8.A Introduction
8.1 National Plan of Action (NPA II, 2003-2015) for EFA is a pro-poor plan and fits fully into the framework of the PRS document of GOB (Unlocking the Potential: National Strategy for Accelerated Poverty Reduction, 2005). PRS, 2005 is designed to achieve the Millennium Development Goals (MDGs)[1] and identifies Quality Education (particularly in primary, secondary and vocational levels with strong emphasis on girls' education) as one of its 8-point strategic agenda. It emphasizes the critical importance of education and learning for empowering people with knowledge and skills as key elements of human development and poverty reduction. Commensurate with PRS framework and EFA priorities, National Plan of Action (NPA II, 2003-2015) gives pre-eminence to improving the quality of education, gender equity for both girls and boys, making education accessible, inclusive and provided for all. NPA II has set targets on enrolment, dropout, completion, and literacy rate for achievement of EFA goals by 2015. It proposes programmes for specific groups covering pre-school, and school age children, adolescents, young adults, adults, literacy and NFE leading to lifelong learning. It emphasizes the high value of livelihood skills as part of literacy and NFE to make the learning meaningful and ensure learners have access to wage or self-employment and micro-finance as needed to improve the quality of their lives.
8.B Overview on Objectives and Targets
8.2 The objectives of NPA II are to:
· Institute a well organized and coordinated program of early childhood care and education for the most vulnerable and disadvantaged children, using both formal and non-formal channels, with emphasis on family and community-based programs;
· Bring all primary school-age children, particularly girls, the disabled, child labour, in difficult circumstances and belonging to ethnic minorities, remote areas and enable them to complete primary education (already free and compulsory) of good quality;
· Establish programs of appropriate learning, life and work skills to meet the learning needs of all young people and adults, and ensure their access,, participation and successful completion of relevant courses;
· Increase adult literacy rate (among persons of 15 to 45 years of age) from 62% in 2000 to 90% by 2015 (reducing adult illiteracy by half, MDG), especially for women, through equitable access to quality basic and continuing education for all youth and adults;
· Sustain and enhance the present gender-parity in primary and improve parity for girls in secondary education to achieve gender equity in education by 2005 and gender equality in 2015 by ensuring full and equal access of boys and girls to and achievement in basic education of good quality;
· Improve the quality and excellence of basic education in all respects and ensure achievement of recognized and measurable learning outcomes by all, especially in literacy, numeracy and essential life skills; and
· Institute an agreed core of equivalence between formal and non-formal basic education sub-sectors and between/among different streams of formal sub-sector and between public and NGO and private programs to ensure comparable standard of quality of education across the board and transferability from non-formal to formal and between streams to enable those who want to join the mainstream and continue further education or switch from one stream to another to pursue a chosen career path.
8.3 To achieve the above objectives, the following targets have been set for NPA II (2003-2015) as already described in Table 5.1. It should be noted that current prognosis make some of these targets quite ambitious. Nevertheless, the targets have been so set to emphasize the urgency of the task and the need to make greater efforts.
Table 5.1
Summary of EFA Targets, NPA II, 2003-2015
|
Indicator |
Benchmark 2000 |
Targets for Selected Milestones |
||
|
2005 |
2010 |
2015 |
||
|
ECCE |
||||
|
Formal ECCE (Primary school attached) |
22% |
1 million |
1 million |
1 million |
|
Non-formal ECCE (family & community-based) (% of extreme poor children) |
n.a. |
15% |
20% |
15% |
|
Universal Primary Education |
||||
|
Gross Enrolment Rate (total) |
96.5 |
103 |
108 |
110 |
|
Gross Enrolment Rate (boys) |
96.0 |
102 |
107 |
110 |
|
Gross Enrolment Rate (girls) |
97.0 |
104 |
107 |
110 |
|
Net Enrolment Rate (total) |
80 |
83 |
92 |
95 |
|
Net Enrolment Rate (boys) |
82 |
87 |
91 |
95 |
|
Net Enrolment Rate (girls) |
85 |
89 |
93 |
95 |
|
Drop-out Rate |
33 |
25 |
14 |
5 |
|
Completion Rate |
67 |
75 |
86 |
95 |
|
Non-formal Education |
||||
|
NFBE – Access/Coverage |
11 |
19 |
48 |
33 |
|
Adult Literacy Rate (15-24 age group) |
66 |
73 |
82 |
95 |
|
Adult Literacy Rate (15-45 age group) |
62 |
70 |
78 |
90 |
8.C Cost of Meeting Target
8.4 To meet the above EFA and MDG targets, detailed cost estimates for UPE component and summary indicative cost for NFE component have been prepared. Table 8.1 first provides an overview of total cost estimate for meeting all targets over the NPA II period. Annex Table 1 provides detailed cost estimates for the Universal Primary Education Component. Annex Table 2 provides indicative cost estimates for broad activities under NFE component.
