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Pre Primary Education Expansion Plan, DPE, 2012

Pre Primary Education

Expansion Plan

December 2012

Government of People’s Republic of Bangladesh

Directorate of Primary Government of

Pre Primary Education

Expansion Plan

December 2012

Government of People’s Republic of Bangladesh

Directorate of Primary Education

EducationGovernment of People’s Republic of

Bangladesh


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Pre Primary Education Expansion Plan

Directorate of Primary Education with

Technical Assistance from UNICEF

December 2012

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Contents

page

Section-1: Background 8

1.1. Introduction 8

1.2. Rationale and objectives 9

1.3. Scope of the expansion plan 9

1.4. Process for development of the expansion plan 10

Section-2: Situation Analysis 12

2.1. Overall context 12

2.2. Access 13

2.3. Quality 14

2.4. Equity 15

2.5. Training of teachers 15

2.6. Supervision and Monitoring 16

2.7. MIS and Reporting 16

2.8. Location of existing Pre Schools 16

2.9. Upazila as geographical unit for PPE expansion 17

Section-3: Standards of Quality PPE service delivery

18

3.1. Key areas and elements of standards 18

3.2. Gradation of standards 21

3.3. Matrix of standards with gradation 23

Section-4: PPE Expansion Plan

41

4.1. Introduction 41

4.2. Categorization of Upazilas as geographical unit for PPE expansion 41

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4.3. Upazila wise plan 44

Category - A: Rural low PPE coverage Upazilas

Category - B: Rural other Upazials

Category- C: Urban (City Corporations)

Category – D: Islands, Coastal and Riverine Upazilas with Char

Category – E: Ethnic/Indigenous Children

Category – F: Tea Gardens

Category – G: Haor

46 62 78 85 97

103 109

4.4. Plan for PPE Activities at Central Level 4.5. Plan for Training of teachers 4.6. Factors to be considered for operationalization of expansion plan

116 128 131

Section-5: Financial implications and way forward

133

Annexes 138

Annex-1: Terms of Reference of consultant

Annex-2: List of references

Annex-3: Core group for development of PPE Expansion Plan

Annex-4: Core principles of national PPE curriculum

Annex-5: Key areas of Quality Standards of PPPE/ECE Service Delivery of Selected Countries

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Acronyms

AIEC : Access and Inclusive Education Cell

ASC : Annual School Census

ASPR : Annual Sector Performance Report

AOP : Annual Operational Plan

DLI : Disbursement Link Indicator

DPE : Directorate of Primary Education

ECCD : Early Childhood Care and Development

GoB : Government of Bangladesh

GO : Government

GPS : Government Primary School

MoPME : Ministry of Primary and Mass Education

MLE : Multi Lingual Education

NCTB : National Curriculum and Textbook Board

NGO : Non Government Organization

PEDP : Primary Education Development Program

PPE : Pre Primary Education

PSQL : Primary School Quality Level

RNGPS : Registered Non Government Primary School

UNICEF : United Nations Children Fund

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Preface

The Government of Bangladesh recognizes the benefits of Pre Primary Education (PPE) for preparing young children to survive and thrive in primary school settings. Hence, the PPE has been identified as an effective strategy to address the challenges of high dropout and low achievement in the existing primary education system in Bangladesh. The pre-primary activities in Bangladesh consist of various programs under different actors. Earlier NGOs were in the frontline and a large number of pre-primary schools were run by a substantial number of big and small NGOs. From 2010 as an interim arrangement under PEDP-2, the Government initiated PPE through Government Primary Schools. Currently, all these pre-primary actors follow varied objectives, methodologies and curricula with inadequate coordination as there is no national standard for PPE services in place.

Based on the experience and progress under PEDP-2, PPE comes as an important sub-component of the PEDP-3 with a view to create permanent systems and structures for PPE in the primary education system and gradually provide standardized services for all children. In the process of improving the situation of PPE, the GoB recognizes the need for a comprehensive expansion plan that will ensure universal PPE coverage with quality. With this target, the Government as an activity under PEDP-3 has developed the ‘PPE Expansion Plan” for an effective and coordinated implementation of PPE services based on a national standards.

It gives me immense pleasure to note that, this expansion plan was developed through an extensive consultation process involving key stakeholders. I would like to express my sincere gratitude to Md. Faruque Jalil, Director, Policy & Operation DPE, for his leadership to initiate the dialogue, organize the consultation process and activate the core group for formulating and finalizing the plan. My heartfelt thanks to all those who were involved and contributed in various stages of the preparation of this document. I am grateful to UNICEF Bangladesh and deeply appreciate for their technical and logistical support during the entire preparation process. Special thanks to Dr. Md. Golam Mostafa, Consultant, UNICEF for his hard work which made it possible to prepare the PPE Expansion Plan within agreed timeline.

I firmly believe that this valuable document will fulfill the need of necessary operational guidance to all PPE service providing organizations towards achieving quality universal Pre Primary Education. I am confident that with this document in hand, we would be able to set national standards for quality PPE throughout the country and prepare our children better for their future education.

Shyamal Kanti Ghosh

Director General


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Acknowledgment My sincere gratitude to the Directorate of Primary Education and UNICEF for assigning me to develop the Pre Primary Education (PPE) Expansion Plan and providing necessary organizational support for the development of this plan. I would like to acknowledge the fact that technical information from various documents on Early Childhood Care & Education and Pre Primary Education produced by national and international organizations immensely helped me in developing the PPE Expansion Plan. I am thankful to Shyamal Knati Ghosh, Director General, DPE for his moral support and guidance during the process of development of the PPE Expansion plan. My sincere gratitude to Md. Faruque Jalil, Director, Policy and Operation who successfully lead the core group and ably managed the organizational work at DPE. Mahfuzur Rahman Jewel, Education Officer and other team members of PPE unit at DPE deserve special thanks for providing administrative support which facilitated in accomplishing all tasks on time. I am grateful to Nabendra Dahal, Chief of Education, UNICEF for his overall guidance, inspiration and support to work with the DPE in a congenial environment. Sincere thanks to Md. Mohsin Education Manager, Early Learning, UNICEF who not only contributed as member of the core group but also provided organizational support whenever needed. Contribution made by Laila Farhana Apnan Banu, Education Officer, UNICEF in situation analysis and other preparatory work is also highly appreciated. Thankfully acknowledge and greatly appreciate contribution of the core group members for their valuable technical inputs, friendly advice and encouragement. Special thanks to Romij Ahmed, Consultant World Bank for providing baseline data on pre primary eligible children required for development of this plan. I am deeply indebted to Iqbal Hossain, Education Advisor, Plan Bangladesh who as a member of the core group provided technical inputs on a continuous basis and generously worked with me after office hours and over the weekends. Without his support it would have not been possible to finalize the development of the PPE Expansion Plan within limited timeframe. Dr. Md. Golam Mostafa Consultant Development of PPE Expansion Plan

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Section-1: Background

1.1. Introduction

The global and national evidence strongly emphasize that children who attend Quality Pre-

Primary Education have better chances for a smoother transition to primary school leading to

significant improvement in school retention and lowering dropout rates. Programs focusing on

early learning promote awareness of child development and lead to higher net enrolments and

better achievements, especially among the most disadvantaged children and children from the

poor families. A cost benefit analysis based on longitudinal research conducted in the US

demonstrates a seven fold increase in benefits for every dollar invested in early childhood

education (ECCD Briefs-Calculating Cost savings: The High/Scope Perry Pre-School Project;

www.ecdgroup.com/download/bhiccshu.pdf). Moreover, the country benefits by creating

strong foundation for a productive work force in the future.

Hence, the pre-primary education (PPE) has been identified as an effective strategy to address

high dropout and repetition and low achievement rates that many primary school systems are

facing now a days. The GoB recognizes the benefits of early learning and its importance for

preparing young children to survive and thrive in primary school settings. Keeping this in mind,

the “Pre-Primary Education Operational Framework” was approved by MoPME in 2008 for

effective implementation of one year pre-primary education for all children of 5 - 6 years age.

The government has also demonstrated its support and commitment to PPE by stating its intent

to universalize pre-primary education in collaboration with NGOs having long experience in

providing PPE service in Bangladesh. Therefore, as continuation of ‘PEDPII’ has included PPE as

an integral part of the primary education sector wide program ‘PEDPIII’.

The GoB under Sub-Component (2.1.2. Pre-Primary) of PEDP-3 has pledged to provide one year of free pre-primary education to 5 - 6 years old children at government primary schools (GPS) in a phased manner. The Government, as defined in the guideline on GO-NGO collaboration for universal PPE in Bangladesh will also engage NGOs in providing PPE services to children who cannot be covered by GPS based Pre-Schools. In addition NGOs may be involved in helping GPS to set up pre-primary facilities and train pre-primary teachers (PEDP-3 Program Document: Sub-Component 2.1.2 Pre-Primary). To support this process, development of the PPE expansion plan has been included as one of the Disbursement Linked Indicators (DLI) to be achieved in the year-1 of PEDP-3. Key aspects of the expansion plan will be standards of PPE service delivery, role of government, NGO and private sectors, pace of recruitment, type and duration of training, and pace of expansion. It is expected that the newly developed expansion plan will form the basis to deliver standardized PPE services in a phased manner to achieve ultimate goal of universal PPE in Bangladesh.

http://www.ecdgroup.com/download/bhiccshu.pdf

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1.2. Rationale and Objectives of PPE Expansion Plan

One of the policy directions emphasized for educational development in Bangladesh is to

establish an integrated school system encompassing pre-school to higher secondary levels

under a framework that unifies public, NGO and private providers. Therefore, as continuation

of PEDP-II, PPE comes as an important sub-component of the new sector wide program PEDP-III

with a view to create permanent systems and structures for PPE in the primary education

system and gradually provide standardized services to all children.

To initiate this structured and organized effort for PPE under PEDP-3, a comprehensive mapping

of PPE services in Bangladesh has been conducted recently by DPE with the Technical

Assistance from UNICEF. Work is underway for development of a PPE database based on the

data from mapping survey and other administrative sources. The development of the PPE

expansion plan is another key activity to be undertaken under AOP 2011-2012 of PEDP-III.

Based on this expansion plan, PPE will be gradually expanded to all GPS by Government, while

other geographical areas will be covered by NGOs on the basis of guideline and implementation

plan on GO-NGO collaboration for universal PPE in Bangladesh.

Specific objectives of this expansion plan are:

setting international comparable standards with gradation of PPE service delivery,

year-wise plan for introduction of PPE service delivery standards into all GPS and RNGPS by 2016 and beyond,

rollout plan of expansion of PPE services through NGOs in line with GO-NGO collaboration guideline ,

develop plan for activities to be carried out at central level to facilitate smooth implementation of PPE Expansion plan.

1.3. Scope of the PPE Expansion Plan

This will be an expansion plan of PPE service delivery that government will carry out through

the PEDP-3 period. Therefore, the plan has been developed considering resources, options and

opportunities within the PEDP-3 framework so that the expected results match with the

expansion plan. At the same time factors specified as part of DLI e.g. standards for PPE, role of

NGO and private sector, pace of recruitment, type and duration of training, timing of classes

and expansion pace has also been taken into consideration. In addition consideration also given

so that this plan can be used as one of the base documents for preparation of post PEDPIII

sector wide primary education program. In view of all of these, scope of the expansion plan can

be summarized as follows:

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Present context and situation,

Setting standards of PPE service delivery comparable to international standards with gradation to reach higher level of standards. This will include Physical environment, Teaching learning environment, Staffing, Monitoring and Supervision, Parents and community involvement, Training and professional development, Management, Administrative,

PPE service delivery through government system indicating year wise improvement to reach higher level of standards by the end of PEDP-3 period “ June 2016” and way forward up to 2020,

Expansion of services with quality through NGO and private sectors following the guideline on GO-NGO collaboration for universal PPE with priority to cover children from most disadvantaged areas and marginalized groups,

Capacity building of the system and structures of government, NGOs and private sectors.

1.4. Process for Development of PPE expansion plan

In line with the UNICEF-DPE PEDPIII AWP2011-12, DPE is to develop expansion plan on PPE

service delivery with the technical assistance of UNICEF. Accordingly, ToR of the consultant was

developed jointly by DPE and UNICEF which was finally approved by MoPME (annex-1). UNICEF,

as per their standard procedure hired the consultant who in consultation with PPE unit AIEC of

DPE, UNICEF and inputs from core group members comprising of representatives of

government and non-government actors developed the PPE expansion plan. The Director Policy

& Operation division at DPE responsible for implementation of the PPE activities under PEDP-3,

led the process as stated below:

Drafting the time bound tasks plan and outline of the Expansion Plan by the consultant in consultation with Chief of Education, UNICEF,

Meeting with the Director Policy & Operation and PPE unit team for sharing the time bound tasks plan and outline of the expansion plan, list of background documents to be used as references (annex-2) and formation of a core group to provide technical guidance and inputs for development of the expansion plan,

Meeting with the PPE unit of DPE in order to prepare the final version of the time bound tasks plan, outline and formation of the core group (annex-3) and to collect the copy of the background reference documents,

Reviewing and compiling the relevant information from background/reference documents by the consultant with inputs from members of the core group,

Meeting with the PEDPIII disparity working group to share and receive feedback/inputs on time bound tasks plan, outline of the expansion plan and background documents.

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It was agreed in the meeting that Director Policy & Operation, Chief of UNICEF and consultant should meet with the Additional Secretary (Dev), MoPME to brief him about proposed time line and discuss about process to be followed for development of the PPE expansion plan.

Meeting with the Additional Secretary (Dev) MoPME, participated by Director Policy & Operation, Deputy Secretary, MoPME, Chief of Education UNICEF, Manager Education UNICEF for finalization of the time bound task plan, outline of expansion plan and process to be followed for the development of expansion plan.

It was agreed that following steps will be followed for the development of the expansion plan to meet DLI time line:

(1) Drafting the outline of expansion plan and standards of PPE service delivery, (2) Preparing the revised version of outline and standards with inputs from core group members and sharing with MoPME for feedback, (3) Drafting of whole expansion plan, (4) Holding wider group consultation meeting/workshop for reviewing and feedback on the draft expansion plan,

(5) Developing the final version incorporating feedback and submit to MoPME for approval.

It was decided that Deputy Secretary, MoPME will be included as member of the core group to facilitate the process and approval of the Expansion Plan by MoPME. The additional secretary also shared his ideas on key/critical factors to be considered for developing PPE service standards. Following specific actions has been carried out for development of final version of the PPE Expansion plan:

Development of first draft of the expansion plan highlighting the key areas/elements of PPE service delivery standards with gradation showing in a matrix and format for preparation of Upazila wise expansion plan as agreed in the meeting with the Additional Secretary (Dev) MoPME,

Meetings of the core group to review and receive feedback for finalization of the standards with gradation and format for preparation of Upazila wise expansion plan,

Development of the final draft of PPE service delivery standards with gradation incorporating feedback from core group,

Sharing of final draft of PPE service delivery standards with MoPME for feedback/ comments, Development of second draft of the expansion plan comprising of all components as per agreed

outline, Meetings of the core group to review and feedback on second draft, Development final draft of the expansion plan incorporating feedback from core group members, Sharing of final draft of the Expansion Plan with MoPME for review and feedback, Wider group consultation meeting for review and feedback on the final draft, Development of the final version of the PPE expansion plan incorporating feedback received from

MoPME and wider group consultation meeting, Submission of final version to MoPME through DPE.

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Section-2: Situation Analysis in the Context of PPE Expansion Plan

2.1. Overall context

Pre-Primary Education (PPE) is the most common and promising intervention of early childhood

care and development in Bangladesh. The National Education Policy, approved in 2010,

recognizes PPE as an integral part of primary education and the government is now committed

to introduce one year pre-primary through the government primary education system. For

effective implementation of the PPE services throughout the country, the Ministry of Primary

and Mass education (MoPME) took an initiative to bring all PPE activities under one framework.

In 2008, the Pre-primary Education Operational Framework was approved by MOPME with a

short term vision -- “to introduce one year pre-primary education for all children of 5 -6 years

age” and long term vision “all children, 3-5 years of age, are attending pre-school programs of

some kind and have access to programs of health, nutrition, social, physical and intellectual

development, and being initiated into formal education”.

The pre-primary activities in Bangladesh consist of various programs under different actors.

Earlier NGOs were in the frontline and a large number of pre-primary schools were run by a

substantial number of big and small NGOs. There are also some classes run by madrasas,

mosque based maktabs, mondir based pre-schools and privately owned Kindergartens. As an

interim arrangement from 2010, the Government initiated pre- primary through government

primary schools (GPS) and registered non-government primary schools (RNGPS). Currently all

these pre-primary actors follow varying objectives, methodologies and curricula with

inadequate coordination as there is no national minimum standard for PPE services in place.

After the approval of the PPE Operational Framework, MOPME and Directorate of Primary

Education (DPE) took several initiatives to universalize pre-primary education for all eligible

children by engaging different actors including NGOs. Primary Education Development Plan

(PEDP-2) laid the foundation for the introduction of PPE by orienting education professionals

and introducing pre-primary into GPS through an interim package. To standardize the delivery

mechanism, the Government also developed and approved a national PPE curriculum in June

2011. Recognizing the effort of NGOs in the field of PPE, the government also approved a GO-

NGO collaboration guideline for PPE in June 2011 which creates scopes for NGOs to be involved

with the Government to universalize quality pre-primary education. Based on the experience

and progress under PEDP-2, PPE comes as an important sub-component of the new sector wide

program PEDP-3 with a view to create permanent systems and structures for PPE in the primary

education system and gradually provide standardized services for all children.

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In order to continue improving PPE, the Government of Bangladesh recognizes the need for a

comprehensive expansion plan that will ensure full coverage of PPE services throughout the

country. This expansion plan will encompass basic elements namely ‘Access’, ‘Quality’ and

‘Equity, thus ensuring good quality PPE service delivery. Therefore, the development of the

expansion plan needs to be guided by the Access-Quality-Equity agenda in an integrated

manner, not in isolation where certain elements of the agenda will get priority.

2.2. Access

Bangladesh has made significant improvement in preschool participation over the last couple of

years. Enrolment of 3-5 year old children in some form of pre-primary education rose from 23

per cent in 2009 (MICS, 2009) to 83.90 percent in 2012 (Mapping of PPE in Bangladesh, 2012).

This achievement in terms of ‘Access’ is well ahead the EFA target of achieving preschool

participation by 55% by 2015 (PEDP-3 Program Document, page 48). However, this should be

treated as trend rather than actual coverage of eligible children, as a substantial number of

enrolled children are either under or over age and there is also duplication in reporting by

Government and NGOs which could not be determined due to lack of disaggregated data.

Information from different data sources report variances in the actual number of children not

enrolled in PPE. For example PPE mapping shows 83.90 percent gross enrolment, whereas BBS

data based on population census 2011 show that 20.47 percent five years age children are

currently student.

Despite the increase in enrollment, there are still huge number (1.4 million as per mapping and 2.9 million as per BBS) of eligible children out of preschool coverage. It is estimated that 122,010 pre-schools at the rate of 30 children per school to meet teacher student ration of 1:30 set in the PPE Operational Manual by MoPME will be required to cover total number of 3,660,286 PPE age children. However, Govt under PEDP-3 has plan to open one pre primary class attached with 37,672 GPS. In addition 23,616 pre-schools with secured funding till 2015 are currently run by NGOs, meaning another 60,722 will be required for universal PPE coverage. This gap can be addressed through:

Opening of double shift/section pre-primary classes in GPS; Opening of pre-primary classes in all RNGPS/ Community schools and primary schools

attached with Secondary schools/Madrasas; Opening of Pre-primary schools by NGO’s and private sectors or other organizations

where GPS and RNGPS are absent; Pre-Primary schools in hired venue where primary schools (GPS/RNGPS) are absent; Establishing modalities for mainstreaming of substantial number of pre -schools/

kindergartens run by private sector particularly in urban areas including district and Upazila head quarters.

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Moreover, the PPE mapping identified 15 districts where enrolment rates surpass the total number of eligible children and in 12 districts percentage of un-enrolled children ranges from 40-69 percent. This means access to preschool facilities is not equally distributed, resulting in facility-deficient areas as well as areas where facilities are over saturated. The expansion plan will identify realistic ways to ensure full coverage in phased manner by ensuring complementarily of services of multiple providers. Based on the PPE mapping exercise, the plan will chalk out service arrangements in such a way so that services are not saturated in areas where these already exist, and new services are established where children are deprived of accessing such services.

2.3. Quality

In terms of ‘Quality’, there are wide variations in available PPE services in Bangladesh.

Currently, many preschools do not adequately meet minimum standards for physical

environment and facilities, such as adequate space, enough light and ventilation, adequate play

and teaching-learning materials, designated corners for free play, books, physical activities and

exploration, designated space for outdoor/outside classroom play, adequate safety and security

procedures, availability of clean/safe water and hygienic toilet facilities etc. Classroom size

varies from location to location based on the availability, and in most cases these are of 300-

400 square feet which is above minimum requirement of 250 square feet set in the PPE

Operational Framework.

Minimum standards for pedagogical issues, such as trained teacher, minimum contact hour,

teacher-student ratio, curriculum planning etc. vary across multiple providers and geographical

contexts. The teacher-student ratio varies from 1:8 to 1:79, mainly in government supported

preschools (GPS, RNGPS) indicating a high discrepancy in one-to-one teacher support to

children. NGO schools have found to maintain 1:30 teacher-student ratio as set out in the PPE

Operational Framework.

According to PEDP-3 Program Document, in 2010, approximately 48 per cent of children entering in Grade- 1 reported some type of pre-primary experience. The expectation was that the repetition and dropout in Grade-1 would be lower with high percentage of new entrants benefiting from pre-school education. In reality, this was not the case, as the repetition and dropout rates for Grade- 1 were 11 per cent and 8 percent respectively”; indicating the possibility of low quality pre-school education to make a significant impact, or that there might be a disconnection between pre-school and Grade-1 curricula. Only expansion of PPE services for the sake of enrolling all children will not suffice if they do not adequately benefit from such services. A minimum standard of quality for PPE service expansion is to be established, so that all providers, including government, NGO or private sector will have a uniform basis to comply

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with the standards. The standards will include child friendly physical and learning environments, class size, classroom facilities, minimum contact hour, developmentally appropriate materials and teaching practice etc.

2.4. Equity Currently there exists a widespread disparity in PPE participation as reported in PEDPIII program document (page 49) that, “participation of any type of pre-school varies by expenditure quintile, with about half of the least poor but only one fifth of the poorest children participating in some form of pre-primary education”. As per BBS population census 2011, disaggregated data on urban and rural children attending some sort of schools are 49.7 and 20.46 percent respectively. Moreover, participation is even less in city corporations where there are many slums. Therefore, the expansion plan will focus exclusively on covering the most disadvantaged children located in special pockets of disadvantage areas or in population groups who are currently outside of such coverage. In addition considering diverse linguistic background, there is a need for provision of MLE to ensure quality PPE for children belonging to the ethnic/ indigenous population living in three Chittagong Hill Tract districts and other districts in Bangladesh. Virtually no information on MLE situation is available in the PPE mapping report or other documents like ASC and ASPR. Therefore, a comprehensive study is required for mapping of MLE status to design structured MLE based PPE in Bangladesh .

2.5. Training of teachers

Currently there are 88,225 pre-school centers, signaling a demand for same number of trained

teachers, in order to allocate at least one trained teacher per school. Currently there are 68,200

trained teachers however a total of 20,025 PPE teachers (23 per cent) have not received any

kind of training and all of them belong to government supported schools (GPS, RNGPS).

Moreover, with varied training options, a total of 649 training centers are available across the

country and a limited number of these training centers (87 centers) offer residential facilities.

Teacher qualification and training varies across providers. Minimum educational qualifications

for government PPE teachers is Secondary School Certificate (SSC) pass, while most of the NGO

teachers have qualifications below SSC. This may be due to the fact that NGOs usually work in

more disadvantaged and hard-to-reach geographies where teachers with required qualification

are scarce due to low literacy rate. This scenario is more visible in the 3 CHT districts and tea

gardens in the districts of Sylhet division. Duration of training of teachers varies from 6 to 15

days, and is usually curriculum-specific.

Anyway, considering the initiative for universalizing the preprimary education across the country, all pre-school teachers both from Govt and NGO need to be trained on the newly developed pre-primary curriculum once this is introduced from January 2014. Therefore, a comprehensive training plan to be developed involving existing set up of Govt and NGOs as specified in the GO-NGO collaboration guideline for universal PPE in Bangladesh.

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2.6. Supervision and Monitoring

The frequency and extent of supervision and monitoring vary across providers, such as quality

training for the supervisory staffs, supervisor-school ratio, availability of standard supervision

and monitoring tools, strategy for compiling and reporting monitoring data, use of monitoring

data to adjust programme and policy decisions etc. Teacher support and professional

development opportunities also vary from virtually no systematic supervision support to

intensive on-site coaching and mentoring, monitoring and periodic refreshers training

opportunities on a regular basis. There is an immense need to revisit the existing supervision

system and the process.

2.7. MIS and Reporting

For planning and making decision in pre-primary, it is important to manage the data more

effectively and efficiently, which indicates the need for a systematic and structured data base.

The lack of this structured system resulted into inconsistent and missing data as well as data

duplication. For example, the division wise distribution of eligible children indicates that the

highest demand is in Dhaka. According to BBS data of Ramna Thana in Dhaka City Corporation,

49.23 of 5 years age children are currently attending schools, however the PPE mapping

informs this as 12.95% of children aged 3-5 years; which is an unrealistic finding in the context

where many children are attending the private preschools and point towards the possibility of

missing data from privately run pre-schools/kindergartens. On the other hand, the PPE mapping

indicated the gross enrollment rate in Nachole Upazila of Chapai Nawabgonj district is 292.12

but as per BBS only 15.04% children of 5 years old currently student. In Thanchi Upazila of

Bandarban district the enrollment rate 278.17 according to PPE mapping, whereas BBS

reported it as 32.19%. Moreover, segregated data in the form of year specific age and sex of

eligible children is available in BBS data but not available in PPE mapping report which has

been prepared on the basis of administrative data. To reduce such gaps in data reporting a

structured and systematic database is acutely needed to have reliable data.

2.8. Location of existing Pre Schools - implication for expansion under GO-NGO

collaboration for universal PPE

Analysis of data from the mapping survey further reveals that maximum (50.49%) NGO run pre-school

centers are concentrated around GPS, with low (25.34%) NGO coverage in RNGPS catchment areas and

there is no community based NGO pre-schools in 260 Upazilas outside the catchment area of GPS and

RNGPS. Mapping survey also shows that, only 24.14 % of NGO pre-schools are community based outside

the catchment areas of GPS and RNGPS. This calls for a redistribution of available NGO facilities to cater

the areas where demands are high and lack adequate facilities. Incidence of data duplication during

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reporting also prevails that the available data only shows the number of centres operated by NGOs in

GPS catchment area, but not segregated in the number operated in GPS premises and outside GPS

premises, but within the GPS catchment area.

2.9. Upazila as geographical unit for PPE expansion plan A more in-depth analysis, taking the ‘Equity’ perspective into account, shows wide geographical disparity in preschool participation. Division wise distribution of eligible children indicates the highest demand is in Dhaka, followed by Chittagong, Rajshahi, Rangpur, Khulna, Sylhet and Barisal. Though the national average rate of un-enrolment is 16%, un-enrolment rate is higher than national average ranging for 40 to 69% in 12 districts1 (Mapping of PPE in Bangladesh). As national aggregate data masks regional disparity, so does district level data hide the wider disparity range within that particular district. Even if the average estimated coverage at district level is moderate, the picture at the Upazila level can be rather disappointing. For example, the average coverage in Cox’s Bazar district is 70.58%, while one of its Upazila’s,“Ukhia”, has around 109.28% coverage. On the other hand islands such as Kutubdia and Maheshkhali have only 39.67 and 39.70% coverage respectively. Alternatively, there are districts that do not have promising percentages of coverage, but contain Upazilas that supersede the district level average coverage rate. For example, while the enrolment rate in Natore district is 66%, one of its Upazila Singra has an enrolment rate of 116.76 %. There are also districts where all Upazilas have coverage below 50%, such as Noakhali. In general, the enrolment rate varies from as low as 14.65% to as high as 328.8% at the Upazila level as per PPE mapping. Of the 485 rural Upazilas, 176 have PPE coverage below 60% as per Mapping of PPE and below 20% as per BBS data. This situation calls for an expansion plan that takes ‘Upazila’ as the unit of analysis to be able to respond to the local reality and demands where facilities are inadequate.

Above mentioned prevailing situation will have bearing in developing the PPE expansion plan so that the geographical areas with highest demand, Access-Equity-Quality concerns, Gap in data base, monitoring and reporting are addressed along the path.

1 Dhaka, Narayanganj, Kishorganj, Gazipur, Narsingdi, Netrokona, Mymensingh, Noakhali, Feni, Comilla,

Luxmipur, Sylhet,

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Section-3: Standards of Quality PPE Service Delivery

PPE service delivery standards defines a set of requirements to ensure provision of services

adequate to meet holistic early learning needs of 5 to 6 years old children for them to be ready

for next level of education. This will bring together key areas and elements to support and

promote quality implementation of the national PPE program to deliver appropriate care to

pre-school age children by ensuring that necessary environments, facilities, staffing

arrangements, resources and management structures are in place. Adherence to standards will

help to:

Transform existing pre-schools to child friendly pre-school/learning centers,

Regularize the setting of new pre-school center,

Maintain quality of service delivery,

Facilitate academic supervision, monitoring and evaluation,

Ensure pathway to achieve quality,

Set indicators and tools to measure quality of services,

Prioritize tasks to implement quality pre-primary education,

Implement competency based national curriculum effectively,

Set administrative and management plan for pre-primary at central and field level and,

Comply with core principles2 of the national PPE curriculum.

3.1. Key Areas and Elements of PPE Service Delivery Standards

Various critical requirements to support and promote quality implementation of the national

PPE program is grouped into eight key areas namely (1) Physical environment (2) Learning

environment (3) Staffing (4) Monitoring and supervision (5) Parent and community involvement

(6) Training and professional development (7) Management , (8) Administrative. Comparative

analysis of key areas of quality standards of PPE/ECE in selected countries is shown in annex-5.

Each key area consists of several elements based on which parameters for standards have been

set with gradation as shown in the matrix “Areas and elements with gradation of PPE service

delivery standards”. Brief description of key areas is given below:

2 Child centeredness, Children as active learner, Family and community involvement, School as

responsive social institute, Inclusiveness, Local culture and heritage, Relationship between teacher and

students, Immediate environment ( see annex-4 for details)

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3.1.1. Physical Environment:

Play, observation, exploration and other forms of inside and outside classroom activities are teaching learning process of pre-school children as specified in the national PPE curriculum. Thus, the pre-schools should be safe, secure, clean, spacious, attractive, stimulating and encouraging to children to engage them in different forms of creative activities, both individually and in small groups, carefully guided by competent child friendly staff (s). This section describes school level standards on location, premises, class room environment, water and sanitation facilities, safety and security.

