0

Report on “National Consultation on SDG4-Education 2030 and the

dissemination of GEM Report 2016”

08 March 2017 Wednesday

Venue: BNCU and BANBEIS Conference Hall

Jointly Organized by

BNCU and UNESCO Dhaka Office

DHA/2017/RP/H/1

1

Inaugural Session

The inauguration of daylong National Consultation on SDG4 Education 2030 as well as

launching of GEM Report 2016 started at 9.00 am with the registration of the participants

from different government, non-government and civil society organizations. Participants and

the guests took their seats in the conference room. A good number of representatives from

electronic and print media were present in the ceremony. The report on “National

Consultation on SDG4-Education 2030 and the dissemination of GEM Report 2016”

highlights the summary of the speeches of the guests and the organizers along with the

findings of the group presentation on SDG4 targets.

Welcome Address by Ms Beatrice Kaldun, Head and Representative, UNESCO Dhaka

At the inaugural session of the consultation programme Ms Beatrice Kaldun delivered her

address of welcome. Addressing the guests and participants from different institutions, she

welcomed the guests and participants in the inauguration of the day long programme.

Regarding SDG affairs she reminded about the 2nd APMED Meeting held in November’16 in

Bangkok and two previous national SDG4 consultations in Bangladesh during 2015-16 as the

efforts undertaken after EFA era. Here, in this third consultation on SDG4 she remarked

GEM Report as the key mechanism to check the global progress on education. She expected

that the findings of the GEM Report and National Consultation Group work would enrich

knowledge on SDG4. She thanked Bangladesh National Commission for UNESCO for being

the host and co-organizers of the programme. She also thanked the electronic and print media

for their presence.

In the comprehensive presentation on Global Education Monitoring Report 2016, Ms. Maki

Hayashikawa described the indicator framework and the monitoring process for SDG 4; some

key monitoring issues by SDG 4 target with examples; and a set of recommendations at the

national and regional level. The theme of GEM Report 2016 was Education for people and

planet: Creating sustainable futures for all. In fact, SDG has been categorized under 6 P’s:

2

planet, prosperity, people, peace, place and partnership. It is seen in the report that the

international community proposed 11 global indicators to monitor progress on the 10 targets

of SDG4 to move from commitment to action. Eventually countries are obliged to report

information on each of these 11 global indicators. This Report also analyses monitoring

SDG4 targets and their respective indicators in detail raising substantive issues and

identifying gaps where further work is needed.

Presentation on Global Education Monitoring Report 2016 by Ms. Maki Hayashikawa, Chief, Section for

Inclusive Quality Education, UNESCO Bangkok

In addition, it provides emerging evidence on baselines for selected indicators. It is important

to say that many indicators have not yet been measured on a global scale, especially those

related to learning outcomes. The Report also recommends six key steps to strengthen

national monitoring of education in the next 3 to 5 years with some findings. Key findings

with the challenges in localizing SDG4/Education 2030 were given in the Report as well.

Finally, the Report has a number of recommendations to make at the global level with the proposed

Roadmap to reach the targets by 2030. The GEM Report 2016 was formally launched by the

guests of the inaugural session.

Formal launching of the GEM Report 2016

3

Following the launching of GEM Report 2016 speech on SDG4- Bangladesh Perspective was

delivered by Chowdhury Mufad Ahmed, SDG4 Focal Point, Ministry of Education (MoE).

Thanking the guests and audience he stated how education gets cross cutting issues in

implementation of SDGs. Then he mentioned that in Bangladesh SDG4 is being given

maximum required importance and as a consequence SDG4 gets strong national and global

ownership here.

Remarks by Chowdhury Mufad Ahmed, SDG4 Focal Point, MoE

He also pointed out of alignment with the SDG4 targets with some big policy decisions on

compulsory education with effective learning outcome. Finally, he mentioned on the

suggestion/outcome of the following session of group work that would be shared later with

everyone.

Dr. Manzoor Ahmed, Vice Chair, CAMPE and Professor Emeritus, BRAC University shared

his memory of involvement in all programmes from first World Conference on Education for

All in Jomtien up to Education 2030 Agenda adoption. Mentioning Bangladesh he said, “We

have made great progress in expanding educational opportunities in the last two decades – in

fact, the most progress among the high populated low income countries of the world.”

