as may from time to time be agreed between the government and ADB, subject to (i) fulfillment by the government of the DLIs that have been agreed between the government and the DPs for FY2017; (ii) submission of relevant SOE showing that PEDP3 Program financing and Eligible Expenditure incurred, as indicated in the relevant IFR for PBHs, have exceeded the disbursement to be made by the DPs for the period from 1 January 2017 to 30 June 2017; (iii) submission of the ASPR for the relevant Fiscal Year showing the education sector performance and the progress of the overall PEDP3 Program; and (iv) submission of report by the government, in the relevant Fiscal Year, relating to social and environmental safeguard, inclusive education action plan including the GAP, procurement and financial management.

21

Detailed Cost Estimates by Output E.

Item

($ million)

Total Cost

Output/Component 1 Output/Component 2 Output/Component 3 Output/Component 4 Others

Amount % of Cost Category Amount

% of Cost Category Amount



% of Cost Category

A. Investment Costs

1 Civil Works 1,080.75 0 0.00% 1,005.50 61.57% 75.25 25.72% - 0.00% - 0%

2 Mechanical and Equipment 1.05 0 0.00% 0.10 0.01% 0.54 0.18% 0.41 0.72% - 0%

3 Computers 120.15 116.39 33.77%

0.00% 3.4 1.16% 0.36 0.63% - 0%

4 Vehicle 10.76 0 0.00% - 0.00% 10.42 3.56% 0.34 0.60% - 0%

5 Furniture 2.2 0 0.00% 1.80 0.11% 0 0.00% 0.40 0.70% - 0%

6 Teaching Learning Materials 12.05 9.8 2.84% 2.25 0.14% 0 0.00% - 0.00% - 0%

9 Taxes, Vat & Duties 9.01 0 0.00%

0.00% 9.01 3.08%

0.00%

0%

Subtotal (A) 1,235.97 126.19 36.61% 1,009.65 61.83% 98.62 33.71% 1.51 2.64% 0.00 0%

B. Recurrent Costs 0%

1 Salaries 8.22 0 0.00% 0 0.00% 8.02 2.74% 0.20 0.35% 0%

2 Survey/Study/Seminar 20.32 7.50 2.18% 5.50 0.34% 3 1.03% 4.32 7.56% 0%

3 SRG/TG 11.69 11.69 3.39% - 0.00% 0 0.00% - 0.00% 0%

4 International Consultants 9.79 0 0.00% - 0.00% 0 0.00% 9.79 17.14% 0%

5 National Consultants 12.92 0 0.00% - 0.00% 0 0.00% 12.92 22.62% 0%

6 Local Training 230.64 196.05 56.88% 15.66 0.96% 16.5 5.64% 2.43 4.25% 0%

7 International Training 6.15 0 0.00% 0 0.00% 0 0.00% 6.15 10.76% 0%

8 Curriculum Revisions 1.77 1.73 0.50% 0.04 0.00% 0 0.00% - 0.00% 0%

9 Social Mobilization 15 0 0.00% 15 0.92% 0 0.00% - 0.00% 0%

10 Grants/Fund 361.27 0.14 0.04% 240.93 14.75% 120.2 41.09% - 0.00% 0%

11 Teachers Salary 250.92 0 0.00% 220.92 13.53% 30 10.26% - 0.00% 0%

12 Repair and Maintenance 101.6 0 0.00% 101.6 6.22% 0 0.00% - 0.00% 0%

13 Operational Cost 27.98 0 0.00% 0 0.00% 8.67 2.96% 19.31 33.80% 0%

14 Revenue Budget 5548.74 0 0.00% 0 0.00% 0 0.00% - 0.00% 5,548.74 74%

15 Discrete Project 1931.63 0 0.00% 0 0.00% 0 0.00% 0 0.00% 1931.63 26%

Subtotal (B) 8,538.64 217.11 62.99% 599.65 36.72% 186.39 63.71% 55.12 96.48% 7,480.37 100%

Total Base Cost 9,774.61 343.30 99.59% 1,609.30 98.55% 285.01 97.43% 56.63 99.12% 7,480.37 100%

C. Contingencies

1 Physical 13.52 0.2 0.06% 13.32 0.82% 0 0.00% 0.00% 0 0%

2 Price 19.63 1.2 0.35% 10.4 0.64% 7.53 2.57% 0.5 0.88% 0 0%

Subtotal (C) 33.15 1.4 0.41% 23.72 1.45% 7.53 2.57% 0.5 0.88% 0 0%

Total Project Cost (A+B+C) 9,807.76 344.70 100.00% 1,633.02 100.00% 292.54 100.00% 57.13 100.00% 7,480.37 100%

22

Detailed Cost Estimates by Year F.

($ million)

Item Total Cost Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

A. Investment Costs

1 Civil Works 1,080.8 5.2 151.6 219.6 247.9 283.6 172.9

2 Mechanical and Equipment 1.1

0.0 0.1 0.7 0.1 0.2

3 Computers 120.1 0.0 1.8 3.3 29.1 37.1 48.8

4 Vehicle 10.8

0.2 8.3

2.3

5 Furniture 2.2

0.0 0.1 0.8 0.7 0.7

6 Teaching Learning Materials 12.1 0.1 0.1 0.1 1.0 5.3 5.4

9 Taxes, Vat & Duties 9.0

3.0 3.0 3.0

Subtotal (A) 1,236.0 5.3 153.5 223.4 290.8 329.8 233.2

B. Recurrent Costs

1 Salaries 8.2 0.0 0.2 0.7 0.9 3.0 3.3

2 Survey/Study/Seminar 20.3 0.2 0.3 0.5 8.2 5.6 5.5

3 SRG/TG 11.7 0.0 0.2 0.1 3.3 7.0 1.2

4 International Consultants 9.8

1.8 4.0 4.0

5 National Consultants 12.9

0.2 0.2 3.2 4.2 5.2

6 Local Training 230.6 9.4 13.8 28.6 53.6 74.2 51.1

7 International Training 6.2

1.4 2.4 2.3

8 Curriculum Revisions 1.8 0.1 0.3 0.5 0.5 0.4 0.1

9 Social Mobilization 15.0 1.9 2.1 3.0 2.5 2.7 2.8

10 Grants/Fund 361.3

12.3 17.5 24.6 152.5 154.3

11 Teachers Salary 250.9

12.3 39.7 84.7 114.2

12 Repair and Maintenance 101.6 0.2 9.1 22.5 20.2 21.6 28.1

13 Operational Cost 28.0 1.8 4.2 5.6 5.8 5.2 5.3

14 Revenue Budget 5,548.7 735.1 737.5 866.8 1,012.6 1,104.4 1,092.3

15 Discrete Project 1,931.6 279.7 285.6 258.6 350.0 370.0 387.7

Subtotal (B) 8,538.6 1,028.4 1,065.8 1,216.9 1,528.4 1,841.9 1,857.3

Total Base Cost 9,774.6 1,033.7 1,219.2 1,440.3 1,819.2 2,171.7 2,090.5

C. Contingencies 33.2 - - - 8.0 9.0 16.2

Total Project Cost (A+B+C) 9,807.8 1,033.7 1,219.2 1,440.3 1,827.2 2,180.7 2,106.6

% Total Project Cost 100% 11% 12% 15% 19% 22% 21%

23

23

Contract and Disbursement S-curve G.

0

50

100

150

200

250

300

350

400

450

500

Am

ou

nt

in M

illi

on

US

D

Financial Year

Contract

Disburseent

24

Fund Flow Diagram H.

I II III IV CGA = Controller General of Accounts, DCA = Divisional Controller of Accounts, DAO = District Accounts Officers, UAO = Upazila Accounts Officers, MOF = Ministry of Finance.

. Government Consolidated Fund (CF) – CGA (MOF)

ADB World Bank

Other DPs

UAO DCA

Contractors/ Consultants/ Suppliers



Government Consolidated Fund

DAO

25

25

V. FINANCIAL MANAGEMENT

Joint Financing Arrangement A.

30. To enhance effective implementation of PEDP3, minimize transaction costs and to reduce the administrative burden on the government, ADB and the DPs are committed to the extent possible, to the principles of harmonization and align their financial assistance with the budgetary and accountability system of the government. For this purpose, the government and the DPs entered into a “joint financing arrangement” (JFA). That sets out the arrangements agreed between the government and the DPs on common procedures for consultation and decision-making, disbursement mechanism, monitoring and reporting, review and evaluation, audit, procurement, financial management and the exchange of information and cooperation between the Signatories. The JFA also includes the principles of cooperation including respect for human rights, democratic principles, the rule of law and good governance, anti-corruption, and safeguards. The JFA notes that the government has committed itself to provide an agreed level of funding to the Program and the DPs have committed themselves to support PEDP3 by providing financial assistance. The financial contributions by the DPs to PEDP3, however, will be ultimately decided and set forth in the bilateral agreements between the government and each of the DPs.

Fiduciary Risk Assessment B.

31. Financial due diligence work was carried out in accordance with ADB Financial Management and Analysis of Projects (2005) and ADB Financial Due Diligence Methodology Note (2009). The assessment of the Public Financial Management (PFM) system of government focused on the government regular PFM system as well as MOPME/DPE capacity to manage and account for public funds using the PEDP II program as a point of departure. Two complementary fiduciary risk assessments (FRAs) have been conducted during the Program preparations, and it was concluded that the adoption of a treasury model (i.e. mainstreaming with the government financial management system and routing the DP funds through the government consolidated fund) would be the lowest risk fiduciary option for the Program. While the assessments clearly provide evidence that parallel systems for DP fund management carry higher fiduciary risks, the government treasury system also carries risks within MOPME/DPE in managing funds and accounting for program expenditures. The key weaknesses identified relate among others to (i) unreliable processing of payments due to rent seeking activity; (ii) procedure for reconciling CGA expenditure records with cost center accounts; (iii) advances recorded as expenditure and additional advances made before clearing previous advances (resulting in accumulation of arrears); and (iv) lack of an effective internal audit and control function in MOPME/DPE. A PFM action plan was developed to address these and other risks considered critical for the IBAS generated reports to give adequate assurance as to how funds for the Program are spent. During implementation several of the identified risks have been properly managed until date. The table below lists risks identified and proposed risk mitigation measures for the coming years of PEDP3.

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Risk Assessment and Risk Management Plan

Risk Description Risk

Assessment Mitigating Measures or Risk Management Plan

Impact 1. Inadequate capacity and

resources slowing the pace and completeness of reform

Medium Primary education remains a priority for the Government of Bangladesh. The sector finance DLI is designed to protect sufficient funding. Additional teacher positions are created, as well as capacity development support.

2. NEP is not implemented at a desired pace and depth

Medium PEDP3 policy reforms reflect NEP priorities, and are included in the DLI matrix or in the policy matrix.

Outcomes 1. Support for policy issues

critical for PEDP3 implementation

Medium Many PEDP3 policy reforms reflect the priorities included in NEP.

2. Coordination of PEDP3 components between DPE divisions and between organizations under MOPME and MOE

Medium PEDP3 implementation arrangements include mechanisms for coordinating functions within MOPME, within DPE, between MOPME and autonomous bodies, between MOPME and NGOs, and between MOPME and other ministries.

3. Institutional and personnel capacity to manage, implement, and monitor PEDP3’s agenda and planned activities

Medium PEDP3 combines institutional strengthening, decentralization, and human resource development to increase government institutions’ capacity. Partnership arrangements with other government agencies, NGOs, and private sector will increase institutional capacity.

4. Schools are unable to receive funds and meet standards

Medium School level improvement plan (SLIP) funds are part of the DLI matrix to incentivize timely receipt of funds. Both quality and access interventions are targeted at school level to ensure meeting standards.

Outputs

1. Slippage in meeting DLIs Low Regular monitoring by MOPME and DPE, and follow-up from four working groups consisting of members from government and development partners, help achievement of DLIs. A TA plan has been developed jointly by government and development partners to support program implementation.

2. Timely generation of reliable information for monitoring of results

Medium PEDP3 will strengthen monitoring and evaluation functions, including an annual primary school census that gradually increases coverage of schools and institutions.

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Risk Description Risk

Assessment Mitigating Measures or Risk Management Plan

3. Flexibility in program implementation to incorporate lessons learned annually

Medium Program steering committee can approve the AOP and can approve items that are not included in the original DPP but are important for program implementation.

4. Formal and nonformal sectors fail to collaborate and adequate funds are not available to bring them under one framework

Medium During MTR, new collaboration mechanism was designed to ensure collaboration.

Fiduciary and Financial

1. Weak internal controls over financial accounting and reporting resulting in unreliable and/or delayed (a) payment processing, (b) reconciliation of CGA expenditure records with cost center accounts, and (c) clearing and reconciling of advances

Medium The JFA includes a fiscal framework, which ensures that required financial resources are appropriately committed and made available by government and development partners for joint fiduciary oversight. Regular monitoring of activities by MOPME and DPE to ensure timely achievement of DLI expedite fund flow as well as implementation. The PFM action plan and the financial reporting closely monitor these risks, and significant improvements to date are seen. As part of the additional financing, additional technical support is included in the PFM action plan to support risk mitigating interventions. While these risks did not materialize, continuous attention is required to keep the risks manageable.

2. Inappropriate procurement practices

Medium Implementation of special risk mitigation measures will continue, such as close implementation support by ADB, World Bank, and the PFWG, strong fiduciary oversight of the PFWG and independent post reviews, rapid transition to nationwide electronic Government Procurement, and continuous training and technical assistance, as specified in the PFM action plan. As part of the additional financing process, additional actions were included, which are expected to keep this risk manageable.

3. Ensuring needs-based funding of schools and institutions

Medium Annual planning process ensures allocation of funds based on needs of schools.

Overall Medium AOP = annual operational plan, CGA = Controller General of Accounts, DLI = disbursement-linked indicator, DPE = Directorate of Primary Education, DPP = development project proforma, JFA = joint financing arrangement, MOE = Ministry of Education, MOPME = Ministry of Primary and Mass Education, MTR = midterm review, NEP = National Education Policy, NGO = nongovernment organization, PEDP3 = Third Primary Education Development Program, PFM = Procurement and Financial Management, PFWG = Procurement & Finance Working Group, TA = technical assistance. Source: Asian Development Bank.

32. The government IBAS system has been much strengthened in recent years through the efforts of the government. IBAS will be further enhanced with direct support being received from

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the government’s Strengthening Public Expenditure Management Program (SPEMP). ADB has reviewed the operation of IBAS through two sequential primary education subsector PFM fiduciary risk reviews. The two relevant reports which lead to the PFM Action Plan have concluded that the DPs should support use of IBAS for PEDP3 budgeting and accounting. The annual Financial Statement of PEDP3 supported by IBAS generated reports will however be subject to annual external audit from the Comptroller and Auditor-General (CAG) of Bangladesh. Interim un-audited financial reports (IFRs) will also be submitted and monitored by DPs on a quarterly basis. The subsequent fiduciary reviews and assessment done since the start of PEDP3 including the assessment for the due diligence of the Additional Financing confirmed that using IBAS has led to strengthening the government system. 33. A Public Expenditure Financial Accountability (PEFA) study for primary education has been conducted with a view to improving the sector PFM reforms over the medium term. During implementation of the Program, the arrangements for a 3−year rolling FRA plan include a quarterly fiduciary review which undertakes: (i) review of financial reports, audit reports and management letters; (ii) systems control and reviews, including expenditure tracking; (iii) verification tests on a sample basis; and (iv) interim procurement reviews (on a semi-annual basis). In addition, an Annual Fiduciary Review (AFR), which includes a full post-procurement review, is conducted. Special purpose audits can also conducted if required. This review cycle is being implemented since the start of the program and will be continued. Updated PFM action plan and terms of reference (TOR) for the Annual Fiduciary Review is in Appendix 3 of this PAM. The sampled TOR for Quarterly Fiduciary Review is in Appendix 4 of this PAM.

Use of Treasury Model C.

34. At the start of the program the government confirmed its preference for the use of the Treasury Model. DPs disbursements flow to the government’s consolidated fund (which includes all government revenue and non-revenue receipts). Under this modality, DPs’ funds lose identity and are mixed with government funds within the overall government PFM funds flow system. For overall financial management (FM) purposes, the Treasury Model fully uses the government IBAS FM system managed by the Controller General of Accounts (CGA), MOF. The CGA is responsible for compilation and consolidation of government accounts, preparing monthly accounts, supervising the works of the Divisional Controller of Accounts (DCA), the District Accounts Officers (DAO) and the Upazila Accounts Officers (UAO) in the discharge of their responsibility for payments of claims of all government entities.

35. The Treasury Model approach has provided a range of benefits to both the government and the DPs, including improved fiduciary risk management as well as the opportunity to further support the strengthening of capacity of government PFM systems.

Disbursement D.

36. The Loan proceeds will be disbursed in accordance with ADB’s Loan Disbursement Handbook (2015, as amended from time to time), and detailed arrangements agreed upon between the government and ADB.7 37. Pursuant to ADB’s Safeguard Policy Statement (SPS, 2009), ADB funds will not be applied to the activities described on the ADB Prohibited Investment Activities List set forth at

7 Available at: http://www.adb.org/Documents/Handbooks/Loan_Disbursement/loan-disbursement-final.pdf

http://www.adb.org/Documents/Handbooks/Loan_Disbursement/loan-disbursement-final.pdf

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the SPS.8 All financial institutions will ensure that their investments are in compliance with applicable national laws and regulations and will apply the prohibited investment activities list (SPS Appendix 5) to subprojects financed by ADB. None of the program budget heads of MOPME or the PBHs include any of the items from the prohibited investment activities list. 38. To ensure effective project implementation and timely disbursement, DPE in close coordination with MOF and Bangladesh Bank will be responsible for (i) preparing disbursement projections, (ii) collecting supporting documents, (iii) preparing withdrawal applications, and (iv) sending them to ADB in accordance with ADB’s Loan Disbursement Handbook (2012, as amended from time to time). 39. ADB will disburse its loan to the government’s consolidated fund (CF), with predictable amount, timing, and conditions. The loan will be disbursed on a semi-annual basis. All DPs funds (including ADB’s) will be disbursed into the consolidated fund of MOF. Reimbursement procedure will be used for disbursement of loan proceeds. Statement of Expenditure (SOE) procedures will be used for reimbursement of fund from the loan account. One common SOE format, free format without ceiling, based on IBAS reports for PBHs, agreed upon by the ADB and DPs will be used to harmonize financial reporting. The SOE will be adapted with the IBAS generated IFRs to meet the ADB requirements. On a semi-annual basis, DPE will apply to ADB for reimbursement of the expenditures incurred against the PBHs. The withdrawal application for reimbursement must include an SOE. ADB will review the withdrawal applications together with SOE and will approve eligible expenditures for disbursement. 40. ADB’s disbursement, which will be harmonized with other DPs’ disbursements, will be made semi-annually for the project period (refer to paragraphs 26-29). 41. There are a total of 9 DLIs that the government has to meet every year, in accordance with the agreed schedule, during the first five years of the PEDP3 implementation, for year 6, the government needs to meet 6 DLIs out of the 9 DLIs. For each year, an equal amount is allocated for the DLI-based disbursement and the SOE-based disbursement. Within each year, each of the DLIs will be equally priced taking into account the committed amount of disbursement linked to DLIs of each fiscal year. Consequently, the amount ADB is obligated to disburse on the agreed semiannual disbursement date will correspond to the number of DLIs the government fulfills, within the agreed timeframe. The amount to be deducted out of the loan amount to be disbursed in July will correspond to the number of DLIs not fulfilled. In the event that the Government subsequently fulfills said DLIs, the corresponding amount of the loan which was not disbursed may be disbursed the following semi-annual disbursement schedule (July or January). 42. Disbursement from ADB will be contingent upon the results of the fiduciary oversight (Annual Fiduciary Review, Quarterly Fiduciary Review, and annual audit) showing no material irregularities.

Disbursement Schedule E.

43. ADB’s planned disbursements are for the full period of PEDP3 within the agreements/arrangements between the government and the individual DPs in accordance with the Disbursement Schedule provided below. The table below shows the actual Disbursement

8 Available at: http://www.adb.org/Documents/Policies/Safeguards/Safeguard-Policy-Statement-June2009.pdf

http://www.adb.org/Documents/Policies/Safeguards/Safeguard-Policy-Statement-June2009.pdf

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until December 2014 for the original loan, and the planned disbursement schedule for the remaining part of the loan and for additional financing. The consolidated revised disbursement schedule for all the DPs is in Appendix 5 of this PAM.

ADB Disbursement Schedule

No. Date Type of Disbursement

Capped Amount ($ million)

a

Basis for Disbursement Original Additional Financing

Actual Disbursements

1 Dec 2011

on expenditures from 1 July 2011 to 30 September 2011

31.11 Meeting 7 Yr 0 DLIs and SOE

2 Jan 2012

6 months PBHs (July –Dec 2011)

0 Evidence of program financing & expenditure (SOE)

3 Dec 2012

on 6 months PBHs (Jan – June 2012)

22.22 Meeting 4 Yr1 DLIs, 1 Yr 0 DLIs and SOE

4 Dec 2012

on 6 months PBHs (Jan – June 2012)


5 May 2013

on first 6 months PBHs (Jul – Dec 2012)

13.33 Meeting 3 Yr 1 DLIs and SOE

6 Dec 2013

on 6 months PBHs (Jan – Jun 2013)

26.66 Meeting 1 Yr1 DLI, 6 Yr2 DLIs and SOE

7 Dec 2013



8 June 2014


13.33 Meeting 1 Yr1 DLI, 2 YR2 DLIs and SOE

9 Dec 2014


22.22 Meeting 1 Yr2 DLI ,4 Yr3 DLIs and SOE

10 Dec 2014



Planned Disbursements

11 Jan 2015

On first 6 months PBHs (Jul-Dec 2014)

26.34b Conditioned on meeting yet to

be met 1 Yr2 DLI, 5 Yr3 DLIs and SOE

12 July 2015


40 Conditioned on meeting Yr4 DLIs and SOE

13 Jan 2016


44.44c,d

Evidence of program financing & expenditure (SOE)

14 July 2016



15 Jan 2017

on 6 months PBHs (Jul – Dec 2016)


16 July 2017



17 July 2017


16e Evidence of program financing

& expenditure (SOE) DLI = disbursement-linked indicators, PBH = Program Budget Head, SOE = Statement of Expenditure a The planned disbursement is the capped amount. If there are any unmet DLIs, the associated amounts for that

period will also be deducted. Missed DLIs will be reviewed in May or November. If missed DLIs are met subsequently, the corresponding amounts will be disbursed either in July or January (or such other date as may be agreed between ADB and the government) as applicable. In such cases, the actual disbursement may exceed the

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capped amount for that period. If evidence is available to show that the unmet DLIs have been met, this should be enough for disbursing the associated held up amounts. There will be no disbursement for meeting any DLI in advance.

b The amount cancelled as a result of inappropriate bidding practices is deducted. (6*$4.44 million - $0.296 million =

$26.344 million) c

The $4.44m allocated for Year 0 sector finance DLI is reallocated to SOE-based disbursement for Year 4. This DLI can never be met again, and was revised for Year 1 onwards. This is part of the minor change approved with Additional Financing.

d The final disbursement of the original loan for Year 4 was originally scheduled to be DLI-based, and is now the

SOE-based disbursement for Year 4. Since the original loan was in SDR, and disbursements were made in US$ in accordance with the disbursement schedule, any exchange difference arising as a result will be adjusted against total SOE-based disbursement for Year 4. This ensures that all DLIs can remain equally priced in USD and are not affected by exchange rate loss or gain. This is part of the minor change approved with Additional Financing.

e As the additional financing loan is in SDR and the disbursement schedule in USD, any exchange difference arising

as a result will be adjusted against the final SOE-based disbursement. Source: ADB estimates.

44. The first disbursement for PEDP3 was on the basis of evidence of meeting the Year 0 DLIs and submission of a relevant SOE evidencing program financing and eligible expenditures incurred as indicated in the relevant IFRs for the PBHs have exceeded the disbursement to be made by the DPs for the period from 1 July 2011 to the effective date, and is made as reimbursement into the CF. All expenditures are made from the MOPME sub-account of the CF (2400). The subsequent tranches of ADB and the DPs’ funds are and will be disbursed into the CF as reimbursement of expenditures already incurred as evidenced by IFRs. This semi-annual disbursement process is and will be repeated every July and January, or any other date the ADB and the government agree, over the life of PEDP3. The final disbursement is planned in July 2017, as per the schedule, and will combine the DLI-based and SOE-based disbursement for year 6. As the program activities close on 30 June 2017 with loan closing on 31 December 2017, the final assessment of all year 6 DLIs and any previously unmet DLIs and subsequent disbursement is expected to be completed before 31 December 2017.

Disbursement Linked Indicators (DLIs) F.

45. PEDP3 design includes a comprehensive results framework covering four major areas – quality for all, reduced disparities and universal access and participation of all children, improved decentralization and effectiveness, and improved program planning and management. The DLIs focus on selected priority areas and refer to policy changes, implementation steps, and/or outputs that are critical for the achievement of desired outcomes of the Program. The 9 DLIs are a subset of the results matrix. The numbering of the DLIs follows the numbering in the agreed revised results matrix to ensure harmonization between the results matrix and the DLI-matrix. The following table provides a list of DLIs, grouped into each of the four major results areas. In the matrix agreed at the start of the program specific DLIs were defined for Year 0 until Year 3. For Years 4 and 5 one broader target was included with the understanding that specific targets for Year 4 and Year 5 would be agreed during MTR. During the MTR, specific targets and indicators for DLIs for Year 4 and Year 5 were defined in alignment with the broad indicators outlined in the original program document. In addition, six Year 6 DLIs were added. The updated DLI matrix with details on annual targets and protocol for verification is in Appendix 2 (web linked document) of the RRP.

Results Areas DLI Areas Quality for All 1. Textbooks for each subject produced and distributed to all eligible

schools within a month of opening day. (Result Area 1.4 Production and Distribution of Textbooks) 2. Teacher and head teacher competencies (Result Area 1.6.1

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Results Areas DLI Areas Diploma in Primary Education)

Reduced disparities and universal access and participation

3. Pupil to usable classroom ratio. The norm of 1:56 is adopted for calculating the need of additional classroom.(Result Area 2.2.4 Needs based Infrastructure Development) 4. Number of children enrolled in formal GPS PPE programs. (Result Area 2.1.2 Pre-Primary Education)

Decentralization and effectiveness

5. Schools, upazilas and districts managing SLIPs and UPEPs. (Result Area 3.1.2 Decentralized School Management and Governance) 6. Grade V exam with gradual introduction of terminal competencies defined by most recent curriculum. (Results Area 3.2.1 Grade 5 PECE Strengthened) 7. Number of teachers to achieve STR 40:1. (Results Area 3.2.2 Teacher Recruitment and Deployment) 8. Annual School Census form, administration, and reporting accuracy and timeliness. (Results Area 3.2.3 Annual Primary School Census)

Program planning and management

9. Primary education budget aligned with program framework and consistent with MTBF. (Results Area 4.3 Sector Finance)

GPS = government primary school, MTBF = medium term budgetary framework, PECE = Primary Education Completion Exam, PPE = pre-primary education, SLIP = school level improvement plan, STR = student-teacher ratio, UPEP = upazila primary education plan Source: Revised Government PEDP3 Program Document, appraised at the MTR closure and Additional Financing appraisal mission, September 2014.

Accounting G.

46. DPE in close consultation with MOF will maintain the Program accounts and records by funding source (DPs) and expenditures incurred under the Program in accordance with the PBH. The Program accounts will be maintained following the international accounting principles and practices as well as government's accounting laws and regulations.

Auditing H.

47. MOPME will have the PEDP3 financial statement, showing the PBH and supported by IBAS Budget Management Report (BMR), audited annually, in accordance with appropriate auditing standards consistently applied, by independent auditors whose qualifications, experience and terms of reference are acceptable to ADB. MOPME will submit the audited accounts in English language to ADB and the DPs within 9 months (by 31 March) of the end of each fiscal year. The Deadline was revised during Mid Term Review with update of Statement of Audit Needs. The annual audit report for the project financial statements will include audit opinions which cover (i) whether the program financial statements present a true and fair view or are presented fairly, in all material respects, in accordance with the applicable financial reporting framework; (ii) whether loan/grant proceeds were used only for the purposes of the project or not; and (iii) the level of compliance for financial covenants contained in the legal agreements for the project. A management letter shall also be provided separately. A revised Statement of Audit Needs (SoAN), specifying the requirements, was agreed and can be found in Appendix 6 of this PAM. The government, MOPME and DPE have been made aware of ADB’s policy on delayed submission, and the requirements for satisfactory and acceptable quality of the audited accounts. ADB reserves the right to verify the Program accounts to confirm that the share of ADB’s financing is used in accordance with ADB’s policies and procedures. In accordance with the JFA, ADB may commission financial and compliance audits as well as

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special purpose audits to be carried out by an international audit firm. Public disclosure of the program financial statements, including the audit report on the program financial statements, will be guided by ADB’s Public Communications Policy (2011). After review, ADB will disclose the program financial statements and the opinion of the auditors on the financial statements within 30 days of the date of their receipt by posting them on ADB’s website. The management letter will not be disclosed.

VI. PROCUREMENT AND CONSULTING SERVICES

Advance Contracting and Retroactive Financing A.

48. All advance contracting and retroactive financing will be undertaken in conformity with ADB’s Procurement Guidelines (February 2013, as amended from time to time) (ADB’s Procurement Guidelines)9 and ADB’s Guidelines on the Use of Consultants (2013, as amended from time to time) (ADB’s Guidelines on the Use of Consultants).10 The issuance of invitations to bid under advance contracting and retroactive financing will be subject to ADB approval, in accordance with the agreements in the Joint Financing arrangements. The borrower, MOPME and DPE, have been advised that approval of advance contracting and retroactive financing does not commit ADB to finance the Project. 49. The retroactive financing for the Additional Financing will finance eligible expenditures for the project, pertaining to the period from 1 January 2015 to the effective date of the additional financing, and in any case within 12 months of signing of the relevant loan agreement, and cover eligible expenditures up to 20% of the loan amount. 50. The advance contracting applies to all contracts eligible for ADB Additional Financing (NCB and consulting services) for which expenditures are incurred from 1 January 2015 onwards. For all these contracts MOPME has been advised to (i) continue to seek ADB and World Bank approval for any new bidding documents before they are issued, as agreed in the Joint Financing Arrangement; (ii) continue to follow requirements for public advertising as specified in the ADB Procurement Guidelines and jointly agreed with the World Bank and confirmed in the Joint Financing Arrangement; and (iii) continue to follow ADB’s Guidelines on the Use of Consultants for any new consultant recruitment.

Procurement of Goods, Works and Consulting Services B.

51. The government will carry out and be accountable for all procurement of goods, works and services. It is envisaged that all goods and works costing less than $600,000 and $2,000,000 respectively will be procured using the National Competitive Bidding (NCB) method in accordance with the government’s Public Procurement Rules, 2008 (PPR) with NCB modifications applicable to Bangladesh as agreed between the government and ADB. The use of PPR with the seven modifications is consistent with both the ADB and the World Bank procurement guidelines. Specific capacity development actions have been agreed during MTR as reflected in the PFM action plan. After successful introduction of e-procurement in Local Government Engineering Department for works contracts under PEDP3 on pilot basis, PEDP3 is supporting the government in reaching its e-procurement implementation targets.11 ADB loan

9 Available at: http://www.adb.org/Documents/Guidelines/Procurement/Guidelines-Procurement.pdf

10 Available at: http://www.adb.org/Documents/Guidelines/Consulting/Guidelines-Consultants.pdf

11 Local Government Engineering Department is responsible for construction of additional classrooms. In the Department of Public Health Engineering e-procurement will be introduced.

http://www.adb.org/Documents/Guidelines/Procurement/Guidelines-Procurement.pdf

http://www.adb.org/Documents/Guidelines/Consulting/Guidelines-Consultants.pdf

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proceeds will only be used to finance consultancy and other eligible PBH, including procurable (NCB goods and civil works) and non-procurable items (salaries, allowances, grants). ADB will not finance any goods and works that will be procured using ICB method as these will follow the World Bank Guidelines. The Procurement Plan will annually determine and confirm goods and works using ICB method, and which become ineligible for ADB financing. These will be typically, text books, computers and accessories, and vehicles that are procured using ICB method. 52. Considering the joint nature of the financing and the eligibility policies of other DPs, in particular the World Bank, the procurement process for goods, works and services using NCB method is open to firms, contractors, and materials from any country eligible under ADB and other DPs. For the original loan an ADB Board of Directors’ waiver of member country procurement eligibility restrictions was sought to permit participation of bidders from non-ADB member countries and/or procurement of goods and services, including consulting services, from non-ADB member countries. With the Board approval of a blanket waiver of member country procurement eligibility restrictions in certain cases of cofinanced ADF operations, a separate waiver is not required for the additional financing. In addition, considering the joint nature of the financing and significant fiduciary and reputation risks involved, firms and entities sanctioned by any of the DPs will be debarred from participating in contracts which are jointly financed by them.

National Competitive Bidding C.

53. For the purpose of NCB (goods and works), the following shall apply:

1. General

54. The procedures to be followed for national competitive bidding shall be those set forth for the National Open Tendering Method in the government’s Public Procurement Rules, 2008 (as updated and issued pursuant to the Bangladesh Public Procurement Act, 2006) with the clarifications and modifications described in the following paragraphs required for compliance with the provisions of the Procurement Guidelines.

2. Advertising

55. Bidding of NCB contracts estimated at $500,000 or more for goods and related services or $1,000,000 or more for civil works shall be advertised on ADB’s website via the posting of the Procurement Plan.

3. Anti-Corruption

56. Definitions of corrupt, fraudulent, collusive and coercive practices shall reflect the latest ADB Board-approved Anti-Corruption Policy definitions of these terms and related additional provisions (such as conflict of interest, obstructive practices, etc.).

4. Location of Bid Submission 57. Submission of bids to ‘primary’ and ‘secondary’ locations, or ‘multiple droppings’ of bids, shall not be required or allowed. Advertisements and bidding documents shall specify only one location for delivery of bids.

5. Rejection of All Bids and Rebidding

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58. Bids shall not be rejected and new bids solicited without ADB’s prior concurrence.

6. Member Country Restrictions 59. Waiver is being sought to allow bidders from non-member countries to participate.

7. Lottery

60. A lottery system shall not be used to determine a successful bidder, including for the purpose of resolving deadlocks.

8. Qualification Requirements

61. A successful bidder must be determined by an assessment process that shall include the application of qualification requirements to all bids.

9. Rejection of Bids

62. A bid shall not be rejected on the grounds that its bid price is not within a percentage range above or below the contract estimate.

Procurement Plan D.

63. An updated 18-month procurement plan indicating threshold and review procedures, tentative contract packages, and national competitive bidding guidelines is in Appendix 7 of this PAM.

Consultancy Services E.

64. All consultants will be selected and engaged using ADB’s Guidelines on the Use of Consultants (2013, as amended from time to time) through Quality and Cost Based Selection (QCBS) method using Indefinite Delivery Contract (IDC). A limited number of consultants may also be recruited as individuals. The IDC short-list with three panels was put in place in February 2014. Appendix 8 of this PAM contains the 3 panels. QCBS using IDC will be reviewed after initial 18 months of implementation to ascertain its effectiveness. While the majority of the firms are expected to be recruited using the IDC short-list in selected cases firms can be recruited outside the IDC arrangement, using QCBS (quality-cost ratio of 80:20) since the IDC panels will not cover all consulting needs for PEDP3. World Bank will not finance consulting services. 65. IDCs are contracts in which individual consultants, consulting organizations and other institutions are pre-selected and retained for an indefinite period, normally three to four years, to provide services, on a call basis, for a particular assignment, the extent and timing of which cannot be defined in advance. IDCs are appropriate when: (i) the services are required urgently and a lengthy tendering process is inappropriate, and (ii) each assignment is relatively small, but when added together, the overall amount of advice over the indefinite period is substantial. 66. The government has pre-qualified and retained about 9 pre-qualified firms under each panel of the IDC. The government will pay no retainer cost and will call down any of the pre-

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qualified firms for a particular Indefinite Delivery Contracts Assignment (IDCAs) to compete for a rapid mobilization and management of experts as and when required by the government. The firm that will be engaged for a given IDCA will be selected using the Quality and Cost-based Selection (QCBS) method. 67. For each IDC, the government will issue a request for proposal (RFP) to retained pre-qualified firms to invite them to submit within 15 days:

(i) A biodata technical proposal (BTP) consisting of the firm’s work plan and CVs of proposed experts.

(ii) A financial proposal comprising: (i) lump sum remuneration; and (ii) out-of pocket expenses (travel, and other miscellaneous).

68. Technical Assistance in PEDP3 is recruited and funded either by DPE, using pool funds, or by individual Development Partners using their own resources. As part of the MTR an indicative updated TA mapping for years 4, 5, and 6 is developed, including mentioning the expected funding. For example, ADB recruits the firm to conduct the Annual Fiduciary Reviews, via TA8085: Support for the Third Primary Education Development Project. The TA mapping is included in Appendix 9 of this PAM.

VII. SAFEGUARDS

Involuntary Resettlement A.

69. The Program is category B for involuntary resettlement. Social safeguards issues may arise due to extension of existing and/or construction of new physical facilities to enroll all children in school. In Bangladesh generally all schools are established on government-owned land designated for this purpose, free from any other type of temporary or permanent use. PEDP II and PEDP3 until MTR did not trigger Involuntary Resettlement policy because lands, wherever needed, were provided by the beneficiary communities. It is expected that local communities will continue to actively participate in the Program in the way of contributing lands. Nevertheless, given the urgency of the program objectives – especially expansion and construction of physical facilities required for full enrolment of all school-age children, and for extreme cases where new school requires to be constructed in the densely populated area where any government land or any local donor of private land is not available – DPE has decided that safeguard on involuntary resettlement should also be taken into account in the Program preparation. Consistent with the government policy on involuntary resettlement, ADB’s Safeguard Policy Statement (2009) and World Bank’s safeguard policy, the resettlement framework has been prepared, as an integral part of the harmonized Social Management Framework (SMF), covering school selection guidelines, guidelines for obtaining private and/or public lands, land use principles, impact mitigation principles, eligibility for compensation/assistance, income restoration and relocation strategy, grievance redress mechanism, monitoring and reporting arrangement, stakeholder consultations, and disclosure. As part of the MTR, the SMF has been reviewed. PEDP3 complied with the SMF and the SMF was confirmed as covering all essential requirements. As part of the review some minor adjustments were made.

Small Ethnic Communities B.

70. The Program is category B for ‘indigenous people’ as per ADB’s Safeguard Policy Statement (2009). Three districts – Bandarban, Rangamati and Khagrachari – of the Chittagong Hill Tracts (CHT) are home to the largest proportion of the country’s small ethnic communities .

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The rest are dispersed in the plains districts of greater Sylhet, Mymensingh, North and South-west regions, where they generally live in isolated settlements among the mainstream population. Under PEDP II, a Plan for Expanding Education of Tribal Children was developed for extension and rehabilitation of the existing government schools for the out-of-school children; capacity building of small ethnic communities/tribal institutions; social mobilization to motivate parents to send children to school; supplementary reading materials development in small ethnic communities language; and recruitment and training of teachers in the hill tracts. Building on the experience from PEDP II, a framework for Small Ethnic Communities Plan has been incorporated in the SMF to ensure that the program activities in general, and the physical works in particular, do not adversely affect small ethnic communities, and that they receive culturally compatible social and economic benefits. This requires DPE to carefully select and screen all schools and their locations and sites, that are to be expanded or built anew, and determine presence of small ethnic communities in the school localities and ensure their participation in the civil works selection and implementation processes. It is assumed that the civil works are highly unlikely to cause impacts that would threaten SECs in any significant manner. Yet, in view of the uncertainty DPE has decided to formally adopt this framework outlining principles, policies, guidelines and procedure to identify the impact issues and potential risks and, if required, formulate and execute Small Ethnic Communities Plans at activity level. This will apply whenever physical works for existing and new schools in CHT or plains districts are found to cause adverse impacts on small ethnic communities. At MTR it was noted that none of the physical works affected small ethnic communities. SMF was reviewed and where needed updated.

