Sub-component 1.1: Support for English Language and Mathematics Learning and Teaching (Total: BDT 14352. 00 lakh equivalent to US$ 20.70 million)
English Language (EL) and Mathematics (Math) have been identified as among the most difficult Subjects for the students of secondary schools in Bangladesh. Many students fail in SSC examination because they are unable to pass in English and Math and the two subjects consistently have the highest failure rate at SSC level. This project will focus on the poorest performing schools in the SSC examinations – those institutions achieving lower than 45% SSC pass rate in the previous SSC examination as shown in Group 1 in Table 3 below.
The Government has attempted to address the quality of teaching-learning particularly the quality of teachers through various initiatives such as the ADB &CIDA supported Teaching Quality Improvement in Secondary Education Project (TQI-SEP), the English Language Teaching Improvement Project (ELTIP) and Complementary Sector Reform Project (CSR) assisted by CIDA. However, under this sub-component of the proposed project more focus has been given on learning outcomes of the students through implementing an integrated teaching-learning package. such as : (a) providing orientation and Cluster -level follow up support (as stated below ) in English and Mathematics , differentiated by school performance levels (based on Group Level) ), for about 55,000 rural secondary level teachers out of 7,000 project schools; (b) additional classes in English and Mathematics to be conducted in about 3,000 schools (Group 1) before/after regular classes or during school holidays; (c) classroom observation of teachers by Mobile Training Resource Team (MTRT); (d) orientation programs for about 10,000 Head Teachers (HTs) and Assistant Head Teachers (AHTs).
Orientation and Cluster-level follow-up of English & Mathematics teachers: This program will involve teachers' orientation at the Upazilla level for the existing English Language and Math teachers who will teach additional classes referred above. The teachers will be oriented initially over a 6-day period in appropriate venues, with Cluster-level follow-up training sessions once every three months to be conducted by Master Trainers (MTs).
This program aims to build capacity and share good /innovative practices at the Upazilla level, encouraging professional interaction of rural teachers. The objectives of these orientation/training and quarterly follow-up sessions are to provide teachers with opportunities to clarify concepts and issues regarding English and Mathematics teaching; to share a range of classroom management and pedagogical problems faced in the classroom; to share innovative practices being implemented in schools to improve quality, and provide support to one another by reviewing individual teacher experiences and suggesting solutions.
The Master Trainers (MTs) in the respective subjects will be selected from among the experienced and outstanding teachers, who have retired recently within Upazilla or district level. A group of Core Trainers would be selected from those who have national level recognition. Approximately 600 MTs (English 300+ Maths. 300) and 15 Core Trainers (CTs) will be selected from among the best trainers/teachers of the country. The Core Trainers (CTs) will be selected by a MOE approved committee (to be constituted during implementation). Based on compliance criteria, the MTs will be selected by the SEQAEP Unit having approved by DG, DSHE.
The teachers in Group 1 will receive 6 days orientation/training; teaching and learning materials follow up training, MTRT classroom observation and monitoring support. The Bands 2 and 3 teachers will be provided all sorts of support excluding 6 days training. All these provisions are reflected in Table -3 below.
Table 3: Training and Post-Training Support for EL and Math Teachers
|Groups||Grouping of schools on the basis of SSC pass rate 2007||Initial 6-day program for teachers||Four 1-day follow-up training sessions||Classroom observation and feedback||Orientation of Head Teachers and Assistant Head Teachers|
|Group 1||0 – 45%||Yes||Yes||Yes||Yes|
|Group 2||46% - 70%||Yes||Yes||Yes|
|Group 3||71% - 100%||Yes||Yes|
Additional Classes in English Language and Mathematics: This program will focus on providing additional classes to students before or after school or in holidays, in two time blocks of six months each: (a) March to August – Grades 6 - 8 focused on enhancing students understanding on basic concepts and basic skills in English and Maths; and (b) September to February – Grades 9 and 10 focused on improving students performance in the SSC examinations in English and Maths. Regular class teachers ( for Group 1 school and teachers) engaged in teaching English and Maths will undertake these additional classes for which they will receive extra remuneration ( per hour per class taka 175) .
Classroom observation of teachers by Mobile Training Resource Team (MTRT): The Mobile Training Resource Team (MTRT) will be formed by selecting resource persons/teachers from the pool of Master Trainers. The mobile training resource team will travel institution to institution to support teachers in the classroom over the whole period of the project.
A uniform year-wise time-based action plan will be prepared and used for these visits. The teams will observe classroom teaching and learning and provide feedback to the English and Math teachers after the lesson. MTRT Resource persons will provide advice to the school management and make recommendations for improving teaching -learning methodology. They will visit schools at least once every six months/or more and summaries classroom observation findings. Reports on school visits and classroom observations will be sent to the Quality Section, SEQAEP Unit. In designing the MTRT, FSSAP-II implementation experience would be reviewed and incorporated in the new operation system.