The document summarizes the findings of a study that measured the effectiveness of the School Improvement Plan (SIP) implemented by Plan Bangladesh. Key findings included: (1) Students at SIP schools performed significantly better on exams than students at non-SIP schools. (2) Teachers' training under the SIP positively impacted student enrollment, performance, and retention. (3) Learning networks were effective for students but not as well known in the community. (4) Child ministries developed students' leadership skills. (5) Community participation in school activities increased under the SIP. The document provides recommendations such as emphasizing teaching aids in training and prioritizing facilities like water and sports equipment.

1. Measuring the
Effectiveness of School
Improvement Plan (SIP)
of Plan BangladeshGoutam Roy
Research and Evaluation Coordinator
Plan Bangladesh
May 10, 2012

2. • School improvement plan (SIP) of Plan Bangladesh is a process
through which schools plan and set long-term goals for
improvement.
• The objectives of the process are:
 to improve learners’ achievement by creating a positive
environment for learning.
 to establishing an effective school management system.
 to increasing the degree to which parents and community are
involved.
• Plan Bangladesh works with the GPS, RNGPS and NRNGPS
through SIP.
Background

3. To measure the effectiveness of school improvement plan (SIP) of
Plan Bangladesh in order to ensure the quality of education.
Specific Objectives
- To know the impact on learning and academic achievements of
SIP school learners
- To find out the effectiveness of teachers’ training provided under
SIP
- To find out the effectiveness of the learning network
- To know the degree and effectiveness of child ministries
- To explore the involvement of community people, parents,
education authorities
Study objective

4. • Both qualitative and quantitative approaches were taken and data were
collected from Khansama upazila of Dinajpur zilla.
Sample: 15 SIP and 5 control schools were taken as sample.
Learning tests: Students of grade II and grade IV
• Classroom observations
• Interview with teachers, UEOs and AUEOs
• FGDs with UP leaders, parents, SMC and CBO members
Methodology
Grade Gender SIP Non-
SIP
Total
Grade II Boy 44 38 82 (54.7%) 150
Girl 41 27 68 (45.3%)
Grade IV Boy 43 29 72 (48.3%) 149
Girl 47 30 77 (51.7%)
Total 175 124 299

5. Achievement of the students
• The students of SIP schools achieved significantly higher scores.
• The differences of performances between boys and girls are not
statistically significant.
• Students’ performance in primary school completion (Samaponi)
examination was evidently better.
Findings

6. Score of the grade II students last school examination
Findings (contd.)
Type Mean SD Significance (p)
Type Intervention 71.2 11.9 P<0.01
Statistically significant
Control 58.5 13.6
Sex Male 67.8 14.1 p=0.3227
Not statistically significant
Female 65.3 13.6
Pre-school
Have 69.8 13.2 P<0.01
Statistically significant
Have not 60.2 13.3

7. Score of the grade IV students last school examination
Key Findings (contd.)
Type
Mean SD
Significance (p)
Type
Intervention 67.3 14.2 P<0.01
Statistically significant
Control 53.3 12.6
Sex
Male 63.3 15.8 p=0.6456
Not statistically significant
Female 62.1 14.7
Pre-school
Have 67.0 15.5 p<0.01
Statistically significant
Have not 55.7 11.8

8. Teacher’s training
• Majority of the teachers received training from SIP. Trainings had
positive impact on enrolment, performance and retention of the
students.
• The teachers participated in enrolment campaign, Upazila and
union level planning and assessment workshops though their
participation at Union level workshops on teaching materials was
not satisfactory.
• Teachers’ classroom management and students’ assessment
practices improved significantly.
Key Findings (contd.)

9. Learning network
• Students were very much active in learning networks but this was
not much familiar to community members, parents and local
leaders.
• Learning network was very effective among students and it made
the students more concerned about education.
• Students had opportunities to share their ideas and thoughts
through learning networks.
Key Findings (contd.)

10. Child ministry
• Child ministry was established in all SIP schools. This
intervention developed learners’ leadership skills and explored
the potentials of the children.
• According to a of the UP member
“Once some children of a primary school came to UP office and
informed one of their friend’s parent were going to arrange
marriage of her. They wanted to protect their friend and
requested to the UP leaders to take initiatives. Based on their
information, UP leaders protected the girl from early marriage”.
Key Findings (contd.)

11. Parents and community participation
• Community members visited school activities and conducted
home visit regularly and involved in generating school fund, tree
plantation, gardening in school etc. They also observed national
and international days and arranged co-curricular activities.
• CBO members frequently monitored school activities and
constructed pre-school building through local resources.
• Participation of women in school activities increased. Parents
became aware of and participated actively in school.
• UP leaders took initiatives to protect child marriage.
Key Findings (contd.)

12. • Use of teaching aids should be given more emphasis in
teachers’ training. SIP should include all regular teachers under
their training process.
• SIP should be more active in influencing the teachers to
participate in workshops.
• Water preservation system, sports equipment and library
facilities should be more priorities.
• Awarding poor and meritorious students by scholarship can be
considerable component of SIP.
Thank You.
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