Environment C.

71. Considering that the Program is expected to have limited and minimum adverse environmental impacts, the Project is ‘Category B’ for environment. Consistent with government’s policy on environment, ADB’s Safeguard Policy Statement (2009) and World Bank’s safeguard policy, a common harmonized Environmental Management Framework (EMF) has been prepared. In order to achieve the objective of universal participation in child-friendly schools, the Program, based on needs assessment and agreed criteria, supported and will continued to support construction of new schools and dormitories, repair and maintenance of existing schools, provision of safe drinking water, sanitation and drainage facilities. Major infrastructure of the project is school buildings, which will be built on already acquired areas and there is no such structure on ecologically sensitive areas or any nature reserve. 72. Since the specific “activities” are not yet identified, specific information on types of “activities” like site/location of the “activities”, land requirements, local communities, geo-physical land features and nature is not available during design phase. This EMF is thus prepared to establish the mechanism to determine and assess future potential environmental impacts of “activities” that are to be identified and cleared based on a community demand-driven process, and to set out mitigation, monitoring and institutional measures to be taken during implementation and operation of the “activities” to eliminate adverse environmental impacts, or to reduce them to acceptable limits. The implementing agency hired a Design, Supervision and Management (DSM) consultant who was responsible for the conduct of environmental screening/assessment of the activities during the design phase. The consultant also ensured that the environmental management costs have been properly reflected in the bidding documents for the civil works. The consultant supervises the implementation of the harmonized EMF and prepares yearly monitoring reports on the implementation status and quality of the EMF.

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73. In addition to the DSM consultant, the program activities are monitored quarterly by an M&E consultant who assesses the quality of the environmental practices. The monitoring activities of the Program include the compliance of the environmental management plan (EMP) implementation. In general, the consultant will monitor the following indicators during field visit as ‘spot check’ and the related mitigation measures: (i) losses of agricultural lands; (ii) drainage congestion/water logging; (iii) surface water pollution; (iv) dust and noise pollution; (v) safe distance between tube-wells and sanitary latrines; (vi) occupational health hazards and safety practices; (vii) maintenance of water supply and sanitation facilities (viii) maintenance of air and water quality; and (ix) management of surrounding ecosystem and biodiversity (if any), etc. In addition, DPE has signed a Memorandum of Understanding (MOU) with the Department of the Public Health Engineering (DPHE) for arsenic testing and annual water quality monitoring.

VIII. GENDER AND SOCIAL DIMENSIONS

Gender and Development A.

74. At the start of PEDP3 a gender assessment was prepared, which acknowledges Bangladesh’s outstanding achievement of gender parity in enrolment and retention. It points out continuing major gender issues that need to be addressed in order for each child to learn: boys are withdrawn from school for employment and girls face serious obstacles in the form of security, harassment, mobility, hygiene and low confidence. Further study is required to demonstrate qualitative gender and inclusion issues that may be less visible, but still present barriers to children’s learning environments and performance. The DPs have offered TA to carry out this study. Building on the ongoing efforts, PEDP3 has high potential to promote gender equality by ensuring enrollment, retention and learning achievement of girls from all communities in schools. The program design assessed the effectiveness of gender aspects in the ongoing PEDP3 and identified ways to maximize the impact of the policies and measures promoting girls’ participation and gender equality. Women will benefit from the teacher recruitment under PEDP3. Women will play a significant role in education management at the community level through school management committees and parent-teacher associations. 75. Under PEDP II’s inclusive education (IE) framework, four strategies and action plans were developed for gender equality and three specific groups: special needs children, vulnerable groups, tribal children. Building on the experience and lessons learned from PEDP II, PEDP3 has harmonized strategies and action plans for all excluded children within one “Mainstreaming Gender and Inclusive Education (G&IE) Action Plan”. The Action Plan is part of sub-component 2.1.3: Mainstreaming Gender and Inclusive education. This subcomponent aims to mainstream G&IE in all relevant PEDP3 components. Therefore the G&IE action plan identifies for a large number of sub-components specific G&IE interventions supporting mainstreaming. It describes the implementation arrangements, and identifies possible qualitative studies. The G&IE action plan is in annex of the Revised Program Document, and a copy is included in Appendix 12 of this PAM. A gender action plan (GAP) with adequate resource provisions is included in the program’s Mainstreaming Gender and Inclusive Education (G&IE) Action Plan. 76. The GAP supports the purpose and overall objective of PEDP3 by explicit integration of gender concerns within the program outputs and results areas. The GAP has been revised as part of the MTR. The expected outcomes of the revised GAP are: (i) Reduced disparities between girls and boys in access and retention and (ii) Reduced disparities between girls and boys in learning outcomes and performance. The specific activities of the GAP are accessible from the RRP list of linked documents in Appendix 2.

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77. Implementation and Monitoring of GAP. DPE will implement and monitor the GAP through its respective division/unit in collaboration with other divisions/units. The annual EMIS will monitor enrolment, repetition, dropouts, school survival, and terminal exam score by sex and all analysis and report will include gender perspectives. Gender issues will be included in any special studies or periodic surveys on attendance and school and classroom based assessment. Special qualitative studies may be conducted on teachers’ or education managers’ awareness of, and responsiveness to, differing needs and issues for boys and for girls. Implementation arrangements including staff, consultant provision, facilitators and estimated costs of GAP implementation have been integrated into the overall arrangements and total budget of the program.

Social Dimensions B.

78. Bangladesh has achieved significant improvement in poverty reduction in recent decades with progress in reducing human poverty proceeding faster than progress in reducing income poverty. This is largely attributed to the positive effects of substantial public investment in education and health and the contribution of NGOs in many economic and social empowerment activities. In Bangladesh, investment in primary education is generally considered strongly pro-poor – 56% of all government subsidies on primary education benefit the poor, which represent roughly 50% of the total population. However, the poor segments of the population are systematically lagging behind in terms of enrolment at the primary level as they cannot afford the (direct and indirect) expenses of primary schooling. The 6% of school-age children not yet enrolled in primary education are (i) children from extreme poor families, (ii) children from women household families, (iii) working children, (iv) street children, (v) children with special needs, (vi) children from minority ethnic and language groups, and (vi) children from remote or inaccessible areas. Bangladesh’s National Strategy for Accelerated Poverty Reduction, education for all, National Plan of Action II, and approved NEP recognize that without strengthening the entire education sector, it will not be possible for Bangladesh to halt the cycle of poverty. In response to the poor quality of and non-enrollment, high dropout, low daily attendance rate at primary schools, the Program will support supply free textbooks, tuition waivers, provision of second chance/alternate education, inclusive education and quality interventions. 79. Although there have been gains in income poverty reduction and human development, deprivation remains an issue in Bangladesh. In 2010, the UNDP’s Human Development Report (HDR) calculated Bangladesh’s gross national income (GNI) per capita at $1,587, up from $1,002 in 2000. That same report noted medium term improvement in human development index (HDI) between 1980 and 2010 was 81%, or average annual increase of about 2.0%. With such an increase, Bangladesh was ranked 3 in terms of HDI improvement based on comparison with the average progress of countries with a similar initial HDI level. The extent, depth and dimensions of poverty, however, remain a serious issue. In 2010, about 40% of the population lived below the national poverty line, 50.4% below $1.25 a day and 81.3% below $2.00 a day. In 2010, the UNDP introduced the Multidimensional Poverty Index (MPI) to its HDR to capture overlapping deprivations suffered by individuals or households. In Bangladesh, 58% of the population suffers multiple deprivations while an additional 21% are vulnerable to multiple deprivations, according to the 2010 HDR. Education, health and standard of living are the dimensions included in the MPI. The two education indicators – years of schooling and children enrolled – are included in Bangladesh’s National Strategy for Accelerated Poverty Reduction, education for all, National Plan of Action II, and the National Education Policy.

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IX. PERFORMANCE MONITORING, EVALUATION, REPORTING & COMMUNICATION

Project Design and Monitoring Framework A.

80. The updated design and monitoring framework (DMF) is a summary of the program design and contains the core indicators that focus on the overall program results. The Program contributes to reaching these overall program results, so monitoring these results indicates ADB contribution. The updated overall monitoring and evaluation (M&E) matrix provides an overview of how the program will be monitored. The impact, outcome and outputs in the DMF are drawn from the updated comprehensive Program Matrix presented in the government’s Program Document. The updated M&E matrix and the updated Program Matrix can be can be accessed through the web linked supplementary documents.

REVISED DESIGN AND MONITORING FRAMEWORK

Design Summary Performance Targets and Indicators with

Baselinesa

Data Sources and Reporting Mechanisms

(Overall Project)

Assumptions and Risks

(Overall Project)

Impact

Current project

Quality education for all Bangladeshi children

Current project

Level of achievement in Grade 3 and 5 mean score in Bangla and mathematics in 2016: 75% (3 Bangla), 35% (5 Bangla), 60% (3 mathematics), and 45% (5 mathematics) for both sexes, boys, and girls. (Baseline 2011: Grade 3 Bangla both sexes: 67%, boys: 66%, girls: 68%; Grade 5 Bangla both sexes: 25%, boys: 25%, girls: 26%; Grade 3 mathematics both sexes: 50%, boys: 51%, girls: 49%; Grade 5 mathematics both sexes: 32%, boys: 32%, girls: 32%).

Range between NPER of top 20% and bottom 20% of households by consumption quintile 82% to 90% in 2016 for both sexes, boys, and girls (Baseline 2010: both sexes: 77%–88%, boys: 73%–88%, girls: 82%–87%).

Assumption

Government is committed to implement agreed policies.

Risks

Inadequate capacity and resources slowing the pace and completeness of reform

NEP is not implemented at a desired pace and depth.

Overall project

Unchanged

Overall project

Percentage of Grade 3 and Grade 5 students who achieve Grade 3 and 5 competency in Bangla and mathematics in 2017; 75% (3 Bangla), 35% (5 Bangla),

60% (3 mathematics), and 45% (5 mathematics) for all, boys, and girls (Baseline 2011: Grade 3 Bangla all: 67%, boys: 66%, girls: 68%; Grade 5 Bangla all: 25%, boys: 25%, girls: 26%; Grade 3 mathematics all 50%, boys: 51%; girls: 49%; Grade 5 mathematics all: 33%, boys: 33%, girls: 32%).

Range between NPER of top 20% and bottom 20% of households by consumption quintile 82%–90% in 2017 for all, boys, and girls (Baseline 2010: All: 77%–88%, boys: 73%–88%, and girls: 82%–87%).

ASPR

ASPR

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Baselinesa


(Overall Project)


(Overall Project)

Outcome Assumptions

Current project

An efficient, inclusive, and equitable primary education system delivering effective and relevant child-friendly learning to all Bangladesh's children from pre-primary through Grade 5 primary

Current project

NPER 98% for both sexes in 2016 (Baseline 2010: Both sexes 95.6%, boys 92.2%, and girls 99.2%)

GPI GPER 1.03 in 2016 (Baseline 2010: 1.078)

Completion rate, primary education: 67% in 2016 for both sexes (Baseline 2010: 60.2% for both sexes)

Number of input years per graduate: maximum 7.5 in 2016 (Baseline 2010: Both sexes 8.0, boys 8.0, and girls 8.1)

Schools are the main focal points for improvements and received targeted resources.

Robust monitoring and evaluation mechanism used to sustain improvements

Risk

Schools are unable to receive funds and meet standards

Overall project

Unchanged

Overall project

NPER: All 98%, boys 97%, and girls 99% in 2017 (Baseline 2010: All 94.8%, boys 92.2%, and girls 97.6%)

GPI GPER: 1.03 in 2017 (Baseline 2010: 1.09)

Completion rate, primary education: All 80%, boys 78%, and girls 82% in 2017 (Baseline 2010: All 60.2%, boys 59.8%, and girls 60.8%)

Number of input years per graduate: maximum 6.0 in 2017 (Baseline 2010: All 8.0, boys 8.0, and girls 8.1)

ASPR

ASPR

ASPR

ASPR

Outputs

Output 1

Current project

Improved teaching and learning for all

Current project

1.1 At least 95% of all eligible schools receive all approved textbooks within 1 month of school opening day in 2016 (Baseline 2011: available by 1 June 2011)

1.2 About 11,000 new teachers participate in diploma in education per year in 2016 (Baseline 2010: 0)

1.3 At least 90% of the assistant and head teachers have professional qualification by 2016 (Baseline 2010: Head teachers’ GPS 96%, RNGPS 89%, assistant teachers’ GPS 84%, and RNGPS 83%)

1.4 The curriculum has been revised with introduction of competency-based elements in all 5 grades by 2016 (Baseline 2010: 0)

DLI progress report

Assumption

Consensus can be reached on minimum standards for schools.

Risk

Formal and nonformal sectors fail to collaborate and adequate funds are not available to bring them under one framework

Overall project

Unchanged

Overall project

1.1 At least 90% of all eligible schools receive all approved textbooks for Grades 1 to 5 within 1 month of school opening day in 2015, 2016, and 2017 (Baseline 2011: at

DLI progress report

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Baselinesa


(Overall Project)


(Overall Project)

least 75%)

1.2 DPEd offered in 60 fully functional PTIs in line with the updated DPEd framework in 2017 (Baseline 2010: 0 PTIs)

1.3 At least 90% of the assistant and head teachers have professional qualification by 2017 (Baseline 2010: 83%)

1.4 Unchanged

DLI progress report

ASPR

Output 2

Current project

Reduced disparities and universal access and participation

Current project

2.1 100% of PEDP3 needs-based infrastructure development completed in 2016 according to criteria and technical standards to eliminate overcrowding, based on student to usable classroom ratio of 1:56 (Baseline 2010, 0%)

2.2 Grade 1 intake with GPS PPE increased by 50% over baseline by 2016 (Baseline available after ASC 2011 publication)

2.3 100% GPS with separate functioning toilets for girls in 2016 (Baseline 2009: 46%)

DLI progress report

Overall project

Unchanged

Overall project

2.1 Unchanged

2.2 At least 75% of Grade 1 new intakes complete PPE in 2017 (Baseline 2010: All: 42%, boys: 41%, girls: 44%)

2.3 At least 95% of schools with separate functioning toilets for girls in 2017 (Baseline 2010: 31%)

ASPR

ASPR

Output 3

Current project

Decentralized and effective organization of the primary education system

Current project

3.1 Every year, all teachers’ and head teachers’ positions (vacancies and new positions) filled according to agreed recruitment procedures and on a needs basis (target: annual compliance)

3.2 100% of GPS, RNGPS, experimental, and community schools having prepared SLIPs and received funds according to school management committee guidelines in 2016 (Baseline 2010: 64%)

3.3 At least 25% of competency-based items introduced in the 2016 Grade 5 completion exam and an additional 25% of competency-based items pilot tested in 2013. Further increase in the percentage of competency-based items in 2014 and 2015 exams implemented based on pilot reports and agreed upon at midterm review

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Baselinesa


(Overall Project)


(Overall Project)

(Baseline 2011: 0%)

3.4 At least 10 types of primary schools covered by ASC in 2016 (Baseline 2009: 4)

3.5 At least 80% accuracy of ASC data in 2016 (No baseline)

DLI progress report

Overall project

Unchanged

Overall project

3.1 Every year, all teachers’ and head teachers’ positions (vacancies and new positions) filled according to agreed recruitment procedures and on a needs basis with consideration for gender balance (target: annual compliance)

3.2 At least 75% of schools (GPS and NNGPS) have prepared SLIPs and have received funds in 2016 on the basis of guidelines updated in 2015 (Baseline 2010: 64%)

3.3 At least 65% of competency-based items introduced in the 2016 Grade 5 PECE

(Baseline 2010: 0%)

3.4 Unchanged

3.5 TPV completed examining the accuracy of data compared to prior TPV

(No baseline, provided when TPV ASC 2014 is completed)

DLI progress report

DLI progress report

DLI progress report

DLI progress report

Output 4

Current project

Improved program planning and management

Current project

4.1 Primary education budget not less than the originally approved primary education allocation for FY2011 for each fiscal year and PEDP3 share of overall primary education budget is incrementally increasing each year (Target: annual compliance)

4.2 Deviation of expenditures on primary education from the originally approved budget (Target 15% for each FY)

DLI progress report

Overall project

Unchanged

Overall project

4.1 Primary education budget equal to or more than the original primary education budget for FY2014 and the share of the PEDP3 development budget as part of the overall primary education development budget increases incrementally each year (Target: annual compliance)

4.2 Unchanged

DLI progress report

Activities with Milestones (Overall Project)b Inputs ($ million)

1. Output 1

1.1 TPV on textbook delivery (Jan–April 2012) (completed)

ADB

320.00 (current)

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1.2 All preparatory steps for introduction of DPEd completed in accordance with the plan (June 2012) (completed)

1.3 Textbooks for Grade 1 adjusted in line with revised curriculum (Jan 2014) (completed)

1.4 Memorandum of understanding signed with Dhaka University on accreditation of the DPEd (Jan 2015) (completed)

1.5 Study on production and distribution of textbooks (including print quality) (June 2015)

1.6 Study conducted to explore alternative methods and modalities to implement and/or expand the DPEd (June 2015)

1.7 Grade 5 PECE framework updated and approved by NAPE and MOPME and action plan prepared (June 2015)

2. Output 2

2.1 Guidelines endorsed by MOPME on the role of NGOs in PPE (Nov 2011) (completed)

2.2 Needs-based infrastructure plan completed (Feb 2012) (completed) 2.3 Plan for PPE expansion approved by MOPME (Dec 2012) (completed) 2.4 “Live list” for infrastructure development operational (March 2015) 2.5 Gender analysis (March–June 2015) 2.6 TPR of infrastructure development (Oct–Dec 2015) 2.7 Expansion plan for PPE updated, incorporating equity and quality criteria

(June 2016) Output 3

3.1 Revised final proposal of career paths for teachers submitted to the committee of the Joint Secretary, Regulations, Ministry of Public Administration (June 2012) (completed)

3.2 SMC guidelines (in accordance with and including reference to SLIP guidelines) and mechanism for funds flow approved by MOPME (Dec 2012) (completed)

3.3 Education household survey (Jan 2015) (completed) 3.4 Recruitment rules with career paths for teachers and head teachers and, career

paths, recruitment and promotion rules for DPE officers approved by government (June 2015)

3.5 SMC, SLIP, and UPEP guidelines updated (June 2016) 3.6 TPV of annual school census (Oct 2016) 4. Output 4

4.1 Interim implementation arrangement for PEDP3 start-up in place and core positions filled (June 2011) (completed)

4.2 PSC and support offices operational (May 2012) (completed) 4.3 Transfer of PEDP II positions and staff to revenue positions (Dec 2013)

(completed) 4.4 Project progress review, DLI achievements, and fiduciary review conducted each

FY (ongoing) 4.5 Midterm review (June 2013–Sept 2014) (completed) 4.6 Final mission and final disbursement (Sept 2017)

120.00 (additional) 440.00 (overall)

Government

6,420.40 (current) 1,665.20 (additional) 8,085.59 (overall)

World Bank

300.00 (current) 400.00 (additional) 700.00 (overall) Global Partnership for

Education

00.00 (current) 100.00 (additional) 100.00 (overall) European Union

70.00 (current) 46.50 (additional) 116.50 (overall) Government of the

United Kingdom

190.00 (overall) Government of Australia

35.00 (overall) Government of Canada

65.00 (overall) Government of Sweden

45.00 (overall) Government of Japan

30.00 (overall) United Nations

Children’s Fund

0.50 (current) 0.10 (additional) 0.60 (overall)

ADB = Asian Development Bank, ASC = annual school census, ASPR = annual sector performance report, DLI = disbursement linked indicator, DPEd = diploma in education, FY = fiscal year, GPER = gross primary enrolment rate, GPI = gender parity index, GPS = government primary school, MOPME = Ministry of Primary and Mass Education, NAPE = National Academy for Primary Education, NEP = National Education Policy, NGO = nongovernment organization, NNGPS = newly nationalized government primary school, NPER = net primary enrolment rate, PECE = primary education completion exam, PEDP II = Second Primary Education Development Program, PEDP3 = Third Primary Education Development Program, PPE = pre-primary education, PSC = program steering committee, PTI = primary training institute, RNGPS = registered nongovernment primary school, SLIP = school level improvement plan, SMC = school management committee, TPR = third party review, TPV = third party validation, UPEP = Upazila (subdistrict) Primary Education Plan.

Note: Changes to the original targets are shown in the table in italic bold font. a

The majority of changes is related to the 1-year extension, updating of baselines, rewording, and specifying of indicators based on the midterm review results. Especially for those indicators, the DLIs are used. The original DLI matrix was only very specific for the year 0, year 1, year 2, and year 3 DLIs; for years 4 and 5, one broader indicator was defined with the understanding that this would be specified during midterm review. During the review,

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this specification has taken place, and six DLIs for year 6 are added. The majority of the original output indicators was taken from the broad-based year 4 and 5 DLIs, and are now specified based on implementation experience. All of the targets are included in the government results framework with which ADB harmonizes.

b In the design and monitoring framework approved in 2011, the activities and milestones were structured annually with a focus on the overall review cycle to comply with ADB guidelines. These guidelines have been changed after the start of the program, and activities and milestones now need to be presented by each output. This required a full revision of the original milestones and activities. Therefore, to inform about changes compared to the original loan only the remark “completed” is used, as the remarks “changed,” “unchanged,” and “added” have no value.

Source: Asian Development Bank.

Monitoring B.

81. The M&E arrangements for the Program will build upon the improvements achieved during PEDPII. Monitoring, evaluation, reporting and communication of the Program focus on the three elements that trigger disbursement in the Program: (i) the Disbursement Linked Indicators (DLIs) and the protocol on how to measure as specified in the DLI-matrix;(ii) the availability of a complete set of key reporting documents to ascertain progress on the overall program results and their indicators as reflected in the results framework and the M&E matrix as well as compliance with the covenants; and (iii) expenditure reporting, which is covered under section V (Financial Management). 82. Undertaking the program monitoring activities will be the responsibility of the M&E division of DPE. The main task of this division will be to monitor the implementation of the program’s main interventions and document the results achieved at each stage. The division will also be responsible for regular updating of the key performance indicators (KPIs), preparing and disseminating detailed progress reports and conducting specific studies. 83. Undertaking the financial monitoring will be the responsibility of the finance division of DPE. To ensure a successful transition to and implementation of the Treasury Model, an agreed PFM action plan covering key actions to be implemented prior to the start of the Program and some actions to be implemented after the launching of the Program is being monitored closely. To complement this, an annual fiduciary review (AFR) process has been agreed and is available in Appendix 3 of this PAM. ADB approved a capacity development TA to support the AFR process. The World Bank also complements the AFR process. 84. Since the Program is a subsector program, several other M&E arrangements serving different clients are required and are already in place. At the national level, the planning commission has developed within the Implementation Monitoring and Evaluation Division (IMED) a set of indicators, MOPME has developed together with MOF a set of indicators for the MTBF, DPE monitors school performance via the Annual School Census (ASC), covering mainly the schools that are under the purview of DPE, and Bangladesh Bureau of Educational Information and Statistics (BANBEIS) monitors the primary schools under their purview. DPE also has its own management monitoring system via monthly meetings to review progress reports focusing on operational matters, financial systems and personnel information systems including a teacher database. 85. The ASC remains the core monitoring instrument for measuring progress on schools and students. Other information sources [such as BANBEIS, Multiple Indicator Cluster Survey (MICS), Household Income and Expenditure Survey (HIES), or other specific sources] will be used for data not covered by the ASC, to triangulate and improve the ASC data. The ASC will be adjusted to monitor all the Program results, such as PPE and children having access to

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school health services. Improving the ASC is one of the DLI-areas, which underscores the importance of enhancing the quality, timeliness and reliability of data. 86. The scope of data collection is gradually expanding given that the Program intends to cover all types of schools. DPE plans to use existing data-collection from other organizations, including BANBEIS and Campaign for Popular Education, the umbrella organization that coordinates most of the NGOs involved in the education sector in Bangladesh. Engaging in partnerships with these organizations will, at the start of the program, lead to coordinated annual reporting on all schools and improved comparability of data. During the life of the program this would lead to integrated data collection, storage, access, analysis and reporting. 87. DPE conducted a sample based National Student Assessment (NSA) in 2011 and 2013 and aims to conduct one in 2015. It focuses on competencies in Bangla and mathematics of Grade III and Grade V children. The 2011 NSA serves as the baseline. The results of the NSA are providing important information on the progress in learning outcomes. 88. DPE conducts a Grade V terminal exam for all Grade V children every year. This exam will gradually become competency based, from the current focus on rote learning. As the exam becomes competency based, it will provide more reliable information on the progress in learning outcomes. 89. Closer collaboration with the Bangladesh Bureau of Statistics will also give access to large scale household surveys (such as HIES) and permit triangulating findings on outcomes to improve the validity of core sector indicators. At the request of DPE Bangladesh Bureau of Statistics conducted an Education Household Survey to complement the 2010 and 2015 HIES. This survey was conducted in 2014 and the results allow to measure progress half way through the program in reducing disparities in participation of children with different socio-economic background. 90. As part of organizational alignment, DPE will ensure that the IT support function will be separated from data management, with staff allocated to each with precise job descriptions. This will allow data management staff to focus on EMIS and other data collection, and the IT-support staff to focus on improving the IT functions throughout the ministry. All the existing vacancies in the M&E division (particularly statisticians) were filled during the initial years of the program. 91. For all the indicators, a baseline is available. Targets are set for the KPIs and for indicators at the output level, which are mostly DLIs that require extensive verification and include several Third Party Validations or Third Party Reviews. Several specific surveys are planned to measure progress on some key results. 92. Building on the PEDPII practice program results will be reported and analyzed in the Annual Sector Performance Report (ASPR). This report will be published every year in March. The ASPR analyzes and reports on KPIs, (the same impact and outcome level indicators from the DMF), Primary School Quality Level’s (PSQL) indicators (selected output indicators), and selected outcome indicators. Reports on the progress per subcomponent and on the policy action matrix will be submitted for the Joint Annual Review Mission. 93. In May of each year, the progress on performance will be discussed during a joint annual review mission (JARM) based on the ASPR, and progress reports on the subcomponents and policy action matrix. As part of the policy dialogue, the JARM will also discuss the plans for next

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year. Timely availability of the ASPR and other reports is a requirement in the PEDP3. A consultation mission will be fielded in November of each year to review the unmet DLIs and other outstanding issues from the JARM or at any other time that is agreed between the DPs and the government. ADB has approved TA to support the government in reporting on overall progress.

DLI-Progress Report C.

94. Monitoring of compliance with DLI’s is a crucial element of monitoring under the Program. For each DLI, a protocol specifying the DLI has been agreed. A DLI-progress report will be prepared annually and submitted to the JARM in May or any other moment that is agreed between the DPs and DPE/MOPME. During the JARM, it will be decided how many DLI’s are met. In case some DLI’s are not met, a progress report on unmet DLI’s will be prepared for the consultation mission in November to assess if the DLI’s are met, or at any other moment that is agreed between the DPs and MOPME/DPE. The M&E TA will support the government in preparing the DLI-progress report if required. Based on assessment of the status of the DLI’s, disbursements will be made. The agreed DLI matrix is available in the web-linked documents.

Compliance Monitoring D.

95. The status of compliance, including actions taken to comply, with the loan covenants will be monitored and updated in ADB’s project performance reporting system. The monitoring mechanism will include (i) regular review and verification during joint missions; and (ii) field level M&E as part of the joint reviews. Further details are provided in paragraphs 93-96.

Fiduciary and Financial Compliance Monitoring E.

96. A joint fiduciary oversight mechanism to monitor compliance with ADB (and other DPs) financial and procurement policies and guidelines has been agreed with other DPs, particularly the World Bank. ADB and the World Bank jointly undertake the fiduciary oversight of the government’s Program on behalf of and in consultation with the DPs, and engage consultants for this purpose as appropriate. The fiduciary oversight consists of: (i) an Annual Fiduciary Review (AFR), (ii) a Quarterly Fiduciary Review (QFR); (iii) review of the annual procurement plan, (iv) prior review of ICB goods and work (by the World Bank) and all consultancies, and (v) other regular activities as required. The AFR informs the JARM. The TOR of the AFR is agreed upon annually by the DPs and government, and includes a sample based post-review of contracts procured under NCB. The AFR is complemented by the QFR which will (i) liaise with CGA for overall monitoring of detailed quarterly IBAS Program expenditure report, (ii) review the contents of the annual independent audit report as appropriate, (iii) update on progress with government PFM and FM issues which may impact on PEDP3, (iv) undertake testing of DPE and IBAS systems and monitoring of IBAS reports on specific, (v) monitor the level of government and DP contributions to the Program, and (vi) ensure compliance with ADB procurement guidelines. The reporting requirements for the government include submission of audit report, progress on FM actions, procurement plan, approved budget, IFR’s and a joint AFR report which reports on the activities. The TA for financial management is assisting the government and the ADB with the AFR Process. The TOR for the AFR is in Appendix 3 and the TOR of the joint fiduciary mechanism is in Appendix 10 of this PAM.

48

Safeguard Monitoring F.

97. Environment. A common harmonized Environment Management Framework (EMF) has been agreed for implementation during the Program (can be accessed from the web linked document). The framework contains an elaborate description of compliance monitoring with the framework and budget. LGED has a system of compliance monitoring. In addition, an engineering unit is planned to be set up within DPE which will hire consultant services to monitor at least 10% of the infrastructure implemented by the LGED. The monitoring will include the environmental performance of the “subprojects”. The development partner(s) in consultation with DPE may also assign a firm/institute as third party monitoring of the physical progress, construction quality, environmental safeguard and operation status of the infrastructure. An environmental monitoring matrix will be developed with specific indicators for evaluation. This matrix will support environmental monitoring to ensure that the envisaged purpose of the program is achieved and results in desired benefits without adversely affecting environmental resources. 98. Involuntary Resettlement (IR) and Small Ethnic Communities (SEC). The harmonized Social Management Framework (SMF) describes in details the monitoring and reporting arrangement that requires to be compiled by the EA and IA. DPE will provide ADB, and other DPs with the following information for their review of performance and compliance with the World Bank’s operation policies (OP4.10 and OP4.12) and ADB’s SPS (2009).

(i) Social safeguard screening. As and when requested, filled-out screening form

(Appendix A1 of SMF) for all schools/contract packages included in the civil works program.

(ii) Legal records as and when executed. Of lands donated by private owners, as well as of those directly purchased by DPE (as motioned in Section C, Para. 26 of the SMF).

(iii) In cases of land acquisition, semi-annual report indicating progress in land acquisition and implementation of impact mitigation plans, including compensation payment by District Commissioners and DPE.

(iv) Updates for formal review missions, which would include summary information on schools that have obtained lands using any of the options suggested in the SMF or have significant adverse impacts on small ethnic communities for different types of civil works.

99. DPE will ensure submission of a semi-annual report on compliance of all safeguard requirements on IR and SECs for all civil works contract packages with the help of LGED and for other Program activities through their internal recourses or by engaging social safeguard consultant.

Gender Dimensions Monitoring G.

100. The Gender and Inclusive Education (G&IE) action plan is fully aligned with the program. Monitoring of this action plan which includes the GAP (web linked document) will rely on the available gender aggregated data and gender analysis. For gender analysis, DPs have offered to support TA to conduct a special survey to focus on the qualitative aspects. The GAP identifies four specific monitoring indicators – two will be monitored with available data and two through gender analysis. The Policy and Operations division will be responsible for ensuring that regular monitoring occurs. The progress report of the implementation of the G&IE action plan is prepared for each JARM for review.

49

49

Evaluation H.

101. The MTR was conducted during the third year of the Program. The MTR reviewed the overall progress on results, implementation and institutional arrangements, and overall design of the Program. Special attention was paid to the implementation of the innovative elements of the Program, including the use of the treasury model and the effectiveness of DLIs. The MTR also specified the DLIs for the second part of the Program period based on the overall progress. 102. Within the program, several long-term studies, special surveys and formative research are suggested, in addition to the regular studies. Several DPs have indicated that they are interested in supporting special studies. 103. Within 6 months of physical completion of the Program, MOPME will submit a project completion report to ADB. Reporting I.

104. The following table shows the reporting requirements after the start of the program, including the agencies responsible for providing them. The detailed reporting requirements including time line are in Appendix 11 of this PAM.

Report Responsible for compiling and coordinating

Annual Sector Performance - ASPR (progress and analysis on KPI’s and other outcome level indicators, and PSQL) - Status of sub-components - Policy action matrix

M&E division, DPE

DLI-achievement report Program division of DPE/ PEDP3 Support Office

Annual Fiduciary Review Report(s) Joint DP and DPE Finance and Procurement Division report

Compliance with covenants: PFM, Environmental, Social, Inclusive Education

M&E division, DPE, based on inputs from Finance Division, Planning Division, and Policy and Operations Division

Annual Audit CAG

Procurement plan Finance and procurement division, DPE

Approved Budget Finance division and procurement division, DPE

IFR Finance division and procurement division, DPE ASPR = Annual Sector Performance Report, CAG = Comptroller and Auditor-General, DLI = disbursement-linked indicators, DPE = Directorate of Primary Education, IFR = interim financial report KPI = key performance indicator, M&E = monitoring and evaluation, PEDP3 = Third Primary Education Development Project, PFM = Procurement Financial Management, PSQL = Primary School Quality Level Source: Asian Development Bank.

Stakeholder Communication Strategy J.

105. A separate sub-component on Communication and Social mobilization is part of the Program (subcomponent 2.1.5 of the Program Matrix). At the start of the program the Policy and Operations Division developed nationwide communication plan for social mobilization in support of school enrolment and quality. This plan refers to the usage of mass media, local events, and new media. In addition, all the core reports for the Program are available publicly on the DPE website and are printed and distributed. MOPME works closely with civil society organizations and non-government education providers. They are organized in Campaign for Popular Education and key representatives will be invited to the review meetings.

50

X. ANTICORRUPTION POLICY

106. ADB reserves the right to investigate, directly or through its agents, any violations of the Anticorruption Policy relating to the Project.12 All contracts financed by ADB shall include provisions specifying the right of ADB to audit and examine the records and accounts of the executing agency and all Project contractors, suppliers, consultants and other service providers. Individuals/entities on ADB’s and World Bank’s anticorruption debarment lists are ineligible to participate in ADB-financed activity and may not be awarded any contracts under the Project.13 107. Anticorruption policy of ADB (1998) will be strictly applied under the Program. ADB’s Anticorruption Policy was explained to and discussed with MOPME, DPE and the government. ADB as per policy reserves the right to investigate directly or through its agents, any alleged corrupt, fraudulent, collusive, or coercive practices related to the project. All those activities would be pursued as part of the good governance, accountability, and transparency. To support these efforts, relevant provisions of ADB’s anticorruption Policy are included in the loan agreement and the bidding documents for the project. In particular, all contracts financed by ADB in connection with the project shall include provisions specifying the right of ABD to audit and examine the records and accounts of MOPME/DPE and all contractors, suppliers, consultants, and other service providers as they relate to the Program. Building on the experience from PEDP II, post procurement reviews will be done through third party mechanism. To regularly update key information and progress on PEDP3, DPE will ensure timely public disclosure of key documents endorsed by the government for on the DPE website.

XI. ACCOUNTABILITY MECHANISM

108. People who are, or may in the future be, adversely affected by the project may address complaints to ADB, or request the review of ADB’s compliance under the Accountability Mechanism.14 The Accountability Mechanism provides an independent forum and process whereby people adversely affected by ADB-assisted projects can voice, and seek a resolution of their problems, as well as report alleged violations of ADB’s operational policies and procedures. Before submitting a complaint to the Accountability Mechanism, affected people should make a good faith effort to solve their problems by working with the concerned ADB operations department. Only after doing that, and if they are still dissatisfied, should they approach the Accountability Mechanism.

XII. RECORD OF PAM CHANGES

109. All revisions and updates during the course of implementation should be retained in this section to provide a chronological history of changes to implemented arrangements recorded in the PAM.

12

Available at: http://www.adb.org/Documents/Policies/Anticorruption-Integrity/Policies-Strategies.pdf 13

ADB’s Integrity Office web site is available at: http://www.adb.org/integrity/unit.asp 14

For further information see: http://compliance.adb.org

http://www.adb.org/Documents/Policies/Anticorruption-Integrity/Policies-Strategies.pdf

http://www.adb.org/integrity/unit.asp

http://compliance.adb.org/

51

51

Date Changes

November 2012 - Change of protocol for sector finance DLI (DLI-matrix is attached to RRP and JFA)

- Change of DMF indicator under Output 4 aligning with the sector finance DLI updated

December 2012 - Change in disbursement schedule

November 2013 - Change in disbursement schedule and baseline data entered in DMF

December 2013 - Consulting services procurement arrangement revised, allowing to recruit firms outside IDC

October 2014 - 3 Year 3 DLIs updated and DMF indicators revised accordingly

November 2014 - Change in disbursement schedule

February 2015 - Change in financing plan due to partial cancellation of loan amount as a result of inappropriate bidding practices

April 2015 - Update of program description, disbursement schedule, financing plan, DLI-matrix, DMF, GAP, SMF, EMF, Policy Matrix, Costing, TA-plan, Fiduciary Arrangements, and implementation arrangements

DLI = disbursement-linked indicators, DMF = design and monitoring framework, EMF = Environmental Management Framework, GAP = Gender Action Plan, IDC = Indefinite Delivery Contract, JFA = joint financing arrangement, SMF = Social Management Framework, TA = Technical Assistance Source: Asian Development Bank.

52 Appendix 1

DETAILED PROGRAM DESCRIPTION

1. Chapter A of the Implementation Guide of the Revised Program Document describes the detailed sub-component description. This Appendix is a copy of that chapter. 2. This Appendix provides a detailed description of each of the sub-components that combine to form the overarching PEDP3 model. A brief introduction to each Component area is provided at the start of each section. This is followed by a detailed description of each sub-component that lies under that Component. This description includes the overarching aim for that sub-component across the life of the program including any significant shifts that may have occurred during the first years of implementation up to the PEDP3 Midterm Review, an outline of the progress in the first half of PEDP3, and an overview of the goals for the remainder of the program. The descriptions also articulate how sub-components interrelate to deepen and reinforce development impacts in line with the PEDP3 objective to establish an efficient, inclusive and equitable primary education system delivering effective and relevant child-friendly learning to all of Bangladesh’s children from pre-primary through Grade 5. 3. Table A (i) provides an outline of how each sub-component aligns with each of the four overarching Components and the relevant Result Areas.

