Project profile — Strengthening Quality Education for Children in Cox’s Bazar, Bangladesh


UNICEF - United Nations Children's Fund (41122)
2018-12-17 - 2022-12-31
Global Affairs Canada
OGM Indo-Pacific

Country / region 

• Bangladesh (100.00%)


• Education policy and administrative management:
Education policy and administrative management (11110) (15.00%)
Education facilities and training (11120) (10.00%)
Teacher training (11130) (20.00%)
• Primary education:
Primary education (11220) (45.00%)
Early childhood education (11240) (10.00%)

Policy marker 

• Gender equality (significant objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (significant objective)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (not targeted)
• Desertification (not targeted)
• Children's issues (principal objective)
• Youth Issues (principal objective)
• Disaster Risk Reduction(DRR) (not targeted)
• Indigenous Issues (not targeted)
• Disability (not targeted)
• Nutrition (not targeted)
• ICT as a tool for development (not targeted)


The project aims to improve learning for pre-primary, primary-aged and out-of-school girls and boys in the Cox's Bazar district of Bangladesh through gender equitable quality education. Cox’s Bazar is one of Bangladesh’s poorest and most vulnerable districts, with poverty well above the country’s national average. The influx of over 740,000 Rohingya refugees since August 2017 has increased economic tensions and competition for scarce resources, including for jobs and income, among the Rohingya and the local communities, as well as having a serious impact on local infrastructure and services. This situation is particularly difficult for women and children who are the most vulnerable. The project aims to: (1) work to make schools safer for children, while improving gender sensitivity in teaching; (2) improve learning assessment practices; (3) strengthen school leadership while helping to make leaders more gender-sensitive; (4) provide a comprehensive gender-sensitive school effectiveness package; (5) contribute to gender-equitable quality education for 102,000 children (54,000 girls); and (6) build the capacity of teachers, school leaders and community members in the host communities of Cox’s Bazar. Project activities include : (1) providing professional development packages for teachers covering topics such as lesson planning, class management, and age and gender-sensitive teaching practices; (2) providing learning supplies to 120,000 girls and boys in host communities; (3) developing and supporting the implementation of school-level improvement plans, including school grants, to make schools more friendly to girls and to children with disabilities; (4) supporting the development of disaster management plans and standard operating procedures in schools; (5) increasing the capacity of communities to support inclusive education through Parent Teachers Associations, with an emphasis on the importance of girls’ education; and (6) developing and implementing a gender-sensitive capacity building plan for district leaders and school leaders.

Expected results 

The expected outcomes for this project include: (1) improved gender-sensitive teaching and assessment practices adopted by trained teachers in targeted schools in host communities; (2) increased access to equitable education and learning opportunities by early learners and girls and boys in Cox's Bazar District, including by those affected by emergencies; and (3) improved district and sub-district level systems for planning, supervision and monitoring of gender-sensitive education.

Results achieved 

Results achieved as of December 2021 include: (1) trained 100 teachers from 100 schools on applying the School and Classroom-based Assessment tools and standards; (2) 451 teachers (241women; 210men) obtained diplomas in professional capacity building in primary education, coupled with support to use acquired skills; (3)1052 teachers received training on ‘Education in Emergency and Disaster Risk Reduction; (4) 537 school management committee representatives (189 women; 348 men) received training on disaster risk reduction and school preparation for safe post-emergency reopening; (5) 24 schools participated in the Integrated Primary Education Management Information System (IPEMIS) pilot initiative. IPEMIS was further refined and went live countrywide on March 31, 2022; (6) during the COVID-19 school closures, 2,456 children (1343 girls and 1,113 boys) in hard-to-reach areas of Chakaria, Pekua, Ramu, and Teknaf Upazilas received supplementary learning aids. This also includes worksheets for pre-primary learners and 14,736 book titles (six books per student). Parents received simplified guides on how to support their children’s home-based learning using supplied materials; (7)10,951 grade one and two students (5,895 girls and 5,056 boys) in 20 geographically hard-to-reach areas received grade-specific worksheets that included letters, decodable words, and comprehension questions to help children improve their reading skills; (8) distributed age and grade-appropriate story books to 65,706 children (29,232 for grade one and 36,474 for grade two), who had no access to radio, TV or online learning platforms to benefit from the national distance learning program; (9) 600 community volunteers, including 364 men and 84 women religious leaders, held household and mosque-level interpersonal communication campaign sessions to reach 350,000 people with messages on the importance of girls’ education following prolonged COVID-19 school closures. School effectiveness grants campaign was complemented to ensure the availability of efficient water, sanitation, and hygiene (WASH) facilities in schools; and (10) in the Rohingya refugee camps, 369 learning centres safely reopened with technical assistance from the project, including the installation of improved WASH facilities.

Budget and spending 

Original budget $0
Planned disbursement $0
Country percentages by sector
Type of finance Aid grant excluding debt reorganisation
Collaboration type Bilateral
Type of aid Contributions to specific-purpose programmes and funds managed by implementing partners
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