and source program outcomes qualifications outcomes/outputs indicators and targets document Bangladesh: An efficient, inclusive and equitable All children acquire expected grade Mean for Grade 3, boys and Support to Primary and subject competencies and primary education system that girls (Bangla and mathematics). Education learning outcomes through: delivers effective learning to all Mean score for Grade 5, boys and Development Bangladesh’s children from girls (Bangla and mathematics). Each Child Learns approach Program 3 (PEDP through Grade 5: Grade 5 examination pass rate, improved school and classroom 3; includes Quality learning and teaching: assessment boys and girls. UNICEF Technical all children acquire planned Number and type of functions curriculum, textbooks and Assistance) learning outcomes and delegated to districts, Upazilas and information and communications competencies in the classroom. Bangladesh Third schools. technology Primary Education Universal access, participation teachers upgraded to Diploma in Expenditure of grants Development and reduced disparities: all (conditional and unconditional) for Education. children enrol and complete the Program (PEDP 3) Upazilas and schools. primary cycle. Upazila (sub-district) and Mid-term Review Primary completion rate, boys and planning decentralised: (2013–14) Final Decentralisation and Report, DFAT, organisational effectiveness: field offices strengthened 2015 core functions at central Dropout rate by grade. school management and through district, Upazila Number of input years per governance and school levels graduate. efficiently and satisfactorily school leadership and % of schools that meet composite performed. development. school-level quality indicators. Effective planning and Increased effectiveness of budget management: available allocation: resources effectively applied, teacher recruitment, promotion and with increased focus on results, deployment leveraging public private – partnerships, and assuring annual school census adequate sector finance. national student assessment. Improved sector planning and
and source document program outcomes qualifications outcomes/outputs indicators and targets Bangladesh: Support to Primary Education Development Program 3 (PEDP 3; includes UNICEF Technical Assistance) Bangladesh Third Primary Education Development Program (PEDP 3) Mid-term Review (2013–14) Final Report, DFAT, 2015 An efficient, inclusive and equitable primary education system that delivers effective learning to all Bangladesh’s children from through Grade 5: Quality learning and teaching: all children acquire planned learning outcomes and competencies in the classroom. Universal access, participation and reduced disparities: all children enrol and complete the primary cycle. Decentralisation and organisational effectiveness: core functions at central through district, Upazila and school levels efficiently and satisfactorily performed. Effective planning and management: available resources effectively applied, with increased focus on results, leveraging public – private partnerships, and assuring adequate sector finance. All children acquire expected grade and subject competencies and learning outcomes through: Each Child Learns approach improved school and classroom assessment curriculum, textbooks and information and communications technology teachers upgraded to Diploma in Education. Upazila (sub-district) and planning decentralised: field offices strengthened school management and governance school leadership and development. Increased effectiveness of budget allocation: teacher recruitment, promotion and deployment annual school census national student assessment. Improved sector planning and Mean for Grade 3, boys and girls (Bangla and mathematics). Mean score for Grade 5, boys and girls (Bangla and mathematics). Grade 5 examination pass rate, boys and girls. Number and type of functions delegated to districts, Upazilas and schools. Expenditure of grants (conditional and unconditional) for Upazilas and schools. Primary completion rate, boys and Dropout rate by grade. Number of input years per graduate. % of schools that meet composite school-level quality indicators.
teacher-development-evaluation.docx