53 Appendix 1

Table A (i):PEDP3 Program Structure

Component 1: Teaching and Learning

Component 2: Participation and Disparities

Component 3: Decentralization and Effectiveness

Component 4: Planning and Management

Result area 1 Learning Outcomes

Result area 2.1 Participation

Result area 2.2 Disparities

Result area 3.1 Decentralization

Result area 3.2 Effectiveness

Result area 4 Program Planning and Management

1.1. Each Child Learns

2.1.1 Second chance and Alternative Education (NFE)

2.2.1 Targeted Stipends

3.1.1 Field Level Offices Strengthened

3.2.1 Grade 5 PECE Strengthened

4.1 PEDP3 Management and Governance

1.2 School and Classroom-based Assessment

2.1.2 Pre-Primary Education

2.2.2 School Health and School Feeding

3.1.2 Decentralized School Management and Governance

3.2.2 Teacher Recruitment and Deployment

4.2 PEDP3 Financial Management

1.3 Curriculum and Textbooks Strengthened

2.1.3 Mainstreaming Gender and Inclusive Education

2.2.3 Needs based School Environment Improvement

3.1.3 School Level Leadership Development

3.2.3 Annual Primary School Census

4.3 Sector Finance

1.4 Production and Distribution of Textbooks

2.1.4 Education in Emergencies

2.2.4 Needs based Infrastructure Development

3.1.4 Organizational Review and Strengthening

3.2.4 National Student Assessment

4.4 Strengthening Monitoring Functions

1.5 ICT in Education

2.1.5 Communications and social mobilization

4.5 Human Resource Development

1.6 Teacher Education and Development

4.6 Public Private Partnerships

54 Appendix 1

A. Component 1: Teaching and Learning

4. Component 1 is driving a major shift in educational approaches in Bangladesh. The education system is shifting away from an emphasis on rote memorization to providing children with core competencies and improving broader learning outcomes. Improving learning outcomes and primary cycle completion are two of the major aims of Component 1, supported through a revision of the teaching/learning methodology and the primary curriculum. Accordingly, the Program framework of PEDP3 prioritizes improving teaching and learning through Component 1. The component seeks to strengthen the inter-relationship between curriculum, textbooks and materials, teacher training, teacher guides and student learning assessment. Central to these aims is revising learning content and revitalizing teaching practice. Contributing to improved teaching and learning is a curriculum revision to ensure that children’s learning outcomes and competencies are relevant and all children build skills incrementally each year. The defined competencies will guide other inputs to education such as textbooks, supplementary reading materials, school-based assessment, and the Grade 5 Primary Education Completion Exam (PECE). 5. For teachers and head teachers, the learning competencies will shape teaching practice and teacher competencies, teacher education, and teaching performance standards. It is envisaged that an improvement in quality of curriculum, textbooks, teacher training (induction, upgraded Diploma-in-Ed, and other forms of continuous professional development) and other teaching learning materials including e-learning materials will combine with effective classroom teaching and an adequate number of teacher-student contact hours, to lead to better achievement of learning outcomes by all children. 6. Component 1 drives a strengthened classroom based assessment system. The component is also linked to the strengthening of the competency-based Grade 5 PECE and the National Student Assessment system. The latter two assessment reforms are part of Component 3 (effectiveness) but their implications for school and classroom-based assessment feed into Component 1. The strong, overall focus on competency-based assessment will have a significant positive effect on what and how teachers teach and children learn, as it will encourage and reward the development of a range of important skills and abilities.

Result Area 1: Learning Outcomes 7. Anticipated Outcome. All children acquire expected grade-wise and subject-wise learning outcomes or competencies in the classroom. 8. KPIs. Below are the KPIs:

(i) Percentage of Grade 3 Students Who Achieve Grade 3 Competency (boys, girls and all): in Bangla and Mathematics

(ii) Percentage of Grade 5 Students Who Achieve Grade 5 Competency (boys, girls and all): in Bangla and Mathematics

(iii) Grade 5 Primary Education Completion Examination pass rate (boys, girls and all).

9. Budget. Below is the chart for budget of result area 1:

Appendix 1 55

Table A.1 (i): Budget of Result Area 1: Learning Outcomes

Sub-component Original budget

(USD)

Total revised Budget July 11 to Jun-17

(USD)

Total revised budget amount as % of total component specific budget

1.1 Each Child Learns 13,743,589.74 $11,855,384.62 0.5%

1.2 School and Classroom-based Assessment 166,666.67

$538,923.08 0.0%

1.3. Curriculum and Textbooks Strengthened 41,243,589.74

$34,921,051.28 1.5%

1.4. Production and distribution of textbooks

a 180,804,276.13

$13,464,782.05 0.6%

1.5. Information and Communications Technology in Education 43,367,320.51

$128,413,692.31 5.6%

1.6. Teacher Education & Development 109,874,358.97

$154,127,871.79 6.7%

Result Area 1 Total 389,199,801.77 $343,321,705.13 15.0%

a Budget line moved from Development Budget to Revenue Budget

Sub-component 1.1: ShikhbeProtitiShishu (Each Child Learns) 10. Each Child Learns (ECL) is the flagship initiative of PEDP3. It aims to address some of the challenges that are prevalent in the Bangladeshi education system including large class sizes, limited teacher training, guidance and supervision, and a rigid curriculum and syllabus. The ECL was introduced on a pilot basis in early years of PEDP3 and is being scaled out progressively over the duration of the program. 11. The ECL pilot’s initial focus is on Bangla and Mathematics in Grades 1, 2 and 3. The immediate objective of this sub-component is to transform pedagogical methods used by teachers and to establish a better mechanism that makes teachers responsible for each child’s learning, thereby achieving significant improvements in overall classroom and school performance. It aims to improve the quality of teaching and learning in the classroom in the medium and long-term. 12. ECL utilizes an Activity Based Learning (ABL) methodology where the teacher facilitates the learning process, with children participating actively in the process and learning in a self-directed way – at their own pace using materials provided. This helps improve literacy and numeracy, and it holds teachers accountable for each child’s learning. Teachers are trained in ECL through a combination of center-based training and prolonged classroom practice in different phases to build their capacity. Teacher training prepares them to assess and understand the different learning levels and competencies of children in order to develop lesson plans based on the students’ differentiated learning needs. ECL, therefore, challenges the conventional rote learning and syllabus driven systems that disproportionately benefit high achieving children.

13. This sub-component is planned to yield evidence on the effectiveness of the ECL model. A formative evaluation and longitudinal study will inform the scale-up and expansion of the ECL approach in both the remainder of PEDP3 and the post-PEDP3 period. By Year 6 of the program, ECL is to extend to also cover Grades 4 and 5.

56 Appendix 1

14. ECL represents a new approach to teaching and learning. As such, the principles of ECL will be applied to all courses such as subject-based training for teachers and education personnel. For example, the Head Teacher and the AUEO should be able to check, not only that a teacher has attended training as required and has taught certain lessons, but also the extent to which each child has learned that which has been taught. 15. By Year 3 of PEDP3 ECL piloting has commenced in 700 schools – up from 36 schools in September 2012. Results have been encouraging, notably transforming the seating arrangement in classrooms and actively engaging children in the learning process. To complement the scale-up of the original ECL project and further expand use of this technique across primary schools in Bangladesh, the Diploma in Primary Education (DPED) in-service program for teachers has fully incorporated ECL methodology into its school readiness program. The ECL program under the DPED training lasts 26 days and will target another 800 schools to be covered over 2015 to 2017. 16. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (ii): Activities of sub-component 1.1

1.1 ECL ShikhbeProtitiShishu (Each Child Learns) Accountable: Director, Program Division, DPE

Year 3 Year 4 Year 5 Year 6

Continued implementation, support and M&E in initial schools or sub-clusters

Ongoing/expanded piloting to an additional 290 schools (total number of schools: 990)

Ongoing/expanded piloting to an additional 510 schools (total number of schools: 1,500)

Completion of ECL pilot program

Lessons learned for more general application in other schools identified

Review and revision of ECL strategy based on the findings of the Formative Evaluation and the study visit

Strengthening institutional mechanism for continuous teacher mentoring, supervision and support

Institutionalization of ECL principles in planning for the next program

Piloting in additional schools or sub-clusters or clusters

Implementing institutional adjustments to the ECL based on the revised ECL strategy

Graded supplementary reading materials (SRMs) provided to 50% schools

Graded SRMs provided to 100% schools

Continuing two-way linkages with central level institutions and articulation with new curriculum

Mainstreaming of ECL concepts and principles including mentoring through professional training courses of NAPE

Extension to Grade 4 and 5 in 164 non-DPED pilot schools based on emerging lessons from the Longitudinal study

Extension to other subject areas (based on recommendations from the Longitudinal study)

Revision of project competencies as new curriculum emerges

Longitudinal study continued

Linkages with assessment systems, including Grade 5 Completion Exam and NSA established

Strengthening institutional mechanism for continuous teacher mentoring, supervision and support (based on recommendations from the Longitudinal study)

Appendix 1 57

1.1 ECL ShikhbeProtitiShishu (Each Child Learns) Accountable: Director, Program Division, DPE


Formative research study continued

Institutionalization of ECL in sub-cluster training in DPED areas

Longitudinal study continued and completed; its findings and recommendations to guide planning for the next program

Extension to Grade 4 and 5 in 164 non-DPED pilot schools strengthened

Linkages with assessment systems, including Grade 5 PECE and NSA established (based on recommendations from the Longitudinal study)

Table A.1 (iii): Budget of sub-component 1.1


(USD)


(USD)

Total revised budget amount as % of total component

specific budget

1.1 Each Child Learns 13,743,589.74 11,855,384.62 0.5%

Sub-Component 1.2: School and Classroom Based Assessment 17. School and Classroom Based Assessments are tools to improve the quality of teaching provided to children in primary schools. These formative assessments are a fundamental part of providing students and teachers with feedback on learning outcomes, a crucial element of the ECL model. 18. This sub-component initially involved a review of existing teacher assessment methods and tools prepared by the Government and other organizations. The recommendations of this review are guiding the development of fit-for-purpose school and classroom based assessment methods, tools and a teachers’ guidebook. 19. The aim for the remainder of PEDP3 is to finalize trial and implement these methods and tools, while ensuring strong linkages with other sub-components. It will be important to ensure correlation with the work on national learning assessment through the National Student Assessments and the Grade 5 PECE. Similarly, the school and classroom based assessment methods and tools will be incorporated into the newly revised curriculum materials and the DPED course. NCTB will be responsible for developing the school and classroom based assessment methods and tools, which will be incorporated in the curriculum dissemination training package. By the completion of the program the assessment methods and tools will be piloted in selected schools. All teachers, head teachers and education officers throughout the country will be trained in the application and use of these classroom based assessment methods and tools. 20. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

58 Appendix 1

Table A.1 (iv): Activities of sub-component 1.2 1.2 School & Classroom-based Assessment

Accountable: Director, Training Division, DPE; and Chairman, NCTB


Introduction of school based assessment tools and methods in an additional 15% of Upazilas

Introduction of school based assessment tools and methods as part of the curriculum dissemination training for 30% of education officers and teachers completed (linked to introduction of competency-based items in the Grade 5 PECE reform)

Introduction of school based assessment tools and methods as part of the curriculum dissemination training for 35% (65% in total) of education officers and teachers completed ((linked to introduction of competency-based items in the Grade 5 PECE reform)

Introduction of school based assessment tools and methods as part of the curriculum dissemination training for 35% (100% in total) of education officers and teachers (linked to introduction of competency-based items in the Grade 5 PECE reform).


School based assessment coordination meetings for head teachers organized in at least 30% of Upazilas

Study on implementation status of school and classroom based assessment in schools with recommendations for strengthening of implementation and monitoring

Follow up actions to study endorsed by MOPME

Table A.1 (v): Budget of sub-component 1.2

Sub-component

Original budget (USD)


(USD)

Total revised budget amount as % of total component specific

budget

1.2 School and Classroom-based Assessment 66,666.67 538,923.08 0.0%

Sub-component 1.3: Curriculum and Textbooks Strengthened 21. The curriculum at the primary level is based on grade- and subject-wise competencies. These provide learners with defined skills and knowledge at the completion of each year and the primary education cycle. At PEDP3 outset it was recognized that revising these competencies was a foundation for all learning activities in the program. Competencies ensure that the curriculum is relevant and incrementally builds students’ skills each year. The curriculum is designed so that students acquire grade-wise competencies and, through these, subject-based terminal competencies. The revised curriculum produces the learning outcomes that are the fundamental aim of the wider PEDP3 switch from rote learning to competency-based learning. These competencies guide all quality-related interventions in PEDP3: curriculum revision, textbooks, teacher guides, supplementary teaching and learning materials, school and classroom based assessment, the National Student Assessment and the Grade 5 PECE. 22. NCTB revised the primary curriculum in 2011. This was followed by the development of textbooks in 2012. In order to improve the quality of the textbooks and to ensure that they are

Appendix 1 59

developmentally appropriate, it was agreed that under PEDP3 the new textbooks would be trialed in schools and then further refined based on the findings of the field-testing. Accordingly NCTB conducted a small-scale textbook tryout in late 2012 and a large-scale tryout from 2013 to 2014 in order to determine the extent to which the revised primary textbooks and teacher editions (in all subject areas) are contributing to student learning outcomes. 23. In the remainder of PEDP3 lessons learnt from the two tryouts will be applied. This involves refining Grade 1-5 textbooks, teachers’ guides and supplementary teaching and learning materials to ensure they are developmentally appropriate with the bands of student cognitive development. All teachers and education officials will receive training on the refined curriculum and its core objectives and methodology. In light of the National Education Policy’s aim to eventually include Grades 6-8 in primary education, a further objective is to review the curriculum for Grades 6-8 to ensure close linkages with the curriculum for Grades 1-5. 24. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (vi): Activities of sub-component 1.3


Accountable: Chairman, NCTB


Tryout and rationale evaluation of pilot of textbooks and TG Grades 3 and 4

Supplementary teaching and learning materials including Graded Supplementary materials, developed and/or selected

Supplementary teaching and learning materials including Graded Supplementary materials for Grades 1 to 5 provided

Study on the effectiveness of the new curriculum based on identified principles and textbooks for Grades 1 to 3 conducted to inform future planning

Introduction of Appropriate textbook and TG Grades 1 & 2

Revised textbooks for Grades 1, 2, and 3, based on new curriculum developed by NCTB and recommendations from Large Scale Try out, introduced

Revised textbooks for Grades 4 and 5 based on new curriculum developed by NCTB and recommendations from Large Scale Try out, introduced

Curriculum dissemination training program for 100% teachers and officials at central and field level completed

Development of appropriate and gender sensitive textbooks and TG for Grade 5

Revised Teacher Editions for Grades 1, 2 and 3, based on new curriculum developed by NCTB and recommendations from Large Scale Try out, introduced

Revised Teacher Editions for Grades 4 and 5, based on new curriculum developed by NCTB and recommendations from Large Scale Try out, introduced

Introduction of textbooks, teacher editions and TGs for remaining subjects and grades to all schools

Training Manual for curriculum disseminated

Teacher Guides on environment science for Grades 1 and 2 introduced

Refinement and introduction of all remaining Teacher Guides for all grades

Continue curriculum dissemination and other teacher training through distance mode utilizing electronic media



Tryout of textbooks, teacher editions and teacher guides (TGs) for remaining subject and grades, conducted in selected schools

Refinement of textbooks, teacher editions and TGs for remaining subjects and grades

Data collection and analysis of the tryout of textbooks, teacher editions and TGs for remaining subjects completed

Continue curriculum dissemination and other teacher training through distance mode utilizing

60 Appendix 1


Accountable: Chairman, NCTB


Review and revise curriculum to integrate Grades 6 – 8 into the primary curriculum

electronic media

Initiate curriculum dissemination and other teacher training through distance mode utilizing electronic media

Table A.1 (vii): Budget of sub-component 1.3


(USD)

Total revised Budget July 11 to

Jun-17 (USD)


budget

1.3. Curriculum and Textbooks Strengthened 41,243,589.74 34,921,051.28 1.5%

Sub-component 1.4: Production and Distribution of Textbooks 25. The aim at the outset of the PEDP3 was to further improve the production and distribution of textbooks, resulting in its significant expansion since inception. All primary schools that follow the NCTB curriculum, irrespective of location, size, type and management structure, are eligible to receive free textbooks. 26. In 2013 approximately 100 million free textbooks were distributed to students from approximately 100,000 schools. Grade 1 and Grade 2 students receive three textbooks while Grade 3 to Grade 5 students receive six textbooks. From 2012 all textbooks are printed in 4 colors. More than 90 percent of schools received all textbooks within the first month of the school year in 2013. A third party validation (TPV) of the distribution mechanism was carried out in 2012 and the recommendations of the study are gradually being implemented. Along with its paper based voucher system DPE has been using a software-based system to monitor production and distribution of textbooks since the first year of the PEDP3. 27. In addition to textbooks, each school receives a set of 58 Teachers’ Guides and age appropriate graded materials to use as additional teaching and learning resources (see Sub-component 1.3). The distribution of supplementary reading materials and teachers’ guides will be monitored through the Annual Primary School Census (APSC) and other mechanisms. Schools may also acquire additional reading materials through other sources such as through funds from School Level Improvement Plans (SLIPs), Upazila Primary Education Plans (UPEPs), Continuous Professional Development (CPD), DPED programs, and/or public-private partnerships. 28. Distribution of free textbooks to eligible schools will continue in the second half of PEDP3 with a greater emphasis on rolling out the revised curriculum and ensuring the quality of printing and monitoring. At least 90 percent of all eligible schools will continue to receive textbooks within the first month of the opening of the school year. Efforts continue to be made to further improve this efficiency. The curriculum for Grade 1 has already been revised and by 2015, Grade 2 and Grade 3 students will receive textbooks based upon the revised curriculum. TPV recommendations such as the use of software based monitoring, synchronized data

Appendix 1 61

processing information between NCTB and DPE, and stakeholder consultations will continue to be implemented. DPE and NCTB will also jointly implement the recommendations of the MOPME/DPE/NCTB workshop held on textbook print quality to ensure better monitoring of this aspect. A study on Production and distribution of textbooks (including print quality) will be conducted in Year 5. This will be followed in Year 6 by a workshop to plan for future action on the findings of this study. 29. While DPE is responsible for distributing textbooks to schools in a timely manner, NCTB is responsible for printing and sending textbooks to the Upazila offices in a timely manner. DPE collects data to understand the demand for textbooks during the month of March. The total requirement for textbooks by level and subjects are shared with NCTB by the end of March. The Production and distribution of textbooks Cell under the Administration Division of DPE is accountable for managing production and distribution of textbooks and monitoring. 30. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (viii): Activities of sub-component 1.4

1.4 Production and distribution of textbooks

Accountable: Chairman, NCTB (production); and Director, DPE Administration Division (distribution)


At least 90% of all eligible schools receive all revised Grade 1 textbooks based on new curriculum developed by NCTB within one month of school opening day

At least 90% of all eligible schools receive all approved textbooks for Grades 1 to 5 within one month of school opening day, of which Grades 1 to 3 textbooks are based on new curriculum developed by NCTB

At least 90% of all eligible schools receive all approved textbooks for Grades 1 to 5 within one month of school opening day, which are all based on new curriculum developed by NCTB

At least 90% of all eligible schools receive all approved textbooks for Grades 1 to 5 within one month of school opening day, which are all based on new curriculum developed by NCTB

At least 90% of all eligible schools receive all approved textbooks for Grade 2 to 5 within one month of school opening day

Recommendations from MOPME/DPE/NCTB workshop (2014) for ensuring textbooks are printed according to specification are actioned

Study on production and distribution of textbooks completed (including print quality)

A workshop held to review findings from the Year 5 Study on production and distribution of textbooks makes recommendations for future planning

Table A.1 (ix): Budget of sub-component 1.4


(USD)


(USD)

Total revised budget

amount as % of total

component specific budget

1.4. Production and distribution of textbooksa 180,804,276.13 13,464,782.05 0.6% a Budget line moved from Development Budget to Revenue Budget

Sub-component 1.5: ICT in Education 31. Moving Bangladesh into the digital age is a priority of the Bangladesh government. Under this component realistic and innovative action plans will be formulated to provide multi-media classrooms to one model school in each Upazila and to provide every primary school

62 Appendix 1

with access to ICT to support learning. ICT content will also be acquired and created to support digital learning. The feasibility of digital textbooks will be assessed. Where connectivity is possible, teachers will be able to use web-based resources to develop lessons. In some schools, students will be encouraged to learn on their own and use new media to communicate their ideas. Teachers will be trained to use ICT as part of ongoing professional development programs while teacher networks will allow good practice to spread rapidly at the local level. 32. By the end of Year 3, multi-media classrooms will be operating in 1000 schools, and laptops will be in use at 7434 schools. In Year 4, an ICT strategy will be approved and an implementation plan developed. The strategy will outline a path to ensure that ICT equipment with digital educational materials will be used in classrooms and that teacher education will take place across 20,000 schools. An additional 20,000 schools will be added in Year 5 and 15,000 schools in Year 6. Simultaneously it will be important to enhance the capacity of teachers – to use ICT equipment and to integrate digital content into the teaching learning process. In each of years 4-6, 15,000 teachers will be trained on ICT (its use and developing digital content). 33. An important aspect of this sub-component is the collection of feedback and lessons from the field on the use of ICT for teaching learning processes. In Year 4, a study will be conducted to assess the use of ICT equipment, identify further needs for effective use to support the teaching learning process, including exploring other cost effective options. A monitoring mechanism will also be developed to assess the use of ICT equipment in the teaching learning process, and in addition a monitoring and maintenance mechanism will be developed to support the schools in maintenance of the equipment. Also, based on the ICT strategy, an integrated database on career development and continuous professional development will be created. 34. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (x): Activities of sub-component 1.5


Accountable: Director, Information Management Division, DPE; and Director Training Division


100 model school multi-media classrooms operating

ICT strategy approved and implementation plan developed

All 502 model schools have an operating multimedia to improve teaching and learning, following the ICT strategy paper

All 502 model schools have an operating multimedia to improve teaching and learning, following the ICT strategy paper

Laptops in use at 7,434 schools

ICT equipment with digital educational materials is used in classroom and teacher education in 20,000 schools following an ICT strategy paper



15,000 teachers trained on ICT (use and developing digital content)



ICT study conducted to assess the use of ICT equipment to date, identify

Based on the ICT strategy an integrated database on career

Appendix 1 63


Accountable: Director, Information Management Division, DPE; and Director Training Division


further needs for effective use and cost effectiveness

development and continuous professional development is created

A monitoring & maintenance mechanism developed to support the schools in maintenance of equipment

ICT study conducted to assess the use of ICT equipment to date, identify further needs for effective use and cost effectiveness

A monitoring mechanism developed to assess the use of ICT equipment for teaching & learning

Table A.1 (xi): Budget of sub-component 1.5


(USD)


(USD)


specific budget

1.5. ICT in Education 43,367,320.51 128,413,692.31 5.6%

Sub-component 1.6: Teacher Education and Development 35. The National Plan and Strategy for Primary Education Teacher Education and Development (TED), hereafter referred to as the “TED Plan,” was developed and approved in June 2011, after the original PEDP3 Program Document had been completed. The goal at the outset for the development of the TED was to “improve primary education through a holistic, life-long process of CPD.” Accordingly, the TED plan covers the range of teacher professional development from the time of initial appointment to later stages of the profession. 36. In order to achieve this, the TED plan includes several new approaches. For example, the Plan features a shift towards the introduction of more practical rather than theory-based lectures, and a move away from supply-based planning of teacher training to a demand-led approach. Not only will teacher trainers execute more effective training under the Plan but also with the assistance of peers, head teachers and networks of trainers. In addition, teachers will be equipped with knowledge of and practice in activity-based learning (ABL) methodologies and experiential learning approaches. This is intended to enable teachers to employ a child-friendly, student-activating teaching approach in the classroom. Thus, the holistic CPD plan is expected to create a synergy effect with other sub-components to contribute to the enhancement of quality education for all as per the overall goal of PEDP3. 37. The following are core courses described in the TED Plan. Due to a timing misalignment (the original PEDP3 Program Document was finalized before the TED plan) these were not included in the initial Program Document text. Each has been coordinated, implemented and supervised by the Training Division based on the development of an annual Teacher Education Plan. However, during the Mid-Term Review process for PEDP3, it was found that a robust monitoring/mentoring mechanism for the courses is yet to be in place. Thus, a follow-up mechanism needs to be established to ensure the acquisition of skills and knowledge of the training participants and the proper application of what they have learned in their classrooms.

64 Appendix 1

1.6.1: Diploma in Primary Education 38. Among the several courses included in the TED Plan, the DPED is the flagship. This course transforms the way initial teacher training is delivered to newly recruited teachers. MOPME has approved the DPED curriculum framework, with piloting starting in July 2012 following the development of course details and necessary training for stakeholders. This Diploma will be provided to 12,000 teachers entering the system each year if all (60) the PTIs nationwide become fully functional. The DPED has been designated as one of the DLIs under PEDP3. 39. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (xii): Activities of sub-component 1.6.1

1.6.1 Diploma in Primary Education

Accountable: Director, Training Division


Dip in Ed offered in 29 PTIs with number of instructors according to the plan

DPED framework updated and endorsed by NAPE/MOPME

DPED offered in 50 fully functional PTIs in line with the updated DPED framework

DPED offered in 60 fully functional PTIs in line with the updated DPED framework

DPED offered in 36 fully functional PTIs with a minimum of 13 instructors

Recommendations from the Year 4 study reviewed and endorsed by MOPME

Recommendations of Year 5 study reviewed and endorsed by MOPME


Study conducted to explore alternative methods and modalities to implement and/or expand the DPED

A study conducted to inform planning for moving the DPED from an in-service to a pre-service program for all government primary school teachers

1.6.2: Induction Training for Teachers

40. Induction Training is a three-week course for new recruits who do not take the Diploma in Primary Education. This equips teachers with a functional understanding of primary curriculum, classroom organization, classroom management, effective lesson planning and assessment. The training will be conducted at Upazila Resource Center (URCs) with the acquired knowledge and skills strengthened by head teachers through on-the-job training. 41. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Appendix 1 65

Table A.1 (xiii): Activities of sub-component 1.6.2 1.6.2 Induction Training for Teachers



All newly recruited teachers will participate in induction training

9,600 newly recruited teachers will participate in induction training



DPE develops tools for follow-up and evaluation

DPE conducts the follow-up and evaluation by applying the developed tools

1.6.3: Pre-Primary Training Program

42. PPE training is a two-week course provided for new and existing teachers who are deployed to the areas of the greatest needs in the expansion of quality pre-primary education. Trainers from both the Government and private sector provide the training. The program features child cognitive, mental and physical development, teaching strategies and class management. 43. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (xiv): Activities of sub-component 1.6.3

1.6.3 Pre-Primary Training Program



22,650, teachers in PPE (newly recruited and existing) participate in PPE dissemination training

26,700 PPE teachers (newly recruited and existing) participate in PPE dissemination training (linked to expansion and school level quality enhancement plan as in PPE sub-component)




A study on integration of PPE with the DPED conducted

1.6.4: Need-based Sub-Cluster Training

44. This new training modality adopts a bottom up approach to identify training needs of individual teachers along with needs to strengthen academic supervision, mentoring and other teacher support systems. Hence, the training is planned and designed locally through collaboration between the URC, Upazila Education Officers (UEO), Assistant UEOs and selected head teachers. Four fortnightly meetings are to be held each year to identify training needs. The sub-cluster training is organized for a whole day and is attended by 30-35 teachers from 5-6 nearby schools under one sub-cluster.

66 Appendix 1

45. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (xv): Activities of sub-component 1.6.4 1.6.4. Need-based Sub-Cluster Training



Training in 2,280 Sub-Clusters is held once in every other month

Training in 11,498 Sub-Clusters is held four times in a year



Follow-up and monitoring and mentoring activities by DPE are conducted

Follow-up and monitoring and mentoring activities are conducted

Follow-up and monitoring and mentoring activities are established

Follow-up and monitoring and mentoring activities take root

1.6.5: Subject-based Training (Bangla, Mathematics, English, Bangladesh and Global Studies, Primary Science, Religion, Arts and Crafts, Music and Physical Education)

46. This six-day training is designed to acquaint primary teachers with Pedagogical Content Knowledge (PCK), which is a blend of subject and pedagogical knowledge. Teachers are also equipped for preparing and using lesson plans and exposed to teaching learning materials. The modality of training held at URCs is participatory and adopts various training approaches including group work, case study and microteaching in order to improve teacher professional knowledge, understanding and skills.


Table A.1 (xvi): Activities of sub-component 1.6.5

1.6.5 Subject-based Training (Bangla, Mathematics, English, Bangladesh and Global Studies, Primary Science, Religion, Other Subjects)



14% of teachers participate in the training





Follow-up activities performed by DPE

Follow up activities performed by AUEO, URC Instructor and PTI Instructors



Training curriculum and materials are revised based on the results of monitoring and follow-up and input from EIA (on English)

Training is carried out using the revised training materials

Training materials for other subjects developed if needed

Appendix 1 67

1.6.6: Teacher Support and Networking 48. The importance of teacher support networking (TSN) to enhance teacher professional development is recognized through the TED plan. The TSN Activities on the ground (within schools) such as individual consultations with other teachers, lesson observations in other classrooms, and regular group teacher meetings are regarded as conducive to the improvement of teachers’ skills and knowledge. These school-based mechanisms are also helpful for teachers to maintain their motivation. Lesson study process is a tool being used in conducting the TSN activities. 49. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (xvii): Activities of sub-component 1.6.6

1.6.6 Teacher Support and Networking



4,000 teachers participate in the training




A plan on integration of TSN with other TED programs is prepared

Integrated TSN with other TED programs is piloted

Full integration of TSN in CPD

1.6.7: Training of NAPE, PTI and URC Instructors and Assistant Instructors (Teacher Educators)

50. Trainers at all institutes should possess appropriate training standard skills, knowledge and competencies because they need to design, implement and assess quality training programs. Thus, the training aims at bringing about positive behavioral-motivational changes and capacity building to the trainers from different institutes by exposing them to high standards of training at the international and domestic levels. 51. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.1 (xviii): Activities of sub-component 1.6.7

1.6.7 Training of NAPE, PTI and URC Instructors and Assistant Instructors (Teacher Educators)



Domestic training of NAPE, PTI and URC Instructors and Assistant Instructors (Teacher Educators)



68 Appendix 1

1.6.7 Training of NAPE, PTI and URC Instructors and Assistant Instructors (Teacher Educators)



[Overseas Training, TBD]

A study to identify professional development needs of professional trainers and teacher educators and to develop overseas training plan conducted

Participation in overseas study tour (950 teachers and officials)



Participation in capacity building overseas training (50 officials)

Participation in capacity building overseas training (50 officials)

Engagement of an agency to coordinate and manage the professional development overseas training

Table A.1 (xix): Budget of sub-component 1.6


(USD)


(USD)


budget

1.6. Teacher Education & Development 109,874,358.97 154,127,871.79 6.7%

B. Component 2: Participation and Disparities

52. Although school intake and enrollment rates are well over 90 percent, an estimated 2.5 million learners still participate in non-formal primary education.15 These include children who have never enrolled in school and children who drop out of school. Recognizing that there will always be children whose needs are best served outside the formal school system, the NEP affirms that children can participate in free and compulsory education through formal or non-formal channels. This stance legitimizes mainstreaming non-formal innovations into formal schools as well as developing an equivalency framework for the two channels. The NEP also includes preschool for 5 year olds in the education services to be provided by the State free of cost. 53. Overall, Bangladesh has been successful in steadily improving access to education at all levels while narrowing gender and social disparities in enrollment. As enrollment figures rise in Grades 1-5, more attention can be paid to assuring the enrollment, completion, and full participation n of those who are ultra-poor, disabled, developmentally delayed, or belong to

15

Precise information on the coverage of non-formal education is difficult to obtain.

Appendix 1 69

ethnic minorities. An education divide persists in terms of primary cycle completion rates and learning outcomes between geographical locations (urban, urban slum, rural, and remote areas) as well as between children from families with different levels of income. In addition, many children who remain enrolled in school have “dropped out” of learning, so PEDP3 also addresses in-school and in-classroom participation of vulnerable children. Finally, the needs of children who live in areas of Bangladesh prone to cyclones and flooding will be addressed to assure that school participation continues during emergencies. Result Area 2.1 Participation 54. Anticipated Outcome: All children participate in pre- and primary education in all types of schools (formal, non-formal, madrasah) 55. KPIs. Below are the KPIs:

(i) Percentage of children (never enrolled and dropped out) out of school (boys, girls and all; 6-10 years old and 11-14 years old)

(ii) Gross enrollment rate, primary education (boys, girls and all) (iii) Net enrollment rate, primary education (boys, girls and all)

56. Budget. Below is the chart for budget of result area 2.1:

Table A.2 (i): Budget of Result Area 2.1: Participation


(USD)


(USD)


2.1.1. Alternative and Second Chance (NFE)

89,737,769.23 24,343,102.56 1.1%

2.1.2. Pre-primary provisiona 286,378,584.62 250,406,115.38 11.0%

2.1.3. Mainstreaming Gender and Inclusive Education

643,589.74 3,301,076.92 0.1%

2.1.4. Education in emergencies 3,205,128.21 195,833,884.62 8.6%

2.1.5. Communication and social mobilization

6,153,846.15 19,115,589.74 0.8%

Result Area 2.1 Total 386,118,917.95 492,999,769.23 21.6% a Budget line moved from Development Budget to Revenue Budget

Sub-Component 2.1.1: Second Chance and Alternative Education 57. This sub-component aims to ensure the provision of Second Chance Education (SCE) contributes to the goal of ensuring education for all children in the long term. Addressing the needs of children who have never enrolled in primary school, or who have dropped out of school, will give each child a ‘second chance’ to learn, and, at the end of this non-formal education (NFE) course, appear at the Grade 5 PECE. In 2013, 23 percent of primary school age students were not in school (ASPR 2013), compared to 40.8 percent at program outset (ASPR 2011). 58. Flexibility and partnership are core principles: the formal education system cannot meet the learning needs of all children. Models of non-formal education devised in Bangladesh are recognized as best practice examples around the world. This sub-component aims to harness

70 Appendix 1

this learning, and to underline the commitment of the Government of Bangladesh to ensuring that no child is left behind. 59. Due to a number of constraints there were delays in implementing SCE in the first half of the program. At a meeting in August 2014 it was decided that DPE would adopt the responsibility for implementing SCE. The focus for the remaining three-year period will be on implementing a Second Chance Education pilot activity involving non-governmental organizations (NGOs) and learning lessons from this and other non-formal education approaches in the country and the region... By the end of PEDP3, the aim is to have developed (i) a comprehensive ten year vision for reaching all out of school children in Bangladesh with quality education that meets their needs, and (ii) a responsive strategy based upon comparative evidence on models that work best to achieve this. Towards this, several steps will be undertaken including a baseline census on out of school children, the finalization of an equivalency framework (between formal and NFE) aligned with the revised national curriculum, the inclusion of NFE activities in UPEPs, and the provision of textbooks and related teaching learning materials to NFE programs especially for the urban working children who request them. The Government-NGO (GO-NGO) Guidelines, prepared with specific reference to collaboration for pre-primary education, will be revised and extended, to encourage and improve coordination of NGO and civil society non-formal education activities (see sub-component 2.1.2). 60. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.2 (ii): Activities of sub-component 2.1.1

2.1.1 Second chance and alternative education

Accountable: Director General, DPE


Mechanism for coordination including role clarity and accountability between DPE and BNFE established based on the Implementation Guideline and the MOU

Comprehensive Baseline census of out of school children conducted, and database of all out of school children aligned with EMIS for PEDP3

Pilot(s) for 100,000 out of school children to access Second Chance Education services implemented

National Education policy and NFE strategy synchronized

NGO recruitment completed for 50 Upazilas and 7 urban areas

Framework for implementation and monitoring of quality teaching and learning developed

Extensive assessment of the SCE model including analysis of (a) efficiency, (b) institutionalization, and (c) and the ten-year vision to systematically address out-of-school children through non-formal education. This will explore also the integration of other models such as the Underprivileged Children’s Educational Programs (UCEP) for working urban children and public-private partnerships

Year 5 pilot expanded to deliver Second Chance Education services to an additional 200,000 out of school children

Third Party Monitoring agency recruited

Equivalency framework finalized, approved by DPE and endorsed by MOPME

Ten-year vision and strategy to systematically address out of school children by NFE agreed by all stakeholders and endorsed by MOPME

Appendix 1 71

Table A.2 (iii): Budget of sub-component 2.1.1


(USD)


(USD)


budget

2.1.1. Alternative and Second Chance (NFE)

89,737,769.23 24,343,102.56 1.1%

Sub-Component 2.1.2: Pre Primary Education 61. Recognizing the impact of good quality pre-primary education on learning outcomes and life chances, particularly for the most disadvantaged, PEDP3 introduced one year of free pre-primary education for 5 year olds at all Government Primary Schools. This is one of several commitments made in the NEP based upon a growing bank of global evidence showing that students who have attended at least one year of pre-primary education perform better and stay in school longer, even after accounting for different socio-economic backgrounds. 62. Significant progress was made in the first three years of PEDP3, towards this aim. A curriculum and teaching and learning materials for pre-primary were developed consultatively with NGOs on the basis of an analysis of national and international PPE curricula. Government-NGO Guidelines were established to encourage this partnership. New and existing teachers have been recruited and trained to ensure that one teacher per GPS is qualified to teach the pre-primary class. An Expansion Plan for PPE has been developed, setting out medium term strategic objectives and a framework for the provision of quality PPE service. 63. The future focus of PPE provision is to ensure a minimum standard of quality in all schools – GPS and Newly Nationalized GPS -- providing PPE and to focus attention in particular in areas where education disparities are most stark. In other words, this is where PPE is most needed and where it can have the greatest impact. 64. The PPE Expansion Plan will be revised to incorporate a strategy to reach all newly nationalized Government Primary Schools (22,632 in 2014), and to stipulate a set of minimum quality standards that will be communicated to all schools.16 These will include requirements for:

(i) Dedicated space for PPE classes, (ii) A teacher-student ratio of 1:30, higher numbers of students than this should

prompt local NGO collaboration if the GPS is unable to run sections; (iii) A trained teacher per primary school (including, now, the Newly Nationalized

GPS); (iv) Quality PPE teaching and learning materials for every school; and (v) Use of the learning assessment tools provided by NCTB to observe progress of

children in classrooms.

65. The GO-NGO Collaboration Guidelines will be revised through a consultative process and expanded in line with these requirements to allow the positive lessons of collaboration and partnership to be applied to other Program areas. 66. As part of the committed effort to improve the quality of pre-primary provision, monitoring of this sub-component will be complemented with in-depth assessments by DPE. Questions

16

Directorate of Primary Education, Annual Sector Performance Report, 2014

72 Appendix 1

related to quality of PPE have been integrated into the APSC, and findings will form the basis for the identification of where further improvements are most needed. The newly developed PPE teaching and learning package will be field tested, and findings will form the basis for any necessary modifications by NCTB. 67. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.2 (iv): Activities of sub-component 2.1.2

2.1.2 Pre-primary Education

Accountable: Director, Policy and Operations Division, DPE


At least 60% of PPE teachers in GPS are trained in using new pre-primary curriculum and materials

Assessment of current status of implementation of minimum quality standards in PPE classrooms

Expansion Plan updated, incorporating equity and quality criteria

PPE provision in at least 75 percent of GPS

PPE provision (trained teachers and PPE materials availability) in at least 75% of the 37,000 GPSs

50% of all GPS and NNGPS to develop plans to upgrade provision to meet PPE minimum quality standards.

Table A.2 (v): Budget of sub-component 2.1.2


(USD)


(USD)


budget

2.1.2. Pre-primary provisiona 286,378,584.62 250,406,115.38 11.0%

a Budget line moved from Development Budget to Revenue Budget

Sub-Component 2.1.3: Mainstreaming Gender and Inclusive Education (IE)

68. PEDP3 has been designed to support the NEP in providing quality primary education with equal opportunity for all children of the country. In order to meet this goal and obligation, it is essential that schools provide access to appropriate teaching and learning for all children. This means identifying and removing or minimizing the barriers that children may face to participate in education. PEDP3 has harmonized strategies and action plans for all excluded children within one Gender and Inclusive Education Action Plan to ensure inclusion of all children in Primary Education. The objective was to improve student learning outcomes and completion rates for both boys and girls through a gender friendly and inclusive learning environment. The Action Plan intends to support the PEDP3 program purpose and overall objective by making explicit the integration of G&IE concerns within the program components and Result areas. 69. To achieve this, the Action Plan intended to address the particular needs in formal schools of tribal children, ethnic minorities and children with disabilities. Block funds were to be allocated through UPEPs to assist schools to mainstream gender sensitive inclusive education with mild to moderately disabled children. Other proposals included integrating issues of inclusion into all training activities (including training for NFE teachers on diagnostics and interventions for slow learners) and using SLIPs to improve the quality of teaching and learning and to ensure the participation of all children. 70. Up to PEDP3 mid-term, limited progress was made in regard to the implementation of the action plan and its performance monitoring. Strategies to inculcate a culture of inclusive

Appendix 1 73

education – addressing the needs of street children, urban slum dwellers, ethnic communities, disadvantaged communities, children with disabilities and all those who are out of school or at a high risk of dropping out were yet to be integrated into the Annual Operational Plans (AOP) and AOP Strategies. The existing reporting structure was also not helpful in collecting information in relation to the Gender and Inclusive Education Action Plan and obtaining reports from different line divisions.

