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সেকেন্ডারি এডুকেশন সেক্টর ডেভেলপমেন্ট প্রজেক্ট (এসইএসডিপি)



টিচিং কোয়ালিটি ইমপ্রুভমেন্ট ইন সেকেন্ডারী এডুকেশন প্রজেক্ট


Secondary Education Quality and Acces Enhancement Project


গুরুত্বপূর্ণ প্রকল্পসমূহ






















































































































































































































































































Secondary Education Quality and Acces Enhancement Project





























১. সেকেন্ডারি এডুকেশন সেক্টর ডেভেলপমেন্ট প্রজেক্ট (এসইএসডিপি)

Bangladesh has achieved significant economic growth with impressive progress in human development indicators in the past decades. This achievement and pace of development need to be further intensified and streamlined in a planned manner to meet the target of achieving the status of middle income country by 2021 as set forth in Vision 2021. In order to build up an efficient system of more dynamic economy by 2021, it is imperative to reduce the poverty rate, where investing in the right type of education is the key to reduce poverty. A more relevant secondary education system can serve the nation by providing semi-skilled, skilled and vocationally trained workers who can serve the fast growing domestic market as well as emerging niche markets at home and abroad and thereby help the nation to attain the targets of achieving the status of middle income country in stipulated time.

The Secondary Education Sector Investment Program (2013-2023) in Bangladesh is designed with the assistance of ADB to achieve a more relevant secondary education in terms of quality, efficiency and equity through developing the secondary education sector as a whole. The program is prepared to facilitate the implementation guidelines and directives regarding secondary education as set forth in the National Education Policy 2010 as well as in achieving the targets predetermined in Vision 2021. It will make secondary education more relevant to job market by promoting efficient management, education quality and retention of students at secondary level.

This program is undertaken as a follow-up initiative of previous ADB assisted programs i.e. SEDP, SESDP, SESIP & TQI to ensure the continuity of various reforms in the field of curriculum , teachers’ capacity, examination & assessment , ICT based pedagogy, decentralized management, EMIS, planning , management & coordination including infrastructure improvement etc.

The Ministry of Education (MoE) is the executing agency of SESIP whereas the Directorate of Secondary and Higher Education (DSHE) acts as the implementing agency. The other co-implementing agencies involved in implementation include National Academy for Education Management (NAEM), Boards of Intermediate and Secondary Education (BISE), National Curriculum and Textbook Board (NCTB) , Education Engineering Department (EED) , Directorate of Inspection and Audit (DIA), Non-Government Teachers’ Registration & Certification Authority (NTRCA) ,  Bangladesh Bureau of Educational Information and Statistics (BANBEIS) including Bangladesh Madrasha Education Board (BMEB). The location of the program is all over Bangladesh.

The highest level of oversight of the program lays on the Inter-Ministerial Sector Program Steering Committee (SPSC) lead by the Secretary, MoE with DG, DSHE as the Member Secretary. The Sector Program Implementation Committee (SPIC) headed by DG, DSHE acts as the second level implementation and supervision committee. The third level of facilitation is a Sector Program Support Unit (SPSU) comprising of management team lead by Program Director (Ex-officio DG, DSHE) supported by JPD with designated officials and staff including technical assistance team.

Using a Multi-trench Financing Facility (MFF) mode, SESIP will support secondary education in Bangladesh over 10 years in three tranches overlapped; the program is designed in line with the Sector-Wide Approach (SWAp) roadmap that aims at strengthening regular functions of MoE and DSHE by keeping uniformity in managing the huge number of scattered projects & programs and thereby minimizing the resource misuse.

The total revised program financing is $ 185,000,000 from ADB and $ 2949 million from GoB involving Trench I & II.

  1. Targets/Outputs of SESIP

The outcome of SESIP will be achieved by the completion of thirteen (13) outputs, grouped under three Results Areas as stated below:


Results  Area-II Increased equitable access and retention in secondary education



2.1 School infrastructure improvement
2.2 Flexible learning pathways
2.3 Improved access & retentions









Results  Area-III Strengthen governance, management and administration



3.1 Strengthened decentralized education management
3.2 Strengthened education information management
3.3 Improved teacher management
3.4 Effective planning, management , coordination and harmonization
3.5 Strengthening monitoring, evaluation and reporting








  1. Component-wise description of SESIP with outputs


Component �� Description



  Output by 2017
Results Area -1 : Enhanced quality and relevance of secondary education
1.1 Improved quality and relevance of curriculum   ·         Development & approval of National Curriculum Policy Framework (NCPF)  and implementation for all streams of school education including general schools, madrasha and vocational schools (grades 1-12) that defines the core competencies and learning benchmark