Remarks by Dr. Manzoor Ahmed, Vice Chair: CAMPE and Professor Emeritus: BRAC University

4

However, he mentioned that such continuation with just expanding the present system and

making some improvement within the present structure is not altogether possible. Rather it is

time Bangladesh took a longer term view with some structural changes in the system to lay

the ground for the change during the 7th FYP period. Accordingly, he mentioned five such

structural changes which demand serious policy and strategy attention.

The Hon’ble Guest of Honour Mr. Md. Abul Kalam Azad, Principal Coordinator (SDG

Affairs), Prime Minister’s Office, Government of the People’s Republic of Bangladesh

highlighted the government’s commitment with SDG activities, targets and goals pertinent to

Bangladesh and identified the relevant ministries and divisions to implement the SDG.

Speech by the Guest of Honour

He said, “….need to understand where we are and where we want to go and how we want to

go”. He referred MTBF for future allocation of resources with the demand. His speech

includes preparation of the action plan and resource, coordination challenges, achievement in

terms of coverage, drop out etc. However, quality is questioned. In this regard, he said latent

talent is essential for quality in administration, general education, medical education but

major emphasis should be given on commitment. He expects that the consultation meeting

will come up with some recommendations and action plan for achieving the SDG4. Then he

touched the overall activities of the targets with the vision 2021 of the government of

Bangladesh.

After the speech of the Guest of Honour, the Chairperson, Mr. Md. Sohorab Hossain,

Secretary, Secondary and Higher Education Division, Ministry of Education and the

Secretary General of BNCU delivered his speech. In his speech he mentioned about the

commitment of the government of Bangladesh to achieve the goals and targets within the

given period referring to continuous combined effort we undertake with the relevant entities.

5

Then he echoed the effort in accomplishing E-9 Ministerial Meeting 2030 from 5-7 February

2017 regarding SDG4.

Speech by the Chairperson

Thanking the guests, participants, media personnel, he expected to have a successful

completion of this wonderful efforts with an amazing outcome at the end of the day.

Following the speech of the Secretary, Secondary and Higher Education Division, MoE vote

of thanks was given by Mr. Md. Monjur Hossain, Secretary, BNCU, Ministry of Education. Secretary, BNCU thanked the presenters and the Honourable Chief Guest, Guest of Honour,

Chairperson and all the delegates from different GOs and NGOs on behalf of BNCU.

Vote of Thanks by Mr. Md. Monjur Hossain, Secretary, BNCU, Ministry of Education

6

He reminded the presence of the delegation of Bangladesh in Incheon at the time of the

Declaration of Education 2030. He also mentioned about the BNCU initiatives for organizing

National Consultations on Education 2030 and facilitating different regional, sub-regional

meetings on this issue. Hoping for a fruitful workshop he ended his remarks.

2nd session: Panel discussion on SDG strategic direction and action planning

of Bangladesh

Following the refreshment after inaugural programme the second session started by the panel

discussants.

Group discussion

The third session started with group discussion but before it’s being started, the participants

formed six groups and the individual group topic was given duly with the respective targets

of SDG4.

Group-1:

The topic of group 1 was Primary and Early Childhood Care and Education. The

participants discussed the progress based on targets, gaps and challenges, required actions,

partnership and coordination mechanism towards addressing Targets 4.1, 4.2, 4.5 and 4a-4c for

defining strategic framework towards SDG4 implementation in Bangladesh in support to the

national education plans and policies. PEDP-3, DPE

7

Group-2: The topic of group 2 was Secondary Education with the targets 4.1, 4.5, 4a-4.c facilitated by

the members of MoE, DSHE, CSID, BANBEIS and Plan International Bangladesh; the group

discussed some challenges of Secondary Education like drop out from the system, challenge of

quality of education etc.

Group-3:

This group dealt with the Teachers with the targets 4.1-4.7 and 4a-4c. The members of this

group were NAPE/NAEM, UNESCO Dhaka and CAMPE. This group also discussed the

challenges related to the targets with their findings/recommendations.

8

Group-4:

Lifelong Learning and Skills was the topic of this group with the targets 4.3.4.4, 4.5, 4.5, 4.6

and 4a-4c. Consisting of the members from MoPME, BNFE, UNESCO Dhaka and CAMPE.

The participants of this group discussed the progress based on targets, gaps and challenges,

required actions, partnership and coordination mechanism towards addressing the Targets

mentioned above.

Group-5-6:

This combined group dealt the issue of Quality and Equity and Governance and better

resources with reference to the targets 4.1-4.7 and 4a-4c. Consisting of the members from

IER, Dhaka University, Save the Children etc .

