APSC-2021 Report - 31032022

Ministry of Primary and Mass
Education
Diretoarte of Primary Eduaction
Bangladesh Primary Education Statistics-2021
Annual Primary School Census 2021
Report
Monitroing and Evaluation Division

Dhaka-1216
`
Annual Primary School Census 2021
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Advised By
Director General
Directorate of Primary Education
Guided By
Additional Director General
Directorate of Primary Education
Supervised By
Director
Monitoring and Evaluation Division
Coordinator
Deputy Director (M&E)
Data Base Management

Senior System Analyst, IMD
Report Preparation
APSC Report Preparation Committee
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Annual Primay School Census-2021
All rights reserved by:

Monitoring & Evaluation Division, Directorate of Primary Education, Mirpur-2, Dhaka, Bangladesh
Published by:
Monitoring and Evaluation Division, Directorate of Primary Education
Ministry of Primary and Mass Education
E-mail: dgprimarybd@gmail.com ;Website: www.dpe.gov.bd
No part of this publication should be reproduced in any form without prior permission from Monitoring and
Evaluation Division, Directorate of Primary Education, Ministry of Primary and Mass Education, Government of
the People’s Republic of Bangladesh, Dhaka.
Message
(Will be included during hard copy publication)
Foreward
Preface
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Acronyms
ADPEO Assistant District Primary Education Officer

AMO Assistant Monitoring Officer
APSC Annual Primary School Census
APA Annual Performance Agreement
ASC Annual School Census (MoPME re-phrasing the name as APSC)
ASPR Annual Sector Performance Report
ATEO Assistant Thana Education Officer
AUEO Assistant Upazila Education Officer
BANBEIS Bangladesh Bureau of Educational Information and Statistics
BBS Bangladesh Bureau of Statistics
B. Ed Bachelor of Education
BNFE Bureau of Non-Formal Education
BRAC Bangladesh Rural Advancement Committee
CCR Cycle Completion Rate
C-in-Ed Certificate in Education
CHTs Chittagong Hill Tracts
CPD Continuous Professional Development
CS Community School
DD Deputy Director
DLI Disbursement-Linked Indicator
DPE Directorate of Primary Education
DPEd Diploma in Primary Education
DPEO District Primary Education Officer
DPs Development Partners
DR Descriptive Role
DR Dropout Rate
EAHM Ebtedayee Attached to High Madrasha
EBM EbtedayeeMadrasha
EECE Ebtedayee Education Completion Exam
EFA Education for All
EMIS Education Management Information System
EXP Experimental School
JCM Joint Consultation Meeting
JARM Joint Annual Review Meeting
GER Gross Enrolment Rate
GIR Gross Intake Rate
GPI Gender Parity Index
GPS Government Primary School
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GT Grade Transition
HT Head Teacher
ICT Information and Communication Technology
IMD Information Management Division
KG Kindergarten
KPI Key Performance Indicator
LCs Learning Centres
LGED Local Government Engineering Department
M&E Monitoring & Evaluation (Division)
MOC Ministry of Commerce
MoE Ministry of Education
MoPME Ministry of Primary and Mass Education
MoSW Ministry of Social Welfare
MDG Millennium Development Goal
MICS Multiple Cluster Indicator Survey
MIS Management Information System
NAPE National Academy for Primary Education
NCCC National Curriculum Coordination Committee
NCTB National Curriculum and Textbook Board
NER Net Enrolment Rate
NFE Non-Formal Education
NGO Non-Government Organisation
NIR Net Intake Rate
NNPS Newly Nationalized Primary School
Non-KPI Non-Key Performance Indicators
NRNGPS Non- Registered Non-Government Primary School
NSA National Student Assessment
OOSC Out of School Children
PAHS Primary attached to High School
PEDP2 Second Primary Education Development Program
PEDP3 Third Primary Education Development Program
PEDP4 Fourth Primary Education Development Program
PECE Primary Education Completion Examination
PPE Pre Primary Education
PSQL Primary School Quality Level
PTI Primary Training Institute
PTR Pupil Teacher Ratio
RNGPS Registered Non-Government Primary School (currently NNPS)
ROSC Reaching Out-of-School Children
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RR Repetition Rate
SCR Student–Classroom Ratio
SDG Sustainable Development Goals
SK ShishuKollyan
SLIP School-Level Improvement Plan
SMC School Management Committee
STR Student-Teacher Ratio
SR Survival rate
SWAp Sector-Wide Approach
TEO Thana Education Officer
TA Technical Assistance
UEO Upazila Education Officer
UEPP Upazila Education Performance Profile
UNESCO United Nations Education Scientific and Cultural Organization
UNESCO United Nations Educational Scientific and Cultural Organization
UNICEF United Nations Children Fund
UPEP Upazila Primary Education Plan
URC Upazila Resource Centre
WB World Bank
WFP World Food Program
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Table of Contents
Roman
Sl Particulars
Numeral
1 Guided By
3 Message
4 Forward
5 Preface
i-xiii
6 Acknowladgement
7 Acronyms
8 Executive Summary
9 Key Indicators (Summary) of APSC-2018, 2019, 2020 and 2021
Chapter Particulars Page Range

One Concepts of Operational Definitions 14-32
Two Introduction (Backgraond, No. of Institute, Student, Teacher Pre - Gr. 5) 33-50
Three Pre-primary Education (Institute, Students) 51-55
Four Primary Education (Gr.1 to Gr. 5) (Institute, Students) 56-77
Five Inclusive Education (Special Need Children, Single Shift) 78-80
Six Internal Efficiency (Drop Out, Survival Rate etc) and PECE, EECE Results 81-88
Seven Teachers Information (GPS, Private) 89-96
Eight Infrastructure Facilities (Wash Block, SLIP, Boundary Wall etc) 97-112
Nine Annexure (Population, NOC, KPI, PSQL) 113-137
Ten Country, Primary Profile, DPE and Field Contact Details 137-End
Executive Summary
The Directorate of Primary Education (DPE) has been constructing the Annual School Census Report (APSC)
since 2005. It is one of the flagship reports of the Directorate of Primary Education (DPE), which integrates
all the relevant and reliable sources information of primary education subsector. The APSC-2021 presents
an enormous statistical information to support DPE for evidence-based planning and decision-making on
activities outline in the Annual Operation Plan (AOP) in Head Quarter (HQ) level as well as Upazila Primary
Education plan (UPEP) and School Level Improvement Plan (SLIP) at subnational and school levels. The
ASPR 2020 has increasingly reflected progress made during the Third Primary Education Development
Programme (PEDP3) period and implementation of the Fourth Primary Education Development Programme
(PEDP4) including other outputs like as discrete projects, which are outside of the Primary Education
Development Programmes (PEDPs). These discrete projects interventions support and harmonize the
development of primary education sub-sector indeed.
The APSC is the main data source in the primary Education sub sector to measure the different type of
national indicator such as Net Enrollment Rate (NER), Gross Enrollment Rate (GER), Repitition Rate, Survial
rate and Drop out Rate.
BY the APSC 2021, it presents the trend analysis achieved by the implementation of the PEDP4. How ever,
some results displayed for the previous year. Tables, graphs and selected statistics have been included,
which enable trends analysis of the Primary Education Sub Sector. In the PEDP4, there are twenty-one sub-
components under the 3 components, for which specific DPE line divisions and other agencies are
responsible for implementation and producing annual reports of their Achievement with the help of Annual
Primary School Censu. It also helps to make ASPR 2022. This data also used to generate the report of Key
Performance Indicators (KPIs), Non-Key Performance Indicators (Non-KPIs), Disbursement Linked Indicators
(DLIs), Primary school Quality Level indicators (PSQLs), Sub-Components Indicators (SCIs) and Programme
Indicators (PIs) provides the main structure for reporting this ASPR 2022.
The Gross Intake Rate (GIR) of primary education are 107.30% (107.14% boys and 107.47% girls) in APSC
2021 (lower from 107.86% in 2020 and 112.32% in 2018 of the PEDP4 baseline). The Net Intake Rate (NIR)
of primary education are 96.18% (96.15% boys and 96.21% girls) in APSC 2021 (lower from 96.62% in 2020
and lower from 96.48% in 2018 of the PEDP4 baseline).
The GER of primary education stands 105.72% (105.32% boys and 106.14% girls) in APSC 2021 (up from
104.90% in 2020 and lower from 114.23% in 2018 of the PEDP4 baseline). The NER of primary education
are calculated to 97.42% (97.39% boys and 97.44% girls) in 2021 (slightly decreased from 97.81% in 2020
and 97.85% in 2018 of the PEDP4 baseline). NER calculation may relate to the number of 6-10 years old in
the population cohort. The population projected by the BBS every for this cohort. This year particularly for
6-10-years old, which is 16.05-million. Total enrolment in formal primary education of children aged 6-10
years, has increased intensely in 2020 and decreased in 2021.
Over 20.01 million students enrolled in all types of schools from grade Pre-Primary to grade 5. The numbers
for overage children are consistent with previous years. Enrolment disparities continue between boys and
girls. The gender parity index was 1.059% for the gross enrolment rate and virtually the same for the net
enrolment rate 1.041%, indicating that a higher proportion of boys than girls attend the primary school.
In 2021 repeatition rate significantly decreased in primary education cycle. Almost 100% students has been
promoted from lower grade to upper grade through continuous assessment and assignment evaluation by
class teacher. Cycle Dropout appears to have fallen rapidly since 2011 and in grades 1 (2.6%), grade 2
(2.7%), grade 3 (2.9%) and grade 5 (2.6%), while it also high in Grade 4 (3.9%) in 2021. Primary cycle
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dropout rate also steadily decreased from 39.8% in 2010 to 14.15 in 2021. The survival rate increased to
Grade 5 from 84.7 (85.90% girls and 83.30% boys) in 2020 to 86.20 in 2021. Due to late enrolment and
repetition, a number of children do not complete primary education until the age of 14-15 years even. The
primary cycle completion rate in 2021 is 85.85%.
Another source of information on student achievement is Primary/Ebtedayee Education Completion

Examination (PECE/EECE) performance Since PECE in 2009 and EECE in 2010, the total number of all types
of schools entering candidates for the Exam has risen gradually after commencement of the exam. In 2021,
all students are passed due to COVID-19 Pandemic situation. How ever, the Descriptive Role (DR), overall,
eligible students listed.
With respect to the timely delivery of textbooks to schools, the 2021 book distribution cell shared very
credible result of delivering textbooks to 99.5% of the schools by the end of December of previous year. A
very high proportion of students, 99.9%, had received all their books by 31 January 2021. Government has
taken initiative for printing textbooks for ethnic minority children in their mother tongue (Chakma, Marma,
Garo, Tripura and Sadri) and printed textbooks for PPE learners.
The number of children with disabilities enrolled in all types and in particular for children with physical
disabilities and eyesight problems. In 2021, total 25,189 (girls 10,946) disable children enrolled in pre-
primary classes of mainstream primary schools and total 99,961 (girls 48,238) in grade 1 to grade 5 of
mainstream primary schools. It has seen the continuation of this upwards trend; there appears to have
been a trebling of the numbers of physically impaired children between 2011 and 2021.
Construction of additional classrooms, designated PPE classrooms, WASH block, boundary walls, is ongoing
as per plan through LGED.
The provision of pre-primary education (PPE) or baby classes has also expanded since 2011. In 2021, there
were 2.6 million pre-primary children enrolled, more than the enrolment of the PEDP4 baseline year in
2018. Nearly 100% of GPS has been offering pre-primary education. The percentage of Grade 1 students
with PPE also increased from 91.46% in 2020 to 92.41% in 2021.
The percentage of schools (single shift only) that meets the minimum standard student–teacher ratio (STR)
of 35:1 has increased markedly in GPS - from 46% in 2010. This trend in GPS is partly explained by the
substantial recruitment of additional teachers (about 1,22,000) within the PEDP4 period.
Key Achievements:
• Pre-Primary Education Enrolment Rate now over 3.2 million;

• Total enrolment of Grades 1 – 5: 16.97 million;
• Primary cycle completion rate: 85.85%
• Improved survival rate to Grade 5: 86.20%
• The enrolment of children with disabilities (99,961) has improved in all types of schools;
• School infrastructure has improved additional classrooms; WASH block; water supply; separate
toilets for girls.
• Majority of Head and Assistant Teachers have achieved the required qualification level; and
• Almost all children (99.5%) have received their free textbooks in the first month of the school year.
• Minimum standard set for five teachers in each school and accordingly created new teachers post.
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• Scaling-up pre-primary education as enrolment rate increased and now over 3.2 million children
attending PPE
• Disburse stipend money through mobile banking
• The enrolment of children with disabilities has improved in all types of schools
• School infrastructure has greatly improved additional classrooms; separate WASH block water
supply; group hand wash facilities separate toilets for girls etc.
Underlying Issues:
Certain underlying issues have manifested themselves in APSC. They require examination in order to
develop policies for their remediation.
• Revision of the APSC questionnaire aligned with result framework of the PEDP4 as well as SDG4.
• Need to include the primary aged projected single year population data into the DPP or the PEDP4
document to trend analysis in the picture of Future Enrollment.
• Intensive training is need to capacity enhancement of HTs, AUEOs, M&E, IMD officials on data
collection specially to fill the questionnaire.
• Impact of the COVID-19 pandemic situation in the schools need to investigate in the next year
Census.
• Slum study is required to know the status of basic education provision of the SLUM children for
policy makers to take proper measures.
• Dropout rate is persistently high in some areas as well as Grade 4
• Introduce 2 years ECD and PPE education instead 1 year starting at age 4.
• Need to introduce Unique ID of the every student at time of Admission, which ensure the quality of
data.
• Some Government schools damaged by river course change, river erosion.
• Certain GPS face acute teacher shortages due to many reasons. A policy is required to ensure that
schools have adequate teachers for ensuring quality primary education for all children.
• Some GPS have fewer enrolled students.
Validation Survey for Annual Primary School Census -2021
Findings from Post Enumeration Check (PEC) (To Be Review):
Information or data storing process is nowadays one of the marking activities to make decision for a policy
maker in the context of Bangladesh, especially a rising developing country: Bangladesh either by an
organization or by an individual due to many logical reasons. Since data is the heart of any research
activities and rest of the world emphasizes data storing and using it to serve a wide range of policy making
purposes with the maximum level of priority, Bangladesh is still making is to mark in the stoning in this
sector. Therefore, assessing and analyzing of various parameters of more than 118890 primary schools is
really a challenging task. Bearing this struggle in mind, an earnest effort has been made to quantify various
indicators of primary school through APSC2021, which is being validated through Post Enumeration Check
(PEC) for the reliability of the collected data.
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The main objective of the Post Enumeration Check (PEC) 2021 is to check and assess the data quality of
Annual Primary School Census (APSC 2021) which had been collected through Monitoring and Evaluation
Division (M&E) in the technical association with information Management Division (IMD). To serve the
purpose, the study assessed the quality of census data of APSC 2021 data through PEC from representative
sample of 66 union from all over the country. Apart from this, Coverage Error of APSC 2021 and Content
Error for important key indicators were measured by the PEC. For this, the level of accuracy of every
indicator and their corresponding adjustment factors were measured and suggested by the PEC. The PEC
collected data was performed in the context of statistical analysis at 5% level of significance following the
widely acclaimed statistical methods.
Major Findings and Conclusion from PEC (To Be Review):
In summary, the major findings and conclusion of the survey are fitted out below:
• The Coverage Rate of APSC 2021 is found to be 95.77%.

• The Net Coverage Error Rate is 4.2.
• Around 4.199% of the schools remained undercounted.
• Only 0.612% of schools were overcounted.
• Rate of Net Under-Count is found to be 3.59%.
• The number of matched schools between APSC and PEC is 1632.
• The data validation test indicates that quality of data of APSC 2021 is seemed to be good and
acceptable for the further use for all the indicators dealt with.
• Observed difference between PEC 2021 and APSC 2021 data are statistically insignificant for all the
indicators dealt with through study.
• The aggregate estimate of Post Enumeration Check data and APSC 2020 data is close enough so
that estimate of different indicators need no further adjustment.
• Content Error Rate of Grade-Wise Enrollment lied within ± 3% irrespective of gender and grades.
• The Average Enrollment for GPS showed 0.645% of content error, while the overall rate is 1.602%
across the all types of school.
• The highest rate (2.23%) of content error for grade-wise enrollment showed in grade IV.
• In the Pre-primary section, the overall content error rate of enrolment is -0.97%.
• The rate of content error for average number of Male and Female teachers are 1.233% and 0.78%
respectively.
• The lowest proportion (-4.55%) of content error for the number of repeaters was found among the
girls in Grade I.
• For GPS type school, content error for the number of repeaters was found -1.39%.
• Institution category Independent Ebtedaye showed the maximum rate of content error (4.904%)
for the number of rooms across the all types of institute.
• the correction factors are very close to one for all the indicators under investigation, which is why,
APSC2020 data need no adjustment by the correction factor.
• Estimated content error rate of the APSC 2020 data is small enough to be negligible. The error rate
lies around ±5% for all the indicators dealt with.
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• It is noticeable fact that the data of non-government school like KG, Independent Ebtedaye has
showed higher level of inconsistency.
• Boys of Pre-Primary grade showed the highest rate of inconsistency (22.401%) as compared to
other responses.
• KG schools showed the maximum rate of inconsistency (30.97%), although it is moderate enough to
be acceptable.
Index of Inconsistency of gender-wise number of repeaters for all grades is < 19% which is low enough to
be acceptable for the further utilization
Explorations from PEC
• Although the survey team senses that the record keeping system of the schools have improved a
lot over the years, there is still a lot of scop to improve.
• The DPE has also improved its data management dimensions a lot over the years to introduce the
Intregated Information sytem in IMD, DPE, but there are still spaces for further quality.
• Primary Schools in the remote area have been gone through difficulties to send APSC data due to
lack internet facilities.
• It is worth to mention that due to COVID-19 pandemic, there were many privately run schools
permanently closed because they cannot bear the expanse of functioning schools. This
phenomenon had slightly affected our whole process.
Survey Area of PEC
▪ Geographical areas
▪ Tea
▪ Sample ▪ ▪
▪ Rural ▪ Hilly ▪ Char ▪ ▪ Total
Urban Coastal
garden
▪ Upazila/Thana ▪ 11 ▪ 3 ▪ 2 ▪ 2 ▪ 3 ▪ 1 ▪ 22
▪ Union/ward ▪ 33 ▪ 9 ▪ 6 ▪ 6 ▪ 9 ▪ 3 ▪ 66
▪ *Number of sample primary
▪ 825 ▪ 279 ▪ 108 ▪ 150 ▪ 225 ▪ 45 ▪ 1632
school (Approximately)
▪ District ▪ 22
▪ Division ▪ All
Recommendations from PEC (To Be Review) :
For further improvement of the quality of upcoming APSC-2021 data the following tentative
recommendations are proposed:
• It’s worth mentioning that the APSC collected data from more than one hundred thousand primary
schools in different types in the primary education sub-sector. Therefore, it needs to allocate time
that could be enough to perform a good study and scope to check the quality of data. One month
is more tied time interval to deal with such a massive study precisely. If this rush continues in
future, it will unambiguously degrade the overall quality of the study spearheading to the chance
of erroneous inference. Therefore, it is strongly recommended that the period to complete PEC
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should be extended.
• It is also suggested that PEC must be conducted within rational time frame of APSC data collection
completion.
• There should be every single necessary information or data by City Corporation, Municipal area,
Union and ward wise identifications. If this process is not followed well, the data matching for both
APSC and PEC is extremely difficult which will mislead the analysis.
• In the data collection, DPE should pay more attention to Privately run schools
• In the data collection process, the non-government or privately run schools like KG schools should
strictly monitor top to bottom.
Sample Size of Internal Validation by DPE
No. of
Types of Schools Validate by Division District Upazila's
Schools
KG 192
Ebtedayee 64
NGO 64 ATEO/AUEO
8 64 128
Brac 64
Others 64
KG 128 DPE Personnel
Total Sample Size 576
Results from Internal Validation of APSC-2021
The Monitoring and Evaluation Division in association with Information and Mangement Division performs
Internal Validation on Annual primary school Cenus. This machnisim recommended by the Technical
committee of APSC. It is the first time; Monitoring and Evaluation Division execute this task. The Internal
Validation crosschecks the census data crosschecked in 64 Upazilla as sample basis including Government
Primary school, Private Primary School, Kindergarten school, NGO School and others. It is observed from
the internal Validation that the difference between the cesus data and Interval Validation data is very
negligible. On the other, the difference between census data and the Internal Vlaidation data is citable. It is
found that the over enrollment exists in the KG school. In ternal validation Report, It is found that
Duplicate enrollment are found the NGO oriented school: Brac. It is also revealed that 17% over enrollment
in the KG School.
Major Findings are as follows :

 Almost 100% students promoted from lower grade to upper grade through continuous assessment
and assignment evaluation by class teacher;
 Overall Repetition 0.85% found by DPE Personnel through Internal Validation;
 More enrollment in Grade 5 due to Covid-19 (Some Students admitted in Government Primary
Schools from others Private Primary Schools);
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Key Indicators (Summary) of APSC 2018, 2019, 2020 and 2021
APSC APSC APSC APSC

Sl Key Indicators
2018 2019 2020 2021
No. of Schools:
134147 129258 133002 118889
1 Government Primary School
(To verify 54 GPS) All Types : 1,18,891 65620 65620 65566 65566
Total Teachers: Male 258751 115593 131569 127809
(Since 2019 had been shows only
Female
2 GPS Teachers): All Types : 426649 239129 235911 231286
64.41%
657193
All 685400 354722 367480 359095
Boys 8,539,067 8075892 8596280 8583323
Total Enrolled Students (Grade I-
3 Girls 8,799,033 8260204 9007559 8381644
V)
All 17,338,100 16336096 17603839 16964967
Boys 1792559 1893734 1963960 1553482
4 Total Pre-primary Enrollment Girls 1785825 1892507 1983892 1571608
All 3578384 3786241 3947852 3125090
Boys 10331626 9969626 10560240 9953252
5 Total Enrollment (All Grade) Girls 10584858 10152711 10991451 10136805
All 20916484 20122337 21551691 20090057
Boys 109.07 107.62 105.95 107.14
6 Gross Intake Rate - GIR (%) Girls 115.57 112.8 109.91 107.47
All 112.32 110.51 107.86 107.3
Boys 95.99 96.29 96.43 96.15
7 Net Intake Rate- NIR (%) Girls 97 96.8 96.82 96.21
All 96.48 96.5 96.62 96.18
Boys 110.32 106.15 100.1 105.32
8 Gross Enrollment Rate- GER (%) Girls 118.3 113.2 108.9 106.14
All 114.23 109.49 104.9 105.72
Boys 97.55 97.65 97.37 97.39
9 Net Enrollment Rate – NER (%) Girls 98.16 98.01 98.25 97.44
All 97.85 97.74 97.81 97.42
Boys 21.44 19.2 19 15.05
10 Cycle Dropout Rate (%) Girls 15.69 15.7 15.5 13.25
All 18.6 17.9 17.2 14.15
Boys 80.93 84.1 83.3 85.25
11 Survival Rate (%) Girls 87.73 86.1 85.9 87.1
All 83.53 85.2 84.7 86.2
Boys 80.81 81.9 81.1 84.2
12 Coefficient of Efficiency% Girls 83.62 83.2 84.8 86.5
All 82.21 82.6 83.2 85.35
Boys 78.56 80.8 81 84.95
Cycle Completion Rate (Grade I-
13 Girls 84.31 83.2 84.5 86.75
V) (%)
All 81.4 82.1 82.8 85.85
Boys 5.8 5.1 5 0.95
14 Repetition Rate (%) Girls 5 4.9 4.9 0.75
All 5.4 5.1 5 0.85
15 PECE Pass Rate All 97.59 95.5 Exam not held
Boys 6.19 6.1 6.05 5.85
16 Year Inputs Per Graduate Girls 5.98 5.95 5.9 5.55
All 6.08 6.05 6 5.7
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Chapter One:
CONCEPTS OF OPERATIONAL DEFINITIONS
Sl Particulars Page Range Remark

1 Access in primary education, New Entrants
2 Gross Intake Ratio (GIR) in the First Grade of Primary
3 Net Intake Ratio (NIR) in the First Grade of Primary 14-32
4 Gross Enrolment Ratio (GER), Net Enrolment Ratio (NER)
5 Cycle Drop Out, Survival, Co-efficient of Efficiency
6 Promotion Rate, Completion Rate
7 Repeaters, OOSC
13 APSC-2020
1. CHAPTER ONE: CONCEPTS OF OPERATIONAL DEFINITIONS1
1.1 Access in primary education
Access in primary education

Definition: Purpose:
Access means a channel, a passage, an entrance or a The purpose is to provide access for all children to
doorway to primary education. It has a two-way primary education as per the national policy and
role: where it would not be possible to provide,
alternative schooling should be introduced for their
1. A physical approach;
teaching learning at comparable level.
2.Utilization of existing facilities: It is not only
essential to provide education facilities but it is
equally important that these facilities to be utilized
1.2 Class size
Class Size
Definition Purpose Calculation Method
The average number of students The purpose is to measure the Divide the total number of
enroled per class. average number of children students enroled by the total
taught together at one time in a number of classes.
room. The results can compare
.
with established country’s
national norms.
1.3 New Entrants
New Entrants
Definition:
New entrants in the first grade of primary education who are of the official primary school entrance
age (6 years), expressed as a percentage of the population of the same age (6 years in
Bangladesh).
1Concepts of Operational Definitions are citation from the two Technical Guideline, UNESCO Institute of
Statistics: 1.Meta data for the thematic indicators for the follow –up and review of SDG4 and Education
2030; 2 Education Indicators, Technical Guidelines, November 2009-Updated
14 APSC-2020
1.4 Gross Intake Ratio (GIR) in the First Grade of Primary
Gross Intake Ratio (GIR) in the First Grade of Primary

Total number of new entrants in To indicate the general level of Divide the number of new
the first grade of primary access to primary education. It entrants in grade 1, irrespective
education, regardless of age, also indicates the capacity of the of age, by the population of
expressed as a percentage of the education system to provide official school-entrance age, and
population at the official primary access to grade 1 for the official multiply the result by 100. The
school-entrance age. school-entrance age population formulae is given by
Where
Gross Intake Ratio in school
year t
Number of new entrants in
the first grade of primary
education, in school year t
Population of official primary
school entrance-age a, in school
year t
t = Year
Data required Data source Type of disaggregation

New entrants in the first grade of School register, school survey or By gender and by geographical
primary education (or enrolment census for data on new entrants location like as region,
minus repeaters in the first grade); by age. Population census or rural/urban).
population of the official primary Estimates for primary school-
school-entrance age. entrance age population
Quality standards: Limitations:

Data on population used in A high GIR may be the effect of a backlog of over-aged children who
deriving this indicator should refer have not entered school when they were at the official primary
strictly to the official school-entrance age
schoolentrance age. Care should
be taken not to include repeaters
in grade 1 in the calculation, since
this will lead to an inflated GIR
1.5 Net Intake Rate (NIR) in the First Grade of Primary Cycle
15 APSC-2020
Net Intake Rate (NIR) in the First Grade of Primary Cycle
New entrants in the first grade of To precisely measure access to Divide the number of children of
primary education who are of the primary education by the eligible official primary school-entrance
official primary school-entrance population of primary school- age who enter the first grade of
age expressed as a percentage of entrance age. primary education for the first
the population of the same age. time by the population of the
same age, and multiply the result
by100.the formulae are given by
Where
= Net Intake Rate in school
year t
= Number of children of
official primary school-entrance
age a who enter the first grade of
primary education for the first
time, in School year t
= Population of official
primary school-entrance age a, in
school year t
t= Year
New entrants in first grade of School register, school survey or By gender and by geographical
primary education by single years census for data on new entrants location like as region,
of age; population of official by age; population census or rural/urban).
primary school-entrance age. Estimates for school-entrance
age population.
Data on both new entrants and Caution is required when making cross-country comparisons; neither
population used in deriving this the length of the school year nor the quality of education is
indicator should refer strictly to necessarily the same in each country. In addition, as this indicator
the official school-entrance age. does not directly take into account the effects of repetition, it is not
NIR in principle should not exceed strictly comparable between countries with automatic promotion and
100%. those allowing grade repetition. It should also be noted that,
depending on countries, the enrolment data do not account for many
types of continuing education and training. For these reasons, this
indicator should be interpreted in the light of complementary
indicators, particularly percentage of repeaters.
1.6 Transition Rate (TR) from Primary to Secondary Education
16 APSC-2020
Transition Rate (TR) from Primary to Secondary Education
The number of pupils (or students) The purpose is to convey Divide the number of new
admitted to the first grade of a information on the degree of entrants in the first grade of the
higher level of education in a given access or transition from one specified higher cycle or level of
year (grade 6), expressed as a cycle or level of education to a education by the number of
percentage of the number of higher one. Viewed from the pupils who enroled in the final
pupils (or students) enroled in the lower cycle or level of education, grade of the preceding cycle or
final grade of the lower level of it is considered as an output level of education in the previous
education in the previous year indicator. Viewed from the higher school’s year then multiply by
(grade-5). educational cycle or level, it 100. The formula is given by
constitutes an indicator of access.
It can also help in assessing the
relative selectivity of an
education system, which can be Where:
due to pedagogical or financial
requirements. Transition rate (from
cycle or level of education h to
h+1 in school year t)
Number of pupils enroled
in the first grade at level of
education h+1 in school year t+1
= Number of pupils
repeating the first grade at level
of education h+1 in school year
t+1
Number of pupils enroled in
final grade n at level of education
h in school year t
Enrolment in the final grade of a School register, school survey or By gender, level of education and
given cycle or level of education census. geographical location (region,
for year t and new entrants to (or rural/urban).
enrolment minus repeaters) the
first grade of the higher cycle or
level of education for year t+1.
17 APSC-2020
This indicator should be based on This indicator can be distorted by incorrect distinction between new
reliable data on new entrants (or entrants and repeaters, especially in the first grade of the specified
on enrolment and repeaters), higher level of education. Students who interrupted their studies for
especially in the first grade of the one or more years after having completed the lower level of
higher cycle or level of education. education, together with the migrant students, could also affect the
High transition rates indicate a quality of this indicator.
high level of access or transition
from one level of education to the
next. They also reflect the intake
capacity of the next level of
education. Inversely, low
transition rates can signal
problems in the bridging between
two cycles or levels of education,
due to either deficiencies in the
examination system, or
inadequate admission capacity in
the higher cycle or level of
education, or both
1.7 Gross Enrolment Ratio (GER):
Gross Enrolment Ratio (GER)

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Total enrolment in a specific level To show the general level of Divide the number of pupils (or
of education, regardless of age, participation in a given level of students) enroled in a given level
expressed as a percentage of the education. It indicates the of education regardless of age by
eligible official school-age capacity of the education system the population of the age group
population corresponding to the to enrol students of a particular which officially corresponds to
same level of education in a given age group. It can also be a the given level of education, and
school year. complementary indicator to net multiply the result by 100.The
enrolment rate (NER) by formulae is given by
indicating the extent of over-aged
and under-aged enrolment.
Where:
Gross Enrolment Ratio
at level of education h in school
year t
Enrolment at the level of
education h in school year t
Population in age
group a which officially
corresponds to the level of
Example: If the entrance age for
primary education is 7 years with
a duration of 5 years, then a is (7-
11) years.

