jointly organized by bncu and unesco dhaka...
TRANSCRIPT
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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
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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:
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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
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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
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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.
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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
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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
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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.
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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,
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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
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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.
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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
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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
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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
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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
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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
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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,
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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
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• 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
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• 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
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• 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)
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• 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
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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)
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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