3.1.2. Learning Environment:

Learning within pre-school has to take place with respect to each child’s capabilities, careful guidance and promotion of a healthy sense of autonomy, self confidence and initiative because while children at this age make advances in cognitive, psycho-motor, language and other areas they are also continuing to expand their repertoire/rapport of social and moral behavior and personality characteristics. This section indicates standards on classroom arrangement, teaching learning materials, teacher student ratio, daily routines and teaching learning process in accordance with the competency based national curriculum.

3.1.3. Staffing:

Children’s development and learning boost tremendously if a congenial and friendly relationship develop between the child and the teacher or elders. To benefit from the impact of harmonious relationship it is necessary to ensure optimum Teacher-Student ratio. At the same time proper distribution of work load and ratio of Teacher-Assistant-Supervisor-Monitor-Manager is also very important for a pragmatic and productive working environment. This section indicates the ratio, working hours, qualifications requirement of different level staffs.

3.1.4. Monitoring and Supervision:

Every activity gets its fulfillment when go through with appropriate supervision along with follow up mechanism and proper monitoring. Supervision and monitoring has an extra value on learning activity as an ongoing continuous process. Well defined, structured and need based qualitative and quantitative supervision and monitoring is essential for better outcome of any activity. Supervision and Monitoring section of this matrix describes here about the ratio of Supervision and monitoring personnel, work style, frequency, duration, process, tools, reporting system and follow up mechanism etc. to strengthen and ensure quality of PPE service delivery.

3.1.5. Parents and Community involvement:

Parent is the first teacher of a child. Development of children’s personality, individuality, self- concept, attitude and values influences much by parents and other family members as well as

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by the family and community norms. Overall social environment affects the principles of preprimary education and social culture and trends influences parents’ expectations of their kids’ education. There are so many things in the family and environment around the children from which they learn a lot informally. So, to ensure cultural environment in all learning level at home, school and society with the help of elders it is necessary to involve parents and community meaningfully as they are important agent of holistic development of children and important partner of school as well. So, resulting family and community involvement in preprimary education is indispensable for every success of children. This section describes the roles and responsibilities, ways, frequencies, durations and process of meaningful Parents and Community involvement and participation in PPE service delivery.

3.1.6. Training and professional development:

The pre-school teacher is most important entity in providing quality early child care and education. She/he must be passionate, warm and caring, attentive and respectful of children’s individual needs, motivating and appreciating individual effort, informative and resourceful, and capable of planning activities that are developmentally appropriate to enhancing children’s social, emotional, physical and cognitive development. In addition, she/he should be able to plan and organize a wealth of services that includes monitoring of child development, services to children with disabilities, and parent involvement programs. Pre-school teacher can perform these multipurpose activities to expected level only with the help/support of other staffs (assistant/supervisor/monitor/ manager). This section describes the parameters for training and continuous professional development of teachers and other key support personnel.

3.1.7. Management:

Quality of any program mostly depends on proper and efficient management. Well structured and clear defined responsibility is very important for any smooth operation. Some standards/indicators of management ensure some accountability and as a result some outcomes become visible. Management standards describe how things will be managed locally and centrally by when and the process of sharing progress from sub-national level to central level.

3.1.8. Administrative:

Administrative standards indicate how systematically and effectively a pre-school is being supported as a service. Effective delivery of services requires the maintenance of certain categories of records and provision of facilities for religious and cultural activities. This section describes administrative parameters and process at school to central level to support implementation ensuring quality.

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3.2. Gradation of Standards of PPE service delivery

Level-1: minimum/basic, Level-2: Desired/medium, Level-3: Preferred/exemplary.

There is no absolute level or value of quality rather it is a continuous process to maximize the

result of any effort. Hence standards should lead to a gradual progress of achieving quality

starting from existing grass root level reality. Considering these, a set of

criteria/assumption/understanding were considered before developing the standards. For the

same reason, gradation of standards was also introduced to make a bridge and smooth

pathway between current statuses and desire level of quality. Followings are the

criteria/assumption/understanding for developing the standards and gradation of standards:

The upper limit of the standards is the pre-primary global standards that are already tested and supported by researches.

The lower limit or minimum standards are set based on the country contextual experiences that ensured minimum quality of service delivery with the limited resources available.

Though the gradation is done in three layers but level 3 is not the global standard. It is the realistic target set based on the current status or minimum standard that can be achievable by 4/5 years. So the gradation is influenced by the time frame to match it with programmatic target and expansion plan.

After assessing the status or progress of achieving standards after 4/5 years, one can set new standards to achieve the global one considering the status as minimum.

Standards and gradation was also influenced by the structure, modalities and type of implementation. For example, while developing standards or setting gradation, government, non-government and private sector implementation arrangement were considered to make it common, achievable and acceptable to all.

In the gradation process, both short and long term achievability was considered based on areas and elements so that implementation planning comes as a continuous effort which also brings change continuously to make the journey live and effective.

Both financial and human resource implication in future and infrastructure and professional capacity of the implementers was another important consideration while identifying standards and setting gradation for each standards.

For some standards the statement for gradation at every level (level 1, 2 & 3) is more or less same because it articulated a qualitative change at certain level. Grade or level will be identified/awarded based on the gravity, intensity and quality of the program.

This is not a complete list of standards that covered everything for a quality service delivery. It is focusing on major areas and elements only. On the other hand, all areas and elements of standards may not be achievable by all centers/schools because of

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obvious reality. So achieving more than 80% elements of an area will be considered as achieved.

In some areas and elements of the standard, the gradation target for each level may be found as very difficult or very easy. For example, Premises is easier for government school but difficult for NGO or private schools. This is because of considering different types of implementers which was encouraged by government through GO-NGO collaboration guideline for pre-primary. So implementers can set their target and priorities based on feasibility of implementation.

There will be a mechanism, set of indicators, and tools to measure the standards efficiently at any certain point.

Government primary education standards (KPI & PSQL) & pre-primary curriculum were consulted and considered while developing standards.

International standards of relevant countries were also consulted and considered to set the upper limit meaning level-3.

3.3. Matrix of standards with Gradation

Key areas and elements PPE service delivery standards with parameters for each grade (Level-

1: Basic/ minimum, Level-2: Desired/medium, Level-3: Preferred/exemplary) is shown in 23-40

pages.

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Matrix: Areas and elements with gradation of PPE service delivery standards

Areas and Element of Standards

Gradation of Standards Level 1 (Basic/minimum) Level 2 (Desired/medium) Level 3 (Preferred/exemplary)

Physical Environment

Location The school is attached with or within the catchment area of Primary school

The school is within 1.5 km reach of children,

The school is at least 150 ft away from sights that could be dangerous for children (pond, hazardous slopes, river, highways, tannery, chemical factory, noisy places, bus stand, electric transformer etc.)

The school is within 1 km reach

The school is at least 200 ft away from sites that could be dangerous for children (pond, hazardous slopes, river, highways, tannery, chemical factory, noisy places, bus stand, electric transformer etc.)

Premises Premises are clean, flat and not water logged

School has space for outdoor play (At least 15 sft per child)

School is accessible by children with disabilities ( flat approach road, ramp, wide door etc)

There is protective fence/wall around the premises

Premises are clean, flat and not water logged

School has space for outdoor play ( At least 25 sft per child)

School has outdoor play equipment like football, skipping rope, cricket bat-ball etc

School premises have garden


There is protective fence/wall around the premises,

Premises are clean, flat and not water logged.

School has space for outdoor play (At least 35 sft per child-High Scope-PQA).

School has outdoor play equipment in the premises like swings, seesaw , climbing frames, slides etc

School premises have shady trees and garden


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Class room environment

Minimum 250 sft for 30 children (PPE operational framework) is available in the class room

Classroom floor is flat, dry, clean and covered by mat.

Class room has adequate light, fresh air ventilation and protection of children during heavy wind and rain

Classroom has adequate wall space for displaying children’s work

Minimum 10 sft space per child is available in the class room



Classroom has window for cross ventilation


17 sft space per child ( 30 children per class) is available in the class room ( PSQL)



The doors and windows are covering at least 1/7th of the total wall area.


Furniture and supplies

Floor mat available

Wall mounted chalk board accessible to children for free work

Chair/tool/mora for teacher

Trunk to store materials

Waste bin basket and broom

Floor mat available



Display board for children’s work

Trunk and rack to store materials


Special sitting arrangement for children with disabilities

Colorful floor mat available



Display board for children’s work

Racks and cupboards to store materials at eye level of children within their reach


Special sitting arrangement for children with disabilities

Water & Sanitation facilities

Classroom has adequate safe drinking water with necessary devices ( Jug, glass etc)

Sanitary toilet facilities with

Classroom has adequate safe drinking water with necessary devices ( Jug, jar, glass etc)

Sanitary toilet facilities with running

School has safe drinking water source

Classroom has adequate safe drinking water with necessary devices ( Jug, glass, filter etc)

Toilet facilities that suits pre-school age

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running water or water in a large container

Hand washing facilities in a common space with soap and water

Toilet cleaner and brush/broom

water or water in a large container


Toilet cleaner, detergent and brush

children with running water

Soap to wash hand in toilet


Toilet cleaner, detergent and brush

Safety & security

The classroom is free of health and safety hazards (e.g. broken toys, unmasked spills, unsanitary toilet facilities, uncovered electrical outlets etc).

First aid kit box is available and easily accessible in the classroom

Comparatively safe and secure classroom is allocated for preschool

Children’s way to school is safe and secured. ( speed breaker, adult’s support during road crossing etc)

The classroom is free of health and safety hazards (e.g. broken toys, unmasked spills, unsanitary toilet facilities, uncovered electrical outlets etc).


Clear evacuation plan are visibly posted

Children’s way to school is safe and secured (speed breaker, adult’s support during road crossing etc)

The classroom is free of health and safety hazards ( e.g. Broken toys, unmasked spills, unsanitary toilet facilities, uncovered electrical outlets etc)


Clear evacuation plan are visibly posted

Children’s way to school is safe and secured (speed breaker, adult’s support during road crossing etc)

Learning Environment

classroom arrangement

Classrooms are colorfully decorated with painting and materials to make them visually attractive considering children’s interest, local culture and heritage.

Classrooms are colorfully decorated with painting and materials to make them visually attractive considering children’s interest, local culture and heritage.

Classrooms are colorfully decorated with painting and materials to make them visually and intellectually attractive considering children’s interest, local culture and heritage.

Children’s work/products are displayed in the

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Children’s work/products are displayed in the classroom

Items displayed in the walls are at children’s eye level

There are at least four clearly marked and organized activity areas/corners for distinct kind of play e.g. book & art, block, imagination and sand & water.

Sitting arrangement is gender friendly and inclusive (mixed and need based sitting etc)

Children’s work/products are displayed in the classroom



Sitting arrangement is gender friendly and inclusive (mixed and need based sitting etc)

classroom



Sitting arrangement is gender friendly and inclusive (mixed sitting, need based sitting etc)

Teaching learning materials

All core3 materials as per national curriculum are available in the classroom.

Materials are child friendly, non-toxic, safe (no sharp edge), colorful, with hard and soft texture

All core and supplementary4 materials as per national curriculum are available in the classroom.

Materials are child friendly, non-toxic, safe (no sharp edge), colorful, with hard and soft texture and light.

All core and adequate supplementary materials as per national curriculum are available in the classroom.

Materials are child friendly, non-toxic, safe (no sharp edge), colorful, with hard and soft texture and light.

3. Curriculum, Teacher’s guide, Children workbook, Exercise khata, Bangla alphabet chart, Flip chart (health &environment +++),Flash cards (number,

alphabet, onjects), Story books (10), Blocks& Play materials set (as per list in TG), Student attendance register as per format given in Teacher’s Guide.

4. All core materials plus more pictorial story books, more blocks & play materials, story cards, more variety of flash cards, number chart, puzzle, board

game (ludo++), pictorial books on early literacy & numeracy, big book (story, promote concepts of literacy/numeracy/science etc) , audio visual materials,

tool box containing hammer, screw etc

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and light.

A mix of locally made and procured materials.

Children have easy access to all those materials

Materials are displayed at appropriate place and not locked

Materials are stored properly and well maintained/preserved.



Materials are displayed at appropriate place and not locked


Adequate number of playing materials for children



Materials are displayed at appropriate place and not locked in the racks.


Adequate number of playing materials for children

Teacher-Student ratio

1:30 (maximum) (PPE framework & Curriculum)

1:30 (maximum) 1:25 (maximum)

Duration & Daily routine

2.30 hours (Minimum)

Class followed daily routine as per curriculum

Daily routine is consistent yet flexible around children’s interest and responsive to learning needs of individual children.

Transition time from one activity to another is smooth

Responsive to learning needs of all children including those with disabilities

Daily routine displayed in the class room.





Responsive to learning needs of the all children including those with disabilities

Daily routine displayed in the classroom





Responsive to learning needs of all children including those with disabilities

Daily routine is displayed in the classroom in a child friendly way (Pictures, posters, symbol )

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Teaching learning process / pedagogical standards

Communi- cation with children

Teacher communicating with children clearly maintaining eye level contact, using soft voice, slow pace and pleasant gesture in an understandable way showing respect to them.



Greetings and encourage-ment

Greeting is a regular practice

Teachers are occasionally encouraging and praising children

Greeting is a regular practice

Teachers are often encouraging, appreciating and praising children mentioning reason.

Greeting is a regular practice maintaining norms

Teachers are frequently encouraging, appreciating and praising children during interaction/involvement for a specific task, behavior or achievement

Relationship with teacher

Children are occasionally sharing their problems, challenges and personal feelings, learning and needs with teacher

Children are often sharing their problems, challenges and personal feelings , learning and other needs with teacher

Children are frequently sharing their problems, challenges and personal feelings, learning and other needs with teacher

Types of activities

Individual, pair, small group and large group activities are blended and maintained as per curriculum and annual work plan/annual scheme of work

Individual, pair, small group and large group activities are properly blended and maintained as per curriculum and annual work plan/annual scheme of work with improved understanding and inputs from teacher

Individual, pair, small group and large group activities are properly blended in a balanced way as per curriculum and annual work plan with clear understanding and involvement of teacher

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Types of Play Different types of plays like physical including gross and fine motor, cognitive, imaginative, creative, free play etc are blended in daily routine in a balanced way as per direction of curriculum and annual work plan

Teachers are facilitating plays as per direction

Different types of plays like physical including gross and fine motor, cognitive, imaginative, creative, free play etc are blended in daily routine in a balanced way as per curriculum and annual work plan

Teachers are facilitating plays with improved understanding and involving all children

Different types of plays like physical including gross and fine motor, cognitive, imaginative, creative, free play etc are blended in daily routine in a balanced way as per curriculum and annual work plan.

Teachers are facilitating plays with clear understanding and involving all children in a balanced way

Using nature and outdoor areas or premises

Teachers are occasionally taking advantages of nature and using outdoor premises around the classroom as per direction of the curriculum and work plan

Teachers are often taking advantages of nature and using outdoor premises around the classroom aligning with curriculum and work plan

Teachers are frequently taking advantages of nature and using outdoor premises around the classroom aligning with curriculum and work plan

Maximizing use of teaching learning materials/aids

Children and teachers are occasionally using materials and aids available in the classroom as per direction of the curriculum and work plan

Children and teachers are often using materials and aids available in the classroom as and when necessary aligning with curriculum and work plan

Children and teachers are frequently using materials and aids available in the classroom and around classroom as and when necessary aligning with curriculum and work plan

Individualized teaching and support

Children needs special attention and support are occasionally receiving those from teachers

Children needs special attention and support are often receiving those from teachers in a regular basis

Children needs special attention and support are frequently receiving those from teachers in a regular basis

Interaction with others

Children have opportunities to interact with other students and teachers of school.

Children have opportunities to interact with other students and teachers of school and community members.

Children have opportunities to interact with other teachers and students of school and community members in a structured way as part of teaching learning process.

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Interaction among children

Children have minimum opportunity to interact among themselves as per direction of teacher’s guide and this type of interactions are encouraged and appreciated by teacher

Children have regular opportunity to interact among themselves and this type of interactions are encouraged and appreciated by teacher

Children have enough opportunity to interact among themselves and this type of interactions are highly encouraged and appreciated by teacher

Use of local materials

Minimum local materials are available in the classroom as per teacher’s guide.

Teachers are occasionally using local materials during teaching learning process as per teacher’s guide

Different types of local materials are available in the classroom

Teachers are often using local materials during teaching learning process in accordance with curriculum and teacher’s guide

Adequate number and types of local materials available in the classroom

Teachers are frequently using local materials during teaching learning process in accordance

with curriculum and teacher’s guide

Physical exercise & rest and smooth transition from one physical exercise to another

Children are engaging themselves in physical exercise and have warm up and rest facilities after ending and before beginning of activities as per direction of teacher’s guide

Children are equally engaging themselves in physical exercise and have warm up and rest facilities after ending and before beginning of activities

Children know what activity is coming next

Children are spontaneously and equally engaging themselves in physical exercise and have warm up and rest facilities after ending and before beginning of activities

Children know what activity is coming next

Leadership development and team work

Children are getting opportunity by turn to nurture their leadership skill as well as sense of responsibility for team work as per direction of the teacher’s guide

Teachers are facilitating the process of leadership development

All children are getting opportunity by turn to nurture their leadership skill as well as sense of responsibility for team work

Teacher with minimum understanding facilitating the process of leadership development and team work.

All children are getting opportunity equally by turn to nurture their leadership skill as well as sense of responsibility for team work

Teacher with clear understanding facilitating the process of leadership development and team work.

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and team work as per guideline.

Flexibility in the teaching learning process

Teachers are not rigid to class routine and scheme of work rather flexible to accommodate children’s interest following guideline.

Teachers are occasionally showing flexibility in the process towards children with disabilities as per direction.

Teachers are not rigid to class routine and scheme of work rather flexible to accommodate children’s interest.

Teachers are often showing flexibility in the process towards children with disabilities as per their need with minimum understanding.

Teachers are not rigid to class routine and scheme of work rather flexible enough to accommodate children’s interest but also have skills to link those to planned activities.

Teachers are frequently showing flexibility in the process towards children with disabilities as per need with clear understanding.

Addressing diversity/Inclusiveness

Teachers facilitate class as per teacher guide and occasionally using multiple ways of teaching learning.

Teachers are occasionally using mother tongue or local dialect (Colloquial Bangla/mother tongue) as medium of instruction.

Teacher are respecting and fairly treating all children irrespective of ability, gender, religion, cultural entities and practices.

Teachers are often using multiple ways and methods of teaching-learning process including materials and aids with appropriate tone and pace considering diverse need of children inside classroom.

Teachers are often using mother tongue or local dialect (colloquial Bangla/mother tongue) as medium of instruction consciously with a gradual plan to introduce new words, sentences.

Teacher and children are respecting and fairly treating all irrespective of ability, gender, religion, cultural entities and practices.

Teachers are frequently using multiple ways and methods of teaching-learning process including materials and aids with appropriate tone and pace considering diverse need of children inside classroom.

Teachers are adequately using mother tongue or local dialect (colloquial Bangla/mother tongue) as medium of instruction consciously with a gradual plan to introduce new words, sentences.

Teacher and children are always respecting and fairly treating all irrespective of ability, gender, religion, cultural entities and practices by giving equal importance.

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Children’s participation

Children are engaging themselves in activities and talking (asking question, clarification, discussing issues etc) for at least 50% total time of class.

Children are engaging themselves in activities and talking (asking question, clarification, discussing issues etc) for more than 60% total time of class.

Children are engaging themselves in activities and talking (asking question, clarification, discussing issues etc) for more than 70% total time of class.

Positive disciplining

Teachers are not practicing any kind of physical or mental punishment or any other negative means to manage the class.

Children are fairly participating in different activities without fear and teachers are managing children positively by supporting them to understand, and resolute conflict.

Children are spontaneously participating in different activities with joy and without fear and teachers are managing children positively with clear understanding and skills of positive disciplining.

Children assessment

Children are assessed comprehensively on different domains through a continuous process by maintaining individual record as per prescribed format.

Teachers assessing children by recording monthly progress individually

Children are assessed comprehensively on different domains through a continuous process by maintaining basic individual portfolio.

Teachers assessing children by recording progress individually

Children are assessed comprehensively on different domains through a continuous process by maintaining detail individual portfolio.

Teachers assessing children by recording continuous progress individually

Staffing

Teacher 1 Teacher per class

Secondary School Certificate-SSC (for government school graduate level proposed in new recruitment rule)

1 Teacher per class

Higher Secondary Certificate -HSC (for government school graduate level proposed in new recruitment rule)

1 teacher per class

Graduate with Dip. in Ed. (for government school as per new recruitment rule)

Assistant Schools where more than one linguistic children are enrolled one Assistant Teacher from each

1 volunteer or community teacher or para teacher/assistant to support the main teacher in the classroom

1 volunteer or community teacher or para teacher/assistant to support the main teacher in the teaching learning process and classroom

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community except the community from which main teacher belong should be recruited on part time honoraria basis to facilitate work of children and main teacher

management.

Same as level-1 for school where more than one linguistic community children are enrolled

management.

Minimum S.S.C pass,

Same as level-1 for school where more than one linguistic community children are enrolled

Supervisor Each school receiving at least 2 working hours supervisory support in each month

Supervising at least 1 hour class and providing on spot academic and other types of technical support to teacher

Graduate

For government school, supervision will be done by using existing supervisory system. Trained Head teacher will act as main supervisor.

Each school receiving 3 working hours supervisory support in each month

Supervising at least 2 hours class and providing on spot academic and other types of technical support to teacher

Graduate preferably in Education/ with relevant training & experience.


Each school receiving 4 working hours supervisory support in each month

Supervising at least one full class (2.30 hours) and providing on spot academic and other types of technical support to teacher

Masters preferably in Education/with relevant training & experience.


Monitor Each school receiving 2.5 working hours monitoring support in each quarter.

Graduate.

For government school, monitoring will be done by AEUO by using existing monitoring system. Number of AUEO could be increased to reduce work load.

Each school receiving 3 working hours monitoring support in each quarter.

Graduate preferably in Education/with relevant training.

For government school, monitoring will be done by AUEO using existing monitoring system. Number of AUEO could be increased to reduce work load.

Each school receiving 3 working hours monitoring support in every two months.

Master Degree preferably in Education/with relevant training.

For government school, monitoring will be done by AUEO using existing monitoring system. Number of AUEO could be increased to reduce work load.

ICT based monitoring system in place

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Manager 1 Manager for maximum 300 schools ( for government school UEO will act as manager)

1 Manager for maximum 250 schools ( for government school UEO will act as manager)

1 Manager for maximum 200 schools ( for government school UEO will act as manager)

Monitoring and supervision

Frequency Each school is receiving at least one structured supervisory visit once in a month by an assigned and trained Supervisor

Each school is receiving one structured monitoring visit once in a quarter by an assigned monitor

Each school is receiving at least one structured supervisory visit once in a month by an assigned and trained Supervisor

Each school is receiving at least one structured monitoring visit once in a quarter by a dedicated monitor

Each school is receiving at least one structured supervisory visit once in a month by an assigned and trained Supervisor

Each school is receiving at least one structured monitoring visit once in every two month by a dedicated monitor

Process Supervision and monitoring through existing system

Guideline and tools for supervision & monitoring are available

50% of total supervision is on pedagogical (Quality) issues

Structured monitoring

Maintaining minimum record of supervision & monitoring

Follow up mechanism initiated to see the change

Structured supervision and monitoring by assigned staffs from both GO & NGO



Quality monitoring covering maximum aspects

On spot academic and other technical support to teacher by Supervisor

Maintaining record register of supervision & monitoring

Structured supervision and monitoring by dedicated staffs



Comprehensive quality monitoring

On spot academic and other technical support to teacher by Supervisor

Maintaining detail record of supervision & monitoring

Structured follow up mechanism is in place

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Follow up mechanism is in place and functional to see the change

and functional to see the expected change

Tool Tool and guideline for supervision

Checklist and format for monitoring covering major areas of quality with necessary guideline

Simple tool that capturing observation and interaction of children and teachers

Tool provoking for observation and discussion.

Tools and guideline for supervision

Checklist and format for monitoring covering maximum areas of quality with necessary guideline

Tool capturing observation and reflection of children, teachers and parents

Tool provoking for observation, discussion and reflection.

Tools and guideline for in-depth supervision

Checklist and format for monitoring covering details of all areas of quality with necessary guideline

Tool capturing all qualitative issues through observation and reflection of children, teachers and parents

Tool provoking for observation, discussion and reflection in a balanced way

Reporting Two way reporting; report to teacher and report to Manager

Specific format for reporting

Record keeping at classroom for follow up

Report to Manager with action points and linking with follow up mechanism

Two way reporting; report to teacher and report to Manager




Two way reporting; report to teacher and report to Manager




Follow up action

Mechanism for quarterly follow up

Mechanism for quarterly follow up Mechanism for quarterly follow up

Parents and community involvement

Parent’s meeting

Monthly parents meeting but at least 06 meeting/year

Duration: At least 1 hr

Monthly parents meeting but at least 08 meeting/year

Duration: At least 1.5 hrs

Monthly parents meeting

Duration: 2 hours

At least 90% parents are present

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10% of them are father/male guardian

Facilitating by teacher following guideline



Participatory meeting with necessary guideline

Follow up issues discussed


Reflective meeting with necessary guideline

Follow up issues discussed

Role of Parent Teacher Association (PTA)

Initiative taken to form parent teacher association

At least two meetings of PTA per year

Parent teacher association formed

At least 3 meetings of PTA per year

At least one visit by PTA/yr

At least one actions taken by PTA (meeting, volunteer teacher managing/ recruiting ,support from parents, collecting/arranging local play materials, transportation for children etc.)

Parent –Teacher Association active

At least 4 meetings of PTA per year

At least two organized visit by PTA/yr

Actions taken by PTA (volunteer teacher managing/recruiting, support from parents, collecting/arranging local play materials, transportation for children etc.)

Role of Education Standing Committee (ESC) of Union Parishad

Functional relation/linkage with SMC on pre-primary

Functional relation/linkage with SMC on pre-primary

At least one visit per year by ESC

Functional relation linkage with SMC on pre-primary

At least two visits per year and one action by ESC

Training and professional development

Training of teacher

At least 7 days Basic training in first year and 3 days from 2nd year.

At least one time refreshers


At least two times refreshers training/


At least two times refreshers training in a year

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training/ year with minimum 3 days duration

year with minimum 2 days duration

Minimum one guided cross visit with nearest schools in a year

Diploma In Education started

with minimum 3 days duration

Minimum two guided cross visit with nearest schools in a year

Diploma In Education started

Training of Assistant

At least two days orientation on pre-primary for Community/Para/ Volunteer teachers or Adolescent in a year

At least three days orientation on pre-primary for Community/Para/ Volunteer teachers or Adolescent in a year

Training of Supervisor

Minimum 2 days Training on pre-primary supervision in a year

Half yearly reflection and academic support by trainers


Quarterly reflection and academic support by trainers


2 days refreshers training in a year

Quarterly reflection and academic support by trainers

Training of Monitor

Minimum 3 days Training on pre-primary monitoring in a year

Half yearly reflection and professional support from trainers


Quarterly reflection and professional support from trainers


2 days refreshers training in a year

Quarterly reflection and professional support from trainers

Training of Manager

Minimum 2 days orientation on pre-primary management in a year


Half yearly reflection and management support at district level


Half yearly reflection and management support at district level

Management

Material distribution

All core materials are in school by 31 December.

All core materials are in school by 31 December.

All core and supplementary materials are in school by 31 December

Replenishment All replenish able materials All replenish able materials ( All replenish able materials ( attendance

38




of materials (teaching learning materials and stationeries)

( attendance register, chalk, duster, toys, play materials etc) reach at school by 31 December

attendance register, chalk, duster, toys, play materials etc) reach at school by 31 December

register, chalk, duster, toys, play materials etc) reach at school by 31 December

Teacher deployment

All school have assigned and trained teacher

Transfer of trained teacher always follows a replacement of trained teacher.

All school have assigned and trained teacher

Teacher deployment and transfer policy developed

All school have trained and dedicated teacher

Teacher deployment and transfer policy developed and maintained

Management at District, division and central level

Progress reviewed in District, Divisional and Central coordination meeting as regular basis with action points and follow up.

Structured format for progress review with necessary contents

Addressing issues from monitoring findings

At least 1 monthly visit from district management, 1 bi-monthly visit from divisional management and 1 Quarterly visit from central management.




At least 1 monthly visit from district management, 1 bi-monthly visit from divisional management and 1 Quarterly visit from central management.




At least 2 monthly visits from district management, 1 monthly visit from divisional management and 1 Quarterly visit from central management.

Professional development

Short term professional development for relevant staffs.

Long term Professional development plan for all level staffs developed.

Long term Professional development plan for all level staffs developed and execution

39




started

Local level management

Quarterly Progress review by SMC through a format

Quarterly visit by SMC from management perspective

Half yearly progress review using a format by Upazilla Education coordination Committee.

Progress review at sub-cluster level

Bi-monthly progress review by SMC through a format

Bi-monthly visit by SMC from management perspective

Quarterly Progress review using a format by Upazilla Education coordination Committee.

At least one visit from Upazilla management


Progress review through a format is a regular agenda for SMC meeting

Monthly visit by SMC from management perspective

Regular progress review using a format at Upazilla Education coordination Committee.