Total enrolment for a given level School register, school census for By gender, geographical location
of education. Population of the data on enrolment by level of (region, urban/rural) and by level
age group corresponding to the education. Population censuses of education
specified level. or estimates for school-age
population normally obtained
from the central statistical office
GER at each level of education GER can exceed 100% due to the inclusion of over-aged and under-
should be based on total aged pupils/students because of early or late entrants, and grade
enrolment in all types of schools repetition. In this case, a rigorous interpretation of GER needs
and education institutions, additional information to assess the extent of repetition, late
including public, private and all entrants, etc..
other institutions that provide
organized educational
programmer.
19 APSC-2020
1.8 Net Enrolment Rate (NER)
Gross Intake Ratio (GIR) in the First Grade of Primary

Enrolment of the official age group To show the extent of coverage in Divide the number of pupils (or
for a given level of education a given level of education of students) enroled who are of the
expressed as a percentage of the children and youths belonging to official age group for a given level
corresponding population. the official age group of education by the population
corresponding to the given level for the same age group and
of education. multiply the result by 100.
Where:
Gross Enrolment Ratio

at level of education h in school
year t
Enrolment at the level of

Population in age group a

which officially corresponds to
the level of education h in school
year t.
Example: If the entrance age for
primary education is 7 years with
a duration of 5 years, then a is (7-
11) years.

Enrolment by single years of age School register, school census for By gender, geographical location
for a given level of education. data on enrolment by age; (region, urban/rural) and by level
Population of the age group population censuses or estimates of education.
Corresponding to the given level of for school-age population
education. normally obtained from the
central statistical office
20 APSC-2020
NER at each level of education For tertiary education, this indicator is not pertinent because of the
should be based on enrolment of difficulties in determining an appropriate age group due to the wide
the relevant age group in all types variations in the duration of programmes at this level of education.
of schools and education
institutions, including public,
private and all other institutions
that provide organized educational
programmes.
1.8 AGE SPECIFIC ENROLMENT RATE (ASER)
Definition: Enrolment of a specific single age enroled, irrespective of the level of education, as a percentage
of the population of the same age.
Purpose: To show the extent of the educational participation of a specific age cohort.
Calculation method: Divide the number of pupils (or students) of a specific age enroled in educational
institutions at all levels of education by the population of the same age and multiply the result by 100.
Where :
Age Specific Enrolment Rate of the population of age a in school year t
Enrolment of the population of age a in school year t
Population of age a in school year t
Data required: Enrolment by single years of age. Population of th e corresponding age.

Data source: School register, school survey or census for data on enrolment by age. Population censuses or
estimates for single year school-age population normally obtained from the Central statistical office.
Types of disaggregation: By gender, geographical location (region, urban/rural) and by level of education.
Limitations: This indicator does not give an indication of the grade or the level of education in which pupils
or students are enroled except when it is calculated by level of education.
1.9 Repetition Rate by Grade (RR)
Definition: Proportion of pupils from a cohort enroled in a given grade at a given school year who study in
the same grade in the following school year.
Purpose: To measure the rate at which pupils from a cohort repeat a grade, and its effect on the internal
efficiency of educational systems. In addition, it is one of the key indicators for analysing and projecting
pupil flows from grade to grade within the educational cycle.
Calculation method: Divide the number of repeaters in a given grade in school year t+1 by the number of
pupils from the same cohort enroled in the same grade in the previous school year t.this given by
21 APSC-2020
Where
Repetition Rate at grade i in school year t
Number of pupils repeating grade i, in school year t+1
Number of pupils enroled in grade i, in school year t
Data required: Enrolment by grade for school year t and number of repeaters from the same cohort by grade
for year t+1.
Data source: School register, school survey or census for data on enrolment and repeaters by grade.
Type of disaggregation: By grade, gender, geographical location (regions, urban/rural) and by type of
institution (public/private).
Limitations: In some cases, low repetition rates merely reflect policies or practices of automatic promotion.
The level and maximum number of grade repetitions allowed can in some cases be determined by the
educational authorities with the aim of coping with limited grade capacity and increasing the internal
efficiency and flow of pupils (or students). Care should be taken in interpreting this indicator, especially in
comparisons between education systems.
1.10 Survival Rate (SR)
Definition: Percentage of a cohort of pupils (or students) enroled in the first grade of a given level or cycle
of education in a given schools year expected to reach successive grades, regardless of repetition. DPE uses
UNESCO reconstruction cohort model for calculating survival rate
Purpose: The purpose is to measure the retention capacity and internal efficiency of an education system. It
illustrates the situation regarding retention of pupils (or students) from grade to grade in schools, and
conversely the magnitude of dropout by grade.
Calculation method: Divide the total number of pupils belonging to a pupil cohort who reached each
successive grade of the specified level of education by the number of pupils in the schools cohort, i.e. those
originally enroled in the first grade of primary education, and multiplies the result by 100. Current survival
rates to be estimate using the reconstructed cohort method. This technique calculates the survival rate for a
theoretical cohort of children who experience the current promotion, repetition and dropout rates at each
grade as they move through the schooling system. It uses data on enrolment and repeaters for two
consecutive years. The Formulae is given by
Where:
i grade (1,2,3------n)
t year (1,2,3 ------m)
g pupil-cohort
Survival Rate of pupil-cohort g at grade i for a reference year k
Total number of pupils belonging to a cohort g at a reference year k
22 APSC-2020
Promotees from who would join successive grades i throughout successive years t
Number of pupils repeating grade i in school year t
Data required: Enrolment by grade for two consecutive years (years t and t+1); number of repeaters by
grade for year t+1.
Data source: School register, school survey or census.
Type of disaggregation: By gender, geographical location (region, urban/rural) and by type of institution
(Private/public). Survival rates can also be disaggregated with or without grade repetition.
Limitations: Given that this indicator is usually estimated using cohort analysis models that are based on a
number of assumptions (i.e. the observed flow rates will remain unchanged throughout the cohort life), care
should be taken in using of the results in comparisons. Care should also be taken in calculating the indicator
at sub-national level because of possible pupils’ transfers between localities.
1.11 Coefficient of Efficiency
Definition:The ideal (optimal) number of pupil years required (i.e. in the absence of repetition and dropout)
to produce a number of graduates from a given schools cohort for primary education expressed as a
percentage of the actual number of pupil years spent to produce the same number of graduates. DPE uses
UNESCO reconstruction cohort model for calculating Coefficient of efficiency.
Purpose: This is an indicator of the internal efficiency of an educational system. It summarizes the
consequences of repetition and dropout on the efficiency of the educational process in producing graduates.
Calculation method: Divide the ideal number of pupil years required to produce a number of graduates
from a given schools cohort for the specified level of education by the actual number of pupil years spent to
produce the same number of graduates, then multiply the result by 100. The coefficient of efficiency
calculated based on the reconstructed cohort method, which uses data on enrolment and repeaters for two
consecutive years.the formulae is given is by
For more details, see the flow diagram on cohort analysis.
Where
Coefficient of Efficiency for a pupil-cohort g
Number of pupils graduating from cohort g in final grade n after n years of study (without repetition)
Number of pupils graduating from cohort g in final grade n after j years of study
Number of pupils (of the cohort g) dropping out after j years of study
k Number of repetitions allowed
n Normal duration of study for a cycle or level of education
g Pupil-cohort
j Number of years of study.
Data required: Number of graduates and dropouts by length of study. These data can also be derived by
using the reconstructed cohort model, which requires enrolment by grade for two consecutive years (years t
and t+1); number of repeaters by grade for year t+1 and number of graduates for year t.
Data source: School register, school survey or census for data on repeaters and enrolment.
Type of disaggregation: By gender, geographical location (region, urban/rural) and by school type
(private/public).
23 APSC-2020
Limitations: Given that this indicator is usually derived using cohort analysis models that are based on a
number of assumptions, and owing to the highly synthetic nature of this indicator, care should be taken in the
use of the results in comparing education systems. From a conceptual viewpoint, having most pupils (or
students) graduating within the prescribed duration of the cycle is optimal with regard to economic efficiency
and resource utilization, but this does not necessarily imply achievement of the expected learning outcomes.
Also, according to this calculation method, early dropouts (i.e. from lower grades) can result in higher
internal efficiency than late dropout (i.e. from higher grades); this means that efficiency from the economic
point of view can be in contradiction with educational objectives aiming at retaining pupils in schools until
higher grades when they would have acquired the desired knowledge and skills.
1.12 Years Input Per Graduate
Definition: The estimated average number of pupil-years spent by pupils (or students) from a given cohort
who graduate from a given cycle or level of education, taking into account the pupil-years wasted due to
dropout and repetition. N.B. One school year spent in a grade by a pupil is equal to one pupil-year.
Purpose: To assess the extent of educational internal efficiency in terms of the estimated average number of
years to be invested in producing a graduate.
Calculation method: Divide the total number of pupil-years spent by a pupil-cohort (graduates plus dropouts)
in the specified level of education by the sum of the successive batch of graduates belonging to the same
cohort. This indicator is calculated on the basis of the reconstructed cohort method, which uses data on
enrolment and repeaters for two consecutive years.the formulae is given by
Where
Years input per graduate (for graduates belonging to cohort g)
Graduates from cohort g after j years of study
Dropouts from cohort g after j years of study
k Number of repetitions allowed
n Normal duration of study for a cycle or level of education
g Pupil-cohort
j Number of years of study.
Data required: Total number of pupil-years spent by the pupil-cohort and the total number of graduates from
the same cohort. These data can be derived using cohort reconstructed model, which requires enrolment by
grade for two consecutive years (years t and t+1); number of repeaters by grade for year t+1 and number of
graduates for year t.
Data source: School register, school survey, census or records.
Type of disaggregation: By gender, geographical location (region, urban/rural) and by type of institution
(private/public).
Interpretation: The closer the value of this indicator is to the theoretical number of grades (or duration) of the
Specified education cycle, the higher the internal efficiency and the lesser the negative effects of repetition
and dropout. A high number of pupil-years per graduate as compared to the normal duration, denotes waste
of resources and hence inefficiency.
Quality standards: Since the calculation of this indicator is based on pupil-flow rates, its reliability depends
on the consistency of data on enrolment and repeaters in terms of coverage over time and across grades.
24 APSC-2020
Differences in national regulations concerning the number of repetitions allowed constitute an aspect to be
taken into account when using this indicator for cross-country comparisons.
Limitations: From a conceptual viewpoint, having most pupils (or students) graduating within the prescribed
Duration of the cycle is optimal with regard to economic efficiency and resource utilization, but this does not
Necessarily imply achievement of the expected learning outcomes. Also, according to this calculation
method, early dropouts (i.e. from lower grades) can result in higher internal efficiency than late dropout (i.e.
from higher grades);
This means that efficiency from the economic point of view can be in contradiction with educational
objectives aiming to retain pupils in schools until higher grades when they would have acquired the desired
knowledge and skills.
1.13 Percentage of Repeaters
Definition: Total number of pupils who are enroled in the same grade as in a previous year, expressed as a
Percentage of the total enrolment to the specified grade.
Purpose: To measure the extent and patterns of repetition by grade, as part of the internal efficiency of
education system.
Calculation method: Divide the number of pupils/students repeating a given grade in a given school year by
the number of pupils or students enroled in the same grade in the same school year and multiply by 100. It
can be
Calculated for the whole level of education by dividing the sum of repeaters in all grades of the given level
by the total enrolment of that level of education and multiply the result by100.the formulae is given by
Where
Percentage of repeaters in grade i, in school year t
Number of pupils repeating grade i in school year t
Number of pupils enroled in grade i, in school year t
Data required: Number of repeaters and enrolment by grade for the same school year.
Data source: School register, school census or surveys for data on repeaters and enrolment by grade.
Types of disaggregation: By gender, geographical location (region, rural/urban areas) and level of education.
Interpretation: High values reflect serious problems of grade repetition or the internal efficiency of the
education system.
Quality standards: The definition of repeaters should be unambiguously applied to include even pupils or
students repeating more than once in the same grade and those who repeat the same grade while transferring
from one school to another. Pupils or students who were not studying in the same grade in the previous year
should be excluded.
Limitations: The level and maximum number of grade repetitions allowed can in some cases be determined
by the educational authorities with the aim of coping with limited grade capacity and increasing the internal
efficiency and flow of pupils (or students). Care should be taken in interpreting this indicator, especially in
comparisons between education systems.
Data Required: Enrolment by grade for school year t and number of repeaters from the same cohort by grade
for year t+1.
25 APSC-2020
1.14 Pupil Teacher Ratio (PTR) / Student Teacher Ratio (STR) :
Definition: Average number of pupils (students) per teacher at a specific level of education in a given
school year.
Purpose: To measure the level of human resources input in terms of the number of teachers in relation to the
size of the pupil population. The results can be compared with established national norms on the number of
pupils per teacher for each level or type of education.
Calculation method:
Where:
Pupil-teacher ratio at level of education h in school year t
Total number of pupils or (students) at level of education h in school year t
Total number of teachers at level of education h in school year t
Data required: Number of pupils enroled and teaching staff for the specific level of education.
Data source: School registers, teacher records, school census or surveys for data on enrolment and teaching
staff.
Type of disaggregation: By level of education, type of institutions (private/public) and by geographical
location (region, urban/rural).
Interpretation: A high teacher pupil-ratio suggests that each teacher has to be responsible for a large number
of pupils. In other words, the higher the pupil/teacher ratio, the lower the relative access of pupils to teachers.
It is generally assumed that a low pupil-teacher ratio signifies smaller classes, which enables the teacher to
pay more attention to individual students, which may in the long run result in a better performance of the
pupils.
Quality standards: In computing and interpreting this indicator, one should take into account the existence of
parttime teaching, school-shifts, multi-grade classes and other practices that may affect the precision and
meaningfulness of pupil-teacher ratios. If feasible, the number of part-time teachers is to be converted to
‘full-time equivalent’ teachers; a double-shift teacher is to be counted twice, etc. Care should be exercised to
include all staff involved in teaching. Teachers are defined as persons whose professional activity involves
the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to
students enroled in a formal educational institution.
Limitations: This indicator does not take into account factors which could affect the quality of
teaching/learning, such as differences in teachers’ qualifications, pedagogical training, experiences and
status, teaching methods, teaching materials and variations in classroom conditions.
1.15 Percentage of Female Teachers
Definition: The number of female teachers at a given level of education expressed as a percentage of the total
number
26 APSC-2020
of teachers (male and female) at the same level in a given school year.
Purpose: To show the gender composition of the teaching force. It helps also in assessing the need for
opportunities
and/or incentives to encourage women to participate in teaching activities at a given level of education.
Calculation method: Divide the total number of female teachers at a given level of education by the total
number of
teachers (male and female) at the same level in a given school year, and multiply by 100.
Percentage female teachers in educational level h in year t
Number of female teachers in educational level h in year t

Total number of teachers (male and female) in educational level h in year t
Data required: Number of teachers by gender.
Data source: School census or surveys and teachers’ records.
Type of disaggregation: By level of education, geographical location (region, rural/urban), by type of

institutions (public and private), by teacher age groups and teacher qualifications.
Interpretation: Percentage of female teachers approaching 50% indicates gender parity in the composition of
the teaching force. A value of greater than 50% reveals more opportunities and/or preference for women to
participate in teaching activities at a specific level, grade or programme of education.
Quality standards: This indicator should be based on reliable data on teaching staff by gender (full and/or
part-time teachers) at each level of education. When calculating this indicator, care should be exercised to
ensure that the number of female teachers and the total number of teachers correspond to the same type of
institution, full or parttime. Such calculation should include all staff involved in teaching. Teachers are
defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills
that are stipulated in a formal curriculum programme to students enroled in a formal educational institution.
Limitations: This indicator measures the level of gender representation in the teaching profession rather than
the effectiveness and quality of teaching.
1.16 Out-of-Schools Children (OOSC)
Definition: Children in the official primary school age range who are not enroled in either primary or
secondary schools.
Purpose: To identify the size of the population in the official primary school age range who should be
targeted for policies and efforts in achieving universal primary education.
Calculation method: Subtract the number of primary school-age pupils enroled in either primary or
secondary school from the total population of the official primary school age range.
Data required: Population of the official primary school age range and number of pupils of primary school
age enroled in either primary or secondary school.
27 APSC-2020
Data sources: School register, school survey or census for enrolment; population census or estimates.
Type of disaggregation: By gender and geographical location, (region, rural/urban areas).
Interpretation: The higher the number of out-of-school children, the greater the need to focus on achieving
universal primary education. Some children of primary school-age who have never been in school may or
may not eventually enrol as late entrants. Other children may have initially enroled but dropped out before
reaching the ‘official’ age of primary completion. When disaggregated by geographical location, this
indicator can identify areas needing the greatest efforts. Policies can also focus efforts on priority population
groups or a particular gender.
Quality standards: Enrolment count should include in all types of schools and education institutions,
including public, private and all other institutions that provide organized educational programmes.
Limitations: Discrepancies between enrolment and population data coming from different sources may not
give the exact magnitude of out-of-school children.
1.17 Dropout Rate by grade (DR) :
Definition: Proportion of pupils from a cohort enroled in a given grade at a given school year who are no
longer enroled in the following school year.
Purpose: To measure the phenomenon of pupils from a cohort leaving school without completion, and its
effect on the internal efficiency of educational systems. In addition, it is one of the key indicators for
analysing and projecting pupil flows from grade to grade within the educational cycle.
Calculation method: Dropout rate by grade is calculated by subtracting the sum of promotion rate and
repetition rate from 100 in the given school year. For cumulative dropout rate in primary education, it is
calculated by subtracting the survival rate from 100 at a given grade (see survival rate).
Where :
Dropout Rate at grade i in school year t
Promotion Rate at grade i in school year t
Repetition Rate at grade i in school year t
Data required: Enrolment by grade for school year t and enrolment and number of repeaters by grade for year
t+1.
Type of disaggregation: By grade, gender, geographical location (regions, urban/rural) and type of institution
(public/private).
Interpretation: Ideally, the rate should approach 0%; a high dropout rate reveals problems in the internal
efficiency of the educational system. By comparing rates across grades, it is possible to identify those which
require greater policy emphasis.
Quality standard: Like other pupil-flow rates (promotion and repetition rates), the dropout rate is derived by
analysing data on enrolment and repeaters by grade for two consecutive years. One should therefore ensure
that such data are consistent in terms of coverage over time and across grades. Special attention should also
be paid to minimizing some common errors which may bias these flow-rates, such as: Over-reporting
enrolment/repeaters (particularly in grade one); incorrect distinction between new entrants and repeaters;
transfers of pupils between grades and schools.
28 APSC-2020
Limitations: The level and maximum number of grade repetitions allowed can in some cases be determined
by the educational authorities with the aim of coping with limited grade capacity and increasing the internal
efficiency and flow of pupils (or students). Care should be taken in interpreting this indicator, especially
when comparing education systems.
1.18 Cohort Completion Rate for Primary Education (CCR):
Definition: Percentage of a cohort of pupils enroled in the first grade of primary education in a given schools
year expected to complete primary education. The CCR is the product of the probability of reaching the last
grade (survival rate) and the probability of graduating from the last grade. DPE uses UNESCO
reconstruction cohort model for calculating completion rate.
Purpose: To assess the likelihood that pupils of the same cohort, including repeaters, complete primary
education.
1.19 Gender Parity Index (GPI)
Definition: Ratio of female to male values of a given indicator.
Purpose: The GPI measures progress towards gender parity in education participation and/or learning
opportunities available for women in relation to those available to men. It also reflects the level of women’s
empowerment in society.
Calculation Method: Divide the female value of a given indicator by that of the male.
Gender parity index of a given indicator i in year t

Female value of a given indicator i in year t
Male value of the same indicator i in year t
Data Required: Female and male values of the given indicator.
Data source: See source of the given indicator.
Type of disaggregation: By level of education, type of institution (private/public) and geographical location
(region, urban/rural).
Interpretation: A GPI equal to 1 indicates parity between females and males. In general, a value less than 1
indicates disparity in favour of boys/men and a value greater than 1 indicates disparity in favour of
girls/women. However, the interpretation should be the other way round for indicators that should ideally
approach 0% (e.g. repetition, dropout, illiteracy rates, etc). In these cases, a GPI of less than 1 indicates a
disparity in favour of girls/women and a value greater than 1 indicates a disparity in favour of boys/men.
Quality Standards: See quality standards for the underlying indicators.
Limitations: The index does not show whether improvement or regression is due to the performance of one
of the gender groups. Interpretation requires trend analysis of the underlying indicators.
29 APSC-2020
1.20 Ebtedayee Madrashas
Definition: This is the level of Madrasha system offering Islamic education equivalent to the primary level
of general education. It offers both religious and general education instruction to the Muslim students.
1.21 Equity
Definition: Equity means equitable access to and participation in all management and program functions
regardless of special characteristics including but not limited to gender, race, colour, national origin,
disability and age.
Calculation Method: Divide the female value of a given indicator by that of the male.
Limitations: The index does not show whether improvement or regression is due to the performance of one
of the gender groups. Interpretation requires trend analysis of the underlying indicators.
1.22 Grade Transition (GT)
Definition: In education, grade transition is the number of a cohort of pupils who enters first grade of
primary education and who experience promotion, dropout and repetition from grade to grade, i.e., how
many of them roll over to the next grade, next year and so on, and thus complete a particular level or stage of
education.
1.23 Age of Primary Education (Formal) and Pre-Primary Education
Definition: Formal primary education refers to education, as determined by the government for the children
of age group 6+yrs to 10+yrs years in grades1-5 having a prescribed national curriculum, textbooks, schools
hours and the schools year, which begins in January and ends in December. Pre-Primary Education refers to
education as determined by the ministry of primary and mass education for the children of age 5+yrs. The
Government plan’s to introduce `Shishu Class’ for the children of age 4+yrs .
1.24 Primary Graduate:
Definition: A pupil or students who are successfully complete a level of education such as primary
education (from grade 1 to 5 in Bangladesh) called primary graduate. In other words, total numbers of new
entrants to the first grade of primary in a given year, regardless of age, who are expect to graduate from the
last grade of primary education, regardless of repetition, expressed as a percentage of the population at the
official graduation age from primary education in the same year.
Purpose: To estimate the future outputs of primary education based on current new entrants to the first grade
of primary education assuming current grade transition and repetition rates as well as last grade graduation
probability remain unchanged. It therefore predicts the effect on last grade graduation of current education
policies on entrance to primary education and future years of schooling.
Calculation method: Multiply the expected gross intake ratio to the last grade of primary education by the
probability of graduation at the last grade of primary. This indicator is calculated by the DPE on the basis of
the UNESCO reconstructed cohort method.
1.25 Promotion Rate by Grade
Definition: Proportion of pupils from a cohort enroled in a given grade in a given schools year those studies
in the next grade in the following schools year.
30 APSC-2020
Purpose: It is measure the performance of the education system in promoting pupils from a cohort from
grade to grade, and its effect on the internal efficiency of educational systems. It is also a key indicator for
analyzing and projecting pupil flows from grade to grade within the educational cycle.
Calculation method: Divide the number of new enrolments in a given grade in a given schools year (t+1) by
the number of pupils from the same cohort enroled in the preceding grade in the previous schools year (t).
1.26 Pupil Cohort
Definition: Pupil-cohort is a group of pupils who enter the first grade of any level of education in the same
schools year and subsequently experienced promotion, repetition, dropout each in his or her own way.
1.27 Pupil Year
Definition: Pupil year is a non-monetary measure of educational inputs or resources. One pupil year denotes
the resources spent to maintain a pupil in schools for one year.
1.28 Urban Area
Definition: Urban areas of APSC refers to the area covered by municipalities, Upazila headquarters, District
and divisional headquarters and City Corporations in the country
31 APSC-2020
Chapter Two:
Introduction
Sl Particulars Page Range
1 Background of the APSC
2 Objectives of the APSC
3 Scope of the APSC 33-50
4 Methodology
5 Method of Data Collection
6 Data Checking, Cleaning and Analysis, Work Plan
7 Population Projection
Reconstructed Cohort Model with Assumption
8
9 Pre- Primary Education by type of Institutes
10 Primary Education by type of Institutes
11 Pre- Primary Students Enrollment by Types of Schools
12 Primary Students Enrollment by Types of Schools (i-v)
13 Teacher and Student Information by Types of School (Pre-Gr.5)
32 APSC-2020
2. CHAPTER TWO: INTRODUCTION
2.1 Background
In Bangladesh, Primary Education is one of the most important sectors. After independence in 1971, there were
various efforts and interventions undertaken to achieve the Universal Primary Education. This aspiration is
clearly reflected in the Article 17 of the Constitution of the People’s Republic of Bangladesh, which states
“establishing a uniform mass oriented and universal system of education and extending free and
compulsory education to all children to such stage as may be determined by law”. This aspiration
subsequently embedded in the legislation, policies and programs of the Bangladesh Government.
The primary education system in Bangladesh is one of the largest systems all over the world. The country has
undertaken a number of measures to improve primary education since its independence. Creditable progress in
access and gender equality is the major achievements of these efforts. However, in terms of quality education,
student`s learning achievement and reduction of dropout in Bangladesh has not yet made similar breakthrough.
With a view to improve the quality primary education, the Government of Bangladesh has undertaken an
integrated sub-sector wide program known as PEDP since 2005 in assistance with the Development Partners (DPs).
Now the Fotrh Primary Education Development Program (PEDP4) for 2018-2023 running to improve the quality at
all levels of the primary education sub sector. objectives of the PEDP4 are:
The main objective of PEDP4 is to:
• Provide quality primary education for all children of the country from pre-primary up to grade 5 through
an inclusive and equitable education system.
The specific objectives of the program are to:
• Enhance the quality of teaching-learning practice being applied in schools that enable children to acquire
the essential grade-level competencies stipulated in the curriculum;
• Provide all communities with learning environment that support participation of all children, ensure
continuity of education and enable quality; and
• Ensure the strong governance, adequate and equitable financing and good management of the primary
education system so as to enable the provision of quality education that is efficient, inclusive and equitable.
PEDP4 aims to provide quality education to all children of Bangladesh—from preprimary to grade 5—
through an efficient, inclusive, and equitable education system. It will be implemented over the course of
five years (2018/19–2022/23) and will cover one year of PPE and grades 1–5. The direct beneficiaries of
PEDP4 are approximately more than twenty-one million children enrolled in the MoPME/DPE preprimary
and primary education system. The indirect beneficiaries include over 90 million family and community
members in all areas of the country. PEDP4 is clustered around three results areas or components: (a)
quality, (b) equitable access and participation, and (c) management, governance, and financing. The
objective of the first component is to enable children to acquire the essential grade-level competencies
stipulated in the curriculum by implementing quality teaching-learning practices in all schools. The second
component aims to provide all communities with learning environments that support participation of all
children and ensure continuity of education. The third component seeks to ensure strong governance,
33 | Page APSC-2020
adequate and equitable financing, and good management of the primary education system to enable the
provision of quality education that is efficient, inclusive, and equitable. The program has 21 subcomponents
to support the achievement of these objectives.
2.2 Objective of the Annual Primary School Census
The Annual Primary School Census makes preparations to cover the update information aimed at
supporting the MoPME, DPE, DP’s and other Government departments, for the planning and decision-
making process. Additionally, it serves as an authentic source of information for the research community as
well as the public in general. The ultimate objective of APSC 2021 is to collect necessary data for measuring
the current trend of primary education compare with the PEDP3, SDG4 and PEDP4 by using the above KPIs,
Non-KPIs and PSQL indicators.
2.3 Scope of the Annual Primary School Census
APSC 2021 report makes up twenty-five (25) types of primary level educational institutions offering primary
education in Bangladesh. The census questionnaire collects information on enrollment, attendance,
repetition, teachers’ qualifications, SMC’s information, water and sanitation, SLIPs, physical infrastructure
and availability of teaching-learning materials. To adjust the PEDP4 requirement, new information on pre-
primary education, distribution of textbooks, stipend beneficiaries, ICT information and school feeding
beneficiaries etc. integrated into the APSC since 2013 and WASHBLOCK in 2021. There is a window for
further development. The APSC is an indispensable and reliable source of information for the greater part
of the primary education system. There is, however, a need to improve the process so that results are
timely and widely available. The APSC has been in full operation since 2002, when it received technical
support from the ESTEEM project implemented by the Cambridge Education Committee (CEC) and
supported by the UK Department for International Development (DFID). Only four types of schools. The
questionnaire, management of data, the analyses and interpretation of data have improved gradually and
expanded to meet PEDP4 aligned with SDG4 requirements. The APSC school coverage has also improved in
recent years covering 25 different types of schools in 2021.
2.4 Methodology
The APSC has attempted to ensure covering all types of primary level educational institutions all over the
country in this year census. The methodology of APSC 2021 is as follows:
2.4.1 Questionnaire (APSC Data collection form)
The APSC uses a structured questionnaire for on-line based data collection. The questionnaire contains
several sections. Essentially, the questionnaire collects basic information on the school – EMIS code, school
type, name, address, establishment year, location, shift, play ground, electricity connection, the School
Learning Improvement Plan (SLIP), geographical location of schools, etc.
Section 1 collects student information such as enrolment at pre-primary education, grade-wise enrolment,
enrolment of special needs and indigenous children, stipend beneficiaries, school feeding beneficiaries,
34 | Page APSC-2020
attendance, repeater and age specific numbers of children from pre-primary to Grade 5 are (4+yrs to 14+yrs)
and Class six to class eight are (10+yrs to 18+yrs) etc.
Section 2. SDG4 related information.
Section 3 requests School Management Committee related information.
Section 4 addresses the school’s physical infrastructure and related information such as number of school
buildings, rooms, classrooms, furniture, etc.
Section 5 gathers water and sanitation related information such as functioning water sources, toilets,
WASH block, etc.
Section 6 asks for SLIP related information, specifically as to SLIP preparation, implementation, and
contribution collected from the local and government grants.
Section 7 requests ICT related information and finally
Section 8 in this section, covers teacher information such as total teacher sanctioned posts, existing
teachers including their gender, educational qualifications, pre-service and in-service training etc.
The Monitoring & Evaluation Division distributes the questionnaire along with an instruction manual (in
Bangla) to all the schools through District Primary Education Officers (DPEOs), Upazila Education Officers
(UEOs) / Thana Education Offcers (TEOs) and AUEOs (Assistant Upazila Education Officers) by December for
data collection in March-June of the following year.
2.4.2 Method of Data Collection
The DPE has started online system as pilot basis at the 20 Upazilas in 2014, and then gradually increased
the number of Upazila from 20 to 32 in 2015, 32 to 64 in 2016, 64 to 263 in 2017 and 263 to 508 in 2018.
Now, this year (2021) the M&E division has collected data from all upazila/Thana (514) through Online
software. The Head teacher’s fill-up the electronic copy of the questionnaire downloaded from the DPE
server. In After that respective Assistant Upazila Education Officers (UEOs) electronically cross checked and
verified the submitted date filledup by the Head Teacher.The Upazilla Education officer / thana Education
officer also verified and electronically approved the filled-in questionnaire. Afterward Information
Management Division retrieved the filled questionnaires from their server and appends along data and
prepared the national APSC raw dataset. The Head Teacher of a primary school from government oriented
or privates insert the school related information: update general information, student enrollment from
pre primary to primary, teacher information, infrastructure related information, Classroom information,
repeater information, ICT related information upto 28 February ,2021
35 | Page APSC-2020
2.4.3 Work Plan
Activities Year 2020-21 and 2021-22