Participants from different GOs, INGOs, NGOs, public and private organizations took part

in all the sessions; such as PEDP-3, DPE, BANBEIS, MoE, MoPME, NCTB, SESIP, BISE,

9

DHSE, CAMPE, FIDDB, Save the Children, DPE, Dhaka Ahsania Mission, BNFE, TQI-II,

BBS, NAPE, ERD, CDD, UNICEF, BNCU, Dhaka University and UNESCO, Dhaka.

3rd Session: Group presentation

The group rapporteurs presented their discussions with findings using power point in the

plenary session accordingly. Their presentation is attached at the end.

Closing session

After the presentations questions/comments were invited from the experts and participants.

Some quick comments came from Ms Maki Hayashikawa from UNESCO Bangkok. She

thanked the groups for their concerted efforts; however, she marked the absence of

governance and teachers management issues from the related groups.

Next Mr. Mohammad Mohsin from UNICEF mentioned the association of UNICEF with

the primary and secondary education over the years. He also mentioned their efforts to

address the Madrasa education, technical education from 2017-20 and expected a good

national plan of action with combined effort under relevant guidance.

In his remark, Professor Emeritus Dr. Manzoor Ahmed mentioned that the day long

discussion gave good elements to develop action plan/frame work for SDG4. To him lot of

emphasis should be given to develop genuine teacher professional programme as a longer

term strategy. He also put emphasis on technical education and lifelong learning linked with

education skill development and recommended to give more attention to governance issues

which was not discussed much. His remarks also included community learning centre, adult

education, parenting education through MoE/MoPME, decentralization in general, more

resources from PPP, handling of madrasa education etc. He also recommended for

integrated programme from pre-primary to pre-university under one administration.

Ms Maki again pointed some issues which include costing and prioritization, overall

10

education policy with prior sector, sub-sector policy, broader national development plan in

education sector etc.

Additional Secretary, MoPME, Mr. Md. Gias Uddin Ahmed also put emphasis on

prioritization and expected increasing GDP allocated for education sector. He opined that

capability to spend the money should be given much more importance. He also put emphasis

on action plan. His overall remarks included changing teacher recruitment rules in MoPME,

Pre-VOC, general education, controlling syllabus, collaboration, partnership, coordination

mechanism and partnership, non formal education etc.

Closing session

The closing session was chaired by Chowdhury Mufad Ahmed, SDG Focal Point; MoE. He

mentioned that technical group would consolidate the input/recommendation to be prepared

for action plan duly. He further said that action plan would usually be implemented through

projects, programme etc. but it’s needed to make sure of designing those projects and

programmes keeping the action plan in mind otherwise it would be the work of pen and paper

only. Finally, expressing his thankful remarks to the organizers and the experts and

participants he formally declared the closing of the programme.

11

Annex:

Group-1: Primary and Early Childhood Care and Education

Progres

s based

on

targets

Gaps and challenges Required actions Partnership

and

coordination

mechanism

Focal

points

Target 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality

primary and secondary education leading to relevant and effective learning outcomes

Inadequate qualified teachers

and out of the total teaching

staff, 50% are below

graduation level,

disadvantaged areas lack

needed number of teachers

- Upgrade the required qualification to

be a teachers in primary school

- Continuous capacity building of the

teachers

- Residential facilities for the teachers

in the remote areas such as haor,

baor, char, ethnic communities

-

URCs are not equipped with

full facilities for local level

training

- URCs need to be equipped with full

facilities to train teachers on the local

needs

- Under the guidance of PTs, the

URCs can undertake local level

training (design and implementation)

Equity gap exist in the

classroom teaching learning

- Classroom seating arrangement

needs to be changed, group based,

changed time to time

Serious gap in academic

supervision, officers make

visits instead of supervision

- Guidelines for the academic

supervision to be followed and

monitored

- Number of schools under one

supervisor to be decreased

- Union based recruitment/school

based recruitment for remote schools

with hardship allowance

Long teaching hours for the

teachers- - Single shift schools with minimum 7

schools

Inadequate number of

supervisors (1 supervisor need

to supervise many schools (30

school now),

100 UEOs and 284 AUEOs are

vacant

- All the vacant positions are to be

filled in without failure by 2017

- New UEOs are to be recruited to

ensure proper supervision of the

NNPS

Insufficient teaching and - Use of supplementary materials and

12

learning materials and lack of

proper use of the materials

ICT structure with multimedia to be

installed

Large class size and improper

teacher student ratio - Teacher student ratio to be

maintained at 1:30

88% of the schools are of

double shifts which limits the

contact hours

- 100% primary schools are to be

converted into single shift with

comprehensive school facilities

Proper learning assessment is

not taking place in the

classroom

- School and Classroom Based

Assessment (SCBA) needs to be

scaled up and strengthened

Absence of continuous

capacity building of teachers

and supervisor

- Performance based rating, reward,

training and improvement system to

be introduced

Target 4.2 By 2030, ensure that all girls and boys have access to quality early childhood

development, care and pre‐primary education so that they are ready for primary

education

Pre Primary Education

- Inadequate physical

facilities for PPE

- Traditional mind set

of teacher, parent,

community, SMC,

CMC and Govt.