·         Deliver an advanced teaching and learning particularly in Science, Mathematics and English using ICT based and other modern tools & equipment

·         Preparation of a curriculum implementation plan that includes training for teachers in Math., Science, English , Bangla and Bangladesh Global Studies teachers for general education and madrasha using face-to face and e-learning modalities

·       �� Curriculum dissemination training for the teachers

·         Promotion of science through a PPP-financed science media campaign

·  ����  �� �� Providing science lab equipment and teaching –aid packages for schools

������         Inclusion of marginalized groups including indigenous peoples, poor and low income groups, and girls/women in textbooks, materials and training etc.


  ·   Science room refurbishment plan is developed and approved by MoE


·   ��     Science teacher training center plan is developed and approved by MoE

��         NCTB bifurcation plan is developed and approved by MoE

·         Local training for 5 core subjects are imparted to 100,000 teachers

·��        Local training for 30,000 Head Teachers /Madrasha Supers

·         Supply of science equipment to 7000 schools and 3000 madrashas

·   ��     Oversees training to 1000 practical science teachers

·         Supply of science furniture to 7000 schools and 3000 madrashas

·         Cluster Center School implementation plan is prepared and approved

��         E-learning follow-up training to 6400 teachers and 1900 HTs/Supers/SMCs

1.2 Strengthen teacher capacity �� ·  ��������������������   ��  National Secondary Teacher Development Policy (STDP) approved and implemented ; this includes approval and implementation of the National Framework for Secondary Teacher pre and in-service curriculum specified for all TTCs  including agreed service standards


·  ��      At least 15 TTCs are awarded a Centre of Excellence status in English , Science and Mathematics


  ·         National  Secondary Teacher Development Policy is approved and disseminated
1.3 Improved classroom assessment and national examinations   ·         National Student Assessment (NSA) Plan approved and implemented; NSA for Grades 8 and 10 are piloted , applied and improved


·    ��    National Examination Policy including adaption of new exam. innovations that assesses the competencies indentified in the National Curriculum Policy framework ( NCPF) approved and implemented

·         Training on Continuous Assessment (CA) & Creative Questions (CQ) guidelines for teachers

·    ����  �� Quantitative and qualitative assessment study on CA &CQ  implementation



  ·    ��    Field study on Continuous Assessment


·����       National Assessment Center( formerly BEDU) is refurbished and equipped

·         National Assessment Center Law is drafted for approval by parliament

·         240,000 teachers are trained on CQ for 17 subjects

·         200,000 teachers are trained on script evaluation

·         40,000 teachers are trained on updated CA

·      ��������  40,000 question setters, moderators and examiners are trained

1.4 Enhanced use of ICT for pedagogy   ·   ��     ICT  Master Plan approved and implemented


·  ��  ��   All secondary schools equipped with ICT facilities (ICT lab, multimedia classrooms, digital contents and library) that are effectively used

·  ��    �� E-learning modules in Bangla, English, Mathematics , Science and other relevant subjects are developed and used in  schools



  ���������������� ��       Policy proposals for providing Tablets to 35 lac grade 6 students


· ��   ��   ICT Sustainability Plan is prepared & approved by MoE

· ��       School Connectivity Feasibility Study report with fiber optic is prepared and approved

·         Oversees training to 640 Teachers, 640 HTs of ICT Learning center

·         Training of 700 teachers, HTs/supers on ICT

1.5 Improved labor market relevance



  ����    ��   Pre vocational and vocational subjects developed and introduced at grades 8-9   ·         Preparation , approval & implementation of Pre-vocational and Vocational Implementation Plan (PVIP)


·         Construction of 640 new pilot classroom for pre-vocational and vocational programs

·         Supply of furniture and equipment to 640  pilot schools

Results Area ���II :  Increased equitable access and retention in secondary education
2.1 School infrastructure improvement   ·   ����    Secondary school 5-year rolling need-based infrastructure development plan ( new construction and rehabilitation) developed , approved, and implemented   ·��  ��     Preparation and approval of  5-year rolling Education Institution Construction Policy with minimum service standards for infrastructure & equipment


��         About 7,000 schools in underserved areas expanded in accordance with the improved minimum standard of school construction