Month
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb March
APSC Data Collection Form send to all
Primary School through Upazila education
Office
Head Teachers Fill up the APSC Form and
data entry in Online Software. After that
send to respective UEO / TEO Office
through AUEO / ATEO.In this case AUEO
cross check the data which is filled up by
Head Teacher.
UEO / TEO Offices verify and approval in
software with the help of AUEO / ATEO
IMD in association of the Monitoring and
Evaluation Division collected the data and
cleaned, then, append the data as master
data set.
Internal Validation by IMD and Monitroing
and Evaluation Division and APSC report
Preparation.
36 | Page APSC-2020
Activities Year 2020-21 and 2021-22
Month
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb March
1st week of March 2022 Technical
Committee Meeting Organized by DPE for
reviewing 1st Draft report approval. 2nd
week of March Draft Report Sharing
Workshop will be held with the
Participant’s of Expert & Stackholders. 3rd
week of March National Committee (NC)
Meeting Organized by MoPME for Final
report approval on March. After Approval
of APSC Report by National Committee
then it uploads in DPE web site by 31st
March 2022.
37 | Page APSC-2020
2.4.4 Data Checking, Processing and Analysis
IMD initially checks all data sets received and appends from all upazilla /Thana from all administrative
division in 64 districts as a master data set to prepare a national level APSC database. Then, IMD initiates to
check the quality of data to cross check with the prvious data in consultation with M&E personnel and
concern APSC personnels. IMD cleans the data following a prescribed APSC Data Cleaning Manual
developed by DPE. It also confirms the consistency, accuracy of data and ensures the quality of APSC.
The M&E Division and IMD of DPE process analyze and generate district wise data tables and essential
figures such as enrollment, dropout, internal efficiencies etc. of APSC with the assistance of APSC
personnels. We collect the previous enrollment along with current enrollment of different types of school
in every census for Internal Validation due to every year the census covers the greater number of schools.
2.4.5 Population Projection
The Directorate of Primary Education used the single age wise (06-10 years) population for calculating
Gross of Intake Rate (GIR), Net Intake Rate (NIR), Gross Enrolment Rate (GER) and Net Enrolment Rate
(NER) based on the concepts of UNESCO Educational Technical Guidelines. For the calculation of this
indicator, DPE used the projected population single aged population from Bangladesh Bureua of Statistics
for the year 2021.
2.4.6 Reconstructed Cohort Analysis
Reconstructed Cohort Model

In order to determine the degree of internal efficiency in an actual school cycle, one needs an analytical
device that helps to simplify, to a degree, the numerous, overlapping, and complicated movements of
pupils. This simplifying device is that of a cohort, a term which educational planners have borrowed from
demography.
• A cohort is defined as a group of persons who jointly experience a series of events over a period.
• A school cohort is defined as groups of pupils who enter the first grade of a given cycle in the same
school year and subsequently experience promotion, repetition, dropout or successful completion of
the final grade, as the case may be.
• Cohort analysis traces the flow of a group of pupils who enter Grade 1 in the same year and progress
through an entire educational cycle.
• To illustrate cohort analysis in operation, imagine a cohort of, say, 1,000 pupils who enter Grade 1 of a
5-grade cycle in the same year t = 1. The 1,000 pupils will proceed systematic through the cycle, with
the exception of some who will drop out at various points along the way, others being held up by one
or more repetitions and only a few completing the entire cycle in the minimum time of four-years. This
illusatrates cohort through a school cycle. This kind are used as a basis for calculating several indicators
of the degree of ‘internal efficiency’ in a given ducational cycle.
▪ Measuring Cohort analysis Methods:
1. True Cohort;
2. Apparent Cohort (Used when there is no data on repeaters);
3. Reconstructed Cohort. √√ (We had used in APSC)
38 | Page APSC-2021
Cohort Assumption & Method:
• Pupils/Students are enrolled in a given grade/class in a certain year;

• There could be only three eventualities-those who are promoted to the next higher grade in the next
school year, those who are repeating the class in the next school year and those who drop-out of
school in the year;
• There will be no new entrants in any of the subsequent years during the cohort life time;
• The number of time a pupil will be allowed to repeat must be well stated;
• The flow rates for all grades remain unchanged as long as members of the cohort still moving
through the cycle;
• Hypothetically, that at any given grade, the same rates of repetition, promotion, and drop out apply
regardless the accepted number of repetitions.
• The structure of the system

• Country of the data set
• Starting grade number
• Number of grade-years
• Academic year (the first of two consecutive years)
• Data requirement
• Enrolment by grades
• Repeaters by grades year
Output of the cohort analysis
• Repetition Rate
• Dropout Rate
• Survivors to the Grade
• Years input per Graduate
• Coefficient of Efficiency
DPE used the Reconstructed Cohort Model to measure the Internal Efficiencies, which are output of the
cohort analysis. In the cohort analysis, DPE used the cuurent enrollment, the previous year enrollment and
the previous year Repater in Reonstructed Cohort Model Analysis. this census, we consider only
Governmant primary school to measure the Internal Efficiency: Cycle Drop out Rate, Repitition rate,
Survival Rate, Year Input Per Graduate and Coefficienct of Efficiency by reconstructed cohort analysis.
2.5 Journey of Annual Primary School Census Report
There are several Committee committees for reviewing and advising on the methodologies and approval of
APSC report such as:
• National Committee on Primary Education Statistics, MoPME
• Technical Committee in DPE and;
• Annaul Primary School Census Progress Committee
• Annual Primary School Working Committee
39 | Page APSC-2021
Figure: Process of Generating APSC-2021
National Committee headed by Secretary, MoPME
Technical Committee headed by Director General, DPE
Progress and Review Committee of APSC
Working Committee of APSC
2.6 Organization of the Report
Chapter 1: Concepts of Operational Definition

Chapter 2: Introduction
Chapter 3: Pre-primary Education
Chapter 4: Primary Education
Chapter 5: Inclusive education
Chapter 6: Internal Efficiency
Chapter 7: Teachers Information
Chapter 8: Infrastructure Facilities
Chapter 9: Annexure
Chapter 10 : Profile and Contact Details.
The report presents mainly the statistical tables. Some tables and figures also provide the information and
trend of achievement as readers could easily understand and contrast the data in line with the previous years.
The tables and figures are organized mainly focus for computing the KPIs, Non-KPIs and PSQLs of PEDP4.
Most of the tables arranged with gender segregated historical data starting from the PEDP4 baseline to
present the changes over the period. District and Division wise tables are also prepared to reflect the
geographical differences for some of SDG4 and PEDP4 indicators.
2.7 Limitations of the Annual Primary School Census 2021
The Annual Primary School Census has been conducting since 2005 and started with only few types of
schools (GPS, RNGPS, and Community) and DPE is extending its coverage gradually. Almost twenty-five
types of schools that provide primary education in Bangladesh have been covered in this report this year.
However, still there might be some more primary schools, which are outside the coverage of the APSC 2021,
that are not directly under the purview of DPE. Moreover, many of these institutions do not have formal
40 | Page APSC-2021
institutional set up in terms of land, physical infrastructure, and regular teachers and student’s enrollment. As
a result, it is difficult to collect data from all types of schools.
Head teachers usually fill up the APSC questionnaire (data collection form) but due to time, capacity and
budget constraints so far DPE could not able to orient huge number of Head teachers which is extremely
necessary to accomplish the function properly.
2.8 Future Plan of Annual Primary School Census (APSC)
The Monitoring & Evaluation Division has been publishing the APSC report every year since 2005. After a review
of the process, the DPE management develops a plan to accelerate the preparation of the report and ensuring the
timely dissemination, considering its increasing demand from different users. The DPE has also planned to collect
data from field through web based customixed software in future in 2020. Accordingly, online data
collection piloted in 2014 of 20 Upazilas, 32 Upazilas in 2015, 64 Upazilas in 2016, and 263 Upazilas in
2017 and executed all over Upazilas since 2018 to continue. The total work of APSC from the data collection
process to publishing the final report will be completed within the calendar year. In the mean time the M&E has
integrated some components into the APSC questionnaire as per SDG’s Goal and PEDP4 requirement and
also further scope for integration of Infrastructure chapter (e.g. wash block, play ground, water, sanitation,
boundary wall, electricity faciclities, mid day meal etc.) into the questionnaire.
2.9 Pre- Primary Education by type of Institutes
Table 2. 1 :Pre-Primary Education Enrollment Students by school Type and Gender 2021
No. of Students
Primary Institution Types Girls %
Boys Girls Total
Government Primary School 765140 800423 1565563 51.13
Private Primary School 48995 48941 97936 49.97
Ebtadayee Madrasa 25888 24319 50207 48.44
Kindergarten (KG) 498837 474710 973547 48.76
NGO Schools (Grade 1- 5) 65278 67610 132888 50.88
High Madrasa attached primary
14726 14609 29335 49.8
sections
High Schools attached primary section 36550 37865 74415 50.88
Sishu Kollyan Primary School 2471 2463 4934 49.92

Other NGO Learning Centers 16888 17243 34131 50.52
Others 78709 83425 162134 51.45
Total 1553482 1571608 3125090 50.29
41 | Page APSC-2021
2.10 Primary Education by Type of Institutes
In Bangladesh, there are many types of formal and non-formal primary level educational institutions
manages by the government as well as NGOs. Although primary education system of Bangladesh is
comprised of a mix of heterogeneous providers. A variety of schools operate within the country:
government run schools, privately run schools and madrasah, NGOs Schools and Learning center and
kindergarten schools. In 2021 Annual primary School census are marked in the 25 types school in the
Primary Education sub sector.
From the Census Result, it is observed that more than 10.6 million students are enrolled in the government
primary School from Grade 1 to Grade 5. It is also observed that more that half of stedents is girl’s student
which figure out 51.2% of the total student. In 2020 Annual primary school Census are covered more than
one thousand primay schools including different types of school as shown in the table 2.2. The 2020
Primary School Census covered 118889 schools with preprimary and primary, learning center level
educational institutes. Among those, the following Tables 2.2 present the number of primary schools by
type, primary teachers and enrolled children by type of schools in 2021.
From the Census Result, it obsevered that more 20.05 million students are enrolled in the Promary
education subsetor from pre primary to grade 5 level. It is also observed that more half of the students are
girls as enrolment. The Ministry of Primary and mass Eduaction emphasised the pre primary stage in all
government primary School as shown in the table 2.2.
Table 2. 2 : Student Enrolment from Grade 1 to Grade 5 (2021)
No. of Students
Primary Institution Type Girls %
Boys Girls Total
Kindergarten (KG) 1189343 1158695 2348038 49.35
248685 244251 492936 49.55
sections
Others 153214 155487 308701 50.37
Total 8583323 8381644 16964967 49.41
42 | Page APSC-2021
Table 2. 3: Student Information by type of School (Preprimary to Grade V) -2021
No. of Students
Primary Institutions Type Girls %
Boys Girls Total
Kindergarten (KG) 1688180 1633405 3321585 49.18
263411 258860 522271 49.56
sections
Others 231923 238912 470835 50.74
Total 10136805 9953252 20090057 49.54
Table 2. 4: Number of School (Preprimary to Grade V) -2021
Primary School Type 2021

Government Primary School 65566
Non-Registered Non Government Primary School 4799
Ebtadayee Madrasa 3839
Kindergarten 28193
NGO Schools (Grade 1- 5) 3753
High Madrasa attached primary sections 3534
High Schools attached primary section 1988
BRAC learning Center 3167
Sishu Kollyan Primary School 205
Other NGO Learning Centers 1614
Others 2233
Total 118891
43 | Page APSC-2021
Table 2. 5: Teacher and Student Information by type of School (Preprimary to Grade V) -2021
Primary Institutions Type No of School Student Teacher

Boys Girls Total Girls (%) Male Female Total % Fem
Government Primary School
65566 6819033 6660540 13479573 49.41 127809 231286 359095 64.41
(To verify 55 GPS)
Private Primary School 4799 253563 262205 515768 50.84 6772 13163 19935 66.03
Ebtadayee Madrasa 3839 223330 218290 441620 49.43 13111 5498 18609 29.54
Kindergarten 28193 1688180 1633405 3321585 49.18 79341 121126 200467 60.42
NGO Schools (Garde 1- 5) 3753 249944 252370 502314 50.24 1957 7329 9286 78.93
High Madrasa attached primary section 3534 263411 258860 522271 49.56 13142 2972 16114 18.44
High Schools attached primary section 1988 323681 344096 667777 51.53 7523 9331 16854 55.36
NGO Learning Center 205 18217 18290 36507 50.1 414 766 1180 64.92
Sishu Kollyan Primary School 1614 65523 66284 131807 50.29 269 2071 2340 88.50
Others 5400 231923 238912 470835 50.74 3674 9649 13323 72.42
Total 118891 10136805 9953252 20090057 49.54 254012 403191 657203 61.35
In 2021 annual primary School, It is found that more than 0.65 million teacher are working in the primary education sub sector in all types of school. It is
mentionable that 61.35 % oh the female teacher out of the whole teacher. In the Government Primary School, the total of teacher is more three hundred
and fifty nine thousand teacher. Of the 64.41 % of the Female teacher are working in the government primary school. It is also found that more than two
hundred thousand teachers are woring in the Kinsergarten level school. The above table also dipcts that more tha 60% o f there are female. The result from
the Annual primary school that the female teacher of the Ebtadayee madrasa is 29.54%. In comparison among the others types of school lke as Government
school and kindergarden school, the figure is low marked in the above table.
This Trend also are marked in High Madrasa attached primary section which figure is 18.44%
44 | Page APSC-2021
Share of Schools: In Bangladesh the primary school management and oversight system is highly fragmented
under five different authorities. The DPE under the MoPME is the main primary education provider in
Bangladesh. For 2021, From the Figure 2.1 shows the different types of Primary Schools in terms of
percentage of total Primary Schools / Learning Centres in the country.
Figure 2.1: Percentage of Primary Level Educational Institutions by School Type 2021
Figure 2.2: Percentage of Pre-Primary Level Enrolled Students by School Type 2021
Figure 2.3: Percentage of Enrolled Students (Grade 1 to Grade 5) in 2021
51 | Page APSC-2021
Figure 2.4: Share % of Students (Pre Parimary To Grade 5) 2021
Figure 2.5: No. of Total Teachers By Types of Schools-2021
51 | Page APSC-2021
Figure 2.6: Share (%) of working Teachers in 2021
Table 2.1: Number of Enrolled Students in Madrasa (Preprimary to Grade V) in 2021
51 | Page APSC-2021
No of School Student
Type of Madrasa
Boys Girls Total Girls (%)
Ebtadayee Madrasa 3839 223330 218290 441620 49.43
High Madrasa attached primary section 3534 263411 258860 522271 49.56
Total 7373 486741 477150 963891 49.50
Table 2.2: Number of Teacher in Madrasa in 2021
Teacher
Type of Madrasa
Male Female Total % Fem
High Madrasa attached primary section 13142 2972 16114 18.44
Total 26253 8470 34723 24.39
Table 2.3: Number of Enrolled Students in KG, NGO (Preprimary to Grade V) in 2021
No of School Student
Type of Schools
Boys Girls Total Girls (%)
Kindergarten 28193 1688180 1633405 3321585 49.18
NGO Schools (Garde 1- 5) 3753 249944 252370 502314 50.24
Total 31946 1938124 1885775 3823899 49.32
Table 2.4: Number of Teacher in KG, NGO in 2021
Teacher
Type of Schools
Male Female Total % Fem
Kindergarten 79341 121126 200467 60.42
NGO Schools (Garde 1- 5) 1957 7329 9286 78.93
Total 81298 128455 209753 61.24
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Table 2.5: Number of Students (Garde I to Grade V) by Gender 2011-2021
Year All Boys Girls

2011 18432499 9293319 9139180
2012 19003210 9540102 9463108
2013 19584972 9780952 9804020
2014 19552979 9639095 9913884
2015 19067761 9369079 9698682
2016 18602988 9227580 9375408
2017 17251350 8508038 8743312
2018 17338100 8539067 8799033
2019 16336096 7949759 8386337
2020 17603839 8596280 9007559
2021 16964967 8583323 8381644
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Chapter Three:
Pre-Primary Education
Sl Particulars Page Range Remark

1 Number of Institutes Providing Teaching in Pre-primary Education-2021 51-54
2 Enrolment in PPE by Division-2021
3 District Wise Enrolment in PPE-2021
51 | Page APSC-2021
3. CHAPTER PRE-PRIMARY EDUCATION
3.1 Introduction
The global and national evidence strongly emphasize that children who attend Quality PrePrimary
Education have better chances for a smoother transition to primary school leading to significant
improvement in school retention and lowering dropout rates. Programs focusing on early learning promote
awareness of child development and lead to higher net enrolments and better achievements, especially
among the most disadvantaged children and children from the poor families. A cost benefit analysis based
on longitudinal research conducted in the US demonstrates a seven-fold increase in benefits for every
dollar invested in early childhood education.
Hence, the pre-primary education (PPE) has been identified as an effective strategy to address high dropout
and repetition and low achievement rates that many primary school systems are facing now a days. The
GoB recognizes the benefits of early learning and its importance for preparing young children to survive
and thrive in primary school settings. Keeping this in mind, the “Pre-Primary Education Operational
Framework” was approved by MoPME in 2008 for effective implementation of one-year pre-primary
education for all children of 5 - 6 years age. The government has also demonstrated its support and
commitment to PPE by stating its intent to universalize pre-primary education PPE service in Bangladesh.
Pre-Primary Education (PPE) is a very important part of the primary education system, plays a vital role in
ensuring timely schooling, and contributes to better learning in the subsequent years. It is very useful to
prepare children for enrolment in formal primary education through pre-primary exposure. After
completing Pre-Primary, children adapt him / her to the school environment and get prepared for formal
education from grade 1 and onward. The DPE guided by the MoPME has taken many initiatives for the
development of PPE particularly mapping of the PPE services, PPE Framework, Development of PPE
Curriculum and teaching learning materials, PPE minimum Quality Standards, PPE Expansion Plan and
framework. DPE has been supplying teaching and learning materials and fund to the schools every year.
Table 3.1: Number of Institutes Providing Teaching in Pre-primary Education-2021
Division GPS Others Total

Barisal 6,249 2012 8,254
Chittagong 11,575 8823 20,391
Dhaka 10,911 13331 24,206
Khulna 8,115 4526 12,627
Mymensingh 5,350 3638 8,975
Rajshahi 8,664 5876 14,525
Rangpur 9,534 5692 15,211
Sylhet 5,049 4183 9,230
Total 65,447 48081 113,528
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Table 3.2: Enrolment in PPE by Division-2021
Division Name Boys Girls All

BARISAL 83680 89032 172712
CHITTAGONG 286845 302686 589531
DHAKA 387488 390289 777777
DHAKA 125663 129391 255054
KHULNA 156567 151887 308454
RAJSHAHI 196551 192812 389363
RANGPUR 222224 217336 439560
SYLHET 94464 98175 192639
Total 1553482 1571608 3125090
Table 3. 3: District Wise Enrolment in PPE-2021
District Name Boys Girls All

BARISAL 23438 24697 48135
PIROJPUR 10323 11015 21338
JHALOKATHI 4505 5295 9800
BARGUNA 9776 10017 19793
PATUAKHALI 19459 19726 39185
BHOLA 16179 18282 34461
BRAHMONBARIA 41350 42361 83711
COMILLA 57024 61244 118268
CHANDPUR 22481 25065 47546
LUXMIPUR 14005 15277 29282
NOAKHALI 19504 21116 40620
FENI 9375 10159 19534
CHITTAGONG 74810 77088 151898
COX'S BAZAR 22767 24912 47679
KHAGRACHHARI 8909 9040 17949
RANGAMATI 7941 7851 15792
BANDARBAN 8679 8573 17252
KISHORGONJ 33998 34106 68104
TANGAIL 32936 32699 65635
GAZIPUR 55969 55905 111874
NARSINGDI 25157 25746 50903
MANIKGONJ 14754 14369 29123
DHAKA 112850 115477 228327
NARAYANGONJ 27352 28123 55475
MUNSHIGONJ 11976 12392 24368
RAJBARI 13608 12970 26578
FARIDPUR 22366 22135 44501
MADARIPUR 11876 11937 23813
SHARIATPUR 12110 12320 24430
GOPALGONJ 12536 12110 24646
JAMALPUR 26665 27220 53885
58 | Page APSC-2021
SHERPUR 15172 15287 30459
MYMENSINGH 59627 61724 121351
NETROKONA 24199 25160 49359
KUSHTIA 22921 22696 45617
MEHERPUR 6994 6759 13753
CHUADANGA 9602 9148 18750
JHENAIDAH 16914 15850 32764
MAGURA 7228 6963 14191
JESSORE 30585 29758 60343
NARAIL 6486 6354 12840
SATKHIRA 20974 20224 41198
KHULNA 19747 19291 39038
BAGERHAT 15116 14844 29960
JAIPURHAT 7190 6960 14150
BOGRA 37586 36372 73958
NAOGAON 22440 21364 43804
NAWABGONJ 16399 16726 33125
RAJSHAHI 23617 23661 47278
NATORE 14967 14218 29185
SIRAJGONJ 38675 38314 76989
PABNA 35677 35197 70874
PANCHAGARH 11994 11975 23969
THAKURGAON 17548 16843 34391
DINAJPUR 37273 35440 72713
NILPHAMARI 31805 30833 62638
RANGPUR 40490 40235 80725
LALMONIRHAT 16866 17153 34019
KURIGRAM 28163 27898 56061
GAIBANDHA 38085 36959 75044
SUNAMGONJ 25418 27442 52860
59 | Page APSC-2021
Chapter Four
Primary Education
(Grade 1 to Grade 5)
Page
Sl Particulars
Range
1 Number of Institutes Providing Primary Education-2021 (Div wise)
2 Enrolment in Grade 1 by Division and Gender (All Type of Schools) 2021
3 Enrolment in Grade 1 by Division and Gender (All Type of Schools, Age 6) 2021
4 Enrolment in Grade 1 by District and Gender (All Type of Schools) 2021
5 BBS Population Projection -2021 Age 6 Only
6 Enrolment in Grade 1 by District and Gender (All Type of Schools, Age 6) 2021
7 Number of Grade 1 New Intakes who Completed PPE (Division Wise)
8 Number of Grade 1 New Intakes who Completed PPE (Disytrict Wise)
9 Percentage (%) of Grade I who Completed PPE
10 Gross Intake Rate (GIR) and Net Intake Rate ( NIR) by District and Gender-2021 55-77
11 Gross and Net Intake Rate by Gender and Year (GIR & NIR) 2010-2021
12 Grade wise Enrolment by District, Grade and Gender (Grade 1-5) in 2021
13 Grade wise Enrollment (Grade 1 - 5)
14 District wise Gross Enrollment (Grade 1-5)-2021
15 BBS Population Projection -2021 Age 6 Only
16 Comparison of BBS Projection Population-2020 & 2021 (Age 6-10)
17 District wise Net Enrollment of age 6-10 (Grade 1-5)-2021
18 Percentage % of GER and NER
19 Trend of GER and NER
60 | Page APSC-2021
4. CHAPTER FOUR: PRIMARY EDUCATION
4.1 Introduction
Bangladesh is committed to achieve Universal Primary Education in line with the targets of the Sustainable
Development Goals (SDGs), which envisages the provision of a quality basic education for all children by
2030. As a result, the primary education system in Bangladesh aims to maximize the enrolment of all
primary school age (6-10 years) children. This chapter presents the findings of access to and participation in
Primary Education in Bangladesh. In this chapter, data has clustered into division wise schools, enrolment
in Grade-I, Gross and Net Intake Rate (GIR and NIR) and achievement trend since 2010, enrolment in all
type schools, Gross and Net Enrolment (GER and NER) and Grade wise Enrolment by Division, District,
Gender and type of institutes.
Table 4.1: Number of Institutes Providing Primary Education-2021 (Division wise)
Division GPS Others Total

BARISAL 6251 1925 8176
CHITTAGONG 11586 8931 20516
DHAKA 10922 13884 24806
DHAKA 5364 5644 11008
KHULNA 8175 4619 12794
RAJSHAHI 8665 6941 15606
RANGPUR 9545 7515 17060
SYLHET 5058 3866 8924
Total 65566 53325 118891
Table 4. 2: Enrolment in Grade 1 by Division and Gender (All Type of Schools) 2021
Grade 1 Enrollment (Regardless of Age )

Division
Boys Girls Total
Barishal 90994 88095 179089
Chattogram 368839 353819 722658
Dhaka 400133 409812 809945
Khulna 124927 119269 244196
Mymensingh 163474 155797 319271
Rajshahi 190737 189797 380534
Rangpur 183249 168822 352071
Rangpur 122496 119991 242487
Total 1644849 1605402 3250251
113 APSC-2021
Table 4. 3: Enrolment in Grade 1 by Division and Gender (All Type of Schools, Age 6) 2021
Grade 1 Enrollment (Age 6 only )