At least two visit from Upazilla management


Curriculum review

Curriculum, teaching learning materials and children assessment process reviewed based on findings from research, monitoring and supervision by NCTB

Administrative

Attendance register

Attendance register is available and updated



Children assessment register

Children assessment register with attendance register available with continuous assessment tools and record for each child

Independent children assessment register available with continuous assessment tools and record for each child

Independent children assessment register including portfolio available with continuous assessment tools and record for each child

Parent’s meeting register

Parent’s meeting register available with attendance register

Independent parent’s meeting register available with updated information

Independent parent’s meeting register available with updated information

40




Annual plan and class routine

Annual work plan and class routine is available in a visible place



Children’s health record

------

Children’s health card introduced Children’s health card available and maintained with updated information

Stock register Stock register available with updated information

Stock register available with updated information

Stock register available with updated information

Emergency contact register

Emergency contact for each children available in attendance register

Emergency contact for each children available in register

Emergency contact for each children available in separate register

Disaster preparedness

Contingency plan available for disaster preparedness

Contingency plan with necessary logistics available for disaster preparedness

Administrative Focal person

Dedicated administrative focal person at district level with specific responsibilities

Dedicated administrative focal person at district level with specific responsibilities

Dedicated administrative focal person at district and Upazila level with specific responsibilities

Central Administration

Separate cell/unit for preprimary with dedicated human resources

Timely disbursement of budget and resources

Half yearly progress review and action taken

Administrative data collection

Progress report on PPE included in the ASPR

Separate cell/unit for preprimary with dedicated human resources and logistics


Quarterly progress review based on monitoring and supervision findings

Administrative data collection through MIS

1 Progress report in a year with qualitative information

Separate cell/unit for preprimary with dedicated human resources and logistics


Quarterly progress review based on monitoring and supervision findings and action taken accordingly

Administrative data collection and update regularly through MIS

1 detail progress report in a year with qualitative information

Data base Web based PPE data based developed with quantitative and qualitative information and piloted

Web based PPE data base developed with quantitative and qualitative information and updated regularly by all Upazilla

41


Section-4: Pre Primary Education (PPE) Expansion Plan

4.1. Introduction

The PPE Expansion Plan has been developed taking the prevailing situation into consideration

and seeks to chalk out a plan for expansion in a phased manner. This expansion plan is a road

map to universalize pre-primary education for all eligible children of the country. Access, quality

and equity are important elements to consider while developing this plan. It provides a gradual

but continuous direction to reach all pre-primary age children of the country with necessary

services. Alongside, standardizing services to ensure quality in order to reach the excellence

was another important feature of this plan. Most importantly, the issue of equity led this plan

to segregate the geographical location considering diversity and difficulty to break the cycle of

‘average’ where population living in pockets was always ignored or excluded. The focus of this

plan is to capture the context of deprived population with the aim of addressing their diverse

need through proposing different strategies, plan and guideline appropriate for each location.

There was an effort to visualize roles and responsibilities of different groups as well as different

layers of primary education structure so that it also gives a direction to operationalize the plan.

To make the plan realistic and achievable, an in-depth analysis was done on current status of

PPE, the infrastructure of primary education, technical capacity of the system as well as in

country, human resource and professional development opportunity, resource base and

different challenges and opportunities for universalizing pre-primary education. Hence the PPE

expansion plan considered all of its contexts and dynamics to minimize the challenges and

barriers and maximize the benefit of the effort.

Resource documents which guided to set the base of this expansion plan included PEDP III

document, PPE mapping survey, PPE operational framework, GO-NGO collaboration guideline

and implementation plan, Pre-primary curriculum, BBS population survey, MIS data from DPE

and administrative data and information from DPE. Data and information from different

secondary sources were also consulted and explored to identify different geographical location.

Besides, the followings are some of the criteria, understanding and assumption based on what

the expansion plan developed.

4.2. Categorization of Upazilas as Geographical unit of PPE expansion plan

Upazila and Thana in case of City Corporations is the unit of this expansion plan. But all relevant

information about the Upazila was not available to pin down the plan as well as it was beyond

the scope of this assignment. So, a local level plan is recommended for every unit which will be

developed locally following the format based on realistic data & information from local level. All

42


Upazilas and Thanas of the country are clustered in to seven categories considering different

characteristics and needs, geographical diversity, deprivation, and status of PPE of the Upazilas

or Thanas. To identify the Upazila, both DPE data from PPE mapping survey and BBS data from

population survey used to minimize the biasness of the information. These categories are:

Category A: Rural low coverage –This category covers rural Uapzilas where the PPE

enrolment rate is less than national average (20.5%) as per BBS population census 2011.

Total 176 Upazilas identified for this category from 53 districts and all divisions. There are

Upazilas under Category C to G where enrolment rate is less than national average not

included in this category.

Category B: Rural others – These are the rural Upazilas where the PPE coverage of eligible

children is above national average. 185 rural Upazilas have fallen under this category from

45 districts and all divisions.

Category C: Urban – Consists of the 61 Thanas spread in 20 DPE Upazilas of 4 big City

corporations, Dhaka, Rajshahi, Chittagong and Khulna. Considering the data from last BBS

population survey, the urban thanas were identified. Urban area is unique for any

programming because of its visible disparity among different socio-economic status of

population. Living condition of children in slums and street and violation of child rights at

every level make the children vulnerable in urban so it deserves special attention in

strategy, policy and resource allocation.

Category- D: Islands, Coastal and Riverine Upazilas with Char– This category covers one of

the most disadvantage and deprived locations of the country. Lack of infrastructure and

communication, disaster and poverty is pulling this area behind. Its diverse context deserves

separate strategy & planning for ensuring quality PPE. In total 63 Upazilas of 18 district and

5 divisions fall under this category.

Category E: Ethnic/Indigenous children – Considering diverse linguistic, livelihood, and socio cultural background, there is a need for provision of specific types including MLE of PPE service delivery for children belonging to the estimated number of 1.41 million comprising of 45 groups of ethnic/ indigenous population living in three Chittagong Hill Tract districts and other districts in Bangladesh. Twenty five Upazilas of three CHT districts covered under this category is unique because of its geographical location and at the same time highest concentration (42%) of ethnic/indigenous population. In addition information on PPE service delivery status required for planning purpose also available from three CHT

43


district. This situation lead to develop expansion plan of PPE service delivery only for 25 CHT Upazials. It is to be noted that remaining number (58%)of ethnic/indigenous population are living in scattered way in other districts primarily in Nogaon, Natore, Bogura, Dinajpur, Joypurhat, Nawabgonj, Rajshahi, Rangpur, Thakurgaon, Dinajpur, Khulna, Bagerhat, Mymenshing, Netrokona, Sherpur, Chittagong, Cox’s Bazar, Bhola, Patuakhali and all districts of Sylhet division. Virtually no information on PPE status of children from ethnic/indigenous communities except CHT districts is available in the PPE mapping report or other documents like ASC and ASPR. Therefore, a comprehensive study is required for mapping of PPE status to design structured MLE based PPE services to ensure quality PPE for children of ethnic/ indigenous population living in Bangladesh.

Category F: Tea Garden - This comes as a category because of the status of child

development and education in the tea garden dominated geographical areas. All basic

indicators of education are significantly lacking behind in these Upazila because of children

from tea garden labors. So these areas need special attention for implementing pre-primary

and primary education. In total 12 Upazila from 3 districts and one division covered through

this category.

Category G: Haor – One of the most deprived region of the country with difficult

geographical situation and lower achievement in education. Even access is a big challenge

because of lack of communication, water logging etc. Separate strategy and planning is

required for implementing PPE and quality primary education in the Haor area. In total 24

Upazila under 7 district and 3division are falls under this category.

44


Table: Summary of basic information of Upazilas

Category of Upazila

Number of

Upazilas

Number of

5 yrs age

children as

per BBS

census

% of

total 5

yrs age

children

% of 5 yrs

age children

enrolled in

school as per

BBS

Located in

# of

districts/

division

Number of

training facilities

Category -A: Rural low coverage

176 1,212,848 33.14 15.57 53/all PTI -23, URC-169, NGO-19

Category -B: Rural others

185 1406284 38.41 24.83 45/all PTI-17,URC-176 NGO-41

Category -C:Urban (4- old City Corporations)

61 Thanas

spread in 20 DPE Upazilas

228,255 6.24 47.44 4/4 PTI-04,URC-20 NGO-13

Category- D:

Islands, Coastal and Riverine Upazilas with Char

63 506,503 13.84 18.84 18/5 PTI-06,URC-60 NGO-18

Category -E: Ethnic/ Indigenous children

25* 44,483* 1.22 30.90 3/1 PTI-01,URC-25 NGO-12

Category- F: Tea Garden

12 89,771 2.45 16.89 3/1 PTI-02,URC-11 NGO-10

Category-G : Haor 24 172,172 4.70 14.44 7/2 PTI-01,URC-21 NGO-03

Total 485 + 61 Thanas of 4 old CCs spread in 20 DPE Upazilas

3660628 100 20.45 PTI- 55,URC- 485 NGO-104

*Only CHT Upazilas. Information not available for Ethnic/ Indigenous children living in other parts

of the country.

4.3. Upazila Wise Expansion Plan

Status on basic information of PPE of the Upazilas under each category is given in the plan which will provide an overview of the cluster of Upazilas. The existing opportunities in the Upazila under each category are also mentioned in the plan for better local level planning and execution. The plan is not rigid and there is scope for individual Upazilla to be flexible to make necessary adjustment based on the respective context. However, target and progress of each Upazila will contribute to achieve the national target so adjustments should be within certain limit to avoid big impact on overall national target. Category wise expansion plan with supporting information of each Upazila under that category is given in pages from 46-112.

45


Upazila Wise Expansion Plan

Category of Upazilas

Page number

Expansion plan UPazilas Basic info

Category – A : Rural low PPE coverage Upazilas

46-48 49-61

Category – B: Rural other Upazilas 62-64 65-77

Category- C: Urban (City Corporations)

78-80 81-84

Category – D: Islands, Coastal and Riverine Upazilas with Char

85-88 89-93

Category – E: Ethnic/ Indigenous children

94-97 98-99

Category – F: Tea Gardens 100-103 104-105

Category – G: Haor 106-109 110-112

46


Category- A : Rural low coverage Upazilas.

Basic Information:

(1) Total number of Upazilas: 176, (2) Total number of PPE eligible children: 1,122,848 (3) PPE enrolment rate in 2012 in GO and NGO schools is as per BBS below 15.57%,

(4) Located in number of districts: 53 (5) Located in number of divisions: all divisions. (6) MLE based PPE for ethnic/indigenous children to be considered while developing

Upazial specific expansion plan.

Existing

opportunity

for PPE

Status in 2012 Year wise Generic expansion Plan considering access and quality

2013 2014 2015 2016 2017-2020

Government: GPS -12,478 RNGPS – 9,013 PTI - 20 URC -169

# % of education

officials from district

and Upazilla received

one day orientation on

PPE.4084 number of

GPS officially running

PPE with existing

teacher 66 trainers

available

# of training facilities

available.

# teacher received 6

day training # % head

teachers received 3

hours orientation on

PPE .

x # of GPS and x # of

RNGPS received

interim PPE package

All GPS running PPE

class following at least

75% standard of level-1

Local Upazilla level

expansion plan

developed using GO-

NGO collaboration

guideline to cover all

eligible children of GPS

& RNGPS catchment

area.

X % of eligible children

covered through

quality PPE class.

All GPS running

PPE class

maintaining

standard of level-

1.50% un

attended children

of GPS catchment

area covered by

GO or NGO school

following local

expansion plan

and maintaining

level- 1 standard .

PPE initiated in

50% RNGPS

following local

expansion plan

maintaining at

least 80%

All GPS running PPE class

maintaining 80%

standard of level -2.

All un-attended children

of GPS catchment area

covered by GO or NGO

initiative following local

expansion plan

maintaining level 1

standard. 50% of this

school is maintaining

80% standard of level- 2.

50% RNGPS running PPE

class maintaining 80%

standard of level 2.


of this 50% RNGPS

catchment areas

covered by NGO


maintaining standard of

level 2. All

un-attended children of

GPS catchment area

covered by GO & NGO

following local expansion

plan maintaining 80%



class maintaining standard

of level 2. Rest 50%

RNGPS initiated PPE class


level 1. 50% of them even


level 2.


of RNGPS catchment



level 3. All


catchment area receiving

PPE services by GO & NGO




All RNGPS running PPE

class maintaining80%


All un-attended children of

RNGPS catchment areas

are also covered by GO

and NGO school

maintaining 80% standard

of level 3.

100% of eligible children

47


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

X # of GPS and x # of

RNGPS have dedicated

space for PPE

No monitoring and

supervision

mechanism exist

No planned teacher

training and

professional

development

mechanism exist

# of children covered -

standard of level

1 .

X % of eligible

children covered

through quality

PPE class.

following GO-NGO

collaboration guideline

and local expansion plan


level 1.

Additional 25% RNGPS

initiated PPE following

GO-NGO collaboration

and maintaining

standard level 1.


covered through quality

PPE class.

areas are covered by NGO

as per local expansion

plan maintaining at least

level 1. Upazilla level

expansion plan reviewed

and revised considering

opportunities created by

government and others.



PPE class


PPE services.

NGO # PPE centre run by

NGO. # training

facilities available

# trainers available

Distribution of PPE

centre is high in GPS

catchment area

No collaboration and

coordination

mechanism exist

between GO-NGO,

NGO-NGO or with

private initiatives

Participate in the

development of local

level expansion plan at

Upazilla level with their

resources and capacity.

Redistribution of NGO

centers to allign with

priority of local level

expansion plan.

Govt. will ensure TL

materials and training

opportunities for NGO

centers mentioned in

# of NGO centers

opened under

local expansion

plan maintaining

standard of level-

1. # of centers

opened under

local expansion

plan received

materials and

training support

and monitored as

per GO-NGO

# of old NGO centers

opened under local

expansion plan

maintaining 80%


# of newly open NGO

centers under local

expansion plan


level 1.

# of centers opened

under local expansion

plan receiving


opened under local

expansion plan


level -2.

# of newly open NGO

centers under local

expansion plan


level 1.

# of centers opened under

local expansion plan

receiving monitoring and


opened under local

expansion plan


level 3.

# of newly open NGO

centers under local

expansion plan


level 2.

# of centers opened under


receiving monitoring and

48


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

Using different

packages as per own

organizational

priorities and design

Following own

organizational

guidelines on

monitoring,

supervision & training


the local plan.

NGO will ensure secure

funding for their part.

X% of eligible children

covered through

quality PPE class by

NGO run PPE centers

collaboration

guideline .

X% of eligible

children covered

through quality

PPE class by NGO

run PPE centers

monitoring and other

support as per GO-NGO

collaboration guideline .



PPE class by NGO run

PPE centers

other support as per Go-

NGO collaboration

guideline .



PPE class by NGO run PPE

centers

other support as per GO-

NGO collaboration

guideline .




centers

Private No information

available about private

(Kindergarten, KG

school, private schools

etc) initiative


unknown

Local survey to know

about private providers

as a part of local

expansion plan.

Develop a plan to align

this services with

national curriculum.

% of eligible children

covered through


private providers

at least 50% of

total private

centers under

local expansion

plan maintaining

standard of Level

1.

% of eligible

children covered

through quality

PPE class by

private providers

All private providers






PPE class by private

providers



plan maintaining





providers

All private providers under



level 3. % of

eligible children covered

through quality PPE class

by private providers

49


Category A : Rural Low Coverage Upazilas

Basic Information:

(1) Total number of Upazilas: 176, (2) Total number of PPE eligible children: 1,212,848, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is below 15.57%,

(4) Located in number of districts: 55, (5)Located in number of divisions: All, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial

specific expansion plan.

SL. N

o

Up

azila /T

han

a

Co

de

Up

azila

# o

f ch

ild

ren

% enrolled Primary drop out

rate Grade1-Grade5

(MICS'09)

Schools Trained teachers Trainers Training facilities

DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

1. Joypurhat

1 10901 Akkelpur 2852 82.71 18.27 11.40 53 15 31 49 0 31 0 3 0 0 1 0

Total 2852 82.71 18.27 11.40 53 15 31 49 0 31 0 3 0 0 1 0

2. Bogra

2 11001 Adamdighi 3801 63.54 17.26 32.50 67 26 8 68 8 0 3 0 0 1 0

3 11002 Kahaloo 4560 73.11 17.24 9.60 73 37 21 73 21 0 3 0 0 1 0

4 11004 Dhupchanchia 3420 74.65 19.50 7.70 64 20 26 64 26 0 3 0 0 1 0

5 11005 Dhunat 7621 82.57 16.43 26.50 96 98 37 97 37 0 3 0 0 1 0

6 11008 Shibganj 7971 58.75 18.92 14.70 101 56 64 70 64 0 3 0 0 1 0

7 11009 Sherpur 7434 57.33 18.90 4.60 79 43 42 79 42 0 3 0 0 1 0

8 11011 Sonatola 4816 90.84 17.42 76.70 61 59 34 60 34 0 3 0 0 1 0

Total 39623 71.54 17.95 24.61 541 339 232 511 232 0 21 0 0 7 0

3. Naogaon

9 11101 Atrai 4167 77.03 10.68 6.90 69 59 62 69 0 0 3 0 0 1 0

10 11102 Dhamoirhat 3794 108.43 18.32 23.60 64 44 62 65 62 0 3 0 0 1 0

11 11104 Niamatpur 5577 68.17 19.26 11.80 72 51 57 72 57 0 3 0 0 1 0

50


SL. N

o

Up

azila /T

han

a

Co

de

Up

azila

# o

f ch

ild

ren


rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

12 11106 Porsha 3162 97.12 19.29 23.60 36 50 8 86 8 0 3 0 0 1 0

13 11107 Badalgachhi 4048 95.83 15.14 3.50 76 55 46 73 46 0 3 0 0 1 0

14 11109 Manda 7304 94.61 18.48 3.60 99 71 57 99 57 0 3 0 0 1 0

15 11110 Raninagar 4130 79.71 13.34 6.30 60 36 25 52 25 0 3 0 0 1 0

Total 32182 88.70 16.36 11.33 476 366 317 516 255 0 21 0 0 7 0

4. Chapai Nawabgonj

16 11201 Gomastapur 6749 113.88 16.19 14.40 129 78 51 200 51 0 3 0 0 1 0

17 11202 Nachole 3631 292.12 15.04 30.60 120 108 24 228 24 0 3 0 0 1 0

18 11203 Chapai N-ganj Sadar

14203 37.22 16.33 10.10 57 54 62 111 62 6 3 0 2 1 0

19 11204 Bholahat 2787 84.54 10.84 14.40 38 46 36 56 36 0 3 0 0 1 0

20 11205 Shibganj 15587 15.04 11.81 19.80 26 21 37 42 37 0 3 0 0 1 0

Total 42957 108.56 14.04 17.86 370 307 210 637 210 6 15 0 2 5 0

5. Rajshahi

21 11302 Charghat 4157 38.49 15.92 18.30 44 28 31 47 31 0 3 0 0 1 0

22 11301 Godagari 8325 64.31 14.15 9.80 76 80 19 75 19 0 3 0 0 1 0

23 11305 Puthia 3918 58.07 18.27 4.40 51 36 40 48 40 0 3 0 0 1 0

24 11304 Durgapur 3539 100.96 18.96 8.90 45 32 48 39 48 0 3 0 0 1 0

25 11308 Bagha 3674 71.56 12.38 9.30 42 29 30 39 30 0 3 0 0 1 0

26 11310 Mohanpur 3439 65.77 12.50 15.80 45 35 35 44 35 0 3 0 0 1 0

Total 27052 66.53 15.36 11.08 303 240 203 292 203 0 18 0 0 6 0

6. Natore

27 11401 Gurudaspur 5196 96.65 19.53 33.00 94 78 37 82 37 0 3 0 0 1 0

28 11406 Singra 8656 116.76 14.31 58.90 110 84 55 109 55 0 3 0 0 1 0

Total 13852 106.71 16.92 45.95 204 162 92 191 92 0 6 0 0 2 0

51


SL. N

o

Up

azila /T

han

a

Co

de

Up

azila

# o

f ch

ild

ren


rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

7. Sirajgonj

29 11501 Ullah Para 14495 74.27 11.69 7.10 146 118 45 146 45 0 3 0 0 1 0

30 11503 Kamarkhanda 3949 166.07 18.26 12.00 51 30 116 51 116 0 3 0 0 1 0

31 11505 Tarash 5364 77.59 12.02 4.60 50 79 17 51 17 0 3 0 0 1 0

32 11507 Royganj 8710 125.75 12.66 26.00 81 100 123 80 123 0 3 0 0 1 0

Total 32518 110.92 13.66 12.43 328 327 301 328 301 0 12 0 0 4 0

8. Pabna

33 11603 Atgharia 3949 86.88 17.60 9.20 44 32 35 39 35 0 3 0 0 1 0

Total 3949 86.88 17.60 9.20 44 32 35 39 35 0 3 0 0 1 0

9. Kushtia

34 20101 Kumarkhali 7910 55.07 14.47 23.40 81 58 65 79 65 0 3 0 0 1 0

35 20103 Khoksa 3331 114.86 10.33 16.90 47 39 42 47 42 0 3 0 0 1 0

36 20104 Daulatpur 10772 54.55 17.94 82.60 105 95 31 115 31 0 3 0 0 1 0

37 20105 Bheramara 4233 45.76 14.29 13.70 34 23 37 34 37 0 3 0 0 1 0

38 20106 Mirpur 6952 50.98 15.89 16.60 62 76 56 72 56 0 3 0 0 1 0

Total 33198 64.24 14.58 30.64 329 291 231 347 231 0 15 0 0 5 0

10. Mehepur

39 20202 Gangni 6066 105.09 16.73 19.90 78 78 84 78 84 0 3 2 0 1 2

40 20203 Mujib Nagar 1984 128.98 18.35 23.90 23 13 59 20 59 0 3 2 0 1 2

Total 8050 117.04 17.54 21.90 101 91 143 98 143 0 6 4 0 2 4

11. Chuadanga

41 20301 Alamdanga 7199 82.14 9.70 24.70 84 49 53 84 53 0 3 0 0 1 0

42 20302 Jiban Nagar 3829 77.77 15.41 19.30 39 27 27 39 27 0 3 0 0 1 0

43 20303 Damurhuda 6017 77.15 13.43 28.10 71 40 39 71 39 0 3 0 0 1 0

52


SL. N

o

Up

azila /T

han

a

Co

de

Up

azila

# o

f ch

ild

ren


rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

44 20304 Chuadanga Sadar

6335 62.07 13.51 25.30 63 48 55 59 55 3 3 0 1 1 0

Total 23380 74.78 13.01 24.35 257 164 174 253 174 3 12 0 1 4 0

12. Jhenaidah

45 20401 Kaliganj 6126 71.71 19.64 25.40 66 76 33 73 33 0 3 0 0 1 0

46 20404 Maheshpur 7192 80.10 15.74 19.40 66 80 85 61 85 0 3 0 0 1 0

47 20405 Shailkupa 8218 110.90 11.63 13.90 92 82 118 110 118 0 3 0 0 1 0

48 20406 Harinakundu 4419 73.32 15.48 19.70 51 78 5 51 5 0 3 0 0 1 0

Total 25955 84.01 15.62 19.60 275 316 241 295 241 0 12 0 0 4 0

13. Magura

49 20501 Magura Sadar 8455 117.84 14.69 29.90 97 77 157 97 157 3 3 0 1 1 0

50 20502 Mohammadpur 5497 105.46 18.01 9..9 69 63 103 64 103 0 3 0 0 1 0

51 20503 Shalikha 3575 105.96 14.80 25.80 49 50 22 47 22 0 3 0 0 1 0

52 20504 Sreepur 3676 79.33 14.32 19.90 52 30 66 54 66 0 3 0 0 1 0

Total 21203 102.15 15.46 18.90 267 220 348 262 348 3 12 0 1 4 0

14. Jessore

53 20605 Bagherpara 4581 76.53 18.23 37.40 63 35 32 58 32 0 3 0 0 1 0

54 Total 4581 76.53 18.23 37.40 63 35 32 58 32 0 3 0 0 1 0

15. Mymensingh

55 30302 Muktagachha 11354 60.22 15.99 10.50 101 43 106 101 106 0 3 0 0 1 0

56 30304 Bhaluka 10299 50.76 18.82 12.80 94 61 43 84 43 0 3 0 0 1 0

57 30310 Phulpur 19398 57.08 16.64 18.70 133 108 139 144 139 0 3 1 0 1 1

58 30311 Gauripur 9532 59.62 16.32 10.40 90 79 55 94 55 0 3 0 0 1 0

59 30312 Dhobaura 6295 57.20 11.33 32.10 43 43 24 83 24 0 3 0 0 1 0

Total 56878 56.98 15.82 16.90 461 334 367 506 367 0 15 1 0 5 1

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rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

16. Narail

60 20701 Kalia 6104 98.48 14.40 7.10 91 55 30 144 30 0 3 0 0 1 0

61 20702 Narail Sadar 6216 102.46 18.65 31.30 98 68 57 97 57 0 3 0 0 1 0

62 20703 Lohagara 5849 127.01 17.75 5.90 98 56 42 100 42 0 3 0 0 1 0

Total 18169 109.32 16.93 14.77 287 179 129 341 129 0 9 0 0 3 0

17. Khulna

63 20909 Batiaghata 2955 90.39 17.63 10.40 67 48 7 113 7 0 3 0 0 1 0

Total 2955 90.39 17.63 10.40 67 48 7 113 7 0 3 0 0 1 0

18. Bagerhat

64 21001 Kachua 2055 104.04 15.52 29.20 49 42 0 48 0 0 3 0 0 1 0

65 21002 Chitalmari 3584 88.23 18.22 24.00 63 42 0 63 0 0 3 0 0 1 0

66 21009 Sarankhola 2899 74.68 18.14 27.60 34 78 23 40 23 0 3 0 0 1 0

Total 8538 88.98 17.29 26.93 146 162 23 151 23 0 9 0 0 3 0

19. Jamalpur

67 30101 Sarishabari 8700 71.32 3.82 10.20 85 39 75 124 75 0 3 0 0 1 0

68 30102 Melandaha 8237 65.16 11.00 9.80 86 53 39 135 39 0 3 1 0 1 1

69 30104 Bakshiganj 6571 61.77 13.80 6.80 49 49 46 98 46 0 3 1 0 1 1

Total 23508 66.08 9.54 8.93 220 141 160 357 160 0 9 2 0 3 2

20. Sherpur

70 30203 Nalitabari 6980 69.77 16.22 26.20 62 40 76 62 76 0 3 0 0 1 0

Total 6980 69.77 16.22 26.20 62 40 76 62 76 0 3 0 0 1 0

21. Mymensingh

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rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

71 30306 Nandail 13078 74.66 18.47 12.60 115 57 68 100 68 0 3 0 0 1 0

72 30307 Ishwarganj 12351 59.34 14.14 20.60 92 37 49 92 49 0 3 0 0 1 0

73 30308 Haluaghat 8312 68.00 18.78 21.80 65 85 50 300 50 0 3 1 0 1 1

Total 33741 67.33 17.13 18.33 272 179 167 492 167 0 9 1 0 3 1

22. Netrokona

73 30401 Atpara 4627 51.52 16.08 35.10 36 18 22 36 22 0 3 0 0 1 0

74 30404 Durgapur 7329 58.19 15.25 7.20 57 44 62 39 62 0 3 0 0 1 0

75 30405 Netrokona Sadar

10802 40.56 19.43 5.60 94 94 42 94 42 1 3 1 0 1 1

76 30406 Purbadhala 9773 48.31 20.00 14.00 75 81 59 74 59 0 3 0 0 1 0

77 30407 Barhatta 5759 37.07 13.08 29.80 56 38 24 54 24 0 3 0 0 1 0

78 30408 Madan 5285 40.72 15.25 32.00 44 39 27 44 27 0 3 0 0 1 0

Total 43575 46.06 16.52 20.62 362 314 236 341 236 1 18 1 0 6 1

23. Kishoregonj

79 30501 Karimganj 8428 47.86 12.49 7.60 84 36 31 91 31 0 3 0 0 1 0

80 30503 Kuliar Char 5726 61.53 15.18 78.70 55 15 40 47 40 0 3 0 0 1 0

81 30504 Tarail 4702 58.61 9.12 12.50 46 20 26 46 26 0 3 0 0 1 0

82 30505 Bhairab 9237 50.49 18.27 24.60 58 26 17 54 17 0 3 0 0 1 0

83 30506 Bajitpur 7613 61.16 14.17 18.90 82 24 32 82 32 0 3 0 0 1 0

84 30510 Hossainpur 5702 55.52 17.96 6.70 54 51 40 53 40 0 3 0 0 1 0

85 30511 Katiadi 9644 53.29 18.04 20.70 81 33 42 79 42 0 3 0 0 1 0

Total 51052 55.49 15.03 24.24 460 205 228 452 228 0 21 0 0 7 0

24. Tangail

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rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

86 30601 Ghatail 10114 88.16 19.55 28.40 103 55 131 104 131 0 3 0 0 1 0

87 30604 Basail 3529 55.65 18.53 6.10 49 16 0 49 0 0 3 0 0 1 0

88 30609 Madhupur 7147 66.18 19.43 10.30 54 46 59 60 59 0 3 4 0 1 1

89 30610 Nagarpur 7520 60.90 13.79 19.10 90 50 5 90 5 0 3 0 0 1 0

Total 28310 67.72 17.83 15.98 296 167 195 303 195 0 12 4 0 4 1

25. Gazipur

90 Tongi 6,550 15 3 88 20 0 88 0 3 1 1 1 1

Total 6,550 15 3 88 20 0 88 0 3 1 1 1 1

26. Narsingdi

91 30802 Roypura 17970 49.34 11.68 18.20 147 43 41 147 41 0 3 0 0 1 0

92 30803 Belabo 5451 50.56 15.59 11.90 62 16 10 60 10 0 3 0 0 1 0

93 Total 23421 49.95 13.64 15.05 209 59 51 207 51 0 6 0 0 2 0

27. Manikgonj

94 30903 Singair 6911 59.30 3.82 6.50 69 19 56 69 56 0 3 0 0 1 0

95 30904 Saturia 3832 125.00 19.68 16.50 54 22 69 54 69 0 3 0 0 1 0

96 30906 Shibalaya 3803 99.92 16.67 11.70 52 22 33 52 33 0 3 0 0 1 0

96 30907 Daulatpur 5052 64.41 11.60 11.70 65 28 11 65 11 0 3 0 0 1 0

Total 19598 87.16 12.94 11.60 240 91 169 240 169 0 12 0 0 4 0

28. Narayangonj

97 31104 Araihazar 10430 46.53 19.81 13.30 95 9 20 94 20 0 3 0 0 1 0

Total 10430 46.53 19.81 13.30 95 9 20 94 20 0 3 0 0 1 0

29. Rajbari

98 31301 Rajbari Sadar 7330 59.62 17.69 11.60 77 50 70 80 70 0 3 0 0 1 0

99 31302 Pangsha 6081 88.72 11.73 25.80 57 56 109 57 109 0 3 0 0 1 0

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rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