2.2 Flexible learning pathways    ·         NEP 2010 mandates a National Qualifications Framework (NQF) based on compulsory core subjects to enable student transfer across all schools types and streams; accordingly integration of NQF is to be made as a long-term outcome focused with planning & implementations of the program   ·��        Flexible Learning Pathway study is conducted focusing with planning and implementation schedule
2.3 Improved access & retentions



  ·         A more efficient and harmonized pro-poor stipend program to be implemented ; 80% stipend recipients  to be retained in schools


·         Capacity of DSHE in stipend program implementation , monitoring & evaluation increased  with awareness building

·         SEQAEP Reading Habit Development Program (RHDP)  to be extended and expanded


  ·      ��  Harmonized pro-poor stipend program implemented


·         Community Awareness on pro-poor stipend program expanded

· ����       Resource Teacher Program for marginalized groups introduced in 1000 schools

·         Upazilla –level Award Program  introduced

·         National campaign for Students’ Counseling  implemented

·         Piloting of RHDP to 300 selected institutions

Results Area –III :  Strengthen governance, management and administration



3.1 Strengthened decentralized secondary education management   ·         A fully functioning decentralized secondary education management through strengthening effective resource allocation , financial monitoring and transitioning to a decentralized administration , particularly for the monthly pay order (MPO)


·         Effective systems of resource  allocation to schools which includes improved /web-based MPO system and grants to school in place

  ·         Decentralization Plan is prepared and approved by  MoE


·   ��     MPO policy is reviewed and revised policy drafted ; web-based MPO system and grants to school in place

·��        Teacher Training Coordinators are recruited and posted in 487 Upazillas

·         Study for vertical expansion of DEO is conducted

·         Additional zonal office manpower in place

·��  ��     Thana Education Offices (25) are constructed

·��        District Education Office (1) is constructed in Bandarban

· ������������ ��  �� Vertical extension of 64 DEO are completed with equipment & furniture supplied

����         Oversees training for 350 field level officials completed

·   ��������    Plan and design for new DSHE building is prepared and approved

3.2 Strengthened  education  information management   ·   ��     Strengthened and harmonized operations and sets of databases between BANBEIS and the DSHE EMIS


·  ��      All teachers and education managers trained to operate upgraded school-based EMIS

  ·    ��    EMIS , DSHE capacity enhanced with continuous capacity development for improved EMIS at zonal , district & upazilla & institution level


·   �� ����   Continuous review of EMIS  web ���based modules and harmonized EMIS operations between sets of sector data established


3.3 Improved teacher management   · �� ����     Transformation of Non-government Teacher Registration and Certification Authority


( NTRCA)  into Non-government Teacher Selection Commission (NTSC) with a 3 step teacher registration process ; e.g initial , provisional���� and continuous that links achievement of teaching competencies to professional advancement

·       �� Availability of newly registered teachers profiles and employment status on on-line and school-based electronic recruitment through a new NTRCA EMIS module

  ·          NTSC established and operationalized


·         Teacher performance management system in place and operational

3.4 Effective planning, management , coordination and harmonization   ·         Harmonized secondary education program funded from domestic and external resources under a common secondary education program framework in line with NEP and using Medium Term Budget Framework ( MTBF) as sector financing framework


·  ��  ��   MoE and DSHE re-organized to strengthen capacity in result-based sector planning and management under a SWAp

·��  ��������     MoE and relevant agencies strengthened capacity in procurement , financial management and good governance












·  ����      SWAp to be effective ; an institutional assessment is undertaken and report published


· ��       DSHE Capacity Building Plan is developed and approved by MoE

·         PPP cell established to support partnership initiatives

·         Procurement capacity development plan including e-procurement strengthened

·�� ������ ��   2000 District and Upazilla level officials are trained on procurement

·  ����      E-GP follow up training is imparted to 100 officials

3.5 Strengthening monitoring, evaluation and reporting   ·         MTBF and Annual Development Plan harmonized in consistent with NEP priority goals and objectives


·      ��  Annual Secondary Education Sector Performance Reports are approved , shared and used as a basis of planning

· ����   ���� �� M&E system strengthened and institutionalized

  ·         DIA Capacity Development Plan is developed and approved by MoE


·   ��     PBM standard reviewed with defined measurable secondary school quality standard (SSQS) improvement targets

·   ��   �� Linking of EMIS to school based information supply chain




Results  Area-I Enhanced quality and relevance of secondary education



1.1 Improved quality and relevance of curriculum
1.2 Strengthen teacher capacity
1.3 Improved classroom assessment and national examinations
1.4 Enhanced use of ICT for pedagogy
1.5 Improved labor market relevance



                                                        Secondary Education Quality and Acces Enhancement Project

The National Education Policy 2010 adopted by the Government of Bangladesh (GoB) attaches the highest importance to secondary level education in order to improve the quality of education through teaching-learning process, to increase equitable access, reduce the dropout rates and retain the existing students. To realize the overall target of the policy the government has undertaken numerous projects and programs. Among them ‘Secondary Education Quality and Access Enhancement Project (SEQAEP)’ is one of the biggest poverty targeted safety net projects in the secondary education sub-sector.