Division
Boys Girls Total
Barishal 81784 79170 160,954
Chattogram 329657 313847 643,504
Dhaka 359081 368398 727,479
Khulna 112583 107177 219,760
Mymensingh 146274 138963 285,237
Rajshahi 172288 170653 342,941
Rangpur 164777 151529 316,306
Rangpur 109773 107500 217,273
Total 1,476,217 1,437,237 2,913,454
Table 4. 4: Enrolment in Grade 1 by District and Gender (All Type of Schools) 2021
Grade 1 Enrollment (Regardless of Age)

District
Boys Girls All
BARGUNA 7404 8499 15903
BARISAL 26832 25004 51836
BHOLA 22576 21730 44306
JHALOKATHI 7051 5748 12799
PATUAKHALI 16073 15550 31623
PIROJPUR 11058 11564 22622
BANDARBAN 4587 2980 7567
CHANDPUR 27797 27530 55327
CHITTAGONG 85756 84390 170146
COMILLA 75999 69942 145941
COX'S BAZAR 34593 34598 69191
FENI 15640 15281 30921
LUXMIPUR 20737 21608 42345
NOAKHALI 44842 42502 87344
RANGAMATI 7112 6023 13135
DHAKA 133716 141633 275349
FARIDPUR 21013 21941 42954
GAZIPUR 35295 31453 66748
GOPALGONJ 12612 13079 25691
KISHORGONJ 33737 38031 71768
MADARIPUR 11442 10334 21776
MANIKGONJ 13772 13211 26983
MUNSHIGONJ 18862 15359 34221
NARAYANGONJ 36253 33857 70110
NARSINGDI 26598 26903 53501
RAJBARI 11066 11749 22815
SHARIATPUR 14196 15087 29283
TANGAIL 31571 37175 68746
JAMALPUR 20266 20622 40888
114 APSC-2021
MYMENSINGH 65020 62442 127462
NETROKONA 23618 23864 47482
SHERPUR 16023 12341 28364
BAGERHAT 14934 15142 30076
CHUADANGA 10914 11739 22653
JESSORE 30686 25755 56441
JHENAIDAH 17406 18641 36047
KHULNA 21858 21867 43725
KUSHTIA 19870 17589 37459
MAGURA 9775 10317 20092
MEHERPUR 7378 6505 13883
NARAIL 9955 7504 17459
SATKHIRA 20698 20738 41436
BOGRA 32402 37293 69695
JAIPURHAT 8601 6434 15035
NAOGAON 23378 23928 47306
NATORE 20542 17666 38208
NAWABGONJ 23461 20436 43897
PABNA 22593 25292 47885
RAJSHAHI 23389 22662 46051
SIRAJGONJ 36371 36086 72457
DINAJPUR 31966 33494 65460
GAIBANDHA 32456 26337 58793
KURIGRAM 21038 17504 38542
LALMONIRHAT 13682 14421 28103
NILPHAMARI 23185 22918 46103
PANCHAGARH 12011 11998 24009
RANGPUR 31324 27101 58425
THAKURGAON 17587 15049 32636
HOBIGONJ 24380 26412 50792
MOULVIBAZAR 24992 22969 47961
SUNAMGONJ 31885 32203 64088
SYLHET 41239 38407 79646
Total 1644849 1605402 3250251
Table 4.5: BBS Population Projection -2021 Age 6 Only
6 years
District
Male Female Total
Joypurhat 8,037 6,108 14,145
Bogura 30,084 34,922 65,006
Naogaon 22,145 22,321 44,466
Chapainawabganj 21,786 18,951 40,737
Rajshahi 21,998 21,289 43,287
Natore 18,726 16,075 34,801
Sirajganj 34,447 33,986 68,433
Pabna 21,021 23,513 44,534
Kushtia 19,063 16,531 35,594
Meherpur 6,970 6,134 13,104
115 APSC-2021
Chuadanga 10,032 10,824 20,856
Jhenaidah 16,309 17,522 33,831
Magura 9,007 9,544 18,551
Jashore 28,216 23,228 51,444
Narail 9,169 6,915 16,084
Satkhira 19,131 19,131 38,262
Khulna 20,520 20,141 40,661
Bagerhat 13,536 13,815 27,351
Kishoreganj 31,175 34,779 65,954
Tangail 29,697 34,959 64,656
Gazipur 33,184 30,066 63,250
Narsingdi 24,991 25,411 50,402
Manikganj 12,946 12,282 25,228
Dhaka 123,627 130,877 254,504
Narayanganj 33,634 32,060 65,694
Munshiganj 17,361 14,245 31,606
Rajbari 10,356 11,046 21,402
Faridpur 19,697 20,469 40,166
Madaripur 10,657 9,633 20,290
Shariatpur 12,958 13,846 26,804
Gopalganj 11,764 11,986 23,750
Brahmanbaria 40,924 39,137 80,061
Cumilla 71,149 64,882 136,031
Chandpur 25,946 25,450 51,396
Lakshmipur 19,485 20,452 39,937
Noakhali 42,285 39,523 81,808
Feni 14,478 13,961 28,439
Chattogram 79,930 77,999 157,929
Cox's Bazar 31,511 31,338 62,849
Khagrachhari 7,544 6,193 13,737
Rangamati 6,603 5,625 12,228
Bandarban 4,250 2,644 6,894
Barishal 25,225 23,256 48,481
Pirojpur 10,115 10,652 20,767
Jhalokati 6,596 5,364 11,960
Barguna 6,952 8,044 14,996
Patuakhali 15,162 14,614 29,776
Bhola 21,134 20,331 41,465
Sunamganj 29,057 29,697 58,754
Sylhet 37,832 34,951 72,783
Habiganj 22,979 24,941 47,920
Maulvibazar 23,168 21,229 44,397
Panchagarh 11,436 11,287 22,723
Thakurgaon 16,674 14,049 30,723
Dinajpur 30,161 31,248 61,409
Nilphamari 21,770 21,634 43,404
Rangpur 29,756 25,662 55,418
Lalmonirhat 12,800 13,561 26,361
Kurigram 19,499 16,249 35,748
116 APSC-2021
Gaibandha 30,607 24,548 55,155
Jamalpur 19,159 19,745 38,904
Sherpur 15,065 11,622 26,687
Mymensingh 61,844 58,752 120,596
Netrakona 21,962 22,511 44,473
Bangladesh 1,535,302 1,493,760 3,029,062
Table 4. 6: Enrolment in Grade 1 by District and Gender (All Type of Schools, Age 6) 2021
Grade 1 Enrollment (Age 6 Only)

District
Boys Girls All
BARGUNA 6680 7648 14328
BARISAL 24088 22349 46437
BHOLA 20323 19573 39896
JHALOKATHI 6356 5239 11595
PATUAKHALI 14575 14060 28635
PIROJPUR 9762 10301 20063
BANDARBAN 3982 2499 6481
CHANDPUR 25133 24578 49711
CHITTAGONG 76355 74857 151212
COMILLA 68446 62746 131192
COX'S BAZAR 29957 29805 59762
FENI 13927 13409 27336
LUXMIPUR 18554 19316 37870
NOAKHALI 40254 37690 77944
RANGAMATI 6166 5199 11365
DHAKA 120207 127618 247825
FARIDPUR 18765 19419 38184
GAZIPUR 31739 28820 60559
GOPALGONJ 11446 11669 23115
KISHORGONJ 29524 33729 63253
MADARIPUR 10263 9227 19490
MANIKGONJ 12358 11874 24232
MUNSHIGONJ 17037 13759 30796
NARAYANGONJ 32920 30777 63697
NARSINGDI 23976 24226 48202
RAJBARI 9947 10695 20642
SHARIATPUR 12610 13204 25814
TANGAIL 28289 33381 61670
JAMALPUR 18406 18247 36653
MYMENSINGH 59719 57027 116746
NETROKONA 20825 21280 42105
SHERPUR 13633 10623 24256
BAGERHAT 12994 13224 26218
CHUADANGA 9708 10494 20202
JESSORE 27077 22494 49571
JHENAIDAH 15514 16766 32280
117 APSC-2021
KHULNA 19503 19731 39234
KUSHTIA 18593 15941 34534
MAGURA 8579 9161 17740
MEHERPUR 6728 5943 12671
NARAIL 8904 6583 15487
SATKHIRA 18674 18626 37300
BOGRA 29197 33465 62662
JAIPURHAT 7752 5840 13592
NAOGAON 21171 21452 42623
NATORE 18236 15597 33833
NAWABGONJ 20981 18161 39142
PABNA 20212 22586 42798
RAJSHAHI 21164 20521 41685
SIRAJGONJ 33575 33031 66606
DINAJPUR 28657 30108 58765
GAIBANDHA 29147 23563 52710
KURIGRAM 18714 15348 34062
LALMONIRHAT 12260 12898 25158
NILPHAMARI 20708 20714 41422
PANCHAGARH 10868 10849 21717
RANGPUR 28330 24687 53017
THAKURGAON 16093 13362 29455
HOBIGONJ 22293 24336 46629
MOULVIBAZAR 22451 20501 42952
SUNAMGONJ 28181 28540 56721
SYLHET 36848 34123 70971
Total 1476217 1437237 2913454
Table 4. 7: Number of Grade 1 New Intakes who Completed PPE (Division Wise)
Division Boys Girls All

BARISAL 84117 89913 174030
CHITTAGONG 254716 269991 524707
DHAKA 352903 355241 708144
MYMENSHING 119396 121272 240668
KHULNA 151053 146142 297195
RAJSHAHI 186743 182464 369207
RANGPUR 201999 195445 397444
SYLHET 87671 88535 176206
Total 1438598 1449003 2887601
Table 4.8: Number of Grade 1 New Intakes who Completed PPE (Disytrict Wise)
118 APSC-2021
District Boys Girls All
BARGUNA 9410 9774 19184
BARISAL 23510 25269 48779
BHOLA 16200 18257 34457
JHALOKATHI 4662 5575 10237
PATUAKHALI 19557 19799 39356
PIROJPUR 10778 11239 22017
BANDARBAN 5721 5442 11163
CHANDPUR 20692 23158 43850
CHITTAGONG 67451 70721 138172
COMILLA 52304 56622 108926
COX'S BAZAR 20800 21974 42774
FENI 8776 9659 18435
LUXMIPUR 13983 15687 29670
NOAKHALI 17167 18547 35714
RANGAMATI 5795 5619 11414
DHAKA 106036 107778 213814
FARIDPUR 21611 21051 42662
GAZIPUR 41692 42226 83918
GOPALGONJ 13209 12739 25948
KISHORGONJ 26675 27481 54156
MADARIPUR 11835 12008 23843
MANIKGONJ 13108 12554 25662
MUNSHIGONJ 13095 13096 26191
NARAYANGONJ 23775 24542 48317
NARSINGDI 23292 23455 46747
RAJBARI 12846 12550 25396
SHARIATPUR 11653 11771 23424
TANGAIL 34076 33990 68066
JAMALPUR 24225 23983 48208
MYMENSINGH 56828 58559 115387
NETROKONA 25283 25833 51116
SHERPUR 13060 12897 25957
BAGERHAT 14972 14734 29706
CHUADANGA 8882 8633 17515
JESSORE 28547 27344 55891
JHENAIDAH 15110 14747 29857
KHULNA 19075 18372 37447
KUSHTIA 21760 21133 42893
MAGURA 8870 8548 17418
MEHERPUR 6305 6059 12364
NARAIL 7536 7141 14677
SATKHIRA 19996 19431 39427
119 APSC-2021
BOGRA 33889 32692 66581
JAIPURHAT 6277 6247 12524
NAOGAON 23277 22475 45752
NATORE 14361 13799 28160
NAWABGONJ 16419 16520 32939
PABNA 33301 32579 65880
RAJSHAHI 21753 21117 42870
SIRAJGONJ 37466 37035 74501
DINAJPUR 35695 33758 69453
GAIBANDHA 34777 34122 68899
KURIGRAM 24368 24012 48380
LALMONIRHAT 14844 14904 29748
NILPHAMARI 28868 27579 56447
PANCHAGARH 10539 10067 20606
RANGPUR 33754 32487 66241
THAKURGAON 19154 18516 37670
HOBIGONJ 19241 19372 38613
MOULVIBAZAR 17284 17019 34303
SUNAMGONJ 22858 23380 46238
SYLHET 28288 28764 57052
Total 1438598 1449003 2887601
Table 4. 9: Percentage (%) of Grade I who Completed PPE
Year Boys Girls Total

2019 86.9 86.6 86.7
2020 86.07 87.43 86.76
2021 87.46 90.26 88.84
Table 4.10: Gross Intake Rate (GIR) and Net Intake Rate ( NIR) by District and Gender-2021
GIR% NIR%
District
Boys Girls Total Boys Girls Total
Joypurhat 107.02 105.34 106.29 96.45 95.61 96.09
Bogura 107.71 106.79 107.21 97.05 95.83 96.39
Naogaon 105.57 107.20 106.39 95.60 96.11 95.86
Chapainawabganj 107.69 107.84 107.76 96.30 95.83 96.08
Rajshahi 106.32 106.45 106.39 96.21 96.39 96.30
Natore 109.70 109.90 109.79 97.38 97.03 97.22
Sirajganj 105.59 106.18 105.88 97.47 97.19 97.33
Pabna 107.48 107.57 107.52 96.15 96.06 96.10
Kushtia 104.23 106.40 105.24 97.53 96.43 97.02
Meherpur 105.85 106.05 105.94 96.53 96.89 96.70
Chuadanga 108.79 108.45 108.62 96.77 96.95 96.86
Jhenaidah 106.73 106.39 106.55 95.13 95.69 95.42
120 APSC-2021
Magura 108.53 108.10 108.31 95.25 95.99 95.63
Jashore 108.75 110.88 109.71 95.96 96.84 96.36
Narail 108.57 108.52 108.55 97.11 95.20 96.29
Satkhira 108.19 108.40 108.30 97.61 97.36 97.49
Khulna 106.52 108.57 107.54 95.04 97.96 96.49
Bagerhat 110.33 109.61 109.96 96.00 95.72 95.86
Kishoreganj 108.22 109.35 108.82 94.70 96.98 95.90
Tangail 106.31 106.34 106.33 95.26 95.49 95.38
Gazipur 106.36 104.61 105.53 95.65 95.86 95.75
Narsingdi 106.43 105.87 106.15 95.94 95.34 95.64
Manikganj 106.38 107.56 106.96 95.46 96.68 96.05
Dhaka 108.16 108.22 108.19 97.23 97.51 97.38
Narayanganj 107.79 105.61 106.72 97.88 96.00 96.96
Munshiganj 108.65 107.82 108.27 98.13 96.59 97.44
Rajbari 106.86 106.36 106.60 96.05 96.82 96.45
Faridpur 106.68 107.19 106.94 95.27 94.87 95.07
Madaripur 107.37 107.28 107.32 96.30 95.79 96.06
Shariatpur 109.55 108.96 109.25 97.31 95.36 96.31
Gopalganj 107.21 109.12 108.17 97.30 97.36 97.33
Brahmanbaria 106.75 107.79 107.26 97.29 96.92 97.11
Cumilla 106.82 107.80 107.29 96.20 96.71 96.44
Chandpur 107.13 108.17 107.65 96.87 96.57 96.72
Lakshmipur 106.43 105.65 106.03 95.22 94.45 94.82
Noakhali 106.05 107.54 106.77 95.20 95.36 95.28
Feni 108.03 109.45 108.73 96.19 96.05 96.12
Chattogram 107.29 108.19 107.74 95.53 95.97 95.75
Cox's Bazar 109.78 110.40 110.09 95.07 95.11 95.09
Khagrachhari 107.24 109.45 108.23 93.66 93.91 93.78
Rangamati 107.71 107.08 107.42 93.38 92.43 92.94
Bandarban 107.93 112.71 109.76 93.69 94.52 94.01
Barishal 106.37 107.52 106.92 95.49 96.10 95.78
Pirojpur 109.32 108.56 108.93 96.51 96.70 96.61
Jhalokati 106.90 107.16 107.02 96.36 97.67 96.95
Barguna 106.50 105.66 106.05 96.09 95.08 95.55
Patuakhali 106.01 106.40 106.20 96.13 96.21 96.17
Bhola 106.82 106.88 106.85 96.16 96.27 96.22
Sunamganj 109.73 108.44 109.08 96.99 96.10 96.54
Sylhet 109.01 109.89 109.43 97.40 97.63 97.51
Habiganj 106.10 105.90 105.99 97.01 97.57 97.31
Maulvibazar 107.87 108.20 108.03 96.91 96.57 96.75
Panchagarh 105.03 106.30 105.66 95.03 96.12 95.57
Thakurgaon 105.48 107.12 106.23 96.52 95.11 95.87
Dinajpur 105.98 107.19 106.60 95.01 96.35 95.69
Nilphamari 106.50 105.94 106.22 95.12 95.75 95.43
Rangpur 105.27 105.61 105.43 95.21 96.20 95.67
121 APSC-2021
Lalmonirhat 106.89 106.34 106.61 95.78 95.11 95.44
Kurigram 107.89 107.72 107.82 95.97 94.46 95.28
Gaibandha 106.04 107.29 106.60 95.23 95.99 95.57
Jamalpur 105.78 104.44 105.10 96.07 92.41 94.21
Sherpur 106.36 106.19 106.28 90.49 91.40 90.89
Mymensingh 105.14 106.28 105.69 96.56 97.06 96.81
Netrakona 107.54 106.01 106.77 94.82 94.53 94.68
Bangladesh 107.14 107.47 107.30 96.15 96.22 96.18
Table 4.11: Gross and Net Intake Rate by Gender and Year (GIR & NIR) 2010-2021
Gross Intake Rate (%) Net Intake Rate (%)

Year
Boys Girls All Boys Girls All
2010 115.4 118.5 116.9 98.8 99.5 99.1
2011 125.6 126.2 125.9 99.9 99.8 99.9
2012 105 106.7 105.8 97 97.9 97.4
2013 111.5 112.6 112 97.5 98.2 97.8
2014 109.1 108.3 108.7 97.6 98.1 97.9
2015 109.5 109 109.2 97.63 98.07 97.91
2016 110.72 113.7 112.2 97.62 98.27 97.94
2017 107 112.6 109.8 96.59 99.33 97.93
2018 109.07 115.57 112.32 95.99 97 96.48
2019 107.65 112.8 110.17 96.3 96.83 96.56
2020 105.95 109.91 107.86 96.43 96.82 96.62
2021 107.14 107.47 107.30 96.15 96.22 96.18
Figure 4. 1 Gross Intake Rate (GIR) By Gender 2018-2021
Figure 4. 2 Net Intake Rate (NIR%) By Gender 2018-2021

122 APSC-2021
Figure 4. 3 Tend Analysis of Gross Intake Rate (GIR) 2010-2021
130.00
125.90
125.00
120.00
116.90
115.00 112.20 112.32

112.00
109.80 110.17
110.00 108.70109.20 107.86107.30
105.80
105.00
100.00
95.00
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Figure 4. 4 Tend Analysis of Net Intake Rate (NIR) 2010-2021
123 APSC-2021
4.12: Grade wise Enrolment by District, Grade and Gender (Grade 1-5) in 2021
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

District
Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls
BARISAL 26832 25004 27676 24790 27002 23281 24585 24394 28507 31665
PIROJPUR 11058 11564 13757 12466 12108 12569 10761 13047 12682 11744
JHALOKATHI 7051 5748 7116 6715 6888 6863 6199 5697 6997 7113
BARGUNA 7404 8499 9758 9016 9211 8720 9176 8093 11537 10848
PATUAKHALI 16073 15550 17574 15503 16755 15199 17488 16384 17138 17040
BHOLA 22576 21730 19716 19300 19918 20705 18634 19049 28129 31675
BRAHMONB
43686 42187 53719 49492 45774 35543 37490 35947 47283 46420
ARIA
COMILLA 75999 69942 73454 72515 68737 66264 65227 61355 74731 74280
CHANDPUR 27797 27530 34660 31535 29670 27213 27692 24725 36870 33484
LUXMIPUR 20737 21608 24260 24949 21554 22017 21422 22284 25364 28507
NOAKHALI 44842 42502 54258 48539 38074 35609 39324 36319 49900 48387
FENI 15640 15281 18247 17629 17855 18156 20199 20212 20707 21369
10032
CHITTAGONG 85756 84390 99548 97389 90166 87477 92578 85782 93858
0
COX'S BAZAR 34593 34598 39892 38831 32971 32901 29324 29962 33559 35127
KHAGRACHH
8090 6778 9975 10035 8261 8386 7912 7747 8941 9093
ARI
RANGAMATI 7112 6023 7736 7803 6676 6749 6425 7167 7144 7960
BANDARBAN 4587 2980 5343 4804 6085 5888 5938 5881 4585 4811
KISHORGONJ 33737 38031 47628 47835 39938 35790 34189 33795 38333 40188
TANGAIL 31571 37175 41522 39257 40584 36311 37160 36308 45246 46059
GAZIPUR 35295 31453 42774 41254 41254 40389 36857 35437 41452 39046
NARSINGDI 26598 26903 33273 32239 31692 30655 26138 26065 27094 29391
MANIKGONJ 13772 13211 19464 14351 15825 13988 14320 14018 17273 17807
13371 14163 13929 13311 15784 15196 13758 12326 15267 14905
DHAKA
6 3 2 7 3 3 2 4 8 2
NARAYANGO
36253 33857 41337 36947 36122 32932 33201 29672 38904 34501
NJ
MUNSHIGON
18862 15359 20676 22076 16522 17082 15417 15709 17603 17919
J
124 APSC-2021
RAJBARI 11066 11749 10990 9723 12707 9822 12003 9548 11533 11076
FARIDPUR 21013 21941 22211 25228 22059 22909 19369 20041 23663 26616
MADARIPUR 11442 10334 15699 13267 13538 9875 12958 10933 16111 12733
SHARIATPUR 14196 15087 16868 16564 14928 14508 13273 12515 15720 17514
GOPALGONJ 12612 13079 17574 16008 14181 14123 12758 12532 17170 17059
JAMALPUR 20266 20622 27521 27071 21915 25819 23478 28227 26293 28172
SHERPUR 16023 12341 18358 16933 16368 13698 15934 11930 18888 13360
MYMENSING
65020 62442 68367 63315 72912 75581 60482 61111 65233 68145
H
NETROKONA 23618 23864 25404 27536 23808 22266 25794 28446 31025 34135
KUSHTIA 19870 17589 20934 19487 20787 17472 21761 18285 21583 22806
MEHERPUR 7378 6505 6417 6843 6881 6774 6783 6385 6990 6529
CHUADANGA 10914 11739 10180 11820 11150 12297 11350 12956 11662 12422
JHENAIDAH 17406 18641 17461 17547 19654 19325 17226 16516 18740 20088
MAGURA 9775 10317 9850 9654 10718 10632 10112 9708 10526 7880
JESSORE 30686 25755 28080 30359 32652 31965 29278 27954 28449 25695
NARAIL 9955 7504 8236 7833 7980 8709 7720 7458 9017 8696
SATKHIRA 20698 20738 19675 18417 20226 20222 20286 19251 20729 18006
KHULNA 21858 21867 24675 25704 23536 23847 22848 23531 21507 22501
BAGERHAT 14934 15142 17144 17429 15893 15145 14851 14242 17282 17806
JAIPURHAT 8601 6434 8758 9013 8085 8381 7820 7667 8387 8803
BOGRA 32402 37293 41795 41715 37777 36576 34060 32076 37048 34071
NAOGAON 23378 23928 25724 25562 18093 19504 23827 22626 28331 26436
NAWABGONJ 23461 20436 19667 19560 14863 16082 17498 17351 20224 23070
RAJSHAHI 23389 22662 24990 24556 24744 24623 25059 24333 28408 26427
NATORE 20542 17666 17252 17581 16985 16782 16034 15292 18304 15103
SIRAJGONJ 36371 36086 37560 35089 38230 34070 35673 34647 40389 42370
PABNA 22593 25292 35541 39418 25526 25708 23071 23727 24341 30530
PANCHAGAR
12011 11998 9914 9664 10857 11823 11082 11376 11297 11631
H
THAKURGAO
17587 15049 15328 14914 13338 13144 13923 13370 13979 13968
N
DINAJPUR 31966 33494 29807 29040 34794 33791 33554 30678 31745 31505
NILPHAMARI 23185 22918 20247 25532 19147 19681 17927 21540 19195 21892
RANGPUR 31324 27101 31193 30413 31908 32927 29956 28733 30895 31581
LALMONIRH
13682 14421 13785 13373 11883 13240 13197 13503 14590 16024
AT
KURIGRAM 21038 17504 23571 22906 22827 20938 23185 20681 25615 26724
GAIBANDHA 32456 26337 34561 34030 24974 25277 22381 20749 24574 26746
SUNAMGONJ 31885 32203 40556 39933 34705 34708 31641 31186 36637 40642
SYLHET 41239 38407 50063 50323 45307 45293 44301 43279 46182 43648
HOBIGONJ 24380 26412 26167 27075 27844 26798 25641 25355 31828 31565
MOULVIBAZA
24992 22969 29338 25381 27035 21767 22338 21197 23321 22720
R
16448 16054 18241 17742 17083 16487 16056 15492 18003 18040
Bangladesh
49 02 16 03 00 52 70 48 88 39
Table 4.13: Grade wise Enrollment (Grade 1 - 5)
125 APSC-2021
Grade Gender Students
Boys 1644849
Grade 1 Girls 1605402
Total 3250251
Boys 1824116
Total Grade wise Enrollment (Grade 1 - 5) 3598319
Boys 1708300
Total 3357052
Boys 1605670
Total 3154918
Boys 1800388
Total 3604427
Table 4.14: District wise Gross Enrollment (Grade 1-5)-2021
Grade 1-5 All Types Schools (District Wise)

District
Boys Girls All
BARISAL 134602 129134 263736
PIROJPUR 60366 61390 121756
JHALOKATHI 34251 32136 66387
BARGUNA 47086 45176 92262
PATUAKHALI 85028 79676 164704
BHOLA 108973 112459 221432
BRAHMONBARIA 227952 209589 437541
COMILLA 358148 344356 702504
CHANDPUR 156689 144487 301176
LUXMIPUR 113337 119365 232702
NOAKHALI 226398 211356 437754
FENI 92648 92647 185295
CHITTAGONG 468368 448896 917264
COX'S BAZAR 170339 171419 341758
RANGAMATI 35093 35702 70795
BANDARBAN 26538 24364 50902
KISHORGONJ 193825 195639 389464
TANGAIL 196083 195110 391193
GAZIPUR 197632 187579 385211
NARSINGDI 144795 145253 290048
MANIKGONJ 80654 73375 154029
DHAKA 721111 699029 1420140
NARAYANGONJ 185817 167909 353726
MUNSHIGONJ 89080 88145 177225
RAJBARI 58299 51918 110217
FARIDPUR 108315 116735 225050
126 APSC-2021
MADARIPUR 69748 57142 126890
SHARIATPUR 74985 76188 151173
GOPALGONJ 74295 72801 147096
JAMALPUR 119473 129911 249384
SHERPUR 85571 68262 153833
MYMENSINGH 332014 330594 662608
NETROKONA 129649 136247 265896
KUSHTIA 104935 95639 200574
MEHERPUR 34449 33036 67485
CHUADANGA 55256 61234 116490
JHENAIDAH 90487 92117 182604
MAGURA 50981 48191 99172
JESSORE 149145 141728 290873
NARAIL 42908 40200 83108
SATKHIRA 101614 96634 198248
KHULNA 114424 117450 231874
BAGERHAT 80104 79764 159868
JAIPURHAT 41651 40298 81949
BOGRA 183082 181731 364813
NAOGAON 119353 118056 237409
NAWABGONJ 95713 96499 192212
RAJSHAHI 126590 122601 249191
NATORE 89117 82424 171541
SIRAJGONJ 188223 182262 370485
PABNA 131072 144675 275747
PANCHAGARH 55161 56492 111653
THAKURGAON 74155 70445 144600
DINAJPUR 161866 158508 320374
NILPHAMARI 99701 111563 211264
RANGPUR 155276 150755 306031
LALMONIRHAT 67137 70561 137698
KURIGRAM 116236 108753 224989
GAIBANDHA 138946 133139 272085
SUNAMGONJ 175424 178672 354096
SYLHET 227092 220950 448042
HOBIGONJ 135860 137205 273065
MOULVIBAZAR 127024 114034 241058
Bangladesh 8583323 8381644 16964967
Table 4.15: BBS Projection Population-2021 Age (6-10)
District Male Female Total