100 31303 Baliakandi 4718 113.52 16.36 14.30 60 29 60 60 60 0 3 0 0 1 0

101 31304 Goalanda 2777 52.11 15.95 11.90 30 15 20 30 20 0 3 0 0 1 0

102 31305 Kalukhali 3789 34.73 10.87 39 31 0 38 0 0 3 0 0 1 0

Total 24695 69.74 14.52 15.90 263 181 259 265 259 0 15 0 0 5 0

30. Faridpur

103 31402 Nagarkanda 5102 89.10 14.05 24.10 53 26 37 51 37 0 3 0 0 1 0

104 31403 Boalmari 6278 78.27 15.27 36.50 78 32 58 78 58 0 3 0 0 1 0

105 31404 Bhanga 6579 72.88 14.93 19.70 71 54 11 75 11 0 3 0 0 1 0

106 31405 Madhukhali 4697 65.34 12.60 20.80 67 32 24 66 24 0 3 0 0 1 0

107 31406 Char Bhadrasan 1776

74.55 10.14 27.10 32 19 0 35 0 0 3 0 0 1 0

108 31407 Alfadanga 2782 81.16 19.63 18.80 40 21 25 40 25 0 3 0 0 1 0

109 31408 Sadarpur 5092 66.99 15.12 21.40 62 29 25 55 25 0 3 0 0 1 0

110 31409 Saltha 4735 86.86 13.37 23.60 40 29 28 40 28 0 3 0 0 1 0

Total 37041 76.89 14.39 24.00 443 242 208 440 208 0 24 0 0 8 0

31. Madaripur

111 31502 Shib Char 8890 57.24 16.15 18.10 118 53 0 113 0 0 3 0 0 1 0

Total 8890 57.24 16.15 18.10 118 53 0 113 0 0 3 0 0 1 0

32. Shariatpur

112 31601 Gosairhat 5194 71.24 16.11 22.20 48 41 0 35 0 0 3 0 0 1 0

113 31602 Zanjira 5557 72.52 15.19 20.10 56 39 31 60 31 0 3 0 0 1 0

114 31603 Damudya 2842 78.40 18.79 24.60 46 15 0 43 0 0 3 0 0 1 0

115 31605 Bhedarganj 7470 53.63 12.09 10.20 87 42 0 89 0 0 3 0 0 1 0

Total 21063 68.95 15.55 19.28 237 137 31 227 31 0 12 0 0 4 0

33. Goplagonj

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(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

116 31705 Muksudpur 7318 124.15 16.22 6.80 128 61 52 128 52 0 3 0 0 1 0

Total 7318 124.15 16.22 6.80 128 61 52 128 52 0 3 0 0 1 0

34. Brahmanbaria

117 40504 Sarail 11444 110.22 10.40 14.80 75 48 25 75 25 0 3 0 0 1 0

118 40505 Banchharampur 9380

72.51 10.86 28.70 93 37 0 96 0 0 3 0 0 1 0

119 40506 Akhaura 4444 60.76 16.34 11.40 35 17 28 35 28 0 3 0 0 1 0

120 40508 Ashuganj 6088 33.79 15.67 7.70 33 13 0 46 0 0 0 0 0 0 0

121 40509 Bijoynagar 8533 89.33 9.14 61 35 0 61 0 0 0 0 0 0 0

Total 39889 73.32 12.48 15.65 297 150 53 313 53 0 9 0 0 3 0

35. Comilla

122 40604 Muradnagar 16271 50.96 17.34 17.80 149 52 59 155 59 0 3 0 0 1 0

123 40610 Chandina 10542 22.98 21.59 19.10 42 14 49 41 49 0 3 0 0 1 0

124 40611 Homna 6122 54.61 14.67 2.50 62 25 41 62 41 0 3 0 0 1 0

125 40613 Meghna 3121 124.83 15.80 32.50 86 42 0 90 0 0 0 0 0 0 0

126 40615 Titas 5142 38.08 18.75 8.10 52 33 0 65 0 0 0 0 0 0 0

Total 41198 58.29 17.63 16.00 391 166 149 413 149 0 9 0 0 3 0

36. Chandpur

127 40706 Faridganj 10255 76.94 19.93 11.50 137 48 0 144 0 0 3 0 0 1 0

Total 10255 76.94 19.93 11.50 137 48 0 144 0 0 3 0 0 1 0

37. Chittagong

128 41101 Banshkhali 14801 54.32 19.60 2.70 110 42 26 116 26 0 3 0 0 1 0

Total 14801 54.32 19.60 2.70 110 42 26 116 26 0 3 0 0 1 0

38. Lakshmipur

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(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

129 40803 Ramganj 7351 80.81 19.71 13.10 122 36 0 119 0 0 3 0 0 1 0

130 40805 Kamalnagar 8464 21.90 9.97 32.00 37 29 1 37 1 0 0 0 0 0 0

Total 15815 51.36 14.84 22.55 159 65 1 156 1 0 3 0 0 1 0

39. Noakhali

131 40902 Begumganj 14273 33.11 19.55 17.20 156 35 32 164 32 0 3 0 0 1 0

132 40909 Kabirhat 5938 45.42 18.42 31.80 52 35 0 50 0 0 0 0 0 0 0

Total 20211 39.27 18.99 24.50 208 70 32 214 32 0 3 0 0 1 0

40. Feni

133 41005 Parshuram 2647 34.76 11.30 11.10 37 11 0 39 0 0 3 0 0 1 0

134 41006 Fulgazi 2812 50.82 14.65 10.60 46 13 0 48 0 0 0 0 0 0 0

Total 5459 42.79 12.98 10.85 83 24 0 87 0 0 3 0 0 1 0

41. Cox's Bazar

135 41204 Ramu 8334 88.50 16.64 25.70 55 20 137 0 137 0 3 0 0 1 0

Total 8334 88.50 16.64 25.70 55 20 137 0 137 0 3 0 0 1 0

42. Jhalokati

136 50301 Kanthalia 2985 72.80 17.25 14.90 75 44 0 64 0 0 3 0 0 1 0

Total 2985 72.80 17.25 14.90 75 44 0 64 0 0 3 0 0 1 0

43. Bhola

137 50605 Bhola Sadar 12904 55.11 14.72 24.80 95 96 55 194 55 3 3 1 1 1 1

Total 12904 55.11 14.72 24.80 95 96 55 194 55 3 3 1 1 1 1

44. Sunamgonj

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(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

138 60102 Dowarabazar 7882 58.41 15.38 31.80 59 34 63 45 63 0 3 0 0 1 0

139 60104 Chhatak 12274 57.66 15.31 9.20 122 54 83 125 83 0 3 0 0 1 0

Total 20156 58.04 15.35 20.50 181 88 146 170 146 0 6 0 0 2 0

45. Sylhet

141 60204 Bishwanath 6610 61.03 16.78 2.10 100 26 29 105 30 0 3 0 0 1 0

142 60207 Gowainghat 10211 51.30 11.24 30.20 85 29 91 114 91 0 3 0 0 1 0

143 60209 Companiganj 6692 34.52 12.85 12.40 32 31 15 57 15 0 3 0 0 1 0

Total 23,513 48.95 13.62 14.90 217 86 135 276 136 0 9 0 0 3 0

46. Habigonj

144 60301 Habiganj Sadar 9584

48.06 19.49 15.90 93 45 89 95 89 3 3 0 1 1 0

Total 9584 48.06 19.49 15.90 93 45 89 95 89 3 3 0 1 1 0

47. Panchagar

145 70101 Atwari 3487 150.76 8.23 11.90 51 58 109 47 109 0 3 0 0 1 0

146 70102 Tentulia 3447 67.45 11.05 7.40 39 33 24 39 24 0 3 0 0 1 0

147 70103 Debiganj 6340 105.49 13.36 5.50 72 51 62 65 62 0 3 0 0 1 0

148 70104 Panchagarh Sadar

7176 77.22 14.73 9.00 77 80 41 77 41 3 3 0 1 1 0

149 70105 Boda 6027 74.73 13.70 12.90 71 93 46 75 46 0 3 0 0 1 0

Total 26477 95.13 12.21 9.34 310 315 282 303 282 3 15 0 1 5 0

48. Thakurgaon

150 70202 Pirganj 6346 65.27 17.25 18.50 77 100 50 77 50 0 3 0 0 1 0

151` 70203 Baliadangi 5534

141.34 11.93 25.70 60 71 136 59 136 0 3 0 0 1 0

152 70204 Ranisankail 6027 111.28 11.71 22.10 55 94 127 55 127 0 3 0 0 1 0

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rate Grade1-Grade5

(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

153 70205 Haripur 4082 72.86 7.62 25.10 38 52 28 37 28 0 3 0 0 1 0

Total 21989 97.69 12.13 22.85 230 317 341 228 341 0 12 0 0 4 0

49. Dinajpur

154 70301 Kaharole 3889 55.39 18.36 9.00 47 71 22 47 22 0 3 0 0 1 0

155 70302 Khansama 4527 203.23 19.17 2.10 51 89 168 51 168 0 3 8 0 1 1

156 70306 Nawabganj 6088 85.61 16.89 5.50 68 72 74 67 74 0 3 0 0 1 0

157 70311 Bochaganj 3973 159.98 14.77 17.30 86 129 34 86 34 0 3 0 0 1 0

158 70312 Birganj 8313 62.06 17.25 5.50 53 76 91 53 91 0 3 0 0 1 0

Total 26790 113.25 17.29 7.88 305 437 389 304 389 0 15 8 0 5 1

50. Nilphamari

159 70401 Kishoreganj 7929 86.61 17.18 13.30 77 84 61 79 61 0 3 1 0 1 1

160 70403 Dimla 8558 73.53 14.28 43.20 72 101 55 72 55 0 3 0 0 1 0

161 70404 Domar 7489 117.84 17.80 3.00 73 72 155 73 155 0 3 0 0 1 0

162 70405 Nilphamari Sadar

12887 75.13 17.13 8.20 104 80 198 104 198 3 3 0 1 1 0

Total 36863 88.28 16.60 16.93 326 337 469 328 469 3 12 1 1 4 1

51. Rangpur

163 70501 Kaunia 5514 70.67 15.47 3.50 54 53 37 115 37 0 3 0 0 1 0

164 70502 Gangachara 8476 75.29 7.43 0.90 84 84 47 168 47 0 3 0 0 1 0

165 70503 Taraganj 4203 69.57 9.95 5.50 39 33 56 69 56 0 3 0 0 1 0

166 70504 Pirganj 9600 100.69 15.32 15.10 113 106 141 203 141 0 3 1 0 1 1

167 70505 Pirgachha 7203 69.92 12.24 14.50 72 85 40 151 40 0 3 0 0 1 0

168 70506 Badarganj 8493 89.04 9.69 12.70 81 82 102 155 102 0 3 0 0 1 0

169 70507 Mithapukur 12422 107.04 14.72 16.50 135 117 230 245 230 0 3 0 0 1 0

Total 55911 83.17 12.12 9.81 578 560 653 1,106 653 0 21 1 0 7 1

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(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO

PTI URC NGO

52. Lalmonirhat

170 70601 Aditmari 6289 102.94 12.10 3.20 43 70 110 43 110 0 3 1 0 1 1

171 70602 Kaligang 6471 75.10 12.25 24.30 58 81 50 139 50 0 3 1 0 1 1

172 70603 Patgram 6918 51.33 5.84 10.20 66 49 25 67 25 0 3 0 0 1 0

173 70604 Lalmonirhat Sadar 8750

70.91 16.03 1.00 76 60 88 136 88 0 3 0 0 1 0

174 70605 Hatibandha 6888 99.70 14.02 3.60 59 89 100 63 100 0 3 0 0 1 0

Total 35316 80.00 12.05 8.46 302 349 373 448 373 0 15 2 0 5 2

53. Gaibandha

175 70802 Gobindaganj 13384 99.39 15.99 153 102 91 153 91 0 3 0 0 1 0

176 70803 Palashbari 6642 94.28 17.25 25.30 84 120 66 77 66 0 3 1 0 1 1

Total 20026 96.84 16.62 12.65 237 222 157 230 157 0 6 1 0 2 1

Grand Total

1,212,848

74.66 15.57 17.26 12,478 9,013 8,621 14,031 0 8,627 28 507 33 10 169 19

62


Category B : Rural other Upazilas,

Basic Information:

(1) Total number of Upazilas: 184, (2) Total number of PPE eligible children: 1,40,5483, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is net above

24.83% ,(4) Located in number of districts: 45 (5)Located in number of divisions: All, (6) MLE based PPE for ethnic/indigenous children to be considered while developing


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

Gov’t:

GPS - 15,716

RNGPS -8,375

PTI - 20

URC - 176

# % of education officials

from district and Upazila

received one day

orientation on PPE #

number of GPS officially

running PPE with existing

teacher # trainers available


available #

teacher received 6 day

training # % head teachers

received 3 hours orientation

on PPE

x # of GPS and x # of RNGPS

received interim PPE

package X # of GPS

and x # of RNGPS have

dedicated space for PPE

No monitoring and

All GPS running

PPE class

following at

least 75%

standard of

level 1

X % of eligible

children

covered

through quality

PPE class.

Local Upazila level

expansion plan

developed using GO-

NGO collaboration

guideline to cover all


& RNGPS catchment

area. All

GPS running PPE class

maintaining standard

of level 1.

PPE initiated by

different providers

including RNGPS


of Level 1.


covered through

quality PPE class.

All PPE services aligned with

Upazila level expansion plan.


maintaining standard of level

2. All RNGPS running PPE

class maintaining standard of

level 1.

All NGOs and other providers

providing PPE services as per

expansion plan maintaining

50% standard of level 2.

All un-attended children of

GPS and RNGPS catchment

area covered by RNGPS, NGO

& private initiatives


plan maintaining standard of

level 1. 50% of this school is

maintaining 50% standard of


maintaining 50%



class maintaining


All NGO and Private

schools running PPE

class maintaining


All eligible children

covered by GO, NGO and

private providers.

Upazilla level expansion

plan reviewed and

revised considering


government and others.


All GPS running PPE

class maintaining



class maintaining

standard of level 3. All

NGO and Private

schools running PPE

class maintaining


All eligible children of

GPS catchment area

receiving PPE services

by GO, NGO & private

following local

expansion plan


of level 3.

100% of eligible

63


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

supervision mechanism

exist No

planned teacher training

and professional

development mechanism

exist # of

children covered -

level 2. All

eligible children covered by

GO, NGO and private

providers.


covered through quality PPE

class.


PPE class

children covered

through quality PPE

services.

NGO # PPE centre run by NGO

# training facilities available

# trainers available

Distribution of PPE centre is

high in GPS catchment area


coordination mechanism

exist between GO-NGO,

NGO-NGO or with private

initiatives Using

different packages as per

own organizational


Following own

organizational guidelines on

monitoring, supervision &

training # of

children covered -

All NGO running

PPE center

maintaining

50% standard of

level 1.

X% of eligible

children

covered

through quality

PPE class by

NGO run PPE

centers

All NGO running PPE

center maintaining


Participate in the

development of upazila

level expansion plan at

Upazila level with their

resources and capacity.

Plan for redistribution

and open NGO centers

to align with priority of

local level expansion

plan developed.

Govt. will plan for

ensuring TL materials

and training

opportunities for NGO

centers mentioned in

the local plan as per

All NGO centers continuing

PPE class under upazila



Newly opened NGO centers

under local expansion plan

maintaining standard of level

1.

All NGO run centers under


receiving venue (if possible),

materials, training,






class by NGO run PPE

All NGO centers

continuing PPE class

under upazila expansion

plan maintaining


Newly opened NGO

centers under local

expansion plan


level 2.

All NGO run centers


plan receiving venue (if

possible), materials,

training, monitoring and

other support as per GO-

NGO collaboration

guideline .

Participate in the

All NGO centers

continuing PPE class

under upazila

expansion plan


of level 3.

All NGO run centers

under upazila

expansion plan

receiving venue (if

possible), materials,

training, monitoring

and other support as

per GO-NGO


.


covered through


64


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

GO NGO collaboration

guideline.

NGO will ensure secure

funding for at least

three years.


covered through


NGO run PPE centers

centers revision process of

Upazila level expansion

plan considering


government and other

providers and resources

available.




PPE centers

NGO run PPE centers

Private No information available

about private (Kindergarten,

KG school, private schools

etc) initiative


unknown

Local survey to know

about private providers

as a part of local

expansion plan.

Develop a plan to align

this services with

national curriculum.


covered through


private providers

at least 50% of total private

centers under local


standard of Level 1.



class by private providers



plan maintaining





providers



plan maintaining



covered through


private providers

65


Category B : Rural other Upazilas,

Basic Information:

(1) Total number of Upazilas: 184, (2) Total number of PPE eligible children: 1,40,5483, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is net above

24.83% ,(4) Located in number of districts: 45 (5)Located in number of divisions: All, (6) MLE based PPE for ethnic/indigenous children to be considered while developing


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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

1. Joypurhat

1 10902 Kalai 2949 62.83 26.14 32.90 42 12 40 36 0 40 0 3 0 0 1 0

2 10903 Joypurhat Sadar 5606

54.01 23.62 13.60 76 22 55 68 0 55 3 3 0 1 1 0

3 10904 Panchbibi 5164 74.13 24.63 7.60 58 33 90 58 0 90 0 3 0 0 1 0

4 10905 Khetlal 2114 62.49 21.64 4.40 34 10 26 31 0 26 0 3 0 0 1 0

Total 15833 50.69 19.21 11.70 210 77 211 193 0 211 3 12 0 1 4 0

2. Bogra

5 11003 Gabtali 7135 64.02 21.77 3.00 93 70 41 93 41 0 3 0 0 1 0

6 11007 Bogra Sadar 10866 65.29 30.65 19.50 100 18 101 101 101 6 3 10 2 1 1

7 11012 Shajahanpur 6268 35.00 30.26 15.90 83 36 1 84 1 0 3 0 0 1 0

Total 24269 54.77 27.56 12.80 276 124 143 278 143 6 9 10 2 3 1

3. Naogaon

8 11103 Naogaon Sadar 8260

79.54 21.50 8.00 105 27 46 104 46 3 3 0 1 1 0

9 11105 Patnitala 4930 92.33 22.37 4.90 82 47 54 82 54 0 3 0 0 1 0

10 11108 Mahadebpur 5817 86.23 21.57 22.60 84 46 53 85 53 0 3 0 0 1 0

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(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

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NGO PTI URC NGO

PTI URC NGO

11 11111 Sapahar 3838 107.63 22.93 7.10 47 47 29 49 29 0 3 0 0 1 0

Total 22845 91.43 22.09 10.65 318 167 182 320 182 3 12 0 1 4 0

4. Rajshahi

12 11303 Tanore Upazila 4209

65.31 20.60 24.90 49 76 41 45 41 0 3 0 0 1 0

13 11306 Paba 6710 67.08 24.40 11.60 56 23 77 50 77 0 3 0 0 1 0

14 11307 Baghmara 7064 75.04 20.71 4.00 104 109 63 104 63 0 3 0 0 1 0

Total 17983 69.14 21.90 13.50 209 208 181 199 181 0 9 0 0 3 0

5. Natore

15 11402 Natore Sadar 8774 41.74 24.83 36.70 49 33 53 49 53 3 3 0 1 1 0

16 11403 Baraigram 6174 65.79 21.53 15.50 59 31 55 60 55 0 3 0 0 1 0

17 11404 Bagatipara 2528 90.78 21.04 15.40 32 23 23 55 23 0 3 0 0 1 0

18 11405 Lalpur 6049 65.71 20.78 7.90 62 43 46 62 46 0 3 0 0 1 0

Total 23525 66.01 22.05 18.88 202 130 177 226 177 3 12 0 1 4 0

6. Pabna

19 11602 Bhangura 3310 88.82 27.19 14.40 44 53 0 44 0 0 3 0 0 1 0

20 11604 Faridpur 3521 88.13 20.42 98.70 48 34 20 48 20 0 3 0 0 1 0

21 11606 Ishwardi 6809 41.58 25.91 22.60 66 29 26 66 26 0 3 0 0 1 0

22 11609 Chatmohar 7542 71.41 25.66 41.00 90 56 28 90 28 0 3 0 0 1 0

Total 21182 72.49 24.80 44.18 248 172 74 248 74 0 12 0 0 4 0

7. Kushtia

23 20102 Kushtia Sadar 10235 58.41 24.06 28.40 101 44 66 105 66 3 3 0 1 1 0

Total 10235 58.41 24.06 28.40 101 44 66 105 66 3 3 0 1 1 0

8. Mehepur

67


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PTI URC NGO

24 20201 Meherpur Sadar 4935 127.19 20.36 27.50 61 43 120 61 120 0 3 6 0 1 2

Total 4935 127.19 20.36 27.50 61 43 120 61 120 0 3 6 0 1 2

9. Jhenaidah

25 20402 Kotchadpur 3076 98.44 21.26 24.70 36 35 32 36 0 32 0 3 0 0 1 0

26 20403 Jhenaidah Sadar 9403 92.59 20.12 15.80 97 110 141 96 0 141 3 3 0 1 1 0

Total 12479 95.52 20.69 20.25 133 278 173 132 0 173 3 6 0 1 1 0

10. Jessore

27 20601 Abhaynagar 5371 58.05 29.77 24.60 63 49 26 63 26 0 3 0 0 1 0

28 20602 Keshabpur 5527 88.80 26.85 39.70 70 78 44 64 44 0 3 0 0 1 0

29 20603 Chaugachha 4891 102.76 20.96 30.10 61 72 40 55 40 0 3 0 0 1 0

30 20604 Jhikargachha 6462 123.55 27.84 26.60 72 53 71 72 71 0 3 0 0 1 0

31 20606 Manirampur 8591 99.67 23.20 21.50 120 140 140 120 140 0 3 0 0 1 0

32 20607 Sharsha 7508 65.72 25.47 34.20 73 44 44 73 44 0 3 0 0 1 0

33 20608 Jessore Sadar 14740 77.82 33.62 20.00 140 113 59 133 59 3 3 0 1 1 6

Total 53090 88.05 26.82 28.10 599 549 424 580 424 3 21 0 1 7 6

11.Satkhira

34 20803 Kaliganj 5635 78.79 20.66 18.20 86 45 8 86 8 0 3 0 0 1 0

35 20804 Tala 6149 98.41 28.88 0.00 108 97 11 618 11 0 3 0 0 1 0

36 20805 Debhata 2616 89.49 20.91 2.40 35 23 27 35 27 0 3 0 0 1 0

37 20806 Shyamnagar 7401 86.64 20.94 27.50 96 82 34 91 34 0 3 0 0 1 0

38 20807 Satkhira Sadar 9194

83.78 24.44 25.80 140 57 83 1 83 3 3 0 1 1 0

Total 30995 87.42 23.17 14.78 465 304 163 831 163 3 15 0 1 5 0

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DPE mapping (gross)

BBS (net)

GPS RNGPS

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NGO PTI URC NGO

PTI URC NGO

12. Khulna

39 20901 Koyra 4212 96.91 20.35 8.60 54 73 5 110 5 0 3 0 0 1 0

40 20903 Dumuria 6050 92.86 24.99 17.60 111 99 34 138 34 0 3 0 0 1 0

41 20906 Dighalia 2401 56.58 24.95 7.10 35 12 7 46 7 0 3 0 0 1 0

42 20907 Paikgachha 4443 164.75 20.32 28.20 74 90 19 164 19 0 3 0 0 1 0

43 20908 Phultala 1697 78.73 22.75 18.00 36 18 9 53 9 0 3 0 0 1 0

44 20910 Rupsa 3856 61.20 27.96 31.90 46 19 21 62 21 0 3 0 0 1 0

Total 22659 91.84 23.55 18.57 356 311 95 573 95 0 18 0 0 6 0

13. Bagerhat

45 21003 Fakirhat 2585 88.74 24.33 46.70 53 20 11 53 11 0 3 0 0 1 0

46 21004 Bagerhat Sadar 5092

206.99 23.61 25.80 109 40 2 109 2 3 3 0 1 1 0

47 21005 Mollahat 3433 70.61 21.46 12.50 59 39 0 55 0 0 3 0 0 1 0

48 21006 Mongla 2353 80.96 37.31 21.90 32 31 11 32 11 0 3 0 0 1 0

49 21007 Morrelganj 7487 103.71 22.69 12.20 138 167 49 140 49 0 3 0 0 1 0

50 21008 Rampal 2932 97.27 24.08 31.80 67 54 5 66 5 0 3 0 0 1 0

Total 23882 108.05 25.58 25.15 458 351 78 455 78 3 18 0 1 6 0

14. Sherpur

51 30201 Jhenaigati 4678 129.52 27.75 16.40 44 40 122 44 122 0 3 0 0 1 0

52 30204 Sreebardi 8043 62.13 20.94 13.40 77 77 69 77 69 0 3 0 0 1 0

Total 12721 95.83 24.35 14.90 121 117 191 121 191 0 6 0 0 2 0

15. Mymensingh

53 30301 Mymensingh Sadar

20300 41.19 24.82 12.70 132 36 106 128 106 3 3 10 1 1 3

54 30303 Trishal 12616 49.59 22.52 12.60 120 56 34 112 34 0 3 0 0 1 0

55 30305 Gaffargaon 11926 62.33 23.74 22.20 160 66 37 160 37 0 3 0 0 1 0

69


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(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

56 30309 Fulbaria 13289 71.32 23.86 38.00 104 82 130 104 130 0 3 0 0 1 0

Total 58131 56.11 23.74 21.38 516 240 307 504 307 3 12 10 1 4 3

16. Netrokona

57 30403 Kendua 10224 87.66 21.64 15.10 87 76 40 86 40 0 3 0 0 1 0

Total 10224 87.66 21.64 15.10 87 76 40 86 40 0 3 0 0 1 0

17. Kishoregonj

58 30509 Kishoreganj Sadar

11481 55.33 23.13 25.10 91 51 63 0 63 3 3 0 1 1 0

59 30512 Pakundia 7190 48.00 24.48 24.10 93 93 52 93 52 0 3 0 0 1 0

Total 18671 51.67 23.81 24.60 184 144 115 93 115 3 6 0 1 2 0

18. Tangail

60 30602 Sakhipur 6738 66.73 23.33 14.00 69 66 30 69 30 0 3 0 0 1 0

61 30603 Gopalpur 6277 54.21 20.15 4.10 74 64 60 73 60 0 3 0 0 1 0

62 30605 Tangail Sadar 12648 52.83 23.81 12.10 116 42 41 149 41 3 3 0 1 1 0

63 30607 Mirzapur 8928 93.38 22.77 26.40 113 41 111 113 111 0 3 0 0 1 0

64 30608 Kalihati 9778 47.91 20.06 16.00 105 55 67 107 67 0 3 0 0 1 0

65 30612 Dhanbari 4103 74.02 21.62 16.50 45 26 36 45 36 0 3 0 0 1 0

Total 48472 64.85 21.96 14.85 522 294 345 556 345 3 18 0 1 6 0

19. Gazipur

66 30701 Gazipur Sadar 36239

23.84 32.24 11.10 111 40 100 108 100 3 3 0 1 1 0

67 30702 Kaliganj 5893 58.66 37.71 39.70 85 33 30 84 30 0 3 1 0 1 1

68 30703 Kapasia 8349 79.61 26.60 19.10 141 34 84 134 84 0 3 1 0 1 1

69 30704 Sreepur 11387 73.01 27.30 10.60 105 52 159 103 159 0 3 0 0 1 0

70 30705 Kaliakair 9659 50.96 27.54 8.00 86 25 45 89 45 0 3 0 0 1 0

Total 71527 57.22 30.28 17.70 528 184 418 518 418 3 15 2 1 5 2

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BBS (net)

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NGO PTI URC NGO

PTI URC NGO

20. Narsingdi

71 30801 Manohardi 7157 71.45 22.43 36.80 102 31 82 0 82 0 3 0 0 1 0

72 30804 Narsingdi Sadar 18694

46.85 21.34 32.10 106 12 39 110 39 3 3 0 1 1 0

73 30805 Palash 5001 50.97 22.34 9.60 47 16 20 47 20 0 3 0 0 1 0

74 30806 Shibpur 7888 66.76 22.63 38.90 113 24 50 113 50 0 3 0 0 1 0

Total 38740 59.01 22.19 29.35 368 83 191 270 191 3 12 0 1 4 0

21. Manikgonj

75 30901 Manikganj Sadar

6706 85.09 26.74 16.80 88 22 114 88 114 3 3 0 1 1 0

76 30902 Ghior 3164 129.46 23.20 49.20 61 20 53 53 53 0 3 0 0 1 0

77 30905 Harirampur 3158 93.92 22.93 4.80 68 13 5 57 5 0 3 0 0 1 0

Total 13028 102.82 24.29 23.60 217 55 172 198 172 3 9 0 1 3 0

22. Dhaka

78 31013 Keraniganj 17834 48.26 31.17 23.20 102 22 51 103 51 0 3 0 0 1 0

79 31014 Dohar 5595 44.88 27.47 28.30 42 9 6 44 6 0 3 0 0 1 0

80 31015 Dhamrai 9092 72.86 29.62 16.00 139 24 65 139 65 0 3 0 0 1 0

81 31016 Nawabganj 7049 63.27 28.34 16.50 90 34 0 90 0 0 3 0 0 1 0

82 31017 Savar 26539 22.64 32.77 37.30 88 29 96 82 96 0 3 2 0 1 2

Total 66109 50.38 29.87 24.26

461 118 218 458 218 0 15.0

0 2 0 5 2

23. Narayangonj

83 31101 Narayanganj Sadar

28284 33.62 32.33 25.20 104 13 37 102 37 0 3 1 0 1 1

84 31102 Bandar 6908 62.68 33.16 7.50 62 10 28 62 28 0 3 0 0 1 0

71


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BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

85 31103 Sonargaon 9179 58.22 30.57 11.60 82 29 21 82 21 0 3 0 0 1 0

86 31105 Rupganj 12044 40.90 29.70 15.10 82 26 16 77 16 0 3 0 0 1 0

Total 56415 48.86 31.44 14.85 330 78 102 323 102 0 12 1 0 4 1

24. Munshigonj

87 31201 Gazaria 3776 31.97 28.15 12.80 63 16 0 63 0 0 3 0 0 1 0

88 31202 Serajdikhan 6708 83.48 28.52 18.60 106 13 0 108 0 0 3 0 0 1 0

89 31203 Tongibari 4497 60.73 22.48 26.90 76 13 0 89 0 0 3 0 0 1 0

90 31204 Lohajang 3481 104.57 33.44 16.70 66 5 0 61 0 0 3 0 0 1 0

91 31205 Sreenagar 5650 70.73 29.45 18.00 92 13 0 86 0 0 3 0 0 1 0

92 31206 Munshiganj Sadar

8663 57.17 28.21 10.90 100 9 0 90 0 3 3 0 1 1 0

Total 32775 68.11 28.38 17.32 503 69 0 497 0 3 18 0 1 6 0

25. Faridpur

93 31401 Faridpur Sadar 10310

57.07 26.65 15.70 100 40 48 100 48 3 3 0 1 1 1

Total 10310 57.07 26.65 15.70 100 40 48 100 48 3 3 0 1 1 1

26. Madaripur

94 31501 Kalkini 7506 118.86 23.67 28.10 115 78 25 113 25 0 3 0 0 1 0

95 31503 Madaripur Sadar

9142 84.86 25.54 7.90 124 44 29 123 29 3 3 0 1 1 0

96 31504 Rajoir 6315 90.21 20.63 26.20 80 42 38 80 38 0 3 0 0 1 0

Total 22963 97.98 23.28 20.73 319 164 92 316 92 3 9 0 1 3 0

27. Shariatpur

97 31604 Naria 5842 83.48 25.42 5.10 88 35 29 67 29 0 3 0 0 1 0

98 31606 Shariatpur Sadar

5342 78.23 29.86 26.10 75 40 29 55 29 0 3 0 0 1 0

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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

