Bangladesh - Belgium

Citizens’ Voice and Accountability Evaluation – Bangladesh Country Case Study
Impact
CAMPE stakeholders make a strong case that the impact on primary education policy is observable:
The following recommendations reportedly made their way into government policy
recommendations:
> recommendation that more women should participate in the School Management
Committees (SMCs). They just heard that govt is increasing women’s participation to 40%
from next year
> you must give free books if you want to achieve the MDG2.
> make teacher’s pool through competitive examination in order to improve standards
(based on 2005 EW report 2/3 of rural teachers college graduates with a high % of 3 rd class
degrees)
> Aim for a primary student:teacher target ratio of 40:1
> CAMPE found that female teachers are more effective and recommended an increase in
female teacher numbers. The Government moved to 50:50 target; they have increased so
far to 38% female teachers)
> CAMPE advised support for post primary distance learning education
> PDP I and II content is significantly influenced by CAMPE policy analysis (although this is
unacknowledged by Government)
>. CAMPE research found problems with the distribution of a stipend for disability etc under
the Food for Education Programme.
CAMPE’s EW members have grassroots connections which lends credibility to their data/ analysis.
CAMPE analysed the impact of creeping privatisation in the education sector and discussed the
implications for rural-urban discrimination and exclusion of poorest families. Based on this analysis,
EW recommended increasing the budget for public education.
CAMPE brought in the media to spotlight problems. For example, the Government’s Total Literacy
Movement (TLM) declared some districts illiteracy-free and claimed 63% literacy levels. However,
CAMPE’s survey came up with a figure of 45% literacy and that used the media to highlight this
discrepancy and prompt debate.
CAMPE stakeholders also suggest that the government used to be motivated by quantity goals (e.g.
literacy eradication) but now, partly due to the continuing influence of CAMPE, are focussing more
on quality and sustainability issues
CAMPE is also co-ordinating the mapping Non Formal Education (NFE) with Government
participation and support. Note that 'NFE Mapping' is another study which is being conducted by the
government and coordinated by CAMPE. This mapping process identifies and educates adult
illiterates and others who wouldn’t go into formal education, representing a short- to medium-term
bridging mechanism as part of long-term goal of mainstreaming education. There is an important
element in this NFE process of involving community people in delivering NFE. The inputs sequence
need-based training (vocational skills) for 6 months on the back of literacy training.
CAMPE also emphasis bridging the national with the local by bringing in teachers and local
stakeholders to discuss their experiences/ raise voice with PEDP officials.
Sustainability
Donor funding for CAMPE has avoided the pitfalls of creating externally imposed, costly and
unsustainable project mechanisms. As mentioned above, donor support for CAMPE builds on a
voluntary-based sense of participation by professionals in the education field. CAMPE’s Education
Watch members, for instance, are known as highly experienced resources; “all the known people in
the country”. 65
Neither are the project outputs are not too ambitious. One important output is the annual Education
65 The technical team revolves (e.g. this years EW report was led by the Bangladesh Economic
Federation), while the EW Advisory Group is constant. The Working group is also more or less
constant.
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