Joypurhat 39061 38417 77478
Bogura 173248 171436 344684
Naogaon 114241 112132 226373
Chapainawabganj 91471 89831 181302
Rajshahi 119022 115539 234561
Natore 83190 78384 161574
Sirajganj 182540 173312 355852
127 APSC-2021
Pabna 127996 136095 264091
Kushtia 102016 90251 192267
Meherpur 32898 31227 64125
Chuadanga 51744 57156 108900
Jhenaidah 87069 87338 174407
Magura 47992 47185 95177
Jashore 139086 132388 271474
Narail 40286 37430 77716
Satkhira 95059 90166 185225
Khulna 107083 109672 216755
Bagerhat 76191 75214 151405
Kishoreganj 180921 181461 362382
Tangail 184384 181375 365759
Gazipur 185517 176163 361680
Narsingdi 140495 138395 278890
Manikganj 76681 68050 144731
Dhaka 682646 658291 1340937
Narayanganj 175054 158728 333782
Munshiganj 84358 84136 168494
Rajbari 56093 48326 104419
Faridpur 102540 108334 210874
Madaripur 68453 54926 123379
Shariatpur 70826 71181 142007
Gopalganj 70138 67919 138057
Brahmanbaria 221064 198904 419968
Cumilla 340630 328649 669279
Chandpur 146917 135183 282100
Lakshmipur 109022 112083 221105
Noakhali 211770 200377 412147
Feni 87214 86524 173738
Chattogram 438392 421916 860308
Cox's Bazar 160137 160307 320444
Khagrachhari 41100 39636 80736
Rangamati 33503 33260 66763
Bandarban 24271 22004 46275
Barishal 129455 121719 251174
Pirojpur 56753 55051 111804
Jhalokati 33682 31482 65164
Barguna 45782 43498 89280
Patuakhali 84120 77087 161207
Bhola 104331 105578 209909
Sunamganj 163835 164567 328402
Sylhet 211370 206551 417921
Habiganj 127414 127507 254921
Maulvibazar 119329 107114 226443
Panchagarh 51833 53467 105300
Thakurgaon 72561 69010 141571
Dinajpur 156919 153523 310442
Nilphamari 96197 107491 203688
128 APSC-2021
Rangpur 146578 140958 287536
Lalmonirhat 62475 65217 127692
Kurigram 107745 99995 207740
Gaibandha 131284 124758 256042
Jamalpur 115343 124336 239679
Sherpur 82858 64781 147639
Mymensingh 320430 313472 633902
Netrakona 126829 130489 257318
Bangladesh 8149442 7896952 16046394
Table 4.16: Comparison of BBS Projection Population-2020 & 2021 (Age 6-10)
BBS Year 6 Only Year 6-10

Report Boys Girls Total Boys Girls Total
In 2021 1,535,302 1,493,760 3,029,062 8,149,442 7,896,952 16,046,394
In 2020 1,710,059 1,597,720 3,307,779 8,521,933 8,267,644 16,789,577
Diff -174,757 -103,960 -278,717 -372,491 -370,692 -743,183
Table 4.17: District wise Net Enrollment of age 6-10 (Grade 1-5)-2021
District Wise Grade 1-5 Students (NER, Age 6-10)

District
Boys Girls All
JAIPURHAT 38035 36968 75003
BOGRA 169232 166633 335865
NAOGAON 111483 109877 221360
NAWABGONJ 86325 84775 171100
RAJSHAHI 116179 112917 229096
NATORE 80723 76344 157067
SIRAJGONJ 177136 168399 345535
PABNA 120568 131722 252290
KUSHTIA 99316 88611 187927
MEHERPUR 32029 30513 62542
CHUADANGA 50298 55800 106098
JHENAIDAH 85289 86904 172193
MAGURA 46934 46024 92958
JESSORE 137467 130587 268054
NARAIL 39340 36398 75738
SATKHIRA 92698 87817 180515
KHULNA 104287 107737 212024
BAGERHAT 74637 73482 148119
KISHORGONJ 176232 177639 353871
TANGAIL 179874 177014 356888
GAZIPUR 180219 172123 352342
NARSINGDI 132270 130358 262628
MANIKGONJ 75168 66925 142093
DHAKA 665554 644546 1310100
NARAYANGONJ 170466 153553 324019
MUNSHIGONJ 82284 81897 164181
129 APSC-2021
RAJBARI 54673 47612 102285
FARIDPUR 100888 107198 208086
MADARIPUR 66635 53219 119854
SHARIATPUR 69118 69174 138292
GOPALGONJ 70021 67743 137764
BRAHMONBARIA 215536 193999 409535
COMILLA 332151 319662 651813
CHANDPUR 142912 131724 274636
LUXMIPUR 106892 110416 217308
NOAKHALI 206802 194014 400816
FENI 84957 84603 169560
CHITTAGONG 427846 411454 839300
COX'S BAZAR 155553 155551 311104
RANGAMATI 32146 32216 64362
BANDARBAN 23508 21312 44820
BARISAL 126590 118937 245527
PIROJPUR 55191 53271 108462
JHALOKATHI 32983 30762 63745
BARGUNA 44486 42288 86774
PATUAKHALI 81887 75531 157418
BHOLA 101767 102170 203937
SUNAMGONJ 159799 160027 319826
SYLHET 205598 200145 405743
HOBIGONJ 124426 122903 247329
MOULVIBAZAR 115837 103767 219604
PANCHAGARH 50616 52095 102711
THAKURGAON 70527 67115 137642
DINAJPUR 153757 149471 303228
NILPHAMARI 94283 104988 199271
RANGPUR 143200 137737 280937
LALMONIRHAT 60825 63273 124098
KURIGRAM 104671 96872 201543
GAIBANDHA 127711 120882 248593
JAMALPUR 112190 121153 233343
SHERPUR 80787 62612 143399
MYMENSINGH 312916 307276 620192
NETROKONA 123604 128452 252056
Bangladesh 7936903 7695011 15631914
Table 4.18: Percentage % of GER and NER
GER% NER%
District
Joypurhat 106.63 104.90 105.77 97.37 96.23 96.81
Bogura 105.68 106.01 105.84 97.68 97.20 97.44
Naogaon 104.47 105.28 104.88 97.59 97.99 97.79
Chapainawabganj 104.64 107.42 106.02 94.37 94.37 94.37
Rajshahi 106.36 106.11 106.24 97.61 97.73 97.67
130 APSC-2021
Natore 107.12 105.15 106.17 97.03 97.40 97.21
Sirajganj 103.11 105.16 104.11 97.04 97.17 97.10
Pabna 102.40 106.30 104.41 94.20 96.79 95.53
Kushtia 102.86 105.97 104.32 97.35 98.18 97.74
Meherpur 104.71 105.79 105.24 97.36 97.71 97.53
Chuadanga 106.79 107.13 106.97 97.21 97.63 97.43
Jhenaidah 103.93 105.47 104.70 97.96 99.50 98.73
Magura 106.23 102.13 104.20 97.80 97.54 97.67
Jashore 107.23 107.06 107.15 98.84 98.64 98.74
Narail 106.51 107.40 106.94 97.65 97.24 97.45
Satkhira 106.90 107.17 107.03 97.52 97.39 97.46
Khulna 106.86 107.09 106.98 97.39 98.24 97.82
Bagerhat 105.14 106.05 105.59 97.96 97.70 97.83
Kishoreganj 107.13 107.81 107.47 97.41 97.89 97.65
Tangail 106.34 107.57 106.95 97.55 97.60 97.57
Gazipur 106.53 106.48 106.51 97.14 97.71 97.42
Narsingdi 103.06 104.96 104.00 94.15 94.19 94.17
Manikganj 105.18 107.83 106.42 98.03 98.35 98.18
Dhaka 105.63 106.19 105.91 97.50 97.91 97.70
Narayanganj 106.15 105.78 105.98 97.38 96.74 97.08
Munshiganj 105.60 104.76 105.18 97.54 97.34 97.44
Rajbari 103.93 107.43 105.55 97.47 98.52 97.96
Faridpur 105.63 107.75 106.72 98.39 98.95 98.68
Madaripur 101.89 104.03 102.85 97.34 96.89 97.14
Shariatpur 105.87 107.03 106.45 97.59 97.18 97.38
Gopalganj 105.93 107.19 106.55 99.83 99.74 99.79
Brahmanbaria 103.12 105.37 104.18 97.50 97.53 97.52
Cumilla 105.14 104.78 104.96 97.51 97.27 97.39
Chandpur 106.65 106.88 106.76 97.27 97.44 97.35
Lakshmipur 103.96 106.50 105.25 98.05 98.51 98.28
Noakhali 106.91 105.48 106.21 97.65 96.82 97.25
Feni 106.23 107.08 106.65 97.41 97.78 97.60
Chattogram 106.84 106.39 106.62 97.59 97.52 97.56
Cox's Bazar 106.37 106.93 106.65 97.14 97.03 97.09
Khagrachhari 105.06 106.06 105.55 96.28 95.43 95.86
Rangamati 104.75 107.34 106.04 95.95 96.86 96.40
Bandarban 109.34 110.73 110.00 96.86 96.86 96.86
Barishal 103.98 106.09 105.00 97.79 97.71 97.75
Pirojpur 106.37 111.51 108.90 97.25 96.77 97.01
Jhalokati 101.69 102.08 101.88 97.92 97.71 97.82
Barguna 102.85 103.86 103.34 97.17 97.22 97.19
Patuakhali 101.08 103.36 102.17 97.35 97.98 97.65
Bhola 104.45 106.52 105.49 97.54 96.77 97.15
Sunamganj 107.07 108.57 107.82 97.54 97.24 97.39
Sylhet 107.44 106.97 107.21 97.27 96.90 97.09
Habiganj 106.63 107.61 107.12 97.65 96.39 97.02
Maulvibazar 106.45 106.46 106.45 97.07 96.88 96.98
Panchagarh 106.42 105.66 106.03 97.65 97.43 97.54
Thakurgaon 102.20 102.08 102.14 97.20 97.25 97.22
131 APSC-2021
Dinajpur 103.15 103.25 103.20 97.98 97.36 97.68
Nilphamari 103.64 103.79 103.72 98.01 97.67 97.83
Rangpur 105.93 106.95 106.43 97.70 97.71 97.70
Lalmonirhat 107.46 108.19 107.84 97.36 97.02 97.19
Kurigram 107.88 108.76 108.30 97.15 96.88 97.02
Gaibandha 105.84 106.72 106.27 97.28 96.89 97.09
Jamalpur 103.58 104.48 104.05 97.27 97.44 97.36
Sherpur 103.27 105.37 104.20 97.50 96.65 97.13
Mymensingh 103.62 105.46 104.53 97.66 98.02 97.84
Netrakona 102.22 104.41 103.33 97.46 98.44 97.96
GT 105.32 106.14 105.72 97.39 97.44 97.42
Table 4.19: Trend of GER and NER
GER (%) NER (%)

Year
2010 103.2 112.4 107.7 92.2 97.6 94.8
2011 97.5 105.6 101.5 92.7 97.3 94.9
2012 101.3 107.6 104.4 95.4 98.1 96.7
2013 106.8 110.5 108.6 96.2 98.4 97.3
2014 104.6 112.3 108.4 96.6 98.8 97.7
2015 105 113.4 109.2 97.1 98.8 97.9
2016 109.3 115 112.1 97 98.8 98
2017 108.1 115.4 111.7 97.7 98.3 98
2018 110.3 118.3 114.2 97.6 98.2 97.9
2019 106.2 113.2 109.5 97.7 98 97.7
2020 100.1 108.9 104.9 97.4 98.3 97.8
2021 105.32 106.14 105.72 97.39 97.44 97.42
Figure 4. 5 Net Enrolment Rate (NER) by Gender 2018-2021
132 APSC-2021
Figure 4. 6 Gross Enrolment Rate (GER) by Gender 2018-2021
Figure 4. 7 Yearly Trend Analysis of Net Enrolment Rate (NER) 2010-2021

133 APSC-2021
Figure 4. 8 Yearly Trend Analysis of Gross Enroment Rate (GER) 2010-2021
134 APSC-2021
CHAPTER FIVE:
INCLUSIVE EDUCATION
1 Enrolment of Special Need Children in Pre primary

2 Enrolment of Special Need Children in all Type of Schools by Grade 78- 80
3 Number of Single Shift Schools by Division and Type of schools 2021
135 APSC-2021
5. CHAPTER FIVE: INCLUSIVE EDUCATION
5.1 Introduction
As part of the commitment to monitor the progress in inclusive education, the school census collects data
on enrolment of children with special needs. There are six types ‘mild and moderate disabilities included
into the APSC questionnaire such as Physically Handicapped, Poor Eyesight, Short of Hearing, Problem in
Speech, Intellectual/ Mental retarded and Autistics. The APSC accordingly collects information from all type
of schools. The following tables present the information on special need children.
As part of the commitment to monitor the progress in inclusive education, the school census collects data
on enrolment of children with special needs. There are six types ‘mild and moderate disabilities included
into the APSC questionnaire such as Physically Handicapped, Poor Eyesight, Short of Hearing, Problem in
Speech, Intellectual/ Mental retarded and Autistics. The APSC accordingly collects information from all type
of schools. The following tables present the information on special need children.
Table 5. 1: Enrolment of Special Need Children in Pre primary Class
Types Baby Boys Baby Girls Total

Physical Handicap 4,355 3,034 7,389
Poor Eyesight 1,221 1,037 2,258
Short of Hearing 726 688 1,414
Problem in Speech 2,576 2,027 4,603
Intellectual/ Mental 3,360 2,574 5,934
Autistics 1,182 813 1,995
Others 837 745 1,582
Total 14,257 10,918 25,175
Table 5. 2: Enrolment of Special Need Children in all Type of Schools by Grade
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Total

Types Girl Boy Girl Boy Girl
Boys Girls Boys Girls Boys Boys Girls All
s s s s s
Physical 3,95 3,59 3,37 3,34 3,32 3,00 3,20 3,84 2,88 16,9 16,6 33,6
3,734
Handicap 2 6 5 2 2 0 3 8 1 50 52 02
Poor 1,20 1,18 1,00 1,18 1,17 1,07 5,53 4,82 10,3
1,072 904 812 791
Eyesight 3 9 6 9 2 9 9 9 68
Short of 931.46 1,00 1,06 3,56 3,74 7,30
810 656 568 600 628 493 568
Hearing 55 9 6 0 5 5
Problem 1,96 1,78 1,52 1,69 1,47 1,47 1,30 7,82 6,80 14,6
1,573 932 974
in Speech 4 9 0 9 9 0 5 9 9 38
Intellectu
3,30 2,89 2,42 2,69 2,25 2,12 1,87 1,20 1,28 12,2 10,9 23,2
al/ 3,052
1 9 8 2 8 3 2 3 5 57 83 40
Mental
768.38 2,85 2,35 5,20
Autistics 856 718 536 587 495 446 307 234 251
4 7 2 9
136 APSC-2021
652.32 2,44 2,42 4,86
Others 717 560 548 490 674 411 311 290 293
6 0 1 1
12,8 11,7 10,4 10,6 9,9 9,1 8,5 7,8 7,0 52,1 47,8 99,9
Total 11,782
03 60 79 55 68 29 30 12 43 59 02 61
5.2 Single Shift Schools
The purpose of single shift school is to increase the contact hours for teaching and learning and interaction
between the teachers and the students. To increase the number of single shift schools and thus to rise the
contact hours between teachers and students was one of the PSQLs of PEDPII and PEDP4.
Table 5.3 : Number of Single Shift Schools by Division and Type of schools 2021
Division GPS Other Types School All Type

Barisal 979 1764 2,743
Chittagong 1,492 6,585 8,077
Dhaka 1,462 7,989 9,451
Khulna 1,356 4,127 5,483
Mymensingh 457 3378 3,835
Rajshahi 2,179 6,201 8,380
Rangpur 1,445 5,216 6,661
Sylhet 362 4722 5,084
Total 9,732 39,982 49,714
137 APSC-2021
CHAPTER SIX:
Internal Efficiency
Page
Sl Particulars
Range
1 Repeaters in Government Primary School (GPS)-2021
2 Repetition Rate by Grade 2021
3 Year wise Repetition Rate 2010-2021
4 Cycle Dropout Rate by Grade 2019-2021
5 Trend of Cycle Dropout Rate 2010-2021
6 Gender wise Trend of Cycle Drop Out Rate 2010, 2016-2021
81 - 88
7 Year and Gender wise Survival Rate 2010-2021
8 Coefficient of Efficiency by Year and Gender 2010-2021
9 Trend of Years Input per Graduate by Year and Gender 2010-2021
10 Results of Primary Education Completion Examination [PECE], 2009-2021
11 Ebtedayee Education Completion Examination Results 2009 – 2021
12 Year and Gender wise PECE and EECE Participation and Pass Rate 2010 – 2021
138 APSC-2021
6. CHAPTER SIX: INTERNAL EFFICIENCY
6.1 Introduction
Internal efficiency shows overall efficiency of education system in Bangladesh. It includes the best uses of
resources and produces results in terms of children’s continuation and completion of primary education
cycle. The most efficient system would be one in which all children who enrolled and progressed through
the cycle. In other words, there would be no repetition and no dropout because of efficient use of teachers,
classrooms and other resources.
The indicators namely Repetition Rate, Dropout Rate, Coefficient of Efficiency, Survival Rate, Years Input
per Graduate and Average Student Absenteeism has been considered for measuring internal efficiency of
primary education.
Primary education internal efficiency indicators in Bangladesh are important because they show whether
the system is converting inputs (budgets) into outputs (graduate students) in an efficient manner. Internal
efficiency is calculated using the reconstructed cohort approach.
6.2 Repeaters in Primary Education
Table 6. 1: Repeaters in Government Primary School (GPS)-2021
Grade Boys Girls Total

Gr.I 8852 8903 17755
Gr.II 9839 9844 19683
Gr.III 9457 9515 18972
Gr.IV 14456 16489 30945
Gr.V 9787 7062 16849
Total 52391 51813 104204
Table 6.2: Repetition Rate by Grade 2021
Grade 2021
Grade I 0.67%
Grade II 0.82%
Grade III 0.83%
Grade IV 1.12%
Grade V 0.81%
All Grade 0.85%
139 APSC-2021
Figure 6. 1: Trend of Repetition Rate 2010-2021
Table 6. 3: Year wise Repetition Rate 2010-2021
Year All (%)

2010 12.6
2011 11.1
2012 7.3
2013 6.9
2014 6.4
2015 6.2
2016 6.1
2017 5.6
2018 5.4
2019 5.1
2020 5.1
2021 0.85
Table 6.4: Cycle Dropout Rate by Grade 2019-2021
Grade 2019 2020 2021

Grade 1 1.4% 1.0% 2.59%
Grade 2 2.7% 1.5% 2.70%
Grade 3 3.2% 4.9% 2.89%
Grade 4 7.4% 7.6% 3.92%
Grade 5 3.5% 2.2% 2.59%
All 17.9% 17.2% 14.15%
140 APSC-2021
Figure 6. 2: Dropout Rate by Grade -2021
Table 6. 5: Trend of Cycle Dropout Rate 2010-2021
Year Cycle Dropout Rate (%)

2010 39.8
2011 29.7
2012 26.2
2013 21.4
2014 20.9
2015 20.4
2016 19.2
2017 18.8
2018 18.6
2019 17.9
2020 17.2
2021 14.15
Figure 6. 2: Trend of Cycle Dropout Rate 2010-2021 (Graph)
141 APSC-2021
Table 6.6: Gender wise Trend of Cycle Drop Out Rate 2010, 2016-2021
Year Boys Girls All %

2010 40.30 39.30 39.8
2016 22.30 16.10 19.2
2017 21.70 15.90 18.8
2018 21.44 15.69 18.6
2019 19.20 15.70 17.9
2020 18.90 15.50 17.2
2021 15.05 13.25 14.15
6.3 Survival Rate:
Table 6. 7: Year and Gender wise Survival Rate 2010-2021
Year Boys Girls All

2010 65.9 68.6 67.3
2011 77 82.1 79.6
2012 73.5 77 75.3
2013 77.7 83.3 80.5
2014 77.6 84.4 81
2015 77.9 84.7 81.3
2016 78.6 85.4 82.1
2017 81.3 85.4 83.3
2018 80.93 87.73 83.52
2019 84.1 86.1 85.2
2020 83.3 85.9 84.7
2021 85.25 87.1 86.20
Figure 6. 3: Trend of Survival Rate by Year : 2010-2021
142 APSC-2021
6.4 Coeffcient of Efficiency:
Table 6. 8: Coefficient of Efficiency by Year and Gender 2010-2021
Year Boys Girls All

2010 62.8 61.8 62.3
2011 67.7 70.5 69.1
2012 75.6 79.2 77.4
2013 77.3 82 79.7
2014 77.3 82.7 80.0
2015 77.8 82.3 80.1
2016 78.7 83 80.9
2017 80.2 83.4 81.8
2018 80.81 83.62 82.21
2019 81.9 83.1 82.6
2020 81.1 84.8 83.2
2021 84.20 86.5 85.35
Figure 6. 4: Trend of Coefficient of Efficiency:
143 APSC-2021
6.4 Years Input per Graduate
Table 6.9: Trend of Years Input per Graduate by Year and Gender 2010-2021
Year Boys Girls All

2010 8 8.1 8.1
2011 7.4 7.1 7.3
2012 6.6 6.3 6.5
2013 6.5 6.1 6.3
2014 6.5 6 6.2
2015 6.4 6.1 6.2
2016 6.3 6 6.18
2017 6.23 5.99 6.1
2018 6.19 5.98 6.08
2019 6.1 5.95 6.05
2020 6.1 5.9 6.0
2021 5.90 5.55 5.70
Figure 6. 5: Trend of Year Input per Graduate 2010-2021
Table 6. 10: Results of Primary Education Completion Examination [PECE], 2009-2021
Yea No. of Descriptive Roll (DR) Appeared in the Exam Passed in the Exam
144 APSC-2021
r Inst. Boy Girl Total Boy Girl Total Boy Girl Total
200 81,38 1,072,3 1,979,8 1,823,4 1,620,0
907,570 830,880 992,585 751,466 868,588
9 9 25 95 65 54
201 97,34 1,161,8 1,326,4 2,488,3 1,016,3 1,188,8 2,205,1 1,079,2 2,013,9
934,699
0 4 75 54 29 94 03 97 67 66
201 99,35 1,216,8 1,420,8 2,637,6 1,126,3 1,331,5 2,457,9 1,091,7 1,282,5 2,374,3
1 1 46 35 81 57 61 18 19 84 03
201 103,9 1,363,8 1,607,8 2,971,6 1,255,6 1,501,8 2,757,4 1,219,1 1,451,6 2,670,8
2 30 15 57 72 52 40 92 63 72 35
201 98,96 1,376,2 1,584,9 2,961,2 1,289,2 1,503,7 2,793,0 1,268,2 1,477,3 2,745,6
3 0 53 84 37 66 48 14 21 96 14
201 101,3 1,438,5 1,656,7 3,095,3 1,360,8 1,588,8 2,949,7 1,329,5 1,553,7 2,883,3
4 22 96 25 21 56 99 55 89 67 56
201 99,22 1,355,2 1,595,4 2,950,7 1,297,2 1,541,9 2,839,2 1,277,1 1,520,1 2,797,2
5 1 96 68 64 65 73 38 46 28 74
201 101,1 1,344,8 1,589,2 2,934,0 1,290,2 1,540,4 2,830,7 1,270,2 1,518,2 2,788,4
6 50 55 32 87 95 39 34 22 10 32
201 98,65 1,298,7 1,507,3 2,806,0 1,239,1 1,457,0 2,696,2 117633 1,389,9 2,566,2
7 1 78 18 96 81 35 16 0 41 71
1,211,6 1,441,2 2,652,8 1,181,0 1,407,8 2,588,9
201 103,9 1,277,8 1,498,9 2,776,8 00 96 96 19 85 04
8 48 96 86 82 - - (95.54 - - -
45.67% 54.33% %) 45.62% 54.38% 97.59%
1,178,1 1,376,9 1,124,2 1,329,9 2,454,1
1,072,1 1,271,5 2,343,7
201 98,81 46 18 2,555,0 25 26 51
54 89 43
9 1 (46.11 (53.89 64 (95.42 (96.59 (96.05
(95.4%) (95.6%) (95.5%)
%) %) %) %) %)
202
NA NA NA NA NA NA
0
202
NA NA NA NA NA NA
1
NB: PECE and EECE Exam not held in 2020 & 2021
Table 6.11: Ebtedayee Education Completion Examination Results 2009 – 2021
No. of Descriptive Roll (DR) Appeared in the Exam Passed in the Exam
Year
Inst. Boy Girl Total Boy Girl Total Boy Girl Total
2010 11,453 154,809 176,799 331,608 122,025 142,841 264,866 105,168 117,147 222,315
2011 11,519 150,018 171,142 321,160 125,600 146,571 272,171 116,190 132,244 248,434
2012 11,602 157,121 172,648 329,769 129,818 146,555 276,373 121,090 134,404 255,494
2013 11,771 160,921 161,271 322,192 134,458 139,521 273,979 129,320 133,152 262,472
2014 11,410 157,378 148,680 306,058 133,920 132,054 265,974 128,713 126,560 255,273
2015 11,549 160,643 145,553 306,196 135,058 129,076 264,134 128,425 122,841 251,266
2016 12,060 157,589 143,082 300,671 130,873 126,627 257,500 125,160 121,658 246,818
2017 13,355 154,440 139,941 294,381 129,703 124,696 254,399 119,944 116,500 236,444
274,907 268,557
167,957 151,431 140,525 134,382 136,988 131,569
2018 15,343 319,388 - -
(52.59%) (47.41%) (51.12%) (49.18%) (51.01%) (48.99%)
86.07% 97.69%
304,178 291,875
187,390 164,686 157,936 146,242 150,835 141,040
2019 15,919 352,076 - -
(53.22%) (46.78%) (84.3%) (88.8%) (95.5%) (96.44%)
86.40% 95.96%
145 APSC-2021
2020 NA NA NA NA NA NA
2021 NA NA NA NA NA NA
Table 6.12: Year and Gender wise PECE and EECE Participation and Pass Rate 2010 – 2021
PECE EECE
Year PECE Participation EECE Participation
Pass Rate (%) EECE Pass Rate (%)
Rate (%) Rate (%)
All Boys Girls All Boys Girls All Boys Girls All Boys Girls
2010 92.34 92.75 91.98 87.7 88.7 86.6 83.9 86.2 82 79.9 78.8 80.8
2011 97.26 97.5 97.1 84.8 83.7 85.6 91.28 92.5 90.2 84.7 83.7 85.6
2012 97.35 97.5 97.2 83.8 82.6 84.9 92.45 93.28 91.7 83.8 82.6 84.9
2013 98.58 98.6 98.5 95.4 95 95.8 95.8 96.2 95.4 85 83.6 86.5
2014 97.92 97.74 97.97 95.3 94.6 95.9 95.98 96.1 95.84 86.9 85.1 88.8
2015 98.5 98.4 98.6 96.2 95.8 96.6 95.13 95.09 95.17 86.26 85.09 88.82
2016 98.51 98.44 98.56 96.48 95.94 96.93 95.85 95.63 96.08 85.64 83.05 88.5
2017 95.18 94.93 95.4 96.08 95.41 96.66 92.94 92.48 93.43 86.42 83.98 89.11
2018 97.59 97.48 97.68 95.54 94.81 96.15 97.69 97.48 97.91 86.07 83.67 88.74
2019 95.4 95.6 95.5 95.42 96.59 96 95.5 96.44 95.96 84.3 88.8 86.4
2020 NA NA NA NA NA NA NA NA NA NA NA NA
2021 NA NA NA NA NA NA NA NA NA NA NA NA
Chapter SEVEN:
Teachers Information

1 Number of Teachers in GPS by Division and Gender 2021 89 - 96
2 Number of Teachers in All Types by Division and Gender 2021
3 Number of All GPS by District and Gender 2021
4 Number of All Teacher by District and Gender 2021
146 APSC-2021
5 Student-Teacher Ratio (STR) by Year and Type of Schools 2010-2021
6 C-in-Ed Trained Teachers by Gender and Division in GPS 2021
7 C-in-Ed Trained Teachers by Gender and District in GPS 2021
147 APSC-2021
7. CHAPTER SEVEN: TEACHERS INFORMATION
7.1 Introduction
The Primary School Teachers are key persons to provide and ensure quality Primary Education in the
classrooms of Bangladesh. In this chapter, teachers’ information has been presented in the following tables:
• Division and Gender wise numbers of GPS Teachers.