Total 11184 80.86 27.64 15.60 163 75 58 122 58 0 6 0 0 2 0

28. Goplagonj

99 31701 Kotalipara 6193 112.19 24.03 20.10 104 73 32 98 32 0 3 0 0 1 0

100 31702 Kashiani 5413 77.00 23.28 36.40 111 51 1 111 1 0 3 0 0 1 0

101 31703 Gopalganj Sadar

9322 94.96 24.86 18.20 133 77 34 133 34 0 3 0 0 1 0

102 31704 Tungipara 2828 143.00 20.30 46.60 42 35 28 40 28 0 3 0 0 1 0

Total 23756 106.79 23.12 30.33 390 236 95 382 95 0 12 0 0 4 0

29. Brahmanbaria

103 40501 Brahmanbaria Sadar

16663 49.49 21.35 16.50 87 31 101 87 101 3 3 0 1 1 0

104 40503 Kasba 10033 64.51 21.01 13.40 82 73 0 82 0 0 3 0 0 1 0

Total 26696 57.00 21.18 14.95 169 104 101 169 101 3 6 0 1 2 0

30. Comilla

105 40601

Comilla Adarsha Sadar

12594 42.31 36.91 15.70 89 19 17 89 17 3 3 10 1 1 1

106 40602 Laksam 8125 52.32 26.17 12.30 57 20 65 57 65 0 3 0 0 1 0

107 40603 Debidwar 13378 53.28 20.92 12.00 121 59 61 119 61 0 3 0 0 1 0

108 40605 Daudkandi 9379 52.37 22.12 22.10 101 43 0 100 0 0 3 0 0 1 0

109 40606 Chauddagram 11489 45.82 27.66 6.10 115 50 65 114 65 0 3 0 0 1 0

110 40607 Brahmanpara 6542 54.98 22.87 13.90 53 51 36 57 36 0 3 0 0 1 0

111 40608 Barura 11238 62.98 24.94 13.90 97 49 59 97 59 0 3 0 0 1 0

112 40609 Burichang 8270 45.99 29.85 10.60 73 64 28 73 28 0 3 0 0 1 0

113 40612 Nangalkot 11203 36.20 24.02 20.20 78 65 2 78 2 0 3 0 0 1 0

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GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

114 40614 Manoharganj 7329 34.21 27.78 47.70 68 30 22 60 22 0 0 0 0 0 0

115 40616 Comilla Sadar Dakshin

11072 48.12 26.67 19.40 90 59 0 90 0 0 0 0 0 0 0

Total 110619 48.05 26.36 17.63 942 509 355 934 355 3 27 10 1 9 1

31. Chandpur

116 40701 Chandpur Sadar 11936

49.30 25.39 18.10 135 38 23 135 23 3 3 0 1 1 0

117 40702 Kachua 10930 38.93 24.39 14.40 106 57 26 110 26 0 3 0 0 1 0

118 40703 Hajiganj 8569 75.90 25.03 23.50 97 57 26 154 32 0 3 0 0 1 0

119 40704 Haim Char 3088 44.62 21.37 9.20 56 4 0 54 0 0 3 0 0 1 0

120 40705 Shahrasti 5877 62.79 25.44 27.30 70 26 33 68 33 0 3 0 0 1 0

121 40707 Matlab 5376 81.81 22.14 16.40 64 45 67 61 67 0 3 0 0 1 0

122 40708 Matlab Uttar 6921 60.96 21.82 6.10 120 48 0 122 0 0 0 0 0 0 0

Total 52697 59.19 23.65 16.43 648 275 175 704 181 3 18 0 1 6 0

32. Noakhali

123 40903 Chatkhil 5836 34.48 24.30 24.90 98 14 0 98 0 0 3 0 0 1 0

124 40904 Senbagh 7613 34.05

21,.71 26.70 79 33 27 79 27 0 3 0 0 1 0

125 40907 Sonaimuri 8672 24.56 27.48 7.10 21 60 0 21 0 0 0 0 0 0 0

Total 22121 31.03 17.26 19.57 198 107 27 198 27 0 6 0 0 2 0

33. Feni

126 41001 Feni Sadar 12071 36.75 30.01 25.20 107 44 28 122 28 3 3 0 1 1 0

127 41002 Daganbhuiyan 6431

44.16 23.71 13.00 81 20 23 85 23 0 3 0 0 1 0

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GPS RNGPS

NGO

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RNGPS

NGO PTI URC NGO

PTI URC NGO

128 41003 Sonagazi 6939 58.75 25.31 4.70 76 25 3 60 3 0 3 0 0 1 0

129 41004 Chhagalnaiya 4423 29.69 25.98 29.90 61 16 0 71 0 0 3 0 0 1 0

Total 29864 42.34 26.25 18.20 325 105 54 338 54 3 12 0 1 4 0

34. Chittagong

130 41102 Raozan 6990 92.35 36.21 8.80 147 21 2 147 2 0 3 1 0 1 1

131 41104 Fatikchhari 14140 63.20 25.88 11.10 133 73 42 125 42 0 3 1 0 1 1

132 41105 Patiya 12130 46.98 33.48 2.90 147 32 22 147 22 0 3 1 0 1 1

133 41106 Anowara 7282 85.57 28.47 38.30 88 22 0 88 o 0 3 0 0 1 0

134 41107 Boalkhali 4955 96.10 30.66 8.50 87 19 76 106 76 0 3 1 0 1 1

135 41108 Lohagara 8396 67.82 36.18 25.80 62 35 22 62 22 0 3 0 0 1 0

136 41120 Satkania 11035 74.22 28.07 18.60 104 33 113 104 113 0 3 1 0 1 1

137 41110 Chandanaish 5968 59.48 30.09 10.30 64 22 34 64 34 0 3 1 0 1 1

138 41111 Hathazari 9674 74.27 38.90 14.20 118 29 55 119 33 0 3 1 0 1 1

139 41112 Rangunia 8690 64.15 28.76 31.30 93 52 22 93 22 0 3 1 0 1 1

140 41113 Mirsharai 9492 60.79 26.11 5.50 145 39 18 112 18 0 3 0 0 1 0

141 41114 Sitakunda 8262 61.92 30.59 14.50 73 22 26 80 26 0 3 0 0 1 0

Total 107014 65.14 28.72 14.60

1,261 399 432 1,247 0 410 0 36 8 0 12 8

35. Cox's Bazar

142 41201 Ukhia 6647 109.28 23.50 24.10 40 32 217 72 217 0 3 1 0 1 1

143 41205 Chakoria 14494 85.01 25.80 38.10 77 53 202 131 202 0 3 0 0 1 0

144 41207 Cox's Bazar Sadar

12616 60.71 27.24 64.20 64 36 124 94 104 3 3 5 1 1 1

Total 33757 85.00 25.51 42.13 181 121 543 297 523 3 9 6 1 3 2

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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

36. Barisal

145 50101 Agailjhara 3568 101.79 41.84 16.80 65 30 28 45 28 0 3 0 0 1 0

146 50102 Wazirpur 5621 91.85 28.64 5.00 104 7 5 104 5 0 3 1 0 1 1

147 50103 Gaurnadi 4635 127.46 24.21 13.70 87 32 39 87 39 0 3 0 0 1 0

148 50104 Barisal Sadar 11459 92.98 36.70 11.70 133 55 113 127 113 3 3 5 1 1 1

149 50105 Bakerganj 8265 145.88 24.46 9.10 156 99 59 133 59 0 3 0 0 1 0

150 50106 Banari Para 3614 105.84 20.23 5.60 80 42 0 77 19 0 3 0 0 1 0

151 50107 Babuganj 3402 83.60 28.01 7.40 69 60 0 69 0 0 3 0 0 1 0

Total 40564 107.06 29.16 9.90 694 325 244 642 263 3 21 6 1 7 2

37. Pirojpur

152 50201 Kawkhali 1577 78.76 21.88 11.00 53 9 0 53 0 0 3 0 0 1 0

153 50202 Nazirpur 4348 115.69 25.14 23.10 96 75 1 94 1 0 3 0 0 1 0

154 50203 Pirojpur Sadar 3635

69.68 27.46 18.30 94 37 0 94 0 3 3 0 1 1 0

155 50204 Bhandaria 3735 88.49 22.25 17.30 97 54 10 100 10 0 3 0 0 1 0

156 50205 Mathbaria 6595 113.72 27.08 16.60 115 84 1 115 1 0 3 0 0 1 0

157 50206 Nesarabad 4439 139.90 22.69 17.70 114 49 1 114 1 0 3 0 0 1 0

158 50207 Zianagar 2049 81.99 29.67 16.50 36 29 0 38 0 0 0 0 0 0 0

Total 26378 98.32 25.17 17.21 605 337 13 608 13 3 18 0 1 6 0

38. Jhalokati

159 50302 Jhalokati Sadar 4761

104.52 31.99 2.50 109 48 50 114 50 0 3 0 0 1 0

160 50303 Nalchity 4701 123.38 35.08 7.00 105 52 72 101 72 0 3 0 0 1 0

76


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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

161 50304 Rajapur 3872 70.48 22.06 7.50 75 41 1 69 1 0 3 0 0 1 0

Total 13334 99.46 29.71 5.67 289 141 123 284 123 0 9 0 0 3 0

39. Barguna

162 50401 Amtali 7116 151.98 25.39 15.70 101 101 76 105 76 0 3 0 0 1 0

163 50403 Barguna Sadar 6158

120.23 36.34 15.30 109 104 82 108 82 3 3 3 1 1 5

164 50405 Betagi 2955 109.17 32.83 4.60 71 47 4 83 4 0 3 0 0 1 0

Total 16229 127.13 31.52 11.87 281 252 162 296 162 3 9 3 1 3 5

40. Patuakhali

165 50504 Patuakhali Sadar

8065 111.20 25.07 19.00 124 68 54 124 54 3 3 0 1 1 0

166 50505 Bauphal 8405 87.21 20.37 32.60 122 105 1 125 1 0 3 0 0 1 0

167 50506 Mirzaganj 2907 174.34 30.99 73.70 62 71 37 59 37 0 3 0 0 1 0

168 50507 Dumki 1906 72.88 35.83 29.30 37 20 0 37 0 0 0 0 0 0

Total 21283 111.41 28.07 38.65 345 264 92 345 92 3 9 0 1 3 0

41. Sylhet

169 60202 Kanaighat 9147 59.12 22.74 8.30 92 25 63 112 63 0 3 0 0 1 0

170 60208 Golapganj 8261 72.44 26.12 9.10 140 29 46 169 46 0 3 0 0 1 0

171 60210 Zakiganj 6834 58.96 21.76 7.90 107 19 30 147 30 0 3 0 0 1 0

172 60211 Beani Bazar 6632 66.27 21.38 14.30 113 25 0 126 0 3 0 0 1 0

Total 30874 64.20 23.00 9.90 452 98 139 554 139 0 12 0 0 4 0

42. Thakurgaon

173 70201 Thakurgaon Sadar

14474 88.39 21.67 27.70 189 193 115 178 115 3 3 0 1 1 0

Total 14474 88.39 21.67 27.70 189 193 115 178 115 3 3 0 1 1 0

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PTI URC NGO

43. Dinajpur

174 70303 Ghoraghat 2770 101.44 20.79 46.60 31 27 34 32 34 0 3 0 0 1 0

175 70304 Chirirbandar 7357 114.30 24.13 59.10 95 99 122 95 122 0 3 8 0 1 1

176 70305 Dinajpur Sadar 10570

67.37 28.61 26.00 117 58 108 115 108 3 3 6 1 1 1

177 70307 Parbatipur 9427 88.55 20.19 10.60 105 84 92 105 92 0 3 0 0 1 0

178 70308 Fulbari 3992 116.88 20.34 17.70 46 62 55 46 55 0 3 1 0 1 1

179 70309 Biral 6620 99.50 22.52 9.30 86 78 92 86 92 0 3 0 0 1 0

180 70310 Birampur 3964 93.06 20.21 18.90 49 46 40 49 40 0 3 0 0 1 0

181 70313 Hakimpur 2193 149.16 27.18 41.40 27 19 31 24 31 0 3 0 0 1 0

Total 46893

103.78 23.00 28.70 556 473 574 552 574 3 24 15 1 8 3

44. Nilphamari

182 70402 Jaldhaka 10863 124.85 23.93 3.30 85 120 212 85 212 0 3 0 0 1 0

183 70406 Saidpur 6594 52.59 23.08 15.30 61 15 44 61 44 0 3 1 0 1 1

Total 17457 88.72 23.51 9.30 146 135 256 146 256 0 6 1 0 2 1

45. Rangpur

184 70508 Rangpur Sadar 16291

62.13 24.83 14.40 123 84 114 202 114 3 3 8 1 1 1

Total 16291 62.13 24.83 14.40 123 84 114 202 114 3 3 8 1 1 1

Grand Total

1406284 77.02 24.83 19.80 15849

865

3

799

8

16,

439 0 7,981 93 534 88 31 177 41

78


Category C : Urban City Corporations (Dhaka, Chittagong, Khulna, Rajshahi)

Basic Information:

(1) Total number of Thanas: 61 spread in 20 DPE Upazilas of 4 old City Corporations,(2) Total number of PPE eligible children: 228,255 (3) PPE enrolment rate in 2012 in GO

and NGO schools as per BBS is 47.44%, (4)Located in number of districts: 4, (5) Located in number of divisions: 4,

Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

GO

GPS - 595

RNGPS - 133

PTI - 4

URC - 20


from district and Upazila

received one day

orientation on PPE

595 GPS officially running

PPE with existing teacher

72 trainers available

24 of training facilities

available

416 teacher received 6 day

training

# % head teachers received

3 hours orientation on PPE


received interim PPE

package X # of GPS

and x # of RNGPS have

dedicated space for PPE

No monitoring and


exist No

Develop an Urban strategy for

PPE to cover all urban children

and linking them with primary

education following right based

approach and considering

context and dynamics of urban.


maintaining at least 75%

standard of level 1

Thana level expansion plan

developed considering urban

strategy and using GO-NGO

collaboration guideline to cover

all eligible children of thana.

Plan will includes government,

NGO and private initiatives to

universalize PPE in particular

thana and special focus will be

given on slums and excluded or

marginalized groups.

X % of eligible children covered

All GPS running PPE

class maintaining


50% un attended

children of GPS

catchment area

covered by GO or

NGO school following

Thana expansion plan

and maintaining level

1 standard .

PPE initiatied in all

RNGPS following


and maintaining at

least standard of level

1. X% of

eligible children

covered through

quality PPE class.

All GPS running PPE



All un-attended

children of GPS

catchment area


initiative following


and maintaining level

1 standard.


class maintaining


50% of un-attended

children of these

RNGPS catchment

areas covered through


guideline and thana

expansion plan



level 2. All


GPS catchment area

covered by GO & NGO

following Thana

expansion plan

maintaining 80%



class maintaining



of RNGPS catchment

areas are covered by

NGO as per Thana

expansion plan


at least level 1.

Thana Expansion plan

All GPS running PPE

class maintaining



GPS catchment area

receiving PPE

services by GO &

NGO following Thana

expansion plan

maintaining 80%


All RNGPS running

PPE class maintaining


All un-attended

children of RNGPS

catchment areas are

also covered by GO

and NGO school

maintaining 80%


79


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

planned teacher training

and professional


exist No

separate urban strategy for

education to cover slum

and marginalized children


through quality PPE class. maintaining standard

of level 1.

X % of eligible

children covered

through quality PPE

class.

reviewed considering

the opportunity created

by government and

private sector.



PPE class

100% of eligible

children covered

through quality PPE

services.

NGO 493 PPE centre run by NGO

13 training facilities

available 50 trainers

available. No

minimum criteria/guideline

or standard to select

location and venue







initiatives.

Using different packages as

per own organizational


Following own

Participate in the urban strategy

on PPE development process.

Participate in the development

of Thana level expansion plan

with existing resources and

capacity available and following

strategy.

Redistribution plan of NGO

centres to align with priority of

Thana level expansion plan.

Slums and merginalized groups

will get ptiority while planning

to ensure equity and inlcusion.

Govt. will ensure venue (If

possible), TL materials and

training opportunitites for NGO

centres mentioned in the Thana

level expansion plan.

# of NGO centres

relocated/ opened

under Thana

expansion plan


of level 1.

# of centres opened

under Thana

expansion plan

received materials,

training and others

support and

monitored as per GO-

NGO collaboration

guideline. NGO

centers are focusing

slums and

marginalized groups

# of old NGO centres

opened under Thana

expansion plan

maintaining 80%


# of newly open NGO

centres under Thana

expansion plan


of level 1.

# of centres opened (

old and new) under


receiving materials,



per GO-NGO

collaboration


opened under Thana

expansion plan


level 2.

# of newly opened NGO

centres under Thana

expansion plan


level 1.

# of centres opened

under Thana expansion

plan receiving materials,



NGO collaboration

guideline. Participate in

the revision of Thana

Relocation/Redistrib

ution of centers

considering revised

Thana expansion

plan.


opened under Thana

expansion plan


of level 3.

# of newly open NGO

centres under Thana

expansion plan


of level 2.

# of centres opened

under Thana

expansion plan

80


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

organizational guidelines on

monitoring, supervision &

training # of

children covered -

NGO will ensure secure funding

for their part to continue at

least for three years.

X% of eligible children covered

through quality PPE class by

NGO run PPE centres

to provide PPE service

following urban

strategy.


covered through


NGO run PPE centres

guideline .


covered through


NGO run PPE centres

expansion plan




PPE centres




per GO-NGO

collaboration

guideline .

X% of eligible

children covered

through quality PPE

class by NGO run

PPE centres


about private

(Kindergarten, KG school,

private schools etc)

initiative


unknown

Local survey to know about

private providers as a part of

Thana expansion plan.

Develop a plan to align this

services with national

curriculum and standard.

(international schools will not be

considered as they are following

different standards and

curriculum)

% of eligible children covered


private providers

at least 25% of total

identified private

schools will be under

under Thana

expansion plan and


of Level 1.


covered through


private providers

At least 50% of

identified private

providers under Thana

expansion plan

maintaining 80%



covered through


private providers


under Thana expansion

plan maintaining


All private providers will

be considered during

revision of Thana level

expansion plan.




providers


under Thana

expansion plan

maintaining



covered through


private providers

81


Category C : Urban City Corporations (Dhaka, Chittagong, Khulna, Rajshahi)

Basic Information:

(1) Total number of Thanas: 61 spread in 20 DPE Upazilas of 4 old City Corporations,(2) Total number of PPE eligible children: 228,255 (3) PPE enrolment rate in 2012 in GO

and NGO schools as per BBS is 47.44%, (4)Located in number of districts: 4, (5)Located in number of divisions: 4

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(MICS'09)

Schools Trained teachers

Trainers Training facilities

DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC NGO

PTI URC

NGO

Rajshahi

11309 Boalia (Sadar) 47 17 30 47 30 3 3 8 1 1 1

1 11309 Boalia 3494 65.71 47.74

2 113a Matihar 974 42.81

3 113b Rajpara 2404 39.77

4 113c Shah Makhdum Thana 490

46.12

Total 7362 65.71 44.11 0.00 47 17 30 47 30 3 3 8 1 1 1

Khulna

Khulna Sadar 93 34 116 131 116 3 3 4 1 1 1

5 20902 Khulna Sadar Thana 3977

193.11 45.03

6 209a Daulatpur Thana 2043 43.70

7 209b Khalishpur Thana 2835 43.70

8 209c Khan Jahan Ali Thana 1463

34.31

9 209d Sonadanga Thana 3083

83.07

Total 13401 193.11 49.96 0.00 93 34 116 131 116 3 3 4 1 1 1

82


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC NGO

PTI URC

NGO

Dhaka Dhaka City 295 43 195 65 30 5 3

10 31001 Mirpur 8731 39.22 43.35 28 10 54 38 54 0 3 1 0 1 1

11 31002 Mohammadpur 6004 40.04 43.95 17 6 19 22 19 0 3 2 0 1 1

12 31003 Dhanmondi 1837 70.77 59.99 8 2 0 7 0 0 3 0 0 1 0

13 31004 Lalbagh 7497 58.56 35.57 38 5 21 43 21 0 3 1 0 1 1

14 31005 Kotwali 917 157.58 61.94 31 1 0 25 0 0 3 0 0 1 0

15 31006 Sutrapur 3255 85.90 55.58 48 1 6 11 6 0 3 0 0 1 0

16 31007 Cantonment 2162 37.97 47.13 12 1 0 13 0 0 3 0 0 1 0

17 31008 Motijheel 3065 87.41 45.87 23 0 11 24 11 0 3 1 0 1 1

18 31009 Ramna 2996 12.95 49.23 9 0 0 8 0 0 3 0 0 1 0

19 31010 Tejgaon 2153 56.90 41.94 10 0 0 0 0 0 3 0 0 1 0

20 31011 Gulshan 4048 67.34 43.01 31 7 32 38 32 0 3 23 0 1 3

21 31012 Demra 4932 157.52 38.61 40 10 52 42 52 0 3 0 0 1 0

22 310a Adabor 4011 36.55 0 0

23 310ab Turag 3473 38.70 0

24 310ac Uttara 2914 54.22 0

25 310ad Uttar Khan 1664 43.21 0

26 310b Badda 10317 37.22 0

27 310c Bangshal 2626 52.32 0

28 310d Biman Bandar 144 42.36 0

29 310e Chak Bazar 2322 48.62 0

30 310f Dakshinkhan 5407 34.27 0

31 310g Darus Salam 3120 31.99 0

32 310h Gendaria 2518 56.20 0

83


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC NGO

PTI URC

NGO

33 310i Hazaribagh 3755 40.16 0

34 310j Jatrabari 9618 39.77 0

35 310k Kafrul 7338 39.52 0

36 310l Kadamtali 8193 39.55 0

37 310m Kalabagan 1604 51.87 0

38 310n Kamrangir Char 2363 27.59 0

39 310o Khilgaon 6847 36.66 0

40 310p Khilkhet 2443 42.41 0

41 310q New Market 458 51.75 0

42 310r Pallabi 11379 42.75 0

43 310s Paltan 718 39.69 0

44 310t Rampura 4057 48.19 0

45 310u Sabujbagh 7797 45.13 0

46 310v Shah Ali 2204 34.12 0

47 310w Shahbagh 561 50.80 0

48 310x Shyampur 3654 40.34 0

49 310y Sher-E-Bangla Nagar 2128

47.84 0

50 310z Tejgaon Ind. Area 2097 36.58 0

Total 163327 72.68 43.82 0.00 295 43 195 65 225 0 36 33 0 12 10

Chittagong

Chittagonj City 160 39 152

51 41115 Pahartali 3945 99.67 40.99 15 7 3 22 3 0 3 0 0 1 0

52 41116 Chittagong Port 3478 183.06 44.74 23 8 48 31 48 0 3 0 0 1 0

53 41117 Panchlaish 4503 81.28 47.01 23 9 0 30 0 0 0 0 0 0 0

84


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC NGO

PTI URC

NGO

54 41118 Chandgaon 5071 97.24 48.16 33 10 11 23 11 0 3 0 0 1 0

55 41119 Kotwali 5093 89.48 59.12 30 0 90 31 66 6 6 5 2 2 1

56 41109 Double Mooring 7138 106.96 43.37 36 5 0 36 0 0 3 0 0 1 0

57 411a Bayejid Bostami 4463 41.97

58 411b Bakalia 5990 35.11

59 411c Halishahar 3226 53.87

60 411d Khulshi 5713 41.90

61 411e Patenga 2907 49.88

Total 51527 109.62 46.01 0.00 160 39 152 173 128 6 18 5 2 6 1

Grand Total 228255 119.31 47.44 0 595 133 493 416 0 499 12 60 50 4 20 13

85


Category D : Islands, Coastal and Riverine Upazilas with Char

Basic Information:

(1) Total number of Upazilas: 63, (2) Total number of PPE eligible children: 506,503, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 18.84%,

(4) Located in number of districts: 18 (5) Located in number of divisions: 5, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial


Note: Majority of about 1000 Abashan Kendras established by Govt for landless and homeless poor families are located in these Upazilas . Separate strategy will be required to cover this population.

Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

Gov’t:

GPS - 4953

RNGPS -

3818

PTI - 6

URC - 60

# % of education officials from

district and Upazila received

one day orientation on PPE

# number of GPS officially


teacher 198 trainers available

66 of training facilities available


training

# % head teachers received 3

hours orientation on PPE


received interim PPE package

X # of GPS and x # of RNGPS

have dedicated space for PPE

No monitoring and supervision

mechanism exist

Develop a separate strategy

for Island & Coastal area to

cover all eligible children and

linking them with primary

education following right

based approach and

considering context and

dynamics of this area. Multi-

purpose center (like Para

Center in CHT),

Satellite/shelter center school

and special support in disaster

and fishing season, PPP, EiE,

conditional cash tranfer etc

can be used here as strategy

to cover children living in

Island & coastal areas.

All GPS running PPE

class maintaining


25% un attended

children of GPS

catchment area

covered by GO, NGO

or private or

corporate initiative

following Upazilla

expansion plan and


of level 1.

PPE initiated in all

RNGPS following

Upazilla expansion

plan and maintaining

All GPS running PPE

class maintaining

50% standard of

level 2.

50% un-attended

children of GPS

catchment area

covered by GO or

NGO or private

initiatives following

Upazilla expansion


level 1 standard.

All RNGPS running

PPE class

maintaining


All GPS running PPE

class maintaining


All un-attended

children of GPS

catchment area

covered by GO, NGO or

private school following

Upazilla expansion plan


of level 1.


class maintaining


All un-attended

children of RNGPS

catchment areas are

All GPS running PPE

class maintaining



GPS catchment area

receiving PPE services




maintaining 80%



class maintaining



of RNGPS catchment

areas are also covered

86


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

No planned teacher training

and professional development

mechanism exist.

Govt. primary school is

inadequate and not equally

distributed in Island and

coastal areas.

Disaster prone & hard to reach

area

school used as shelter center

during disaster.

No separate strategy or plan

considering difficult

geographical location to cover

children of these remote

areas.

# of children covered

Upazilla level expansion plan

developed considering newly

developed strategy and using


guideline to cover all eligible

children of Upazilla. Plan will

includes government, NGO

and private initiatives to

universalize PPE at Upazilla

and special focus will be given

on remotest area and

excluded or marginalized

groups.






class.

at least standard of

level 1.

Motivational and

orientational

activities with

different

stakeholders ( local

stakes as well as

donor, NGO,

corporates) to

mobilize them for

implementing PPE

expansion plan under

new strategy.

Targeted

interventions from

government and

donors X% of

eligible children

covered through

quality PPE class.

25% of un-attended

children of these

RNGPS catchment

areas covered

through GO-NGO

collaboration

guideline and

Upazilla expansion

plan maintaining


Targeted

intervention

continued to ensure

enrolment of all

children

X % of eligible

children covered

through quality PPE

class.

covered by NGO &

private schools as per



of at least level 1.

Upazilla Expansion plan


the opportunity

created by government

and private sector.


covered through

quality PPE class


school maintaining 80%


100% of eligible

children covered

through quality PPE

services.

87


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020


18 training facilities available

23 trainers available.

No minimum criteria/guideline or

standard to select location and

venue Distribution

of PPE centre is high in

comparatively accesible areas and

it is not based on local demand

rather scope, guideline and

resources of providers.

NGOs running center following

common strategy which is not

contextualized as per local need.

No collaboration and coordination

mechanism exist between GO-

NGO, NGO-NGO or with private

initiatives.

Using different approaches and

packages as per own

organizational design and

priorities.

Following own organizational

guidelines on monitoring,

supervision & training #

of children covered -

Participate in the strategy

development process on PPE.

Participate in the development of

Upazilla level expansion plan with

existing resources and capacity

available and following newly

developed strategy.

Redistribution and opening plan

of NGO centers to align with

priority of Upazilla level

expansion plan. Remote areas

and marginalized children will get

priority while planning to ensure

equity and inclusion.

Govt. will provide extra support,

location, (If possible), TL


opportunities for NGO centers

mentioned in the Upazilla level

expansion plan.


for their part to continue at least

for three years.



NGO run PPE centers

# of NGO centers

relocated/ opened

under Upazilla

expansion plan


level 1.

# of centers opened

under upazilla

expansion plan received

materials, training and

others support and

monitored as per

strategy & GO-NGO

collaboration guideline.

NGO centers are

focusing remote areas

of Island & coastal to

provide PPE service

following new strategy.


covered through


NGO run PPE centers


opened under Upazilla

expansion plan

maintaining 50%


# of newly open NGO

centers under Upazilla

expansion plan


of level 1.

# of centers opened (

old and new) under





per strategy & GO-NGO


.


covered through


NGO run PPE centers



expansion plan


level 2.



expansion plan


level 1.

# of centers running

under Upazilla expansion



other support as per

strategy & GO-NGO


NGO Participate in the

revision of Upazilla

expansion plan




centers

Relocation/Redistribution

of centers considering

revised Upazilla expansion

plan. #

of old NGO centers


expansion plan


level 3.

# of newly open NGO


expansion plan


level 2.

# of centers running under





strategy & GO-NGO





centers

88


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

Private No detail information available

about private (Kindergarten,

KG school, private schools etc)

initiative


unknown


private providers in Island &

Coastal areas as a part of

preparing Upazilla expansion

plan.




(international schools will not

be considered as they are

following different standards

and curriculum) Promote

private or corporate sector

engagement (PPP in social

sector) in EiE, conditional cash

transfer, shelter center etc to

expand PPE in difficult

geographical areas like Island

& Coastal.



private providers.


identified private


Upazilla expansion




covered through


private providers

At least 50% of

identified private

providers under

upazilla expansion

plan maintaining


# of

school/centers/servi

ces newly opened by

private sector

maintaining



covered through


private providers


under Upazilla

expansion plan


of level 2. # of

school/centers newly

opened by private or

corporate sector


of level 1.


will be considered

during revision of


plan.


covered through


private providers


under upazilla

expansion plan


of level 3.


covered through


private providers

89


Category - D: Islands, Coastal and Riverine Upazilas with Char

Basic Information:

(1) Total number of Upazilas: 63, (2) Total number of PPE eligible children: 506,503, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 18.84%,

(4) Located in number of districts: 18 (5)Located in number of divisions: 5, (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial


Note: Majority of about 1000 Abashan Kendras established by Govt for landless and homeless poor families are located in these Upazilas . Separate strategy will be required to cover this population.