Local bodies

- Lack of proper

guidance for school

transition

- Inadequate

understanding and

teachers training

- Lack of minimum

standard for PPE

- Combined training/

orientation for Pre-

primary

teacher/facilitator,

Grade 1 & 2 teacher

- Parenting

Orientation/Session

s

- Reception

Ceremony

- Colorful Classroom

- Visit by ECCD

facilitators along

with pre-primary

children in Primary

school

- Short camp for

school readiness

- Community

engagement /

resource

mobilization

- Visit by SMC,

CMC in pre-

primary

centres/primary

13

school

- Visit by Primary

teacher in pre-

primary class or

centre

- Availability of

interactive materials

and use

- Regular/Quarterly

visit by pre-primary

teacher, parent and

CMC to reduce

children fear

- Increasing number

of classroom and

teachers for PPE

- Fixing minimum

standard for PPE

and assessment of

service providers

accordingly

Early Learning and

Care

- Untouched age-

cohort

- No operational

guideline

- Lack of parenting

initiatives

- No professional

capacity building

provisions

- Lack of resource

pool

- No specific wing

- Lack of public-

private

partnership

- No budget

allocation

- Lack of research

initiative

Mainstreaming of

ECCD in Govt.

Policy

Operational

guideline :

1. Age specific

curriculum

2. Age specific

materials

3. Age specific

model (early

stimulation,

parenting,

SBK/Early

Years Pre-

primary etc.)

4. Age specific

training (early

stimulation,

parenting,

SBK/Early

Years Pre-

primary etc.)

5. Family

Approach

14

Model

Adaptation

6. Integration with

existing

platform (Like,

National

Nutrition

Services or

School Health

Nutrition etc.)

Inter-Ministerial

Collaboration and

shared

responsibility

Responsible

individual Wing

Community

Mobilization/Sensiti

zation Program

Public-Private

Partnership

Initiative

Capacity Building

Program

ECCD Educators

should have

professional

training/diploma/

certificate

Research Wing

Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access to

all levels of education and vocational training for the vulnerable, including persons with

disabilities, indigenous peoples, and children in vulnerable situations

Only 20% women school

supervisors and

administrators exist in

the system

Increase women supervisor

and officers to 50%.

Inadequate school

facilities in indigenous

and ethnic community

areas

Mapping of indigenous

population and services and

establishment of boarding

schools especially in CHT

Inadequate opportunity

of mother tongue based

Opportunities to be

broadened from 5 ethnic

15

learning materials and

instructional materials

for indigenous people

languages to at least 15

with teaching learning

materials and teachers

training

Lack of special facilities

of disabilities - Inclusive Education

framework that has

been developed by

PEDP3 should be

followed and the IE cell

needs to be

strengthened

- Special education

provision has to be

transferred from the

ministry of social

welfare to ministry of

primary and mass

education

- Teachers training

component under

primary education

needs to be

strengthened for

disability issues

- 64 districts should have

at least one special

school in each district

with residence facilities

Lack of plan and

implementation of

education in emergencies

for natural disaster prone

area.

- EiE and DRR

framework has been

approved by MoPME

and the same needs to

be approved by MOE

- DPE, DSH, DTE,

Madrassa education

Board need to ensure

DRR plan/ contingency

plan

Target 4.a Build and upgrade education facilities that are child, disability and gender

sensitive and provide safe, non-violent, inclusive and effective learning environments for

all

Lack of

facilities/infrastru

cture

Limited budget

provision

- Policy execution

- Operational

guideline

- Budget allocation

with long term

16

Project based

initiative/ short

term initiative

Lack of Good

Governance

Policy in place

but no execution

Traditional mind

set of parent,

community,

SMC, service

providers etc.

