This is the third report of Education Watch. The previous two reports, which covered internal efficiency and quality of primary education in Bangladesh, received wide attention of various stakeholders including policy makers, NGOs, academics, donors, media and the like. The importance that the government attaches to the initiative is borne out by the presence of Ministers of Education in the launching of the two reports.

Internal efficiency: Current information on the enrolment status of children of primary school age (6-10 years) in Bangladesh shows a gross enrolment ratio of 108 and the net enrolment rate of 80 percent. This means that a large proportion of children attending primary schools is outside the designated age-span for primary school. Of the many providers of primary education in the country, the government is the most dominant with 61 percent of total enrolment. Others include private (registered and unregistered) (18.4 percent), non-formal (7.1 percent), madrassas (5.3 percent), English-medium (2.1 percent), and satellite/community schools (2.7 percent). Rural Khulna division has the highest net enrolment (91 percent) and Sylhet the lowest (75.7 percent). Enrolment rates in urban areas are significantly higher than those in rural areas. However, equity emerges as an important issue. In enrolment, the socio-economically disadvantaged groups are trailing behind their advantaged counterparts, with most of the non-enrolled coming from the former group. Village level analysis identified disparities between villages as well; there were villages where the net enrolment rate was as low as 20 percent.

The Watch 2001 report also dealt with some additional dimensions of internal efficiency including promotion, dropout, repetition, attendance, teacher-student ratio, and school management. Using the UNESCO methodology, the completion rate for primary cycle was found to be 75.7 percent, which implied a dropout rate of 24.3 percent. However, the system appeared less efficient than implied by this figure as it took 6.6 years for an average student to complete the 5-year cycle. There were differences between different types of schools with respect to the efficiency indicators. The average attendance rate was found to be 61 percent and varied between gender, residence (urban/ rural), and administrative divisions. About 40 percent of the teachers were female, with the percentage higher in urban areas than in rural and in non-formal schools than in formal schools. On average, there are 60 students per teacher but this varied widely between school type with the highest of 70 in government schools and the lowest 28 in madrassas. As reported by the head teachers, the school management committee are active in all schools but it demands further research to determine their effectiveness.

Changes 2001 vs 1999: This year's Watch data allowed an appraisal of changes occurring with respect to various indicators of internal efficiency between 1998 and 2000. It found no measurable change in gross enrolment ratio. However, the net enrolment rate increased by nearly three percentage points indicating that the new enrollees came mostly from the primary school age group. It also found that among the new enrollees there were more boys than girls; this eliminated the significant edge that the girls were found to have in 1998. Rural Khulna division has gained most and their net enrolment rate has now exceeded the 90 percent mark. Rural Sylhet division documented deterioration in net rate. The findings also showed that new enrolments increased more in villages where the net rate was already high. For the poorly served villages, there was no improvement. Proportion of children completing the 5-year cycle increased for the government schools and madrassas. However, there was no change in attendance rate, classroom capacity, or proportion of female teachers.

Private expenditure for education: This report also documented the various expenditures that the parents incur for the education of their children's primary education. Although the primary education in Bangladesh is theoretically free, 90 percent parents have reported incurring expenditures of some sort. The heads of expenditure ranged from tuition and examination fees to subscriptions for various school functions to private tutoring. Most frequently cited head of expenditure was 'stationery' (91 percent). The expenditure pattern changed as the students climbed up to higher classes. On average, the parents spent Tk. 736 over a nine-month period (beginning of school year to the time of survey) or an annual amount of Tk. 1,000 per child in school. This is approximately two percent of average household income in Bangladesh. The survey findings on household spending for the nine-month period varied widely between urban (Tk. 2,181) and rural areas (Tk. 524) and between classes (Tk. 509 in class I to Tk. 1,100 in class V). However, there was no difference between girls and boys in expenditures. There was also wide variation between school type with the students attending the secondary-attached schools spending the highest (Tk. 5,711) and non-formal the lowest (Tk. 290). Over a third of the money was spent in stationery and a quarter in private tutor. As expected, the well-to-do parents spent much more in absolute terms for their children's education than did the poorer groups.

Income and expenditure of schools: Data on income and expenditure of schools were also collected. The schools had a diverse source of income which included government grants, donor funds, tuition and other fees from students, and use of fixed assets. There was variation between different types of schools. The government schools did not charge any tuition but over 90 percent of non-formal schools charged some tuition. The madrassas seemed well endowed with assets (such as land) as 61 percent of madrassas earned an income by selling produces (such as agricultural produces). The average income of madrassas exceeded the income of any other type of school.

Literacy: The Education Watch 2001 documented the literacy situation of two groups in the surveyed households: those aged 7 years and older and adults (15+ years). It found a literacy rate of 39 percent for the population 7 years or older and 41.6 percent for adults. Females and people living in rural areas were significantly behind in literacy than males and those who live in urban areas. But, people living in urban slums were more disadvantaged than those living in non-slum areas. However, it documented a comparatively higher literacy rate for younger population (60% for the population aged 15-24 years) suggesting an impact of the recent improvement in enrolment rates at the primary level. Sixty one percent households had at least one literate person. This means that 39 percent were 'isolated'. More research is needed in view of the apparent difference between the literacy rate found in this study and that claimed by the government.

Drawing on the findings of Education Watch 2001, recommendations are made for action.