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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

1. Bogra

1 11006 Nandigram 3700 95.03

20.00 22.70 61 37 22 61 22 0 3 0 0 1 0

2 11010 Sariakandi 7951 79.51

17.42 18.30 83 78 41 83 41 0 3 0 0 1 0

Total 11651 87.27 18.7

1 20.5 144 115 63 144 63 0 6 0 0 2 0

2. Sirajgonj

3 11502 Kazipur 8345 127.50

23.25 18.20 108 110 17 217 17 0 3 0 0 1 0

4 11504 Chauhali 5803 74.15

11.94 21.50 60 64 2 60 2 0 3 0 0 1 0

5 11506 Belkuchi 10755 104.61

12.49 58.20 82 64 117 82 117 0 3 0 0 1 0

6 11508 Shahjadpur 16692 55.35 13.8 40.20 151 64 35 151 35 0 3 0 0 1 0

90


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

9

7 11509 Sirajganj Sadar 15121

70.52 21.1

2 9.60 151 86 86 155 86 3 3 0 1 1 0

Total 56716 86.43 16.5

4 29.54 552 388 257 665 0 257 3 15 0 1 5 0

3. Pabna

8 11601 Sujanagar 7551 75.39

15.56 0.00 92 46 30 94 30 0 3 0 0 1 0

9 11605 Bera 7124 108.41

15.69 40.50 65 42 39 64 39 0 3 0 0 1 0

10 11607 Santhia 10069 74.98

20.24 14.30 90 77 62 84 62 0 3 0 0 1 0

11 11608 Pabna Sadar 14105 57.70

24.76 22.20 125 56 60 111 60 3 3 6 1 1 1

Total 38849 79.12

19.06 19.25 372 221 191 353 191 3 12 6 1 4 1

4. Satkhira

12 20801 Assasuni 5940 121.45

18.80 39.80 89 74 73 89 73 0 3 0 0 1 0

13 20802 Kalaroa 4830 134.10

20.75 11.60 67 57 91 65 91 0 3 0 0 1 0

Total 10770 127.78

19.78 25.70 156 131 164 154 164 0 6 0 0 2 0

5. Khulna

14 20904 Terokhada 3258 114.73 19.2 25.20 53 46 8 100 8 0 3 0 0 1 0

91


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

4

15 20905 Dacope 2818 92.33

27.57 49.50 56 57 40 105 40 0 3 0 0 1 0

Total 6076 103.53

23.41 37.35 109 103 48 205 48 0 6 0 0 2 0

6. Jamalpur

16 30103 Dewanganj 8111 68.15

14.10 53.70 57 68 62 122 62 0 3 0 0 1 0

17 30105 Jamalpur Sadar 15321

68.79 20.6

8 16.20 166 61 151 224 151 3 3 1 1 1 1

18 30106 Islampur 9512 51.22

12.39 40.80 79 63 35 132 35 0 3 0 0 1 0

19 30107 Madarganj 7945 52.52

14.73 13.00 66 95 63 161 63 0 3 1 0 1 1

Total 40889 60.17

15.48 30.93 368 287 311 639 311 3 12 2 1 4 2

7. Sherpur

20 30202 Nakla 5448 144.14

22.41 5.80 56 44 179 56 179 0 3 0 0 1 0

21 30205 Sherpur Sadar 14514

85.29 24.9

6 16.70 119 71 269 119 269 0 3 0 0 1 0

Total 19962 114.72

23.69 11.25 175 115 448 175 448 0 6 0 0 2 0

8. Tangail

92


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

22 30606 Delduar 4384 161.31

16.65 23.40 57 34 40 91 40 0 3 0 0 1 0

23 30611 Bhuapur 5254 49.33

12.37 4.80 62 40 32 61 32 0 3 0 0 1 0

Total 9638 105.32

14.51 14.10 119 74 72 152 72 0 6 0 0 2 0

9. Lakshmipur

24 40801 Ramgati 9869 48.85 9.48 34.20 54 37 3 90 3 0 3 1 0 1 1

25 40802 Roypur 7180 78.04

19.94 40.90 84 29 33 84 33 0 3 0 0 1 0

26 40804

Lakshmipur Sadar

18540 43.88 19.4

5 15.20 215 67 37 208 37 3 3 1 1 1 1

Total 35589 56.92

16.29

30.10 353 133 73 382 73 3 9 2 1 3 2

10. Noakhali

27 40901 Noakhali Sadar 16089

24.96 16.3

5 18.20 111 79 59 111 59 3 3 0 1 1 0

28 40905 Companiganj 7123 34.70

20.81 11.20 57 26 7 47 7 0 3 0 0 1 0

29 40906 Hatiya 17222 33.14

11.82 22.20 105 99 5 105 5 0 3 1 0 1 1

30 40908 Subarnachar 10930 19.12 7.02 16.80 97 24 3 97 3 0 0 1 0 0 1

Total 51364 27.98

14.00 17.10 370 228 74 360 74 3 9 2 1 3 2

11. Chittagong

93


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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

31 41103 Sandwip 7988 95.59

22.96 32.90 103 43 12 103 12 0 3 0 0 1 0

Total 7988 95.59

22.96 32.90 103 43 12 103 12 0 3 0 0 1 0

12. Cox's Bazar

32 41202 Maheshkhali 9906 39.70

13.83 51.90 47 15 0 81 0 0 3 0 0 1 0

33 41203 Kutubdia 4235 39.67

16.93 30.60 32 24 0 0 0 0 3 0 0 1 0

34 41208 Pekua 6033 47.36

13.28 35.30 27 17 34 27 34 0 0 0 0 0 0

35 41206 Teknaf 9496 77.65

21.28 20.90 34 25 116 48 116 0 3 0 0 1 0

Total 29670 51.10

16.33 34.68 140 81 150 156 150 0 9 0 0 3 0

13. Barisal

36 50108 Muladi 5235 107.39

22.02 29.70 78 51 0 73 0 0 3 0 0 1 0

37 50109 Mehendiganj 9124 92.50

20.33 6.80 124 67 0 124 1 0 3 0 0 1 0

38 50110 Hizla 4967 110.13

18.52 9.90 55 25 3 50 3 0 3 1 0 1 1

Total 19326 103.34

20.29 15.47 257 143 3 247 4 0 9 1 0 3 1

14. Barguna

94


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

39 50402 Patharghata 3911 139.96

29.76 28.00 61 81 17 65 17 0 3 1 0 1 1

40 50404 Bamna 1997 98.40

21.38 15.10 37 15 0 40 0 3 0 0 1 0

Total 5908 119.18

25.57 21.55 98 96 17 105 17 0 6 1 0 2 1

15. Patuakhali

41 50501 Kala Para 6328 139.62

16.67 13.90 78 81 102 78 102 0 3 1 0 1 1

42 50502 Galachipa 10416 102.84

13.02 23.40 120 109 9 119 9 0 3 1 0 1 1

43 50503 Dashmina 3825 92.18

15.42 35.10 39 72 0 38 0 3 0 0 1 0

Total 20569 111.55

15.04 24.13 237 262 111 235 111 0 9 2 0 3 2

16. Bhola

44 50601 Char Fasson 15131 43.78

17.00 27.50 71 109 85 190 85 0 3 0 0 1 0

45 50602 Tazumuddin 3965 92.13

12.81 4.80 48 56 18 53 18 0 3 1 0 1 1

46 50603 Daulat Khan 4543 62.87

15.06 1.80 63 36 19 71 19 0 3 1 0 1 1

47 50604 Burhanuddin 7058 67.33

20.44 14.30 61 87 45 143 45 0 3 1 0 1 1

95


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(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

48 50606 Manpura 2580 43.02

10.89 38.40 14 23 0 37 0 3 0 0 1 0

49 50607 Lalmohan 9351 63.99

11.36 28.70 72 117 48 176 48 0 3 1 0 1 1

Total 42628 62.19

14.59 19.25 329 428 215 670 215 0 18 4 0 6 4

17. Kurigram

50 70701 Ulipur 10104 150.60 8.88 6.90 118 125 266 120 266 0 3 0 0 1 0

51 70702 Kurigram Sadar 7860

63.21 8.61 17.50 70 48 52 71 52

52 70703 Chilmari 3356 107.72 6.17 5.10 55 35 26 55 26 0 3 0 0 1 0

53 70704 Nageshwari 11269 54.49 8.94 16.30 95 84 45 97 45 0 3 0 0 1 0

54 70705 Phulbari 4071 124.20 8.74 38.10 54 89 44 54 44 0 3 0 0 1 0

55 70706 Bhurungamari 6420 76.36

11.45 11.80 62 46 41 62 41 0 3 1 0 1 1

56 70707 Rajarhat 4259 76.87

13.52 6.00 49 69 36 49 36 0 3 1 0 1 1

57 70708 Raumari 5490 119.62 7.80 11.70 39 63 117 39 117 0 3 0 0 1 0

58 70709 Char Rajibpur 2252 78.95

12.08 10.30 21 33 3 21 3 0 3 0 0 1 0

Total 55081 94.67 9.58 13.74 563 592 630 568 630 0 24 2 0 8 2

18. Gaibandha

59 70801

Gaibandha Sadar

11484 64.10 10.4

8 3.90 136 71 61 137 61 3 3 0 1 1 0

60 70804 Fulchhari 5316 113.86 8.62 23.30 49 48 14 49 14 0 3 1 0 1 1

96


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rate Grade1-Grade5

(MICS'09)



DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS

RNGPS

NGO PTI URC NGO

PTI URC NGO

61 70805 Sadullapur 7414 89.78

11.90 24.00 90 104 22 90 22 0 3 0 0 1 0

62 70806 Saghata 7345 68.26

10.37 19.60 85 70 25 85 25 0 3 0 0 1 0

63 70807 Sundarganj 12270 79.76

12.36 70.40 140 85 75 140 75 0 3 0 0 1 0

Total 43829 83.15

10.75 28.24 500 378 197 501 197 3 15 1 1 5 1

Grand Total 506503 93.53

18.84

23.65 4,94

5 381

8 303

6 581

4 0 3037 18 180 23 6 60 18

97


Category E : Ethnic/Indigenous children . It is to be noted that highest concentration of ethnic/indigenous population id in three CHT districts and remaining number of

ethnic/indigenous population are living in other districts primarily in Nogaon, Natore, Bogura, Dinajpur, Joypurhat, Nawabgonj, Rajshahi, Rangpur,Thakurgaon, Dinajpur,

Khulna, Bagerhat, Mymenshing, Netrokona, Sherpur, Chittagong, Cox’s Bazar, Bhola, Patuakhali and all districts of Sylhet division. Considering diverse linguistic background

there is a need for provision of MLE to ensure quality PPE for children of the ethnic/ indigenous population living in Bangladesh. Information on PPE available only for 25

Upazilas of three CHT districts not for indigenous children living in other areas of Bangladesh. Therefore, expansion plan for 25 Upazilas of three CHT districts included under

this category. A comprehensive study is required for mapping of PPE status to design structured MLE based PPE services to ensure quality PPE for children of ethnic/

indigenous population living in Bangladesh.

Basic Information (only for CHT districts):

(1) Total number of Upazilas: 25, (2)Total number of PPE eligible children: 44,483, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is 30.90%), ,

(4)Located in number of districts: 03 (5)Located in number of divisions: 01 (Chittagong)

Note: Integrated Community Development Project (ICDP) of CHTDB with support from UNICEF is running 3500 Para Center based Preschools. There will be huge negative impact n in

coverage in case these centers are not continued due to lack of donor funding.

Existing

opportuni

ty for PPE


2013 2014 2015 2016 2017-2020

GO

GPS - 930

RNGPS -

420

PTI - 1

URC - 25

Para center

based

preschools

of ICDP/

CHTDB–


from district and Upazilla

received one day

orientation on PPE



teacher 78 trainers

available


available

1057 teacher received 6

Development of strategy on

PPE by linking with MOCHTA

and CHTDB initiatives to cover

all CHT children (ethnic nad

Bangali) and enroll them in

primary education following

right based approach and


dynamics of CHT.



All GPS running PPE



At least 25% Para

center reorganized as

per strategy and local

expansion plan and

introduce formal pre-

primary maintaining

standard level 1 to

cover un attended



level 1. 50% para center

reorganized as per

strategy and expansion

plan and introduce PPE


level 1 to cover un

attended children.



All GPS runinng PPE class

maintaining 80%

standard of level 2. All

Para center relocated

and reorganized as per

strategy and expansion

plan and introduce and

continue PPE


level 1. 50% of them

even maintaining 80%

All GPS runinng PPE class


level 3. All


catchment area receiving

PPE services by GO, NGO

& Para Center following


maintaining 80%



98


Existing

opportuni

ty for PPE


2013 2014 2015 2016 2017-2020

3500 day training

# % head teachers

received 3 hours

orientation on PPE

x # of GPS and x # of

RNGPS received interim

PPE package X # of

GPS and x # of RNGPS

have dedicated space for

PPE No

monitoring and


exist by DPE

No planned teacher

training and professional


exist by DPE

# of Para Center run by

ICDP. # of trainers of

ICDP. # of training

facilities of ICDP.# of

Monitor & supervisor by

ICDPNo separate strategy

for education to cover

hilly areas and ethnic

children

# of children covered by

standard of level 1


developed considering CHT

strategy and using GO-NGO

collaboration guideline to

cover all eligible children of

Upazilla. Some features of the

expansion plan may be;

Merging Para Center based

PPE class with nearest primary

school

Considering other Para center

based pre-school of same

catchment area as sattelite

school.

Ensure schooling (even up to

grade 2) in sattelite school up

to when children are ready to

come to mother primary

school.

Planning to introduce multi

lingual education and use

mother tounge as medium of

instruction.

Provide special focus on

remote areas and excluded or


children of GPS

catchment area.

25% RNGPS initiated

PPE following Upazilla

level expansion plan

and GO-NGO

collaboration.

50% un attended

children of GPS

catchment area


school or para center

following Upazilla

expansion plan and

maintaining 80%



covered through

quality PPE class.


or Para center initiative

following Upazilla

expansion plan and


level 1.


class maintaining


50% of un-attended

children of these RNGPS

catchment areas

covered through GO-

NGO collaboration

guideline and Upazilla

expansion plan


level 1.



PPE class.




covered by GO & NGO or

para center following


maintaining 80%



class maintaining at least

standard of level 1. 50%

of them even

maintaining 80%



of RNGPS catchment

areas are covered

through GO-NGO

collaboration as per



at least level 1.



the opportunity created

by government and

private sector.

class maintaining



of RNGPS catchment

areas are also covered by

GO, NGO and Para center

maintaining 80%


100% of eligible children


PPE services.

99


Existing

opportuni

ty for PPE


2013 2014 2015 2016 2017-2020

DPE # of children

covered by ICDP



class.



PPE class

NGO 653 PPE centre run by

NGO 12

training facilities available


No minimum

criteria/guideline or

standard to select

location and venue

Distribution of PPE centre

is high in GPS catchment

area and comparatively

less remote area.





initiatives.

Using different packages

as per own organizational


Following own

organizational guidelines

on monitoring,

Participate in the CHT strategy on

PPE development process.

Participate in the development of

Upazilla level expansion plan with

existing resources and capacity

available and following strategy.


centres to align with priority of

Upazilla level expansion plan.

Remote areas and merginalized

groups will get ptiority while

planning to ensure equity and

inlcusion.

Govt. will ensure venue (If

possible), TL materials and

training opportunitites for NGO

centres mentioned in the Upzilla

level expansion plan.

NGO will initiate MLE in PPE


for their part to continue at least

for three years.



NGO run PPE centres

# of NGO centres

relocated/ opened under

Upazill expansion plan


level 1.

# of centres open under


received materials,

training and others

support and monitored as

per GO-NGO


NGO centers are focusing

remote areas and

marginalized groups to

provide PPE service

following CHT strategy.

At least 10% NGO center

initiated MLE in PPE




centres




80% standard of level 2.

# of newly open NGO

centres under Upazilla



# of centres opened ( old

and new) under Upazilla

expansion plan receiving





NGO centers are focusing

remote areas and

marginalized groups to

provide PPE service

following CHT strategy.








expansion plan


level 2.



expansion plan


level 1.

# of centres opened

under Upazilla

expansion plan receiving



support as per Go-NGO




Participate in the


expansion plan


Relocation/Redistribution of

centers considering revised

Upazilla expansion plan.





# of newly open NGO




# of centres opened under


receiving materials, training,




All school practicing MLE in

PPE




centres

100


Existing

opportuni

ty for PPE


2013 2014 2015 2016 2017-2020



centres covered through quality


PPE centres


about private


private schools,

residential school etc)

initiative


unknown


private providers as a part of

Upazilla expansion plan.







and curriculum)



private providers


identified private



and maintaining



covered through


private providers

At least 50% of

identified private

providers under Upazilla

expansion plan

maintaining 80%





providers


under Upazilla

expansion plan


level 2.



revision of Thana level

expansion plan.




providers



plan maintaining





providers

101


Category E : Ethnic/Indigenous children . It is to be noted that highest concentration of ethnic/indigenous population id in three CHT districts and remaining number of

ethnic/indigenous population are living in other districts primarily in Nogaon, Natore, Bogura, Dinajpur, Joypurhat, Nawabgonj, Rajshahi, Rangpur,Thakurgaon, Dinajpur,

Khulna, Bagerhat, Mymenshing, Netrokona, Sherpur, Chittagong, Cox’s Bazar, Bhola, Patuakhali and all districts of Sylhet division. Considering diverse linguistic background

there is a need for provision of MLE to ensure quality PPE for children of the ethnic/ indigenous population living in Bangladesh. Information on PPE available only for 25

Upazilas of three CHT districts not for indigenous children living in other areas of Bangladesh. Therefore, expansion plan for 25 Upazilas of three CHT districts included

under this category. A comprehensive study is required for mapping of PPE status to design structured MLE based PPE services to ensure quality PPE for children of ethnic/

indigenous population living in Bangladesh.

Basic Information (only for CHT districts): (1) Total number of Upazilas: 25, (2)Total number of PPE eligible children: 44,483, (3) PPE enrolment rate in 2012 in GO and NGO schools as

per BBS is 30.90%), (4) Average drop out rate from grade-1 to grade-5 in primary school 28.63 % (MICS - 2009) , (5)Located in number of districts: 03(6)Located in number of

divisions: 01 (Chittagong)

Note: Integrated Community Development Project (ICDP) of CHTDB with support from UNICEF is running 3500 Para Center based Preschools. There will be huge negative impact n in

coverage in case these centers are not continued due to lack of donor funding.

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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC NGO

PTI URC NGO

1. Khagrachari

1 41301 Khagrachhari Sadar

2755 131.58 33.83 26.80 51 20 68 68 68 0 3 5 0 1 3

2 41302 Dighinala 2661 123.07 20.37 4.60 57 35 50 56 50 0 3 1 0 1 1

3 41303 Panchhari 1463 147.23 30.83 11.30 40 18 66 38 66 0 3 0 0 1 0

4 41304 Ramgarh 2094 130.85 20.84 47.80 32 24 9 32 9 0 3 0 0 1 0

5 41305 Matiranga 3478 92.58 17.86 17.00 59 21 23 60 23 0 3 0 0 1 0

6 41306 Manikchhari 1918 108.39 18.14 34.10 41 16 18 57 18 0 3 0 0 1 0

7 41307 Mahalchhari 1440 93.70 24.31 17.50 25 19 8 25 8 0 3 0 0 1 0

102


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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC NGO

PTI URC NGO

8 41308 Lakshmichhari 743 88.16 25.30 10.50 15 6 0 20 0 0 3 0 0 1 0

Total 16552 114.45 23.94 21.20 320 159 242 356 242 0 24 6 0 8 4

2. Rangamati

9 41401 Rangamati Sadar 2562 111.42 39.54 15.40 51 30 21 49 21 3 3 1 1 1 1

10 41402 Kawkhali 1564 139.07 37.08 13.30 35 21 12 36 12 0 3 0 0 1 0

11 41403 Naniarchar 1204 145.85 33.97 21.10 48 17 3 62 3 0 3 0 0 1 0

12 41404 Barkal 1265 82.61 25.38 11.30 64 9 0 16 0 0 3 0 0 1 0

13 41405 Kaptai 1331 115.03 40.87 20.20 40 9 8 40 7 0 3 1 0 1 1

14 41405 Jurai Chhari 739 92.15 42.22 15.30 25 7 0 25 0 0 3 0 0 1 0

15 41406 Langadu 2654 113.49 25.85 36.70 39 29 21 58 21 0 3 0 0 1 0

16 41407 Baghaichhari 2709 90.81 28.65 13.20 52 28 17 81 17 0 3 1 0 1 1

17 41409 Rajasthali 668 296.71 48.80 12.30 19 15 27 19 28 0 3 0 0 1 0

18 41410 Belai Chhari 926 161.99 39.42 16.30 18 2 24 20 24 0 3 0 0 1 0

Total 15622 134.91 36.18 17.51 391 167 133 406 133 3 30 3 1 10 3

3. Bandarban

19 41501 Bandarban Sadar 2222 206.26 32.90 19.70 46 23 59 66 59 0 3 4 0 1 3

20 41502 Ruma 980 214.08 26.63 41.80 37 0 36 36 36 0 3 0 0 1 0

21 41503 Rowangchhari 813 148.95 34.32 74.00 24 17 20 24 20 0 3 0 0 1 0

22 41504 Thanchi 907 278.17 32.19 90.70 14 2 71 14 71 0 3 1 0 1 1

23 41505 Lama 3570 101.76 30.76 21.70 45 31 43 76 43 0 3 1 0 1 1

24 41506 Naikhongchhari 2146 105.22 19.01 53.40 39 11 6 50 6 0 3 0 0 1 0

25 41507 Alikadam 1671 146.80 24.84 28.90 14 10 43 29 43 0 3 0 0 1 0

Total 12309 171.61 28.66 47.17 219 94 278 295 278 0 21 6 0 7 5

Grand Total 44483 147.37 30.9 28.63 930 420 653 1057 0 653 3 75 15 1 25 12

103


Category F : Tea Garden

Basic Information:

(1) Total number of Upazilas: 12, (2) Total number of PPE eligible children: 89,771, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS net 16.89%,

(4) Located in number of districts: 03 (Moulavibazar, Hobigonj, Sylhet),(5) Located in number of divisions: 01 (Sylhet), (6) MLE based PPE for ethnic/indigenous children to be

considered while developing Upazial specific expansion plan.

Note: There are small number of tea gardens in Chittagong, Rangamati, Panchagar districts

Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

GO

GPS - 1033

RNGPS - 443

PTI - 0

URC - 11


from district and Upazilla

received one day orientation

on PPE # number of

GPS officially running PPE

with existing teacher 33

trainers available


available


training







No monitoring and

Develop a separate plan/

guideline or strategy for tea

garden to cover all eligible

children and linking them with

primary education following

right based approach and


dynamics of tea garden.

Sattelite school concept can be

used here also to cover

children living in remote area.



developed plan/strategy and

using GO-NGO collaboration



includes government (DPE &

All GPS running PPE

class maintaining


50% un attended

children of GPS

catchment area

covered by GO,

NGO or private (TG

owners) school

following Upazilla

expansion plan and

maintaining level 1

standard .


RNGPS following

Upazilla expansion

plan and

maintaining at least

All GPS running PPE






or private initiatives

following Upazilla

expansion plan and

maintaining level 1

standard.


class maintaining


50% of un-attended

children of these RNGPS

catchment areas

covered through GO-



level 2. All


GPS catchment area


private school (TG

owners) following


maintaining 80%



class maintaining



of RNGPS catchment

areas are covered by

NGO &private schools as

All GPS running PPE

class maintaining



of GPS catchment

area receiving PPE

services by GO,

NGO & private


Upazilla expansion

plan maintaining

80% standard of

level 3.

All RNGPS running

PPE class

maintaining


All un-attended

104


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

supervision mechanism exist


and professional


exist. Govt.

primary school is inadequate

and not equally distributed

in the tea gardens. MOWCA

run 159 pre-school in the tea

gardens through a project.


to cover marginalized

children of tea garden labors

# of children covered by DPE

# of children covered by BSA

MOWCA), NGO and private

initiatives to universalize PPE in

particular Upazilla and special

focus will be given on tea

garden and other excluded or

marginalized groups if

available. All GPS running PPE

class maintaining at least 75%




class.


Motivational and

orientational

activities with

different

stakeholders

including tea

garden's labors by

Education

Office/NGOs to

mobilize all for

implementing PPE

expansion plan

under new strategy.

X% of eligible

children covered

through quality

PPE class.

NGO collaboration

guideline and Upazilla

expansion plan


level 1.


covered through

quality PPE class.

per Upazilla expansion

plan maintaining

standard of at least level

1.


reviewed considering the

opportunity created by

government and private

sector.



PPE class

children of RNGPS

catchment areas

are also covered by

GO, NGO & private

school maintaining

80% standard of

level 3.

100% of eligible

children covered

through quality

PPE services.




No minimum

criteria/guideline or standard

to select location and venue



Participate in the plan/strategy



of Upazilla level expansion plan


capacity available and

following newly developed

plan/strategy.

# of NGO centers

relocated/ opened

under Upazilla

expansion plan

maintaining


# of centers opened

under upazilla



expansion plan

maintaining 80%


# of newly open NGO


expansion plan



expansion plan


level 2.



expansion plan

Relocation/Redistri

bution of centers

considering revised

Upazilla expansion

plan.

# of old NGO

centers opened

under Upazilla

105


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

and it is not based on local

demand rather scope,

guideline and resources of

providers. No

collaboration and




initiatives.

Using different approaches

and packages as per own


priorities.






centers to align with priority of

Upazilla level expansion plan.

Remote areas and marginalized

children will get priority while

planning to ensure equity and

inclusion.

Govt. or tea garden owners will

ensure venue (If possible), TL




expansion plan.






NGO run PPE centers

expansion plan

received materials,

training and others

support and

monitored as per

GO-NGO

collaboration

guideline. NGO

centers are

focusing remote

areas of tea

gardens and

marginalized

children to provide

PPE service

following

plan/strategy for

tea garden.

X% of eligible

children covered

through quality

PPE class by NGO

run PPE centers


level 1.

# of centers opened (

old and new) under






guideline .


covered through


NGO run PPE centers


level 1.






NGO collaboration

guideline. Participate in

the revision of Upazilla

expansion plan




PPE centers

expansion plan

maintaining


# of newly open

NGO centers under

Upazilla expansion

plan maintaining


# of centers

running under

Upazilla expansion

plan receiving


monitoring and

other support as

per GO-NGO

collaboration

guideline .

X% of eligible

children covered

through quality

PPE class by NGO

run PPE centers

106


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

Private Inadequate number of

Garden owned schools which

are mostly one room one

teacher school for all age

group and quality is very

poor.

No detail information



private schools etc) initiative


unknown


private providers in garden and

also outside garden as a part of

preparing Upazilla expansion

plan.

Develop a plan separately for

garden and out of garden to

align this services with national





and curriculum)



private providers ( in garden &

outside garden)


identified private

schools will be

under Upazilla

expansion plan and

maintaining


% of eligible

children covered

through quality


providers

At least 50% of

identified private

providers under upazilla

expansion plan


level 1.

# of school/centers

newly opened by tea

garden owners


level 1.


covered through


private providers



plan maintaining

standard of level 2. #

of school/centers newly

opened by tea garden

owners maintaining




revision of Upazilla level

expansion plan.




providers

All private

providers under

upazilla expansion

plan maintaining


% of eligible

children covered

through quality

PPE class by

private providers

107


Category F : Tea Garden

Basic Information:

(1) Total number of Upazilas: 12, (2) Total number of PPE eligible children: 89,771, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS net 16.89%,

(4) Located in number of districts: 03 (Moulavibazar, Hobigonj, Sylhet), (5)Located in number of divisions: 01 (Sylhet), (6) MLE based PPE for ethnic/indigenous children to be

considered while developing Upazial specific expansion plan.

Note: There are small number of tea gardens in Chittagong, Rangamati, Panchagar districts.

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DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO PTI URC NGO

1. Maulivibazar

1 60402 Kamalganj 7041 96.88 22.07 5.20 87 60 94 87 111 0 3 0 0 1 0

2 60403 Kulaura 10249 92.27 22.21 15.80 130 50 106 133 111 0 3 0 0 1 0

3 60404 Rajnagar 6873 114.07 18.89 5.40 102 33 102 92 102 0 3 0 0 1 0

4 60405 Barlekha 7360 79.52 20.50 26.70 96 47 109 57 109 0 3 0 0 1 0

5 60406 Sreemangal 8282 81.44 21.52 19.80 66 35 169 65 169 0 3 6 0 1 1

6 60407 Juri 4483 59.47 18.89 14.00 45 22 55 36 55 0 0 0 0 0 0

Total 44288 87.28 20.68 14.48 526 247 635 470 657 0 15 6 0 5 1

2. Habigonj

7 60302 Nabiganj 10681 93.09 13.99 34.70 148 27 235 174 235 0 3 0 0 1 0

8 60306 Madhabpur 9940 70.71 16.54 19.90 97 47 96 100 96 0 3 0 0 1 0

9 60307 Chunarughat 9489 84.07 12.37 13.40 110 56 158 105 158 0 3 0 0 1 0

10 60308 Bahubal 6862 73.32 9.91 28.40 75 25 97 74 97 0 3 0 0 1 0

Total 36972 80.30 13.20 24.10 430 155 586 453 586 0 12 0 0 4 0

108


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(MICS'09)


DPE mapping (gross)

BBS (net)

GPS RNGPS

NGO GPS RNGPS

NGO PTI URC NGO PTI URC NGO

3. Sylhet

11 60205 Fenchuganj 2846 51.09 17.60 20.60 36 7 3 43 3 3 0 0 1 0

12 60206 Jaintiapur 5665 44.27 18.66 3.60 41 24 21 66 21 0 3 0 0 1 0

13 60201 Sylhet Sadar 20308 29.14 33.34 25.20 97 22 78 114 145 3 3 5 1 1 1

Total 28419 41.50 23.20 16.64 174 53 102 223 169 3 9 5 1 3 1

Grand Total 110079 75.20 18.06 16.89 1,033 433 1,245 1,032 0 1,267 0 33 6 0 12 1

109


Category G : Haor

Basic Information:

(1) Total number of Upazilas: 24 ,(2) Total number of PPE eligible children: 172,172, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is is 14.44%,

(4) Located in number of districts: 07 (Sunamgonj, Hobigonj, Sylhet, Moulavi Bazar , Netrokona, Kishoregonj, Brahmanbaria), (5)Located in number of divisions: 03 (Sylhet,

Dhaka, Chittagong), (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

Gov’t:

GPS - 1596

RNGPS - 908

PTI - 1

URC - 21

# % of education officials from

district and Upazilla received

one day orientation on PPE



teacher 66 trainers available


available 1591

teacher received 6 day

training







No monitoring and supervision

mechanism exist


Develop a separate

plan/strategy for Haor area to

cover all eligible children and

linking them with primary

education following right based

approach and considering

context and dynamics of Haor

area. Multi -purpose Hati

center (like Para Center in

CHT), Sattelite school and

tutorial support in flood season

can be used here as strategy to

cover children living in Hati.



developed plan/strategy and

using GO-NGO collaboration



All GPS running PPE

class maintaining


25% un attended

children of GPS

catchment area

covered by GO,

NGO or private

school following

Upazilla expansion

plan and

maintaining



RNGPS following

Upazilla expansion

plan and

maintaining at least


All GPS running PPE

class maintaining

80% standard of

level 2.

