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Education in Bangladesh - a country sector review (English)

This report assesses the relevance, efficacy, and efficiency of the Bank's sector work since 1964, and makes recommendations for future assistance. Although only one of the four sector goals was achieved, it is nonetheless, the most important one: the provision of primary education for the poor, particularly girls, with an impressive performance. However, other sub-sector investments, namely, agricultural, vocational-technical, and management education, which, despite their relevance to the country's needs from the 1970s to the present, contrast disappointingly. Inappropriate project design contributed to this outcome, since the main focus was on physical components - buildings, equipment, fellowships - rather than on the linkages, i.e., leading to the acquisition of useful, and, relevant knowledge and information. Consequently, the report suggests education sector sustainability, as a whole, is not likely, since the support to primary education merely sustains basic skills levels. Furthermore, the report examines institutional development activities, centered on training, where little or no attempt was made to provide incentives to teacher's training, or improve institutions' efficiency. Further insights on preparing a strategy for the years 2000-2020 are provided, with suggestions for partnership development, cross-sectoral policies, and efforts to reform higher education.

Details

  • Document Date

    1999/06/30

  • Document Type

    IEG Evaluation

  • Report Number

    19548

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Bangladesh,

  • Region

    South Asia,

  • Disclosure Date

    2010/07/01

  • Disclosure Status

    Disclosed

  • Doc Name

    Education in Bangladesh - a country sector review

  • Keywords

    access to primary education;Internal rate of return;Vocational and Technical Education;quality of education;Civil Service Reform;Access to Education;improving primary education;civil society institution;improvement in literacy;world development indicator;technical training college;technical training center;opportunity for woman;support to beneficiary;university and college;basic skill level;effective skills training;primarily due;primary education policy;quality of instruction;vocational training center;technical teacher training;public administration institutions;high dropout rate;teacher training institution;primary school student;primary education enrollment;expenditures on education;foreign technical assistance;high population growth;country assistance review;lack of relevance;gross enrollment rate;data collection process;senior government official;secondary school certificate;rates of return;department of agriculture;children's education;free primary education;lack of textbook;comparative advantage;civil works;student place;educational institution;education subsector;Vocational Education;focus group;long-term commitment;Bank Policies;business faculty;foreign consultant;donor coordination;education budget;Agricultural Extension;agricultural education;population increase;farmer training;Higher Education;project finance;instructional delivery;business management;agriculture department;quality service;educational opportunity;field experts;technical competency;improving management;vocational institute;instructional issue;non-governmental organization;technical-vocational education;classroom instruction;government's policy;construction cost;systemic reform;financial mismanagement;incentive structure;management education;private education;supervision resource;instructional condition;political issue;special-interest group;library material;polytechnic graduates;land price;school building;instructional support;marketable skill;Agricultural Institution;loan scheme;instructional material;agricultural expert;extension activity;Cash Transfer;building density;innovative teaching;vocational trainee;inservice training;tracer study;business student;apprenticeship program;private provision;income generation;vocational activity;smaller number;private university;business curriculum;extensive consultation;agricultural university;job prospects;research show;english-language textbook;faculty qualification;job placement;populous country;educational outcome;field survey;investment profile;investment level;monitoring indicator;social upheaval;career option;business administration;social standing;learning need;business education;business community;vocational center;technical college;suitable curriculum;business practice;international norm;mba program;administrative problem;educated manpower;finance institution;poor farming;university entrance;field work;educational level;survey respondent;extension service;farmer behavior;effective training;education department;student expenditure;credit commitment;instructional equipment;policy strategy;stakeholder consultation;higher learning;indirect employment;instructional process;trained teacher;planning capacity;counterpart fund;intermediate product;instructional content;institution need;achievement rate;increase productivity;instructional input;project goals;policy outcome;poverty alleviation;young age;educational activities;library book;curricular development;university student;textbook provision;city slum;teacher appointment;structural adjustment;public expenditure;trained worker;human capital;donor staff;civil unrest;administrative support;evaluation framework;survey results;educated population;short-term saving;literacy center;extreme poverty;family size;young people;poor girl;early teens;illiterate girls;class size;language skill;local training;project plan;

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Citation

Education in Bangladesh - a country sector review (English). Sector or Thematic Evaluation Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/196801468768586153/Education-in-Bangladesh-a-country-sector-review