71. In this context, it was agreed in the Joint Annual Review in 2013 that the areas of priority for FY2013/14 would be:

(i) The expansion of education in urban slums; (ii) Implementation of multi-lingual education; (iii) Strengthening of gender and inclusive education principles in the DPED

curriculum. (iv) Integration of the gender and inclusive education principles into UPEP and SLIP

training; and (v) TA to support the DPE Inclusive Education Cell (IE Cell) to coordinate and

monitor the gender and IE related activities as per the Action Plan.

72. An immediate priority is to organize TA for the IE Cell to strengthen coordination and monitoring capacity to support implementation of the Action Plan. Further study is needed during PEDP3 to demonstrate qualitative gender and social inclusion issues that may be less visible, but still present barriers to children’s learning environments and performance. 73. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.2 (vi): Activities of sub-component 2.1.3

2.1.3 Mainstreaming Gender and Inclusive Education Accountable: Director, Policy and Operations Division, DPE


Report on Inclusive Education, including diagnostic tool for teachers, finalized by DPE and action plan developed for Years 4-6

Diagnostic tools and inclusive education recommendations integrated into DPED course

SLIPs are Gender sensitive and inclusive as measured by agreed set of process indicators

Teachers identify students with learning difficulties and interventions are put in place

Diagnostic tool and inclusive education recommendations integrated in SCE training packages.

Teachers oriented with the MLE teaching and learning materials in certain geographic areas

SLIPs are Gender sensitive and inclusive as measured by agreed set of process indicators

Multi-lingual education teaching and learning materials developed in five ethnic languages by NCTB and guidelines developed for use

Gender and Inclusive Education criteria used in school inspection reports

Gender and Inclusive Education criteria used in school inspection reports

Inclusive Education criteria used in school inspection reports

Develop a strategy to address the need of children of urban slum based on existing study

Teacher training based on the revised IE training manual until launching DPED for all PTIs

74 Appendix 1

Table A.2 (vii): Budget of sub-component 2.1.3

Sub-component Original

budget (USD)

Total revised Budget July 11

to Jun-17 (USD)


2.1.3. Mainstreaming Gender and Inclusive Education 643,589.74 3,301,076.92 0.1%

Sub-component 2.1.4: Education in Emergencies 74. As a nation highly vulnerable to natural hazards, Bangladesh’s already impressive disaster management system has been honed over years, and has now shifted to focus on risk reduction and early relief and recovery. The need for large or small-scale humanitarian support in future is not a question of if, but of when. At any given time of the year people across Bangladesh are at risk of cyclones, tropical storms and depressions, tidal surges, flooding, waterlogging, river erosion and landslide. Apart from these seasonal hazards that lead to constant small scale disasters every year, and large scale disasters every few years, there is the impending threat of earthquake as Bangladesh has several seismic ‘hot spots’. A 2010 study conducted by Save the Children International indicated that more than 4,666 schools are affected by disasters per year. 75. This sub-component was originally designed to respond to these schools’ needs. A block grant was to be provided through the UPEP to Upazilas to handle emergency situations. Upazilas in disaster prone areas were to be particularly encouraged to develop UPEPs, and to use the fund to train volunteers, teachers and education officers. Provisions have also been included in the PEDP3 budget to assist schools that are affected by an emergency. 76. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.2 (viii): Activities of sub-component 2.1.4

2.1.4 Education in Emergencies (EiE) Accountable: Director, Planning and Development Division, DPE


All schools facing emergency receive allocation

National EiE and Disaster Risk Reduction (DRR) Framework to be reviewed and endorsed by MOPME

Development of package of awareness raising materials, guidelines for UPEP

UPEP includes EiE

DPE develop EiE implementation plan based on endorsed framework

Modules on education in emergencies included in training programs for volunteers, teachers, head teachers, Upazilas and district education officers

EIE Training ongoing through appropriate channels Harmonized EiE training

modules for training

Table A.2 (ix): Budget of sub-component 2.1.4


budget (USD)


(USD)


budget

2.1.4. Education in emergencies 3,205,128.21 195,833,884.62 8.6%

Appendix 1 75

Sub-component 2.1.5: Communications and Social Mobilization 77. The PEDP3 Communication and Social Mobilization sub-component is designed to complement and enable the achievement of PEDP3 goals. Past communication initiatives were instrumental to the creation of greater demand for primary education in Bangladesh, and the achievements in ensuring improved access to primary education. Communication and social mobilization efforts can play a similarly important role in the effort to improve the quality and inclusiveness of this education, and to ensure that no child is left behind. 78. A Communications Strategy has been carefully developed during PEDP3, based on lessons learned from the implementation of the PEDP II and I communication programs. In order to ensure accurate reporting and a well-informed public education debate, a three-fold strategy to engage school communities is proposed: (i) sensitization, (ii) awareness-raising, and (iii) empowerment. Planning and monitoring of the communication interventions as well as public perception of education services will be crucial. Studies will be conducted to monitor public perception of education service. Communication interventions will include the dissemination of key messages that promote the rights of all children to education; create demand by school communities for access to quality, inclusive education; encourage enrollment and retention in pre-primary and primary education; and mobilize demand for child friendly teaching, inclusiveness and no corporal punishment in classrooms. The draft Communication and Social Mobilization Strategy will be finalized in Year 4 of the Program, and annual communication plans developed and implemented on this basis, in alignment with the AOP. 79. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.2 (x): Activities of sub-component 2.1.5

2.1.5 Communications and social mobilization Accountable: Director, Policy and Operations Division, DPE


Key messages and major communication interventions/ events to disseminate the messages to specific audiences are identified, including:

100% on time enrollment

Preventing drop out

Contact hours

Learning achievement

GO-NGO Guidelines

Quality PPE

Inclusive Education and gender

Examples of SLIP/UPEP utilization to address above issues

Annual Communication Plan developed to disseminate key messages on the following issues to identified audiences including:


Preventing drop out

Contact hours


GO-NGO Guidelines

Quality PPE





Preventing drop out

Contact hours


GO-NGO Guidelines

Quality PPE





Preventing drop out

Contact hours


GO-NGO Guidelines

Quality PPE



Communication and social mobilization strategy

Study conducted as baseline to monitor

Annual communication plan formulated and

Study conducted as follow up to monitor public perception of

76 Appendix 1

2.1.5 Communications and social mobilization Accountable: Director, Policy and Operations Division, DPE


finalized through consultation workshops by DPE

public perception of education service

implemented, on basis of findings from the perception study

education service

Focal persons on communication identified within DPE and responsibilities clarified (to link with organizational review, 3.1.4)

Coordination mechanism with Ministry of Information (MOI) established

Table A.2 (xi): Budget of sub-component 2.1.5


budget (USD)


Jun-17 (USD)


budget

2.1.5. Communication and social mobilization 6,153,846.15 19,115,589.74 0.8%

Result Area 2.2: Disparities 80. Anticipated Outcome: Regional and other disparities reduced in terms of participation, completion and learning outcomes 81. KPIs. Below are the KPIs:

(i) Gender parity index of gross enrollment rate (ii) Net attendance rate – Top and Bottom 20% of households by consumption

quintile (iii) Upazila composite performance index - Top and Bottom 10% of Upazilas


Table A.2 (xii): Budget of Result Area 2.2: Disparities

Result Area and sub-component Original budget

(USD)

Total revised Budget July 11 to Jun-17 (USD)

Total revised budget amount

as % of total component

specific budget

2.2.1. Targeted Stipendsa 429,678,241.67 0.00 0.0%

2.2.2. School Health & school feedinga 266,214,700.77 2,301,858.97 0.1%

2.2.3. School Environment 155,107,756.41 208,696,589.74 9.1%

2.2.4. Need based infrastructure development 788,555,185.90 905,351,141.03 39.6%

Result Area 2.2 Total 1,639,555,884.74 1,116,349,589.74 48.8% a

Budget moved to Discrete Project Budget

Sub-component 2.2.1: Targeted Stipends 83. The targeted stipend program is a discrete project alongside PEDP3. This program has a dual purpose: to compensate families of working children for the opportunity costs of sending their children to primary school, and to encourage the poorest families to ensure their children

Appendix 1 77

enroll and remain in school. A longitudinal study was to run alongside this in order to verify the impact and cost benefit of the stipend program. 84. Two studies were undertaken during the initial three years of PEDP3, each of which yielded lessons and recommendations for the continuation of stipends to primary school children in Bangladesh. At mid-term of PEDP3, the decision was taken to continue stipends as a discrete project and to develop a strategy to consolidate evidence and a concrete plan for the projected integration of stipends into the next phase of education programming. Regular updates will be provided at the PEDP3 Joint Annual Review Missions (JARM) and through the Working Group mechanism to ensure the connection of lessons related to interventions designed to address access to primary education for all. 85. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.2 (xiii): Activities of sub-component 2.2.1

2.2.1 Targeted stipend

Accountable: Director, Planning and Development Division, DPE Year 3 Year 4 Year 5 Year 6

Stipend project continues

Longitudinal study designed

Lessons learned on stipend to date consolidated (ref. to lessons from school feeding projects)

Based on lessons learned study, concrete plan developed for projected integration of stipend project in next primary education program

Regular collaboration between stipend project and PEDP3 enhanced, including reporting at JARM

Regular collaboration between stipend project and PEDP3 enhanced, including reporting at JARM

Table A.2 (xiv): Budget of sub-component 2.2.1


(USD)



specific budget

2.2.1. Targeted Stipendsa 429,678,241.67 0.00 0.0% a

Budget moved to Discrete Project Budget

Sub-component 2.2.2: School Health and School Feeding 86. Schools play a critical role in promoting children’s health and safety by helping them establish lifelong healthy behavior patterns. Children’s learning is also directly and negatively affected by hunger and their general health. The objective at the outset of PEDP3 was that school-based health checks would be undertaken once a year by local healthcare providers using UPEP funds, and that each school would receive a locally purchased first aid kit along with basic first aid training. The initial objective of school feeding was to modify and expand the existing program.

87. By mid-term, first aid kits had been disbursed to each school with teachers trained in 202 Upazilas. While continuing the first aid training for the rest of the Upazilas, efforts will be made to promote cross-Ministerial linkages on malnutrition, particularly with respect to Early Childhood Development. This may result in initiatives with the Ministry of Health and Family Welfare

78 Appendix 1

(MoHFW), Ministry of Women and Children’s Affairs (MoWCA), and Ministry of Social Welfare (MoSW). A mechanism will also be established for conducting school-based health check-ups in collaboration with MoHFW with the aim of carrying out a more coordinated approach to children’s healthcare. Recommendations will be issued to all schools on the maintenance and use of their first aid kits. 88. The initial objective of this sub-component was to modify and expand the existing program. During the PEDP3 Mid-Term Review, the decision was taken to continue school feeding as a discrete project for the remaining period of PEDP3. However to support the policy dialogue and planning of the eventual integration of the school feeding in the next sector program, greater focus will be placed upon the consolidation of evidence, lessons learnt and impact analyses from different existing school feeding modalities. In that respect, regular collaboration between the school feeding projects and MOPME will be established through the Program Support Office, and regular updates will be provided through the Working Group mechanism to ensure linkage of this intervention with other efforts to address access to education. 89. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.2 (xv): Activities of sub-component 2.2.2


Accountable: Director, Planning and Development Division, DPE


Training for teachers on health check-ups conducted in 202 Upazilas

Regular collaboration between school feeding projects and PEDP3 enhanced, including reporting at JARM



Initiatives on addressing malnutrition by concerned ministries (MoHFW, MoSW, MoWCA) and linkage with National Nutrition Service (NNS) explored

Linkage with relevant ministries to address malnutrition and Early Childhood Care and Development (ECCD) continued

Consolidation of lessons learned and good practices from school feeding projects

Recommendations issued to all schools on use of first aid kits

Twice a year health check-ups with teachers’ involvement provided at schools

Twice a year health check-ups with teachers’ involvement provided at schools Training for teachers on

health check-ups conducted in remaining Upazilas

Table A.2 (xvi): Budget of sub-component 2.2.2


(USD)


(USD)


2.2.2. School Health & school feedinga 266,214,700.77 2,301,858.97 0.1%

a Budget moved to Discrete Project Budget

Appendix 1 79

Sub-component 2.2.3: Needs-based School Environment Improvement 90. Creating a child-friendly physical environment in school includes elements provided through the Government (school layout and design, safe drinking water, WASH BLOCK for girls and boys, suitable classroom furniture, boundary walls) and elements provided by local communities (local materials for fencing, playgrounds, gardens). This sub-component is linked to the innovative strategy for needs-based infrastructure development under PEDP3 (Sub-Component 2.2.4), which sets out the approach for construction and major maintenance of classrooms. Under this sub-component, the construction and maintenance of water and sanitation facilities at schools are covered, following the same needs-based and prioritization criteria. 91. One component of school effectiveness is a safe and protective learning environment. In order to improve learning achievement in schools through decentralized planning the GOB introduced School Level Improvement Plans (see Sub-Component 3.1.2). The focus of this sub-component is strengthening both SLIP and UPEPs in order to achieve school effectiveness. While the government has commenced allocating SLIP grants to schools, the school planning process must enable the identification of key school development priorities and ways by which to achieve Primary School Quality Level (PSQL) indicators. 92. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program


2.2.3 Needs-based School Environment Improvement



Need based WASHBLOCKs, safe drinking water, boundary walls, classroom furnishings placed

Need based WASHBLOCKs, safe drinking water, boundary walls, classroom furnishings placed (continuation)

Need based WASHBLOCKs, safe drinking water, boundary walls, classroom furnishings placed (continuation)

Local collaboration mechanism for school layout and design established

Collaboration mechanism for school layout and design operationalized

Collaboration mechanism for school layout and design continued

Table A.2 (xviii): Budget of sub-component 2.2.3

Result Area and sub-component



(USD)


specific budget

2.2.3. School Environment 155,107,756.41 208,696,589.74 9.1%

Sub-component 2.2.4: Needs-based Infrastructure Development 93. In order to establish a good learning environment, substantial nationwide action is being taken to eliminate or reduce overcrowding of the classroom. PEDP3 has adopted a needs based approach to infrastructure development that will continue throughout the rest of the period of the program. Under this, sub-component additional classrooms are constructed and each school receives funds to undertake repair and maintenance work. A robust and transparent decision making tool has been developed for infrastructure supply under PEDP3 using the Education Management Information System (EMIS) and a set of agreed criteria for assessment and prioritization. It has greatly reduced subjectivity in decision-making in defining where and what infrastructure should be built to maximize impact.

80 Appendix 1

94. Some improvement of the existing EMIS based decision system is still necessary; specifically to capture robust data, undertake data validation and support field verification. The format of the Annual Primary School Census (APSC) should be modified to capture the physical condition of classrooms more effectively. A brief guideline on agreed criteria for needs assessment and prioritization along with clear direction on how to assess the physical condition of infrastructure should be prepared for field offices to reduce the subjectivity of evaluation. By PEDP3 mid-term, software for online need assessment, prioritization, and monitoring progress of implementation of infrastructure was under preparation to ensure transparency, efficiency and an improvement in the accuracy of assessment and subsequent prioritization and selection. This will include a “live list” that will take into account changes resulting from emergencies and natural disasters. 95. Infrastructure planning should be prepared so that a good and safe school environment can be maintained. A layout plan for all components of infrastructure to be constructed in a school campus (e.g. additional class rooms, toilets/WASH Blocks, water points) should be jointly prepared by the Local Government Engineering Department (LGED), DPHE and the UEO before starting any construction work. The existing school designs should be reviewed to make sure that appropriate technologies are adopted and schools are located at safe sites. Enhanced ownership of School Management Committees (SMCs) should be encouraged to ensure sustainable supply and maintenance of primary school infrastructure. 96. Needs based construction will be based on the following guidelines:

(i) While schools may run in double shift, it must be ensured that no school is overcrowded

(ii) Minimum is 3 classrooms with one teachers’ room in a school (iii) Classroom/student ratio is 1:40 with flexibility of overcrowding up to 40%

(classroom design to consider this) (iv) One school for habitations having catchments of 2000 and no school within 2km

97. About 44 percent of classrooms met these criteria at the time PEDP3 was launched (GPS (48 percent, NNGPS 37 percent). In 2008, using a student-teacher ratio of 1:46, and taking into account double shift schools, about 88 percent of primary schools met these criteria (86 percent GPS, 91 percent RNGPS). However, these averages hide disparities between schools and many teachers face classes in excess of 65 students, particularly in lower grades. Reducing the student density per classroom and the student-teacher ratio demands more classrooms to ensure teaching practices that are age appropriate and effective with a range of student abilities. To this end, a needs assessment survey was undertaken in 2012 that assessed the number of additional classrooms required to reach a student/teacher ratio of 1:56. Results are in Table A.2 (xix) below.

Table A.2 (xix): Indication of classrooms required from preliminary review

School Types Additional Teachers’ Rooms Additional Classrooms Total Rooms

GPS 3,449 18,890 22,339

RNGPS 2,976 10,526 13,502

COM 843 2,319 3,162

TOTAL 7,268 31,735 39,003 Source: Report of DFID consultant, Date: August 2012

Appendix 1 81

98. Analysis has also indicated that many schools exceed the standard student to classroom ratio of 1:40. Therefore, it became necessary to identify the overcrowded schools where resources were not conducive to quality education. Schools that had very low classroom to student ratios, making the existing facilities grossly under-utilized, were also identified. 99. Categories were adopted in 2011 for designating a school ‘underutilized’, ‘normal’, and ‘overcrowded’ depending upon the average number of students in the class. These are outlined in Table A.2 (xx) – Categorization of school by student numbers below.

Table A.2 (xx): Categorization of school by student numbers

Number of students in school Categorization

<14 VUU – Very Under Utilized

>14 and <28 UU – Under Utilized

>28 and <56 Normal

>56 and <80 OC – Over Crowded

>80 and <112 VOC- Very Over Crowded

>112 VHOC – Very Highly Over Crowded

100. Table A.2 (xxi) outlines the proportion of schools that fall into each of these categories.

Table A.2 (xxi): Proportion of schools by category of crowding by school type

Type of school Data error VUU UU Normal OC VOC VHOC

GPS 0.14 3.32 5.78 38.13 26.54 14.75 11.33

RNGPS 1.23 5.78 3.28 40.91 28.35 10.17 10.27

COMMUNITY 12.09 6.67 8.14 41.83 16.37 7.33 7.57

101. While some disparities will always exist, there is urgent need to minimize these in order to maximize the efficiency of the existing facilities.


Table A.2 (xxii): Activities of sub-component 2.2.4


Accountable: Director, Planning and Development Division, and LGED, DPHE


At least 35 % of planned needs-based infrastructure development completed according to criteria and technical standards

At least 65% of planned needs-based infrastructure development completed according to criteria and technical standards

100% of planned needs based infrastructure development completed Third party validation of infrastructure development according to criteria and technical standards

Third party validation of infrastructure development according to criteria and technical standards

Recommendations from efficiency gains study and the Year 3 TPV endorsed by MOPME

Third party validation of infrastructure development according to criteria and technical standards

82 Appendix 1

Table A.2 (xxiii): Budget of sub-component 2.2.4


(USD)


Jun-17 (USD)



specific budget

2.2.4. Need based infrastructure development 788,555,185.90 905,351,141.03 39.6%

C. Component 3: Decentralization and Effectiveness

103. A key dimension of PEDP3 is expanding decentralized planning, management and monitoring to the district, Upazila and school levels. The School Level Improvement Plans (SLIPS) address school and community-wide matters linked with learning outcomes and primary completion. Upazila Primary Education Plans (UPEPs) help in reducing disparities between areas within Upazilas, leading, eventually, to a reduction of disparities between Upazilas. 104. Ultimately, an education system’s effectiveness is judged in terms of learning outcomes. This result area drives the evidenced based assessment of the effectiveness of the education system by enabling the measurement of inputs, output and outcomes and their contribution in driving learning outcomes.

Result Area 3.1: Decentralization

105. Anticipated Outcome: Upazila and school level planning decentralized 106. KPs. Below are the KPIs:

(i) Percentage of AOP budget allocation for unconditional block grants (UPEP & SLIP) for Upazilas and schools

(ii) Expenditure of unconditional block grants (UPEPS & SLIP) by Upazilas and schools


Table A.3 (i): Budget of Result Area 3.1: Decentralization


(USD)


(USD)


3.1.1 Field level offices strengthened 44,959,122.76 72,513,038.46 3.2%

3.1.2. Decentralized school management & governance

a

175,472,910.26 136,120,089.74 6.0%

3.1.3. School level leadership development 8,269,230.77 10,415,307.69 0.5%

3.1.4. Org review and strengthening 37,069,314.10 23,112,423.08 1.0%

Result Area 3.1 Total 265,770,577.88 242,160,858.97 10.6% a

SLIP fund used at Tk 30000 per school until June 13, revised at Tk 50000 per school from Jun-14

Sub-Component 3.1.1: Field-Level Offices Strengthened 108. Initiatives started under PEDP II to strengthen field level offices are to be continued under PEDP3. Responsibilities and functions at the field level were to be re-defined and in some

Appendix 1 83

cases expanded, particularly in relation to key reforms under PEDP3 such as the DPED and the development of SLIPs and UPEPs. A comprehensive plan for strengthening PTIs, UEOs and URCs was to be developed and implemented with a particular emphasis on filling vacancies, building capacity in planning and monitoring, and devolving some functions to Upazila level. 109. Roles and responsibilities for decentralized primary education officers have expanded under PEDP3. URC instructors respond to demand-based continuous professional development of teachers and AUEOs are expected to play a major role in local social mobilization and in collecting information on classroom practice through prescribed formats. The UEO functions include reviewing SLIPs and preparing UPEPs in addition to visiting and monitoring schools (see sub-component 3.1.2 Decentralized School Management and Governance). 110. AUEOs and URC instructors also conduct need & demand-based sub-cluster training, provide professional support to head teachers, take responsibility for academic supervision and play a major role in local service mobilization. AUEOs collect information on classroom practices through classroom observation. This informs decision making at the school and the policy level (DPE/MOPME). The UEO will also play a vital role in linking the school level improvement plans to the national annual operational plan but this need to be further strengthened and synchronized with the national planning processes. Under PEDP3, the UPEP guidelines will be improved to develop the UPEP as a capacity building and funding mechanism. On a needs basis, new UEOs may be constructed and badly damaged UEOs will be reconstructed. 111. Up to PEDP3 mid-term, decentralization had not progressed as originally planned. Minimal recruitment for field level staff occurred and the recruitment of PTI instructors was stalled. PEDP3 implementation experience highlighted that in order to effectively decentralize planning functions, PTIs, UEOs and URCs will require additional human resourcing. Based on the Organizational Development and Capacity Building Guidelines (ODCBG) stocktaking exercise (see sub-component 3.1.4), a concerted effort will be placed on ensuring field level offices have the needed human resources. The existing responsibilities and functions of the UEOs will be re-defined and finalized based on the UPEP guidelines updated by the DPE Administration Division (see sub-component 3.1.2). The continuous professional development of PTI, UEO and URC staff will be documented (see sub-component 4.5) to ensure staff can be equipped with the key capacities to undertake their roles and responsibilities (e.g. planning and monitoring and field level coordination of training). The DPE Planning Division will also take a leadership role in linking SLIPS to UPEPs and the national annual operational plan. 112. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.3 (ii): Activities of sub-component 3.1.1


Accountable: Director Administration, DPE


GOB will prepare a plan to address staffing in PTIs and UEOs to adequate levels to manage workloads

Based on the ODCBG stocktaking exercise (see sub-component 3.1.4), staff hired and placed at field level

Based on the ODCBG stocktaking exercise (see sub-component 3.1.4) remaining staff hired and placed at field level

Planned staff hired and placed at all field levels

Staff in place and performing

Recommendations from the PEDP3 Mid-Term Review Quality and Governance studies to improve field level

Field level coordination of training improved

Field level coordination of training improved

84 Appendix 1


Accountable: Director Administration, DPE


coordination of training identified and approved

Job description of UEOs to include UPEP and SLIP coordination finalized by DPE Administration Division (see sub-component 3.1.2)

Upazilas develop and implement needs-based UPEPs on the basis of SLIPs.

UPEP-Upazilas develop and implement needs-based UPEPs on the basis of SLIPs

Targeted capacity development support provided to UEOs based on the study of SLIP and UPEP process in selected Upazilas (To be supported by the Planning Division)

Table A.3 (iii): Budget of sub-component 3.1.1


budget (USD)


Jun-17 (USD)


budget

3.1.1 Field level offices strengthened 44,959,122.76 72,513,038.46 3.2%

Sub-Component 3.1.2: Decentralized School Management and Governance 113. One of the objectives underpinning PEDP3 is to enhance decentralized planning at District, Upazila and school levels. As described in Sub-Component 3.1.1 (Field Level Offices Strengthened), functions and responsibilities were to be re-defined and, in some cases, expanded. An evidence-based process of annual planning and implementation was to be institutionalized; through building field level capacity to use evidence and identify capacity needs to deliver education results, and linking this to a needs-based Annual Operational Plan (AOP). To this end, planning instruments and organizational arrangements were to be approved and adopted at all levels: School Level Improvement Plans, Upazila Primary Education Plans, and District Primary Education Plans. Ultimately, the goal of this sub-component was to empower Head Teachers, School Management Committees and Upazila Education Officers to improve the quality and inclusiveness of education. 114. This sub-component is one of the nine against which development partner’s disbursements are linked. A series of annual targets were set, the first three of which were met by PEDP3 mid-term. By April 2014, over 60% of schools had prepared SLIPs according to SMC Guidelines and had received funds (30,000Tk.) against these. 50 Upazilas had developed UPEPs. Plans are in place to collect more detailed evidence on the implementation of the current SLIP and UPEP modality, and this will guide progress towards this sub-component goal. 115. At mid-term it was reinforced that UPEPs and SLIPs are based on the principle that decentralized autonomy and flexible financing can have a dramatic impact upon the quality of education delivered and, to that end, the local level planning process would be strengthened, including linkages between conditional and non-conditional funding at school and Upazila level, SLIP and UPEP during intervention implementation. These two plans will combine to create a framework that can drive school effectiveness in school development planning and implementation. School development planning contributes to creating an enabling school environment that leads to school effectiveness through inclusion of preschool, increased attendance, primary cycle completion and acquisition of basic competencies. School

Appendix 1 85

effectiveness good practices and models will be developed on the basis of the Primary School Level Indicators, and the Child Friendly School framework of international best practice for school effectiveness. At school level, an appraisal of school needs will be developed with active participation of School Management Committees, to ensure effective utilization of different funds/grants available (repair fund, regular maintenance fund, SLIP grant, pre-primary fund, inclusive education fund, and school environment fund). Several commitments were made on the shared understanding that School Management Committees, head teachers, teachers, parents and community members can achieve incredible improvements in quality education.

(i) SLIPS: Positive advocacy will be undertaken through various media on the roles of SMCs and communities in the provision of quality, inclusive education. The SLIP Guidelines will be revised and strengthened on the basis of lessons learned, and aligned with SMC Guidelines. These Guidelines will provide for ongoing support and quality assurance of SLIP implementation and expenditure. The size of the SLIP grant will be increased (and may include currently earmarked funds for maintenance merged into one block grant). Utilization of funds will be improved through dissemination of information about important issues and potential solutions to these, on teaching and learning materials, remedial measures for low achievers and teacher-student contact hours in the classroom, for example. Success stories on the use of SLIPs to improve the quality of education will be shared between schools. Parent Teacher Associations will be strengthened to enhance accountability at school level.

(ii) UPEPs: UPEPs will be active by the end of PEDP3. The UPEP guidelines will be further clarified and earmarked grants will be made flexible in order to allow UEOs to use the block grants available at Upazila level (for example for education in emergencies and inclusive education) according to their needs. These needs are to be captured in the UPEP. For selected Upazilas that have already developed a UPEP, an exception may be made in Year 4 so that they can apply this flexibility on a pilot basis.


Table A.3 (iv): Activities of sub-component 3.1.2




At least 75% of schools having prepared SLIPs and received funds according to SMC guidelines validated by expenditure tracking survey

Recommendations of expenditure tracking survey (PETS) and lessons learned study are endorsed by MOPME

At least 75% of schools (GPS and NNGPS) have prepared SLIPs and have received funds on the basis of guidelines updated in Year 4

At least 25% of Upazila having prepared UPEPs and received funds based on UPEP guidelines validated by expenditure tracking survey

At least 40% of Upazilas have prepared UPEPs according to UPEP 2012 guidelines

At least 50% of Upazilas have prepared UPEPs on the basis of updated guidelines

SMC, SLIP and UPEP guidelines updated

86 Appendix 1

Table A.3 (v): Budget of sub-component 3.1.2

Sub-component


Total revised Budget July 11

to Jun-17 (USD)


budget

3.1.2. Decentralized school management & governancea

175,472,910.26 136,120,089.74 6.0%

a SLIP fund used at Tk 30,000 per school until June 13, revised at Tk 50,000 per school from Jun-14

Sub-Component 3.1.3: School Level Leadership Development 117. The focus on improvements in children’s learning in the classrooms requires head teachers, AUEOs, URC instructors and assistant instructors to assume more active and wide-ranging roles. Head teachers are expected to exercise expertise as leaders, managers and administrators for educational reform at the school level, and mentors and academic supervisors for teacher professional development. In a similar vein, AUEOs, URC instructors and assistant instructors must play an important role in providing academic supervision, particularly in order to assist teachers to diagnose their knowledge and skill and to self-evaluate their performance. Moreover, UEOs and AUEOs must conduct follow-up supervision after head teacher training to support and improve school practices. For example, under ShikbeProtitiShishu (ECL, sub-component 1.1), head teachers will demonstrate ways of ensuring that each child learns, as well as monitoring each teacher’s efforts and each child’s results. 118. In addition, the decentralization of the current administration system is requiring leaders such as head teachers to assume more responsibility and authority for making decisions that affect school operations. Under PEDP3, the roles of head teachers, AUEOs, URC instructors and assistant instructors will be clarified, studies will be undertaken on their leadership strengthening, and leadership training will be provided for those supervisors. The emphasis is on capturing more precise and clear ideas of the reality in the classrooms, and to encourage and facilitate teachers to initiate positive changes at the school level. 119. In Year 4, further improvement of training materials will be completed (linked to teacher support and networking and academic supervision training). In Years 4-6, 14,000 head teachers will participate annually in training, and UEOs and AUEOs will conduct follow-up supervision. 120. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.3 (vi): Activities of sub-component 3.1.3


Accountable: Director, Training Division, DPE


At least 40% of head teachers and AUEOs trained

Further improvement of training materials is completed

14,000 head teachers participate in the training

14,000 head teachers participate in the training

14,000 head teachers participate in training

Development of handbook / guidebook for head teachers is completed

UEOs and AUEOs conduct follow-up inspection



Appendix 1 87

Table A.3 (vii): Budget of sub-component 3.1.3

Sub-component



(USD)


budget

3.1.3. School level leadership development 8,269,230.77 10,415,307.69 0.5%

Sub-Component 3.1.4: Organizational Review and Strengthening 121. An in-depth review of the MOPME and DPE organizational structures was conducted during PEDP II. Its findings were initially used as the basis for plans for organizational strengthening of the roles of teachers, field level officials, DPE and other key stakeholders including NAPE and NCTB under PEDP3. The objective of this sub-component is closely linked to 4.5 (Human Resource Development) and 3.2.2 (Teacher Recruitment and Deployment). Activities build towards the same objective: improved capacity to achieve Program goals. 122. An Additional Director General position and the Program Division were institutionalized in DPE from the outset of the PEDP3. A final proposal for the career paths of teachers, head teachers and DPE officials was developed with revisions incorporated based on concerned Ministries with the aim to finalize this in Year 3. By PEDP3 mid-term, plans for the construction of a new DPE building were also being processed. A capacity-strengthening plan for DPE was being developed and new posts created and recruited for NAPE. 123. The Organizational Development and Capacity Building Guidelines (ODCBG) developed under PEDP II contained much of relevance for PEDP3. At mid-term it was agreed that an appraisal of the extent to which these Guidelines have been implemented will be undertaken and a set of follow-on actions agreed. This will produce the basis for further capacity strengthening at MOPME, DPE and NAPE. In an attempt to build on the program approach of PEDP3, an activity will be undertaken in the penultimate year of the Program to identify the staff that should be transferred from the GOB the Development Budget to the Revenue Budget. 124. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.3 (viii): Activities of sub-component 3.1.4

3.1.4 Organizational Review and Strengthening Accountable: Director Administration Division, DPE


TOR for follow-on Organizational Development and Capacity Building Guide (ODCBG) approved after completion of stock taking of current implementation status, with limited targeted focus areas

ODCB Guide follow-up exercise completed

Identification of staff that: (i) May need to be transferred post-PEDP3, (ii) May need to be created from integration with discrete projects, and (iii) May result from the advice from the follow-on OCDB Guide exercise"

Updated organogram for post-PEDP3

New Recruitment Rules approved by GOB

MOPME, NAPE and DPE capacity strengthening continued in line with ODCB Guide follow-up

MOPME, NAPE and DPE capacity strengthening continued in line with ODCB Guide follow-up

MOPME, NAPE, and DPE capacity strengthening continued

Dissemination of new approved recruitment rules completed

88 Appendix 1

Table A.3 (ix): Budget of sub-component 3.1.4


(USD)


(USD)


specific budget

3.1.4. Org review and strengthening

37,069,314.10 23,112,423.08 1.0%

Result Area 3.2 Effectiveness

125. Anticipated Outcome: Increased effectiveness of budget allocation 126. KPIs. Below are the KPIs:

(i) Cycle Completion rate, primary education (boys, girls and all) (ii) Cycle Drop Out Rate (boys, girls and all) (iii) Coefficient of efficiency & Number of input years per graduate (iv) Percentage of GPS/NNGPS that meet 3 of 4 school-level quality indicators

(PSQL) 127. Budget. Below is the chart for budget of result area 3.2:

Table A.3 (x): Budget of Result Area 3.2: Effectiveness


(USD)


Jun-17 (USD)


budget

3.2.1. Grade 5 PECE strengthened 480,769.23 1,806,384.62 0.1%

3.2.2. Teacher Recruitment and Deployment 38,961,538.46 27,568,589.74 1.2%

3.2.3. Annual primary school census 3,846,153.85 3,266,307.69 0.1%

3.2.4. National Student Assessment 3,141,025.64 1,216,987.18 0.1%

Result Area 3.2 Total 46,429,487.18 33,858,269.23 1.5%

Sub-Component 3.2.1: Grade 5 PECE 128. Since 2009, children in Bangladesh take a short answer terminal examination at the end of primary school (Grade 5) to demonstrate the acquisition of knowledge. The challenge under PEDP3 is to create linkages between curriculum, teaching learning methods and assessment tools in order to develop a terminal examination that reflects the goals of the curriculum and counteracts simply ‘teaching to the test’. The current examination is progressively being reformed under PEDP3 through better question development, piloting, and analysis of student responses. Questions requiring analysis and problem solving (prominently mentioned in the NEP) are being added to assess these skills.

129. In the planning of PEDP3 the major emphasis was on the improvement of quality and learning outcomes. A number of measures are being introduced to help teachers focus on the students’ acquisition of competencies. It is essential for the Grade 5 PECE to measure students’ learning in this way in order for teachers to be motivated to teach the competencies. The percentage of competency-based questions is increasing annually aiming for 65 percent of the questions to be competency-based by the end of PEDP3, and for the exam to be fully competency-based by 2018. National capacity will be built for developing competency-based questions to ensure the sustainability of the initiative. On an annual basis, analysis of results of

Appendix 1 89

the Grade 5 PECE will be compiled by DPE and NAPE and the results disseminated. Linkages will be made with other quality interventions with the aim to encourage teachers to change their methods from teaching for recall of information to the development of learning competencies. 130. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.3 (xi): Activities of sub-component 3.2.1

3.2.1 Grade 5 PECE Strengthened

Accountable: DG NAPE; and Director Administration, DPE


Action plan implemented with at least 25% of items competency-based introduced in the 2013 Grade 5 PECE and an additional 25% of competency-based items piloted (piloting to be done in May 2014)

Action plan implemented with at least 35 % of competency-based items introduced in the 2014 Grade 5 PECE and piloting based on 100% of curriculum competencies

Action plan implemented with at least 50% of competency-based items introduced in the 2015 Grade 5 PECE and piloting of items based on 100% of curriculum competencies

Action plan implemented with at least 65% of competency based items introduced in the 2016 Grade 5 PECE and piloting based on 100% of curriculum competencies

Analysis of results of 2013 Grade 5 PECE completed by DPE and NAPE and results disseminated

Analysis of results of 2014 Grade 5 PECE completed by DPE and NAPE and results disseminated, using dissemination tools as specified in the action plan

Analysis of results of 2015 Grade 5 PECE completed by DPE and NAPE and results disseminated, using dissemination tools as specified in the action plan

Grade 5 PECE Framework updated and approved by NAPE/MOPME and action plan prepared to implement it.

Table A.3 (xii): Budget of sub-component 3.2.1


budget (USD)


Jun-17 (USD)


budget

3.2.1. Grace 5 PECE strengthened 480,769.23 1,806,384.62 0.1%

Sub-Component 3.2.2: Teacher Recruitment and Deployment 131. The shift from universal to needs-based targeting of primary education service delivery under PEDP3 is one of the most innovative and important goals of the Program. One of the major elements of this is the needs-based recruitment and deployment of teachers. Annual targets were set against this sub-component and by Year 2 all teacher and head teacher positions were filled according to agreed recruitment procedures and on a needs basis. 90 percent of new teacher and head teacher posts identified as necessary at PEDP3’s outset were filled by mid-term. 132. The assessment of need for teachers is based upon:

(i) The establishment of new teacher positions in areas of need (e.g. PPE teachers or increasing teacher-student contact hours); and

90 Appendix 1

(ii) Yearly attrition of head and assistant teachers (see 2.2.4). 133. To ensure teacher quality, newly recruited teachers are given the opportunity to participate in the DPED course and a series of Continuous Professional Development activities (see Sub-component 1.6 (Teacher Education and Development). Another key objective of PEPD3 is the approval of a teacher career path. This is to provide a strong incentive for teachers to perform to a high level, in order to encourage highly qualified teachers to remain in the system. 134. The successes of needs-based recruitment and deployment will be consolidated and built on in the second half of the program. A focus of this sub-component over the remaining years will be the approval of the teacher career path and the recruitment and deployment of teachers in line with the teacher recruitment plan including a focus on increasing the teacher-pupil contact hours in the classroom. A comprehensive study will be undertaken on contact hours during Year 4 to recommend policies and interventions to increase the contact hours of teachers and students (this will include analysis of single and double shift methods, teacher deployment, student/teacher ratios, teacher incentives, use of SLIPs/UPEPs, infrastructure needs and the use of private tuition). This will be followed in Year 5 by the development of an action plan to pursue the relevant findings of this study. 135. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.3 (xiii): Activities of sub-component 3.2.2


Accountable: Director, Administration Division, DPE


All teachers and head teachers positions (vacancies and new positions) filled according to agreed recruitment procedures and norms and on needs basis



All teacher and head teacher positions (vacancies and new positions) filled according to agreed recruitment procedures and norms and on needs basis


And (ii) at least 90% of new teacher and head teacher posts identified by the needs-based plan to be filled for the year filled.

At least 90% of teachers and head teachers (vacancies and all new positions) filled according to needs based plan

At least 90% of teachers and head teachers (vacancies and all new positions) filled according to needs based plan

Recruitment rules with career paths for teachers and head teachers and, career paths, recruitment and promotion rules for DPE officers (field and Head Quarter) approved by Government of Bangladesh

A comprehensive study on contact hours and policies and interventions conducted with recommendations for increasing contact hours between teachers and students

Recommendations of comprehensive study (Year 4) on contact hours endorsed by MOPME

Appendix 1 91


Accountable: Director, Administration Division, DPE


Action plan to implement recommendations from the contact hour study endorsed by MOPME

Table A.3 (xiv): Budget of sub-component 3.2.2


budget (USD)


(USD)



specific budget

3.2.2. Teacher Recruitment and Deployment 38,961,538.46 27,568,589.74 1.2%

Sub-Component 3.2.3: Annual Primary School Census 136. The importance of regular, accurate, reliable data for evidence-based policymaking and quality, targeted service delivery cannot be understated. The Bangladesh education sector has long recognized this and the Annual Primary School Census (APSC), conducted since 2005, provides a primary information source that shapes the efficiency and effectiveness of efforts to provide inclusive, quality primary education. PEDP3 aims to improve and expand the APSC to cover all primary education providers and produce a holistic picture of primary education services and trends in the country. Capacity development in monitoring and evaluation (see sub-component 4.4) is also a core aim. 137. In the first two years of PEDP3 the APSC coverage has been extended from two to six types of schools with the aim of covering at least all types of schools that participate in the Grade 5 PECE. Data collection, processing and reporting time has been significantly reduced and the data quality has considerably improved through:

(i) The modification of the collection instruments; (ii) Field level trainings; (iii) The production of a data cleaning manual; and (iv) Internal and external validation mechanisms to test and improve data accuracy.