Lack of

professional

capacity / skills

provision

- Professional wing

- Inclusive

facilities/infrastruct

ure (Like, child

friendly toilet )

- Good governance in

place

- Awareness/sensitize

initiatives

- Research initiatives

- Inclusive

curriculum

Target 4.b By 2020, substantially expand globally the number of scholarships available

to developing countries, in particular least developed countries, small island developing

States and African countries, for enrolment in higher education, including vocational

training and information and communications technology, technical, engineering and

scientific programmes, in developed countries and other developing countries

- Lack of

professional

development in

specific areas

- Lack of

appropriate

curriculum

- lack of

assessment

- No educational

measurement

tools

- Lack of language

and science

teaching

professional

- Inadequate ICT

mediated learning

opportunity

- Professional

development wings

- Capacity Building

provisions

- Education

measurement tools

- Certified language

or science teaching

professionals

- ICT-mediated

learning facilities/

curriculum

Target 4.c By 2030, substantially increase the supply of qualified teachers, including

through international cooperation for teacher training in developing countries,

17

especially least developed countries and small island developing States

- No pre-service

professional

opportunity for

teaching

- ‘Teaching is last

choice’

- Lack of in-service

training/one shot

short training

provision

- Pre-service

professional

opportunity

- In-service training

- Certified

professional as a

teacher

- Education as part of

undergraduate

general degree

- Incentives/High

salary and status

- National teaching

service exchange

programme within

SAARC countries

- Teachers

Group-2: Secondary Education

Target:

• Target 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality

primary and secondary education leading to relevant and effective learning outcomes

• Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access

to all levels of education and vocational training for the vulnerable, including persons

with disabilities, indigenous peoples, and children in vulnerable situations

• Target 4.a Build and upgrade education facilities that are child, disability and gender

sensitive and provide safe, non‐violent, inclusive and effective learning environments

for all

• Target 4.b By 2020, substantially expand globally the number of scholarships

available to developing countries, in particular least developed countries, small island

developing States and African countries, for enrolment in higher education, including

vocational training and information and communications technology, technical,

engineering and scientific programmes, in developed countries and other developing

countries

• Target 4.c By 2030, substantially increase the supply of qualified teachers, including

through international cooperation for teacher training in developing countries,

especially least developed countries and small island developing States

Challenge: Drop out from the system (about 40% (VI-X), 21% (XI-XII))

Major Causes

• Early Marriage

• violence against girls

• Social security

18

• Lack of awareness among parents and children

• Distance from school

• Less achievement in Math, science and English

• Displacement for climate change

• Relevancy of education in the world of work

• Cost of education

• Private School

Recommended Actions for Addressing Drop-out

• Adequate number of government secondary school

• Education budget needs to be enhanced

• Include pre-voc in general education

• Awareness building with parents, students, community and elite

• Specific programme towards social security

• Specific programme against violence

• Full free schooling with stipend

• Minimum infrastructure standard need to be ensured for all children

• Residential school/ Dormitory for the students from distance

• Girls friendly school facility including water, sanitation and hygiene

• Flexible schooling system for the children from hard to reach and geographically

remote areas

Challenge: Quality of Education

Causes: • Majority of private school (98%)

• Commitment and capacity of teachers

• Inadequate monitoring and mentoring

• Quality curriculum and textbooks

• Lack of subject based teachers and in absence of inclusive pedagogy

• Lack of linkage between general education and TVET

• Weak Learning Assessment

• Lack of relevancy and joyful education

• School infrastructure is not student friendly especially for girls

Recommended Actions

• National curriculum policy framework needs to be established

• Effective Implementation of Master Plan of ICT in Education

• Recruitment of Qualified subject teachers

• Overall planning of teacher training to train all teachers on relevant subjects

• Pre-service training

• Competency based learning assessment needs to be established with proper training

• Introduce national assessment system with regular mechanism effective

• class size

• Establish effective monitoring and mentoring system

• Establish Integrated and harmonized EMIS system

• System of awarding best school, teachers and students

19

• Professional development opportunities for education officials

Partnership and coordination mechanism

• Sector wide approach

• Collaboration with general education and TVET

• Community and corporate involvement with school and institute

• Technical Support from Development partners and I/NGOs for ensuring quality

Group-3: Teacher

4.1.1 Challenges: Teachers competency, Assessment, Recruitment, Monitoring, Student-

Teacher Ratio

Recommendations: • Set indicator for qualified teacher (training on pedagogy, child psychology among

others)

• Pre-service teachers’ education (diploma/certificate/bachelor degree, etc.)

