Objectives:
The objective of the TA was to identify systemic issues that limited the madrasah (religious) education sector in its mission to offer a full education opportunity to its students on the solid foundations of Islamic knowledge and belief. This must had included institutional arrangement, relationships and capacity for sector governance and improvement, and pragmatic proposals for strategic development that was built on the strengths of the sector but helped secure the quality outcomes for its students. The educational and life options of madrasah graduates was supposed to be an important indicator of that success.
Services:
The impact of the TA project was modernizing and mainstreaming madrasahs at primary and secondary levels leading to improved learning outcomes. The outcomes were a strengthened madrasah board (BMEB) and agencies responsible for madrasah education with increased human, organizational, and institutional capacity. The CDTA included the following activities:
- Reviewing the status of the madrasah subsector and government education legislation policy, strategies and regulations;
- Reviewing the delivery modalities used in madrasah education, provisions for school; inspections and assessment of teaching staff, documents on teacher training and accreditation and the process of teacher recruitment and appointment;
- Reviewing current sources and uses of funds, identify funding requirements for developing the madrasah subsector and review the Government’s ongoing female stipends program for primary and secondary school girls;
- Examining the current status of madrasah in context of general formal education, in particular, curricula, teacher training and textbooks aspects and identify options for improving madrasah education focusing on science, math and ICT;
- Examining the factors that discourage enrollment, encourage dropping out;
- Suggesting policy options for improving the access, equity and quality of madrasah education and address the gender issue;
- Reviewing policies of Directorate of Primary Education, boards of intermediate and secondary education, DSHE, and BMEB on minimum standards and requirements of physical facilities and other teaching-learning resources for granting registration or recognition to primary and secondary schools and madrasahs;
- Based on available data and sample visits, estimating and comparing the average minimum physical facilities in schools and madrasahs (in terms of space per pupil, number of classrooms per class section, science laboratories, computer laboratories, libraries, and associated inputs);
- Designing and developing methodology for madrasah mapping sample survey and qualitative research, conduct and supervise survey, design M&E system and EMIS;
- Consulting with various stakeholders, and development partners (DPs) through workshop;
- Preparing an action plan for implementation of capacity development activities;
- Recommending medium- and long-term changes to address any shortcomings.
Timeframe: October 2009 - June 2011
Realated Countries: Bangladesh
Client(s): ADB
Categories: Education and Skills Development, Capacity Building and Management Reform and Human Resources Management