• District and Gender wise numbers of Teachers.
• Student Teacher Ratio by type of schools.
• Year wise Student Teacher Ratio, 2010 – 2021.
• Division and Gender wise number of C-in-Ed trained Teachers.
• District and Gender wise number of DPED trained teachers.
Table 7. 1: Number of Teachers in GPS by Division and Gender 2021
All Government School (GPS+NNPS+EXp+ 1500 school)

Division
Male Female Total % Female
BARISAL 11640 19958 31598 63.16
CHITTAGONG 23347 44469 67816 65.57
DHAKA 19341 43949 63290 69.44
DHAKA 9634 18987 28621 66.34
KHULNA 17230 27165 44395 61.19
RAJSHAHI 18949 29257 48206 60.69
RANGPUR 19628 29259 48887 59.85
SYLHET 8040 18242 26282 69.41
Total 127809 231286 359095 64.41
Table 7. 2: Number of Teachers in All Types by Division and Gender 2021
All Types
Division
BARISAL 15834 24547 40381 60.79
CHITTAGONG 50475 79031 129506 61.02
DHAKA 51713 96741 148454 65.17
DHAKA 20927 34973 55900 62.56
KHULNA 28107 40467 68574 59.01
RAJSHAHI 35552 49171 84723 58.04
RANGPUR 36840 49958 86798 57.56
SYLHET 14558 28299 42857 66.03
Total 254006 403187 657193 61.35
148 APSC-2021
Table 7. 3: Number of All GPS by District and Gender 2021
GPS Only (Code : 01, 04, 26 99)

Division District
BARISAL BARGUNA 1390 2122 3512 60.42
BARISAL BARISAL 2824 5782 8606 67.19
BARISAL BHOLA 2468 3030 5498 55.11
BARISAL JHALOKATHI 982 2005 2987 67.12
BARISAL PATUAKHALI 2271 3768 6039 62.39
BARISAL PIROJPUR 1705 3251 4956 65.60
CHITTAGONG BANDARBAN 1107 851 1958 43.46
CHITTAGONG BRAHMONBARIA 1920 4566 6486 70.40
CHITTAGONG CHANDPUR 2344 4829 7173 67.32
CHITTAGONG CHITTAGONG 4157 10174 14331 70.99
CHITTAGONG COMILLA 4078 9183 13261 69.25
CHITTAGONG COX'S BAZAR 1603 2429 4032 60.24
CHITTAGONG FENI 1104 2193 3297 66.52
CHITTAGONG KHAGRACHHARI 1308 1500 2808 53.42
CHITTAGONG LUXMIPUR 1519 2717 4236 64.14
CHITTAGONG NOAKHALI 2617 4387 7004 62.64
CHITTAGONG RANGAMATI 1590 1640 3230 50.77

DHAKA DHAKA 1586 5674 7260 78.15
DHAKA FARIDPUR 1615 3240 4855 66.74
DHAKA GAZIPUR 1360 3426 4786 71.58
DHAKA GOPALGONJ 1520 2785 4305 64.69
DHAKA JAMALPUR 2045 4132 6177 66.89
DHAKA KISHORGONJ 2392 4879 7271 67.10
DHAKA MADARIPUR 1292 2420 3712 65.19
DHAKA MANIKGONJ 1318 2496 3814 65.44
DHAKA MUNSHIGONJ 996 2650 3646 72.68
DHAKA MYMENSINGH 3929 7922 11851 66.85
DHAKA NARAYANGONJ 845 2660 3505 75.89

DHAKA NARSINGDI 1218 3631 4849 74.88
DHAKA NETROKONA 2383 4349 6732 64.60
DHAKA RAJBARI 980 1671 2651 63.03
DHAKA SHARIATPUR 1189 2447 3636 67.30
DHAKA SHERPUR 1277 2584 3861 66.93
149 APSC-2021
DHAKA TANGAIL 3030 5970 9000 66.33
KHULNA BAGERHAT 1976 3624 5600 64.71
KHULNA CHUADANGA 987 1701 2688 63.28
KHULNA JESSORE 2892 4503 7395 60.89
KHULNA JHENAIDAH 1927 2887 4814 59.97
KHULNA KHULNA 2434 3826 6260 61.12
KHULNA KUSHTIA 1630 2838 4468 63.52
KHULNA MAGURA 1050 1594 2644 60.29
KHULNA MEHERPUR 705 1103 1808 61.01
KHULNA NARAIL 928 1624 2552 63.64
KHULNA SATKHIRA 2701 3465 6166 56.20
RAJSHAHI BOGRA 3298 5644 8942 63.12
RAJSHAHI JAIPURHAT 781 1308 2089 62.61
RAJSHAHI NAOGAON 3115 4205 7320 57.45
RAJSHAHI NATORE 1537 2635 4172 63.16
RAJSHAHI NAWABGONJ 1630 2186 3816 57.29

RAJSHAHI PABNA 2798 4010 6808 58.90
RAJSHAHI RAJSHAHI 2116 3827 5943 64.40
RAJSHAHI SIRAJGONJ 3674 5442 9116 59.70
RANGPUR DINAJPUR 3983 5280 9263 57.00
RANGPUR GAIBANDHA 2834 4601 7435 61.88
RANGPUR KURIGRAM 2925 3848 6773 56.81
RANGPUR LALMONIRHAT 1437 2575 4012 64.18

RANGPUR NILPHAMARI 2343 3275 5618 58.29
RANGPUR PANCHAGARH 1327 2030 3357 60.47

RANGPUR RANGPUR 2884 4633 7517 61.63
RANGPUR THAKURGAON 1895 3017 4912 61.42

SYLHET HOBIGONJ 1713 3870 5583 69.32
SYLHET MOULVIBAZAR 1653 3867 5520 70.05
SYLHET SUNAMGONJ 2506 4609 7115 64.78

SYLHET SYLHET 2168 5896 8064 73.12
Total 127809 231286 359095 64.41
Table 7.7: Number of All Teacher by District and Gender 2021
All Types of School

Division District
BARISAL BARGUNA 1631 2536 4167 60.86
BARISAL BARISAL 3861 7262 11123 65.29
BARISAL BHOLA 2974 3528 6502 54.26
BARISAL JHALOKATHI 1129 2354 3483 67.59
BARISAL PATUAKHALI 3813 4813 8626 55.80
BARISAL PIROJPUR 2426 4054 6480 62.56
150 APSC-2021
CHITTAGONG BANDARBAN 1451 1102 2553 43.16
CHITTAGONG BRAHMONBARIA 4116 9957 14073 70.75
CHITTAGONG CHANDPUR 4494 7103 11597 61.25
CHITTAGONG CHITTAGONG 10997 21210 32207 65.86
CHITTAGONG COMILLA 10964 17811 28775 61.90
CHITTAGONG COX'S BAZAR 3577 3776 7353 51.35
CHITTAGONG FENI 2936 3529 6465 54.59
CHITTAGONG KHAGRACHHARI 2041 2134 4175 51.11
CHITTAGONG LUXMIPUR 2904 3741 6645 56.30
CHITTAGONG NOAKHALI 4939 6554 11493 57.03
CHITTAGONG RANGAMATI 2056 2114 4170 50.70
DHAKA DHAKA 11754 20642 32396 63.72
DHAKA FARIDPUR 2626 5737 8363 68.60
DHAKA GAZIPUR 8611 13166 21777 60.46
DHAKA GOPALGONJ 2220 3679 5899 62.37
DHAKA JAMALPUR 5361 8062 13423 60.06
DHAKA KISHORGONJ 3934 9201 13135 70.05
DHAKA MADARIPUR 1670 3050 4720 64.62
DHAKA MANIKGONJ 2162 3964 6126 64.71
DHAKA MUNSHIGONJ 2027 4121 6148 67.03
DHAKA MYMENSINGH 8754 14883 23637 62.96
DHAKA NARAYANGONJ 3545 8416 11961 70.36
DHAKA NARSINGDI 3525 8008 11533 69.44
DHAKA NETROKONA 3778 7237 11015 65.70
DHAKA RAJBARI 1550 3104 4654 66.70
DHAKA SHARIATPUR 1725 3281 5006 65.54
DHAKA SHERPUR 3034 4791 7825 61.23
DHAKA TANGAIL 6364 10372 16736 61.97
KHULNA BAGERHAT 2660 4449 7109 62.58
KHULNA CHUADANGA 1553 2623 4176 62.81
KHULNA JESSORE 5681 6981 12662 55.13
KHULNA JHENAIDAH 3059 4593 7652 60.02
KHULNA KHULNA 3852 6023 9875 60.99
KHULNA KUSHTIA 2942 5094 8036 63.39
KHULNA MAGURA 1485 2277 3762 60.53
KHULNA MEHERPUR 1235 1882 3117 60.38
KHULNA NARAIL 1256 2081 3337 62.36
KHULNA SATKHIRA 4384 4464 8848 50.45
RAJSHAHI BOGRA 7235 9874 17109 57.71
RAJSHAHI JAIPURHAT 1818 2260 4078 55.42
RAJSHAHI NAOGAON 5534 6119 11653 52.51
RAJSHAHI NATORE 2917 4662 7579 61.51
RAJSHAHI NAWABGONJ 2713 3344 6057 55.21
RAJSHAHI PABNA 4734 7412 12146 61.02
RAJSHAHI RAJSHAHI 3883 6823 10706 63.73
RAJSHAHI SIRAJGONJ 6718 8677 15395 56.36
RANGPUR DINAJPUR 7151 9112 16263 56.03
RANGPUR GAIBANDHA 6603 8359 14962 55.87
RANGPUR KURIGRAM 4620 5767 10387 55.52
151 APSC-2021
RANGPUR LALMONIRHAT 2661 4194 6855 61.18
RANGPUR NILPHAMARI 4653 6263 10916 57.37
RANGPUR PANCHAGARH 2176 3077 5253 58.58
RANGPUR RANGPUR 5737 8286 14023 59.09
RANGPUR THAKURGAON 3239 4900 8139 60.20
SYLHET HOBIGONJ 2744 6163 8907 69.19
SYLHET MOULVIBAZAR 3177 6026 9203 65.48
SYLHET SUNAMGONJ 3261 6219 9480 65.60
SYLHET SYLHET 5376 9891 15267 64.79
Total 254006 403187 657193 61.35
7.2 Student -Teacher Ratio (STR)
Table 7. 2 : Student-Teacher Ratio (STR) by Year and Type of Schools 2010-2021

Year GPS
2010 46
2011 53
2012 50
2013 49
2014 46
2015 42
2016 38
2017 37
2018 37
2019 35
2020 34
2021 35.37
Figure 7.1: GPS Teachers with Trained :
7.3 Professional Qualification of Teacher (C –in-Ed)
Primary Schools teachers are supposed to have one-year “Certificate-in-Education (C-in-Ed)” training which
prepares them in pedagogical discipline. For various reasons, a large number of teachers are working in
schools without receiving this training.
Table 7. 3 : C-in-Ed Trained Teachers by Gender and Division in GPS 2021
Division GPS
152 APSC-2021
Male Female Total %Female
Barisal 8,467 13,695 22,162 61.79
Chittagong 15,537 28,044 43,581 64.35
Dhaka 12,341 27,813 40,154 69.27
Khulna 12,860 19,428 32,288 60.17
Mymensingh 6,337 10,435 16,772 62.22
Rajshahi 13,543 19,710 33,253 59.27
Rangpur 14,257 19,430 33,687 57.68
Sylhet 5,075 10,653 15,728 67.73
Total 88,417 149,208 237,625 62.79
Table 7. 4: C-in-Ed Trained Teachers by Gender and District in GPS 2021
GPS
Division District
Male Female Total %Female
Barguna 1065 1751 2816 62.18
Barisal 1814 3571 5385 66.31
Bhola 1957 2157 4114 52.43
Barisal
Jhalokathi 722 1378 2100 65.62
Patuakhali 1681 2551 4232 60.28
Pirojpur 1228 2287 3515 65.06
Bandarban 667 431 1098 39.25
Brahmonbaria 1307 3067 4374 70.12
Chandpur 1679 3289 4968 66.20
Chittagong 2583 6527 9110 71.65
Comilla 2451 4779 7230 66.10
Chittagong Cox's Bazar 1100 1415 2515 56.26
Feni 718 1419 2137 66.40
Khagrachhari 951 1066 2017 52.85
Luxmipur 1192 2030 3222 63.00
Noakhali 1850 3089 4939 62.54
Rangamati 1039 932 1971 47.29
Dhaka 1022 3832 4854 78.95
Faridpur 1073 2204 3277 67.26
Gazipur 809 2118 2927 72.36
Gopalgonj 873 1714 2587 66.25
Kishorgonj 1620 2949 4569 64.54
Madaripur 822 1446 2268 63.76
Dhaka Manikgonj 865 1680 2545 66.01
Munshigonj 580 1599 2179 73.38
Narayangonj 567 1769 2336 75.73
Narsingdi 818 2358 3176 74.24
Rajbari 714 1264 1978 63.90
Shariatpur 672 1324 1996 66.33
Tangail 1906 3556 5462 65.10
Bagerhat 1422 2332 3754 62.12
Khulna Chuadanga 808 1242 2050 60.59
Jessore 2010 3029 5039 60.11
153 APSC-2021
Jhenaidah 1609 2199 3808 57.75
Khulna 1819 2919 4738 61.61
Kushtia 1339 2192 3531 62.08
Magura 726 1104 1830 60.33
Meherpur 560 836 1396 59.89
Narail 665 1118 1783 62.70
Satkhira 1902 2457 4359 56.37
Jamalpur 1451 2365 3816 61.98
Mymensingh 2322 3963 6285 63.05
Mymensingh
Netrokona 1740 2782 4522 61.52
Sherpur 824 1325 2149 61.66
Bogra 2366 3856 6222 61.97
Jaipurhat 471 843 1314 64.16
Naogaon 2262 2803 5065 55.34
Natore 1123 1892 3015 62.75
Rajshahi
Nawabgonj 1291 1553 2844 54.61
Pabna 1890 2646 4536 58.33
Rajshahi 1602 2602 4204 61.89
Sirajgonj 2538 3515 6053 58.07
Dinajpur 2900 3645 6545 55.69
Gaibandha 1903 2992 4895 61.12
Kurigram 2235 2710 4945 54.80
Lalmonirhat 941 1530 2471 61.92
Rangpur
Nilphamari 1644 2036 3680 55.33
Panchagarh 1002 1336 2338 57.14
Rangpur 2193 3112 5305 58.66
Thakurgaon 1439 2069 3508 58.98
Hobigonj 1172 2395 3567 67.14
Moulvibazar 1125 2656 3781 70.25
Sylhet
Sunamgonj 1624 2540 4164 61.00
Sylhet 1154 3062 4216 72.63
Total 88417 149208 237625 62.79
Chapter Eight
154 APSC-2021
Infrastructure Facilities
Page
Sl Particulars
Range
1 Number of Separate PPE Classrooms-2021
2 Number of School Recieved WASH Block Constructed by District as of June 2021
3 Number of School Received SLIP Grant June 2021
4 Number of School Having Bank Account-2021
5 Number of School Reciceved Pre-Primary Decorated Room-2021
97- 112
6 Number of School Exist District Wise Boundary Wall-2021
7 Number of School Exists Shahid (Myrter) Minar-2021
8 Number of School Exists Play Field -2021
9 Number of School Reciceved Pre-Primary Decorated Room-2021
10 Number of Schools Having Electricity Connections-2021
155 APSC-2021
8. CHAPTER EIGHT: INFRASTRUCTURE FACILITIES
Infrastructure Table Considered only all Types of GPS Schools
Table 8. 1: Number of Separate PPE Classrooms-2021
Division District PPE_Room_GPS

BARISAL BARGUNA 260
BARISAL BARISAL 645
BARISAL BHOLA 353
BARISAL JHALOKATHI 227
BARISAL PATUAKHALI 491
BARISAL PIROJPUR 288
CHITTAGONG BANDARBAN 137
CHITTAGONG BRAHMONBARIA 483
CHITTAGONG CHANDPUR 582
CHITTAGONG CHITTAGONG 1100
CHITTAGONG COMILLA 1077
CHITTAGONG COX'S BAZAR 268
CHITTAGONG FENI 276
CHITTAGONG KHAGRACHHARI 184
CHITTAGONG LUXMIPUR 320
CHITTAGONG NOAKHALI 640
CHITTAGONG RANGAMATI 149
DHAKA DHAKA 457
DHAKA FARIDPUR 438
DHAKA GAZIPUR 311
DHAKA GOPALGONJ 391
DHAKA KISHORGONJ 487
DHAKA MADARIPUR 207
DHAKA MANIKGONJ 241
DHAKA MUNSHIGONJ 247
DHAKA NARAYANGONJ 239
DHAKA NARSINGDI 356
DHAKA RAJBARI 221
DHAKA SHARIATPUR 300
DHAKA TANGAIL 747
DHAKA JAMALPUR 440
DHAKA MYMENSINGH 792
DHAKA NETROKONA 313
DHAKA SHERPUR 204
KHULNA BAGERHAT 419
KHULNA CHUADANGA 234
KHULNA JESSORE 498
KHULNA JHENAIDAH 291
KHULNA KHULNA 363
KHULNA KUSHTIA 399
KHULNA MAGURA 160
KHULNA MEHERPUR 104
156 APSC-2021
KHULNA NARAIL 198
KHULNA SATKHIRA 359
RAJSHAHI BOGRA 625
RAJSHAHI JAIPURHAT 173
RAJSHAHI NAOGAON 510
RAJSHAHI NATORE 257
RAJSHAHI NAWABGONJ 202
RAJSHAHI PABNA 394
RAJSHAHI RAJSHAHI 419
RAJSHAHI SIRAJGONJ 640
RANGPUR DINAJPUR 637
RANGPUR GAIBANDHA 363
RANGPUR KURIGRAM 329
RANGPUR LALMONIRHAT 296
RANGPUR NILPHAMARI 277
RANGPUR PANCHAGARH 226
RANGPUR RANGPUR 424
RANGPUR THAKURGAON 305
SYLHET HOBIGONJ 302
SYLHET MOULVIBAZAR 380
SYLHET SUNAMGONJ 404
SYLHET SYLHET 648
Total 24707
Table 8. 2: Number of School Recieved WASH Block Constructed by District as of June 2021
Division District Washblock_GPS

BARISAL BARGUNA 123
BARISAL BARISAL 346
BARISAL BHOLA 334
CHITTAGONG FENI 154
DHAKA DHAKA 359
DHAKA FARIDPUR 415
DHAKA GAZIPUR 240
DHAKA GOPALGONJ 331
157 APSC-2021
DHAKA MADARIPUR 230
DHAKA MANIKGONJ 236
DHAKA NARSINGDI 441
DHAKA RAJBARI 150
DHAKA TANGAIL 560
DHAKA JAMALPUR 314
DHAKA NETROKONA 348
DHAKA SHERPUR 180
KHULNA BAGERHAT 128
KHULNA JESSORE 438
KHULNA KHULNA 204
KHULNA KUSHTIA 321
KHULNA MAGURA 175
KHULNA MEHERPUR 111
KHULNA NARAIL 116
KHULNA SATKHIRA 257
RAJSHAHI BOGRA 325
RAJSHAHI NATORE 320
RAJSHAHI PABNA 509
RANGPUR RANGPUR 223
SYLHET HOBIGONJ 325
SYLHET SYLHET 475
Total 20128
Table 8. 3: Number of School Received SLIP Grant June 2021
158 APSC-2021
Division District Total
BARISAL BARGUNA 804
BARISAL BARISAL 1517
BARISAL BHOLA 1035
CHITTAGONG FENI 547
DHAKA DHAKA 940
DHAKA FARIDPUR 895
DHAKA GAZIPUR 797
DHAKA GOPALGONJ 887
DHAKA MADARIPUR 677
DHAKA MANIKGONJ 621
DHAKA NARSINGDI 708
DHAKA RAJBARI 460
DHAKA TANGAIL 1567
KHULNA BAGERHAT 1163
KHULNA JESSORE 1292
KHULNA KHULNA 1160
KHULNA KUSHTIA 778
KHULNA MAGURA 521
KHULNA MEHERPUR 313
KHULNA NARAIL 507
KHULNA SATKHIRA 1090
MYMENSINGH JAMALPUR 1122
MYMENSINGH MYMENSINGH 1784
MYMENSINGH NETROKONA 1293
MYMENSINGH SHERPUR 680
RAJSHAHI BOGRA 1541
RAJSHAHI NATORE 727
159 APSC-2021
RAJSHAHI PABNA 1114
RANGPUR RANGPUR 1397
SYLHET HOBIGONJ 1010
SYLHET SYLHET 1352
Total 63403
Table 8. 4: Number of School Having Bank Account-2021

BARISAL BARGUNA 760
BARISAL BHOLA 1012
CHITTAGONG FENI 535
DHAKA DHAKA 919
DHAKA FARIDPUR 852
DHAKA GAZIPUR 746
DHAKA GOPALGONJ 856
DHAKA JAMALPUR 1131
DHAKA MADARIPUR 681
DHAKA MANIKGONJ 638
160 APSC-2021
DHAKA NARSINGDI 743
DHAKA NETROKONA 1281
DHAKA RAJBARI 471
DHAKA SHERPUR 726
DHAKA TANGAIL 1562
KHULNA JESSORE 1246
KHULNA KHULNA 1137
KHULNA KUSHTIA 796
KHULNA MAGURA 473
KHULNA MEHERPUR 305
KHULNA NARAIL 492
RAJSHAHI BOGRA 1526
RAJSHAHI NATORE 681
RAJSHAHI PABNA 1122
SYLHET HOBIGONJ 993
SYLHET SYLHET 1366
Total 63037
Table 8. 5 : Number of School Reciceved Pre-Primary Decorated Room-2021
161 APSC-2021
BARISAL BARGUNA 705
BARISAL BHOLA 724
CHITTAGONG FENI 531
DHAKA DHAKA 848
DHAKA FARIDPUR 748
DHAKA GAZIPUR 693
DHAKA GOPALGONJ 721
DHAKA JAMALPUR 835
DHAKA MADARIPUR 630
DHAKA MANIKGONJ 608
DHAKA NARSINGDI 670
DHAKA RAJBARI 437
DHAKA SHERPUR 585
DHAKA TANGAIL 1403
KHULNA BAGERHAT 982
KHULNA JESSORE 1171
KHULNA KHULNA 977
KHULNA KUSHTIA 731
KHULNA MAGURA 446
KHULNA MEHERPUR 273
KHULNA NARAIL 396
RAJSHAHI BOGRA 1450
RAJSHAHI NATORE 705
162 APSC-2021
RAJSHAHI PABNA 896
SYLHET HOBIGONJ 936
SYLHET SYLHET 1355
Total 56491
Table 8. 6: Number of School Exist District Wise Boundary Wall-2021

Barguna 777
Barishal 1577
Bhola 1031
Barishal
Jhalokathi 572
Patuakhali 1212
Pirojpur 986
Bandarban 376
Brahmonbaria 1075
Chandpur 1143
Chattogram 2248
Cumilla 2072
Chattogram Cox's Bazar 632
Feni 544
Khagrachhari 565
Luxmipur 726
Noakhali 1237
Rangamati 677
Dhaka 950
Faridpur 871
Gazipur 769
Gopalgonj 853
Kishorgonj 1305
Dhaka
Madaripur 707
Manikgonj 641
Munshigonj 604
Narayangonj 541
Narsingdi 762
163 APSC-2021
Rajbari 479
Shariatpur 664
Tangail 1593
Bagerhat 1159
Chuadanga 442
Jashore 1281
Jhenaidah 899
Khulna 1149
Khulna
Kushtia 804
Magura 499
Meherpur 306
Narail 490
Satkhira 1087
Jamalpur 1151
Mymensingh 2111
Mymensingh
Netrokona 1289
Sherpur 705
Bogura 1598
Jaipurhat 369
Naogaon 1365
Natore 732
Rajshahi
Nawabgonj 698
Pabna 1120
Rajshahi 1049
Sirajgonj 1661
Dinajpur 1862
Gaibandha 1453
Kurigram 1228
Lalmonirhat 743
Rangpur
Nilphamari 1067
Panchagarh 656
Rangpur 1432
Thakurgaon 990
Hobigonj 1035
Moulvibazar 1034
Sylhet
Sunamgonj 1442
Sylhet 1439
Total 64534
Table 8. 7 :Number of School Exists Shahid (Myrter) Minar-2021

BARISAL BARGUNA 370
164 APSC-2021
BARISAL BARISAL 282
BARISAL BHOLA 39
CHITTAGONG FENI 117
DHAKA DHAKA 439
DHAKA FARIDPUR 430
DHAKA GAZIPUR 602
DHAKA GOPALGONJ 357
DHAKA JAMALPUR 849
DHAKA MADARIPUR 78
DHAKA MANIKGONJ 155
DHAKA NARSINGDI 240
DHAKA NETROKONA 353
DHAKA RAJBARI 84
DHAKA SHERPUR 582
DHAKA TANGAIL 556
KHULNA BAGERHAT 285
KHULNA CHUADANGA 67
KHULNA JESSORE 240
KHULNA KHULNA 316
KHULNA KUSHTIA 154
KHULNA MAGURA 91
KHULNA MEHERPUR 4
KHULNA NARAIL 121
KHULNA SATKHIRA 162
RAJSHAHI BOGRA 1141
RAJSHAHI NATORE 524
RAJSHAHI PABNA 1086
165 APSC-2021
RANGPUR RANGPUR 542
SYLHET HOBIGONJ 534
SYLHET SYLHET 190
Total 22,997
Table 8. 8 :Number of School Exists Play Field -2021

BARISAL BARGUNA 727
BARISAL BHOLA 826
CHITTAGONG FENI 491
DHAKA DHAKA 663
DHAKA FARIDPUR 769
DHAKA GAZIPUR 725
DHAKA GOPALGONJ 554
DHAKA JAMALPUR 1107
DHAKA MADARIPUR 640
DHAKA MANIKGONJ 417
166 APSC-2021
DHAKA NARSINGDI 675
DHAKA RAJBARI 429
DHAKA SHERPUR 710
DHAKA TANGAIL 1419
KHULNA JESSORE 1224
KHULNA KHULNA 1051
KHULNA KUSHTIA 702
KHULNA MAGURA 437
KHULNA MEHERPUR 228
KHULNA NARAIL 439
KHULNA SATKHIRA 959
RAJSHAHI BOGRA 1439
RAJSHAHI NATORE 626
RAJSHAHI PABNA 916
SYLHET HOBIGONJ 673
SYLHET SYLHET 1025
Total 54,826
Table 8. 9 :Number of Schools Building Established Own Land -2021

BARISAL BARGUNA 795
BARISAL BHOLA 1039
167 APSC-2021
CHITTAGONG FENI 555
DHAKA DHAKA 939
DHAKA FARIDPUR 868
DHAKA GAZIPUR 772
DHAKA GOPALGONJ 849
DHAKA JAMALPUR 1151
DHAKA MADARIPUR 713
DHAKA MANIKGONJ 636
DHAKA NARSINGDI 769
DHAKA RAJBARI 478
DHAKA SHERPUR 736
DHAKA TANGAIL 1617
KHULNA JESSORE 1287
KHULNA KHULNA 1156
KHULNA KUSHTIA 799
KHULNA MAGURA 501
KHULNA MEHERPUR 308
KHULNA NARAIL 491
RAJSHAHI BOGRA 1578
RAJSHAHI NATORE 739
RAJSHAHI PABNA 1130
168 APSC-2021
SYLHET SYLHET 1451
Total 64,852
Table 8. 10 : Number of Schools Having Electricity Connections-2021
No. of Schools Electricity

Division Name District Name
Coverage
RAJSHAHI BOGRA 1548
RAJSHAHI NATORE 733
RAJSHAHI PABNA 1128
KHULNA KUSHTIA 785
KHULNA MEHERPUR 309
KHULNA MAGURA 503
KHULNA JESSORE 1279
KHULNA NARAIL 465
KHULNA KHULNA 1110
DHAKA TANGAIL 1587
DHAKA GAZIPUR 773
DHAKA NARSINGDI 772
DHAKA MANIKGONJ 612
DHAKA DHAKA 951
DHAKA RAJBARI 468
DHAKA FARIDPUR 824
DHAKA MADARIPUR 689
169 APSC-2021
DHAKA GOPALGONJ 862
CHITTAGONG FENI 560
BARISAL BARGUNA 724
BARISAL BHOLA 963
SYLHET SYLHET 1471
DHAKA JAMALPUR 1048
DHAKA SHERPUR 729
Total 61595
CHAPTER NINE:
ANNEXURE
170 APSC-2021
Page
Annex Particulars
Range
One Internal Validation System in the Existing APSC Software
Two 1st screen print of opening page of the Online software:
Three Key Performance Indicators of the PEDP4 (GPS) 2005, 2010, 2015 – 2021
Four Non-KPIs indicators of the PEDP4 (GPS) 2010, 2015 – 2021
Primary School Level (PSQL) Indicators of the PEDP4 (GPS) 2010, 2015 –
Five
2021
Six Infrastructure Facilities and Information By Items Till June 2021
Seven UNESCO Reconstruction Cohort Model-2021
Eight Primary Achievments Based on SDG4 Indicators
Nine Population of 6 years by District 2021 113-
Ten Population of 6-10 years by District 2021 137
Eleven Contact Hours in DPE Managed Primary Schools
Twelve Summary from Post Enumeration Check
Thirteen Findings of Internal Validation
Fourteen Data Cleaning as Per Manual
Fifteen APSC (Questionnaire) Data Collection Form 2021
Sixteen NOC of APSC-2021 which are provided by BBS
Seventeen National Committee of APSC-2021
Eighteen Technical Committee of APSC-2021
Nineteen APSC Report Preparation Committee in DPE
171 APSC-2021
9. CHAPTER NINE: ANNEXURE
Annex 1: Internal Validation System in the Existing APSC Software
The internal validation mechanism has in-built in the present software of APSC. These are as follows:
1. There is a validation system to compare two tables of std_admission and age_wise_admission to
check total enrolment and age wise enrolment of a specific schools;
2. There is a validation system to check the not entered data (blank entry) in the field of approved
teacher number of a schools;
3. There is a validation system to check the not entered data (blank entry) in the fields of room
information of a schools;
4. There is a validation system to check the not entered data (blank entry) in the field of toilet and water
information;
5. There is a validation system to check the not entered data (blank entry) in the field of SLIP
6. There is a validation system to check the not entered data (blank entry) in the field of ICT
7. Existing Validation check system for
• Grade I student is muchlowerr than the Grade II;
• Grade II student is much higher than Grade III;
• Class V appeared is much higher than the 2020 class V;
• Working teachers are lower than the approved post;
• Repeaters are lower than the 2020.
Also have some validation on the following field:
• Upazila enrollment;
• Upazila working teacher;
• Single shift schools;
• In this year private primary schools students lower than the last couple of years;
• Students Teacher Ratio higher than the year 2020;
• Total students from pre-primary to grade 5 lower (above 1 million) than the year 2020;
• Pre-primary students significantly has been declining in this year 2021
In support of these validation system existance, some screen print are given in the following pages:
172 APSC-2021
Annex 2 : 1st screen print of opening page of the Online software:
Entered page of the Online software
173 APSC-2021
Annex 3: Key Performance Indicators of the PEDP4 (GPS) 2005, 2010, 2015 – 2021
PEDPII PEDP3 2015 PEDP4 2017 2018 2019

