2007年-世界发展银行全球_Education_for_all_in_Bangladesh___Where_does_Bangladesh_Stand_in_Terms_of_Achieving_the_EFA_Goals_by_2015__61页_565kb

Summary of "Education for All in Bangladesh: Where Does Bangladesh Stand in Terms of Achieving the EFA Goals by 2015?"

Core Content

This policy note evaluates Bangladesh's progress towards achieving the Education for All (EFA) goals by 2015, with a focus on universal primary enrollment, universal primary completion, gender parity in education, adult literacy, and quality of education. It also provides policy recommendations to improve the education system.

Main EFA Goals

1. Universal Primary Education: Ensure all children have access to primary education by 2015.
2. Gender Equity: Eliminate gender disparities in primary and secondary education by 2005 and achieve gender equity by 2015.
3. Early Childhood Care and Education: Improve early childhood education.
4. Equitable Access to Life Skills Programs: Ensure equitable access to life skills programs.
5. Adult Literacy: Achieve a 50% increase in adult literacy by 2015, especially for women.
6. Quality of Education: Improve all aspects of the quality of education.

Data and Methodology

• Data Sources: Household Income and Expenditure Surveys (HIES 2000 & 2005), Demographic and Health Surveys (DHS 2000 & 2004), and administrative data from the Directorate of Primary Education (DPE).
• Limitations: Surveys lack information on school characteristics, student achievement, and learning environment. The econometric model used for educational attainment is limited due to missing data and measurement errors.
• Key Indicators: Gross Enrollment Rate (GER), Net Enrollment Rate (NER), and literacy rates.

Bangladesh's Progress

Primary Enrollment and Completion

• GER: Bangladesh achieved a 86.1% GER in 2005, surpassing India (75.2%) and Pakistan (70.5%).
• NER: Bangladesh's NER was 62.9% in 2005, compared to 54.8% in India and 50.5% in Pakistan.
• Gender Parity: Achieved gender parity in both primary and secondary education enrollments, with 50% or more female enrollment.
• Completion Rate: Primary completion rates for children aged 10-15 increased by over 6 percentage points between 2000 and 2005. However, the growth rate (2.6% per year) is still below the required 7% per year to meet the EFA goal of universal completion by 2015.
• Poverty Gap: The NER of the poorest quintile increased only slightly from 52.6% in 2000 to 56.8% in 2005, and the gender gap in completion rates is wider among the poorest quintile (14%) than the richest (1.9%).

Adult Literacy

• National Literacy Rate: Increased from 45.6% in 2000 to 52.7% in 2005, suggesting that Bangladesh is likely to meet the EFA target of a 50% increase in adult literacy by 2015.
• Female Literacy: Female literacy is increasing at a 5% annual rate, which may allow the EFA target to be achieved before 2015.

Quality of Education

• Learning Outcomes: Systematic assessment of learning achievement is lacking, and existing studies indicate low literacy and numeracy levels among primary students.
• Gender Gap in Achievement: There is a gender gap in test scores in favor of boys.
• Teacher Quality: Teacher training and recruitment are insufficient, with a shortage of qualified staff at the Primary Teacher Institutes (PTIs) and National Academy of Primary Education (NAPE).
• Curriculum and Textbooks: The National Curriculum and Textbook Board (NCTB) needs to improve the quality and transparency of textbook distribution.

Provision and Financing of Primary Education

• Government Role: The Government remains the main provider and financier of primary education, with 47% of schools being Government Primary Schools (GPS).
• Non-Government Schools: Registered Non-Government Primary Schools (RNGPS) and NGO schools make up the rest, with RNGPS being heavily subsidized.
• Public Expenditure: Public education expenditure as a share of GDP is 2.2%, which is lower than the average for developing countries (4.5%) and countries in South and West Asia (3.8%).
• Stipend Programs: The stipend program is not effectively targeted towards the poorest students, with 24% of recipients from the richest 40% of households.
• Equity in Spending: Public spending on education is regressive, with the poorest quintile receiving 17% of the total subsidy, while the richest receive 26%.

Policy Recommendations

A. Access to Schooling for the Disadvantaged

• Better Targeting of Subsidies: Improve the progressive redistribution of education subsidies to the poorest and disadvantaged groups.
• Tailored Stipend Programs: Tailor stipend programs to the most needy and meritorious students, especially in metropolitan areas where poverty is widespread.

B. Quality of Primary Schooling

• Improve Facilities: Repair and renovate classrooms and administrative facilities to ensure a conducive learning environment.
• Enhance Teacher Quality: Strengthen the teacher corps through recruitment, training, and professional development.
• Incentive Structures: Develop internal incentive structures to reward performing teachers.
• Double Shift System: The shift from double to single shift schools should be based on supply conditions in different areas.
• NGO Partnerships: Strengthen partnerships with NGOs for innovative and cost-effective approaches to improve access and quality.

C. Governance of the Education System

• Institutional Reforms: Implement human resource development plans and fill vacancies in key institutions.
• Curriculum and Textbook Reforms: Hire staff with relevant competencies and improve textbook quality and distribution transparency.
• Monitoring and Evaluation: Strengthen the Education Management Information System (EMIS) and consider outsourcing data collection and analysis to improve accountability and transparency.
• Decentralization: Ensure systematic fund transfer and training for local personnel in financial management. Develop information campaigns to empower communities and improve governance.

Conclusion

Bangladesh has made significant progress in achieving EFA goals, particularly in primary enrollment and gender parity. However, universal primary enrollment and completion by 2015 are unlikely without improved access, quality, and equity in education spending. Adult literacy is on track to meet the EFA target, but learning outcomes remain low, and teacher quality is a major concern. Policy reforms are necessary to address systemic issues, improve governance, and ensure sustainable and equitable education provision.