1. EFA Promising Practices in the Asia-Pacific Region A case study of initiatives to accelerate progress in Bangladesh
Preprimary Education (PPE) and
School Learning Improvement Plan (SLIP)
Prepared by
Institute of Child and Human Development, Dhaka
Prepared for
Workshop on Sharing Education for All (EFA) Practices in Asia-Pacific
June 13, 2014

2. Background
Participation in education has expanded remarkably in Bangladesh since the 1990s.
The positive outcomes are results of a combination of policy measures and actions to –
- expand educational opportunities
- reach out to disadvantaged groups
- raise awareness and
- remove gender-related and other barriers to participation in education

3. Why the case study
UNESCO EAPRO invited member countries to identify country level initiatives.
A case study of initiatives critical to EFA acceleration in Bangladesh was decided to be undertaken in two parts:
Getting children ready for school (expanding pre- primary education) and
Improving school performance through School Learning Improvement Plan (SLIP).

4. Methods and Procedure
Study methods consisted of review and analysis of secondary sources complemented by limited field work
A desk review of the overall EFA situation in the country
In-depth field investigation was done of 15 primary education institutions
School records and data were examined and limited observation of school and classroom operations and
FGDs with teachers, school managing committees, parents and students.
In-depth interview of policy makers and academicians.

5. Pictures Discussion with Mr. Golam Mohammad Yahiya - DPE
Planning meeting of the Research Team
Field research team
Discussion with Dr. Safiqul Islam - BRAC
Discussion with Mr. Humayun Kabir - DPE
Discussion with Mr. M. Tariq Ahsan – IER, DU

6. Part One Preprimary Education (PPE) Development
Spontaneous and sporadic “baby classes” emerged in primary schools in 1970s.
Some NGOs introduced systematic preschool in the 1990s on a limited scale – in primary school or in community.
There were also forms of preschool in madrasa, mosques and mandirs (Hindu temple) and private Kindergartens.
Under PEDP2 one-year preprimary was introduced in 2010.
A national PPE curriculum was designed by 2011 and its try-out started.

7. PPE Development (Cont’d)
Govt. approved a GO-NGO collaboration guideline and implementation plan based on the guideline in 2012.
A comprehensive mapping of PPE services in Bangladesh was conducted by DPE (Akhter, 2012).
A PPE expansion plan was also developed by DPE with technical assistance from UNICEF (Mostafa, 2012)
Government intends to provide PPE in all GPS, RNGPS and community schools by 2014.

8. PPE Development (Cont’d)
As a first phase, recruitment of 15,000 assistant teachers completed in 2013.
The newly recruited 15,000 teachers have received fifteen day long PPE training by December, 2013.
DPE provided one-day orientation on PPE for all field level officials of DPE and head teachers.

9. Main Findings - PPE
Rapid Increase in Enrolment in GPS and RNGPS,
Source: ASC 2010, 2011 and 2012

10. Main findings - PPE (Cont’d)
Provider-wise Enrollment in PPE 2012
Source: DPE Data, 2012; Early Learning Child Development Project; and Survey of Selected NGOs 2012

11. Main findings - PPE (Cont’d)
Teachers and management committee were found generally to be committed, sincere and motivated.
The teacher-student ratio found in many cases significantly higher than the suggested or desirable ratio.
GPSs mostly offer one section in preprimary classes.
Most of the government schools were reasonably well- equipped in terms of space and learning aids.
About half of the first grade children received some preprimary lessons.
Program in operation in scale not long enough to document definitively sustained benefits in performance of students.

12. Part Two School Learning Improvement Plan (SLIP) and Upazila Primary Education Plan (UPEP)
The School Level Improvement Plan (SLIP), re-named as ‘School Learning Improvement Plan’ in PEDP 3.
Upazila Primary Education Plan (UPEP), as complement to SLIP, is intended to devolve decision-making to help improve quality and reduce disparities within and among upazilas.
Overall, in PEDP2 and PEDP 3, bottom up planning and management was expected to be promoted through SLIP and UPEP.

13. SLIP/UPEP Cont’d The general objectives of SLIP can be listed as:
Decentralization of school level planning;
Preparing school-plan based on priority demands of respective school;
Creating child friendly teaching learning environment, promoting inclusive education;
Bridging the gaps between teachers and parents and local community;
Increasing knowledge and skills in planning and management among stakeholders at the local level;
Bringing the net enrolment rate to 100 percent. 

14. SLIP/UPEP Cont’d The objectives of UPEP include:
Ensuring quality education at schools through improving upazila-level skill in planning and management,
Improving upazila officers’ skills in local planning,
Increasing community participation,
Assisting in the implementation of SLIP,
Documenting school level needs through consolidating the SLIPs from all schools, and
Developing the Upazila office as the hub of primary education related data.

15. SLIP/UPEP - Development and Status
In financial year, 31,807 schools (20,800 GPS and 11,007 RNGPS) were provided SLIP grants.
Monitoring of SLIP is done mainly by the Upazila Education Offices.
Fifty upazilas were provided training on UPEP process.
Evidently, UPEP was given limited support and only limited initial steps were taken to promote it.

16. Main Findings - SLIP/UPEP
A qualitative evaluation of SLIP in 2010 for UNICEF found:
SLIP grants enabled schools to plan and implement limited improvements in their physical environment and towards creating a welcoming learning environment for children.
SLIP initiatives made more limited progress in supporting a fuller decentralization of education management functions, including those which impact directly on teaching and learning (Bernard 2010)

17. Findings SLIP/UPEP Cont’d
Field visits as part of case study revealed:
SMC’s often used SLIP fund for much needed physical improvement of school facilities.
Sense of ownership of school increased among the community people including SMC members.
FGDs with teachers, parents, SMC members showed all had some understanding of SLIP and PPE.
On the whole, SLIP initiative had a positive impact on promoting access, equity and improving the quality of education. 

18. Recommendations
The experience of introducing PPE and SLIP and the lessons in the context of EFA challenges suggest recommendations regarding policy measures and specific actions to accelerate EFA progress:
Mandatory application of birth registration
Responding to poverty of families is needed to promote equity in education opportunities.
A trial of an expanded SLIP and UPEP with greater financial, personnel, and academic responsibility can be carried out in selected schools in different regions of the country.

19. Recommendations Cont’d
A greater sense of urgency needed towards greater authority/responsibility at the school level.
Exclusive classrooms and exclusive teachers are essential to create and maintain the necessary learning environment for effective PPE.
Comprehensive and detailed plan at Upazila and Union levels has to be prepared for PPE implementation.
Greater support for RNGPS and Ibtedayee Madrasas in extending PPE services is needed.

20. Thanks