Bangladesh has endorsed the goals and strategies as set out in the Dakar Framework for Action 2000. There are six goals and twelve strategies laid out in the framework. In preparing the National Plan of Action for Education for All (EFA) up to year 2015, as required by the Dakar Framework, the following need to be given special attention¹ :

1. Mobilise national political commitment for education for all, develop national action plan and enhance significantly investment in basic education. The government is now developing a new national action plan and there seems to be a reiteration of national commitment. There is also a National Education Policy now. Unfortunately there is not much public discourse on the former nor any indication of whether there would be an increase in investment in education.
2. Promote EFA policies within a sustainable and wellintegrated sector framework clearly linked to poverty elimination and development strategies. Most development programmes in the country are vertical in nature with little horizontal connections. It is important that in EFA plans, an overall view of development priorities and programmes are taken and the links between education and other sectors are considered. All development sectors need to be mobilized for EFA as EFA's contribution to national development goals should be given attention.
   The Primary Education Development Programme (PEDP), which is the donor-supported umbrella programme of the government on primary education, has 23 plus projects under it. The common impression that there is a lack of coordination between these projects needs to be explored seriously for improving synergy and overall impact
3. Ensure the engagement and participation of civil society in the formulation, implementation and monitoring of strategies for educational development. There is no strategy on how to involve the civil society. The government has, however, created space for NGOs to operate non-formal education programmes. Unfortunately there is no recognition of their contribution to primary and basic education. The participation of the civil society in the, PEDP is hardly encouraged. The Education Watch is a civil society initiative for monitoring progress towards EFA. Although the Ministers and other policy makers participated in the launch of the report, it has not yet received any formal participation or recognition from PMED.
4. Develop responsive, participatory and accountable systems of educational governance and management. There is much to be done on this front. Some of the issues related to governance and management have been discussed in the report (Chapter IX).
5. Meet the needs of education systems affected by conflict, natural calamities and instability, and conduct educational programmes In ways that promote mutual understanding, peace and tolerance and that help to prevent violence and conflict. The Chittagong Hill Tracts (CHT), which saw armed conflicts for about three decades, is relatively peaceful now. However, no special drive has been taken to restore the confidence of the Hill people and no headway has yet been made in increasing access to education in the region. Moreover, the Regional Council, set up in the aftermath of the peace agreement, has so far allowed very limited participation of NGOs.
6. Implement integrated strategies for gender equality in education that recognize the need for change In attitudes, values, and practices. Bangladesh has done quite well in removing gender gap in enrolment, attendance and cycle completion, which was the result of several affirmative actions taken by the government and NGOs. We should not lose sight of this and continue to promote gender equality through such interventions until the gender equality is established on a sustainable basis in all aspects including the learning outcome. It may be mentioned that girls are lagging behind boys in learning achievements.
7. Implement education programmes and actions to combat the HIV/AIDS pandemic. Although HIV/AIDS is causing devastation in many developing countries, Bangladesh has fortunately been spared of this so far. However, many conditions that facilitate the spread of HIV/AIDS do exist in the country. The country has been indifferent to the seriousness of the problem and in implementing prevention programmes through educational institutions.
8. Create safe, healthy, inclusive and equitably resourced environments conducive to excellence in learning, with elearly defined levels of achievement for all. As we have seen in this report and all previous Watch reports, the primary education system in Bangladesh is inequitable. Children belonging to poorer families and ethnic minorities, or those living in slums are particularly disadvantaged. There is hardly any opportunity available for disabled children to attend schools. Moreover, not all types of schools are equally resourced. The non-formal schools, for example are particularly resource-poor, as found in the present report.
9. Enhance the status, morale and professionalism of teachers. Quality of education cannot improve without a commitment to quality and effective performance by teachers. Measures to this end will include improving the effectiveness of teachers' professional preparation, creating the necessary conditions for teachers to do their job in the school, rewards and incentives that recognize teachers' role and responsibility, and enhancing social recognition of teachers in appropriate ways.
   The government has recently started revising the curricula for the Certificate-in-Education (C-in-Ed) course for primary school teachers to make it more relevant vis-a-vis the 53 terminal competencies. While this is a welcome step it, however, has taken too long to happen given the fact that the terminal competency-based education was introduced in the country in 1992. In another move, the government has recently undertaken a revision and updating of the terminal competencies themselves. The C-in-Ed revision should take into consideration the latest revision in the competencies.
10. Harness new information and communication technologies to help achieve EFA goals. Bangladesh is lagging behind in making the best out of information and communication technologies (ICT). Making this available to avast majority of primary schools will be a formidable challenge. We should also try to make better use of conventional electronic media such as radio and television in teachers' professional preparation and upgrading through distance education. The government should make these channels available for educational programmes at no or subsidized costs.
11. Systematically monitor progress towards EFA goals and strategies. A recent project undertaken by the government through a commercial firm and funded by development partners has done some useful work in monitoring specific aspects of the primary education sector; such activities should continue on a regular basis. The government should also support and promote the Watch project which has provided useful and relevant information and review on the primary education sector.

Like most other countries in the developing world, Bangladesh is committed to the goals and strategies as formulated in the World Education Forum in Dakar in April 2000. It is essential that we approach the challenges ahead pragmatically and build on our success. Bangladesh has joined the international community in setting a new goal to achieve educaion for all by 2015. Let us not postpone its fulfilment again.