• Improve the quality of in-service training and follow-up mechanism

• Revisit minimum qualification for teacher

• Teachers recruitment process should consider PE to extend up to grade 8

• Identify strategies to maintain PTR

• Academic leadership of head teacher and monitoring the lesson plan on a regular

basis

• Evaluation of the action taken and follow-up mechanism

• Develop, implement and monitor teachers recruitment and attrition and new teachers

• Instead of high-stake exam focus on learning assessment – professional capacity

development on teaching learning process, joyful and activity based learning and

assessment process

4.1.2 National Students Assessment (NSA) at grade 3 and 5, public exam at the end of

grade 5 and 8 – all these initiatives are not leading to ensure learning assessment and

teachers’ preparedness

Recommendations:

• Identify strategy to use the NSA and reform examination leading towards better

learning achievement

• Introduce Teachers Development Policy under the initiatives taken under the SESIP

• Introduction of a national assessment centre as proposed in SESIP framework

• Revisit teachers training curriculum – develop a national curriculum Policy

framework

• Reform exams - instead of high-stake exam grade 5 & 8 exam leading towards

learning assessment focused

4.1.7 Compulsory Primary Education Act 1990 does not fulfill the need • Revisit the law to fulfill the Right to Education (RTE) obligation

4.2.8 Lack of data

20

• Develop a system for collecting relevant data disaggregated by sex and residence and

household economic condition

4.2.9 Lack of data & Parental education • Develop a system for collecting relevant data disaggregated by sex and residence and

household economic condition

• Link with literacy and life-long learning

4.2.10 Lack of teachers and their training, mother language based education • Teachers recruitment along with adequate infrastructure

4.7.25 Most of the items are new for Bangladesh • Needs comprehensive plan linking with other development plans of government of

Bangladesh for example, Bangladesh climate change strategy and action plan, NSSD,

etc. and prepare teachers on these new concepts and apply in school level activities

4.c.37 Different streams and different competency profile of teachers • Set up minimum competency profile

4.c.38 mismatch between pupil and qualified teacher ratio • Revisit indicator of qualified teachers and better use of training

4.c.39 percentage of teacher have participated in organized training

• Analysis of administrative data and use those for further planning

4.c.40 Administrative data is available but limited capacity of the PTIs and TTCs and

other training providers

• Institutions are not willing to release teachers for training

• Repetition of teachers (same teacher participate in several training while others are

excluded)

• Lack of capability of institute to accommodate lactating mothers who are in teaching

profession

• Enhance institutional capacity

4.c.41 Lack of compliance UNESCO recommendation on status, roles, rights,

responsibilities and obligation of teacher (1966, 1997)

• Develop teachers policy aligned with UNESCO guideline

• Systematic dialogue with teacher associations and unions

• Develop a system to protect teachers for other local powerful elites

4.c.42 Timely recruitment of attrition teachers • Re-visit the policy and develop a mechanism for quick recruitment to fill-in the

vacancies

4.c.43 Administrative data is available but better use of such data is a question • Develop an ICT based management system linking with EMIS for ensuring better use

of resources

• Revisit compensation package of teacher and link with educational qualification and

career development path

• One dedicated university focused on teachers education; as interim measure introduce

teachers education in selected 100 degree college (one education faculty on teachers

education)

21

• Introduce a teachers’ development policy aligning with guideline provided by

UNESCO

• By 2020 develop a teacher development policy (as discussed in SESIP)

• Alignment with ISCAD

• Use of ICT to facilitate teaching learning process

• Revisit continuum of curriculum from pre-primary to tertiary level – consider

Terminal competency and learning outcome, subject based teaching, equivalency

framework, and flexible pathway and develop a guideline for teachers preparedness

• Develop structure how to promote non-formal education

Group IV: Lifelong Learning and Skills

Progress based on

targets

Gaps and

challenges

Required actions Partnership and

coordination

mechanism

Focal

points

points

Target 4.3 By 2030, ensure equal access for all women and men to affordable and

quality technical, vocational and tertiary education, including university

Ratio to male female at the

primary

Non-

implementation of

National Women

Policy 2011

Stipend is being provided

to female students upto the

Degree/graduation level

Target 4.4 By 2030, substantially increase the number of youth and adults who have

relevant skills, including technical and vocational skills, for employment, decent jobs

and entrepreneurship

No permanent

infrastructure for

implementation of

the programme

(NFE)