Type/
SL KPIs Baseline Baseline Baseline 2020% 2021%
Categories
2005 (%) 2010 (%) (%) 2016 (%) (%) (%) (%)
70.62 in
Percentage of children who completed, 1
KPI-1 n/a n/a n/a 86 75.4 73.2 own 91.46 92.41
year of PPE
schools
Bangla, All n/a n/a 65 65 74 n/a n/a n/a n/a
Bangla,
n/a n/a 62 62 73 n/a n/a n/a n/a
Percentage of grade 3 students achieving Boy
Band 3 competencies (All; Boys; Girls) [SDG Bangla
KPI-3 n/a n/a 66 66 76 n/a n/a n/a n/a
4.1.1] (All; B means Boys; and G Means Girl
Girls) Math, All n/a n/a 41 41 41 n/a n/a n/a n/a
Math, Boy n/a n/a 37 37 42 n/a n/a n/a n/a
Math, Girl n/a n/a 40 40 41 n/a n/a n/a n/a
Percentage of grade 5 students achieving
Bangla, All n/a n/a 23 23 12 n/a n/a n/a n/a
Band 5 competencies (All; Boys; Girls)
Bangla,
[SDG 4.1.1, 4.1.2] n/a n/a 22 22 11 n/a n/a n/a n/a
Boy
KPI-4 Bangla
n/a n/a 24 24 12 n/a n/a n/a n/a
Girl
Math, All n/a n/a 10 10 17 n/a n/a n/a n/a
Math Boy n/a n/a 10 10 16 n/a n/a n/a n/a
Math, Girl n/a n/a 11 11 17 n/a n/a n/a n/a
a. All n/a 92.3 98.52 98.5 95.18 97.59 95.5 n/a n/a
Grade 5 Primary Education Completion
KPI-5 b. Boys n/a 92.7 98.45 98.4 94.93 97.48 95.4 n/a n/a
examination (PECE) pass rate (%)
c. Girls n/a 92 98.58 98.5 95.4 97.68 95.6 n/a n/a
a. All 93.7 107.7 109.2 112.1 111.7 114.23 109.6 104.90 105.72
KPI-6 Gross Enrolment Rate (GER) [EFA 5]
b. Boys 91.2 103.2 105 109.3 108.1 110.32 104.49 100.10 105.32
174 APSC-2021
c. Girls 96.2 112.4 113.4 115 115.4 118.3 114.93 108.90 106.14
a. All 93.7 107.7 109.2 97.9 97.96 97.85 97.83 97.81 97.42
KPI-7 Net Enrolment Rate (NER) [EFA 6] b. Boys 91.2 103.2 105 97.1 97.1 97.55 97.65 97.37 97.39
c. Girls 96.2 112.4 113.4 98.8 98.8 98.16 98.01 98.25 97.44
a. All 52.8 60.2 79.6 80.8 81.2 81.4 82.1 82.80 85.85
KPI-8 Primary cycle completion rate (SDG 4.1.4) b. Boys n/a 59.8 76.1 77.7 78.28 78.56 80.8 81.00 84.65
c. Girls n/a 60.8 83 83.9 84.08 84.31 84.3 84.50 87.05
Contact Hours Grade 1-II n/a n/a n/a 900 882 919 844 844 844
Single Shift (hours) Grade III-V n/a n/a n/a 1200 1,477 1,428 1,473 1,473 1,473
KPI-9
Grade 1-II n/a n/a n/a 600 714 600 602 602 602
Double Shift(hours)
Grade III-V n/a n/a n/a 780 783 789 782 782 782
KPI-10 Percentage of OOSC aged 8-14 years a. All n/a 22.4 14.4 13.9 6.5 n/a n/a n/a n/a
(Rephrasing as percentage of instead b. Boys n/a n/a n/a 16.4 7.1 n/a n/a n/a n/a
number of) c. Girls n/a n/a n/a 11.2 5.8 n/a n/a n/a n/a
KPI-11 Coefficient of efficiency [EFA14] Avg. 61.8 62.2 80.1 80.9 81.9 82.21 82.6 83.2 86.35
Boys n/a n/a 77.8 78.7 80.2 80.81 81.9 81.1 85.2
Ideal as % of actual
Girls n/a n/a 82.3 83.5 83.4 83.62 83.2 84.8 87.5
Avg. 8.1 8 6.2 6.18 6.1 6.08 6.05 6.00 5.70
Year inputs per graduate Boys n/a n/a 6.4 6.3 6.23 6.19 6.1 6.05 5.85
Girls n/a n/a 6.1 6 5.99 5.98 5.95 5.90 5.55
KPI 12 Gender parity index of GER All 1.05 1.09 1.08 1.05 1.07 1.07 1.09 1.08 1.059
Gender parity index of NER 1.07 1.06 1.02 1.05 1.01 1.01 1 1 1
Net enrolment rate (NER)- Top 20% of
households (HHs) by consumption/ wealth All 58 to 80 88 n/a n/a 93 n/a n/a n/a n/a
quintile
Bottom 20% of HHs by consumption
KPI-13 All n/a 77 n/a n/a 88 n/a n/a n/a n/a
quintile
Difference between Top 20% and bottom
12 (boy
20% of HHs by consumption/wealth All n/a 11 n/a 5 n/a n/a n/a n/a
3, girl 12)
quintile
175 APSC-2021
Upazila composite performance indicator -
Bottom
Bottom 20% of (used to derived annual n/a 1.26 1.17 1.22 2.21 2.33 1.6 n/a n/a
20%
improvement of bottom 20% of Upazilas)
Upazila composite performance indicator - n/a n/a
Top 10% n/a 2.36 2 2.23 2.45 2.77 2.5
KPI-14 Top 10% n/a n/a
Upazila composite performance indicator - Bottom
n/a 1.04 1.04 1.09 1.79 2.21 1.85 n/a n/a
Bottom 10% 10%
Range between average value of index for n/a n/a
Range n/a 1.2 0.96 1.14 0.66 0.56 0.99
top 10% and bottom 10% of Upazilas n/a n/a
GER for PPE, SDG 4.2.3 (%) All n/a n/a n/a 145 134.7 125.2 130.6 104.90 105.72
KPI-16 (GPS) Boys 149 133.3 122.9 126.9 100.10 105.32
Girls 147 134 127.6 133.4 108.90 106.14
NER for PPE, SDG 4.2.3 (%) All n/a n/a n/a 86.3 93.8 94.2 94.3 97.81 97.42
KPI-17 (GPS) Boys 88.5 96 96.2 93.6 97.37 97.39
Girls 87.4 92.1 92.2 94.9 98.25 97.44
All n/a 20.6 32.7 35.4 32.1 35 37 n/a n/a
Percentage of school that meet the SCR
KPI-18 GPS 21.8 33.2 34 31.2 32.1 36 n/a n/a
standard of 40:1 All (GPS):
NNPS 18.5 31.9 37.4 32.1 39.4 39 n/a n/a
Percentage of school that are Single Shift 21 21.6 21.6 14.38 n/a n/a
(desegregated by schools providing 3 5 grades n/a 22.5 23.7
KPI-19 -7,680 -8,255 -9,282 -9,435 n/a n/a
grades single shift and providing all 5
grades) 3 grades n/a n/a n/a 0 n/a n/a n/a n/a n/a
Percentage of schools (GPS) that meet
three out of four PSQL indicators: (i) Girls’
KPI-20 toilets (PSQL 12, separate WASH block); (ii) All n/a 17 29.3 32.8 32.5 34 30 30 30
potable water (PSQL 13); (iii) SCR (KPI 18)
and (iv) STR (PSQL3)
a. All n/a 15 n/a 17.9 6.5 n/a n/a n/a n/a
Percentage of children out of school (SDG
b. Boys 17 18.9 7.1 n/a n/a n/a n/a
KPI-21 4.1.5), - age 8-10:
c. Girls 13 17.4 5.8 n/a n/a n/a n/a
All n/a 22 n/a 14.4 15.3 n/a n/a n/a n/a
Age 11-14
Boys 28 19.4 19.3 n/a n/a n/a n/a
176 APSC-2021
Girls 17 9.1 11.7 n/a n/a n/a n/a
a. All 47.2 39.8 20.4 19.2 18.8 18.6 17.9 17.2 14.15
KPI-22 Primary Cycle Dropout rate (%) b. Boys n/a 40.3 23.9 22.3 21.7 21.44 19.2 19 15.05
c. Girls n/a 39.3 17 16.1 15.9 15.69 15.7 15.5 13.25
8.6 (EHS 6.5 EHS
All n/a n/a n/a n/a n/a n/a n/a
Percentage of children aged 8-10 years who 2014 2016
KPI 24
never attend primary school Boys n/a n/a n/a 9.3 7.1 n/a n/a n/a n/a
Girls n/a n/a n/a 7.1 5.8 n/a n/a n/a n/a
Annex 4: Non-KPIs indicators of the PEDP4 (GPS) 2010, 2015 – 2021
Sl. Non-Kpis2 Baseline 2015 Pedp4 2017 2018 2020 2021

2010 (%) (%) Baseline (%) (%) (%) (%)
2016 (%)
Non-Kpi 1 Pece Participation Rate (Based On All 88.6 96.2 96.4 95.4 95.5 96.05 96.75
Descriptive Roll) (%) Boys 87.4 95.7 95.9 96.7 94.8 95.40 95.90
Girls 89.6 96.6 96.9 96.1 96.2 96.61 97.65
Non-Kpi 2. Survival Rate (Efa 13), (All; Boys; All 67.2 81.3 82.1 83.3 83.5 85.2 87.48
Girls), [Sdg 4.1.3] Boys 65.9 77.9 78.6 81.3 80.9 84.1 86.85
Girls 68.6 84.7 85.4 85.4 87.7 86.1 88.10
Non-Kpi 3 Repetition Rate (Efa-12) (%) All 12.6 6.2 6.1 5.6 5.4 5.1 0.85
Boys 12.8 6.4 6.4 6.2 5.8 5.1 0.95
Girls 12.4 6.0 5.8 5.1 5.0 4.9 0.75
Non-Kpi 4 Student Attendance Rate (%) All 83.5 86.9 87.5 88.0 88.6 88.60 88.95
Boys 82.8 86.8 87.2 87.8 88.3 87.00 88.40
Girls 84.0 87.0 87.7 88.1 89.0 89.10 89.50
Non-Kpi 5 Percentage Of Grade 1 New Intakes All 52.3 96.0 96.9 92.4 92.6 89.24 92.41
Who Completed Ppe, [Sdg 4.2.2] Gps 40.6 96.0 96.1 89.7 90.3 90.54 93.86
Nnps 44.0 97.0 97.0 96.1 98.3 86.53 90.96
177 APSC-2021
Annex 5: Primary School Level (PSQL) Indicators of the PEDP4 (GPS) 2010, 2015 – 2021
Baseline 2015 PEDP4 2017 2018 2020 2021

SL. PSQL Indicators Type 2010 baseline 2019%)
(%) (%) 2016(%) (%) (%) (%) (%)
Percentage of schools which received all new All 33 99 99 99.5 99.5 99.9 99.5 99.5
PSQL 1 textbooks as per distribution and replenishment GPS 31 99 99 99.5 99.5 99.9 99.5 99.5
plan by January 31 NNPS 36 99 99 99.5 99.5 99.9 99.5 99.5
Percentage of schools which received all new
textbooks and PPE TLM package
- all new textbooks All 33 99 99 99.5 99.5 99.9 99.5 99.5
PSQL 2
- TLM (teachers’ edition, teachers’ guide,
All 99.5 n/a 99.5 n/a n/a n/a n/a n/a
ERMs
- PPE TLM Packages All 99.5 n/a 99.5 n/a n/a n/a n/a n/a
All 44 36.7 34 30 54.3 61.1 n/a n/a
Percentage of schools that meet the STR
PSQL 3. GPS 46 42.5 38 36 53 58.4 n/a n/a
standard of 40:1
NNPS 42 44.7 41 37 56.1 65.1 n/a n/a
8.93%
Percentage of double shift schools with capacity All n/a n/a
(4,950)
PSQL 4 to operate one or more grades of 1-4 on a single HT n/a 21 n/a 10.3
n/a n/a
shift basis
n/a n/a
Number of AT vacancies filled SDG 4c(g) All 31,011 68,028 45,509 n/a 9,767 18,147 n/a n/a
PSQL 5
Number of HT vacancies filled SDG 4c (g) All 1,852 2,049 n/a 898 325 n/a n/a n/a
Percentage of (assistant and head) teachers with Total 83 88.7 94.3 95.6 73.6 87.4 73.5 73.5
PSQL 6 a professional Qualification (C-in-Ed/DPEd, B.Ed., Male 84 92.6 94.8 96 79.74 82.8 26.77 26.77
M.Ed.), SDG 4.1.8 Female 83 84.9 94.1 95.2 70.18 84.4 46.73 46.73
Total 71 49.3 49 51.3 84.5 84.5 86.00 86.50
Percentage of Headteachers who have
PSQL 7 Male 75 50 51 53,8 81.1 81.1 87.00 87.50
participated in Leadership training
Female 64 49 48 48.9 83.2 83.2 85.00 85.50
178 APSC-2021
Percentage of teachers recruited since 2010 who Total 84.7 73.4 88.2 89.2 85 85 n/a n/a
PSQL 8 receive continuous professional development Male 86.1 79.1 89.8 89 86 86 n/a n/a
(subject based) training, SDG 4c (d) Female 83.3 69.9 87.3 81 84 84 n/a n/a
Percentage of assistant teachers recruited since Total 88 89.7 88 90.1 74 76 n/a n/a
2010 who receive continuous professional Male 87 90 89 n/a 77 80 n/a n/a
PSQL 9
development (need based cluster training), SDG
4c (h) Female 88 89.9 87.3 n/a 72 71 n/a n/a
PSQL Number of teachers receiving training on use of All
n/a n/a n/a n/a 67,787 65,620 65566 65566
10 ICT materials GPS
All 508 50,416
Percentage of schools having Multimedia based 58,916
11 GPS n/a n/a schools n/a Schools 58921 58921
classrooms, SDG 4a(l) (%) classrooms
(1.3%) -79%
All n/a n/a 22 34.06 66.1 70.28 72.61 72.61
PSQL Percentage of schools with separate functioning
GPS 22 35.7 67.2 71.4 n/a n/a
12 WASH blocks for boys and girls, SDG 4a (b)
NNPS 22 32.9 65.1 69.3 n/a n/a
Percentage of schools that have access to safe All 83 73.2 97.2 92.9 97 100 100 100
PSQL
water sources: functioning tube wells and other GPS 84 75.6 97.3 94.5 99 100 100 100
13
sources, SDG 4a (a) NNPS 83 69.5 97 90 95 100 100 100
PSQL Number of Learning Centres operational for Out
Total n/a n/a n/a 3,332 3,332 3,332 n/a n/a
14 of School Children (OOSC)
Number of enrolled children with mild and All 83,023 67,793 67,022 75,021 96,385 98,310 99223 99,961
PSQL
moderate disabilities in mainstream primary Boys 47,029 37,535 37,260 40,820 52,884 54,442 51432 52,159
15
schools), SDG 4.5.1 Girls 35,994 30,298 29,762 34,201 43,501 43,868 47791 47,802
179 APSC-2021
Annex 6: Infrastructure Facilities and Information By Items Till June 2021
Considered Only GPS
SL Particulars Total (NoS)
1 PPE Decorated Class Rooms 56491
2 Building Established Own Land 64852
3 Play Field 54826
4 Shaheed (Myrter) Minar 22997
5 Boundary Wall (Paka) 8695
6 Wash Block 47610
7 SLIP 63403
8 Bank Account 63037
9 PPE Room 24707
10 Tubewell 51334
11 Multimedia Base Classroom 58921
12 Computer 65545
13 Laptop (Schools-50416) 58921
14 Electricity Connections 61595
15 Muktijoddha Corner 58783
Annex 7: UNESCO Reconstruction Cohort Model-2021
Annex 8: Primary Achievments Based on SDG4 Indicators
Sl Indicators Sl Indicator Name Source Name Value (%)

Proportion of primary schools with access
1 4.a.1.pe APSC, DPE, MoPME_2021 95.00
to electricity
2 4.a.1.pip APSC, DPE, MoPME_2021 76.89
to Internet for pedagogical purposes
3 4.a.1.pc APSC, DPE, MoPME_2021 89.87
to computers for pedagogical purposes
4 4.a.1.pid to adapted infrastructure and materials for APSC, DPE, MoPME_2021 37.52
students with disabilities
5 4.a.1.pdw APSC, DPE, MoPME_2021 86.41
to basic drinking water.
Proportion of children and young people in
6 4.1.1.a.I grades 2/3 achieving at least a minimum NSA, DPE, MoPME 47
proficiency level in reading Bangla by sex
Proportion of children and young people in
7 4.1.1.a.II grades 2/3 achieving at least a minimum NSA, DPE, MoPME 34
proficiency level in mathematics, by sex
Proportion of children and young people at

the end of primary achieving at least a
8 4.1.1.b.I NSA, DPE, MoPME 44
minimum proficiency level in reading
Bangla by sex
9 4.1.1.b.II Proportion of children and young people at NSA, DPE, MoPME 33
180 APSC-2021
the end of primary achieving at least a
minimum proficiency level in mathematics,
by sex
Participation rate in organized learning
10 4.2.2 (one year before the official primary entry APSC, DPE, MoPME_2021 92.41
age), by sex
Pupil-qualified teacher ratio by education
11 4.c.4 APSC, DPE, MoPME_2021 01:35.4
level
Pupil-trained teacher ratio by education
12 4.c.2 APSC, DPE, MoPME_2021 1:49
level
13 4.1.2 Cycle Completion Rate (primary education) APSC, DPE, MoPME_2021 85.85
Annex 9. Population of 6 years years by District 2021
6 years
District
Male Female Total
Joypurhat 8,037 6,108 14,145
Bogura 30,084 34,922 65,006
Naogaon 22,145 22,321 44,466
Chapainawabganj 21,786 18,951 40,737
Rajshahi 21,998 21,289 43,287
Natore 18,726 16,075 34,801
Sirajganj 34,447 33,986 68,433
Pabna 21,021 23,513 44,534
Kushtia 19,063 16,531 35,594
Meherpur 6,970 6,134 13,104
Chuadanga 10,032 10,824 20,856
Jhenaidah 16,309 17,522 33,831
Magura 9,007 9,544 18,551
Jashore 28,216 23,228 51,444
Narail 9,169 6,915 16,084
Satkhira 19,131 19,131 38,262
Khulna 20,520 20,141 40,661
Bagerhat 13,536 13,815 27,351
Kishoreganj 31,175 34,779 65,954
Tangail 29,697 34,959 64,656
Gazipur 33,184 30,066 63,250
Narsingdi 24,991 25,411 50,402
Manikganj 12,946 12,282 25,228
Dhaka 123,627 130,877 254,504
Narayanganj 33,634 32,060 65,694
Munshiganj 17,361 14,245 31,606
Rajbari 10,356 11,046 21,402
Faridpur 19,697 20,469 40,166
Madaripur 10,657 9,633 20,290
Shariatpur 12,958 13,846 26,804
Gopalganj 11,764 11,986 23,750
Brahmanbaria 40,924 39,137 80,061
181 APSC-2021
Cumilla 71,149 64,882 136,031
Chandpur 25,946 25,450 51,396
Lakshmipur 19,485 20,452 39,937
Noakhali 42,285 39,523 81,808
Feni 14,478 13,961 28,439
Chattogram 79,930 77,999 157,929
Cox's Bazar 31,511 31,338 62,849
Khagrachhari 7,544 6,193 13,737
Rangamati 6,603 5,625 12,228
Bandarban 4,250 2,644 6,894
Barishal 25,225 23,256 48,481
Pirojpur 10,115 10,652 20,767
Jhalokati 6,596 5,364 11,960
Barguna 6,952 8,044 14,996
Patuakhali 15,162 14,614 29,776
Bhola 21,134 20,331 41,465
Sunamganj 29,057 29,697 58,754
Sylhet 37,832 34,951 72,783
Habiganj 22,979 24,941 47,920
Maulvibazar 23,168 21,229 44,397
Panchagarh 11,436 11,287 22,723
Thakurgaon 16,674 14,049 30,723
Dinajpur 30,161 31,248 61,409
Nilphamari 21,770 21,634 43,404
Rangpur 29,756 25,662 55,418
Lalmonirhat 12,800 13,561 26,361
Kurigram 19,499 16,249 35,748
Gaibandha 30,607 24,548 55,155
Jamalpur 19,159 19,745 38,904
Sherpur 15,065 11,622 26,687
Mymensingh 61,844 58,752 120,596
Netrakona 21,962 22,511 44,473
Bangladesh 1,535,302 1,493,760 3,029,062
Annex 10. Population of 6-10 years by District 2021
District Male Female Total

Joypurhat 39061 38417 77478
Bogura 173248 171436 344684
Naogaon 114241 112132 226373
Chapainawabganj 91471 89831 181302
Rajshahi 119022 115539 234561
Natore 83190 78384 161574
Sirajganj 182540 173312 355852
Pabna 127996 136095 264091
Kushtia 102016 90251 192267
Meherpur 32898 31227 64125
Chuadanga 51744 57156 108900
Jhenaidah 87069 87338 174407
182 APSC-2021
Magura 47992 47185 95177
Jashore 139086 132388 271474
Narail 40286 37430 77716
Satkhira 95059 90166 185225
Khulna 107083 109672 216755
Bagerhat 76191 75214 151405
Kishoreganj 180921 181461 362382
Tangail 184384 181375 365759
Gazipur 185517 176163 361680
Narsingdi 140495 138395 278890
Manikganj 76681 68050 144731
Dhaka 682646 658291 1340937
Narayanganj 175054 158728 333782
Munshiganj 84358 84136 168494
Rajbari 56093 48326 104419
Faridpur 102540 108334 210874
Madaripur 68453 54926 123379
Shariatpur 70826 71181 142007
Gopalganj 70138 67919 138057
Brahmanbaria 221064 198904 419968
Cumilla 340630 328649 669279
Chandpur 146917 135183 282100
Lakshmipur 109022 112083 221105
Noakhali 211770 200377 412147
Feni 87214 86524 173738
Chattogram 438392 421916 860308
Cox's Bazar 160137 160307 320444
Khagrachhari 41100 39636 80736
Rangamati 33503 33260 66763
Bandarban 24271 22004 46275
Barishal 129455 121719 251174
Pirojpur 56753 55051 111804
Jhalokati 33682 31482 65164
Barguna 45782 43498 89280
Patuakhali 84120 77087 161207
Bhola 104331 105578 209909
Sunamganj 163835 164567 328402
Sylhet 211370 206551 417921
Habiganj 127414 127507 254921
Maulvibazar 119329 107114 226443
Panchagarh 51833 53467 105300
Thakurgaon 72561 69010 141571
Dinajpur 156919 153523 310442
Nilphamari 96197 107491 203688
Rangpur 146578 140958 287536
Lalmonirhat 62475 65217 127692
Kurigram 107745 99995 207740
Gaibandha 131284 124758 256042
Jamalpur 115343 124336 239679
183 APSC-2021
Sherpur 82858 64781 147639
Mymensingh 320430 313472 633902
Netrakona 126829 130489 257318
Bangladesh 8149442 7896952 16046394
Annex 11: Contact Hours in DPE Managed Primary Schools
The PEDP4 aims to reduce double shift schools to single shift schools to increase the contact hours. But
there is no systematic approach to monitoring contact hours in Bangladesh. However, it is possible to
distinguish following the four components.
1. School shifts
The main factor expected to lead to an increase in the number of contact hours is the move from double
shift to single shift schedules. The proportion of single shift schools was targeted to rise to 21.6% for 5
grades and 20% for 3 grades by the end of the PEDP4. There was considerable progress towards the target,
as the proportion of GPS operating on a single shift has increased from 12% in 2005 to 14.83% for 5 grades
in 2021. It is noted that school shifts for 3 grades newly included into the PEDP4 PD and DPP as APSC 2020
should not collect this information. This question included into the APSC 2021 questionnaire, so that
upcoming ASPR 2022 should be able to compute this indicator.
2. Number of days that the school is open
The school census does not collect relevant information of number of days school is open. A special study
would be required to examine all the issues. For example, SSPS (2006) found out that:
• on an average, primary schools were open for 228 days compared to the officially sanctioned 242 or
241 days
• while the average timetable in double shift schools is 3 hours, in practice grades 1-2 only receive 2
hours of lessons, while grades 3-5 receive 3.5 hours of lessons daily.
These factors would serve to reduce the actual number of contact hours well below the PEDP target of
900 hours per year: children in grades 1-2 in double-shift schools would only attend 520 hours.
Contact Hour based on DPE Academic Calendar: Considering the above points, it is not possible to
compute the contact hours. The DPE school academic calendar is another source of information for
calculating this indicator roughly. Based on DPE published academic calendar hence computing the contact
hours considering only the no. of school open and findings presents below Table.
According to the 2021 academic school calendar:
Due to Covid-19 the Schools did not teaching their formal education.
3. Number of Working Days based on DPE Academic Calendar 2021

184 APSC-2021
Month No. days No. of days No. of govt. No of Thursday Remarks
Schools’ open Weekend Holidays
1 2 3 4 5 6
1. January 26 4 1 5 A total of
2. February 23 4 1 4 35 (28
3. March 21 5 5 4 (H1) days for
4. April 16 4 10 4 (H1, Exam1) exam, 4
5. May 2 5 24 5 (H5) days for
6. June 21 4 5 4 (H1) Sub-
7. July 26 4 1 4 cluster
8. August 17 5 9 5 (Exam1) training
9. September 24 4 2 4 (H1) and 3 days
10. October 21 4 6 5 (H2) (restriction
11. November 24 5 1 4 (Exam2) leave
12. December 20 4 7 4 (1H, Exam1) reserved
for HTs)
Total 241 52 72 52 (H12, Exam 5)
when
classroom
teaching is
not
conducted
Source: DPE Academic Calendar 2021, Note: Friday is weekend; Thursday is half-day - continuing up
to 2:30 PM instead 4:15 PM. Column 5 gives the number of Thursdays and within brackets are
mentioned non-teaching days, i.e. (H2) means 2 Thursdays are holidays and (Exam 2) means exams
are held on 2 Thursdays, so no class teaching conducted. Contact hours calculated based on no. of days
conducted classroom teaching and learning.
4. School Timing
➢ School hours for double-shift schools are:
- Grades 1 and 2: 9.15-12.15 p.m. (180 minutes – 30 minutes = 150 minutes daily);
- Grades 3 to 5: 12.15 - 4.15 including 30 minutes interval for lunch (240 minutes – 30 minutes = 210
minutes daily)
- School hours for Thursday for Grade 3 to 5: 12.15-2.30 p.m. (135 minutes daily).
➢ School hours for single shift schools are:
- Grades 1 and 2: 9.15-1.15 p.m. (240 minutes – 30 minutes = 210 minutes daily)
- Grade 3, 4 and 5: 9.15 - 4.15 p.m. including 30 minutes interval for lunch (420 minutes – 30 minutes
= 390 minutes daily) and
- School hours for Thursday in Grades 3 to 5: 9.15-2.30 p.m. including 30 minutes interval for lunch
(315 minutes - 30 minutes = 285 minutes daily)
- Pre-primary: 9:15 – 11:15
Based on the above information, contact hours estimated and presents in the following Table:
5. Working days and hours in an Academic year (Contact Hours) 2021
Grade Contact Hours for Classroom Teaching