Indeed the SEQAEP is a follow on project of Female Secondary School Assistance Project (FSSAP) I & II. The Government of Bangladesh initiated the first FSSAP in 1993 supported by International Development Agency (IDA). The interventions contributed highly to reduce gender disparity in access to secondary education. It was basically a stipend providing project for female student. The FSSAP II contributed to sustain the previous interventions by introducing a number of innovations and pilot measures to improve quality, equity and accountability. However, the quality education and access enhancement have remained as one of the great concerns of the government.


To build upon the successes of the past decade and to address the challenges of secondary education mentioned above the government has been implementing SEQAEP since July 2008 with the support of the World Bank (WB). Thus the SEQAEP has been implemented by the Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education (MoE). The project is being implemented in and around 12,000 secondary educational institutions under 250 Upazilas covering 64 districts with support from the IDA of the WB.


The overall development objective of the project is to improve quality of secondary education, enhancing equitable access and systematically monitor teaching-learning outcomes. It has 4 main components comprising of 13 sub-components. Until 2011 the pace of SEQAEP implementation was remarkably slow and the progress was lagging behind. The original project has been revised for three times. Based on the MTR recommendation the first revision was carried out in 2012 in order to remove constraints and overcome the challenges in implementation. The second revision was made in January 2014 through the provision of Additional Financing to institutionalize the successes of the original project, to scale up the interventions of the project and bring more institutes and Upazilas under coverage. The third revision was brought in May 2016 to bring more Upazilas and institutions under coverage and to reallocate the existing resources to more efficient and effectively. The estimated cost of the original SEQAEP was BDT 122100.00 lakh, while the cost of the AF SEQAEP has been estimated to BDT 340080.00 lakh.


Thus, the revision extended the SEQAEP to December 2017 and expanded the project activities in around 12000 institutions of 250 Upazilas to deepen the impact of well performing SEQAEP. Since inception SEQAEP has already been completed about 8 years of its implementation journey though it was not smooth all the way.

Objective of the Project:

  1. Improving the quality of education particularly, the teaching-learning process by arranging additional classes at the secondary level ( grades 6-10), developing reading habits and providing academic performance based incentives;
  2. Ensuring equitable access by providing stipends and incentives to the poor boys and girls , subvention against tuition fees to institutions at the rural and semi-urban areas;
  3. Reducing the rate of drop-outs at the secondary level by providing incentives and simultaneously creating awareness among the parents and community people; and
  4. Strengthening the capacity of school management, monitoring and assessing teaching- learning outcomes at the secondary level ;
  5. Attracting new and retaining existing students especially girl students in schools through the provision of safe drinking water and sanitation facilities etc.

Project Development Objective The key project objectives are to improve the quality of secondary education, facilitate equitable access and monitoring teaching-learning outcomes of secondary education in project upazillas. The proposed Key Project Indicators (KPIs) will be disaggregated by gender and poverty status where relevant. The targets for each indicator are given in Table 1 below.



                             সেকেন্ডারি এডুকেশন সেক্টর ডেভেলপমেন্ট প্রজেক্ট (এসইএসডিপি)




মাধ্যমিক শিক্ষার সার্বিক উন্নয়নের লক্ষ্যে শিক্ষা মন্ত্রণালয় কর্তৃক গৃহীত অন্যতম গুরুত্বপূর্ণ উদ্যোগ হচ্ছে সেকেন্ডারি এডুকেশন সেক্টর ডেভেলপমেন্ট প্রজেক্ট (এসইএসডিপি)। এ প্রকল্পের আওতায় মাধ্যমিক শিক্ষা খাতের ব্যবস্থাপনা সংস্কার, বিদ্যালয় ব্যবস্থাপনার উন্নয়ন, কারিকুলাম উন্নয়ন, পরীক্ষা ও মূল্যায়ন ব্যবস্থার উন্নয়নের লক্ষ্যে বিভিন্ন কর্মসূচি বাস্তবায়িত হচ্ছে। এ ছাড়া প্রকল্পের আওতায় মাদ্রাসা শিক্ষার উন্নয়ন, পাইলটিং অব ই-লার্নিং, সুবিধাবঞ্চিত এলাকায় নতুন বিদ্যালয় স্থাপন, মাঠ পর্যায়ে অবকাঠামো উন্নয়ন, দারিদ্রে্যর ভিত্তিতে উপবৃত্তি বিতরণসহ নানা কর্মসূচি বাস্তবায়িত হচ্ছে।