Total Cost Estimates for NPA II for both Universal Primary Education and
Literacy and Non-Formal Education (2003-2015)
Phases |
Formal Primary Education |
Non-Formal Education |
||
Revenue |
Development |
Revenue |
Development |
|
|
Thousand Takas |
||||
|
Phase 1 (2003-04) |
212.12 |
64,202,737.66 |
47.77 |
804266.0 |
|
Phase 2 (2005-10) |
746.15 |
158,360,927.99 |
168.06 |
133,436,605.0 |
|
Phase 3 (2010-15) |
1,201.66 |
180,968,580.42 |
270.63 |
91,969,299.0 |
Total |
2,159.93 |
403,532,246.07 |
486.46 |
226,210,177.0 |
In US $($1= 62) |
34.837 |
6,508,584 |
7.846 |
588,476 |
Totals |
Tk. 403,534,406.00 |
Tk. 226,210,663. 46 |
||
|
US $ 6,543,416 |
US $ 3,648,559 |
|||
Grand Total |
BDT 62,975 crore USD 10.1 billion |
|||
Note: These estimates should be considered as tentative, to be firmed up at the time of preparation of the specific program proposals and periodic revisions of the existing and future program components. The exact scope and target numbers may change according to the prevailing circumstances, policy modifications of the government as well as outcome of negotiations with the DPs. A very important factor under the continued economic liberalization policy of the government and effect of globalization, market conditions may constantly change affecting unit costs.
Estimated total cost for NPA II to meet all EFA targets over the twelve years 2003-2015 covering both formal and non-formal systems thus comes to Taka 62,975 crores or US $10.1 billion (in 2004 exchange rate). Substantial requirement of external assistance will be required to fulfil these cost targets.
8.D Target Achievement Through Existing Projects and Additional Resource Requirements till 2015
8.5 Table 8.2 describes the existing portfolio of projects which address EFA targets under NPA II both in formal and non-formal components. Existing project portfolio thus cover an investment total of US Dollars 2.357 billion of which 1.481 billion is GOB investment and 0.876 billion is support from Development Partners.
8.6 Given that total resource requirements for meeting NPA II targets for the twelve year period 2003-1015 is tentatively estimated at US Dollars 10.1 billion and existing projects cover 2.357 billion of this requirements, this would indicate additional resource requirements for meeting all targets up to the terminal year of 2015 to be in the tentative region of US Dollars 7.743 billion. A substantial part of this will have to come from external assistance.
Table 8.2
Overview of Existing Education Projects in Bangladesh:
DP contribution and Areas of Support, GOB and NGO Share of Costs
|
Type of Education |
Development Partners |
Implementing Agency |
Investment (USD) million |
||
|
Total cost |
GOB/NGO |
DPs |
|||
|
A. Early Childhood Care and Education |
|||||
|
1. Early Learning for Development Project |
UNICEF
|
MOWCA and other Ministries |
14.14
|
0.085 |
13.285
|
|
2. Inclusive education and Early Childhood Care and Education (ECCE) |
UNESCO |
NGOs |
0.098 |
- |
0.098 |
|
Total |
|
|
14.238 |
0.085 |
13.383 |
|
B. Primary education |
|||||
|
1. Primary Education Development Program (PEDP II) |
ADB, AusAID, CIDA, DFID, EC, JICA, Netherlands, NORAD, SDC, SIDA, UNICEF, WB |
MOPME/DPE |
852 |
213 |
639 |
|
2. Reaching Out-of-School Children (ROSC) Project |
IDA, SDC |
MOPME/DPE |
63.02 |
6.06 |
56.96
|
|
3. School Feeding Programme |
AusAID, Saudi Arabia US AID, WFP |
MOPME/DPE |
30.0 |
3.0 |
27.0 |
|
4. Quality Improvement of Teacher Training in Science & Mathematics |
JICA |
MOPME/DPE |
6.8
|
- |
6.8
|
|
5. School Nutrition Programme
|
- |
MOPME: Under preparation
|
- |
- |
- |
|
6. Primary Education Stipend Project (July 2002-June 2008)
|
- |
MOPME
|
534.24 |
534.24. |
- |
|
7. Construction of Govt. Primary School (Second Phase, July 2003 - June 2007
|
IDB |
MOPME
|
9.97 |
n.a. |
n.a. |
|
8. Flood Affected Primary School Rehabilitation Project July 2005-June 2007 |
IDA |
MOPME
|
48.25 |
n.a. |
n.a. |
|
9. Establishment of Primary Teacher’s Training Institute (PTI) at Panchagar District HQ (July 20005- June 2011) |
- |
MOPME
|
1.32 |
1.32 |
- |
|
10. Government Primary Schools Reconstruction and Renovation Project (2nd Phase) July 2006-June 2011 |
- |
MOPME
|
190.62 |
190.62 |
- |
|
11. Registered Non-Govt. Primary School Development Project, 3rd Phase, July 2006-June 2011 |
- |
MOPME
|
131.31 |
131.31 |
- |
|
Total |
|
|
1867.53 |
n.a. |
n.a. |
|
C. Literacy/NFE/PLCE |
|
|
|
|
|
|
1. Basic Education for Hard- to- Reach Urban Working Children, Phase 2 |
SIDA, UNICEF, CIDA |
MOPME/BNFE |
41.75 |
1.28 |
40.47 |
|
2. Post-Literacy and Continuing Education for Human Development (PLCE HD 1) |
IDA, SDC |
MOPME/BNFE |
66.62 |
||