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Education for all in Bangladesh : where does Bangladesh stand in terms of achieving the EFA goals by 2015 (English)

The objectives of this policy note are twofold: first, take stock of where Bangladesh stands in terms of achieving the Education For All (EFA) goals; and second, suggest policy recommendations that could help Bangladesh to meet the EFA goals by 2015. The policy note will focus mainly on: 1) universal primary enrollment for all children; 2) universal primary completion; 3) gender parity in education; 4) adult literacy; and 5) quality of education. This is because these areas can be more meaningfully analyzed with reasonably reliable information from various sources. Bangladesh is unlikely to achieve universal primary enrollment and completion by 2015 if the current trends in access and completion do not improve. Progress in school quality is more difficult to assess because of the lack of systematic assessment and monitoring of learning achievement results. The government continues to be the main provider and financer of primary education. Improving the overall quality of schooling is a pressing task in order to substantially raise enrollment and help more children complete primary school with the appropriate skills in literacy and numeracy. Bangladesh has made progress towards increasing both primary and secondary enrollment and has already reached gender parity in both education levels.

Details

  • Document Date

    2007/08/01

  • Document Type

    Education Sector Review

  • Report Number

    68194

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Bangladesh,

  • Region

    South Asia,

  • Disclosure Date

    2012/04/19

  • Disclosure Status

    Disclosed

  • Doc Name

    Education for all in Bangladesh : where does Bangladesh stand in terms of achieving the EFA goals by 2015?

  • Keywords

    Household Income and Expenditure Survey;primary household;Campaign for Popular Education;Demographic and Health Survey;Early Childhood Care and Education;lack of access to education;cross country comparison;primary school age population;out of school child;Primary and Secondary Education;pattern of public spending;gender equity in education;data collection and analysis;food for education;primary education revenue expenditure;marginal benefit incidence analysis;higher level of education;share of public spending;government primary education spending;monitoring and evaluation mechanism;life expectancy at birth;total public expenditure;quality of education;types of school;universal primary enrollment;primary education subsidy;primary completion rate;primary school student;total public spending;primary education sector;public primary education;net enrollment rate;gross enrollment rate;community based programs;universal primary completion;universal primary education;per capita income;literacy and numeracy;primary school enrollment;government primary school;total government spending;per capita consumption;adult literacy rate;quality of textbook;integrated household survey;primary school level;infant mortality rate;distribution of textbook;transfer of fund;management of education;human resource development;growth in enrollment;eliminating gender disparity;formal primary education;delivery of service;primary enrollment rate;primary education budget;depth of poverty;Demand For Education;assessing learning outcome;average class size;access to schooling;Benefits of Education;lack of equipment;net enrolment rate;gross domestic product;primary school cycle;national literacy rate;quality of teacher;science study;teacher training curriculum;number of classrooms;marginal incidence analysis;free primary education;devolution of authority;child in school;primary education expenditure;salary for teacher;world development indicator;primary education system;complete primary school;Financing of Education;expenditure per student;primary level institution;formal education system;secondary school teacher;total consumption expenditure;primary school teacher;expenditure quintile;public subsidy;teacher salary;high school;school quality;equitable access;education service;Education Services;gender parity;development partner;child malnutrition;education level;Gender Gap;Teacher Recruitment;smaller share;double shift;public resource;learning environment;management structure;female literacy;direct financing;health indicator;test score;fee waiver;female teacher;expenditure education;average share;primary schooling;budget allocation;quality education;econometric model;children of ages;poor household;enrollment figure;secondary enrollment;teacher time;administrative datum;international commitment;urban community;Basic Education;shift system;teaching force;school system;shift school;religious school;education attainment;free textbook;poor child;improving governance;Maternal Mortality;education indicator;

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Citation

Education for all in Bangladesh : where does Bangladesh stand in terms of achieving the EFA goals by 2015 (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/904381468002964175/Education-for-all-in-Bangladesh-where-does-Bangladesh-stand-in-terms-of-achieving-the-EFA-goals-by-2015