Research Paper on Assistant District Primary Education Officer, Bangladesh

2. Topic: Management of Primary Education at
District level
Role of Assistant District Primary
Education Officers (ADPEO) in Managing
Primary Education at District Level:
Policies and Practices
2

3.  Ardt et al. (2005) upheld that local office had
a lack of skilled education personnel and also
had a shortage of staff along with limited
scope of capacity building support (p.13).
 USAID (2002) report very openly advised to
ensure effective management system and for
that “monitoring has a great role… new
mechanisms have to be introduced to
monitor the activities of the line managers
and supervisors…(p.19)
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4. Hallak (1992) summarized that
District office operates solely as a mailbox of
information
No incentives to encourage the intermediate
levels mismanagement or violation of rules.
No incentive to promote the lower levels of
the system, initiatives, innovative attitudes,
or educational experiments
(as cited in Govinda, 1997, p. 58).
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5. 1. How are the roles and responsibilities assigned to
ADPEO aligned to manage primary education
at district level?
2. What are the trainings ADPEOs receive in
improving their management skill in managing
primary education at district level?
3. How are the roles and responsibilities of ADPEOs
practiced in the district level?
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 ADPEO has to perform his jobs according to the
Government Order issued by the Directorate of
Primary Education (DPE, 2013).
 Two posts of ADPEO in a district office were
created; one was called ADPEO (General) and
another was ADPEO (Development) (DPE, 2013).
 TIB (2008) Reports produced that there
remained harassment and corruption at Upazila
and District Education Offices (p.5).

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“The field level officials of Bangladesh
Primary Education Department have no
specific training on the administration and
management of primary education”. He said
also “DPEOs and TEOs hold very important
posts; but their power and authority is very
limited...” (Govinda,1997, p. 97:98)

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Literature Review (Cont.)
The Department of Education, Training and
Employment in South Australia outlines the
position of District Superintendent in terms
of six key outcomes: management, policy and
planning, quality assurance, service
coordination, leadership and corporate
contribution
(Cranston & Jarzabkowski, para. 17).

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Literature Review (Cont.)
TIB (2008) suggested to frame “a Code of
Conduct for everyone involved in primary
education” with built-in mechanisms for
monitoring, and strictly observed including
zero tolerance to corruption, negligence of
duty and other irregularities and violations”
(p.6 ).

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Literature Review (Cont.)
• Tomlinson (2004) gives importance to develop
professional skill of education manager through
a. Career counseling, b. Coaching, c. Advice on the
job search, d. Crisis counseling (p. 90).
• Govinda (1997) found that “most of the field
level officials (DD, DPEO, TEO) do not have any
specific training on the administration and
management of primary education” (p. 97).

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Literature Review (Cont.)
Bangladesh Government also planned to
improve the management of Primary
Education “by conducting performance and
need based training along with approving
recruitment rules”.
(General Economics Division [GED], 2015, p. 536).

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Picture # Taken from Boehm (2011), Slide no. 08
Conceptual Framework

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Purpose of the Study
 To know the roles and responsibilities
assigned to ADPEO aligned to manage
primary education at district level
 To look out the trainings, ADPEOs receive in
improving their management skill in
managing primary education at district
level?
 To explore the ADPEOs’ practiced roles and
responsibilities on Planning, Organizing,
staffing, Directing and Controlling

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 To look out the views and perception of
participants towards ADPEOs
 To know ADPEOs’ perceptions about the
district management system
 To know how ADPEOs promoted their
assigned and expected duties;
 To bring out the formal and informal
activities that ADPEOs’ perform
Purpose of the Study (Cont.)

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 The data were collected from, DPE and f0ur
District Primary Education offices of northern
part of Bangladesh,
DPE notified the roles and responsibilities of
ADPEO
DPEO Office: Controlling office of ADPEOs, Here
they work with others.
Convenience sample procedure was taken in the
selection of participants (Marshall (1996).

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1. Deputy Director (Admin) of DPE, Dhaka
Assigns roles and responsibility to ADPEOs
and has the full authority to take
administrative steps in favor or in against
ADPEOs.
3. District Primary Education Officers
ADPEO works under his direct control.
5. Assistant District Education Officers
Key participants of the study

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6. Monitoring Officer
Working with DPEOs and ADPEOs at the
same office and could tell in-depth.
Rational:
 They were directly concerned with the roles
and responsibilities of ADPEOs.
 Field level officials had been prioritized.