50% un-attended

children of GPS

catchment area

covered by GO or

NGO or private


Upazilla expansion

plan and

maintaining level 1

standard.

All RNGPS running

PPE class

maintaining


25% of un-attended

All GPS running PPE

class maintaining


All un-attended

children of GPS

catchment area


private school following



of level 1.


class maintaining


All un-attended

children of RNGPS

catchment areas are

covered by NGO

&private schools as per

All GPS running

PPE class

maintaining



of GPS catchment

area receiving PPE

services by GO,

NGO & private


Upazilla expansion

plan maintaining

80% standard of

level 3.

All RNGPS running

PPE class

maintaining


All un-attended

110


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

and professional development

mechanism exist.

Govt. primary school is

inadequate and not equally

distributed in Hati's of haor.

Hard to reach area


considering difficult

geographical location to cover

children in remote areas.

# of children covered

includes government, NGO and

private initiatives to

universalize PPE at Upazilla and

special focus will be given on

remotest area and excluded or







class.

Motivational and

orientational

activities with

different

stakeholders to

mobilize all for

implementing PPE

expansion plan

under new strategy.

X% of eligible

children covered

through quality PPE

class.

children of these

RNGPS catchment

areas covered

through GO-NGO

collaboration

guideline and

Upazilla expansion

plan maintaining


X % of eligible

children covered

through quality PPE

class.



of at least level 1.



the opportunity

created by government

and private sector.


covered through

quality PPE class

children of RNGPS

catchment areas

are also covered by

GO, NGO & private

school maintaining

80% standard of

level 3.

100% of eligible

children covered

through quality

PPE services.




No minimum criteria/guideline

or standard to select location

and venue


high in comparatively

accesible areas and it is not

based on local demand rather

scope, guideline and resources

of providers. NGOs

running center following

Participate in the plan/strategy



of Upazilla level expansion plan


capacity available and

following newly developed

plan/strategy.

Redistribution and opening

plan of NGO centers to align

with priority of Upazilla level

expansion plan. Remote areas

and marginalized children will

# of NGO centers

relocated/ opened

under Upazilla

expansion plan

maintaining


# of centers opened

under upazilla

expansion plan

received materials,

training and others

support and

monitored as per

# of old NGO

centers opened

under Upazilla

expansion plan

maintaining 80%


# of newly open

NGO centers under

Upazilla expansion

plan maintaining


# of centers opened

( old and new)



expansion plan


of level 2.



expansion plan


of level 1.


under Upazilla

expansion plan

Relocation/Redistri

bution of centers

considering revised

Upazilla expansion

plan.

# of old NGO

centers opened

under Upazilla

expansion plan

maintaining


# of newly open

NGO centers under

111


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

common strategy which is not

contextualized as per need.


coordination mechanism exist

between GO-NGO, NGO-NGO

or with private initiatives.

Using different approaches

and packages as per own


priorities.





get priority while planning to

ensure equity and inclusion.

Govt. will provide extra

support, location, (If possible),

TL materials and training



expansion plan.






NGO run PPE centers

GO-NGO

collaboration

guideline. NGO

centers are focusing

remote areas of

Haor and

marginalized

children to provide

PPE service

following

plan/strategy for

Haor.

X% of eligible

children covered

through quality PPE

class by NGO run

PPE centers

under Upazilla

expansion plan



and other support

as per GO-NGO

collaboration

guideline .

X% of eligible

children covered

through quality PPE

class by NGO run

PPE centers




per Go-NGO


Participate in the


expansion plan


covered through


NGO run PPE centers

Upazilla expansion

plan maintaining


# of centers

running under

Upazilla expansion

plan receiving


monitoring and

other support as

per GO-NGO

collaboration

guideline .

X% of eligible

children covered

through quality

PPE class by NGO

run PPE centers

112


Existing

opportunity

for PPE


2013 2014 2015 2016 2017-2020

Private No detail information



private schools etc) initiative


unknown


private providers in Haor as a

part of preparing Upazilla

expansion plan.







and curriculum) Promote

private or corporate sector

engagement (PPP in social

sector) to expand PPE in

difficult geographical areas like

Haor.



private providers.


identified private

schools will be

under Upazilla

expansion plan and

maintaining


% of eligible

children covered

through quality PPE

class by private

providers

At least 50% of

identified private

providers under

upazilla expansion

plan maintaining


# of school/centers

newly opened by

private sector

maintaining


% of eligible

children covered

through quality PPE

class by private

providers


under Upazilla

expansion plan


of level 2. # of

school/centers newly

opened by private or

corporate sector


of level 1.


will be considered

during revision of


plan.


covered through


private providers

All private

providers under

upazilla expansion

plan maintaining


% of eligible

children covered

through quality

PPE class by

private providers

113


Category G : Haor

Basic Information:

(1) Total number of Upazilas: 24 ,(2) Total number of PPE eligible children: 172,172, (3) PPE enrolment rate in 2012 in GO and NGO schools as per BBS is is 14.44%,

(4) Located in number of districts: 07 (Sunamgonj, Hobigonj, Sylhet, Moulavi Bazar , Netrokona, Kishoregonj, Brahmanbaria), (5)Located in number of divisions: 03 (Sylhet,

Dhaka, Chittagong), (6) MLE based PPE for ethnic/indigenous children to be considered while developing Upazial specific expansion plan.

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DPE mappin

g (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC

NGO

PTI

URC

NGO

1. Netrokona

1 30409 Mohanganj 5070 52.33 14.26 20.50 50 32 24 50 24 0 3 1 0 1 1

2 30410 Khaliajuri 3248 90.52 9.79 8.30 55 43 0 55 0 0 3 0 0 1 0

3 30402 Kalmakanda 9165 47.83 9.99 10.10 76 42 56 75 56 0 3 0 0 1 0

Total 17483 63.56 11.35 12.97 181 117 80 180 80 0 9 1 0 3 1

2. Kishoregonj

4 30502 Nikli 3941 34.76 8.63 12.30 38 19 5 36 5 0 3 0 0 1 0

5 30507 Mithamain 4285 30.48 7.28 15.10 37 30 3 36 3 0 3 1 0 1 1

6 30508 Austagram 5394 68.24 8.57 9.40 45 33 0 45 0 0 3 0 0 1 0

7 30513 Itna 5389 30.34 12.54 19.40 44 21 3 44 3 0 3 1 0 1 1

Total 19009 40.96 9.26 14.05 164 103 11 161 11 0 12 2 0 4 2

3. Brahmanbaria

8 40502 Nabinagar 16643 100.56 10.85 6.20 144 72 27 144 27 0 3 0 0 1 0

9 40507 Nasirnagar 10932 74.66 9.33 4.30 80 40 19 80 19 0 3 0 0 1 0

Total 27575 87.61 10.09 5.25 224 112 46 224 46 0 6 0 0 2 0

114


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(MICS'09)



DPE mappin

g (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC

NGO

PTI

URC

NGO

4. Maulivibazar

10 60401 Maulvibazar Sadar

8986 60.52 19.05 13.60 166 22 100 188 101 3 3 0 1 1 0

Total 8986 60.52 19.05 13.60 166 22 100 188 101 3 3 0 1 1 0

5. Habigonj

11 60303 Lakhai 5238 52.54 5.80 16.30 51 19 36 45 36 0 3 0 0 1 0

12 60304 Baniachong 11457 54.88 13.01 22.00 114 45 85 95 85 0 3 0 0 1 0

13 60305 Ajmiriganj 3969 60.75 6.05 20.70 44 18 2 40 2 0 3 0 0 1 0

Total 20664 56.06 8.29 19.67 209 82 123 180 123 0 9 0 0 3 0

6.Sunamgonj

14 60101 Sunamganj 9069 129.40 17.64 8.30 82 40 273 82 273 3 3 0 1 1 0

15 60103 Bishwambarpur 6000

60.32 10.97 22.20 43 31 73 37 73 0 3 0 0 1 0

16 60105 Tahirpur 8488 56.87 7.27 2.50 57 70 82 55 82 0 3 0 0 1 0

17 60106 Jamalganj 5733 87.60 12.45 6.20 63 61 96 63 96 0 3 0 0 1 0

18 60107 Dharampasha 7727 120.19 7.43 15.70 98 87 0 100 0 3 0 0 1 0

19 60108 Sulla 3644 46.05 9.28 79.30 48 54 27 48 27 0 3 0 0 1 0

20 60109 Derai 8196 83.96 15.41 4.80 96 63 60 103 60 0 3 0 0 1 0

21 60110 Jagannathpur 7986 89.78 18.31 12.10 119 30 10 110 10 0 3 0 0 1 0

22 60111

Dakshin Sunamganj

6004 66.57 8.78 26.00 69 26 16 66 16 0 0 0 0 0 0

Total 62847 82.30 11.95 19.68 675 462 637 664 637 3 24 0 1 8 0

115


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(MICS'09)



DPE mappin

g (gross)

BBS (net)

GPS RNGPS

NGO

GPS RNGPS

NGO

PTI URC

NGO

PTI

URC

NGO

7.Sylhet

23 60203 Balaganj 9039 81.09 24.88 75.50 143 32 88 182 88 0 3 0 0 1 0

24 60212 Dakshin Surma 6569

43.58 29.87 6.90 80 27 43 76 43 0 0 0 0 0 0

Total 15608 62.34 27.38 41.20 223 59 131 258 131 0 3 0 0 1 0

Grand Total 172,172 66.90 14.44 18.06 1,842 908 985 1,591 0 985 3 63 3 1 21 3

116


4.4. Plan for PPE Activities at Central Level For operationalization of the PPE expansion plan there are number of preparatory as well as technical, administrative and management tasks to be done from central level to ensure PPE service delivery standards. Compiling all of these a separate year wise expansion plan for PPE activities at central level is also been developed. Activities to be carried out from central level are grouped under following areas:

Physical environment of pre-school school Classroom environment

Teacher

Curriculum and materials

Materials supply

Training


GO-NGO Collaboration

Professional development

Budget allocation

MIS

Reporting

Research and study

Administration

Strategy development and planning

Status as of 2012 and what to be done for each group of activities during remaining years (2013-2016)

of PEDP-3 period and beyond (2017-2020) are given in tabular form in pages from 116-127.

117


Table: Year Wise Plan for PPE Activities at Central Level

Sl Area Status 2012 Central Expansion Plan

2013 2014 2015 2016 2017-2020

1

Ph

ysic

al e

nvi

ron

men

t

There are certain initiatives to improve the physical environment of government school focusing building, premises, toilets, water supply, play ground etc following PSQL but no initiative yet to transform the school environment as child friendly considering need of pre-primary age children.

National PPE curriculum provides direction on physical environment of PPE class/centre/school.

No specific guideline for private or NGO initiatives on this area.

A National guideline with necessary instruction developed for transforming overall physical environment of school considering PPE based on approved PPE curriculum and LEVEL-1 of newly developed standards.

The guideline will be developed considering geographical diversity to fit it in different context like urban, hill, island, coastal, Haor etc

The guideline will cover NGO and Private PPE schools also.

The guideline circulated and orientation for users held.

Ensuring implementation of guideline through division, district and Upazilla Education office.

Disseminating the guideline to NGO and private sectors for implementation.

Monitoring implementation of guideline through division, district and Upazilla Education office.

Review the progress and revise the guideline considering LEVEL 2 & 3 of PPE standard.

Implementation of revised guideline and follow up

All PPE School/ class/ center of government, NGO and private following guideline and ensured child friendly environment at school.

118



2013 2014 2015 2016 2017-2020

2 C

lass

roo

m

Most of the government schools do not have dedicated room/space for PPE class.

There is no standard or guideline for private or NGO about PPE class.

Clear instruction for allocating the best existing room for pre-primary class.

Guideline and instruction for decorating classroom as per standard and PPE curriculum

Construction of additional room for accommodating PPE class following LEVEL 3 of standard. Disadvantage areas should get priority.

Allocating dedicated room for pre-primary

Construction of additional room for accommodating PPE class following LEVEL- 3 of standard.


Construction of additional room for accommodating PPE class following LEVEL- 3 of standard.


All school have dedicated classroom as per LEVEL- 3 standard for pre-primary

3

Teac

her

No dedicated teacher for PPE in government school.

One teacher from existing teacher’s pool is responsible for conducting PPE class in government school.

No teacher's deployment and transfer policy for preprimary.

No standard and guideline for private and NGO about teacher in PPE class.

Ensure one trained teacher's deployment in every school where PPE is running.

Develop a teacher deployment and transfer strategy for PPE considering geographical diversity.

15,000 new teachers recruited and deployed considering greatest need and geographically disadvantage areas like Island, haor, hill, tea garden, etc

Disseminate standard and guideline for PPE teacher for NGO and Private school.


Teacher deployment and transfer strategy is in implementation.

7,000 new teachers recruited and deployed considering greatest need and geographically disadvantage areas like Island, haor, hill, tea garden, etc

Disseminate standard and guideline for PPE teacher and follow up with NGO and Private school.



15,672 new teachers recruited and deployed considering greatest need.





All schools have dedicated full time teacher as per LEVEL 3 of PPE standard.

119



2013 2014 2015 2016 2017-2020

4 C

urr

icu

lum

& M

ater

ials

National pre-primary

curriculum developed and approved with a guideline to operationalize MLE.

PPE Teaching Learning material development is in final stage.

Government schools are running PPE using interim package.

NGOs are running PPE with their own curriculum & materials.

Tryout of National PPE curriculum and core materials in government and NGO schools.

NGO and Private school will continue with their own curriculum and materials.

National PPE core materials introduced in government, NGO and private schools.

Finalization of National PPE core materials by incorporating findings from tryout.

Develop/identify supplementary materials for use.

Practical guideline including teaching learning materials for implementing MLE based PPE by NCTB

National PPE core and supplementary materials used in government, NGO and private schools.

Development books and other teaching learning materials in different language considering MLE

National PPE core and supplementary materials used in government, NGO and private schools.

National PPE curriculum and Materials reviewed and revised.

All schools are using national curriculum and materials with adequate supplementary and play materials and introduced multimedia, ICT in PPE etc

MLE mainstreamed in PPE

5

Mat

eria

ls s

up

ply

All GPS received interim package (for 30 children) in 2010.

All RNGPS received PPE interim package in 2011.

No replenishment of materials yet.

NGOs and private PPE schools have separate independent mechanism for supplying their own materials.

All GPS received interim PPE package on time to use from January, 2013.

All GPS received block allocation to procure prescribed play materials and logistics for PPE.

All tryout schools received newly developed PPE materials to tryout from January 13.

All GPS and planned number of RNGPS, NGO and Private schools under local extension plan received national PPE materials for implementation from January 14.

All GPS and planned number of RNGPS, NGO and Private schools under local extension plan received National PPE materials for implementation from January 15.

All replenish able materials received by schools on time. (by January)

All GPS and planned number of RNGPS, NGO and Private schools under local extension plan received National PPE materials for implementation from January 16.

All replenish able materials received by schools on time. (by January)

All schools (GPS, RNGPS, NGO & Private) are receiving national PPE curriculum and materials on time with all replenish able materials (1st day of January)

120



2013 2014 2015 2016 2017-2020

6 Tr

ain

ing

One shot training/ orientation for manager, monitor, supervisor and teacher on interim PPE package.

No comprehensive training plan for continuous capacity building.

NGO and private schools have their own arrangement and there is no standard and guideline for training.

No linkage between government, NGO and private training opportunities.

Refreshers training for all GPS teachers on interim package by PPE unit involving PTI and URC.

Curriculum dissemination training for different stakes to tryout national curriculum by NCTB and NGO trainers involved in curriculum and material development process.

Develop a comprehensive training plan considering new curriculum and participants at different level and also involving potential NGOs at different level following GO-NGO collaboration guideline.

Implementation of training plan initiated by PPE Unit with the support of NCTB and potential NGOs.

Implementation of comprehensive training plan by PPE unit involving NGO and private sectors as per GO-NGO collaboration guideline.

The participants of the training will be as per training and expansion plan that covers all teachers (GPS, RNGPS, NGO & Private) and relevant staffs (Manager, supervisors, monitors and SMC etc)


The participants of the training will be as per training and expansion plan that covers all teachers (GPS, RNGPS, NGO & Private) and relevant staffs (Manager, supervisors, monitors and SMC etc).

Basic and refreshers training considering the types of participants


The participants of the training will be as per training and expansion plan that covers all teachers (GPS, RNGPS, NGO & Private) and relevant staffs (Manager, supervisors, monitors and SMC etc).

Basic and refreshers training considering the types of participants

All teachers and staffs of pre-primary education regularly receiving basic and refreshers training as per need to improve their efficiency of program delivery and professional skills.

121



2013 2014 2015 2016 2017-2020

7 M

on

ito

rin

g &

Su

per

visi

on

No structured

monitoring & supervision mechanism exist in government PPE implementation.

NGO and private schools have their own mechanism but there is no standard and guideline for monitoring & supervision

No coordination and linkage exist among them

Developing a monitoring and supervision plan for all types of PPE school/class/ centre ( Govt, NGO & private) by detailing mechanism with tools and guideline following PPE curriculum and standards and involving NGOs as per GO-NGO collaboration guideline

Circulation of plan and orientation of relevant officials.

Rollout of Monitoring and Supervision plan by involving potential NGOs as per plan.

Roles and responsibilities at different layers from school to central is clearly defined, circulated and ensured including follow up mechanism.

Implementation of Monitoring and Supervision plan by involving potential NGOs as per plan.


Implementation of Monitoring and Supervision plan by involving potential NGOs as per plan.


Revision of monitoring and supervision plan.

Structured quality monitoring and supervision system is in place with necessary follow up mechanism in all PPE schools/ classes/ centers

8

GO

-NG

O c

olla

bo

rati

on

GO-NGO collaboration guideline and implementation plan on PPE developed and approved by MOPME. Implementation is not yet started.

Rollout of approved GO-NGO collaboration implementation plan following guideline, standards and expansion plan.

At least 3-5 initiatives with NGOs in different areas of collaboration as per guideline and implementation plan.

NGO initiative focus should be on disadvantage location like haor, island, coastal, tea garden hill etc


Number of initiatives and coverage increase in different areas of collaboration.


Number of initiatives and coverage increase in different areas of collaboration.

GO-NGO collaboration on PPE is ongoing.

Revision of GO-NGO collaboration guideline and implementation plan.

PPE is universalized by GO, NGO and private sectors following GO-NGO collaboration guideline in PPE

122



2013 2014 2015 2016 2017-2020

9 P

rofe

ssio

nal

dev

elo

pm

ent

No professional development plan for capacity building.

Scattered initiatives by NGO and private organizations for professional development.

Limited customized course, Certificate, Diploma, Post graduate opportunity is there.

Professional development plan for all level professionals from school to central developed considering existing GO (NAPE, PTI, URC etc), NGO and private opportunities and facilities.

# of professionals attending structured or customized training/ professional development course on PPE.

Teachers receiving Diploma in Education.

Rollout of Professional development plan for different level officials.

PTI & URC in cooperation with potential NGO and private institutes are regularly organizing professional development course for different level professionals.



PTI &URC in cooperation with potential NGO and private institutes are regularly organizing professional development course for different level professionals.



PTI &URC in cooperation with potential NGO and private institutes are regularly organizing professional development course for different level professionals.


An efficient professional development system is in place and functional in collaboration with GO, NGO and Private Sectors which is contributing to develop professional skills of all relevant officials.

123



2013 2014 2015 2016 2017-2020

10 B

ud

get

allo

cati

on

Budget allocated mostly

for salary of teacher in the PEDP III.

No comprehensive financial plan as per requirement and actions.

No contribution from Govt for NGO or Private Activities for PPE.

NGO and private sectors mobilizing and spending fund as per their priorities.

Revision of budget as per Expansion plan and develop a comprehensive financial plan considering all the activities under PPE.

Geographically disadvantage areas as per strategy should get special allocation in addition to regular.

Develop AOP considering this financial plan. Financial plan includes leveraging resources from NGOs and others.

Timely disbursement of money at different level to implement the activities with quality and on time.

Financial progress monitoring and reallocation plan as per need.

AOP prepared as per financial plan by involving all relevant stakes.

Allocated budget shared with all implementing bodies.

On time disbursement of fund to implementers. Financial progress monitoring and reallocation plan as per need.

Special allocation for disadvantage areas like Island, Coastal, Haor, Tea garden, hill and urban.



On time disbursement of fund to implementers. Financial progress monitoring and reallocation plan as per need.




On time disbursement of fund implementers.

Financial progress monitoring and reallocation plan as per need.


Efficient financial management system is in place to support quality PPE implementation all over the country.

124



2013 2014 2015 2016 2017-2020

11 M

IS

Primary education data base not covering PPE.

No structured systems exist for collecting and managing data on PPE.

No collective information for NGO and private PPE initiative

A comprehensive web based independent data base covering qualitative and quantitative disaggregated information on PPE developed and installed.

Data base will cover information and data for all types of PPE School/ class/ centre like government NGO and private.

Special arrangement for managing data and information for disadvantage location

Orientation of focal points responsible for update data base.

All available data on PPE entered and data base is open to use.

Data base regularly updated by Upazilla/district focal points.

Data validated by central PPE unit and upload for use.

Data base regularly updated by Upazilla/ district focal points.

Data validated by central PPE unit and upload for use

Data base regularly updated by Upazilla/ district focal points.

Data validated by central PPE unit and upload for use

A comprehensive web based MIS is in place which is updated regularly for effective planning and implementation of PPE activities as per expansion plan.

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2013 2014 2015 2016 2017-2020

12 R

epo

rtin

g ASPR covering some

features of PPE.

No structured reporting mechanism exists.

NGO and private initiatives are not part of government report.

Some NGOs have their own reporting system.

ASPR 2013 will cover more features of PPE including technical and qualitative analysis.

Annual report prepared based on status and progress of Expansion plan implementation and shared widely

ASPR 2014 will cover detail qualitative and quantitative features of PPE as per expansion plan including technical and qualitative analysis.

Annual report prepared based on status and progress of Expansion plan implementation and shared widely.

Report addresses geographically disadvantage areasto track result.





A qualitative & quantitative reporting system is in place and functional to ensure accountability of all stakes and plan for further actions based on reality and needs.

13

Res

earc

h &

Stu

dy

Virtually no study or research on PPE by government.

NGOs and development partners have some initiatives.

A research and study plan developed jointly with development partners, NGOs, public and private academic Institutes to track the quality and progress comprehensively and to avoid duplication in this area.

Comprehensive study on MLE situation

Rollout of plan and systematic dissemination of study or research findings that support further planning to improve quality and affectivity.

Action research, survey, etc to know the dynamics of disadvantage location. ( Island, haor, hill etc)



Programs are driven by research and study findings and a credible and reliable research and study mechanism developed that supporting government, development partners, NGOs and others to plan and allocate fund for PPE.

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2013 2014 2015 2016 2017-2020

14 A

dm

inis

trat

ion

Separate PPE unit

established under AIEC of DPE.

Inadequate dedicated human resources, logistics and space as per PEDP III plan.

Lack of administrative organogram and job responsibility to ensure downward and upward accountability.

Inadequate monitoring and follow up of responsibilities

PPE unit equipped with dedicated human resources, space, logistics and equipments as per PEDP III plan.

Focal persons and their roles and responsibilities identified at different level (Upz, dist, division, central) aligning with human resources of PPE Unit.

Dedicated PPE unit fully functional with roles and responsibilities identified.

Accountability mechanism developed and administrative monitoring is in place to provide smooth operational support to PPE implementation.





Review of administrative and operational structure and process to further align it with increased need and demand.

An efficient administrative and operational system is in place and functional to support quality implementation of PPE activities involving NGOs and private sectors.

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2013 2014 2015 2016 2017-2020

15 St

rate

gy d

evel

op

men

t &

Pla

nn

ing

PEDP III document

provides some generic strategic direction on PPE implementation.

Some strategic directions are provided by PPE operational framework, GO-NGO collaboration guideline and PPE approved curriculum.

Specific strategy and plan for implementing PPE considering diversity in location as well as in other programmatic areas is absent.

To roll out PPE standard and expansion plan, followings are some of the strategies/plans/ guidelines that need to be developed.

How to develop Local level expansion plan

Standard measurement and monitoring guideline with tools

Developing separate strategy/plan for geographically difficult areas as mentioned in the expansion plan a) Urban, b) CHT, c) Island & Coastal, d) Haor, e) Tea garden

Developing strategy for rolling out inclusive PPE by involving actors and experts from all level.

Circulation and orientation of relevant stakes including NGO and private sectors on different strategies, plans and guidelines.

Implementation of PPE activities as per expansion plan following these strategies, plans and guidelines where applicable.

Circulation and orientation of relevant stakes including NGO and private sectors on different strategies, plans and guidelines.

Implementation of PPE activities as per expansion plan following these strategies, plans and guidelines where applicable.

Revision of strategies, plans and guidelines considering practical experiences from field to make it more contextual, realistic and achievable.

Roll out revised strategies, plans and guidelines for implementing expansion plan maintaining standard set at different level.

Standard segregated strategies, plans and guideline considering diversity are available and implementing agencies are following those to implement PPE maintaining standard of LEVEL 3.

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4.5. Plan for Training of Teachers and supervisors

The pre-school teacher is the most important entity to ensure implementation of PPE

maintaining quality as per PPE service delivery standards. In addition to application of teaching

learning methods in the classroom as per curriculum, she/he should be able to plan and

organize a variety of other services that includes management of classroom, administrative

function, monitoring of child achievements, parent involvement etc. Pre-school teacher can

perform these multipurpose activities to expected level only with the help/ support of other

staffs (assistant or support teacher/supervisor/monitor/manager).

Govt under PEDP3 committed to introduce newly approved curriculum based PPE teaching learning package to all 37,672 old GPS through DPE from January 2014. In addition as per GO-NGO Collaboration for Universal PPE committed to support NGOs for running pre-schools in 26174 RNGPS upgraded recently to GPS. Therefore, at least 63,672 teachers from both category who are and or will be dedicated/selected for pre-schools need to be trained on the newly developed pre-primary package so that they are ready to start new package from January 2014. Moreover, orientation training of supervisors/monitors/managers will also be required for them to provide support to the teachers to ensure quality as per PPE service delivery standards. There is also need for training on continuous basis to improve skills of teachers through refresher and professional development training. Major activities with timeline to achieve short term target to introduce new PPE package from January 2014 and long term professional development of teachers is shown in the following table.

Table: Training and professional development plan for PPE teachers and their supervisors

Activities Responsibility Timeline Remarks

PPE curriculum based teaching learning package dissemination through short training

Training package

development

NCTB By March

2013

In collaboration with NAPE and

PPE material development core

group members

Formation of Trainers pool

(Core trainer , Master trainer,

trainer )

DPE & NCTB By April 2013 Involving NGO trainers at every

level as per GO-NGO


Training of Trainers (TOT) DPE & NCTB By June 2013 -Venue: PTIs, NGO training

facilities identified through PPE

mapping.

-Involving NGO trainers at every

level

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Basic training of 15,000

teachers to be recruited in

2013 and one dedicated

teacher from each remaining

schools

DPE By December

2013

-Venue: URC, NGO training

facilities identified through

PPE mapping.



2014

DPE By December

2014



PPE mapping

Refreshers training of

teachers who received

training in 2013

DPE By December

2014



PPE mapping.

- Previously dedicated teacher

will act as support to the new

teacher in 15, 000 schools

where new teachers will be

posted.



2015

DPE By December

2015



PPE mapping

Refreshers training of

teachers who received

training in 2014

DPE By December

2015



PPE mapping.

- Previously dedicated teacher

will act as support to the new

teacher in 7,000 schools

where new teachers will be

posted.

Orientation training of supervisors/monitors/managers

Training package

development

DPE By July 2013 -In collaboration with NCTB and

PPE material development core

group members.

-Among others PPE service

delivery standards to be

included in the content.

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Training of supervisors/

monitors/managers

DPE By June 2014 -Venue: PTI,URC, NGO training


PPE mapping.

-Trainers from Trainers Pool

formed for training of teachers

to be used as facilitator

PPE professional development training

Training package

development

NAPE By September

2013

Involving NGO and academic

Institutes

Formation of Trainers pool NAPE By September

2013

Involving DPE, NCTB, NGO and

academic Institutes.

TOT NAPE By December

2013

-Venue: NAPE. NGO facilities,

academic Institutes

-Participants: PTI Instructors,

NGO trainers

Teacher’s Training PTI/URC From January

2014 onward

NGO teachers can also

participate

In the context of prevailing situation following conditions will have to be considered and met to accomplish this huge tasks of training of teachers, supervisors and other support staffs.

Recruitment and placement of new teachers (15000 by June 2013, 7000 by June 2014, 15,672 by June 2015) completed.

Cascade model (Core trainers for training of master trainer, Master trainers for training of Trainers, Trainers for training of teachers and their supervisors) used for training of teachers for introduction of Interim Package to be used as modality for training and professional development of teachers and their supervisors.

All PTIs and 104 NGO training facilities identified through mapping to be used for Training of Trainers.

All URCs, and Upazila level training facilities of selected NGOs to be used for training of teachers and their supervisors.

All PTIs and NGO training facilities to be used for orientation training of supervisors/ monitors/managers.

Trainers pool at each level (Core trainers, Master trainers, Trainers) comprising of Govt and NGOs to be formed and used.