Double Shift School Single shift school
I and II 150 m X 241 days 602 hours 210 m X 241 days 844 Hours
III, IV and V 210 m X 201 days 782 Hours 390 X 201 days 1,473 Hours
135 m X 35 days (1/2) 285 m X 35 days
185 APSC-2021
Note: Contact hours of single shift schools for grades 1 and 2 are 40% and grades 3 to 5 are 80% - more than
double shift schools. DPE is keen to increase the number of single shift schools. The above calculation does
not consider restricted leave and examination schedule dates. Reserved day off 2 days not considered in the
calculation
Annex 12: Summary from Post Enumeration Check
 The data that we have been offered by DPE matched the corresponding school’s unique EMIS
Code and Institution Type Code. The study discovered that there are 1645 schools that
matched in both Census and survey
 The census coverage rate of the APSC 2021 is 96.45%
 Rate of Net Under-Count = Rate of Under-Count - Rate of Over-Count :
 Rate of Under-Count : 3.46%
 Rate of Over-Count : 0.35%
 Rate of Net Under-Count=3.1%
Annex 13: Internal Validation :
Major Findings:
Private 448 Primary (192 KG, 64 Ebtedayee, 64 NGO, 64 Brac Centre, 64 Others), School Validated
by Field ATEO to Adjacent Upazila’s
KG 128 Schools Validated by DPE Personnel
Private Schools : Validate by Questionnaire to Check enrollment
Shishu Kallyan Trust School Validated
In APSC-2021 due to over enrolment and duplicate enrolment 17.60% Private School Students
decline through Internal Validation. In APSC-2020 were 27%
Due to Covid-19 Total 14,111 Private schools stopped their academic activities in APSC-2021
Annex 14. Data Cleaning as Per Manual
Since 2005 DPE has been carrying out an annual census of the primary schools under its jurisdiction. The
annual primary schools census is the main source of information on assessing progress in the
implementation of government policies and programmers in primary education.
186 APSC-2021
According to the Framework for Assessing the Quality of Education Statistics that was proposed by the
World Bank and UNESCO Institute of Statistics in 2003, there are five quality dimensions of the way in
which data are collected, processed, and disseminated: integrity, methodological soundness, accuracy and
reliability, serviceability, and accessibility.
In order to increase the quality of its education statistics and meet internationally recognized good practice,
DPE has recognized the need to standardize the way in which the data received by the schools is processed.
As a first step in that direction, it was agreed that it was necessary to document and publicize the method
used to clean the raw dataset. This was the purpose of this manual.
Cleaning APSC data is a labor intensive and lengthy process and one, moreover, that is only partially
successful in correcting the errors in the data. The answer does not lie in data cleaning alone but in
introducing proper validity checking to the data entry program and directly to the database tables and in
securing the database to avoid the current widespread practice of typing data directly into the database
tables.
Sl ORACLE VIEW NAME C DPE TABLE NAME
1 DPE_AGE_WISE_ADMISSION 23 AGE_WISE_ADMISSION
2 DPE_BOOK 222 BOOK
3 DPE_BUILDING 11 BUILDING
4 DPE_CATCH_CHILD 25 CATCH_CHILD
5 DPE_DESABLE_ADD 23 DESABLE_ADD
6 DPE_FURNITURE 17 FURNITURE
7 DPE_GEN_INFO 81 GEN_INFO
8 DPE_IT_INFO 39 IT_INFO
9 DPE_LAND_PAPERS 18 LAND_PAPERS
10 DPE_PASS_REPEATER 31 PASS_REPEATER
11 DPE_PRE_PRIMARY 17 PRE_PRIMARY
12 DPE_ROOM 30 ROOM
13 DPE_SANITATION 13 SANITATION
14 DPE_SANITATION_YN 5 SANITATION_YN
15 DPE_SCHOLARSHIP 62 SCHOLARSHIP
16 DPE_SCHOOL_FEEDING 30 SCHOOL_FEEDING
17 DPE_SCHOOL_MANAGEMENT 19 SCHOOL_MANAGEMENT
18 DPE_SCHOOL_ROOM 6 SCHOOL_ROOM
19 DPE_SCHOOL_ROOM_AS 6 SCHOOL_ROOM
20 DPE_SECTION 34 SECTION
21 DPE_SLIP_GRANT_IT_INFO 83 SLIP_GRANT_IT_INFO
22 DPE_SOCIAL_CONFERENCE 16 SOCIAL_CONFERENCE
23 DPE_STD_ADMIS_TRIB 23 STD_ADMIS_TRIB
24 DPE_STD_ADMISSION 40 STD_ADMISSION
25 DPE_STD_ATTEN 88 STD_ATTEN
26 DPE_TEACHER_INFO 46 TEACHER_INFO
27 DPE_TEACHER_POST 18 TEACHER_POST
28 DPE_TEACHER_POST_AS 18 TEACHER_POST
29 DPE_TEACHING_CLASS 13 TEACHING_CLASS
30 DPE_WASH_BLOCK 13 WASH_BLOCK
187 APSC-2021
31 DPE_WASH_BLOCK_YN 5 WASH_BLOCK_YN
32 DPE_WATER 12 WATER
33 DPE_WATER_YN 5 WATER_YN
The main data entry screen of the APSC data entry program provides a facility to check for missing data
including:
1. Check for imbalance in enrolment for STD_ADMISSION and AGE_WISE_ADMISSION

2. STD_ADMISSION without matching TEACHER_POST
3. STD_ADMISSION without matching TEACHER_INFO
4. STD_ADMISSION without matching TOILET_WATER_DETAIL
5. STD_ADMISSION without matching ROOM
6. STD_ADMISSION without matching BOOK
7. STD_ADMISSION without matching SLIP
8. STD_ADMISSION without matching STD_ATTEN
It is the responsibility of the data entry operator at the UEO to do these checks with AUEOs and UEOs
signing off on the process. The set procedure requires each AUEO to check the manually completed formats
sent in from the Head Teachers of his/her respective cluster. After verifying the data, the AUEO gives it to
the Upazila Resource Centre (URC) data entry operator or the computer operator (LDA cum Computer
Operator) at the UEO for electronic data entry. It is the duty of the AUEO to continue checking errors on-
screen during the data entry process at the URC. After completing data entry, the Data Entry Operator/LDA
cum Computer Operator sends the data to the UEO. The UEO has responsibility to check 20% of the data on
a sample basis. If he/she is satisfied with the quality of the data, it is approved through live software of
Online APSC.
However, despite all these checks and balances, there are significant amounts of missing data in the APSC
files sent from the field. Hence it is imperative to rerun the above checks plus the additional ones identified
for each schools in the Upazila as soon as the data is received by IMD. If missing data is discovered in time,
the UEO can be requested to collect the data once more from the schools or to instruct his/her staff to re-
enter the data.
In compliance with the APA Target Annual Primary Schools Census (APSC), this is a summary of the internal
data validation process for APSC 2021. For APSC 2021, the Information Management Division (IMD) and
the Monitoring and Evaluation Division (M&E) have jointly developed a mechanism for checking the data at
source and the APSC data entry software itself includes a number of checks for missing and data. The steps
below summarize the steps taken to clean schools data, following the newly adopted APSC Data Cleaning
Manual;
Stage One: A rough check of data completeness and accuracy
Simple queries are run against the data which identify data combinations which are simply not possible (i.e.
schools where the numbers of children applying to sit for the terminal exam are less than the numbers who
sat the exam or schools having no classrooms). Missing or duplicate schools are also identified. Duplicate
data for schools is often caused by changes in Upazila (and even District and Division) boundaries. Where
188 APSC-2021
data errors at this level are identified, the data will be returned to UEOs with a request to reapproved after
finalyzation.
Stage Two: Cleaning Static Schools Data
Information in the gen_info table which includes static schools data needs to be cleaned first because this is
the central table of the database. All other tables link to gen_info through the unique schools identifier
[SCH_CODE]. Most of the problem encountered in this data are the result of incomplete data which can be
rectified by making basic assumptions based on existing patterns in the data (i.e. the distance from the UEO
can be estimated based on the union in which the schools is located and the accessibility can be guess
based on the proximity to the Sadar Upazila). For a list of rules to follow, check the APSC Data Cleaning
Manual 2021. One issue of significance is that of schools that close down. Where dynamic data (e.g.
student enrolment) is not provided for schools listed in gen_info it may be necessary to check with the UEO
if the school continues to function.
Stage Three: Cleaning Student Data
During this stage, IMD assigned officials has cross-check data in the STD_ADMISSION and
AGE_WISE_ADMISSION tables. Ideally, the data in these two tables should be consistent. Where it is not, it
may be necessary to: 1) populate the AGE_WISE_ADMISSION table from data in the STD_ADMISSION table
based on age distribution norms established in previous years or; 2) populate the STD_ADMISSION table
from data collected in previous years using regression equations generated from an analysis of growth
trends over the previous three years of data collection. The same measures should be taken where there
are high level of internal inconsistency in the data (e.g. where the enrolment at any grade level is more
than three times higher than that in the grade level immediately below it). Further details and base data to
support both options are given in The APSC Data Cleaning Manual.
Data for disabled students is cross-checked against district level data for the incidence of each type of
disability established by the most recent BBS HIES census. Where there is significant variation, the UEO will
be requested to resubmit the data.
Examination results and repeater data are checked to see if they are in similar proportion to that in
previous years. Where there is a significant discrepancy the UEO will be requested to resubmit.
Catchment area analysis data is checked against the data in the AGE_WISE_ADMISSION table. Where there
is a significant discrepancy the UEO will be requested to resubmit.
Stage Four: Cleaning Teacher Data
There is often some confusion between teacher posts and actual teacher employment. Hence the first step
in cleaning the TEACHER_INFO table is to delete all records where the name of the teacher is blank or is
given as "vacant post" or some variant thereof. After this, teacher numbers and designations can be
compared with the teacher posts allocated to the schools and recorded in the TEACHER_POST table. Other
than this, the data cleaning process involves checking whether there are values recorded in fields which are
outside the allowable range.
189 APSC-2021
Stage Five: Cleaning facilities data
There are four tables that fall into this category. Building, Room, Wash Block, TOILET_WATER_Sanitation.
As the former table includes both raw data and summary data in the same records, there can be
inconsistencies in figures and these should be checked for. Details of common errors are given in the APSC
Data Cleaning Manual 2021.
It is important to have accurate details about the number and size of classrooms at schools since the
number of classrooms that meet the standard is a PSQL. Since facilities data is relatively static, it is possible
to import the previous year’s data where no data has been provided from the schools. It is not possible for
any schools not to have at least a single classroom. Hence the first step is to identify schools that have
provided no or incomplete room data by making a query to identify any schools without classrooms. For
each of these schools, classroom data can be imported from the previous year’s data.
Stage Six: Cleaning ICT related Data
Now a days it is important for any kind of education. Information technology doing powerfull role play to
smooth education
Stage Seven: Cleaning SMC Data
Data related to the Schools Management Committee (SMC) is stored in the SCHOOLS_MANAGEMENT table.
There are no related tables in the database so this data can only be checked for internal consistency.
Details are given in the APSC Data Cleaning Manual 2021.
The mechanism, procedures and internal organizational arrangements for APSC data cleaning have taken a
major stride forward in 2021. In order to continuously improving the data quality of APSC, the data
cleaning procedures will be under ongoing review and refinement. Data quality control measures put in
place at Upazila and District level are comprehensive and well designed but there is a low level of
conformity to these guidelines. In the future, more responsibility will be placed on AUEO/ UEO on the data
quality control. Data entry operators / LDA cum Computer Operators at Upazila level need to be made to
feel more accountable for the quality of the data entry process by being involved in the data checking and
cleaning process through their UEO.
190 APSC-2021
Annex 15. APSC (Questionnaire) Data Collection Form 2021
APSC_2021 Data
Collection Form_Final.doc.docx
Plz Click Here the above icon to saw the APSC_2021 Data Collection Form
191 | Page APSC 2021

Annex 16. NOC of APSC-2021 which are provided by BBS

Annex 17. National Committee of APSC-2021

National Committee of Primary Education Statistics in MoPME:
Secretary, MoPME, Chairman

Additional Secretary (School), MoPME Member
Additional Secretary (Administration), MoPME Member
Additional Secretary (Development), MoPME Member
Director General, DPE Member
Director General, BNFE Member
Representative (GED), Planning Commission Member
Representative, Statistical and Information Management Division Member
Representative, Bangladesh Bureau of Statistics Member
Representative, Division of Secondary & Higher Secondary, MoE Member
Representative, Division of Technical & Madrasha Education, MoE Member
Director ( Monitoring and Evaluation Division ), DPE Member
Joint Secretary (Planning), MOPME Member
Chief, Statistical Division, BANBEIS Member
Prof. Dr. Shafiqur Rahman, Director ISRT_DU Member
Prof Dr. Mohammad Alamgir Kabir, Chairman, Dept. of Statistics_JU Member
Statistical Officer, DPE Member
Member
Statistical Officer, MoPME
Secretary
Annex 18. Technical Committee of APSC-2021
Technical Committee of Primary Education Statistics in DPE:
Director General, DPE Chairman

Director General,BNFE Member
Director (M&E), DPE Member
Director (IMD), DPE Member
Chief, Statistical Division, BANBEIS Member
Representative, BBS Member
Representative, DSHE Member
Representative , NGO Bureau Member
Prof. Dr. Sayed Shahadat Hossain, ISRT_DU Member
Prof. Dr. Shafiqur Rahman, Director ISRT_DU Member
Prof Dr. Mohammad Alamgir Kabir, Chairman, Dept. of Statistics_JU Member
Joint Secretary (School), MoPME Member
Joint Secretary (Planning), MoPME Member
Mr. Anuz Kuamr Roy, Senior System Analyst (IMD), DPE Member
System Analyst, MoPME Member
Statistician, DPE Member
Statistical Officer, MoPME Member
Statistical Officer (1-4), DPE Member
Deputy Director ( M&E), DPE Member Secretary

Annex 19. APSC Report Preparation Committee in DPE:
Sl Name, Post & Dept Remark Responsibility
1 Director, Monitoring & Evaluation Chair Supervised
2 Director, IMD Member Direction
3 Deputy Director (APSC wing) Member Executive Summary
Mr. Anuz Kumar Roy, Senior System Analyst, Data Append, Data Finalization,
4 Member
IMD Data Extract
KPI, PSQL, Non KPI, Calendar,
5 Mr. Aminul Haque, Statistician, M&E Member Profile, NOC, External Validation,
Messages
6 Md. Mukter Hossain, Statistical Officer, M&E Member Methodology & Annexure
7 Ms. Yesmin Akhter, Statistical Officer, M&E Member Methodology & Annexure
Internal Efficiency, Co-hort,

8 Mr. Ismail Hossain, Statistical Officer, M&E Member District Drop Out Calculation,
Report Formating, IV Report
Report Analysis & Generation
Member
9 Md. Mehdi Hasan, Statistical Officer, M&E (GER, NER, GIR, NIR), Report
Secretary
Preparation
Md. Siddiqur Rahman, Data Entry Operator,
10 Member Data Gap Analysis, Data Cleaning
IMD

CHAPTER TEN:
Profile and Contact Details
1. Bangladesh Country Profile :
Official Name The People’s Republic of Bangladesh
Father of the Nation Bangabandhu Sheikh Mujibur Rahman
Head of the State President Md. Abdul Hamid
Head of the Government Prime Minister Sheikh Hasina Waized
International Mother Language day 21st February
Historical day 07th March
Independence day 26th March
Victory day 16th December
Bangladesh is situated in the eastern part of the South Asian sub-

Continent. It lies between and North latitudes and
between East longitudes. The Country is
Geographical location bordered by India on the east, west and north, and by the Bay of
Bengal in the south and having a small border strip with
Myanmar in the south-east.
Area 1,47,570 sq km (56,977 sq miles)
Territorial Water 200 Nautical Miles
8 Divisions, 64 Districts, 493 Upazilas, 641 Police Thana, 4,554

Administrative units Unions, 59,990 Mouzas, 87,316 Hamlets (Source LGRD)
Total Ministry 38 (Division under Ministry 15), Department 353

No. of Ministry
(Source MOPA)
City Corporations 12 (Source LGRD)
Municipalities 321 (Source LGRD)
Capital Dhaka
Nationality Bangladeshi by birth and Bengali by cast
State Language Bangla; Official Language : (Bangla and English)
Time GMT+6 hours
168.22 Million; Male : 84.19 and Female : 84.03 Million (SVRS

Population (01 January 2021)
2021, BBS)

Muslim (90.7%), Hindu (9.2%), Buddist (0.7%), Christian (0.3%),
Religion based population Animist and believers in tribal faiths (0.1%)
Population Growth Rate 1.37% (SVRS 2021, BBS)
Population Density per sq.km 1180 (SVRS 2021, BBS)
Sex ratio Male 100.2 : Female 100
Fertility Rate (Per woman) 2.04 (SVRS 2021, BBS)
Contraceptive Prevalence Rate 63.9% (SVRS 2021, BBS)
Life Expectancy at Birth 72.8 years (SVRS 2021, BBS)
Infant Mortality per 1000 Live Births

28 (SVRS 2021, BBS)
(below 5 year)
Literacy Rate (7+yrs) 75.2% (SVRS 2021, BBS)
GDP (2021) BDT 34,56,040.00 Crore (Source MoF)
Public University 53 (Source MoE)
Private University 109 (Source MoE)
Medical College 45 (Dental 09)
Private Medical College 109 (Dental 26)
Medical University 05
Army Medical College 06 (01 Armed Force Medical College)
GDP growth rate 6.54%
Money Inflation rate 5.86%
Per capita Income US$ 2554
20.5% (daily intake below 2122 k. Cal.) Hardcore Poverty Line

Population below Poverty Line
10.50%
Spring (February-March), Summer (April-June), Monsoon (July-

September), Autumn (October-November), Winter (December-
Main Seasons
January)
Annual Average Rainfall 200.5 mm
Padma, Meghna, Jamuna, Brahmaputra, Teesta, Surma and

Principal Rivers
Karnaphuli (Total 230 rivers including tributaries and branches))
Rice, Wheat, Jute, Tobacco, Sugarcane, Pulses, Oilseeds, Spices,

Principal Crops and Fruits Potato, Vegetables, Banana, Mango, Coconut and Jackfruit

Readymade garments, jute and cotton textiles, tea processing,
paper, cement, chemical fertilizers, light engineering, sugar, oil
refining, steel, shipbuilding, brick manufacturing, real estate,
Principal Industries
carpet making, ceramic-ware, pharmaceuticals, assembling buses
& trucks, plastic ware, consumer electronics
Principal Mineral Resources Natural gas, coal, limestone, ceramic clay, glass sand, hard rock
Readymade garments, raw jute, jute goods, tea, shrimp, fish,

finished leatherand leather goods, pharmaceuticals, flowers, fruit
Principal Exports
and vegetables, ceramic-ware, IT and ITES, handicrafts, newsprint
Remittance Reserve ( December 2021) US$ 48.04 billion (Source Bangladesh Bank)
Sea Ports Chittagong, Mongla and Paira
International Airports Dhaka, Chittagong and Sylhet
Jashore, Ishwardi, Cumilla, Cox’s Bazar, Thakurgaon, Syedpur,

Domestic Airports
Rajshahi, Barishal
Transmissions cover the entire country. Apart from national

Radio stations terrestrial radio (Bangladesh Betar), there are 4 non-Government
FM radio channels in Bangladesh.
There are 2 terrestrial state run TV channels: Bangladesh

Television ( BTV ) and Sangshad Television. BTV runs a TV channel
BTV World which broadcasts by satellite 24 hours a day to Asia,
TV Channels
Australasia and the Middle East. Besides, there are 41 non-
Government TV Channels in Bangladesh
Popular Sports Cricket, Football, Hockey, Kabaddi, (national game), Swimming,

Volleyball, Badminton, Chess
Telephone per 100 people Cell Phone-92.45 and Landphone-2.70
Mobile Telephony penetration 165.57 Million People (Till December 2021)
Internet User 93.07 Million People (Till December 2021)
Social Media User 42.00 Million People (Till December 2021)
Export Processing Zones (EPZs) 10 (Private 02)

2. Primary Education Profile :
Ministry Ministry of Primary and Mass Education (MoPME)

Ministry (MoPME)
2003
Established
Department Directorate of Primary Education
Established Department 1981
Primary Education 13 February, 1990
(Compulsory ) Act
Established Division August 1992
Total Education Thana 514 (Till December 2021) (Education Upazila 493 and Thana 21)
Total primary School
118890 (All Types)
(2021)
Total GPS GPS : 65565
Total Teacher (Public &
657193 (% of female 61.35%)
Private)
Total GPS Teacher 359095, (% of female 64.41%)
Education Language Bangla & English
Total Enrolled Students 16964967 (% of Girls 49.40% ) (Gr I-V)
Total Pre Primary Enrolment 3125090 (% of Girls 50.30%)
Cycle Drop Out Rate (2019) 14.15%
Education Age Limit 6-10 Years
PECE Start Since 2009
PECE Participation (2021) NA
PECE Pass Rate (2020) Exam not held in this year (In 2019 were 95.50%)
PECE Pass Rate (2021) Exam not held in this year
Primary School Nationalized Father of the Nation Bangabandhu Sheikh Mujibur Rahman, 37672
(First) Primary School in 1973
Primary School Nationalized
(2nd Phase) The Honorable Prime Minister Sheikh Hasina, 26193 in 2013
Held in Each Year over the country ‘Bangabandhu and Bangamata

Primary Events Football Tournament’ Inter Primary School Sports & Cultural
Competition Nation Wide
Total Budget (FY 2021-22) BDT 6,03,681 Crore
Total Educational Budget
BDT 71,953 Crore
(2021-22)
Primary Education Budget
BDT 26,314 Crore (As % of Primary Education is 36.57%)
(2021-22)

Limitations & Challenges:
1. Head teachers usually fill up the APSC questionnaire (data collection form) but due to time,
capacity and budget constraints so far DPE could not able to orient huge number of Head teachers
which is extremely necessary to accomplish the function properly.
2. Almost twenty-five types of schools that provide primary education in Bangladesh have been
covered in this report this year. However, still there might be some more primary schools, which
are outside the coverage of the APSC 2021, that are not directly under the purview of DPE.
3. Moreover, many of these institutions do not have formal institutional set up in terms of land,
physical infrastructure, and regular teachers and student’s enrollment. As a result, it is difficult to
collect data from all types of schools;
4. Due to Covid-19 all primary schools were academic activities closed. That time we have collect the
data from the schools register book;
Challenges:
• Unique ID of every students at the right age in school is a concern
• Never Enrollment /Out of School Children
• Elimination the Duplicate Enrolment
• Age specific , the number of children with disability : 5-10 age
• Data disaggregation up to Municipal area , city corporation , Union and Upazilla Level.
Way Foreword:
• Real time reporting of APSC Dashboard under Integrated Software. Already launching the Dash
Board Software by IMD under Directorate of Primary Education;
• Modification of APSC online questionnaire in Integrated software time to time based on

requirement of policy making.
• Localization of SDG4 targets
• Training for capacity enhancement of Head Teacher for APSC Dash Board for Data Entry.
• Larger Scale Internal Validation by AUEOs, IMD, and M&E for quality data
• Intensive training is need to capacity enhancement of M&E and IMD officials for statistical data
analyzing and report writing.
• School ID (EMIS code) should be identical in all the DPE survey and databases e.g. APSC, PECE,
PEPMIS, Teacher database and Book Distribution;
• APSC Data Collection Form-2022 will be upate on SDG4 Indicators.

Areas to be considered for research and Investigation:
▪
1. Impact of COVID 19 pandemic in primary education sector : It is essential to conduct in-depth
study to assesses the impact in schools and students due to COVID 19 pandemic in the primary
education sub-sector especially the learning achievement, school readiness for reopening of school
2. Need Based Study : Based on lesson learnt from the Internal Validation : Duplicate Enrollment for
Private Schools
3. Single Age Population in Upazilla Level for measuring local level indicator like upazilla and Union .
4. Repetition rate in specific grades: Continuous high repetition in grade 4 should have an in-depth
study to find out the factors responsible for this.
Recommendations of Technical Committee and National Committee Meeting and Action Taken:
1.Reasons for Decreasing Cycle Dropout rate in 2021 Compared with 2020:
Explain : From the analysis, it is found that the Cycle Drop Out Rate of 2021 is less than that of 2020 which
are 14.15% and 17.20 respectively.
In this regard we have some valid causes for such a result which are as follows :
It is found from recent literature review that mainly there are two major reasons for decreasing trend of
drop out rate in Bangladesh.
Firstly: In 2021 almost 100% enrolled students got promotion from lower grade to upper grade through
continuous assessment and evaluation of assignment. So in 2021, the rate of repeaters rapidly has been
declined from the previous year (5% to <1%). That is why Cycle Drop Out Rate has been decreased in
Primary Education.
Secondly: Due to Covid-19 pandemic about 14,111 Private Primary Schools (KG, Brac, NGO etc) already
have been stopped their academic activities in primary education level. In 2020, there were 67436 private
institutions and that of 2021 is 53325. For that reason students enrolling in private institutions have been
transmitted towards Govt. Primary Schools including Madrasha. So enrollment in Govt. Primary Schools has
been increased this year.
Percentage of Students Coverage Government and Private Schools:
Year Share of % Students Enrolled Share of % Students Enrolled

GPS Private Schools
2020 60.52 39.48
2021 70.23 29.77
Thirdly: One of the most significant applications is the Primary Education Stipend Program (PESP). PESP
started in its present since 2001. Its key objective is to increase educational participation—enrollment,
attendance, persistence, and performance of primary school age children from poor families in urban and
rural areas. Now a days about 12 million Students coverage this system through Mobile Banking. Already
delivered the government’s stipends for primary and mass education transparently to the mobile wallets of
about ten million mothers of the students.
Stipends Target FY : in 2021-2022 are 13.5 million Students in this area.
2. Reason of Survival Rate Increasing:
Explain: This census, we consider only Government primary school to measure the Internal Efficiency: Cycle
Dropout Rate, Repetition rate, Survival Rate, Year Input Per Graduate and Coefficient of Efficiency by
reconstructed cohort analysis. Although some students were admitted in Madrasa and KG schools, they did
not cancellation their admission in government primary schools. When the drop out rate decreases, the
survival rate automatic increases. We have verify the data from schools register book.
3. Drop Out Rate more in Grade 4 why?
Explain: Many parents repeat their children in grade 4 without promoting their child to grade 5. As a result,
more dropout rate occurring in grade 4.
4. Explain why Less than 30 students enrolled (226 schools) in GPS

Explain:
a. The number of catchment area based schools is high.
b. Home visits was low.
c. Admission of students in Madrasha, KG, NGO in those areas.
d. Less technical support for learnt sitting at home program through Radio & TV.
e. Routine gap with others schools.
5. To Include Gender wise drop out:
Action Taken: Already included.
6. Schools coverage more for Internal validation:

Explain:
In 2020 was 192
In 2021 are 576 Schools verified through Internal Validation.
7. At least one teacher (HT/AT) trained from each schools for APSC Dashboard (New software)

Action Taken: Necessary steps are being taken on behalf of the monitoring division
8. Key points include in Executive Summary:
Action Taken : Already included in Executive Summary.
9. Including Banbeis and BBS Recommendations on Draft APSC-2021:
Action Taken : Banbeis and BBS Recommendations will be included after getting from their suggestions and
recommendations.
10. Need to review the no. of single shift schools :
Action Taken : In 2020 was single shift schools 9860, now this year we found from the data base single shift
schools are 9732. So less 128 schools to be verify. IMD_DPE reviewing these types of schools.
11. Review on APSC-2022 Data Collection form and Dashboard software align with SDG4 Indicators
Action Taken : Will be take necessary step by Monitoring & Evaluation Division_DPE.
12. Official Age of Primary Education (Formal) and Pre-Primary Education
Explain: Formal primary education refers to education, as determined by the government for the children
of age group 6+yrs to 10+yrs years in grades1-5 having a prescribed national curriculum, textbooks, schools
hours and the schools year, which begins in January and ends in December. Pre-Primary Education refers to
education as determined by the ministry of primary and mass education for the children of age 5+yrs. The
Government plan’s to introduce `Shishu Class’ for the children of age 4+yrs .
Conclusion :
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Ministry of Primary and Mass

Bangladesh Primary Education Statistics-2021

Annual Primary School Census 2021

Monitroing and Evaluation Division

Annual Primary School Census 2021

Data Base Management

All rights reserved by:

E-mail: dgprimarybd@gmail.com ;Website: www.dpe.gov.bd

(Will be included during hard copy publication)

(Will be included during hard copy publication)

(Will be included during hard copy publication)

ADPEO Assistant District Primary Education Officer

Chapter Particulars Page Range

Another source of information on student achievement is Primary/Ebtedayee Education Completion

• Pre-Primary Education Enrolment Rate now over 3.2 million;

Validation Survey for Annual Primary School Census -2021

Findings from Post Enumeration Check (PEC) (To Be Review):

Major Findings and Conclusion from PEC (To Be Review):

• The Coverage Rate of APSC 2021 is found to be 95.77%.

Explorations from PEC

Survey Area of PEC

Recommendations from PEC (To Be Review) :

Sample Size of Internal Validation by DPE

Results from Internal Validation of APSC-2021

Major Findings are as follows :

APSC APSC APSC APSC

CONCEPTS OF OPERATIONAL DEFINITIONS

Sl Particulars Page Range Remark

1.1 Access in primary education

Access in primary education

1.2 Class size

1.3 New Entrants

Gross Intake Ratio (GIR) in the First Grade of Primary

Data required Data source Type of disaggregation

Quality standards: Limitations:

1.6 Transition Rate (TR) from Primary to Secondary Education

1.7 Gross Enrolment Ratio (GER):

Gross Enrolment Ratio (GER)

Data required Data source Type of disaggregation

Gross Intake Ratio (GIR) in the First Grade of Primary

Gross Enrolment Ratio

Enrolment at the level of

Population in age group a

Data required Data source Type of disaggregation

1.8 AGE SPECIFIC ENROLMENT RATE (ASER)

Age Specific Enrolment Rate of the population of age a in school year t

Enrolment of the population of age a in school year t

Population of age a in school year t

Data required: Enrolment by single years of age. Population of th e corresponding age.

1.9 Repetition Rate by Grade (RR)

Number of pupils repeating grade i, in school year t+1

Number of pupils enroled in grade i, in school year t

1.10 Survival Rate (SR)

Number of pupils repeating grade i in school year t

1.11 Coefficient of Efficiency

For more details, see the flow diagram on cohort analysis.

1.12 Years Input Per Graduate

1.13 Percentage of Repeaters