138. The 2013 APSC process was concluded within 12 months, despite significant logistical constraints. In 2014 an online APSC platform has been prepared and is being tested. This will reduce collection and data processing time and help improve the use of data for planning at all levels. 139. The APSC data is used as the basis for the Annual Sector Performance Report (ASPR). The DPE Monitoring and Evaluation Division (M&E Division) is accountable for conducting the APSC while the DPE Information Management Division (IMD) is accountable for processing the data. Both Divisions have recruited a number of staff and consultants to help enhance the M&E functions. However, a long-term vision is required to create statistician positions and recruit permanent staff to sustain this strengthened capacity. The EMIS team under the M&E Division has also been fully staffed and Information Technology (IT) works have been separated to create a clear division of labor. The EMIS team is able to focus on the collection, processing

92 Appendix 1

and reporting on data and the IT team deals with IT related issues such as fixing computers, maintaining networks and managing and preserving data. 140. At the MTR all stakeholders reiterated a commitment to strengthening the APSC. From 2014 the APSC will cover all schools (All schools at a minimum means schools that participate in the Grade 5 PECE). Data collected though the APSC will inform the assessment of demand for textbooks. The data collection, validation and managing processes will be integrated into the new online APSC system following testing. Each APSC will be processed within an academic year followed by APSC dissemination workshops nationally. An extensive third party validation will take place in 2014, upon which basis further improvements will be made. 141. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.3 (xv): Activities of sub-component 3.2.3

3.2.3 Annual primary school census

Accountable: Director, Monitoring and Evaluation Division, DPE


ASC administration and report preparation and dissemination complete within academic year covering at least 6 types of schools

APSC (AY 2015) administration and report preparation and dissemination complete within academic year covering all primary schools

APSC (AY 2016) administration and report preparation and dissemination complete within academic year covering all primary schools

APSC (AY 2017) survey completed within academic year covering all primary schools

Third party validation of validation census data completed

Agreed recommendations from the third party validation (Year 3) are implemented

Third party validation completed examining the accuracy of data compared to prior Third Party Validation

M&E capacity assessment study completed

Table A.3 (xvi): Budget of sub-component 3.2.3


budget (USD)


(USD)


specific budget

3.2.3. Annual primary school census 3,846,153.85 3,266,307.69 0.1%

Sub-Component 3.2.4: National Student Assessment 142. National learning assessments, when conducted effectively, provide a means for tracking learning outcomes over time for students at specific points in the primary cycle. The assessments are a way to test the effectiveness of the broader education system, rather than the individual students. The objective of learning assessments such as Bangladesh’s National Student Assessment (NSA) is to yield data to guide policymakers to identify where interventions are working and what needs more attention. Three technical aspects must be carried out correctly for this objective to be realized:

(i) Sampling must be precise and be representative of all schools and students in the country

(ii) The learning assessment must be administered at the same time each cycle, under the same conditions and at the same level of difficulty to assure comparability of findings between cycles; and

Appendix 1 93

(iii) Test items are constructed to reflect anticipated learning outcomes at the time of testing.

143. The NSA has been reformed under PEDP3. By the third year of the program two rounds of national assessments had been conducted, in 2011 and 2013. These tests, performed through a technically sound process, yielded comparable data on a sample basis for students in Grades 3 and 5.17 This has ensured the validity and reliability of the tests. This allows comparison by different types of schools and students as well as across the two testing periods and is proving useful for planning of other interventions such as teacher training on specific aspects of the curriculum. This is the first time in Bangladesh reliable and valid data is available on primary students’ learning that can be compared over time. 144. During the remaining program period efforts will concentrate on conducting another round of the NSA, ensuring validity and reliability, analysis and dissemination of results, use of results in program planning and building national capacity for conducting the national assessments at an international standard. Learning assessment links are to be established between the highest grade of primary and the lowest grade of secondary education. 145. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.


3.2.4 National Student Assessment (NSA)

Accountable: Director, Program Division, DPE


20-25 students in 700 schools participated in Grade 5 NSA

Results of NSA 2013 disseminated nationwide and utilized for further quality improvement of the system

NSA 2015 conducted Results of NSA 2015 disseminated nationwide and utilized for further quality improvement of the system

Preparation for NSA 2015 completed

Results of NSA 2015 analyzed

Preparation for NSA 2017 completed

Needs assessment on strengthening assessment/examination system conducted

A capacity development plan of assessment/examination system developed

First phase of the capacity development plan to institutionalize NSA implemented

Table A.3 (xviii): Budget of sub-component 3.2.4


budget (USD)


Jun-17 (USD)


specific budget

3.2.4. National Student Assessment 3,141,025.64 1,216,987.18 0.1%

D. Component 4: Planning and Management 146. This component addresses the overarching planning and management issues of PEDP3. The line divisions of DPE and other agencies (e.g. NAPE) undertake day-to-day management of the Program as part of their routine tasks. MOPME and DPE manage overarching coordination of the program. A key feature of PEDP3 is the use of Government’s

17

The 2011 NSA drew a representative sample of Grade 3 and 5 students from 726 schools (548 GPS; 178 RNGPS) out of the total 80,000 schools in the country. 20-25 students were chosen from each school, for a total of 17,626 students for Grade 3 and 13,854 students for Grade 5.

94 Appendix 1

own systems for financial management for a large proportion of donor funding, an approach known as the ‘Treasury model’. The Ministry of Finance has undertaken to ensure that adequate financing is available for PEDP3. 147. The component also covers institutional aspects of M&E, including strengthening of the Education Management Information System (EMIS) through the establishment of a new IMD Division in DPE. This division will support evidence-based planning in PEDP3 at central levels – the AOP – and at local level – the SLIP and UPEP. The M&E Division will be strengthened to improve the APSC and ASPR. Result Area 4: Program Planning and Management 148. Outcomes: Effective program planning and management 149. Budget. Below is the chart for budget of result area 4:

Table A.4 (i): Budget of Result Area 4: Program Planning and Management


(USD)


Jun-17 (USD)


budget

4.1. PEDP3 Management and Governance 46,903,685.90 41,957,730.77 1.8%

4.2. PEDP3 Financial Management 632,512.82 425,102.56 0.0%

4.3. Sector Finance

0.00 0.0%

4.4. Strengthen Monitoring Functions 7,435,897.44 1,806,576.92 0.1%

4.5. Human Resources and Development 9,416,410.26 12,376,038.46 0.5%

4.6. Public, Private Partnerships (PPPs)

6,410.26 0.0%

Result Area 4 Total 64,388,506.41 56,571,858.97 2.5%

Sub-Component 4.1: PEDP3 Management and Governance 150. The core objectives of this sub-component are expanded upon in Chapter 3 of the Program Overview: Program Governance and Management. This contains a strategic overview of the coordination, oversight and planning mechanisms of PEDP3, including the Steering Committee, Program Support Office, Technical Committee, Working Groups and DPE Program Division envisaged as instrumental at Program outset. This sub-component activates these. In short, PEDP3 is managed through divisions and units that are part of the MOPME and DPE organizational structures, as opposed to ancillary project management units. 151. The Program Support Office (PSO), essential for efficient coordination, communication and program support from MOPME, will be operational from late 2014. This is important also for the maintenance of institutional memory and to support sustainable capacity strengthening and leadership within MOPME. The Program Steering and Technical Committees will meet regularly, as per their updated TORs specified in this updated Program Document. Mechanisms for inter-agency collaboration will be developed by the PSO, and improved incorporating lessons learned and processes for improved coordination and monitoring of performance institutionalized on this basis. 152. At the PEDP3 Mid-Term Review, the arrangements for strategic management of PEDP3 as described in the original Development Project Proforma (DPP) and Program Document were considered in light of implementation experience. Several updates were agreed, and are

Appendix 1 95

incorporated into this updated Program Document (Program Overview and Implementation Guide). 153. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.4 (ii): Activities of sub-component 4.1




PEDP3 management and steering committee meet regularly as per their TORs




PEDP3 AOP for current year implemented




PEDP3 tasks across divisions and agencies for current year coordinated and used to improve performance

MTR governance report findings reviewed and next steps agreed

PEDP3 tasks across divisions and agencies for current year coordinated by PSO and used to improve performance on the basis of agreed mechanisms


PSO operational as per TOR in updated program documents


Table A.4 (iii): Budget of sub-component 4.1


(USD)


(USD)


budget

4.1. PEDP3 management and Governance 46,903,685.90 41,957,730.77 1.8%

Sub-Component 4.2: PEDP3 Financial Management 154. Financial management under PEDP3 is markedly different to financial management under PEDP II. As described in Chapter 3: Program Governance and Management of the Program Overview, PEDP3 uses the Government’s systems for financial management and monitoring and follows an agreed combination of Government and DP systems for procurement and reporting. Under this financing modality, DPs place their contributions into a Consolidated Fund under the Ministry of Finance. Financial processes follow the Government’s regular procedures. In line with a core principle of the Program, the PEDP3 also provides ongoing support to strengthen the financial management system. For long-term sustainability of the PEDP3 approach, a Procurement and Financial Management Action Plan was devised. 155. Implementation and annual appraisal of this Action Plan has led to several improvements:

96 Appendix 1

156. Annual program financial statements are prepared, with amounts budgeted in line with the Medium Term Budget Framework (MTBF). The quality of these statements has improved and became compliant in the second year of the program. The budget management reports provide quarterly updates on budget utilization and financial program implementation at central and field level. 157. The Ministry of Finance distributes the sector budget (per the Annual Operational Plan) to MOPME, and this is then disbursed at the central level of MOPME/DPE and field level offices. Capacity at the field level is improving; both implementing associates (at central and field levels), and accounting offices (at field and central levels) are involved. The quality and transparency of budget management and reporting is also growing stronger.

158. Improvements in the Integrated Budget and Accounting System (IBAS), both in adjustments as well as capacity to use it at central and field level, have contributed to improved quality of reporting and monitoring. Quarterly monitoring is conducted through system-generated reports (Interim Financial Reports, IFR). Provision of on-line access to IBAS for all field level offices will continue to be enhanced

159. The distribution and ceilings of advances to Drawing and Disbursement Officers (DDO) of MOPME are reviewed and Ministry of Finance (MOF) adjustments requested on an annual basis. Fiduciary reviews are conducted on an annual basis. 160. A comprehensive analysis of Financial Management was conducted as part of the PEDP3 Mid-Term Review and indicated that the financial management system is satisfactory and improving. While the current monitoring and review arrangement will continue, based on emerging recommendations the following activities will be added to the process:

(i) Introduction of Customized Accounting System software, which will extend the monthly monitoring;

(ii) Recording and monitoring advances will be reviewed in Annual Development Plan review meetings at MOPME, and

(iii) Quarterly reviews of audit observations will be conducted. 161. With these additional steps it is expected that the benefits of using the country system will increase. Both central and field level will have timely full financial information for monitoring and management purposes, resulting in improved robustness and reliability of the financial information. 162. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.4 (iv): Activities of sub-component 4.2

4.2 PEDP3 Financial Management Accountable: Director, Finance Division, DPE


Annual fiduciary review conducted




Preparation of annual program financial statements



Amounts budgeted are in line with MTBF





Appendix 1 97

4.2 PEDP3 Financial Management Accountable: Director, Finance Division, DPE





Distribution and ceilings of advances to cost center/DDOs reviewed and MOF adjustments requested




Quarterly monitoring through system-generated reports (IBAS)/DPE

Quarterly monitoring through system-generated reports (IBAS)



Recording and monitoring advances in ADP review meeting at MOPME



Quarterly review of the audit observation



Customized Accounting system software introduced and implemented

Table A.4 (v): Budget of sub-component 4.2

Sub-component



(USD)


specific budget

4.2. PEDP3 Financial Management 632,512.82 425,102.56 0.0%

Sub-Component 4.3: Sector Finance 163. This sub-component works towards three goals:

(i) The Government of Bangladesh allocates sufficient resources for PEDP3; (ii) PEDP3 serves as the overall budget framework for all sources of funding (i.e.

through the phasing out of discrete projects, whereby the PEDP3 Annual Operational Plan is used as the overall budget framework for the development budget); and

(iii) The funds initially approved are released on time, are safeguarded against budget cuts during the year to maximize efforts to execute the budget to deliver the program.

164. As these three purposes were perceived as instrumental for successful implementation of PEDP3 this sub-component was identified at the outset as one of the nine Disbursement Linked Indicators (DLIs). The target for each year was that the primary education budget for the fiscal year would be aligned with PEDP3 program framework and consistent with the MTBF for the year and that the total actual expenditure would be within 15 percent deviation of the originally approved budget. 165. At the start of the program, the first indicator for this DLI was measured by assessing if the approved primary education budget for any fiscal year exceeded the budget for the given reference year (prior to PEDP3 launch), and the second indicator was focused on ensuring that the PEDP3 share of the “overall primary education budget” incrementally increased each year.

98 Appendix 1

During the first period of implementation the purposes of the DLI were achieved as sufficient budget was allocated, sufficient funds remained available, the budget was executed, and discrete projects are gradually phasing out. 166. Given the achievements in this area and the critical importance of sufficient resources for the primary education sector, minor adjustments are made to this sub-component for the remaining part of the program to ensure that the three main purposes (above) will be achieved in the most optimal manner. In Years 4 and 5 the following are now the aims of this sub-component:

(i) To ensure that the primary education budget is aligned with the program framework and consistent with MTBF

(ii) The primary education budget for FY 15/16 and FY 16/17 respectively should be equal to or more than the original primary education budget for FY13/14 (was formerly FY10/11) and

(iii) The share of PEDP3 in the development budget of overall primary education is incrementally increasing each year, and the actual expenditures for FY 14/15 and FY 15/16 should be within 15% deviation of the originally approved budget.

167. The Year 6 DLI aims to ensure that the FY17-18 Primary education budget is consistent with the FY17-22 MTBF. Given the importance of ensuring sufficient budget for the final year of the program, Year 6 also has a target aiming to ensure that the revised FY16/17 primary education budget allocation will be aligned with the program framework.


Table A.4 (vi): Activities of sub-component 4.3 4.3 Sector Finance

Accountable: MOPME and MOF


FY14-15 Primary education budget aligned with program framework and consistent with 14-19 MTBF

FY15-16 Primary education budget aligned with program framework and consistent with FY15-20 MTBF

FY 16-17 Primary education budget aligned with program framework and consistent with FY 16-21 MTBF

FY 17-18 Primary education budget consistent with FY 17-22 MTBF

Actual primary expenditures for FY13-14 within 15% deviation of the originally approved budget

Actual primary expenditures for FY 14-15 within 15%deviation of the originally approved budget

Actual primary expenditures for FY 15-16 within 15% deviation of the originally approved budget

Revised FY 16-17 primary-education budget allocation aligned with program framework

Table A.4 (vii): Budget of sub-component 4.3

Sub-component




budget

4.3. Sector Finance

0.0%

Sub-Component 4.4: Strengthening Monitoring Functions 169. Modern program management calls for service managers to focus on defining expected results, focusing attention on result achievement, measuring performance regularly and

Appendix 1 99

objectively, learning from performance information, making adjustments and improving the efficiency and effectiveness of programs. Evidence Based Planning (EBP) supports this Results Based Management (RBM) process. EBP and RBM rely on a strong monitoring system. Monitoring inputs, processes and outputs is the responsibility of the implementing units in MOPME and MoE. The need to institutionalize RBM in DPE and at the field level is paramount to this process. Targets will be set in the AOP and progress reported routinely. The DPE Monitoring and Evaluation Division (M&E division) will be responsible for quality assurance regarding accuracy of progress reports.

170. To support the implementation of EBP and RBM an Education Household Survey will be conducted and the collection of school level data through the Annual Primary School Census (APSC) (Result Area 3.2.3) will continue to be expanded and strengthened. This is being facilitated through a transition from a paper-based collection system to an online data collection and management tool. The preparation of the Annual Sector Performance Report (ASPR) is the responsibility of the M&E Division in collaboration with the DPE Information Management Division and the M&E Division. Evidence on learning outcomes is the responsibility of the National Assessment Unit at DPE.

171. The link between the ASPR, Primary School Quality Levels (PSQLs), and school effectiveness measures (such as SLIPs) will be strengthened to ensure that stakeholders outside the central government agencies understand and are engaged with the quality initiatives driven through PEDP3. To support this process the remainder of the PEDP3 will continue to build on the strengthening that has taken place so far. The transition to the online APSC platform will be completed in Year 4 with continued expansion to a wider range of school types. There will also be an increased focus on the use of data for EBP and school based decision-making. The school inspection system will be modernized and strengthened using updated tools and guidelines to be developed by the M&E Division. The mechanisms for distributing data and analysis outside of the central level will be assessed and further dissemination to the district, Upazila and school level pursued.


Table A.4 (viii): Activities of sub-component 4.4

4.4 Strengthen Monitoring Functions



Central and non-central staff trained in improved and coordinated (RBM) monitoring processes

Modernizing of inspection tools designed and finalized including a small pilot with the purpose of strengthening data collection at the school level

Based on the modernizing of inspection tool pilot a further scale up may be undertaken

Modernizing of inspection tool pilot report completed with recommendations for nation-wide roll-out

Schools inspected using updated PEDP3 related tools

Methods for collecting and using data strengthened through RBM training for DPE, Districts, Upazilas and school staff. This will inform SLIPs, UPEPs and other school effectiveness planning. Training should

Methods for collecting and using data strengthened through RBM training for DPE, Districts, Upazilas and school staff. This will inform SLIPs, UPEPs and other school effectiveness planning. Training should

Methods for collecting and using data strengthened through RBM training for DPE, Districts, Upazilas and school staff. This will inform SLIPs, UPEPs and other school effectiveness planning. Training should highlight the

100 Appendix 1

4.4 Strengthen Monitoring Functions



highlight the importance of PSQLs and KPIs. To be completed in conjunction with ASPR dissemination

highlight the importance of PSQLs and KPIs. To be completed in conjunction with ASPR dissemination

importance of PSQLs and KPIs. To be completed in conjunction with ASPR dissemination

Review of AOP strategy paper development by RBM TA team

Review and analyze reporting streams (inspection, progress, results), to assess how linkages between different streams and feedback to potential users can be strengthened

All school inspections conducted using updated tools in line with PEDP3 and a consolidated action oriented inspection report drafted and shared quarterly

RBM Resource pool functioning. RBM principles included in all relevant training practices

Consolidated inspection report drafted and shared with DPE and MOPME

Review of PEDP3 inspection guides and tools (to include action-oriented recommendations for school, Upazila, district, divisional, and central level) completed, with reference to inspections highlighted in Sub-component 2.1.3: Mainstreaming Gender and Inclusive Education

Progress monitoring review at divisional and national level conducted using RBM approaches biannually.

All school inspections conducted using updated tools in line with PEDP3 and a consolidated action oriented inspection report drafted and shared quarterly at District level

Progress review and monitoring meeting at divisional levels conducted using RBM approaches

DPE M&E Division further institutionalizes RBM with further TA

Progress monitoring review at divisional and national level conducted using RBM approaches biannually

RBM-focused AOP planning process supported at central level

Education Household survey conducted

Table A.4 (ix): Budget of sub-component 4.4

Sub-component



(USD)


specific budget

4.4. Strengthen Monitoring Functions 7,435,897.44 1,806,576.92 0.1%

Sub-Component 4.5: Human Resource Development 173. The principle of needs-based service provision, a key reform of PEDP3, was intended to apply to the recruitment and professional development of primary education teachers and officials (see also sub-component 3.2.2 Teacher Recruitment and Deployment). Instead of a pre-set supply driven training plan a process was envisaged for determining where, when and what training was needed for whom in order to improve individual and Program performance. A more substantial reform was planned to establish a career path for teachers and primary education officials (also linking this sub-component with 3.1.4 Organizational Review and Strengthening). This was intended to allow for vertical and horizontal mobility.

Appendix 1 101

174. Improvements were made to the coordination and organization of training provision during the first three years of PEDP3 with particular improvements in teacher training. Training division developed a consolidated information pack that lists all trainings held for teachers annually. However, career paths for teachers and primary education officials have not yet been established (actions for which are included in sub-component 3.2.2). 175. Henceforth, the standards and competencies for the professional development of teachers will form the basis for a set of related training options, in alignment with the Teacher Education and Development Plan (TED) and the DPED course. The continuous professional development approach for the PTIs, UEO and URCs will be reviewed as needed and formalized. Similarly, training options will be aligned to the existing set of standards and competencies for field level staff. 176. More broadly, technical assistance has been envisioned as a key mechanism to enhance key individual capacities to deliver on critical areas of the program. To continue to be effective TA needs will be appraised regularly and the plan updated; additionally TA efforts will be coordinated and monitored regularly. 177. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.4 (x): Activities of sub-component 4.5

4.5 Human resource development

Accountable: Director, Admin Division, DPE


Stock take of ODCBG recommendations and progress

Action Plan on the ODCBG developed and approved (link with proposed follow-up activity)

A set of related training options are made available (or developed). These should align with existing competencies and standards defined in the curriculum, DPED and TED plans

A set of standards and competencies for professional development of field level staff is developed, and aligned to a set of related training options taking stock of effectiveness so far as part of exercise


Needs-based list of training needs compiled from field levels and implemented in collaboration with TED plan

Needs-based list of training needs compiled from field levels and implemented in collaboration with TED plan

Needs-based list of training needs compiled from field levels and implemented

Existing CPD approach for field level officers implemented

Existing CPD approach for field level officers continued and documented

Table A.4 (xi): Budget of sub-component 4.5


budget (USD)


(USD)


budget

4.5. Human Resources and Development 9,416,410.26 12,376,038.46 0.5%

102 Appendix 1

Sub-Component 4.6: Public Private Partnerships (PPP) 178. A variety of Public Private Partnerships was envisaged to support the achievement of PEDP3 goals, including the engagement of the private sector and non-government organizations. It was recognized, for example, that companies from the technology industry could contribute expertise and equipment to trial digitally enhanced approaches to teaching, learning and the monitoring of performance. The importance of both the private sector and NGO partners was affirmed, with particular reference to the provision of pre-primary, non-formal and some aspects of formal primary education, as well as in the development of supplementary teaching, learning and reading materials. 179. The national PPP Framework (owned by the Socio-Economic Infrastructure Division of the Planning Commission) will be customized for MOPME and disseminated widely through workshops and communication materials. Implementation of this will be subsequently addressed, seeking diverse and innovative public private partnerships to enhance the achievement of objectives initially for three Program components: pre-primary education, second chance education and the DPED. 180. The GO-NGO Guidelines, established with specific reference to collaboration for pre-primary education provision, have resulted in excellent collaboration in the development of PPE materials. Further lessons will be learned from the use of these Guidelines in the provision of quality PPE at school level. A process of stock taking will be undertaken in the period following the PEDP3 Mid-Term Review, together with NGOs, after which the Guidelines will be revised and expanded for engagement with NGOs to support selected further activities. A recommendation that emerged from the MTR is that there is wide potential also to work with public and private agencies that work on NFE and related issues such as skills development. 181. The following table provides a detailed description of the tasks that should be completed within each year for the remainder of the program.

Table A.4 (xii): Activities of sub-component 4.6

4.6 Public Private Partnerships



PPP arrangements evaluated and mechanism improved

Customize the PPP framework for MOPME.

Implement PPP framework for MOPME

Implement PPP framework for MOPME Disseminate PPP framework widely

through workshops and materials

Consultation workshops on the GO-NGO Collaboration Guidelines for PPE

Table A.4 (xiii): Budget of sub-component 4.6


budget (USD)


(USD)


budget

4.6. Public, Private Partnerships (PPPs)

6,410.26 0.0%

Appendix 1 103

Distribution of Sub-Components Among Implementing Units

182. Table A.5 (i) shows the distribution of sub-components amongst implementing units. The implementation arrangements for PEDP3 including organizational restructuring and mechanisms to assure cooperation between sub-components managed by different divisions, units or agencies, are presented in Chapter D.

Table A.5 (i): Distribution of Sub-Components among Implementing Units

Components

Component 1: Teaching

and Learning


Component 3: Decentralization and

effectiveness


Result areas 1.1 Learning Outcomes

2.1 Participation

2.2 Disparities

3.1 Decentralization

3.2 Effectiveness

4. Program planning and Management

DPE Administration Division

1.4 Production and Distribution of Textbooks (distribution)


3.2.1 Grade 5 PECE 3.2.2 Teacher Recruitment and Deployment

4.5 Human Resource Development 3.1.4

Organizational Review and Strengthening

DPE M&E Division

3.2.3 Annual Primary School Census

4.4 Strengthening Monitoring Functions


DPE Training Division

1.6 Teacher Education and Development (1.6.1 – 1.6.7)


1.2 School and Classroom based Assessment

DPE Policy and Operations Division

2.1.2 Pre-Primary Education

2.1.3 Mainstreaming Gender and Inclusive Education


DPE Finance Division

4.2 PEDP3 financial management

DPE Planning and Development Division




2.2.2 School Health and School

104 Appendix 1

Components

Component 1: Teaching

and Learning


Component 3: Decentralization and

effectiveness


Feeding

2.2.3 Needs based School Environment Improvement


DPE Program Division

1.1 Each Child Learns


4.6 Public Private Partnerships (PPP)

DPE Information Management Division


DPE 2.1.1 Second Chance and Alternative Education (NFE)

NAPE 3.2.1 Grade 5 PECE

NCTB 1.3 Curriculum and Textbooks Strengthened

1.4 Production and Distribution of Textbooks (production)

MOPME/MOF 4.3 Sector Finance

Appendix 2 103

DETAILED IMPLEMENTATION ARRANGEMENTS

1. The Program covers the entire primary sub-sector and, accordingly, private and non-government organizations have important roles in supporting programme implementation at all levels and are fully represented on committees and working groups.

2. The Program is a partnership between the government of Bangladesh and its Development Partners (DP). Accordingly, the DPs play an important role in assessing programme outcomes and impact against agreed indicators, and also in drawing upon their international experiences in contributing to the ‘primary education debate’.

3. Focusing on educational outcomes, the Program’s success will be judged in terms of significantly improved learning by all our children. The prime responsibility, therefore, is that of teachers in classrooms: they are accountable for the successful performance of every child in their classes. All the Program elements are aimed at supporting our teachers.

4. Chapter D of the Implementation guide of the revised Program Document provides a detailed implementation arrangements. The remaining part of this Appendix is a copy of these implementation arrangements.

5. This chapter complements Chapter 3 of the Program Overview, which outlined the structures and processes for PEDP3 governance. This chapter now sets out the functions and main responsibilities of the several organizations involved in implementing PEDP3 in greater detail. Terms of reference for the consultation and coordination mechanisms explained in the Program Overview are also laid out and staffing requirements for PEDP3 are expanded into full detail. Finally, diagrams were included in the Program Overview that provide a snapshot of the governance of PEDP3, the communication and coordination mechanisms in place, and the role of the Program Support Office.

A. Functions and Responsibilities

1. School and Community

a. Teachers

6. Teachers are accountable to ensure the learning progress and achievement of all children through effective teaching learning process. Teachers will:

(i) Participate in continuous professional development activities concerned with school curriculum, subject contents, assessment and other job related issues.

(ii) Prepare and use lesson plans. (iii) Prepare, use and preserve lesson based teaching aids. (iv) Use teacher’s guide and other teaching learning materials. (v) Ensure child friendly and activity based classroom teaching learning

practices. (vi) Display children’s work. (vii) Carry out all other related activities assigned by the Government.

b. Head Teachers

104 Appendix 2

7. Head Teachers have a particular responsibility to support and monitor their teachers in ensuring that ensure the learning progress and achievement of all children. Head teachers will:

(i) Carry out classroom teaching duties as required. (ii) Ensure the timely attendance of teachers. (iii) Ensure that teachers conduct effective teaching learning & conduct

assessment for learning progress and achievement of all children. (iv) Ensure the participation of all teachers in the continuous professional

development activities. (v) Provide educational opportunities for all of the children in the school

catchment. (vi) Provide facilities for teaching and learning. (vii) Ensure proper and attractive school environment. (viii) Ensure the effective involvement of parents, guardians and local

community. (ix) Manage, implement and support the SLIP program. (x) Support in the formation and effective functioning of the SMC & PTA. (xi) Carry out regular academic supervision & give feedback to teachers using

Record of Professional Development (RPD). (xii) Conduct all types of examinations as per Government order. (xiii) Carry out other duties assigned from time to time by Government.

c. School Management Committees (SMC)

(i) Prepare, implement and annually update the School Level Improvement

Plan (SLIP). (ii) Assist and support in school development in terms of management,

administration, community mobilization, congenial school environment, assist head teacher, school level planning, M & E of teachers as reflected in quarterly performance formats, increase enrollment and decrease of drop-out rate, increase attendance of the children, and ensure timely attendance of teachers in schools, organize and participate in co-curricular activities of the school etc.

d. PTA

(i) Engage in the issues of performance of schools and, in particular, of

students not performing well. (ii) Develop good relation among teachers and guardians. (iii) Develop school as center for all activities pertaining to improvement of

educational, social, financial, and cultural aspects of people of different professions.

(iv) Assist SMCs to increase attendance rate and decrease drop-out rate. (v) Implement and monitor the SLIP.

2. Upazila, District and Division

a. Upazila Education Office

(i) Support schools to ensure achievement of learning outcomes.

89

Appendix 2 105

(ii) Manage primary education operations at the Upazila level. (iii) Provide support, services and supervisory/monitoring for quality primary

education at the Upazila level. (iv) Develop Upazila primary education plan (UPEP), update annually, and

implement it. (v) Support head teachers, SMCs and communities in the development of

SLIP and the use of consolidated SLIP grants. (vi) Provide academic help and supervision (mentoring) to schools and

teachers. (vii) Support sub-cluster training, in coordination with the URCs. (viii) Support implementation of need based in-service training of teachers. (ix) Get involved in implementation of pilot programs. (x) Conduct annual data collection and reporting for the EMIS and M&E

requirements.

b. Upazila Resource Center (i) Support teachers with training and content to ensure attainment of

learning outcomes. (ii) Organize and implement in-service training and monitor the impact of

training. (iii) Provide academic supervision of training and related activities within the

Upazila. (iv) Facilitate network and coordination work with relevant institutions and

offices relative to teacher training activities. (v) Provide academic support to primary schools and improve classroom

teaching and learning through teacher training. (vi) Prepare annul training plan. (vii) Deliver training programs for basic education. (viii) Monitor NFE programs for alternative and second chance education.

c. District Primary Education Office

(i) Manage primary education operations at the district level. (ii) Carryout all administrative functions of the districts (appointment &

transfer of teachers, departmental proceedings, textbook related activities, inspection of Upazila offices, tracking of EMIS activities, drawing and disbursing officer (DDO).

(iii) Provide progress report of primary education in district coordination meeting.

(iv) Engage in supervision and integration of HR concerns at district Level. (v) Prepare district primary education plan (DPEP), update annually, and

implement it. (vi) Draft educational plan in consultation with UEO. (vii) Support UEOs to prepare UPEP and implement it. (viii) Report to Division DD and DPE. (ix) Support and assist to carry out in-service training in URCs.

d. Division DD (Deputy Director)

(i) Manage primary education operations at the division level.

106 Appendix 2

(ii) Coordinate the activities of the district level offices and PTIs. (iii) Carryout all administrative functions of the division including transfer of

teachers, textbook related activities, inspection of district offices and PTIs, tracking of EMIS activities, chalk out educational plan in consultation with DPEO.

(iv) Support DPEOs to prepare and implement the DPEP. (v) Support PTIs to prepare and implement the PTI improvement plans.

e. PTI (Primary Teacher-Training Institute)

(i) Conduct initial training for newly recruited teachers and C-in-Ed training

for the untrained teachers. (ii) Assist and monitor effective implementation of in-service training to be

undertaken at URCs. (iii) Prepare PTI improvement plan, update annually, and implement it. (iv) Deliver Diploma in Primary Education training programs.

3. Implementation Administration

a. Directorate of Primary Education (DPE). DPE carries the prime responsibility

for PEDP3 implementation. Its role is to: (i) Formulate policies, guidelines, plans and programs for the primary

education subsector. (ii) Implement primary education programs through field level agencies and

linked institutions. (iii) Supervise and monitor primary educational activities. (iv) Ensure that PEDP3 initiatives dovetail with and are sustainably

incorporated DPE’s on-going responsibilities.

b. DG, DPE (i) Serve as PEDP3 Program Director. (ii) Manage implementation of PEDP3 activities and facilitate fund release

and fund allocation. (iii) Coordinate program implementation across the field as well as related

institutions including NCTB, NAPE, CPEIMU, BANBEIS, and the DPs. (iv) Provide policy decision and operational initiatives for quality primary

education. (v) Supervise and integrate systems and linkage with institutions a related to

primary education. (vi) Coordinate all line divisions. (vii) Manage DPE system effectively and efficiently for quality Primary

Education. (viii) Serve as chief executive of operations DPE and DPE program

implementation. (ix) Be responsible for planning, management and implementation of all

development activities. (x) Take all administrative responsibilities of DPE and exercise financial

power delegated by the appropriate authorities. (xi) Provide support for professional development of the officers and staff.

Appendix 2 107

(xii) Delegate authority to appropriate level for smooth implementation of PEDP3.

c. Additional DG – New Position

(i) Supervise Administration Division; acting as an approval authority of all

administrative matters which approved by DG-DPE except policy issues. (ii) Supervise Information Management Division (IMD), acting as an approval

authority of all administrative matters which approved by DG-DPE except policy issues.

(iii) Working as a Director, IMD until the new director, IMD post created and deployed stated in the PEDP3 Program document.

(iv) Based on work plan of Administration Division, accomplish the all kinds of routine regular tasks related to recruitment and appointment of teachers & staff.

(v) Textbook distribution and monitoring including all types of coordination with NCTB.

(vi) In absence of Director General take the responsibility of Director General. (vii) Additional Director General informs Director General time to time on IMD

and Administration divisions activities. (viii) Additional Director General pay the bill up to 2 lac Taka and approve

purchase and expenditure of same amount. (ix) Additional Director General assists Director General to implement the

PEDP3.

d. Admin Division (i) Carry out general administration of DPE HQ and field offices. (ii) Manage HRM systems (recruitment, deployment, career path and

promotions). (iii) Carry out general services, and legal, including the tasks of collaborating

with TD, job descriptions to new entrants in the system. (iv) Be responsible for teacher management including teacher recruitment. (v) Maintain custody of records, archives, logistics, establishment, library,

production and distribution of textbooks and documentation center. (vi) Carryout performance appraisal, reward and recognition system, ACR,

discipline, and teacher registration. (vii) Carryout functions related to asset management (deeds, design, legal

records). (viii) Provide and transport (supply, maintenance, repair etc.) and logistic

support to HQ and field offices. (ix) Prepare of HRD plan.

e. Monitoring & Evaluation Division

(i) Conduct National Student Assessment. (ii) Revise Annual Primary School Census (APSC) questionnaire, administer

the APSC, and prepare the Annual primary school census Report. (iii) Produce ASPR on KPIs and other indicators with technical support from

Information Management Division. (iv) Institutionalization of Results Based Management (RBM).

108 Appendix 2

(v) Manage inspection system of field offices and schools using RBM. (vi) Facilitate progress monitoring and review meeting with Divisions on half

yearly basis. (vii) Conduct evaluation of systems performance and processes. (viii) Manage sector monitoring system including SLIP/UPEP using RBM

frameworks and processes. (ix) Develop researching studies, systems for monitoring programs and

projects and activities. (x) Conduct evaluation of systems performance and processes. (xi) Carryout functions related to data analysis, and documentation and

publication.

f. Information Management Division — New Division (Under process) (i) Develop and maintain database, GIS, and software. (ii) Design, develop, and maintain database for expanded APSC. (iii) Clean, store, maintain, and process data from APSC and other sources (iv) Create data warehouse using data external sources. (v) Provide technical support to M&E division in preparation of ASPR. (vi) Retrieve data, analyze data and prepare tables or special reports in

response to requests from DPE divisions. (vii) Develop and maintain hardware and Network (communication). (viii) Provide IT technical support to DPE and model schools. (ix) Process and analyze data/information for maintaining and operating the IT

system.

g. Finance and Procurement (i) Manage financial systems using Bangladesh financial management

system and accountabilities. (ii) Plan and formulate budgets. (iii) Procure goods and services as per THE GOVERNMENT rules with

exceptions agreed with DPs. (iv) Disburse (tendering) funds. (v) Keep accounts, maintaining custody of financial records, reports and

audit. (vi) Allocate funds and collect expenditure statement. (vii) Prepare withdrawal and grant applications for external funding of PEDP3.

h. Training Division

(i) Manage and assess training systems and programs, events and

engagements (C. in Ed curriculum implementation at PTIs, URCs). (ii) Monitor curriculum revision and implementation in close coordination with

NCTB and Program Division. (iii) Conduct training impact analysis of teachers, officers and staff at all

levels. (iv) Design and develop training programs and HRD Plans for professional

development & upgrade, curriculum, instruction and other development research.

Appendix 2 109

(v) Facilitate training sessions, programs and processes and d] designing and conducting demand based training.

(vi) Link DPE with training institutions and agencies at national and international levels, e.g., NCTB, NAPE, PTI, URCs, Universities and others.

i. Policy and Operations Division

(i) Manage school administration, operations, school registration, school

operations including pre-primary and eventually up to Grade 8. (ii) Design and develop systems and mechanism for universal access and

equity (inclusive education). (iii) Prepare G&IE Action Plan monitoring reports as required. (iv) Manage working teachers while in service. (v) Manage communications and social mobilization.

j. Planning and Development Division

(i) Manage the planning and formulate implementation policies and

guidelines. (ii) Develop plans, projects and programs, including overseeing

SLIPS/UPEPs/DPEPs connectivity to ADP/AOP. (iii) Prepare need-based AOP through a bottom-up planning exercise (SLIP,

UPEP and DPEP) in a phased manner. (iv) Develop network with agencies and non-government organizations in

partnership (PPP) at school levels to support SLIP/UPEP/DPEP and IE. (v) Conduct, process and analyze data and information, and policy research

as well as prepare reports. (vi) Link with national and international institutions and agencies as relevant to

planning. (vii) Supervise all construction work under DPE. (viii) Coordinate progress of construction of school buildings and other

construction related work with LGRD. (ix) Identify very old and dilapidated primary schools and suggest course of

action.

k. Program Division (i) Assist the Program Director in policy formulation and program

management for primary education system. (ii) Monitor progress on PEDP3 activities requiring coordination across line

Divisions and with units outside DPE. (iii) Facilitate preparation and approval of PEDP3 AOP. (iv) Follow up on implementation of MOUs between DPE and NCTB, NAPE,

CPEIMU and others for effective implementation and integration of PEDP3 activities.

(v) Assist the Program Director in the design and management of activities identified for outsourcing, public-private partnership (PPP) and institutional twinning.

110 Appendix 2

(vi) Report directly to the Program Director for management aspects and consult with relevant heads of units within DPE and other IPAs for management and implementation aspects.

(vii) Facilitate coordination or program activities. (viii) Engage in liaison and information flows among government agencies,

DPs and IPAs and respond them as required. (ix) Develop and refine implementation strategy through action research and

piloting in collaboration with the concerned line divisions. (x) Provide leadership and supervision for working groups and technical

groups. (xi) Coordination, planning and management of TA. (xii) Carryout other task as directed by DG. (xiii) Act as focal point for the DPs. (xiv) Oversight of piloting and action research.

