Outline of the Project

Project Name

JICA Support Program 3 for Strengthening Mathematics and Science Education in Primary Education Project

Date R/D Signed

2018/10/18

Project Site

All areas of Bangladesh

Term of Cooperation

April 1, 2019 - June 30, 2023

Implementing Organization

Ministry of Primary and Mass Education, Directorate of Primary Education

Background

The Government of Bangladesh has been working on the improvement of primary education through three Primary Education Development Programs (PEDP) since 1990s. Through the three PEDPs, Bangladesh has achieved remarkable progress, especially in enhancing access to education. However, the improvement of the quality of education continues to be a challenge to overcome. Considering this situation, the Government of Bangladesh and ten development partners (DPs including JICA) have been planning together the design of a post-PEDP3 program: PEDP4, under a sector wide approach.

JICA has provided technical cooperation to Bangladesh under both PEDP2 and PEDP3, especially targeting at improving the quality of primary mathematics and science education. Under PEDP2, JICA Support Program 1 (JSP1) supported the development of Teaching Package for primary mathematics and science. JICA Support Program 2 (JSP2), under PEDP3, supported refining mathematics and science textbooks and teacher's guides/editions from Grade 1 to 5 and implementing some of the teacher professional development courses by developing manuals and textbooks, and advising and monitoring the course implementation.

Since these activities are well appreciated by the Government and other DPs, JICA is expected to continue providing assistance in PEDP4 especially in the areas of primary mathematics and science, building on the impact and products already created by its support to date under the previous Government Programs.

The Overall Goal

National level of academic skills and knowledge obtained in primary mathematics and science is improved.

Project Purpose

Children become to understand mathematics and science better in primary education.

Output

1. Measures to address the challenges in teaching and learning in primary mathematics and science are identified and responded in curriculum revision (PEDP4 Subcomponent 1.1)
2. The challenges in teaching and learning in primary mathematics and science are responded in the revisions of textbooks and teaching-learning materials (TLMs) (PEDP4 Subcomponent 1.2)
3. Teachers are trained through appropriately-designed Teacher Education to respond to the challenges in teaching and learning in mathematics and science (PEDP4 Subcomponent 1.4)
4. Teachers are continuously supported through appropriately-designed Continuous Professional Development (CPD) to respond to the challenges in teaching and learning (PEDP4 Subcomponent 1.5 and 1.6)

Project Activities

1.1	Provide technical inputs to the mathematics and science parts of the NCTB studies on the current status and challenges in teaching and learning to inform curriculum and TLMs revision
1.2	Support revising mathematics and science curriculum based on the proposals in the Reports from Activity 1.1 (including coordination for consistency with pre-primary)
1.3	Support developing curriculum dissemination training materials in mathematics and science in line with the revised curriculum
2.1	Support revising G1-5 textbooks in mathematics and science based on Output 1 (including coordination for consistency with pre-primary)
2.2	Support revising teachers' guide/edition for G1-5 based on Output 1 (including coordination for consistency with pre-primary)
2.3	Support developing and/or revising other TLMs related to mathematics and science, as necessary, based on Output 1
3.1	Provide technical inputs to the mathematics and science parts of the DPEd effectiveness study
3.2	Support revising mathematics and science curriculum and course materials of DPEd based on the results of the study in Activity 3.1 and revised primary curriculum
3.3	Support developing materials for a training on the revised DPEd curriculum for PTI instructors for mathematics and science
3.4	Support developing modules of a training course for Head teachers, AUEOs/ATEO and URC instructors for their capacity development to mentor DPEd trainees
4.1	Contribute to the CPD study based on the findings from JSP2
4.2	Support developing a framework for teachers and teacher-educators CPD, including a curriculum for the different profiles of professionals and a model for School-based CPD
4.3	Support developing CPD materials including digital materials in relevant areas
4.4	Contribute to capacity building of relevant stakeholders in CPD curriculum delivery based on Activity 4.3
4.5	Provide technical support for improving the quality of CPD activities implemented under the CPD framework based on Activity 4.3

Inputs
[Japanese side]

• Dispatch of Japanese experts
• Provision of necessary equipment
• Project vehicle(s)
• Local cost
• Short term training in Japan or other countries

Inputs
[Bangladesh side]

• Staff assignment according to implementation structure
• Office space with office equipment at Directorate of Primary Education (DPE) and other organizations concerned (e.g. National Academy for Primary Education (NAPE), National Curriculum and Textbook Board (NCTB))
• Local cost for operation of the Project
  (including running cost of the office and any allowances, accommodation, and travel costs for Bangladeshi officials)
• Cost for implementation of the Project-related PEDP4 activities
  (including cost for implementation of various studies, DPEd/CPD trainings, etc.)