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4.6. Factors to be considered for operationalization of PPE expansion plan

Activities as mentioned in the central level plan are to be carried out for operationalization of the

PPE expansion plan at field level. As some of the tasks are pre-requisite for implementing the

segregated plan, ensuring implementation of central plan is key to operationalize the whole

expansion plan as per timeline mentioned in this plan.

The expansion plan is developed considering all the actors in PPE field as directed by the policies,

strategies and guideline in the base documents. It reflects the government status, target, roles and

responsibilities and at the same time NOGs and private sectors involvement.

GO-NGO collaboration guideline and implementation plan approved by the Ministry of Primary and

Mass Education guides this plan to articulate the modalities of NGO involvement and role of

government to facilitate the process.

Private sector is covering a big portion of PPE eligible children and the coverage is increasing day by

day even in rural areas. The information about private sector’s involvement is not only necessary for

standardizing services but also to plan efficiently by knowing the actual number of eligible children

who are out of service. This plan encourages private sectors to be involved in PPE implementation

but maintaining alignment with the national standard. The school/organizations maintaining global

standard or curriculum may continue their effort as they are doing but this expansion plan will have

an initiative to standardizing national level private initiatives.

In the PPE expansion plan for each category, 2012 is considered as base year to briefly present the

status of PPE in 2012 column. This status will give an idea about the current situation at the same

time will highlight the opportunities and barriers for smooth implementation

The expansion plan mentioned year wise quantitative as well as qualitative target for each category.

The year wise targets are basically the steps or milestones of pathway to reach a national objective

for universalizing quality pre-primary education in Bangladesh. All individual qualitative or

quantitative targets of each category contribute to reach a common state of pre-primary in 2016.

The plan also set a generic target up to 2020 to standardize and improve the service further by

revising standard and plan.

The quality targets are broadly mentioned by percentage so that irrespective of items school can set

their own target by manipulating options from the items. But definitely the combination of items

should be balanced enough that reflect a level comprehensively.

To execute the plan, there will be implication in regular administrative, management and monitoring

and supervision mechanism of primary education system which is articulated in the central plan

with some define actions that need to be taken. Resource implication is separately discussed in this

document considering it’s important and prediction of huge revision needed in PEDP-3 resource

planning on PPE.

Though Upazillas are categorized considering different geographical situation but Upazilla under a

cluster like tea garden does not mean that all geographical areas of that Upazilla covered by tea

garden. To avoid duplication or double counting, each Upazilla is clustered under one category in

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this expansion plan but it is considered that the same Upazilla has other types of diversity also.

(Good example is the Borolekha Upazilla of Moulavibazar. Borolekha Upazilla consists of haor, tea

garden, hill and plain land including presence of ethnic groups but considering the coverage, it falls

under tea garden category). So it is recommended that while developing the local expansion plan

please consider the internal diversity within Upazilla and plan accordingly. This PPE expansion plan

covered different categories which will support the local authority to plan for different diversity if it

exists in a single Upazilla.

There is need for comprehensive review of prevailing situation for introduction MLE based PPE to

the children belongs to ethnic/ indigenous groups. UNESCO funded Mapping of Multi Lingual

Education Programs in Bangladesh conducted by Research and Development Collective (RDC) can

be one of the useful reference document for this purpose.

At the bottom of the expansion plan matrix for each category, the related information/data table

for all Upazila of that category is given so that local planning authority of any Upazila can

customize this plan as their own by replacing the numbers and facts from the table.

The plan is not rigid and there is scope for individual Upazilla to be flexible to make necessary

adjustment based on the respective context. However, target and progress of each Upazila will

contribute to achieve the national target so adjustments should be within certain limit to avoid big

impact on overall national target.

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Section-5: Financial implications and way forward As pre-primary is a sub-component under participation and disparity component of PEDP III, a strategic planning for implementing PPE including tentative budget is mentioned in the program document with year wise break down. Followings are the features of PPE mentioned in the program document. Major areas of intervention

Mapping study to develop integrated database of PPE

PPE Expansion plan

New PPE curriculum with necessary materials

Recruitment of 37,672 teachers for PPE (Phase wise)

Training of teachers

PPE through GPS only with defined standard

GO-NGO collaboration guideline and implementation Provision for Technical Assistance

National TA for development of integrated database : 3 Person months

National TA to help (i) strengthen/develop mechanism for public private partnerships with NGO; (ii) collaborate with NCTB on PPE curriculum and training materials development and (iii) implementation planning of PPE expansion plan : 9 Person months

National TA to assist BNFE with conducting of a special survey on the number of children enrolled in non formal PPE schools : 3 Person months

Budget provision in PEDP III for PPE

Head Description Budget in BDT

PPE Curriculum development 50,000,00

PPE Text book printing & distribution for 70,000 schools @ 30 books once in whole program duration

21,00,000,00

Teacher’s guide 70,000 teachers 35,000,00

Supplementary reading materials Based on number of teachers 31,000,00

Teacher training package printing dissemination and TOT

50,000,00

Teacher’s salary For 37,672 teachers ( for first year18,836 teachers and 37,672 for year 2 to 5)

2136,00,000,00

Fund to school for consumables For 37,672 schools (for first year18836 schools and for year 2 to 5, 37672 schools)

74,59,000,00

Total Allocation Under Policy & Operation Division 2233,25,000,00

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In addition to this, three studies (1 initial study and 2 impact studies) and dissemination training for teachers are kept in the budget provision but without allocation. It is mentioned in the foot note that budget for studies and training is kept under program division and Teacher Education Development (TED) but no allocation is found in two budget breakdown given in the program document.

5.1. Gap between intended activities and budget allocation in the program document

It was difficult to develop a detail implementation plan for PPE under PEDP III during program document development. As a preparatory phase, series of studies and strategy development tasks were recommended and it was expected that through this the detail expansion plan will be developed based on which budget can be worked out. Apparently in preparing estimated budget for PPE in PEDP III has finally not followed this understanding so there is a mismatch between budget and intervention in the PEDP III program document. Major mismatches are as follows:

Teacher’s salary is estimated on the basis of 18,836 teachers in first year and 37,672 teachers in every year from 2nd to 5th year of PEDPIII cycle. This takes most of the share of total budget allocated for PPE meaning out of total budget 2233.25 crore 2136 crore (95.64%) is for teacher’s salary. However, this is not matching with the teacher’s recruitment plan mentioned in the document (15000 in financial year 12-13; 7000 in financial year 13-14; 15672 in financial year 14-15). Apparently there will be substantial amount of savings from this head which can be reallocated for other activities for which either no or less fund has been allocated.

Fund is allocated for PPE curriculum development which has already been completed under PEDP II.

Budget estimated for number of books and teachers guide for a class is not matching with the real number as per newly developed set of teaching learning materials to be introduced in schools from January 2014. Apparently this mismatch happened due to the fact that budget estimate was done prior to development of teaching learning materials based on the approved national PPE curriculum.

Budget provision for PPE teaching learning materials is kept only for one year. It is not clear how school will run PPE by receiving materials once in whole program period of 5 years.

In the planning part PPE provision is mentioned only for GPS but in the budget it is estimated for 70000 schools.

Fund for consumable/replenish-able items per school for PPE is allocated for GPS only.

Fund also allocated for Supplementary Reading Materials (SRM) which needs be aligned with curriculum based Teaching Learning materials developed by NCTB. So that toys and playing materials get more importance in addition to early reading materials.

Allocation for some necessary and important activities is missing in the budget heads. As it was clearly mentioned in the plan that there will be a PPE expansion plan for implementation, block allocation for operationalizing this plan should be in the estimated budget. Some of the important missing budget heads are; monitoring and supervision, classroom, professional development of teachers, supervisors and managers, strengthening institutional capacity of PPE unit, implementation of GO-NGO collaboration guideline etc.

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5.2. Implication on Budget and Way Forward

In the context of above, for this proposed PPE expansion plan, there will be two folds implication in the financial plan mentioned in the PEDP III program document. First, revision of budget will be required to cover the plan mentioned in the program document which finally may come as increased total than currently exist and second, an alignment with budget allocation and Expansion plan implementation through a rigorous analysis is needed to ensure smooth implementation of the expansion plan. Followings are the major expenditure heads with time line of expenditure which will give an idea for resource planning to implement the PPE expansion plan. Resource should be allocated by giving equal importance to all major heads to maximize the result of planning and implementation of the proposed PPE expansion plan.

Major Budget Heads Implementing years

2013 2014 2015 2016

PPE materials development as per Curriculum

Tryout of PPE curriculum and materials

Materials procurement and supply

Block allocation to school for logistics and play materials

Replenishment of TL and stationary materials

Teacher’s salary

Strengthening PPE training structure (PTI, URC) and Training of teachers ( Basic and refreshers)

Training of Supervisors and Monitors

Orientation of Managers at different level on different issues


Professional Development on PPE

MIS development and management

Strengthening institutional capacity of DPE by strengthening PPE Unit

Monitoring and assessing curriculum implementation and strengthening technical and institutional capacity of NCTB, NAPE

Developing local (Upazilla or thana) Expansion plan

Contribution for implementing GO-NGO collaboration guideline and implementation plan (materials, training, supervision & monitoring etc)

Special allocation for geographically disadvantage areas as per approved strategy ( Urban, Island & coastal, Haor, tea garden, CHT)

Allocation for progressing towards quality following standards as per qualitative target

Survey, Study & research (study on prevailing situation of MLE based PPE in 2013)

Reporting

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Review and necessary adjustment with budgetary allocation needs to be made for provision of Technical Assistance to complete the following assignments which are pre-requisite for successful implementation of PPE Expansion Plan.

PPE Materials development and Tryout and finalization of Curriculum and Teaching Learning materials,

Development of strategy and system for training and professional development of huge number of teachers and their supervisors,

Development of strategy, guideline and plan for expanding PPE in different geographically disadvantage areas like Urban, Island & Coastal, Haor, Tea Garden, CHT etc involving NGOs and private sectors,

Local level survey to identify private and other PPE providers,

Quality Monitoring and supervision mechanism with guideline and tools,

Development of mechanism and tools for monitoring and measurement of standards,

Technical support to NCTB for professional and institutional capacity building in PPE,

Strengthening institutional capacity of PPE Unit at DPE,

Engagement of academic institutions, NGOs in carrying out study, survey, research, evaluation as per GO-NGO collaboration guideline,

PPE web base MIS development and management,

Study, survey, research, evaluation as per need. A comprehensive study on MLE for PPE in Bangladesh is proposed to be carried out on priority basis to address needs of the children belonging to ethnic/indigenous population groups.

Following actions are also required to be done on priority basis to support smooth implementation of the implementation plan:

Review and modification of draft PPE teachers training guideline prepared by NAPE to

make it in line with Teaching Learning materials developed by NCTB,

Training of teachers and their supervisors on the new PPE package to be introduced

from January 2014.

Orientation of managers /supervisors of GO-NGO-private sectors on newly developed

PPE service delivery standards and expansion plan,

Review of existing budget allocated for PPE in PEDPIII and reallocate based on needs

of the proposed expansion plan.

Review of budget allocated for teacher’s salary to make revised costing based on the

current status of recruitment and deployment. Apparently, there will be an estimated

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saving of tk. one thousand crore from teachers’ salary budget line which can be

reallocated for other activities. This process has already started as reflected in AOP

2012-13 and should continue in a comprehensive way.

Review & revision of TA provision with budgetary allocation to carry out above

mentioned assignments for successful implementation of PPE Expansion Plan,

It is to be noted that estimating unit cost for PPE is largely depends on the strategy and approaches that are going to be developed to initiate PPE in geographically disadvantaged areas. It will also depends on few other yet to be finalized items like list of teaching learning materials to be supplied to schools, duration of training of teachers and supervisors, and number of PPE centres to be supported as part of GO-NGO collaboration. Therefore, a micro level analysis is needed after finalizing all the strategy, approaches and other requirements for realistic estimation of budget to achieve desired target set by the PPE expansion plan.

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ANNEXES

Annex-1: Terms of Reference of Consultant for Development of PPE Expansion Plan

UNICEF-BCO : TERMS OF REFERENCE (TOR)

Program/Project/Assignment Title: Development of Pre-primary expansion plan based on PPE

mapping survey and database.

Work Plan Code number: PEDPIII-AOP # 176i

1. Background:

There is strong global evidence that early childhood development provides a solid foundation for good

health, growth, and success in education. Moreover, the programs focusing on early learning promote

awareness of child development and lead on to higher enrolments and less repetition, especially

among the most disadvantaged children and children from the poor families.

Pre-Primary Education (PPE) is the most common and promising intervention of early childhood care

and development in Bangladesh. National Education Policy, approved in 2010, recognizes PPE as an

integral part of primary education and government is now committed to introduce one year pre-

primary through government primary education system. Earlier, the Ministry of Primary and Mass

education (MoPME) also recognized the importance of PPE and for effective implementation of the

same throughout the country, took an initiative to bring all activities under one framework. In 2008,

the Pre-primary Education Operational Framework approved by MOPME with a long term vision. As

stated in the framework that “all children, 3-5 years of age, are attending pre-school programs of some

kind and have access to programs of health, nutrition, social, physical and intellectual development,

and being initiated into formal education. The short term vision of PPE operational Framework is to

introduce one year pre-primary education for all children of 5 to below 6 ages.

The pre-primary activities in Bangladesh consist of various programs under different actors. Earlier

NGOs were in the frontline and a large number of pre-primary schools were run by NGOs including

BRAC, Save the Children, Plan International, Care, Action Aid, Dhaka Ahsania Mission, members of the

Campaign for Popular Education and the Bangladesh ECD Network. There are also some classes run by

madrasas, mosque based maktabs, mondirs and privately owned Kindergartens. As an interim

arrangement from 2010, the Government initiated pre- primary through Government Primary Schools

TERMS OF REFERENCE FORMAT

(FOR INDIVIDUAL AND INSTITUTIONAL CONTRACTS)

139


& Registered Non-Government Primary Schools. Currently all these pre-primary actors follow varying

objectives, methodology and curricula with inadequate coordination as there is no national minimum

standard for PPE services in place.

After the approval of the PPE Operational Framework, MOPME and the Directorate of Primary

Education (DPE) took several initiatives to universalize pre-primary education for all eligible children by

engaging different actors including NGOs. PEDP II laid the foundation for the introduction of PPE by

orienting education professionals and introducing pre-primary into GPS through an interim package. To

standardize the delivery mechanism, the Government has also developed and approved a national PPE

curriculum in June 2011. Recognizing the effort of NGOs in the field of PPE, the government has also

approved a GO-NGO collaboration guideline for PPE which creates options for NGOs to be involved

with the Government to universalize quality pre-primary education.

Based on the experience and progress under PEDP II, PPE comes as an important sub-component of

the new sector wide program PEDP 3 with a view to create permanent systems and structures for PPE

in the primary education system and gradually provide standardized services for all children. To initiate

this structured and organized effort for PPE under PEDP 3, a comprehensive mapping of PPE services in

Bangladesh will be conducted and based on which a database on PPE will be developed. As there is no

such existing mapping survey or database, it was difficult to develop a realistic and achievable plan for

expansion of PPE under PEDP 3, until these activities are completed.

UNICEF, as a member of the donor consortium and a technical partner of PEDP 3, is responsible for

providing technical and financial support to the DPE to operationalize PPE activities as per the agreed

Annual Operational Plan (AOP). The development of the PPE expansion plan is one of the major

activities to be undertaken under AOP 2011-2012 of PEDP 3. Based on this expansion plan, under PEDP

3, PPE will be gradually expanded to all GPS by Government, while other areas will be covered using

the GO-NGO collaboration guideline on PPE. UNICEF will provide technical support to understand,

bring conceptual clarity, in accomplishing all these tasks and these are in line with the UNICEF CPAP for

2012-2016.

The Policy & Operation division at DPE is responsible for implementation of the pre-primary education

activities under PEDP 3. In line with the UNICEF-DPE PEDP 3 AWP 2011-12 being developed, DPE is to

develop an expansion plan on PPE with the technical support of UNICEF. One of the expected

outcomes of this expansion plan is the introduction of PPE in to all GPS following minimum standards

and the rollout of GO-NGO collaboration guideline on PPE to universalize PPE across Bangladesh.

2. Purpose of Assignment:

The purpose of the assignment is to assist the Access and Inclusive Education Cell (AIE Cell) at DPE to

develop an expansion plan based on mapping survey and database on PPE.

4. Duty station: Dhaka with field visits as required.

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5. Indicative assignment dates: Over the period ofSeptember – December2012 for 2 months (

21 days/month for 42 days) from date of signing of the contract.

6. Supervisor:Nabendra Dahal, Chief of Education Section, UNICEF

7. Description of assignment:

This will be an expansion plan of PPE that government will carry out through the PEDP 3 period. So the plan has to be developed considering resources, options and opportunities within the PEDP 3 framework so that the expected results match with the expansion plan. The plan will be developed by AIEC with the support of a consultant hired by UNICEF. Based on the PEDP 3 implementation plan and DLI result matrix, an outline of expansion plan has to be developed in consultation with AIEC of DPE, UNICEF and other government & non-government actors involved in PPE implementation. The expansion plan will cover the following areas of PPE implementation :

Setting the minimum standard of pre-primary service delivery in consultation with government and all other actors

Gradation of standards with definition and gradual path to reach upper level standard

Standardization of curriculum, materials, service, monitoring & supervision and linkage

Direction of supplementation from minimum standard to international standard

Expansion of services with quality through Government system

Expansion of services with quality through NGO supported by government following GO-NGO collaboration guideline on PPE

Expansion of services in both cases includes, establishment of PPE classes with all necessary requirements following the minimum standard, opportunity for training of teachers, structured monitoring and supervision system, orientation of managers and supervisors, replacement and replenishment of materials, recurring costs and linkage with primary schools

The time period of this PPE expansion plan will be up to June 2016.

Capacity building of the Government system and structure will be integral part of the plan

GO-NGO collaboration to expand and implement PPE will be one of the major focuses to operationalize the GO-NGO guideline and implementation plan on PPE approved by the MOPME

This will be a time bound implementation plan mentioning gradual improvement of PPE service delivery

There will be a clear commitment for covering all children within a particular time period

The most disadvantaged areas and most marginalized groups will get priority to introduce PPE first

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Tasks End Product/deliverables Time

frame

1) Discussion meetings between the consultant, DPE and UNICEF for detailed analysis of tasks

1) Clear understanding of the assignment, methodology, guidelines, work plan, reporting format

Over the

period

ofSeptem

ber –

December

2012 for

maximum

2 months

from the

date of

signing

the

contract.

2) Review of existing sources and reports and consultation with different actors (Workshop) through AIEC of DPE to finalize the outline and methodology of development of the Expansion plan

2) Outline and methodology of the expansion plan finalized

3) Workshops to develop and finalize the minimum standard for PPE service delivery including gradation of service

3) Minimum standard of PPE service delivery finalized with gradation of standard

4) Development of draft time bound PPE expansion plan incorporating given criteria and conditions

4) Draft expansion plan developed

5) Sharing of draft expansion plan through workshops to DPE and UNICEF

5) Comments/feedback incorporated and revised expansion plan developed

6) Presentation & sharing of revised expansion plan with all stakeholders

6) Further comments /feedback incorporated; revised expansion plan developed

7) Finalization of expansion plan including all detailed narratives and guidelines with resource implications captured

7) Final expansion plan developed and submitted

8. Qualifications or specialized knowledge/experience required for the assignment:

Consultant must have following criteria to be eligible to apply for the assignment:

Candidates must be fluent in both spoken and written English and Bangla;

A Master’s degree in Statistics, Mathematics, Allied Physics, Social Sciences, Early Childhood Development, Education, Research or ability to show equivalent work experiencee in social research and survey techniques;

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At least 5 years demonstrated experience in field of education, research or a related field;

Proven experience writing of conducting national surveys, undertaking a mapping exercise, developing scale up plan and writing analytical reports in accessible language;

Proven experience of designing and running focussed workshops with diverse stakeholders;

High level interpersonal and oral and written communication skills is essential;

Working experience in developing countries (South Asia and Bangladesh would be an additional qualification);

Working experience with UNICEF would be an additional qualification; and

The person should have knowledge on CRC and strong experience and understanding of primary education in Bangladesh.

The assignment requires engagement of a consultant at NO-D level.

9. Prepared by : Nabendra Dahal, Chief ofEducation Section, UNICEF

Signature: Date: 30 August 2012

APPROVED BY:

Michel Saint-Lot

OIC, Representative, UNICEF BCO Date:

SECTIONS MUST OBTAIN THE REPRESENTATIVE’S/SPC’S/SOO’S APPROVAL PRIOR TO SUBMISSION TO

CONTRACTS UNIT, SUPPLY & PROCUREMENT SECTION OR HR SECTION IN CASE OF ACTIVITY IS NOT

INCLUDED IN THE Annual Work Plan.

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Annex-2: List of references

1. PPE Operational Framework, MoPME, 2008;

2. PEDPIII Program Document, DPE, 2011;

3. Guideline on GO-NGO collaboration for universal PPE, MoPME, 2011;

4. Implementation plan on GO-NGO collaboration for universal PPE, MoPME, 2012;

5. PPE Curriculum, NCTB, June 2011;

6. Early Learning Development Standards (draft), BSA-MoWCA, 2011

7. Mapping of PPE in Bangladesh, DPE,2012,

8. Multiple Indicator Cluster Survey-Progatir Pathey (Barisal, Khulna, Rajshahi, Sylhet, Chittagong,

Dhaka Division) BBS and UNICEF, 2009;

9. A case for Geographic targeting of Basic Social Services to Mitigate Inequalities in Bangladesh,

UNICEF Bangladesh, August 2010;

10. School Census Report(2010, 2011), DPE

11. Annual Sector Performance Report (2010, 2011, and draft 2012), DPE

12. Teachers Training Manual (Upazila Level), Inclusive Education, DPE, 2010

13. Compilation of 5 years age children by BIDS for UNICEF based on data from national population

census 2011, BBS

14. Economic and Social Analysis of Primary Education in Bangladesh: A Study of BRAC

Interventions and Mainstream Schools 2011, Research Monograph Series No.48,

15. School readiness: The effectiveness of pre-primary education in Bangladesh, Early Childhood

Support Program-Bangladesh, Aga Khan Foundation (Bangladesh) ,November 2011,

16. Early Childhood Environmental Rating Scale (ECERC), Revised Edition, Teachers College,

Columbia University, New York, USA, 2005.www.tcpress.com

17. The Program Quality Assessment (PQA) : Preschool Program Quality Assessment-Second Edition

(Form A - Classroom Items, Form B – Agency Items, Administrative Manual), High/Scope

Educational Research Foundation, Michigan, USA, www.highscope.org

18. National Quality Standards for Early Childhood Education and Care and School Age Care, Council

of Australian Governments, 2009;

19. Starting Right-Guideline for Child Development Centers, Children’s Secretariat, Ministry of Child

Development and Women’s Empowerment and UNICEF, Sri Lanka, 2006,

http://www.tcpress.com/

http://www.highscope.org/

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20. Standards for Day Care, Other ECCD Centers and Service Providers (For Children aged 0-5.11

years), Administrative Order No.29 series of 2004, Department of Social and Development,

Government of Philippines;

21. Early Childhood Standards of Quality for Prekindergarten, Michigan Sates Board of Education,

2005;

22. Releasing Confidence and Creativity (RCC), Core Research Study – Year 2 Report, Aga Khan

Foundation 2011: RCC Early Years Classroom Observation Tool, 2010;

23. Search for the Excellence-Report of the Quality Audit of ECD Program, Early Childhood Support

Program Bangladesh (ECDSP-B), Aga Khan Foundation (Bangladesh) 2009.

24. Program Quality Monitoring Tools, Early Childhood Development Support Program-Bangladesh,

Aga Khan Foundation (Bangladesh), 2010;

25. Quality Learning Environment (adapted from ECERC ), Save the Children, Bangladesh

26. Evaluation of SUCCEED Preschools, USAID –Bangladesh and Save the Children, 2009

27. Evaluation of Early Childhood Preschool Programs of PLAN Bangladesh, 2004

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Annex-3: Core group for development of PPE Expansion Plan

Members of the Core Group (not in order of seniority)

1. Md. Faruque Jalil, Director, Policy and Operation, DPE, Chairperson

2. Nuzhat Yasmin, Deputy Secretary, MoPME

3. Shafique Ahmed Shibly, Deputy Secretary and Senior Specialist , NCTB

4. Prof. Kafil Uddin Ahmed, Consultant, PEDPIII

5. Md. Rafiqul Islam, Deputy Director, Policy and Operation, DPE

6. Sahnaz Pervin, Deputy Director, AIEC, DPE

7. Md. Mezaul Islam, Deputy Director, Monitoring and Evaluation, DPE

8. Humaun Kabir, Deputy Diector, Planning and Development , DPE

9. Nasima Khan, Deputy Director, Training, DPE

10. Mahfuzur Rahman Jewel, Education Officer, PPE Unit, DPE

11. Anuj Kumar Roy, Programmer, MIS Cell, DPE

12. Ramij Ahmed, Consultant, World Bank

13. Iqbal Hossain, Education Advisor, Plan Bangladesh

14. Mahmuda Akhter, Ex-Consultant, PPE Mapping , UNICEF

15. Md. Mohsin, Education Manager, UNICEF

16. M. Habibur Rahman, Acting Chairperson, BEN

17. Dr. Md. Golam Mostafa, Consultant, Development of PPE Expansion Plan, UNICEF

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Annex-4: Core principles of national PPE curriculum (English translated version)

Family, immediate environment and society have great influence on children’s growth, development and learning. In this regard social, cultural and religious values and styles of individual learning also play an important role. To develop, disseminate, implement and facilitate daily teaching-learning activities of a preprimary curriculum focusing on individual children’s characteristics it needs to follow some concepts, principles and believes and reflect in all activities of personal and institutional level. Then it will be possible to facilitate children’s hidden potentials to flourish for development as a whole and as well as to build the strong foundation for next level of education. This is why some concepts, principles and believes mentioned below followed for developing the preprimary curriculum. 4.1. Child centeredness One of the major principles of preprimary curriculum is to understand children, belief on their potentials and show respect to their personality, opinions, nature and type. Children’s growth, development and learning primarily influenced by family, school and society. So it is necessary to take initiatives inclusively from all this three sides to support children for optimal development. It will enhance children’s learning interest as for life-long learning so that they can move forward for enjoying enriched living. 4.2. Children as active learner Naturally children learn from the nature informally from their birth. Natural and active learning is the main pillar of a child’s growing up through the changes and experiences faces from the birth. There are some specific styles and characteristics of children’s growth and development. Children’s characteristics and developmental needs can be identified from their family and social perspective and from child development related theories. By nature every child is an active learner. So, children’s first demand is the scopes of active participation as because of their natural curiosity of experiment and interest about human being and environment around them. And as children’s development and learning process depends on home, school and environment in which they live, it is important to provide scopes of active learning in all levels. 4.3. Family involvement Family perspective is a very important part of children’s development. Development of children’s personality, self concept, attitude and values influences much by parents and other family members and family norms. Parents’ child care knowledge, expectation and style of parenting has a great impact on children’s future life such as, taking care by own, learning process in school, being social, social attitude etc. Parent is the first teacher of a child and an important agent of holistic development and an important partner of school as well. So, meaningful family involvement in preprimary education is very essential for every success of the children.

4.4. School as responsive social institute School reflects the society and works as a bridge of family and society. For preschool education service school have to emphasize on some areas which are very stimulus to boost children’s curiosity, enhance adaptability in a new environment both physical and mental and for encouraging cognitive, moral, aesthetic development of children. This are-

understand children and establish a partner relationship with parents and others important family members

understand the perspective and demand of society and best utilization of social power and resources

understand the national and international trends and implement activities accordingly

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In this regard school has to play role as an active social institution. As preparation of children depends on the preparation of family and school so role of school considered with importance in developing and implementing curriculum.

4.5. Inclusiveness Inclusiveness means appropriate initiatives focusing on all children’s success by respecting and acknowledging the diversity. It is important to develop curriculum, teaching-learning process and materials of preschool considering all children’s and their family’s needs and scopes irrespective of sex, race, religion, ability, financial condition or any kind of condition. Teaching learning method and environment have to be flexible enough and reliable with individual children’s needs and learning style so that all children remain interested to learning. This is why from the development of curriculum to implementation in school and family level in every steps inclusiveness considered as one of the major principles.

4.6 Local culture and heritage It is necessary to introduce the children with their own tradition, culture and heritage to make them confident on their own uniqueness for developing self respect and self esteem. At the same time it is also important to respect others culture and heritage. To ensure cultural environment in all learning level at home, school and society with the help of elders local and cultural learning considered as one of the major principles for developing the curriculum.

4.7. Relationship Children’s development and learning boost tremendously if a good relationship develop between the child and the teacher or elders. At the same time good relationship between the teachers and family members or social representatives promotes the quality of a preprimary education service. So, good relationship is a very important component of preprimary education system. To benefit from the impact of good relationship in future nation it considered significantly as one of the major principles in the very first level of formal education.

4.8. Immediate environment Immediate environment as well as overall social environment affects the principles of preprimary education. And social culture and trends influences parents’ expectations of their kids’ education. So, obviously preprimary education should consider social environment to ensure children’s holistic development and learning. There are so many things in the environment around the children from which they learn a lot. So, immediate environment is one of the major factors for children’s meaningful learning.

4.9. Environment friendliness Nature and environment is a real friend of human being. But now a day’s disaster in nature can reverse this truth and children affect from it much than others. So, learning to take care of nature and learning to enable the environment friendly can minimize the natural disasters. This should be start from the early years of life. This is why this issue also considered as one of the major principles in preprimary education curriculum development.

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Annex-5: Key areas of Quality Standards of PPE/ECCE Service Delivery of Selected Countries

Quality Areas

Sri Lanka Australia Philippines Bangladesh

Physical environment and facilities

(Location. Premises, building premises, furniture &equipment, Sanitation facilities)

Health care and Nutrition

Learning and psycho-social environment

(Learning , Psycho-social)

Administrative

Religious environment

Staff requirement (Teacher, support staff)

Parent and administrative

support ( PTA, CMC)

Daily routine

Educational Program and Practice

Children’s health & safety

Physical environment

Staffing arrangement

Relationship with Children

Collaborative partnership with families and communities

Leadership

and service

management

Physical environment and safety (Location, indoor, outdoor,

Health and nutrition

Sanitation

Program Management and administration (planning and budgeting, implementation, monitoring and supervision, evaluation, MIS, financial management

Human resource development

Partnership with families and communities

Curriculum

Physical Environment (inside class room, classroom premises, water, toilet)

Learning Environment (classroom set up, teaching learning materials, student-teacher ratio, daily routine, Functional classroom/pedagogical standard as per curriculum, children assessment)

Staffing


Parents and community involvement

Training and professional development

Management

Administration

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