4. Supporting Agencies

a. NAPE (National Academy for Primary Education)

(i) Review and revise C-in-Ed curriculum based on the revised Primary

education Curriculum. (ii) Conduct research and provide training on management and

administration of the AUEOs, UEOs, DPEOs and DPE officials. (iii) Monitor the training program of PTI and evaluate and make revision of the

curriculum of PTI. (iv) Review and revise PTI curriculum based on the revised Primary

Education Curriculum. (v) Provide professional training to teacher educators and field staff of DPE. (vi) Strengthen the Grade 5 PECE including:

(a) Item writing (b) Item pilot testing including pilot sample selection (c) Development of improved test administration and monitoring (d) Improve test result analysis – classical analysis for pilot testing

(validity, reliability, and discrimination) and IRT for final test scores as well as the need to ensure that

(e) The open-ended type items are marked in a fair and objective manner.

(f) Report writing (g) Dissemination of reports on new types of test items and final

results

b. NCTB (National Curriculum for Text Books, Primary Education Wing) (i) Review the existing curriculum (Bangladesh and International). (ii) Review and Renewal of Curriculum which includes:

(a) Conduct field study of Need assessment, Situation Analysis (b) Renew curriculum (c) Revise Textbooks (d) Revise Teachers Guide

Appendix 2 111

(e) Develop Teaching Aids (f) Conduct Curriculum Dissemination Training (g) Develop Formative and Summative Assessment Strategy and

Tools (h) Conduct Training on Assessment

(iii) Assist in National Assessment section to develop test items and data

analysis. (iv) Conduct continuous evaluation of curriculum implementation. (v) Assist national assessment section to develop test items and curriculum

research. (vi) Conduct continuous evaluation of curriculum implementation.

c. BANBEIS

(i) Work as the central data point of the education sector. (ii) Collaborate with MOPME as required.

d. BBS

(i) Collaborate with MOPME as required.

e. LGED

(i) Carryout all construction and repair and maintenance activities at school

level.

f. Compulsory Primary Education Implementation and Monitoring Unit (CPEIMU)

(i) Disburse grants to RNGPS and community schools. (ii) Conduct child education and literacy survey every alternative year.

B. Strategic Direction

1. Ministry of Primary and Mass Education (MOPME).

MOPME’s role is to provide overall leadership and guidance in program implementation.

2. PEDP3 Steering Committee (PSC) 8. Chaired by the Secretary of MOPME, the PSC is the high-level meeting point for all involved Ministries and will include representatives from Civil Society:

(i) Be responsible for PEDP3 policy direction and formulation. (ii) Formulate high level institutional policy framework and policy guidelines for

implementation. (iii) Accelerate of and follow-up on the decision making processes at relevant

Ministries. (iv) Review program progress on a regular basis. (v) Approve the Annual Operational Plan (AOP).

112 Appendix 2

(vi) Address critical inter-ministerial policy and implementation issues. (vii) Ensure quality checks on preparation of reports and studies.

3. Program Support Office Secretariat (at MOPME)

(i) Provide secretariat services to the PSC and PEDP3 Coordination Meetings. (ii) Present a summary progress report of PEDP3 implementation to the PSC,

PEDP3 Coordination Meetings and ADP meetings. (iii) Document all decisions at PSC and PEDP3 Coordination meetings. (iv) Facilitate MOPME’s inter-ministerial collaboration and consultation. (v) Facilitate MOPME’s strategic leadership towards the four PEDP3 Result areas

(Learning Outcomes, Participation and Disparities, Effectiveness and Decentralization, and Planning and Management).

(vi) Support MOPME to conduct effective public relations, including issuing of regular media releases related to PEDP3 and the primary education sector.

(vii) Develop policy briefings upon requirement. (viii) Review and further develop functions of database and knowledge management. (ix) Support MOPME to develop and manage MOUs with key PEPD3 implementing

partners. (x) Facilitate DP support for the sector, including NGOs, the private sector and

philanthropic organizations. (xi) Provide hubs of technical support on key cross-program issues such as impact

evaluation, TA coordination, learning assessment, fiduciary reform institutionalization and school effectiveness.

4. PSO Support (at Program Division, DPE)

(i) Support Program Division to communicate and coordinate with the PSO

Secretariat. (ii) Support DPE prepare the bottom up AOP development process, budget

allocation and revision process. (iii) Support DPE to organize the Joint Annual Review Mission and twice yearly DLI

assessment process.

C. CONSULTATION

1. PEDP3 Coordination Meetings (i) Chaired by Additional Secretary (Development), MOPME (ii) Co-chair: DP Consortium Chair (iii) Membership: MOPME, DG DPE, DG NAPE, DG NCTB, DG LGED, DG DPHE,

Dhaka University, DP Consortium Vice Chair, Chairs and Co-Chairs of Working Groups

(iv) Facilitate strategic discussion and decision-making amongst government agencies and DPs to ensure progress and quick resolution of challenges

(v) Attended by Ad

2. Four Working Groups

Appendix 2 113

(i) Chaired by DPE Directors, and co-chaired by Development Partner

representatives. (ii) Meet bi-monthly or as required. (iii) Forums to support implementation and provide technical advice to program

leaders. (iv) WGs cut across the four PEDP3 Result Areas to focus on (i) Quality; (ii)

Disparities; (iii) Administration and Monitoring; and (iv) Procurement and Financial Management.

3. Annual Development Plan (ADP) Meetings

(i) Chaired by the Minister (ii) Meets monthly at MOPME (iii) Follows standard GOB practice, whereby ADP meetings are held across the

whole of Government to assess program and project progress. (iv) Provides a forum to review expenditure, enables participants to present ongoing

successful activities and outcomes, and to raise matters of concern that are hampering progress.

(v) Helps to drive momentum and to ensure that any impediments to progress are raised and dealt with speedily at the highest level.

4. MOPME Monthly Coordination Meetings:

(i) Chaired by the Secretary, MOPME. (ii) Attended by DGs of all implementing agencies in primary education

5. Implementing Agency Coordination Meetings:

(i) DPE currently hold weekly coordination meetings to address issues relating to

PEDP3. (ii) The MTR endorsed the suggestion that all other implementing associates (e.g.

NCTB, etc.) should do likewise to ensure the continuous progress of the program.

6. Development Partner Consortium meetings

(i) Chaired and Vice Chaired by an annually rotating member agency of the DP

consortium. (ii) Held at least monthly as required, with representation from all the multi-lateral

and bilateral organizations participating in PEDP3.

7. Working Groups. The four PEDP3 working groups are: (i) Quality Working Group; (ii) Disparity Working Group; (iii) Administration and Monitoring Working Group; and (iv) Procurement and Financial Management Working Group.

9. The working groups have become important forums in PEDP3 for communication and information exchange, and for the coordination of technical support to sub-components falling under these four issues. The working groups are crosscutting over the four Result areas of

114 Appendix 2

PEDP3. The following principles are an overview of the functions and roles of the Working Groups, allowing some flexibility in the detail of practice:

(i) Working Groups are accountable to DPE. As the Government led representation in the Working Group, the WG Chair is the sole decision-making authority in the Working Group. Recommendations of a Working Group are fed into the GOB decision-making process

(ii) The Chair of the Working Group is a DPE Director; the Co-Chair is a DP representative. Participation on a Working Group is as relevant to the sub-components and issues covered by each of the four. NGO representatives are members of Working Groups, and participate at the JARM and at other WG meetings as required

(iii) Working Groups meet at least bi-monthly, and more often as required; (iv) Working Groups are an effective policy coordination mechanism among

government and development partners, and serve a purpose in promoting harmonization and alignment with country priorities;

(v) Working Groups are a forum for forward looking planning, the discussion of policy coordination issues and the monitoring of Program implementation between and at JARMs;

(vi) Working Groups are an opportunity for improving linkage and networks between different interventions and sub-components, towards a particular education results.

(vii) Working Groups should encourage the sharing, analysis and dissemination of relevant information and research findings amongst all stakeholders

(viii) Working Groups can play an important role in the coordination of technical support to a particular sub-component, and linking this to other relevant Program areas. The PSO Secretariat hub on TA Coordination should link with Working Groups on efficient TA management.

(ix) Working Groups are bodies to support and coordinate, not to substitute or duplicate the functions of line ministries and/or DP agencies.

D. STAFFING REQUIREMENTS 10. To fill the functions described in the section above, DPE added three types of staff:

(i) Deputed Staff who will be assigned to DPE for the duration of PEDP3. Deputed staff will have no cost implications as they are already retained through the revenue budget.

(ii) Some staff will be required only through the 5 year PEDP3 period, as their tasks involve time-bound results such as setting up new systems, re-engineering existing systems to manage expanded workload, or improving the quality of systems essential to accomplishment of PEDP3 results.

(iii) identified staff will be required in a permanent capacity as their tasks are associated with the permanent expansion of DPE responsibilities

11. Table below provides a breakdown of staffing requirements to support implementation of PEDP3.

Appendix 2 115

Detailed PEDP3 Staffing Requirements

Role Pre-MTR Post-MTR

DPE Division: DG's Office

Director General 1 1

Education Officer 1 1

Stenographer 1 1

Computer operator 1 1

UDA 1 1

MLSS 2 2

Total: 7 7

DPE Division: ADG's Office

Stenographer 1 1


MLSS 0 0

Total: 3 3

DPE Division: Administration

Director 1 1

Deputy Director 5 5

Assistant Director 10 10

Education officer 5 5

Research Officer 2 2

Administrative officer 2 2

Assistant Education officer 4 4

Assistant Research officer 2 2

Documentation officer 1 1

Head Assistant 4 4

PA/Computer operator 4 4

UDA 8 8

Stenographer 5 5

Steno typist 6 6

Office Assistant 16 16

Store keeper 0 0

Driver 19 19

Record Keeper 4 4

Duplicate machine Operator 1 1

Dispatch Rider 1 1

MLSS 16 16

Night Guard 3 3

Liftman 2 2

Electrician 2 2

Plumber 1 1

Sweeper 3 3

Total 127 127

DPE Division: IMD

Director/System Manager 0 1

senior System Analyst 2 2

116 Appendix 2


System Analyst 3 3

Programmer 3 3

Statistical officer 1 1

Maintenance Engineer 2 2

Assistant Programmer 2 2

Assistant Maintenance Engineer 2 2

Statistical Officer 0 0

Senior Computer operator 3 3


PA cum Computer operator 1 1

Data Entry Operator 13 13

MLSS 4 4

Total 45 46

DPE Division: Planning & Development

Director 1 1

Deputy Director 2 2



Research officer 1 1


Head Assistant 1 1


Upper Division Assistant 1 1

Stenographer 3 3

Steno typist 1 1


Record Keeper 1 1

MLSS 9 9

Total 35 35

DPE Division: Training

Director 1 1

Deputy Director 2 2






Stenographer 3 3


MLSS 7 7

Total 37 37

DPE Division: Monitoring & Evaluation

Director 1 1

Deputy Director 1 1


Appendix 2 117


Statistician 2 2


Research officer (subject specialist) 7 7

Statistical officer 4 4



Stenographer (pa cum com.op.) 2 2

Data Entry operator 10 10


MLSS 10 10

Total 52 52

DPE Division: Finance & Procurement

Director 1 1

Deputy Director 3 3


Procurement & Supply officer 1 1

Finance officer 1 1

Accounts officer 1 1

Store officer 2 2

Accounts officer 1 1

Assistant Finance officer 0 0

Assistant Accounts officer 12 12



Head Assistant 0 0



UDA 1 1

Accountant 3 3

Cashier 2 2

Steno typist 1 1


Accounts Assistant 2 2

Store keeper 2 2

Driver 1 1

Cash worker 2 2

MLSS 9 9

Night Guard 1 1

Total 63 63

DPE Division: Policy & Operation

Director 1 1

Deputy Director 3 3




118 Appendix 2



Head Assistant 2 2



UDA 3 3

Stenographer 1 1

Steno typist 2 2


Record Keeper 1 1

MLSS 7 7

Total 41 41

Program Management & Coordination Unit

Program Director 1 1

Director 2 2

Deputy Director 2 2





Driver 4 4

MLSS 6 6

Total 30 30

Divisional Deputy Director Office

Deputy Director 7 7



Maintenance Eng. 0 0

Substitute Assistant Engineer 0 0

Stenographer 7 7

Steno typist 6 6

UDA 7 7

Accountant 6 6


Cashier 3 3


Driver 6 6

MLSS 14 14

Night Guard 6 6

Sweeper 7 7

Total 97 97

District Primary Education Office

DPEO 68 68

Appendix 2 119


ADPEO 128 128

AMO 64 64

UDA 68 68


Cashier 68 68


Store keeper 16 16

Driver 64 64

MLSS 68 68

Night Guard 16 16

Total 756 756

Primary Training Institute (PTI)

Superintendent 55 55

Assistant Superintendent 55 110

Instructor 915 915

Resource Person 0 350

Experienced Teacher 275 275

Assistant. librarian cum cat. 55 55


UDA cum Accountant 55 55


Driver 0 55

MLSS 232 232

Night Guard 0 0

Mali 54 54

Sweeper 54 54

Total 1917 2377

Upazila/Thana Education Office

UEO/TEO 507 507

AUEO/ATEO 2583 2583

UDA cum Accountant 507 507

Accountant 0 0


Accounts Assistant 505 505


MLSS 507 507

Night guard 0 0

Total 5563 5563

Upazila/Thana Resource centre

Name of Post Total

Instructor 505 505

Assistant Instructor 505 505


Night Guard 505 505

120 Appendix 2


Total 2020 2020

Govt. Primary School

Name of Post Total

Head Teacher 63564 63564

Assistant head Teacher 0 0

Assistant Teacher 376759 409676

MLSS 684 684

Total 441007 473924

Residential Hostel

Name of Post

Head Teacher (ex-officio existing Head Teacher) 0 0

Hostel super (ex-officio existing 1 Assistant Teacher) 0 0

Head Cook 10 10

Care Giver 10 10

Assistant Cook 10 10

Night gird 10 10

Sweeper 10 10

Total 50 50

Leadership Training centre, Cox`s Bazar

Director 0 1

Deputy Director 0 2


Instructor 0 12

Accounts Officer 0 1


P.A cum Computer Operator 0 1

Office Assistant cum Computer Typist 0 4

UDA cum Accountants 0 1

Accountants Assistant 0 1

Driver 0 3

Night Guard 0 3

Sweeper/Cleaner/ Gardener 0 6

Total 0 40

Alternative Education and Second Chance Education

Director 0 1

Deputy Director 0 1



P.A cum Computer Operator 0 2

Office Assistant cum Computer Typist 0 4


Total 0 22

Total Program Staffing 451850 485290

Appendix 3 121

TERMS OF REFERENCE−ANNUAL FIDUCIARY REVIEW FY 2013−201418

A. Background 1. The Government of Bangladesh (GOB) and nine Development Partners have signed a Joint Financing Arrangement (JFA) to support institutional reforms and improved educational outcomes in the primary education sector as described in the Primary Education Development Program III (PEDP3) Program Document. Within the scope of the JFA, the development partners will jointly commission an annual fiduciary review (AFR). The purpose of the review is to provide additional assurance to the financial statements presented, to analyze areas of substantial fiduciary concerns and to gradually improve the systems and processes by implementing the concrete recommendations of AFR. 2. PEDP3 uses the GOB’s financial management (FM) system for management of all funding of the program activities including Development Partners’ (DP) contributions. The use of GOB FM systems for DP disbursement to the Consolidated Fund requires that fiduciary risk can be managed within levels acceptable to GOB and DPs. In this respect, a comprehensive fiduciary risk assessment of the primary education sector, with due consideration of both FM and procurement issues, has been carried out during PEDP3 preparations. The level of fiduciary risk was assessed by DPs as acceptable provided that agreed actions to improve the system are implemented and maintained by the GOB.

3. GOB FM systems have been strengthened considerably in recent years and now operate with sound controls in place. Reports are produced which provide GOB and DPs with the ability to monitor both budgeted and actual levels of expenditure in accordance with their information needs. The GOB Integrated Budgeting and Accounting System (IBAS) has the capacity to generate reports upon request and to required levels of detail. It is expected that the IBAS system will be strengthened further with support from the multi donor funded SPEMP PFM reform project.

4. Risks identified within FM systems were identified and mitigating actions included in the ongoing PEDP3 Procurement and Financial Management Action Plan. The Action Plan is being implemented with full support from GOB and in liaison with SPEMP. The AFR consists of two parts: a post-procurement review and a fiduciary review of the FM systems. The results of the post-procurement review will be used to strengthen the procurement processes and will also inform the fiduciary review. B. Purpose of the AFR 5. The AFR will provide additional assurance to the information of Interim Financial Reports (IFRs) presented and in addition focus on reviewing selected risk-areas each year including areas identified by annual reports of the Comptroller and Auditor General (CAG), Quarterly Fiduciary Reviews (QFR) and Post Procurement Reviews. The AFR will provide concrete recommendations for improvement and value addition in the proposed risk areas subject for review.

18

TOR agreed with the government during the Joint Annual Review Mission June & July 2014.

122 Appendix 3

C. Scope of the AFR

6. The AFRs each year will be implemented with focus on some selected areas which will be decided during the Joint Annual Review Mission (JARM) for PEDP3, normally held each May. The following are suggested areas of focus for the AFR for the duration of PEDP3:

(i) Review of payment processing including sample testing using information from the IBAS reports and cash books of a sample of DDOs.

(ii) Review of reconciliation between IBAS and DDO cash books and ledgers using the IBAS reports on reconciliation including review of DDOs’ financial management.

(iii) Review of booking and clearing of advances. (iv) Internal controls over payroll processing and personnel data management. (v) Release procedures for funding to schools (SMC funds and contingency funds)

and related financial management. (vi) Review of stipends delivery. (vii) Other issues arising from CAG annual audit reports, QFRs and post-procurement

reviews.

7. In addition to the above, the AFR should review relevant reports from CAG and in particular, concerns in recurring observations from these audits, which are both general and specific to MOPME and sub-ordinated cost centers. The AFR should include but not necessarily be limited to an assessment of the financial management system, including internal controls. This would include aspects such as adequacy and effectiveness of accounting, financial and operational controls, and any needs for revision; level of compliance with established policies, plans and procedures; reliability of accounting systems, data and financial reports; methods of remedying weak controls or creating them where there are none; verification of assets and liabilities; and integrity, controls, security and effectiveness of the operation of the computerized system. The assessment should be based on the sample as specified under the specific tasks described below. D. Specific tasks for the AFR FY 2013-14

8. The AFR FY 2013-14 will focus on the following 2 areas:

(i) Post Procurement Review (ii) Fiduciary Review

1. Post-procurement Review

9. Procurement specialists will conduct the post-procurement review. This review includes selecting a sample of contracts, based on the program’s procurement risk, from the total amount of contracts awarded and performing a detailed review of the procurement procedures followed to determine their compliance with the agreed provisions in the legal agreement. The consultant will follow up implementation of previous post-review recommendations under previous AFR. In addition, post reviews examine the systemic processes and controls surrounding the procurement practices of the borrower based on the contracts reviewed and suggest measures for improvement, if any. Asset verification, end-use audit, price comparability, and reporting indications of fraud or corruption are also parts of the procurement post review. In part II (Post Procurement Review) of this TOR more details about the background, the purpose and the scope are shared.

Appendix 3 123

2. Fiduciary Review

10. The fiduciary part of the AFR consists of 4 areas. The Financial Management Specialists will conduct this part. Sample size will cover 10% Pay-points of CGA including 10% cost centers of DPE; NAPE, BNFE, head office of LGED and DPHE.

a. Internal controls over payroll processing and personnel data

management

11. The education sector personnel registers and associated payrolls are localized, and with personnel and payroll information for schools in a given Upazila are maintained within the Upazila by centrally-employed but locally-based DDOs operating under the DPE. As the personnel and payroll registers are paper-based and manual, links between them are neither automated nor automatic. 12. Overall, there are some clear areas of risk with regard to the payroll system for the primary education sub-sector. With this background, the consultants are required to:

(i) review the payroll system for the primary education sub-sector (in particular the

staff of the primary schools); (ii) assess the adequacy and effectiveness of the arrangements for budget allocation

and release, submission of pay-bill, release of payments by the accounts offices, receipt of funds by the DDOs, and finally the disbursement to the staff;

(iii) perform detailed tests on randomly selected payroll transactions and check the calculations of basic pay, allowances, and deductions;

(iv) check the staff attendance and leave record for the randomly selected transactions;

(v) assess the linkages between the payroll system and human resource databases and any points of differences leading to fiduciary risks;

(vi) map the complete process for release of funds, documentation of expenditures and related accounting activities at various levels;

(vii) examine how the new recruitments, posting/transfers, and retirements are recorded in the system and if there are any risks of duplicate payments, leakages, over-payment etc.

(viii) evaluate related internal controls; (ix) ascertain the integrity and reliability of operational, financial and other information

provided to management and stakeholders on primary education pay-bill; (x) recommend how and what can be improved/changed for the future (way

forward); and (xi) identify exactly what would be required to implement the recommendations which

may include a policy change, issuance of guidelines, capacity building support etc.

b. Status of Reconciliation between DDOs and AOs.

13. Process of Reconciliation is a monitoring tool to reduce leakage of financial management system. In practice the reconciliation takes place by the respective accounting office of CGA printing out a financial statement each month from the IBAS system. It is then

124 Appendix 3

presented to the DDO (MOPME/DPE/DPEO/UEO). The DDO subsequently confirms that the IBAS records (bills processed and paid) are the same as the records (cash books) the DDO has (bills presented). 14. The “input module” (user interface) has been introduced/uploaded into IBAS for PEDP3 where accounting offices are required to “tick off” a box in the screen (meaning yes) if they have reconciled their records with the records of the respective DDOs. 15. AFR team will review:

(i) Whether the reconciliation has been done on a monthly basis both for Non-

development and development expenditures of MOPME (ii) Whether the reconciliation has been done properly. Even if the expenditure in the

account of AO (IBAS) might show zero for a particular month, it should still be confirmed by the DDO as an accurate statement. Every expenditures of the AO should match with the expenditure of the particular DDO.

(iii) Whether the status of Reconciliation of the visited AOs has been matched with the information of IBAS generated Reconciliation Report.

(iv) Whether the booking of expenditures by AOs has been made into IBAS under the similar codes of bills, vouchers and other documents prepared or submitted by the concerned education offices.

(v) Ensure that there is no inactive DDOs present in the IBAS generated report.

c. Review of booking and clearing of advances

16. AFR Team will review:

(i) Activities for which advances have been given for FY 2013-14 (ii) GOB Financial Rules for Advance adjustment rules (iii) Amount of advance given by DPE as well as recorded in the Advance Module of

IBAS (iv) Detail of advance in the selected education offices

(a) The date of advance withdrawn for each activity, (b) time of accomplishment of the activity, (c) date and amount of adjusted advance, (d) refund of advance to treasury, (e) Amount of outstanding advance if any, (f) reason for non-adjustment of outstanding advance within stipulated time;

(v) The above information of the selected education offices will be verified with the

advance information in the related accounting offices. (vi) Find out the reason of differences for advance information between Education

and Accounting offices. (vii) Verify the information of the field offices with the information of IBAS provided by

CAO- MOPME (viii) Review monitoring steps taken by CAO-MOPME and DPE for the adjustment of

Outstanding advance (ix) Review the level of assurance of Advance Tracking Module developed for

PEDP3

Appendix 3 125

17. The AFR Team will also review that the DDOs are maintaining proper books of records as per format prescribed in the GOB Financial Rules (GFR) and Treasury Rules (TR).

d. Other fiduciary issues arising from CAG annual audit reports,

Quarterly Fiduciary Reviews (QFRs), and Post Procurement Review

18. Issues will be identified later from CAG annual audit reports, Quarterly Fiduciary Reviews (QFRs) and Post Procurement Review E. Timing and reporting 19. The AFR will commence by December 2014, with an estimated total duration of the assignment of maximum 24 weeks. The work is to be concluded by May 2015 with the submission of a report presenting outcomes from the above tasks including a summary of recommendations, actions for follow-up, timeframe for when they should be completed an indication of the responsible entity/unit. The survey for the post-procurement review and the fiduciary part of the review will be done concurrently. Specific outputs of the post-procurement review are mentioned in chapter II -Post Procurement Review. The consultant, within ten (10) days of signing of contract, will receive the electronic data entry forms from ADB and IDA for compiling the post-procurement review report. 20. The results of the AFR will be discussed among Procurement and Financial Management Working Group (PFWG) members of PEDP3 each year and ToRs for the succeeding year’s AFR will be agreed in the Joint Annual Review Mission (JARM). The findings of the AFR will be subject to follow-up by the QFRs and integrated into the QFR action plan. 21. The following time-frame is foreseen:

(i) Commence the assignment latest by December 2014, (ii) Share Interim/ Progress report for post-procurement review and fiduciary review

within 2nd week of March 2015. (iii) a comprehensive dissemination process (1 National and 3 regional workshops)

will be held in 3rd and 4th week of March 2015 involving MOPME/DPE, CGA and other Implementing agencies (IAs) to present the findings and discuss the solutions..

(iv) Complete draft report by 2nd week of April 2015 for both Post Procurement review and Fiduciary Review

(v) Complete assignment by May 2015 with final report including the final post-procurement review and Fiduciary review report.

22. The following deliverables are expected:

(i) Inception report (1 week) (ii) Interim/ progress Report (14 weeks) (iii) Draft report for Post-procurement review and Fiduciary Review (18 Weeks) (iv) Final Report for Post-procurement review and Fiduciary Review (24 Weeks)

F. Qualifications of consultants

126 Appendix 3

23. The assignment will be undertaken by a company who will employ adequate staff with appropriate professional qualifications and suitable experience and with experience in performing assessments of programs comparable in size and complexity to PEDP3.

(i) Financial Management specialist and team leader (international, 2 person-

months). The team leader nominated by the firm shall: (a) have at least a graduate degree in financial management or be a certified accountant; (b) (d) have experience with the Government of Bangladesh financial management system, procedures, and regulations applying to central government, district, and upazila (block) levels; (e) have experience undertaking financial, compliance, and performance audits including design, management, and implementation of surveys; (f) demonstrate team leadership, organizational, communication, relational, and report writing skills; and (g) have an excellent command of the English language.

(ii) Procurement specialist (international, 2 person-months). The specialist shall

have: (a) at least a graduate degree in public administration, business administration, or related discipline; (b) at least 5 years of experience in public and private procurement and capacity building in procurement, and (c) experience in working with procurement guidelines from multilateral organizations in relation to the national government’s procurement guidelines is highly preferred. Experience working in Bangladesh is an asset.

(iii) Financial Management specialists (2 nationals, 6 person-months; 3 person-

months each). The specialists shall (a) have at least a graduate degree in financial management or be certified accountants and (b) have at least 5 years of relevant working experience, preferably in government-executed donor-funded projects, as accountants in Bangladesh. Experience with financial management reviews in accordance with the guidelines from multilateral organizations is highly preferred.

(iv) Procurement specialists (2 national, 6 person-months; 3 person-months each). The specialists shall have (a) at least graduate degrees in public administration, business administration, or other related disciplines and (b) at least 5 years experience in public and private procurement and capacity building in procurement. Experience working with procurement guidelines from multilateral organizations in relation to the national government’s procurement guidelines is

highly preferred.

Appendix 3 127

TERMS OF REFERENCE FOR POST PROCUREMENT REVIEW (PPR) A. Background of the Post Procurement Review 1. All local procurement under PEDP3 is carried out in accordance with the National Competitive Bidding Method according to Public Procurement Rules (PPR 2003) and PPR 2008 with the six exceptions as outlined in the JFA. As part of a fiduciary assessment, DPs will conduct post procurement reviews of procurement carried out by four implementing agencies (Directorate of Primary Education, Local Government Engineering Department, National Academy for Primary Education, and National Curriculum and Textbook Board). B. Purpose of the Post Procurement Review (PPR) 2. The purpose of the post procurement review is to examine the process that ensures:

(i) The procurement procedures agreed and outlined in the JFA are followed; (ii) The funds provided for PEDP3 are used for the purposes intended [includes

sample site visits or physical inspection]; (iii) Economy and efficiency have been achieved in the procurement process

consistent with transparency; (iv) Inappropriate significant departures from the acceptable procedures or fraud/

corruption/ collusion/ coercion have not been major issues of concern in general; (v) Assets specified in procurement records provided by the relevant implementing

agencies exist on-site at their office locations; (vi) Broadly validate that the assets are used for the purpose for which they were

acquired; and (vii) Amounts claimed on the SOE are appropriate and supported by genuine

documents i.e. Procurement Plan, Contract Agreement, completion report etc. C. Scope of the Post Procurement Review (PPR) 3. The consultants will select a sample using the methodology outlined in Attachment 1, below. Before the review begins, the selected sample may require clearance of the DPs. The sample must cover 20% of the awarded contracts by DPE, DPHE and LGED (20% of e-GP and 20% of non e-GP contracts) during the fiscal year (2013-14) or around 500 contracts of FY 2013-14, whichever is higher. In case of e-GP Contracts, the procuring entity will print papers of each stages of the procurement and maintain a file like non e-GP contracts for post procurement review. 4. For each contract package, the key elements will be to:

(i) Verify eligibility; (ii) Verify compliance with the outlined procurement procedures as indicated in the

JFA. When deviations or judgment were exercised, the consultants must comment on whether these were reasonable. The consultants will also identify contracts with serious deviations warranting consideration for declaring misprocurement;

(iii) Establish whether the documentation and record keeping systems which are in place are adequate for ensuring the post review requirements; for example, whether records are systematically maintained and are acceptable. At locations, where a complete record of contracts is not being maintained, assist them in

128 Appendix 3

starting a system to meet this important requirement. Also identify general issues related to the procurement process and systems and provide recommendations for improvement.

(iv) Verify whether goods and works exist at intended locations and are being used for the purposes for which they were acquired.

(v) Examine reported corruption or red flags if any, from any source and substantiate the irregularities. Also verify fraud prevention and detection mechanisms that may exist in the Program and recommend such prevention and detection mechanisms for future procurement under PEDP3.

5. The awarded contracts which are below the prior review threshold specified in the DPs’ respective Financing Agreements as well as expenditures claimed for replenishment under Statement of Expenditure [SOE], are to be post reviewed in the field on a representative sample basis in respect of the following related documentation:

(i) Invitation of bids, advertising procedures and bidding period; (ii) Bidding documents and addenda; (iii) Sale of bidding documents, pre-bid meeting; (iv) Receipt and opening of bids; (v) Bid evaluation and recommendations for award of the contract; (vi) Conclusion of contract; (vii) Time taken for processing of the various procurement actions; (viii) Material modifications to the contract during execution and the increase in the

value of contract; (ix) Letter of Credit; (x) Supplier’s invoice and certificate of origin; (xi) Shipping or import documents and inspection certificates; (xii) Evidence of receipt of goods; (xiii) Recurrent costs record; (xiv) Authorization for payment; (xv) Evidence of payment/bank statements, acknowledgement of payee; (xvi) Accounting records of approval, disbursement, and balance available; and (xvii) Where goods have been returned, evidence that refunds have been made by

suppliers and corresponding adjustments made in subsequent applications. (xviii) Physical on-site verification of assets and their intended use, services rendered

as described in the payment documents or contracts and verify whether any payments made before actual receipts of goods and services and beyond contract clause. Evidence of work may include photographs of the goods and works by the consultants, written acknowledgement from beneficiaries, participants, stake-holders and other third parties, supporting documents from venues for workshops, training center etc.

6. The documents are examined to ensure that each payment (including authorization for payment) is properly supported and are eligible for DPs’ disbursement. For verification of assets, the representative sample shall be selected by the consultant from the preliminary list provided by the ministry unit responsible for overseeing procurement while reviewing the contracts. Approximately 10-15% of assets acquired under the contracts are to be reviewed. This selection shall be influenced by the following factors:

(i) Level of comfort obtained during the review of contract [s]; (ii) Nature of asset [s];

Appendix 3 129

(iii) Value of asset [s]; and (iv) Geographical spread and accessibility of the location of asset

7. Based on the findings, the consultants will verify with the concerned implementing agencies (IA) to obtain their views and concurrence with respect to the areas that need improvements and agree on the approach and strategies to implement measures to improve the existing system. Consequently, the consultants will prepare a proposal for system improvement for each IA. 8. The consultants will conduct comprehensive needs assessments of concerned staff in each IA and prepare a comprehensive proposal for capacity development including training requirements for each staff or group of staff -- especially on the job training -- with clear guidelines and directives. 9. Develop separate checklists for Upazila Offices, District Offices, Divisional Offices, as well as DPE, LGED, DPHE, NCTB and NAPE. The checklists will cover the following areas, among others, based on the weaknesses identified in the system:

(i) How to minimize fiduciary risks (ii) Requirements of books of records (iii) Reporting requirements –scope, contents, data, information, etc.

130 Appendix 3

ATTACHMENT 1 SAMPLING GUIDANCE FOR POST PROCUREMENT REVIEW (PPR)

1. A sample of contracts shall be selected from the procurement plan by the Consultants and subsequently approved by the DPs. LGED will be asked by the DPs to collect relevant documentation and present it for review to the AFR Consultant. The following guidelines will assist the Consultants in selecting a sample:

(i) The selected contracts for review should be representative of the overall procurement by size, nature and complexity using the following categories/scenarios:

(ii) Procurement: works, goods and service contracts, supply and installation, etc.; (iii) Consulting services; (iv) Complexity: simple, less complex and complex; (v) Value: high, medium and low; (vi) Critical items: for success of the program (less likely to be found under post

review) (vii) Geographical spread: Some easily accessible locations and some difficult to

access locations (viii) Package/Slice: single and multiple lots; (ix) Price Adjustment: with and without application; (x) Protests/Complaints/Claims: bidding and contract stages and how addressed; (xi) Contract Modifications: with and without. (xii) Distortions in the procurement process are frequently manifested in one or more

of the situations listed below. If patterns are identified in a series of contracts which reflect any of the distortions, one or more of the contracts in the series should be selected for more detailed review in the review sample

(xiii) low participation of bidders and reduced competition; (xiv) one or more bidders winning a disproportionate amount of contracts in a program

over time; (xv) Bid prices consistently over cost estimates and/or current market prices; (xvi) Significant number of changes from bid to contract award and to final completion;

and (xvii) Significant and recurring increases in the final contract price over the original bid

price and/or the original contract price.

Appendix 3 131

ATTACHMENT 2 SAMPLE REPORT FORMAT AND CHECKLIST

FY 20xx Post Review Report for program name Country: Bangladesh

Program:

TTL:

DPS:

Post review Conducted By:

Period Covered under Post Review:

Project Procurement Risk:

Implementing Agencies Covered under Post Review:

Date of Report:

A. Executive Summary:

(i) Introduction: Describe the background, team composition, approach used for

post review, agreed threshold/procurement arrangements for the program, etc.

(ii) Major findings: This section would be useful for decision makers (both in the DPs and Government), who do not have time to go through the details, should be displayed using bullet points and reference to specific contracts where more information can be obtained.

(iii) Sampling Procedure Used: Comment on the availability of contract data,

percentage selected for review including the total amount of post-review contracts awarded, and whether the findings are representative of population

Summary of the Total Contract Population by each head of procuring entity

(DPE, LGED, DPHE NAPE, NCTB)

Contract type

Goods Works Consulting

Services Total

No

Value

No

Value

No

Value

No

Value

BDT USD BDT USD BDT USD BDT USD

ICB

NCB

Shopping

DC

Force Account

QCBS

QBS

LCS

FBS

CQS

NGO

SSS Firm

SSS Individ

132 Appendix 3

Contract type


Services Total

No

Value

No

Value

No

Value

No

Value


ual

TOTAL

Summary of the Contracts Reviewed

Contract Type


Services Total

No

Value

No

Value

No

Value

No

Value

BDT US

D BDT US

D BDT USD BDT US

D

ICB

NCB

Shopping

DC

Force Account

QCBS

QBS

LCS

FBS

CQS

NGO

SSS Firm

SSS Individual

TOTAL

Summary of the IA Reviewed

IA


Services Total

No.

Value

No.

Value

No.

Value

No.

Value


TOTAL

B. Findings on the IA Capacity, Performance and Other Systemic Issues

1. Comment based on the review of contracts. Give an overall assessment as well as separate section for each PIU reviewed.

Findings of Physical Inspections

Category

No. of Physical Inspections

ICB NCB IS NS SS Total

Works

Goods

Services

Consulting firms

Appendix 3 133

Individual consultants

Total

(i) Action Taken by the IS on the Findings of the Previous Review: Comment

on any improvements, delays or inaction. (ii) Indicators of fraud and corruption (when F&C is suspected, copies of any and all

related documentation should be attached to the report including copies of the losing bids).

(iii) Recommendations and Proposed Actions for the DPs and/or Borrower. Also

include whether IA suggested any corrective action to be taken during the post review process

134 Appendix 3

ATTACHMENT 3 Risk Rating and Recommendation on Post Review Indicators

1. The consultant will rate the risk for following three indicators in four point scale for each project and overall risk of the project. The consultant will provide recommendations for each indicator and for overall post review. A. The indicators

1. Indicator 1: Systems

2. The consultants will provide risk rating on “System” after evaluating the points in the below table.

Legal Framework: Suitability of the laws, rules and regulations applicable to the implementing agency

Organization / Staffing: Organization of the procurement unit and allocation of functions; quality and adequacy of procurement staff

Controls / Manuals: Quality of internal administrative practices, including special anticorruption initiatives, existence of dispute resolution systems, internal procedural manuals and instructions, oversight and auditing practices, and code of professional behavior and ethics

Record-keeping: Availability, quality, security and completeness of procurement records and files

2. Indicator 2: Procurement Process

3. The consultants will provide risk rating on “Procurement Process” after evaluating the points in the below table.

Publications: Assessment of quality of, and adherence to, advertising and contract award publication requirements for applicable contracts

Bidding: Assessment of quality of, and adherence to, requirements for bidding documents, including RFP's, LOI's, short lists, terms of reference, invoices, and other applicable documents

Evaluation: Assessment of quality of, and adherence to, bid evaluation requirements/criteria, including draft contracts, technical and financial evaluation reports, and bid amendments, if applicable

Awards: Assessment of quality of, and adherence to, contract award requirements, including amendments, variation orders, and extensions

3. Indicator 3: Contract Administration

4. The consultants will provide risk rating on “Contract Administration” after evaluating the points in the below table.

Implementation: Assessment of quality of, and adherence to, contract implementation criteria, including results of physical inspections

Payments: Assessment of adherence to contract payment schedules, including timeliness of payments to contractors

Compliance: Assessment of adherence to all contractual compliance with agreed provisions; adherence to all related anti-corruption practices

Record-keeping: Availability, quality, security and completeness of contracts records and files

Appendix 3 135

B. Overall Risk (i) Overall risk rating for a report is not an average rating of all indicators combined

but rather a final rating based on reviewer's objective conclusions about the findings as a whole.

C. Grading scale

(i) Rated against a 4-point scale (ii) Low Risk, Medium Risk, Substantial Risk, High Risk

D. Recommendations

(i) Consultant will provide recommendations for each indicators and overall post

review report for each project.

136 Appendix 3

Procurement and Financial Management (PFM) Action Plan As of JARM 2014

Need/Rationale/Area of concern Issue to address Update and recommended actions

Date of completion

1. Accounting and Reporting system of PEDP3

Ensure proper accounting and reporting system of PEDP3

FAPAD raised questions about the accounting and reporting system of PEDP3 in the 2012-13 Audit Report Recommendation: At an ERD chaired meeting in December 2013, the continued use of the PEDP3 FM system was confirmed. The MTR financial management analysis review and discussions to date have further re-affirmed the importance of using and strengthening the PEDP3 FM system. During the next QFR, a diagnostic review of the accounting and reporting system of PEDP3 is planned to inform this discussion further, particularly with a view to: (1) support the ongoing discussion between MOF, MOPME and OACG on the record keeping and accounting requirements at DPE as the office of the Program Director (PD) and (2) buttressing support to the IBAS in absence of the SPEMP-A project technical teams.