এসইএসডিপি’র বিভিন্ন কর্মসূচির মধ্যে মাধ্যমিক স্তরে পরীক্ষা পদ্ধতির সংস্কার, বিদ্যালয় ভিত্তিক মূল্যায়ন (SBA)ও কৃতিভিত্তিক ব্যবস্থাপনা পদ্ধতি(PBM)অন্যতম। এসএসসি ও এইচএসসি পরীক্ষায় সৃজনশীল প্রশ্নপদ্ধতি চালুকরণের ফলে মাধ্যমিক স্তরের শিক্ষণ-শেখানো পরিবেশে ব্যাপক ইতিবাচক পরিবর্তন সূচিত হয়েছে। নতুন পদ্ধতিতে শিক্ষার্থীদের সৃজনশীল প্রতিভা তথা জ্ঞান, অনুধাবন, বিশেলষণ ও মূল্যায়ন ক্ষমতা সঠিকভবে বিকশিত হবে বলে প্রত্যাশা করা যায়। এসইএসডিপি’র আওতায় সৃজনশীল পদ্ধতি চালুকরণের লক্ষ্যে প্রশিক্ষণসহ যাবতীয় কর্মকান্ড বাস্তবায়িত হচ্ছে। ইতোমধ্যে সারাদেশে প্রায় ৩,৫০,০০০ শিক্ষককে এ বিষয়ে প্রশিক্ষণ প্রদান করা হয়েছে। gqgbwmsn জেলার ৮৭৭৫ জন শিক্ষকের মধ্যে ৫৩৭৫ জন শিক্ষককে এ প্রশিক্ষনের আওতায় নিয়ে আসা হয়েছে।


সনাতন পদ্ধতিতে বিরাজমান বিদ্যালয় ভিত্তিক মূল্যায়নের সীমাবদ্ধতা দূরীকরণের লক্ষ্যে জানুয়ারি, ২০০৬ সাল হতে দেশের সকল মাধ্যমিক বিদ্যালয়ে ৬ষ্ঠ হতে ৯ম শ্রেণী পর্যন্ত বিদ্যালয়ভিত্তিক মূল্যায়নের একটি সাধারণীকৃত পদ্ধতি চালু করা হয়েছে। এ পদ্ধতিতে শিক্ষক ধারাবাহিকভাবে শিক্ষার্থীর শিখনের অগ্রগতি পর্যবেক্ষণে রাখেন, মূল্যায়ন করেন, পাঠগ্রহণে শিক্ষার্থীর দূর্বল দিক চিহ্নিত করে প্রয়োজনীয় পরামর্শ প্রদান করেন এবং এর রেকর্ড সংরক্ষণ করেন।


বিদ্যালয় পর্যায়ে শিখন-শেখানো পরিবেশের উন্নয়নের লক্ষ্যে ২০০৬ সাল হতে কৃতিভিত্তিক ব্যবস্থাপনা পদ্ধতি বা PBMচালু করা হয়েছে। এই পদ্ধতিতে শিক্ষা প্রতিষ্ঠানসমূহ পঞ্চবার্ষিকী পরিকল্পনা প্রণয়ন করবে এবং মা্যধমিক শিক্ষাক্ষেত্রে জাতীয় লক্ষ্যমাত্রা অর্জনের জন্য প্রতিষ্ঠানে বিদ্যমান দূর্বলতাসমূহ চিহ্নিত করে তা থেকে উত্তরণের প্রচেষ্টা চালাবে। এ পদ্ধতির আওতায় প্রাতিষ্ঠানিক স্ব-মূল্যায়ন ছক বা ISAS ব্যবহার করে প্রতিবছর শিক্ষা প্রতিষ্ঠানের গুণগত অবস্থান নিরূপণ করা সম্ভব হবে। ২০১১ সালের প্রাতিষ্ঠানিক স্ব-মূল্যায়ন অনুযায়ী gqgbwmsn জেলার শিক্ষা প্রতিষ্ঠানের গুণগত অবস্থান বিস্তারিত জানতে ভিজিট করুন  www.emis.gov.bd/www.deodinajpur.gov.bd


