Assessing
the Use of Time in School
Bangladesh
September 2003 – January 2004
 USAID/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.
Resources
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