Inadequate budget

Finalize

Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access

to all levels of education and vocational training for the vulnerable, including persons

with disabilities, indigenous peoples, and children in vulnerable situations

Target 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both

men and women, achieve literacy and numeracy

22

Progress based on

targets

Gaps and

challenges

Required actions Partnership and

coordination

mechanism

Focal

points

points

Target 4.a Build and upgrade education facilities that are child, disability and gender

sensitive and provide safe, non‐violent, inclusive and effective learning environments

for all

Target 4.b By 2020, substantially expand globally the number of scholarships

available to developing countries, in particular least developed countries, small island

developing States and African countries, for enrolment in higher education, including

vocational training and information and communications technology, technical,

engineering and scientific programmes, in developed countries and other developing

countries

Target 4.c By 2030, substantially increase the supply of qualified teachers, including

through international cooperation for teacher training in developing countries,

especially least developed countries and small island developing States

Group IV: Lifelong Learning and Skills (Targets 4.3-4.6 & 4a-c)

Gaps and Challenges

1. No clear vision and strategy for implementation of life-long learning.

2. Weak linkages among literacy, skills and other forms of education.

3. Inadequate funding for implementing different components of life-long learning.

4. Lack of proper Policy guidelines and advocacy.

5. Limited professionals (trained manpower) engaged.

6. Limited scope of learning packages and logistical arrangement for implementing ICT

Programme.

7. Non-availability of updated database of illiterate people, teacher, skilled instructors.

8. Equivalency framework is not operational.

9. Sustainability mechanism is absent.

10. All programmes are ad hoc and project based.

11. Quality aspects are still challenging (Teacher, teaching materials, curriculum)

23

Actions

Holistic and comprehensive approach for implementing of life-long learning

programme

Literacy

Continuing Education (CE)

Access to Information

Equivalency

Skills

ICT

Job Placement

1. Permanent structure for implementing life-long learning programme including

literacy, Climate Change adaptation, skill (TVET), ICT and job placement through

forming CLC or any other such form targeting 14+ citizen.

2. Special programme should be implemented to ensure lifelong learning irrespective of

gender, ethnicity and disability.

3. Specific policies and strategies for addressing gender in the area of enrolment,

recruitment, promotion and all other aspects such as curriculum.

4. Teacher/Facilitator/LLL Coordinator-Training package should be developed through

involving board.

5. Assessment of current status of schools and NFE centres for implementing Education

Policy 2010, General Education and TVET simultaneously for drop-outs and NFE

graduates.

6. As per need of NFE a MIS should be developed with the help of BANBEIS and BBS.

7. Vision, mission, goals, strategy including definitions of life-long learnng including

literacy should be formulated considering Bangladesh context relating to global

perspective.

8. Setting targets and action plan.

Partnership and coordination mechanism

1. Inter-ministerial coordination mechanism should be established; 12 ministries have

linkage with NFE – so each ministry should have a NFE focal point

2. CAMPE Literacy and LLL Forum will work as secretariat for coordinating with civil

society group.

3. Formulation of policy guidelines for partnership with Government, NGOs, corporate

sector and other relevant bodies.

4. BNFE will provide policy direction to all NFE providers and work as a technical

assistant and resource hub for non-formal education and LLL provision including

implementation.

5. Regular-adequate budgetary provision should be ensured.

24

6. Strong consortium of DPs should be formed (SWAP model must be practised)

Group 5-6: Quality and Equity and Governance (Ref. Targets)

Progress

based on

targets

Gaps and challenges Required actions Partnership

and

coordination

mechanism

Focal

points

Target 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary

and secondary education leading to relevant and effective learning outcomes

Absence of common

understating about quality

education in national level

- Designing

intervention

programs for

developing common

understating

regarding QE that

will consist of seven

ideas. These are :

Access, Attendance,

Learning

achievement, active

participation, Year

and cycle

completion,

acceptance.

- Development of

national equity,

inclusion and quality

framework for

education

- Setting observable

indicators along with

measureable

indicators

- Taking intervention

to remove policy and

attitudinal barriers to

reduce to access and

participation

- Existing policy need

to implementing

soon

High Dropout rate in grade4,

grade 5-6 & grade 8

Gender equity not achieved

during primary to secondary

Poor achievement of literacy &

numeracy and its sustainability

Out of school children :

Children with disability,

working children, ethnic group

(language and geographical

barrier) and dominated by

CWD

In school exclusion: Regular

classroom participation,

mobility

Not identifying some out of

school children

Expansion of Primary education

is recommended grade 5-8, but

in existing situation it is 5

Barrier in the policy: all

children are not included in the

school,

Target 4.2 By 2030, ensure that all girls and boys have access to quality early childhood

development, care and pre‐primary education so that they are ready for primary education