টিচিং কোয়ালিটি ইমপ্রুভমেন্ট ইন সেকেন্ডারী এডুকেশন প্রজেক্ট

টি কিউ আই প্রকল্পের লক্ষ হলো বাংলাদেশে মাধ্যমিক বিদ্যালয়সমূহের শিক্ষার গুণগতমান উন্নয়ন করা। আমাদের উদ্দেশ্য হলো শিক্ষকদেরকে (১)মানসম্মন্ন প্রারম্ভিক ও ইন-সার্ভিস প্রশিক্ষণ প্রদান, পেশাগত মান উন্নয়নসুবিধা সমূহ যা শ্রেণী কক্ষে শিখনের উন্নয়ন ঘটাবে।

মূল সহযোগী ও স্টেটকহোল্ডারদের সঙ্গে আমরা শিক্ষা ও শিক্ষাদানেরবিভিন্ন বিষয়ে বাংলাদেশের শিক্ষক শিক্ষার উন্নয়নের লক্ষে কাজকরছি।মাধ্যমিক ও উচ্চ শিক্ষা অধিদপ্তর (মাউশি)www.dshe.gov.bd ,সহ শিক্ষা সংশ্লিষ্ট প্রতিষ্ঠানসমূহ শক্তিশালীকরণ, বেসরকারী শিক্ষকনিবন্ধন ও প্রত্যয়ন কর্তৃপক্ষ প্রতিষ্ঠা করা ও ব্যানবেইজকে সহায়তা দানেরমাধ্যমে তথ্য সংগ্রহ করা আমাদের কর্মকান্ডের অন্তর্ভুক্ত।প্রশিক্ষণ টি কিউ আই এর কার্যকক্রমের একটি অপরিহার্য অংশ।

টি কিউ আই কি করে? ব্যাপক প্রশিক্ষণ ও পেশাগত দক্ষতা উন্নয়নেরকার্যকক্রম চলছে ও প্রকল্পের মেয়াদকালে চলবে। অংশগ্রহণকারীদের মধ্যেরয়েছে যারা শিক্ষক হইতে ইচ্ছুক, কর্মরত শিক্ষক,প্রতিষ্ঠানের প্রধান ওপ্রশাসক, স্কুল ব্যবস্থাপনা কমিটির সদস্য ও অন্যান্য যারা শিক্ষারসরবরাহের সঙ্গে জড়িত। আন্তর্জাতিক প্রশিক্ষণের মাধ্যমে ৮০০ এর বেশীশিক্ষক, প্রশিক্ষক, শিক্ষক ও শিক্ষা মন্ত্রণালয়ের কর্মকর্তাগণ তাদেরশিক্ষাগত যোগ্যতা উন্নত করার সুযোগ আনবেন।

কার্যকরশিক্ষার জন্য শিখন বান্ধব, নিরাপদ ও আন্তরিক পরিবেশে সৃষ্টিকরা অন্যন্ত গুরুত্বপূর্ণ। এর মধ্য রয়েছে প্রতিবন্ধি ছাত্র-ছাত্রীদেরজন্য স্কুলে আসার সুযোগ, ছাত্রীদের ও মহিলা শিক্ষকদের প্রয়োজনের প্রতিবিশেষভাবে লক্ষ রাখা এবং ভৌগলিক অবস্থান, গোত্র এবং নারী ও পুরুষনির্বিশেষে সবার জন্য সমান শিক্ষার সুযোগ তৈরী করা । আমাদের কাজের একটি অংশহলো সচেতনতা বৃদ্ধি, অভিভাবক ও সর্বসাধারণের অংশগ্রহণের মাধ্যমেছাত্র-ছাত্রীদের জন্য মানসম্মত শিক্ষা নিশ্চিত করা। একটি উচ্চাভিলাসিঅবকাঠামো উন্নয়নের মাধ্যমে শিক্ষক প্রশিক্ষণ সুবিধা বৃদ্ধি এবং গ্রামীণরিসোর্স সেন্টার নির্মাণের কাজ চলছে।

গুণগতমান আমাদের কার্যক্রম ও কর্মকান্ডের জন্য অগ্রগণ্য এবং এটা আমাদের প্রয়োজনীয় তথ্য ও উপাত্ত সংগ্রহের ভিত্তিতে ('Quality Assurance Framework') প্রতিষ্ঠার অঙ্গিকারের মাধ্যমে প্রতিফলিত হয়েছে।



সংযুক্তি (একাধিক)