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Bangladesh Teacher Trainer
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Assessing the Use of Time in School
Bangladesh
September 2003 – January 2004

East Asia MapUSAID/Bangladesh appealed to BEPSS to conduct three studies that would provide guidance to the development of a strategy for donor assistance in the education sector. Along with an assessment on early childhood education and madrasah education, USAID/Bangladesh solicited an assessment on use of time in schools.

While teacher–student contact time and time–on-task are cited as key factors in student achievement, Bangladeshi primary school children attend school in split shifts and receive the lowest number of teacher-student contact hours in the world. Several recent assessments of primary education in Bangladesh mention problems of low contact time and high teacher absences as factors related to the poor quality of education, however, there has been no effective prioritization for immediate action, and there has been relatively little public dialogue on the subject.

The study on Teachers’ and Students’ Use of Time focused effective strategies with which USAID might influence an increase in productive learning time, a model for how other system constraints could be examined and addressed, insights for the education sector on how to manage more effectively with existing resources, and useful data to inform the work of government and donors as they prioritize actions for the next five years to improve educational quality.

Taken along with the other two studies, the assessment provides information and analysis needed by USAID to identify effective strategies, activities and entry points for education assistance in Bangladesh.

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