September 2014

2. Audit Arrangement of PEDP3 and finalization of the Statement of Audit Needs (SOAN)

a) Ensure timely audit report available as safeguard of DPs’ disbursement b) Agree with the OCAG on the revised SOAN through formal acknowledgement

PEDP3 requires a single audit report in compliance with a Statement of Audit Needs (SOAN) covering both Non-Development and Development Expenditures. At present, the practice in Bangladesh is that the Foreign Aided Project Audit Directorate (FAPAD) conducts audits of Foreign Aided Projects, which support Development expenditures and the Local Audit Directorate (LAD) audits Non-Development expenditures. Under a temporary arrangement, FAPAD conducted the PEDP3 audits for 2011-12 and 12-13. A permanent arrangement for auditing of PEDP3 from FY 13-14 onwards is required. DPs have reviewed the current SOAN and suggested amendments. As the fundamental requirements of the SOAN remain the same, amendments were proposed to further clarify the requirements in certain areas (e.g., Standard for Auditing, standard for accounting and specific needs) and remove challenges that are beyond the audit scope like textbook distribution, stipends, inventory and asset validation and internal control. The proposed SOAN have been shared with the OCAG office and informal discussion has been conducted. Recommendations: A documented policy dialogue with MOF, ERD and OCAG for a permanent solution of PEDP3 audit from FY 13-14 onwards, resulting in a written agreement is required. This discussion is on-going. The revised SOAN for FY 2013-14 audit should be finalized and agreed in writing asap with the OCAG and accordingly should be disseminated to the auditors through workshop and presentations. Discussions on the longer term arrangement for conducting PEDP3 audits from FY 2014 onwards need to be well advanced (if not concluded) before concluding appraisal of additional financing. These discussions are

ASAP for FY 2013-14 audit and no later than September 2014 for FY 2014 onwards.

Appendix 3 137


Date of completion

being held in light of the expanded use of the PEDP3 FM model in the country.

3. Monitoring of audit issues is extremely important for financial accountability

Ensure settlement of audit issues in a more rigorous manner.

The lengthy process of settlement of audit observations resulted in a significant number of observations remaining unsettled for long periods of time. As of June 2014, 10 observations from PEDPII and 11 observations from PEDP3 2011-12 remain unsettled. During PFWG session of JARM 2014 it was agreed that under the leadership of MOPME (Budget & Audit Wing), audit issues would be reviewed on a quarterly basis. As part of the process an Audit Review meeting has been planned in July 2014 to expedite resolving unsettled audit observations of PEDPII and PEDP3 2011-12 Recommendation: PFWG should follow up the quarterly review of audit issues under the leadership of MOPME (Budget & Audit Wing).

Ongoing process

4. Technical Assistance in absence of SPEMP

Ensure TA support to the OCAG and the CGA on needs basis

During 2012-13 audit, FAPAD received support from SPEMP B, including training on International Standards and assistance to comply with the provisions of the SOAN. Similarly, SPEMP A was involved with providing ongoing support to the IBAS system of the

MOF. PEDP3 relies on the IFR generated from the IBAS system for disbursement purposes. With the closure of SPEMP A in August 2014 it will be important to ascertain how MOF plans to maintain the credibility of the IBAS reports. Dialogue is ongoing with the MOF, MOPME CAO, CGA and the SPEMP team to determine how to sustain the support to generate timely and high quality reports. Recommendation: TA support to both the OCAG and CGA should continue in order to achieve a high quality IFR and audit report. A dialogue between DPs and CAG and CGA is currently ongoing to identify nature, scale and modality of the TA.

Ongoing Process

5. Procurement Strengthening

Ensure ongoing strengthening of procurement in PEDP3 for goods, works and services.

To mitigate the findings of some serious irregularities in the process of procurement of works identified during AFR, QFR and Audit; 17 firms have been debarred by LGED from contracting for the next 4-5 years. LGED arranges quaterly meetings with Districts and Upazila officials of LGED as well as for DPE to sensitize them about Procurement Guidelines and Rules, and disseminates the findings of AFR, PPR and Audit reports. LGED has processed 20% of APP 2013-14 contracts through e-GP and has initiated more for FY 2014-15. In addition LGED arranges trainings and workshops on capacity building and strengthening the procurement process. DPE also arranges some trainings/workshops for capacity building. The current extent of DPE’s progress in procurement of goods also shows some challenges, many of which can be mitigated through enhanced awareness of procurement guidelines and their application. Recommendation: Ongoing activities to strengthen procurement process should continue emphasizing implementation of e-GP for both LGED and DPHE and

Ongoing Process

138 Appendix 3


Date of completion

for all contracts over the program period. Inclusion of “bid rotation matrix’’ as integral part of the evaluation reports is compulsory. In addition an independent review is recommended to analyze the procurement process at DPE to identify the weaknesses and make recommendation for strengthening the process.

6. Maintenance of books of records as per GFR and TR

Ensure appropriate record keeping as per the format prescribed in GFR and TR

QFR conducted in May 2014 observed that most offices ensure adequate book keeping but do not follow the format prescribed in the GOB Financial Rules (GFR) and Treasury Rules (TR). Recommendation: Review the feedback of ongoing AFR for FY2012-13; incorporate detailed review of compliance on books of records in the ToR for the next AFR (for FY 2013-14) to ensure appropriate record keeping by each entity. In addition, training program on financial management should address this as an ongoing process.

Ongoing process

7. DDO/accounts office reconciliation ensures accuracy of expenditure as well as correct classification of accounts

Ensure proper reconciliation of books of records as per GFR and usage of monitoring framework for monthly reconciliation between DDOs and accounts offices.

a) It is important to ensure preparation of more reliable financial statements and regular reconciliation. FAPAD raised an issue that proper reconciliation is not being done by a significant number of DDOs on a regular basis. For monitoring the status of reconciliation, a reporting template has been developed by the CGA. The user interface to enter the information required by all accounting offices of the CGA has also been developed and uploaded. Sample testing by the QFR team shows that the requirement (of the monitoring report) regarding reconciliation has still not been implemented fully. Most of the AOs and DDOs are not entering status of reconciliation into the system template. b) The IFR report on DDOs Reconciliation shows total DDOs to be 1,932 whereas in reality total number of DDOs under MOPME is only 1,112. Recommendations: a) CGA should advise all DAOs/UAOs that requirement for reconciliation means complying with GOB financial regulations for all sub-sector expenditures, not only PEDP3 development expenditures. Even if the expenditure in the account of AO (IBAS) is zero for a particular month, it should still

be confirmed by the DDO. They should also instruct the AOs to ensure that reconciliation is done after the close of each month and to record the status into IBAS.

b) MOPME/ DPE as well as DPs should request CGA to instruct all AOs to identify and delete inactive DDOs.

a) Ongoing process b) September 2014

8. Reconciliation of advances

Ensure proper accounting and reporting as well as compliance of GFR and TR

Several reviews, including AFR and QFR as well as the audit, identified inconsistency of status of advances in comparing the original advance statement and physical verification. Evidence from the QFR showed that DDOs are adjusting advance in the manual books of records but not booking the adjustment properly into the system. Moreover, UAOs have no real time access to the system. The report produced by the module/system provides incomplete information. To strengthen financial management, a computerized accounting system is being developed at DPE, to cover its field

Ongoing process

Appendix 3 139


Date of completion

offices. Recommendation: DPE should monitor the status and adjustment of advances at DPE-HQ, and its field offices on a regular basis. In addition, the next QFR shall review the issue and recommend practical arrangements/ solutions. Moreover, training on financial management will focus on advance adjustment as per GFR and on proper usage of the advance-tracking module.

9. Efficient and effective budget execution in line with Program priorities /activities

Incorporation of the Development Budget / Annual Operational Plan (AOP) in the IBAS

system by components will ensure better monitoring and reporting.

MOF uploads the total amount of Development budget of PEDP3 in the system. It is not segregated by PEDP3 components, which could otherwise improve the value of the IBAS budget management reports as tools for financial monitoring. However, future IBAS++ feature

might have a provision to include budget allocation at various levels. Recommendation: MOPME and DPs should request CGA to upload the Annual Operational Plan (AOP) in the system by functional, operational and economic code for FY 2014-15. Then, at the end of the fiscal year, the usefulness of continuing the budget segregation by component could be evaluated.

September 2014

10. Adoption of international accounting standards.

International Public Sector Accounting Standards (IPSAS) (Cash Basis) as the reporting framework for the annual program financial statements

Under implementation as a component under SPEMP. Recommendation: PFWG shall discuss with MOF how to implement IPSAS (cash basis) for PEDP3.

June 2015

11. Alignment of on-going reforms of PEDP3 with new funding modality and avoid any duplication of datasets

Customization of PEDPII accounting system to meet the subsidiary accounting of advances with cost centers/DDOs and related financial monitoring

During PEDPII, a computerized accounting system was developed for DPE and its cost centers. Later, hardware was installed at DPE and field offices, and training conducted but the system could not be made operational. In the Program Completion Review Mission of PEDPII, it was agreed that the system would be customized for PEDP3. During PFWG session of 1

st

JARM of PEDP3 in 2012, it was agreed that DPE would review options for effective use of existing resources within the GOB system considering the cost of customization of the PEDPII accounting system. From the experience of 3 years implementation of PEDP3, DPE is recognizing the need to maintain a subsidiary accounting system for monitoring financials and status of advances with cost centers/DDOs. A new web based computerized accounting system is being developed by DPE, with the plan to implement it at DPE and its field offices. Recommendation: The system should be adjusted to include all bills processed under the MOPME budget, not only limited to PEDP3 development expenditures. A regular training program should be conducted to ensure efficient usage of the system.

June 2015

12. Access to IBAS financial data will lead

Enable IBAS accounting data

DPE has been granted access to PEDP3 monitoring reports like reports on payment processing and

September 2014

140 Appendix 3


Date of completion

to greater confidence and system-ownership with DPE

access (restricted and read-only) by DPE for monitoring of budget execution among all DDOs and their compliance with FR.

templates for AO/DDO reconciliation and advances, but still has no access to regular budget management reports. Recommendation: DPE should be granted read only access to all relevant IBAS reports for effective monitoring of budget execution and DDO compliance with GOB financial regulations. MOPME and DPs should request CGA to provide access to DPE to Budget Management Report of MOPME.

13. Preparation and Submission of Interim Financial Report (IFR)

Ensure timely submission of IFR.

As per Section 6 clause 47 of the Joint Financing Arrangement (JFA), a quarterly IFR showing expenditures under each of the PBHs and comparing the actual and budgeted figures and other statements, as listed in Appendix vi of the JFA, is required to be submitted within 30 days after the end of each quarter. The 1

st, 2

nd and 3

rd quarter IFRs for FY 2013-14 were

substantially delayed.

Recommendation: Timely submission of the IFRs is required for each quarter. If any issue needs attention, then inclusion of notes to the statements can be added for explanation.

Ongoing Process

14. Delay in payments is the biggest concern while adapting to the treasury system.

Monitoring of payments processing service standards at accounts offices.

A template for monitoring payment processing has been incorporated into the system. The report contained a summary for DAOs as per requirement. However, UAOs are not included in this reporting format as they don’t have any real-time access /direct transaction wise access to IBAS. In addition, some DAOs are still not able to generate the report on payment processing. Recommendation: All DAOs shall be able to access reports on payment processing time. This is for compliance with the service standard, improvement of their performance, and assurance of the quality of their services.

Ongoing process

15. PFM Capacity Building

Strengthening Financial Management of PEDP3

DPE conducts training programs with support from DPs on financial management and procurement every year. LGED arranges dissemination workshops and training program on procurement rules for the officials of LGED and DPE However, AFR, PPR, QFR and audits identified some challenges in the area of monitoring, accounting and reporting of financial management and procurement at DPE and its implementing agencies. CAO-MOPME has also expressed concerns over capacity constraints in effectively performing their functions. Recommendations: PFWG should monitor proper implementation of TA Mapping jointly developed by GOB and DPs during MTR process. Training on Financial Management should include record keeping, accounting and reporting of the program in compliance with GFR and TR.

Ongoing process

16. Review PFM Action Plan on a quarterly basis

Assess the progress and actions required for strengthening

PFM Action Plan has been developed to assess the progress of PFM of PEDP3 and to identify critical areas/actions for follow up and further improvement. PFWG updates the PFM Action Plan during JARM,

Ongoing Process

Appendix 3 141


Date of completion

Financial Management and Procurement of PEDP3

QFR and JCM. Recommendation: PFWG should review the status of the PFM Action Plan on a quarterly basis. This will help to assess the progress of PFM areas, to identify timing and critical areas for conducting QFRs and to improve timeline of Annual Fiduciary Review (AFR).

142 Appendix 4

QUARTERLY FIDUCIARY REVIEW

TERMS OF REFERENCE OF QFR JANUARY 201519 A. Background 1. The Third Primary Education Development Program (PEDP3) will use country FM systems. Use of GOB FM systems with DP disbursement to the Consolidated Fund requires that fiduciary risk can be managed within levels acceptable to GOB and DPs. In this respect, a comprehensive fiduciary risk assessment of the primary education sector, with due consideration of both FM and procurement issues has been carried out. The level of fiduciary risk has been assessed by DPs as acceptable.

2. GOB FM systems have been strengthened considerably in recent years and now operate with sound controls in place. Reports of high quality are produced, providing GOB and DPs with the ability to monitor both budgeted and actual levels of expenditure in accordance with information needs. The strengthened GOB Integrated Budgeting and Accounting System (IBAS) system has the capacity to generate reports upon request, to required levels of detail. It is expected that the IBAS system will be strengthened further with support from the multi donor funded SPEMP PFM reform project. 3. Risks identified within FM systems were identified and mitigating actions included in the ongoing PEDP3 PFM Action Plan which is progressing satisfactorily. The PFM Action Plan is being implemented with full support from GOB and liaison with SPEMP. 4. In order to manage fiduciary risk throughout project implementation from July 2011 onwards, a fiduciary risk assessment (FRA) process has been developed. It is envisaged that international and national FM specialists will facilitate the FRA process. Planning, testing and the associated reports of the FRA may be reviewed by DPs FM specialists. B. Specific Tasks/Activities 5. Specific tasks for Quarterly Fiduciary Review planned in January 2015 is given below:

(i) A Diagnostic review of the accounting and reporting requirement applicable for a Program which: a. Uses the country systems; b. Funds both Non-Development and Development Budget; and c. Recommend a view to support the ongoing discussion between MOF,

MOPME and OACG on the record keeping and accounting requirements at DPE as the office of the Program Director (PD)

(ii) Review advance reporting and mechanisms for settling advances as per

Government Financial Rules and Treasury Rules and recommend a practical mechanism for PEDP3 reporting;

19

QFRs are conducted regularly. Each time the TOR is agreed within the PFWG.

Appendix 4 143

(iii) Review the annual financial report of PEDP3 and recommend steps to comply Cash Basis IPSAS and any other steps for further improvement;

(iv) Review the Interim Financial Reports to assess the compliance of reporting

requirements of PEDP3;

(v) Test the operation of DPE and IBAS systems and controls, limited substantive testing of IBAS PEDP3 reports, tracking of specific expenditure items and monitoring of IBAS reports on specific areas of risk, e.g., payment processing times. Analyze the data and prepare reports as required;

(vi) Check the compliance of maintaining books of records as per General Financial

Rules (GFR) and Treasury Rules (TR) at central level and field offices of PEDP3 stakeholders;

(vii) Discuss with MOF, CGA, etc. and obtain update on progress with GOB PFM and

FM issues, which may impact on PED3;

(viii) Review the progress of actions in the Procurement and Financial Management Action Plan (PFM Action Plan) and make necessary updates. a. Review the status of implementation of previous QFRs

recommendations. b. Review the progress of implementation of e-GP for PEDP3 contracts. c. Review the progress of TA plans implementation and update.

144 Appendix 5

REVISED DISBURSEMENT SCHEDULE AND ACTUAL DISBURSEMENT

Table E.3 (i): Indicative Schedule of DPs’ Disbursements (millions)

Development Partners Currency

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Total for the

Period from

Jul- Dec FY 2017-

18

DLI FX DLI FX DLI FX DLI FX DLI FX DLI FX DLI FX

ADB USD 35.56 0 40 40 40 40 40 40 40 44.44 24 24 16 16

DFAT AUD 4 4.5 3.88 5 7 0 5.5 5.5 6.81 6.81 0 0 0 0

DFATD CAD 0 0 5 8 7.6 10 7.6 10 11.8 4 0 0

DFID GBP 17.5 7.5 8 7.5 15.5 6 15 6 10.5 6 0 0 0 0

EU Euro 0 4.5 4.5 4.5 4.5 5.5 5.5 6.5 13 7.5 13 7.5 9 0

IDA (World Bank) USD 66.64 0 74.97 0 74.97 0 83.25 0 150 0 150 0 100 0

JICA USD 0 6 3 3 3 3 3 3 3 3 0 0 0 0

Sida USD 3.46 4.26 2.44 4.47 4.03 4.45 4.5 4.5 4.5 4.5 0 0 0 0

UNICEF USD 0 0.1 0 0.1 0 0.1 0 0.1 0 0.1 0 0.1 0 0

GPE USD 0 0 0 0 0 0 0 0 60 0 40 0 0 0

Actual Disbursement by ADB and Other DPs as of June 2014

(’000) SL No DPs FY 2011-12 FY 2012-13 FY 2013-14 Total

A ADB in BDT 2,497,821.90 6,042,006.50 6,217,622.90 14,757,451.30

ADB in USD 31,110.00 75,550.00 79,990.00 186,650.00

B Other DPs in BDT 8,685,398.38 8,823,677.50 11,626,948.98 29,136,024.86

Other DPs in USD 106,503.97 113,487.81 149,638.98 369,630.76

C=A+B

Total DPs Contribution in BDT 11,183,220.28 14,865,684.00 17,844,571.88 43,893,476.16

Total DPs Contribution in USD 137,613.97 189,037.81 229,628.98 556,280.76

Appendix 6 145

REVISED STATEMENT OF AUDIT NEEDS

A. Background

1. The sector program that Government of Bangladesh (GOB) and development partners are jointly financing is the major public expenditure on the primary education sector. This program incorporates planning and monitoring of the contributions of GOB and development partners. The development partners have committed to harmonization principles to be reflected in a Joint Financing Arrangement. GOB and donor funds will both be channeled through Government systems of budgetary allocations and accountability. With the implementation of the Integrated Budgeting and Accounting System (IBAS) up to all District Accounts Offices (DAOs) in Bangladesh and Upazila Accounting Office (UAO) where applicable, use of country financial management systems to identify program related costs on almost real-time basis has become possible. So PEDP3 would mainstream the program financial management with the government treasury systems and channel the donor funds through the government consolidated fund. This Joint Financing Arrangement will set forth the joint provisions and procedures for financial support to the Primary Education Development Program 3and serves as a coordination framework for consultation between the signatories, for PEDP3 monitoring and decision-making, joint reviews of performance, common procedures on disbursement, reporting and audits. Taken together, these procedures combined with a strong set of output, intermediate outcome and outcome indicators constitute a sector-wide approach to program financing and management that can engage GOB and all development partners in policy and program implementation. According to Article 128 of the Constitution, the public accounts of the Republic and of all authorities and officers of the Government shall be audited and reported on by the Comptroller and Auditor-General.

B. Program Development Objectives

2. PEDP3 proposes to provide technical and financial support to consolidate achievements under PEDP II and to further improve quality, equitable access and efficiency in primary education through a sector wide approach. Specifically, the program will assist the GOB to: (i) improve the quality of teaching and learning, and raise student achievement; (ii) improve and expand access to schooling for the disadvantaged; and (iii) strengthen planning and management of the primary education system, especially the monitoring and evaluation system. Development partners would also continue to adopt a sector-wide approach to support the GOB’s overall primary education program.

3. Success in meeting these objectives will be measured by outcome indicators including the following:

(i) Increased net enrollments (ii) Increased cycle completion rates (iii) Improvement in school/classroom support to raise student learning outcomes (iv) An assessment system in place to measure student learning outcomes (v) Reduction in regional disparities for disadvantaged children in access to

education

C. Audit Objective

4. The key objective is to enable the development partners to have an audit report where the auditor expresses an opinion on the Annual Financial Statements (AFS) of the entire PEDP3 (Development and Non Development) as of June 30 each year.

146 Appendix 6

5. One single audit report will be provided annually by the Office of the Comptroller and Auditor General (OCAG).

D. Specific Needs 6. Development partners need to be assured that the audit is carried out in accordance with International Standards of Supreme Audit Institutions (ISSAIs) as endorsed by the International Organisation of Supreme Audit Institutions (INTOSAI), taking into account the on-going initiative by OCAG to further adoption and compliance with ISSAIs. The audit activities will include such tests and controls as the auditor considers necessary under the circumstances. 7. Development partners need to be assured that the audit would give assurance over the entire program i.e. covering all sources and application of funds. The Financing Arrangement as currently agreed with the development partners, does not include any Direct Project Aid (DPA) i.e., no part of the program financing would be in the form of a development partner making any program expenditure on behalf of the Recipient. In case this form of financing is agreed any time over the program duration, the Program Director shall provide all pertinent information to the Auditors, so as to facilitate comprehensive audit coverage. The audits should be carried out annually from commencement of the program 1 July 2011 until the end of the program period. The audit for the first year should also cover transactions, which occurred before the commencement of the program (if any). 8. As part of each year’s PEDP3 audit, the auditors are to issue a report on whether the program expenditures have been correctly classified and accounted for in the financial statement in accordance with government accounting rules and give a true and fair view of the financial performance of the program during the year 9. Should the audit tests reveal weaknesses in internal control the auditors are to make recommendations to improve control. 10. Upon completion of the audit work in accordance with Section 3 of the Specific Needs the auditors should assess whether, in all material respects, PEDP3 is in compliance with provisions of the financing agreement with development partners. This should inter alia include verification that, in all material respects:

(i) funds have been used in accordance with the conditions of the credit, loan and

grant agreements including the Joint Financing Arrangement(JFA) (as amended), and only for the purposes for which the funds were provided;

(ii) procurement has followed the agreed guidelines. Procurement requiring NCBs will be performed in accordance with the PPA 2006 and PPR 2008 with agreed modifications/clarifications as per JFA(as amended). Procurement of goods, works and non-consulting services using ICB methods will follow IDA guidelines. Procurement of all consultancy services will follow ADB guidelines.

(iii) amounts disbursed by development partners are accurately captured in the IUFR all necessary supporting documents, records, and accounts have been kept in the respective offices of CGA, MOPME, DPE,LGED and other implementing associates of PEDP3.

(iv) Consolidated Program Financial Statement (4th Q IFR) which had been used for DPs disbursement, reflects the expenditure of the program for the relevant financial year.

Appendix 6 147

11. The auditor should on a yearly basis undertake a review of actions taken on the recommendations presented in the previous audit report on the progress made. 12. Development partners expect that the auditors advise a calendar for discussion/review of audit observations (particularly the serious financial irregularities) through tri-partite meetings and review meetings to facilitate executive follow-up on audit observations and recommendations.

E. Management Letter 13. In addition to the audit report, development partners will require a separate letter focused on identified areas of control weakness. The auditor should provide details with respect to the observation, cause and effect of the internal control weaknesses, and make recommendations to remove or mitigate the effect of the weaknesses. The letter should also include a management response to each recommendation.

F. Audit Reporting 14. The Audit Report and Management Letter should be submitted to MOPME, Program Director-PEDP3, MOF and Development Partners within 9 months after the end of each fiscal year

G. General 15. The auditor should be given access to all legal documents, correspondences, and any other information associated with the commission and deemed necessary by the auditor. As per Article 128.1 of the Constitution, the Auditor-General and for that purpose he or any person authorized by him in that behalf shall have access to all records, books, vouchers, documents, cash, stamps, securities, stores or other government property in the possession of any person in

the service of the Republic. Note: This is a statement of audit needs of the development partners and does not in any way intend to limit the scope of the audit.

148 Appendix 7

PROCUREMENT PLAN

Basic Data Project Name: Third Primary Education Development Project (PEDP3) and PEDP3 additional financing Country: Bangladesh Executing Agency: Ministry of Primary and Mass

Education Loan Amount: $440.0 million Loan (Grant) Number: TBA Date of First Procurement Plan: TBA Date of this Procurement Plan: TBA

A. Process Thresholds, Review and 18−Month Procurement Plan

1. Project Procurement Thresholds

1. Except as the Asian Development Bank (ADB) may otherwise agree, the following process thresholds shall apply to procurement of goods and works.

Procurement of Goods and Works Method Threshold

International Competitive Bidding (ICB) for Works

1 At least $5,000,000

International Competitive Bidding for Goods1 At least $600,000

National Competitive Bidding (NCB) for Works1 Beneath that stated for ICB, Works

National Competitive Bidding for Goods1 Beneath that stated for ICB, Goods

Shopping for Works Below $100,000 Shopping for Goods Below $100,000

2. ADB Prior or Post Review

2. Except as ADB may otherwise agree, the following prior or post review requirements apply to the various procurement and consultant recruitment methods used for the project.

Procurement Method Prior or Post Comments

Procurement of Goods and Works

ICB Works Prior Not funded by ADB ICB Goods Prior Not funded by ADB NCB Works Post NCB Goods Post Shopping for Works Post Shopping for Goods Post

Recruitment of Consulting Firms

QCBS [using Indefinite Delivery Contract (IDC)]20

QCBS [selected assignments not covered by IDC]

Prior Prior

Recruitment of Individual Consultants

Individual Consultants Prior

3. Goods and Works Contracts Estimated to Cost More Than $1 Million

3. The following table lists goods and works contracts for which procurement activity is either ongoing or expected to commence within the next 18 months.

20

QCBS using IDC will be reviewed after initial 18 months of implementation to ascertain its effectiveness.

Appendix 7 149

General Description

Contract Value

Procurement Method

Prequalification of Bidders (y/n)

Advertisement Date (quarter/year) Comments

Laptops (GPS )

$7,962,000 (cumulative for 7 contracts)

ICB N From Q3/2011 Not funded by ADB

4. Consulting Services Contracts Estimated to Cost More Than $100,000

4. The following table lists consulting services contracts for which procurement activity is either ongoing or expected to commence within the next 18 months.

General Description

Contract Value

Recruitment Method

1

Advertisement Date

(quarter/year)

International or National

Assignment Comments

Strengthening Monitoring and Evaluation System, Introduce E-management, Introduce E-learning

$700,000 QCBS using IDC

Q2/2015 International Separate panels for M&E Division and Information Management Division

Support to teacher development, infrastructure development, and management of school grants,

$800,000 QCBS using IDC

Q2/2015 International Separate panels for Training Division and Planning Division

Support to program management, administration, human resources development, procurement and financial management

$1.0m QCBS using IDC

Q2/2015 International Separate panels for program Division, Procurement and Finance Division, and Administration Division

5. Goods and Works Contracts Estimated to Cost Less than $1 Million and

Consulting Services Contracts Less than $100,000

5. The following table groups smaller-value goods, works and consulting services contracts for which procurement activity is either ongoing or expected to commence within the next 18 months.

General Description

Value of Contracts

(cumulative)

Number of Contract

s

Procurement / Recruitment

Method1 Comments

Computers and Accessories

Computers, Software, Printers, OHP, voltage stabilizer

$114,000 7 NCB

Laptops (model school) $107,000 1 NCB

Software (ICT) $71,000 1 NCB

Machinery & Equipment

Multimedia Projectors (ICT) $143,000 6 NCB

Multimedia Projectors (Field Offices) $715,000 7 NCB

Photocopiers $171,000 1 NCB

Sound system (ICT) $14,000 1 NCB

150 Appendix 7

General Description

Value of Contracts

(cumulative)

Number of Contract

s

Procurement / Recruitment

Method1 Comments

Earthing & wiring (ICT) $14,000 1 NCB

Internet (ICT) $17,000 1 NCB

Vehicles

Microbus (10) $429,000 1 NCB

Furniture

Furniture (ICT) $14,300 1 NCB

Need Based Furniture (1 package per district per year)

$2,569,387 64 NCB

Textbooks (for Academic Year 2013 )

Grade 1 $8,118,580 20 NCB/ICB Packages procured through ICB will not be funded by

ADB

Grade 2 $10,674,500 35 NCB/ICB

Grade 3 $7,956,000 20 NCB/ICB

Grade 4 $10,965,000 35 NCB/ICB

Grade 5 $10,909,500 35 NCB/ICB

Teacher's Guides

Grades 1 - 5 $1,740,000 12 NCB

Pre-primary $70,000 1 NCB

Supplementary Reading Materials (SRM)

Grade 1 $375,000 7 NCB

Grade 2 $375,000 7 NCB

Grade 3 $375,000 7 NCB

Grade 4 $375,000 7 NCB

Grade 5 $375,000 7 NCB

School and classroom-based assessment

Printing of Assessment tools and methods

$92,857 1 NCB

Civil Works (2011-12)

Reconstruction of new school building (GPS) including civil works, furniture supply, installation of tubewell & construction of school toilets (260)

$19,500,000 90 NCB

Construction of Additional Classroom including civil works, furniture supply, installation of tubewell & toilet (3,000)

$53,910,000 500 NCB

Repair & Maintenance of School Buildings (3,800)

$16,650,000 700 NCB

Construction of School Toilets (12,930) $12,105,000 450 NCB

Repair of Existing Toilets (1,800) $810,000 500 NCB

Installation of School Tubewells (4,000)

$3,123,000 450 NCB

Construction of Upazila Education Office Extension (50)

$1,500,000 50 NCB

Repair & Maintenance of Schools (18,500)

$4,712,145 TBD NCB

Consulting Services

Individual consultants (national, 40pm) $240,000 Multiple ICS

B. Indicative List of Packages Required Under the Project 6. The following table provides an indicative list of all procurement (goods, works and consulting services) over the life of the project. Contracts financed by the Borrower and others should also be indicated, with an appropriate notation in the comments section.

Appendix 7 151

General Description

Estimated Value

(cumulative)

Estimated Number of Contracts

Procurement Method

Domestic Preference Applicable Comments

Goods

Computers and Accessories

Computers, Software, Printers, OHP, voltage stabilizer $570,000

35

NCB

N

Laptops (GPS ) $39,810,000

35

ICB

Y

Not funded by ADB

Laptops (model school) $535,000

5 NCB N

Software (ICT) $355,000 5 NCB N

Machinery & Equipment

Multimedia Projectors (ICT) $715,000

30 NCB N

Multimedia Projectors (Field Offices) $3,575,000

35 NCB N

Photocopiers $855,000 5 NCB N

Sound system (ICT) $70,000 5 NCB N

Earthing & wiring (ICT) $70,000 5 NCB N

Internet (ICT) $85,000 5 NCB N

Vehicles

Various types $2,145,000 5 ICB Y Not funded by

ADB

Furniture

Furniture (ICT) $14,300 1 NCB N

Need Based Furniture $25,726,572 320 NCB N

Textbooks (for Academic Year 2015) 21

Grade 1 $40,592,900 100 NCB/ICB Y (If ICB)





Teacher's Guides

Grades 1 - 5 $8,700,000 60 NCB N

Pre-primary $350,000 5 NCB N

Supplementary Reading Materials (SRM)

Grade 1 $1,875,000 35 NCB N

Grade 2 $1,875,000 35 NCB N

Grade 3 $1,875,000 35 NCB N

Grade 4 $1,875,000 35 NCB N

Grade 5 $1,875,000 35 NCB N

School and classroom-based assessment

Printing of Assessment tools and methods

$464,285

5 NCB N

Works

Construction of School Toilets (128,955)

$110,717,230 2,250 NCB N

Repair of Existing Toilets (17,661)

$7,279,885 4,900 NCB N

Installation of School Tubewells (39,300)

$28,106,142 2,250 NCB N

Reconstruction of School Buildings (2,600)

$186,108,821 900 NCB N

21

Default method will be ICB, however NCB may be considered if properly justified considering economy and efficiency

152 Appendix 7

Additional Classrooms $521,553,037 5,400 NCB N

General Description

Estimated Value

(cumulative)

Estimated Number of Contracts

Procurement Method

Domestic Preference Applicable Comments

Repair & Maintenance of Schools

$189,421,606 7,000 NCB N

Education Buildings $30,145,644 663 ICB/NCB N

Strengthening Monitoring and Evaluation System, Introduce E-management, Introduce E-learning

$2.2m 10 (2 panels)

QCBS using IDC or QCBS

BTP (for each

IDC assignment)

50 pm (Int.) & 120 pm

(national)

Support to teacher development, infrastructure development, management of school grants, stipends, and school feeding

$2.4m 10 (2 panels)


BTP (for each

IDC assignment)

50 pm (Int.) & 150 pm

(national)

Support to program management, administration, human resources development, procurement and finance

$3.0m 15 (3 panels)


BTP (for each

IDC assignment)

60 pm (Int.) & 200 pm

(national)

Individual consultants $1.2m Multiple ICS N/A 200 pm (national)

Appendix 8 153

THREE INDEFINITE DELIVERY CONTRACT PANELS

1. For the following three panels a short-list of firms was approved on February 2014. The sub-components were support is expected are added.

(i) Panel 1: Education Quality Service Delivery (9 Firms) (a) ShikhbeProtitiShishu (SPS) (Each Child Learns) (b) School and classroom based assessment: (c) Teacher education and development(pre-service and in-service) (d) Curriculum and textbooks strengthened (e) Non Formal Education (f) Pre-Primary Education (g) Mainstreaming Inclusive Education (h) Grade V Terminal Exam Strengthened (i) School level leadership development

(ii) Panel 2: Education Management and Systems Development (8 Firms)

(a) PEDP3 management, monitoring and administration (b) Financial management and procurement (c) PFM action plan implementation (d) Teacher Recruitment and (e) Production and Distribution of (f) Field Level Offices Strengthened (g) Decentralized School Management and Governance (h) Organizational Review and Strengthening (i) Public Private Partnerships (j) Management of stipends, school health and school feeding (k) Need based infrastructure development (l) Needs based school environment (m) Management of SLIPS UPEPs and SMC development (n) Sector Finance (o) Human Resource Development

(iii) Panel 3: Information and Knowledge Management System Development (8

Firms) (a) ICT in Education (b) Communication and Social Mobilization (c) Annual School Census (d) National Assessment (e) Strengthen monitoring functions (f) IT support for DPE (g) Operational research, surveys and studies

154 Appendix 9

TECHNICAL ASSISTANCE MAPPING

1. There are two main categories of PEDP3 TA distinguished by funding source and procurement modality:

(i) Pooled TA –Pooled TA is financed from the sector budget allocated (for PEDP3)

to the Ministry of Primary and Mass Education (MOPME) within the overall government budget. This means the financing for this TA is the combination of GOB allocations and DP contributions transferred to the GOB Consolidated Fund per allocations foreseen in the Joint Financing Arrangement (JFA) between the GOB and DPs. This form of TA is procured by the GOB. To expedite the procurement process, a mechanism for “Indefinite Delivery Contracting” (IDC; see box below) has been facilitated by the procurement procedure of the Asian Development Bank (ADB). At least three IDC panels, drawing on international, regional, and national sources and mechanisms, are pre-qualified and retained on call. The three panels are: (i) Education Quality Service Delivery, (ii) Education Management and System Development, and (iii) Information and Knowledge Management System Development. The TA activities for each panel are in line with the Sub-components of PEDP3.

(ii) Parallel TA – This supports PEDP3, but the funding is outside the pooled funds

explicitly referred to in the JFA. This TA uses parallel grants from DP agencies, which are in addition to their fixed-tranche and DLI-based disbursements. Procurement for this TA is managed by the respective DP agencies, not GOB. A large portion of the parallel TA supports GOB implementation of PEDP3 and another portion supports responsibilities of the DP Consortium (e.g. organizing reviews and meetings, coordinating and consolidating inputs to sector progress reports). Some of the parallel TA is financed by two or more DPs under “delegated cooperation” arrangements that confer management on one partner acting on behalf of the other “silent” partner(s). DPs finance other TA on an individual basis. In some cases, the parallel TA is a multi-year package to support multiple activities under a broad theme (e.g. “equitable quality basic education” program of UNICEF/EU/DFAT). In others, the TA is concentrated on specific pilot programs (e.g. the DPED) and/or related to single DLI milestones or other technical functions (e.g. financial management through government systems).

2. The key principles agreed by GOB and DPs to guide the process of TA planning are:

(i) The Government should base TA on initial and ongoing needs assessments including external needs analysis.

(ii) TA should be provided according to a flexible rolling plan prepared by the Government in consultation with DPs based on identified and emerging needs.

(iii) Coordination and management of TA should be by MOPME/DPE with safeguards to mitigate against pressure being exerted by individual DPs and against the unnecessary use of DPs’ systems in place of the Government’s.

(iv) The emphasis of TA should be on time-bound inputs with specific outcomes for effective program implementation, improved sector performance and/or

Appendix 9 155

system capacity development, while allowing for some long term support to build DPE /MOPME capacity in specific areas.

(v) TA should not be used to substitute for staff functions. (vi) International TA should be partnered with specific Government counterparts

and/or local TA to build national capacity. (vii) Mechanisms for TA provision may be broadened to include partnerships,

institutional twinning and other arrangements that tap into institutional resource bases and build national capacity.

(viii) A mechanism for the continuous assessment of TA needs will be built within the program to keep plans and arrangements flexible in order to respond to needs as they emerge.

3. TA is coordinated through the process of regular inter-DP, GOB-DP and intra-GOB consultation. The TA Mapping and AOP are the main tools for this coordination. 4. An assessment of TA management and coordination reviewed at the time of the PEDP3 MTR found limitations. As a result, the GOB and DPs agreed that a small TA committee will be established in DPE to function for the duration of the program. This committee will review the TA that the Working Groups proposed for Years 4-6 of the program (see below) and indicate which funding source is the most suitable to use for each TA action: (i) DPE procured TA using the pool fund via the IDC or individual consultant recruitment, or (ii) Development Partner procured TA using the parallel funds available through some of the partners. This committee’s proposals will also take account of sequencing the use of TA from multiple sources, for example, in scaling out pilot initiatives (e.g. ECL) for greater coverage while strengthening institutions for longer-term sustainability. This small committee will also make suggestions on how to coordinate TA management and monitor the TA inputs per area, and the quality of the results. This TA committee will also take the lead, liaising with DPE Divisions and other relevant stakeholders, to draft the Annual TA Plans and to update the TA mapping on a rolling basis. 5. TA is monitored through tracking the status of implementation, in terms of funds expended and what the TA has been used for in relation to the agreed delivery schedules. A review of the TA Mapping and TA Plan will be undertaken at each JARM henceforth. In addition to this overall monitoring of progress under the Common TA Plan, there are specific requirements for monitoring (and auditing) according to the funding modality, i.e. IDC, and DP-managed TA that is subject to the procedural requirements of their respective organizations. For Government-managed pooled funds, the Interim Unaudited Financial Reports are expected to break out expenditures for TA.

A. Indefinite Delivery Contracts 6. Indefinite Delivery Contracts (IDCs) are contracts in which consulting firms are pre-selected and retained for an indefinite period, normally three to four years, to provide advice on a call-down basis for a particular activity, the extent and timing of which cannot be defined in advance. IDCs are most appropriate when: (i) the services are required urgently and a lengthy tendering process is inappropriate, and (ii) each individual assignment is small, making an expensive selection process inefficient, although when added together, the overall amount of advice over the indefinite period is substantial. 7. Firms/consortia are pre-qualified using the Consultants Qualification Selection (CQS) method. Normally, up to 8 firms or consortia would be pre-qualified though this could vary

156 Appendix 9

depending on the IDC's requirement, the sector and the level of interest. IDCs are offered to pre-qualified firms/consortia. At this stage, there is no guarantee of any income to those pre-qualified, and no retainer fees are paid. 8. When there is a requirement for an Indefinite Delivery Contract Assignment (IDCA), three of the pre-qualified firms/consortia would be invited on a rotational basis to submit Bio data Technical Proposals (BTPs) within an abbreviated period of time where selection could be made according to Quality Based (QBS), Quality and Cost Based (QCBS) or Fixed Budget Selection (FBS) procedures.