Lack of inter-ministerial

collaboration to address under

five age group children

- Intervention for

increasing teacher

motivation, skill

develop and inter-

Pre-primary teachers are not

25

Progress

based on

targets

Gaps and challenges Required actions Partnership

and

coordination

mechanism

Focal

points

motivated to work with the

parents group

ministerial

collaboration

Lower enrolment rate in pre-

primary class

Target 4.3 By 2030, ensure equal access for all women and men to affordable and quality

technical, vocational and tertiary education, including university

TVET is not popular yet as our

regular education - Intervention for

removing. Access

barrier, Attendance

barrier, Challenge in

year and cycle

completion, Barrier

of Learning

achievement &

active participation

and popularizing

TVET

Access barrier, Attendance

barrier, Challenge in year and

cycle completion, Barrier of

Learning achievement,

Acceptance barrier

Target 4.4 By 2030, substantially increase the number of youth and adults who have relevant

skills, including technical and vocational skills, for employment, decent jobs and

entrepreneurship

Lack of bridging program

between employment and

education provider

-Development national

skill database, design

bridging program

Mismatch between skill demand

supply

No national skill database

Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all

levels of education and vocational training for the vulnerable, including persons with

disabilities, indigenous peoples, and children in vulnerable situations

Access barrier, Attendance

barrier, Challenge in year and

cycle completion, Barrier of

Learning achievement,

Acceptance barrier

-Designing intervention

to Access barrier,

Attendance barrier,

Challenge in year and

cycle completion,

Barrier of Learning

achievement,

Acceptance barrier

Target 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and

women, achieve literacy and numeracy

Quality of literacy and

numeracy - Setting observable

indicators along with

measureable

indicators

suitability of literacy and

numeracy

26

Progress

based on

targets

Gaps and challenges Required actions Partnership

and

coordination

mechanism

Focal

points

Assessment process itself

(mostly summative and

quantitative)

- Designing

intervention so that

literacy numeracy

can change

knowledge , attitude

and skill of learners

All children are not achieving

literacy and numeracy in similar

way

All children/youth do not get

equally access achievement and

completion on TVET

Target 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to

promote sustainable development, including, among others, through education for

sustainable development and sustainable lifestyles, human rights, gender equality, promotion

of a culture of peace and non‐violence, global citizenship and appreciation of cultural

diversity and of culture’s contribution to sustainable development

Insufficient presence and

absence of Education for

Sustainable Development

(ESD) and Global Citizenship

in Education and Development

(GCED) components

- Embed ESD and

GCD components in

primary and

secondary

curriculum

Absence of knowledge and

proficiency among students

regarding ESD and GCED

Absence of any legal provision

for ensuring HIV, sex education

and human rights education

Current education provision do

not have linkage between

learning outcomes and

assessment process

Target 4.a Build and upgrade education facilities that are child, disability and gender sensitive

and provide safe, non‐violent, inclusive and effective learning environments for all

In adequate school resources:

learning mat, drinking water

and sanitation, assistive device,

electricity, ICT facility, learning

materials

- -Designing

intervention to

Access barrier,

Attendance barrier,

Challenge in year

and cycle

completion, Barrier

of Learning

achievement,

Acceptance barrier

Presence of Corporal

punishment, bullying,

27

Progress

based on

targets

Gaps and challenges Required actions Partnership

and

coordination

mechanism

Focal

points

harassment (girl child, children

with disability, ethnic, socially

excluded)

Target 4.b By 2020, substantially expand globally the number of scholarships available to

developing countries, in particular least developed countries, small island developing States

and African countries, for enrolment in higher education, including vocational training and

information and communications technology, technical, engineering and scientific

programmes, in developed countries and other developing countries

Lack of resource funding - Develop regional

and international

partnership

collaboration for

resource

mobilization

Inadequate regional and

international collaboration to

promote partnership for

providing scholarship support

Lack of south-south

cooperation framework based

on equity

Target 4.c By 2030, substantially increase the supply of qualified teachers, including through

international cooperation for teacher training in developing countries, especially least

developed countries and small island developing States

Absence of national teacher

standard framework - Development of

national teacher

education

framework having

components of

professional

knowledge of

practice and

engagement to bring

change in teachers

understanding skill

and attitude

High teacher-student ratio

Quality of training , training

programmes mostly knowledge

based

Poor teacher salary, Absence of

sufficient resource, mentoring

support, exposure