Bangladesh Engaging the Private Sector in Education : SABER Country Report 2016
Why this work is in the frame
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Bibliographic record
Abstract
In recent years, private sector \n engagement in education, which includes a vibrant mix of \n non-profit, for-profit and faith-based organizations, has \n grown significantly around the world. In the last two \n decades, the percentage of students in low-income countries \n attending private primary schools doubled, from 11 percent \n to 22 percent. This growth in private provision is closely \n connected to the boom in access that has taken place in \n low-income countries over the same two decades: primary net \n enrolment increased from 55 percent to 80 percent between \n 1990 and 2010. SABER-EPS research in Bangladesh has found \n that access to primary education is nearly universal and \n that retention rates of students to the last grade of \n primary school have increased significantly. However, in \n 2012, only 48 percent of children enrolled in secondary \n school. At both the primary and secondary levels, quality \n and equity are challenges. The private sector plays a \n significant role in education at both levels. At the primary \n level, the range of school options is broad, with 24 \n different types of institutions. The private sector accounts \n for nearly a quarter of enrolments at this level. The rest \n of the report provides an overview of SABEREPS, followed by \n a description of the basic education system in Bangladesh \n with a focus on the private sector and government policies \n related to the private provision of education. The report \n then benchmarks Bangladesh’s policy environment utilizing \n the SABER-EPS Framework and offers policy options to enhance \n access and learning for all children in primary and \n secondary school. This report presents an analysis of how \n effectively the current policies in Bangladesh engage the \n private sectorin basic (primary and secondary) education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.021 | 0.002 |
| Meta-epidemiology (narrow) | 0.003 | 0.002 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.013 | 0.006 |
| Research integrity | 0.001 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it