2016年-世界发展银行全球_Bangladesh_Engaging_the_Private_Sector_in_Education___SABER_Country_Report_2016_44页_671kb

Summary of BANGLADESH: Engaging the Private Sector in Education (SABER Country Report 2016)

Core Content

This report evaluates how effectively Bangladesh engages the private sector in primary and secondary education through the SABER-Engaging the Private Sector (SABER-EPS) framework. It outlines current policies, analyzes their implementation, and provides recommendations to improve private sector involvement in education to address challenges in access, quality, and equity.

Main Policy Goals and Their Status

1. Encouraging Innovation by Providers

• Status:

  • Independent private schools: Established
  • Government-funded private schools: Established
  • Private education in general: Established

• Key Points:

  • Teacher standards and curriculum are set by the central government.
  • Schools have autonomy in teacher appointment, deployment, and dismissal, as well as in setting salaries (except for those receiving Monthly Pay Orders).
  • Innovation is encouraged through local decision-making and fiscal autonomy.

2. Holding Schools Accountable

• Status:

  • Independent private schools: Established
  • Government-funded private schools: Established
  • Private education in general: Established

• Key Points:

  • Annual standardized exams are conducted for selected grades.
  • Inspection terms depend on previous performance.
  • Government requires schools to report on public fund usage.
  • Accountability mechanisms are in place, but results are not disaggregated.

3. Empowering All Parents, Students, and Communities

• Status:

  • Independent private schools: Established
  • Government-funded private schools: Established
  • Private education in general: Established

• Key Points:

  • Parents receive regular information on exam results and inspections.
  • Students and parents are not surveyed as part of the inspection process.
  • Schools are not allowed to select students and must use a lottery system in case of oversubscription.
  • Empowerment of parents and communities is limited due to lack of direct participation in the evaluation process.

4. Promoting Diversity of Supply

• Status:

  • Independent private schools: Established
  • Government-funded private schools: Established
  • Private education in general: Emerging

• Key Points:

  • All provider types (community, not for profit, faith-based, and for profit) are allowed to operate.
  • Certification standards on land, facilities, and assets restrict new market entrants.
  • Academic budgets for private schools are not standardized per student, unlike public schools.

Key Information and Findings

• Private Education Role:

  • The private sector is a significant player in both primary and secondary education.
  • At the primary level, private schools account for nearly 24% of enrollments.
  • At the secondary level, the sector is almost entirely private (98% of enrollments), though many are government-funded.

• Education System Overview:

  • Primary: 5 years starting at age 6.
  • Junior Secondary: 3 years starting at age 11.
  • Secondary: 2 years starting at age 14.
  • Higher Secondary: 2 years starting at age 16.
  • A parallel system exists for formal Islamic education through madrassas, which operate in both public and private sectors.

• Performance:

  • Net Enrolment:
    • Primary: Over 90% for several years.
    • Secondary: Increased from 42% to 46% between 2005 and 2010, but remains low at 48% in 2012.
  • Completion Rates:
    • Primary: Rose from 57% in 2008 to 74% in 2011.
    • Secondary: Still below 50%.
  • Gender Parity:
    • Bangladesh leads in gender parity in primary education, with female net enrolment slightly higher than male.
    • Secondary education shows a gender gap, with female enrolment at 48.3% and male at 43.8% in 2013.
  • Equity Issues:
    • There is a significant disparity in access and completion rates between the poorest and wealthiest quintiles.
    • The wealthiest one-fifth of children receive 3.5 more years of schooling on average than the poorest one-fifth.
    • In 2007, the poorest 20% were 12% more likely to be out of school than the wealthiest 20%.

• Government Expenditure:

  • Government spending on education has remained stable at around 2.4% of GDP in 2000 and 2.1% in 2012.
  • This is lower than in neighboring countries like India (3.1%), Nepal (3.2–4.7%), and Pakistan (not specified).
  • Expenditure is distributed fairly between primary and secondary levels, with primary accounting for 45% and secondary for 40% of total education spending in 2009.

Policy Recommendations

1. Improve information at the school level:

   • Enhance transparency and accessibility of data for parents, students, and communities.

2. Build on incentives for the poorest students to attend private schools:

   • Develop targeted support mechanisms to encourage enrollment among disadvantaged groups.

3. Increase outcome-based accountability of private schools:

   • Implement more rigorous evaluation systems and ensure results are disaggregated for better policy targeting.

4. Ensure the regulatory environment maintains standards of quality for providers entering both the primary and secondary school market:

   • Strengthen certification and oversight to maintain educational quality and prevent market entry barriers.

Conclusion

Bangladesh has made significant strides in primary education, with high net enrolment and completion rates. However, secondary education remains a challenge, particularly in terms of access and equity. The private sector plays a vital role, especially at the secondary level, but current policies need strengthening to ensure accountability, quality, and equitable access. The SABER-EPS framework provides a structured approach for evaluating and improving these policies.