B. Revised Proposed PEDP3 TA Mapping 9. By the Mid-Term of PEDP3 TA had been modestly deployed in terms of the proportion of projected investments actually spent and in coverage of the areas identified by TA Mapping. Areas in which the TA appears to have contributed to significant progress by program Mid-term include: a modernized and more systematic mechanism for tracking the on-time delivery of primary school textbooks to schools, progressive transformation of the Grade 5/Primary Education Completion Examination into a competency-based test, accomplishment of a sound and reliable National Student Assessment (NSA) for which two rounds (in 2011 and 2013) were carried out, piloting the DPED reform of teacher training, development and pilot of the flagship ShikhbeProtitiShishu (“Each Child Learns,” ECL) aimed at making teachers accountable for pupils’ significantly improved performance in the classroom, and strengthened financial and procurement management in the primary education sub-sector. 10. Based on the updated Program Matrix that was agreed during the MTR and taking into account the extension of the program to a sixth year, the Working Groups identified specific areas for TA support, and corresponding estimated costs, for Years 4-6 of the program. Note that this overview is not a comprehensive updating of the TA Mapping as it addresses TA needs for Result areas 1-4 of PEDP3 and does not show TA for support to the DP Consortium; nor does the matrix below factor in any remaining TA activities from Years 1-3 which also need to be completed, or the possibility to redirect unused resources committed for TA up to Year 3 to TA activities in Years 4-6 instead. Looking forward, the TA plan will be updated by the newly created PSO, ensuring a comprehensive understanding of the TA arrangements currently in place and how they relate to the proposed TA for years 4 to 6. A stocktaking process that will be driven by the four WGs will support this.

Appendix 9 157

Sub-Component Revised Specific Issue

for TA Support Type

Program Year

Budget Source Man-

Months

Estimated Cost in

USD ('000)


Result Area 1: Learning Outcomes

1.1 ShikhbeProtitiShishu (SPS) (Each Child Learns)

Expansion/institutionalization of ECL (including incorporation of ECL principles/concepts and lessons learned from pilot/studies into training programs of NAPE in Year 4)

Consultancy 4,5 & 6 UNICEF, AusAID/DFAT, EU

78 240

Longitudinal Study Study 4,5 & 6 UNICEF, AusAID/DFAT, EU

18 (agency)

705

Strengthening monitoring and mentoring mechanism in close collaboration with M&E, NAPE, EIA, and Training Division.

Consultancy 4,5 & 6 UNICEF, AusAID/DFAT, EU

33 (agency)

90

1.2 School and classroom based assessment

Introduction of school and classroom based assessment methods and tools (including piloting in Year 4)

Consultancy 4 & 5 UNICEF, AusAID/DFAT, EU

12 55

Strengthening and monitoring of SBA and CBA (by M&E)

Consultancy 6 UNICEF, AusAID/DFAT, EU

12 40

1.3 Curriculum and textbooks strengthened

Textbook refinement and teacher editions

Consultancy 4 TA by DFID and JICA

80 2,000

Development and tryout of textbooks, teachers guides and teacher editions for remaining subjects and grades

Consultancy 4

Universities, academic institutes, consulting firms and NGOs, etc.

60 _

Refinement of textbooks, teacher guides, and teacher editions for remaining subjects and grades based on tryout

Consultancy 4 & 5


120 _

Curriculum and material development

Consultancy 4,5 & 6 NCTB consultant

36 _

Develop digital content for electronic media (open learning)

Consultancy 5 AOP/IDC (pooled funds)

30 500

Study on the effectiveness of the new curriculum and textbooks for Grades 1-3

Consultancy 6 TBC 10 250

Procurement at NCTB Consultancy 6 TBC 9 45

1.4 Production and Distribution of Textbooks and TLM

Textbook distribution study/survey (including printing quality)


16 150


ICT study to assess the use of ICT equipment for teaching and learning

Study 4 AOP/IDC (pooled funds)

6 (agency) 200

158 Appendix 9


for TA Support Type

Program Year

Budget Source Man-

Months

Estimated Cost in

USD ('000)

process, and identify further needs for effective use, including the development of a monitoring mechanism

ICT study to assess the use of ICT equipment for teaching and learning process, and identify further needs for effective use.


3 (agency) 100

1.6 Teacher Education and Professional Development

MTR Quality Study Phase 2


4 (agency) 100

For TED Consultancy 4,5, & 6

AOP/ICS (pooled funds) Training Division consultant

36 180

Monitoring of all types of training

Consultancy 6 TBC 12 100

1.6.1 Diploma in Primary Education

Updating DPED framework

Consultancy 4

UNICEF, AusAID/DFAT, EU/International EIA

4 200

Strengthening management of DPED including revision and refinement of course materials and expansion to more PTIs

Consultancy 4 & 5


18 (agency)

268

Monitoring and feedback on implementation of DPED

Consultancy 4 & 5


12 0

Conducting a study to explore alternative methods and different modalities to implement or expand the DPED for the new recruits


3 (agency) 0

Diploma awarding body Consultancy 4,5 & 6 AOP/IDC (pooled funds)

30 3,400

Conducting a study on feasibility of introduction of pre-service of DPED


3 (agency) 0

1.6.2 Induction Training for Teachers

NONE

1.6.3 Pre-primary Training Program

Monitor and evaluate effectiveness of pre-primary implementation


3 5

Conduct a study on integration of PPE with the DPED


6 10

1.6.4 Sub-cluster needs/demand-based training

Mentoring and monitoring the training in 10 districts

Consultancy 4 TA by JICA 6 30

Mentoring and monitoring Consultancy 4,5 & 6 AOP/IDC 150 750

Appendix 9 159


for TA Support Type

Program Year

Budget Source Man-

Months

Estimated Cost in

USD ('000)

the training (pooled funds)

1.6.5 Subject-based Training

Monitoring and collection of data


10 50

1.6.6 Teacher Support and Networking

Study on integration of TSN with other TED programs

Study 4


1 5

Integration of TSN with other TED programs

Consultancy 5


1 5

1.6.7 Training of NAPE, PTI and URC Instructors and Assistant Instructors

Identification of professional development needs and develop overseas training plan

Consultancy 4


8 _

Agency to coordinate and manage implementation of training plan

Consultancy 4


2 _

2.1.1 Second chance and alternative education

Financial management and procurement management

Consultancy 4,5 & 6 AOP/IDC (pooled funds)

68 330

Monitoring and learning of quality and impact of approaches piloted

Consultancy 4,5 & 6 UNICEF Parallel

34 (strategic partnership)

216

Census of out of school children


54 375

2.1.2 Pre Primary Education

Update PPE Expansion Plan to revisit equity criteria and expansion

Consultancy 4 UNICEF Parallel

9 216

2.1.3 Mainstreaming inclusive education

Long term capacity support to IE Cell DPE


34 198

Revision of G&IE Action Plan

Consultancy 4 Parallel ADB 3 10


Develop Implementation Guidelines, including the standardization of EiE tools and training manuals, and the development of a trainer pool to help schools to develop contingency plans


6 30

2.1.5 Communications and Social Development

Finalise Communications Strategy and Action Plan


3 75

2.2.1 Targeted Consolidate lessons and Consultancy 5 AOP/IDC 6 (firm) 36

160 Appendix 9


for TA Support Type

Program Year

Budget Source Man-

Months

Estimated Cost in

USD ('000)

Stipend develop forward looking strategy for integration into future primary education program

(pooled funds)


Consolidate lessons and develop forward looking strategy for integration into future primary education program


6 (firm) 36

2.2.3 School Physical Environment

NONE

2.2.4 Needs-Based Infrastructure Development

Third Party Validation Consultancy 3 & 5 AOP/IDC (pooled funds)

36 (firm) 216


NONE

3.1.2 Decentralization and Effectiveness

Public Expenditure Tracking Survey

Consultancy 4 Parallel WB 4 _

Monitoring mechanism on the basis of PETS recommendations

Consultancy 5 Parallel WB 6 _

Support to ongoing implementation of SLIPs and UPEPs, on the basis of lessons learned

Consultancy 4,5 & 6 Parallel UNICEF

18 _


Further improvement of head teacher leadership training manual

Consultancy 4

Universities, academic institutes, consulting firms and NGOs, etc. ( TA by JICA)

2 _

Development of handbook/guide book for Head Teachers (by local education experts)

Consultancy 5

Universities, academic institutes, consulting firms and NGOs, etc. ( TA by JICA)

2 _

3.1.4 Organizational review and strengthening

To complete the stock taking of the ODCBG and prepare a plan to implement any outstanding actions

Consultancy 4 Individual consultant

4 _

3.2.1 Grade 5 Completion Exam Strengthened

Test item development, analysis of pilot test results and for capacity building for NAPE and others involved in Grade 5 exam

Consultancy 4,5 & 6 TA by WB 11 _

3.2.2 Teacher recruitment, promotion and deployment

School effectiveness study including contact hours, analysis of single and double shift methods,


30 180

Appendix 9 161


for TA Support Type

Program Year

Budget Source Man-

Months

Estimated Cost in

USD ('000)

teacher deployment, student: teacher ratios, teacher incentives, use of SLIPs/UPEPs, infrastructure needs, community involvement and the use of private tuition.

3.2.3 Annual primary school census

Third Party Validation Consultancy 5 AOP/IDC (pooled funds)

16 160


To conduct needs assessment for institutionalisation of NSA; international TA to support overall NSA implementation quality assurance and capacity building; national TA to support strengthening test administration, marking and data analysis

Consultancy 4 TA by WB

48 (1 International Firm; 1 Local Firm; 2 Education Specialists/ Quality Assurance Consultants)

_

International TA to support overall NSA implementation quality assurance and capacity building; national TA to support strengthening test administration, marking and data analysis

Consultancy 5 & 6 TA by WB

96 (1 International Firm; 1 Local Firm; 2 Education Specialists/ Quality Assurance Consultants)

_

4.1 PEDP3 management and governance

Program Management Consultant (National)

Consultancy 4, 5, & 6 AOP/ICS (pooled funds)

36 184.62

Consultants for PSO- MOPME

Consultancy 4, 5, & 6 AOP/IDC (pooled funds)

252 738.46

4.2 PEDP3 Financial Management

National TA to support Financial Management in DPE

Consultancy 4,5 & 6 AOP/ICS (pooled funds)

36 184.62

National TA to support IT and Accounts system (DPE A/C System implementation) - AOP funded


36 164.10

National TA to support IT and Accounts system (DPE A/C System implementation)- DPs funded

Consultancy 4 DPs 12 -

National TA to support Procurement


36 184.62

National TA to support Financial Management in DPE- DPs funded

Consultancy 4, 5, & 6 DPs 36 -

International TA support to PFWG-PFM

Consultancy 4,5 & 6 DPs 9 -

162 Appendix 9


for TA Support Type

Program Year

Budget Source Man-

Months

Estimated Cost in

USD ('000)

Firm to conduct Annual Fiduciary Review

Consultancy 4,5 & 6 DPs 18 (firm) -

Field office FM & Procurement training to all DDOs

Consultancy 4,5 & 6 AOP/IDC (pooled funds) & DPs

384.62

TA Support to CGA office (If required by MOF)


TA support for PEDP3 Audit (If required by C&AG's office)


4.3 Sector Finance NONE

4.4 Strengthen monitoring functions

RBM TA Consultancy 3,4,5 & 6 AOP/IDC (pooled funds)

108 1260

Assessment of Modernizing of Inspection System Pilot

Consultancy 6 TBC 1.06 _

4.5 Human Resource Development

NONE

4.6 PPPs TA support for customization of PPP framework

Consultancy 4 AOP/ICS (pooled funds)

12 61.54

TA support for implementation of PPP framework

Consultancy 5 AOP/ICS (pooled funds)

12 61.54

TOTAL 75

14,780.10

Appendix 10 163

JOINT FIDUCIARY OVERSIGHT MECHANISM

THIRD PRIMARY EDUCATION DEVELOPMENT PROGRAM 1. To ensure fiduciary oversight of all eligible expenditures undertaken through PEDP3, a detailed matrix of oversight arrangements has been outlined in Table 1. The principal instruments for fiduciary oversight of PEDP3 expenditures is set out below and the tentative schedule is outlined in Table 2:

(i) Annual Fiduciary Review (AFR) (ii) Quarterly Fiduciary Review (QFR) (iii) Review of and No Objection on the Procurement Plan (annual) (iv) Prior review of ICB goods and works and all consultancies (v) Other regular fiduciary oversight activities including review and follow up of the

Interim Unaudited Financial Reports (IFR), Annual Audit Report and quarterly reporting on procurement risk mitigation plan or procurement performance reporting based on agreed indicators

2. For all co-financed eligible expenditures (excluding procurement of goods carried out in accordance with ICB method and all consulting services), ADB and World Bank will jointly manage the Annual Fiduciary Review (AFR) and the Quarterly Fiduciary Review (QFR). Both ADB and World Bank will provide joint technical supervision of the work of the consultants and therefore both will be accountable for the quality of the report. Both ADB and IDA will make best efforts to take joint decisions. However, in the event a joint decision cannot be achieved, ADB and World Bank will take a decision based on their respective bi-lateral loan/credit agreements.

Table 1: Proposed Fiduciary Oversight Arrangements

Activity Role of ADB and IDA Role of Other Development

Partners

Annual Fiduciary Review (AFR)

ADB will initiate TORs

ADB and IDA will finalize TORs incorporating comments from PFWG members

ADB and IDA will agree on selection process of the consultants

ADB will initiate short listing of consultants, organize a joint consultant evaluation committee, including IDA, finalize consultant selection, finance (or co-finance) consultant contract, recruit consultants, administer the contracts

ADB and IDA will provide technical oversight on the work of the consultants

ADB will share draft reports of the consultancies

ADB and IDA will consolidate comments received on report from PFWG

ADB and IDA will make joint recommendations on findings of the report and next steps. These

Procurement and Finance Working Group (PFWG) to review and provide comments on TORs

PFWG to review draft AFR report and provide comments

PFWG to provide input to proposed recommendations by ADB and IDA on findings of AFR

164 Appendix 10


Partners

decisions will be discussed with the PFWG before finalization.

Once finalized, ADB and IDA will send a joint letter (co-signed by the team leaders of both MDBs) addressed to the Borrower (details are provided in the “misprocurement” section of this table in cases where major irregularities are found)

ADB will draft reports (as required), together with IDA for information sharing for the Consortium or the government,

Quarterly Fiduciary Assessment (to be undertaken jointly by ABD and IDA staff and individual consultants)

ADB will initiate TORs

ADB and IDA will finalize TORs incorporating comments from PFWG members

ADB and IDA will agree on selection process of the consultants

ADB and IDA (as appropriate) will finalize consultant selection, finance (or co-finance) consultant contracts, recruit consultants and administer the contracts that they finance/co-finance

ADB and IDA will provide technical oversight on the work of the consultants

ADB will share draft reports of the consultancies

ADB and IDA will consolidate comments received on reports from PFWG

ADB and IDA will make joint recommendations on findings of the reports and next steps. These decisions will be discussed with the PFWG before finalization.

Once finalized, ADB and IDA will send a joint letter (co-signed by the team leaders of both MDBs) addressed to the Borrower (details are provided in the “misprocurement” section of this table in cases where major irregularities are found)

ADB will draft reports (as required), together with IDA for information sharing for the Consortium or the government,

Procurement and Finance Working Group (PFWG) to review and provide comments on TORs

PFWG to review draft QFR report and provide comments

PFWG to provide input to proposed recommendations by ADB and IDA on findings of QFR

Procurement Plan (There will be one single Procurement Plan, updated annually by the government. The government will submit the Procurement Plan to ADB and IDA for no-objection).

ADB and IDA roles:

ADB reviews Consultancies

IDA reviews ICBs

ADB & IDA jointly review the remaining NCBs

All assessments/comments from the reviews above are incorporated into a single (no-objection) letter on behalf of all DPs. The letter is co-signed by the ADB and WB team leader, and transmitted by either ADB or IDA to

Other DPs may also review the procurement plan or delegate to the 2 MDBs.

Appendix 10 165


Partners

government. The letter will state that ICB has been reviewed by IDA, Consultancies by ADB, and the remaining NCBs reviewed by both ADB & IDA.

Prior- Review No joint responsibility

Respective ADB and IDA procurement specialists review documents (for Consultancies and ICB goods and works respectively), and letter signed by respective team leaders

Misprocurement

Where misprocurement involves consultancies, ADB assesses. ADB signs any misprocurement letter to inform the government, and transmits directly to government with a copy to all DPs. ADB team leader gets input from ADB procurement specialists before finalizing the letter

Where misprocurement involves ICBs, IDA assesses. IDA signs any misprocurement letter to inform the government, and transmits directly to the government with a copy to all DPs. IDA team leader gets input from IDA procurement specialists before finalizing the letter

Misprocurement identified by the AFR involving all other NCBs is assessed jointly by ADB & IDA, with possible inputs from other DPs. The two MDBs will form a working committee including selected PFWG members, finalize decision (e.g., declare misprocurement) in consultation with the PFWG, and present their joint decision for endorsement by the Consortium where possible. ADB and IDA make every effort to agree on their assessment so that one single letter on the findings of the AFR can be sent (co-signed by the ADB & IDA team leaders, and additional DPs (as appropriate) to inform government about the findings of the assessments. ADB and IDA team leaders get input from their respective procurement specialists before finalizing the letter.

Communication with government on the preliminary findings of the AFR report will be jointly drafted and jointly signed by the team leaders of the ADB and IDA on behalf of all DPs.

Bilateral agreements prevail for any remedial action after misprocurement is declared. That is, the respective DPs would send their own letter to government to request reimbursement of funds/announce cancellation of part

Selected DPs to participate in procurement review sub-committee of PFWG

Misprocurement decisions by 2 MDBs to be finalized in consultation with the PFWG

166 Appendix 10


Partners

of their financing and/or other actions.

Table 2: Tentative schedule of fiduciary oversight activities over the year

Review of Interim Unaudited Financial

Report (IFR) Quarterly Fiduciary

Review (QFR) Review of Annual

Audit Report

Annual Fiduciary Review (AFR)

Joint Annual Review Mission (JARM)

July

August IFR QFR including interim Post Procurement Review

September

October QFR

November

December IFR

January replaced with AFR Annual Audit Report

AFR including full Post Procurement Review

February

March IFR

April QFR

May JARM

June IFR

Appendix 11 167

REPORTING REQUIREMENTS

REPORTING

Date Report DP purpose Responsible

Jan Withdrawal request with IFR report July - December (6 months)

Check eligible expenditure. Check if GOB expenditure for PEF > DP contribution. Reimburse July -December eligible expenditure

GOB

May Evidence of DLI achievement; Annual Sector Performance Report; update on safeguard frameworks and Gender Action Plan; Annual Fiduciary Review report and Procurement Plan

Annual progress review, decision on amount for withdrawal request in July and checking compliance with covenants.

GOB, (DP & GOB for the Annual Fiduciary Review report )

June Approved Budget next FY Final DLI check GOB

June Updated disbursement plan Based on full information on DLIs achieved DPs

July Withdrawal request with IFR report January -June (6 months)

Check eligible expenditure. Check if GOB expenditure for PBH > DP contribution. Reimburse January -June eligible expenditure

GOB

October DLI progress report in case of unmet DLI's Decide amount for withdrawal request second tranche including amount for unmet DLIs (Some DP's will only have one tranche, not applicable for them)

GOB

November Updated disbursement plan Based on information on previously unmet DLIs achieved DPs

December CAG Audit report (previous FY July - June) Covenant. Fiduciary check GOB

REVIEW PROCESS

Date Process Purpose Output

March Fiduciary Review Mission Provide assurance to IFR reports, assess CAG report and annual fiduciary review report ( include review of selected risk areas post procurement review and review progress in FM improvement

Report from Fiduciary Review for Joint Annual Review Meeting

May Joint Annual Review Annual Sector Dialogue based on ASPR and other inputs. Decide if complied with covenants. Decide on met DLIs. Decide if DLI's are unmet and mission in November required. Decide on withdrawal request for July and for January. Decide on other actions and/or reviews.

Aid memoire

(October) (Fiduciary Review Mission) (Provide assurance to IFR reports, assess selected risk areas including procurement review and review progress in FM improvement)

(Report from Fiduciary Review for Joint B-Annual Consultation and Review Meeting)

November Joint Bi-Annual Consultation and Review Meeting (Decide in May if required and which topics. Leave option open to not have in JFA)

In case of unmet DLIs: Decide on withdrawal request. In case of unmet DLIs: Update disbursement plan. Dialogue on any other issues

Aid memoire

Memo item The above is sequenced for a disbursement schedule assuming a maximum of two tranches per year (July and January )

168 Appendix 12

UPDATED GENDER AND INCLUSIVE EDUCATION ACTION PLAN22

A. Background 1. Women’s opportunities have significantly improved in Bangladesh in recent decades. Among these opportunities is a sharp increase in education attainment for girls.23 For primary education, access has improved to the extent that female enrollments now outnumber those of males. Even while girls still have significant problems regularly attending school in rural, remote areas, DPE’s Annual Sector Progress Reports (ASPR) between 2011-2013 show, on average, both lower drop-out rates (17.9% female to 24.9% male in 2013) and lower years input to graduation for girls compared to boys (6.1 years input to graduation for girls and 6.5 years for boys in 2013). Over this same period, the Gross Enrollment Ratio revealed distinctly lower school enrollment amongst boys compared with girls in the economically more prosperous belts of the country, suggesting that in those areas, boys may be opting for work rather than schooling. 2. “Parity” that favors girls in these key indicators is at odds with a definition of equality that aims for equality of opportunities and outcomes for boys and girls. Yet in regard to quality of learning in the classroom, it is noteworthy that some studies are showing that girls receive less attention from teachers than boys, with consequences for both performance and confidence. Moreover, private tutors are widely used to compensate for weaknesses in schools and teaching, and surveys have found that the level of household expenditures on tutoring are lower for girls than for boys, and that boys generally have tutoring over a longer proportion of time than girls. Thus, despite impressive achievements, girls need special focus and attention in PEDP3 to ensure gender equality in primary education sector. 3. Moreover, as enrollment figures rise in Grades 1-5, more attention can be paid to assuring the enrollment, completion, and full participation of those who are ultra-poor, disabled, developmentally delayed, or belong to ethnic minorities. An education divide persists in primary cycle completion rates and learning outcomes between geographical locations (urban, urban slum, rural, and remote areas) as well as between children from families with different levels of income. 4. PEDP3 addresses in-school and in-classroom participation of vulnerable children. The needs of children who live in areas of Bangladesh prone to cyclones and flooding will be addressed ensuring participation can continue during emergencies. Ethnic minority groups also receive specific attention under PEDP3. Approximately 2.5 million people for small ethnic communities live in Bangladesh, most of which live in tribal areas are very poor. Access to appropriate education for minority children generally lags behind that of non-minority children. The National Education Policy, 2010 (NEP) calls for educating small ethnic communities in their mother tongues, and the government is continuing efforts in this space begun under PEDP II. 5. PEDP3 has harmonized strategies and action plans for all24 excluded children within one “Mainstreaming Gender and Inclusive Education (G&IE) Action Plan”. The Action Plan is part of

22

The Updated Gender and Inclusive Education Action Plan is a copy of Annex 2 to the Revised Program Document. 23

By 2011, the poorest quintile of women had a higher level of education than all women had in Bangladesh in 1993. 24

Under PEDP II’s inclusive education (IE) framework, four strategies and action plans were developed for gender equality and three specific groups: special needs children, vulnerable groups, tribal children.

Appendix 12 169

sub-component 2.1.3: Mainstreaming Gender and Inclusive education. This subcomponent aims to mainstream G&IE in all relevant PEDP3 components. B. Goal

6. The goal of the Mainstreaming G&IE Action Plan under PEDP3 is to improve student learning outcomes and completion rates for both boys and girls through a child and gender-friendly inclusive learning environment.

C. The PEDP3 Mainstreaming Gender and IE Action Plan

7. Table A2 (i) summarizes the inclusive education and gender actions for PEDP3. The table includes targets, actions, recommendations, guidance and objectively verifiable indicators for measuring the achievements of the action plan.

Table A2 (i): PEDP3 Mainstreaming Gender and IE Action Plan Matrix25

Sub-component

Mainstreaming Gender and IE

Action Plan Target IE and Gender Action Plan

Activities

Mainstreaming Gender and IE Action

Plan Objectively Verifiable Indicators


1.1.Each Child Learns Responsible Division: Program Division

Equal attention to girls and boys at school Excellence in learning achieved by all students (irrespective of gender and special status like ethnicity, disability and disadvantaged groups)

Promote active learning methods in schools for both by girls and boys Ensure teachers are using screening tool and providing appropriate seating requirements for disabled children Ensure ADPEO (IE), URC instructors, AUEO, supervisors and head teachers advise and support teachers to accept all children without discrimination, ensure all are included in learning process Collect sex disaggregated data on three major KPIs

1. Sex disaggregated PEDP3 data on three program KPIs

Percentage of Grade 3 Students Who Achieve Grade 3 Competency in Bangla and Mathematics;

Percentage of Grade 5 Students Who Achieve Grade 5 Competency in Bangla and Mathematics;

Grade 5 Primary Education Completion Examination pass rate). (Sub-component 1.1 & 1.2) 2. A sample monitoring of text books and material distribution data (sub-component 1.4)

1.2 School and Classroom-based Assessment Responsible Division: Training division in collaboration with Policy and Operation

School assessments targeting both boys and girls equally

Identify and adapt relevant tools and materials for school and classroom based assessments to be gender responsive Monitor all children (boys and girls) participate in school based assessments and target improvements

25

The matrix defines targets and specific activities that will contribute to defined Program Component activities.

170 Appendix 12

Sub-component



Activities



Division Ensure all children (boys and girls) participate in the exam and perform equally.

1.3 Curriculum and Textbooks Strengthened Responsible Division: NCTB in collaboration with Policy and Operation Division

IE &Gender equality focused curriculum is mainstreamed IE &Gender equality focused teaching pedagogy is mainstreamed

Review curriculum with IE &gender perspectives and accordingly, integrate IE &gender equality focused elements.

1.4 Production and Distribution of Textbooks Responsible Division: NCTB for production; Policy and Operation Division for distribution

All children irrespective of types of schools, gender, ethnicity, disable and other disadvantaged groups receive text books and materials in a timely manner

Provide all schools the complete package of active learning materials within first month of the academic year and ensure all students (boys and girls) receive them.

1.5 ICT in Education Responsible Division: Information Management Division

Equal access and use of ICT in the school by boys and girls

Encourage both boy and girl students to learn ICT in the school Ensure boys and girls have same access to ICT in classrooms

1.6 Teacher Education and Development Responsible Division: Training Division in collaboration Policy and Operation Division

Gender equality and IE mainstreamed in all teachers’ education and development activities

Review Teachers’ guides and curriculum to ensure that these are IE &gender responsive Integrate the gender training curriculum in DPEd, PTI training and all other training. Ensure teacher induction training orients all teachers in inclusive education and gender based needs of all children.


2.1.1 Second chance and Alternative Education Responsible

All children (who do not go to school and/or dropped out) receive NFE irrespective of their gender, ethnicity,

Survey out-of-school children (boys & girls), identifying both boys and girls (both drop outs and those who have never attended), and encourage them to go to school.

3. Percentage of children (never enrolled and dropped out) out of school (boys, girls and all; 6-10 years old and 11-

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Sub-component



Activities



Division: (NFE) BNFE

disabilities and other disadvantaged groups status

Coordinate with Bureau of Non

Formal Education (BNFE) to facilitate the use of guidelines and mechanisms for NFE to provide second chance education ensuring full participation of all girls and boys.

14 years old) 4. Gross enrollment rate, primary education (boys, girls and all) 5. Net enrollment rate, primary education (boys, girls and all) (Data to be received from the annual primary school census report-APSC for both indicators)

2.1.2 Pre-Primary Education Responsible Division: Policy and Operation Division

All eligible children (irrespective of their gender, ethnicity, disabilities and other disadvantaged groups status) are enrolled in PPE Female teachers have equal participation in PPE teaching

Ensure enrollment of all eligible children (irrespective of their gender, ethnicity, disabilities and other disadvantaged groups status) in PPE Ensure government’s equity based quota system rules and regulations for recruiting teachers are followed.

6. A sample monitoring /study undertake to review the status of eligible children’s participation in PPE. 7. Number of female and other quota based staff (as mentioned in government rules and regulations) at PPE facilities increased

2.1.3 Mainstreaming Inclusive Education Responsible Division: Policy and Operation Division in collaboration with Training Division

Equal access of children at school irrespective of their gender, religion, ethnicity, disability and disadvantaged groups status

Ensure at least one teacher from each school receives training on gender and IE who will act as the school focal point to assist teachers to identify children experiencing difficulties in learning and provide interventions to support these children in their learning. Focal points to be trained to use tool kit and resource box and to offer support to other teachers. Encourage schools to use “screening tools” (developed by the Planning Division of DPE) to identify differently abled children Screening for every child to be conducted on entry to school (grade I) and once in each subsequent year on health days. Children identified to be referred to health specialists as required.

8. IE guidelines are available in all schools 9. IE guidelines are followed by all teachers and staff at schools 10. Number of teachers receiving IE training 11. Number of schools using the screening tools developed by PEDP II 12. Number of schools having records of teachers and parents with experience of children with special needs 13. Number of different levels of officers trained in IE 14. MLE materials are available for pre-primary level and other classes education for tribal children

172 Appendix 12

Sub-component



Activities



AUEOs, URC instructors, UEOs and ADPEOs are trained to use tool kit and support school in including all children in learning process. AUEOs to identify and keep record of teachers and parents in sub-cluster with experience of children with special needs. Ensure coverage in underserved areas, including urban slums through collaboration with NGOs and provision of single class schools in remote areas.

2.1.4 Education in Emergencies Responsible Division: Planning and development Division

Special support addressing gender and IE needs to continue education in emergency/disaster are available and followed

Develop a strategy and action plan to integrate special, gender and IE needs in emergency/disaster situation

15. Gender and IE strategies and action plan formulated and executed

2.1.5 Communications and social mobilization Responsible Division: Policy and Operation Division and Administration Division

Society at large is sensitized and effectively engaged to ensure gender responsive and inclusive education

Ensure that the PEDP3 communication strategy includes gender and IE issues Include messages on inclusiveness and gender equality in awareness raising programs. Include information on entitlements and government programs in awareness raising programs. Sustain and strengthen existing mass media campaign to raise awareness that all children have a right to receive appropriate, quality primary education within their locality Continue to raise awareness through IPT, education week, Meena day, local programs on

OVIs mentioned in 1.1 and 2.1.1

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Sub-component



Activities



IE and poster campaign etc.

2.2.1 Targeted Stipends Responsible Division: Stipend Project for Primary School Second Phase

All eligible students (irrespective of their gender, ethnicity, disabilities and other disadvantaged groups status) avail targeted stipends to continue their education

Based on the evaluation of the existing stipend programs, prepare guidelines from gender and IE perspective Ensure all eligible students (irrespective of their gender, ethnicity, disabilities and other disadvantaged groups status) receive targeted stipends

16. Number of girls and students with disability receiving stipend (ethnic minority and other disadvantaged groups to be included to be tracked)

2.2.2 School Health and School Feeding Responsible Division: Planning and Development Division

All students (irrespective of their gender, ethnicity, disabilities and other disadvantaged groups status) access health check up and school feeding services.

Ensure all boys and girls show up for health check up and inform them on how to get follow-up care Guide schools to identify children with low nutrition status and organize school feeding for them.

17. Number of boys and girls (irrespective of ethnicity, disabilities and other disadvantaged group status) completing health check once in a year 18. Number of boys and girls with low nutrition status access school feeding services.

2.2.3 School Physical Environment Responsible Division: Planning and Development Division

Provision of safe drinking water for all children at school Provision of sufficient number of separate toilets for boys and girls with water in schools. Provision of disability access to classroom and toilets

Provide safe drinking water and sufficient number of separate toilets with disability access for boys and girls with water in schools. Construct ramps for disabled children to access classrooms and toilets

19. Number/percentage of schools having separate toilets for both boys girls 20. Number/percentage of schools with disability access (ramp) to classrooms and toilets

2.2.4 Needs based Infrastructure Development Responsible Division: Planning and Development Division

Need based infrastructure development with core labour standards

Women constitute at least 30% of participants in consultations held with the community on infrastructure planning, implementation and monitoring. Include clause in the bid document for employing women (30% unskilled laborer), equal wage for work

21. Monitor enforcement and include in the progress report.

174 Appendix 12

Sub-component



Activities



of equal value for women and men, water and sanitation and other facilities as per labor standard.

Component 3: Decentralization and Effectiveness

3.1.1 Field Level Offices Strengthened Responsible Division: Administration Division

Adequate Representation of women staff at the field level All field level staff are sensitized about gender and IE needs

Ensure deployment and training of all staff including female at field level. Orient all field staff on gender and inclusive education objectives and activities.

22. Number of women field staff deployed and trained 23. Number of field level staff demonstrate adequate knowledge of gender and IE needs (a checklist will be developed by the project to monitor schools for this indicator)

3.1.2 Decentralized School Management and Governance Responsible Division: Administration Division

The Decentralized School Management and Governance incorporates gender and IE needs at all levels of its structure

Ensure that the field level capacity building plan includes needs and perspectives of female teachers and managers and ensures their participation. Ensure that the AOPs include actions to promote women’s participation in decentralized management and governance. Review SMC function to include gender responsiveness and ensure that SLIPs, UPEPs and DPEPs address gender needs Build capacity of SMC and women members to effectively perform and address gender aspects Ensure that the guidelines on male-female composition of SMC and other committees is followed Identify procedures and strategies to ensure full participation and representation of all levels of community in SMC including

24. Number of schools following the PEDP3 SLIP, UPEP and DPEP and SMC composition guidelines in a gender responsive manner.

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Sub-component



Activities



women, and tribal and marginalized groups and implement strategies/procedures

3.1.3 School Level Leadership Development Responsible Division: Administration Division

The HTs become leaders to ensure education for all, gender equality and inclusion in their respective schools

Clarify the roles of HTs as a leader to ensure education for all, gender equality and inclusion. Train HTs on administration, management with orientation of gender aspects to enable them to address gender based needs of teachers and students.

25. Number of HT/teachers trained on gender and IE 26. Number of schools following gender and IE practices (a checklist will be developed by the project to monitor schools for this indicator)

3.1.4 Organizational Review and Strengthening Responsible Division: Administration Division

MoPME and DPE capacity is strengthened to ensure gender and inclusive education concerns are integrated within all components of PEDP3.

An institutional review to assess the capacity of the system to respond to the gender differential needs of different target groups through various components in PEDP3. Accordingly, arrange TA to provide capacity development support to IE Cell and other line divisions under PEDP3.

27. Institution/ organizations mainstream gender and IE components

3.2.1 Grade 5 PECE Strengthened Responsible Division: Administration Division and National Academy for Primary Education (NAPE)

All students (irrespective of their gender, ethnicity, disabilities and other disadvantaged groups status) complete their primary education

Encourage all students (boys and girls) to complete their education by participating in terminal examinations.

28. Cycle Completion rate, primary education (boys, girls and all) 29. Cycle Drop Out Rate (boys, girls and all) 30. Coefficient of efficiency & Number of input years per graduate 31. Percentage of GPS/NNGPS that meet 3 of 4 school-level quality indicators (PSQL)

3.2.2 Teacher Recruitment and Deployment Responsible Division: Administration Division

Adequate representation of women teachers in primary education sector

Fill the quota for female teachers

32. Number of female teachers recruited and deployed

176 Appendix 12

Sub-component



Activities



3.2.3 Annual Primary School Census Responsible Division: M&E Division

Annual Primary School census reveal and recognize gender and IE gaps

Ensure all data are collected in a sex-disaggregated manner to the extent possible Analysis and report to include gender perspectives

33. Sex disaggregated data are available for all relevant KPIs 34. Number of school fulfill the IE and gender gaps as identified in census

3.2.4 National Student Assessment Responsible Division: M&E Division

National Assessments reveal and recognize gender and IE gaps

National Assessments results will be compiled in a sex-disaggregated manner.

35. Sex disaggregated data are available for all relevant KPIs


4.4 Strengthening Monitoring Functions Responsible Division: M&E Division

Primary education data are available in a segregated way (gender, ethnicity, disabilities and other disadvantaged groups) to identify gender and IE gaps and needs.

Annual School Census and other assessments collect and disaggregated data (gender, ethnicity, disabilities and other disadvantaged groups).

36. Disaggregated data (gender, ethnicity, disabilities and other disadvantaged groups) are available for all relevant KPIs

4.5 Human Resource Development Responsible Division: Administration Division

Training needs assessment of all male and female staff at all levels conducted Gender training is included in HRD training. Increased participation of women in decision-making positions in the HRDM plan. Adequate representation of women employees in primary education sector

Ensure training needs assessment includes all male and female staff at all levels. Integrate training modules on gender and IE from PEDP3 in HRD training. Include the promotion of women’s participation in decision-making positions in the HRDM plan. Fill in vacancies and new posts fulfilling the quota for women. Take necessary and specific actions to recruit and train women teachers and education managers.

37. Number of male and female employees in primary education sector 38. Number of male and female employees in primary education sector received training on gender and IE issues.

D. Qualitative Studies/research to be undertaken 8. The Mainstreaming G&IE Action Plan recognizes that to mainstream gender and IE in PEDP3 and beyond in the primary education sector, several qualitative studies should be

Appendix 12 177

undertaken contingent upon available funding. These studies will identify specific pertinent and relevant findings and valuable information in different sub-components to successfully mainstream gender and IE. The following table presents the suggested studies and responsible divisions to undertake the studies. Experts in the relevant areas should execute these studies if and when the financial resources are available to engage them either during or post-PEDP3.

Table A2 (ii): Suggested Qualitative Studies to be undertaken to mainstream Gender and IE in PEDP3 and beyond

Relevant sub-component Study description Responsible Division

1.2 School and Classroom-based Assessment

1. A qualitative review by a gender and IE specialist to examine if textbooks are gender and IE responsive. Includes recommendations for NCTB’s revision of text books

Training in collaboration with Policy and Operation Division

1.3 Curriculum and Textbooks Strengthened; and 1.6 Teacher Education and Development

2. A qualitative review and revision (if necessary) by gender and IE specialist to ensure teacher’s guides and training curriculum are gender and IE responsive

NCTB in collaboration with Policy and Operation


3. A qualitative study to assess the status of participation of boys and girls to learn ICT in classroom.

Information Management Division

1.6 Teacher Education and Development

4. A qualitative study to assess the outcome of teachers’ training in terms of addressing the gender differential needs of boys and girls in the classroom.

Training Division in collaboration Policy and Operation Division

2.1.3 Mainstreaming Inclusive Education

5. A qualitative study to review the status of children’s access to schools irrespective of gender, ethnicity, disability and underserved areas.

Policy and Operation Division in collaboration with Training Division

2.1.3 Mainstreaming Inclusive Education

6. A qualitative study to review the status of disparities between girls and boys in access to education, retention, performance and leaning outcomes, irrespective of ethnicity, disability and underserved areas

Policy and Operation Division in collaboration with Training Division


7. A qualitative review on the status of implementation of the Communication Strategy once the strategy is approved

Policy and Operation Division and Administration Division


8. A qualitative study to evaluate the effectiveness of stipend program in terms of access to education and learning outcome.

Stipend Project for Primary School Second Phase in collaboration with Policy and Operation Division


9. A qualitative review to assess to what extent the IE and gender needs are addressed in the decentralized school management and governance structure.

Administration Division

E. Implementation and Monitoring Mechanism of Gender and IE Action Plan 9. Each responsible division will implement and monitor the action plan in collaboration with other divisions/units. The responsible division will include relevant actions in the Annual

178 Appendix 12

Operational Plan and allocate adequate budget. Implementation arrangements including staff, TA provision, and estimated costs of implementation have been integrated into the overall arrangements and total budget of the program and will be specified as per the targets set in the annual operational plan (AOP). The monitoring of the Action Plan will rely on existing sex-disaggregated data and gender-based analysis. 10. The IE Cell under Director, Policy and Operations, has the overall responsibility to report on the status of implementation the Action Plan. In this regard, the IE Cell will:

(i) provide technical and facilitation support to other line divisions to identify relevant actions in their respective AOPs; and

(ii) monitor and report on the implementation status of the Action Plan.