18. Rational:
 Data was descriptive and non numerical;
 All data came in the form of interview notes,
observation record and document analysis.
 The data were collected in natural setting.
 The environment was non-manipulated.
 Interview Method selected for data collection to bring
out the in-depth perceptions of the participants.
18
Qualitative approach was undertaken

19.  Typology method applied that refers to “a
classification system, organized pattern, themes
or a group of data to formulate a new
knowledge” (Maxwell, 1996, p. 215).
 After collecting the data I transcribed,
organized, reviewed and summarized it to take
out the critical information.
 I categorized all the data according to my
research questions and sub questions
19

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 My research was conducted within a
small group and small area. It might not
represent the picture of the whole system.
 There was little literature available in
support of this study; so there was a
possibility of coming out some different
idea.
 My professional identity was disclosed
though I did not want.

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1. Management of Primary Education at District
Level
2. Roles and responsibilities of ADPEOs
3. Professional Skill Development
4. Essential Management Supports
5. Scope and Opportunities of Improving ADPEOs’
Roles and Responsibilities.
6. Challenges regarding ADPEOs
Concept and Themes

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1.1. Background of ADPEOs:
Participants had the knowledge about ADPEOs
1. Management of PE at District Level:
 ADPEO was a cadre and new graded entry post.
 Recruited by both Public Service Commission and by
promotion
 Senior working ADPEO was designated as ADPEO
(General)
 Junior one was treated as ADPEO (Development)
 UEOs were still recognized as same salary graded
post.

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1.2. ADPEO as a Profession:
 ADPEO post was important and honorable.
 Its needed to be strengthened.
 ADPEOs have the potentiality to perform their
assigned roles and responsibilities.
Participants were well known about the post
and they understand the importance of the
post in achieving quality district education
management.
1. Management of PE at District Level:

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2.1. Roles of ADPEO (General) and ADPEO (Dev.)
There was no difference between ADPEO (General) and
ADPEO (Development). Both exercised the same
responsibilities in the field. It was named differently for
the sake of creating another post of ADPEO at district
level.
2. Roles and Responsibilities of ADPEOs

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2.2. Administrative work of ADPEOs
 To assist DPEO in all respect
 To communicate with upward and downward offices
 Check out the documents and its attached file
 To conduct investigation & departmental proceedings
 To write all types of reports and documentations
ADPEO as a mid level officer worked under DPEO’s
supervision and performed the work imposed on
him with and in absence of DPEO.
2. Roles and Responsibilities of ADPEOs

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2.3. ADPEO School Monitor:
ADPEO was found as an expert school visitor.
2. Roles and Responsibilities of ADPEOs
2.4. ICT and the activities of ADPEO:
ADPEOs were involved in practicing ICT technologies.
They motivated their staff to have expertise over ICT.
They made the citizen service easy thorough modern
technology

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2.5. Planning and Roles of ADPEOs:
 There was no approved professional planning for district
level, ADPEOs were involved in all types planning,
prepared at district level.
2. Roles and Responsibilities of ADPEOs
2.6. Program Organization and ADPEOs:
 ADPEO organized a lot of programs successfully held
at district level. Other officials and staff support them
in arranging those programs.

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2.7. Personnel Management and ADPEO:
2. Roles and Responsibilities of ADPEOs
ADPEOs had no tool to control the staff. It
happened as of official culture but not defined
by any rules or regulations

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DPE had given a lot of program trainings
by which ADPEOs were trained on how to
accomplish the program successfully.
3. Initiatives taken to develop ADPEOs’
professional skill:
3.1. Initiatives taken by DPE:

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3.2. Initiatives taken by NAPE:
 NAPE had provided only two day training in the last
three years which did not fulfill the demands of
ADPEO.
3. Initiatives taken to develop ADPEOs’
professional skill:
Training was found an important part for
professional development of ADPEO as well as
it was important to adjust themselves in their
new offices.

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 They had sixteen years of experience as
education managers.
 A good office with shared vehicle
 Handsome travel allowance
 ICT facilities available.
4. Management Supports to strengthen
ADPEOs’ skills:

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They could be awarded some decisive work to be
resolved and the authority to issue letters about
training related nomination, some files could be
cleared out by ADPEOs.
5. Scope and Opportunities of Improving
ADPEOs’ Roles and Responsibilities:

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 ADPEO could monitor the different trainings
and activities randomly in all upazillas.
5. Scope and Opportunities of Improving
ADPEOs’ Roles and Responsibilities:
 To increase the number of school visits from five
to ten schools
 To involve ADPEOs in public relation area and
investigation purposes

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 No Ministry Approved Job Description
 ADPEO & UEO same graded post.
 No Career Path
 Hazards of current charges were
remarkable.
6. Challenges regarding ADPEOs’
Roles and Responsibilities:

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 This study comprehended the different roles and
responsibilities of ADPEOs been exercised at
district level.
 This study focused the type scenario of District
Primary Education Management System where
ADPEOs were working as the directions of DPE
and DPEO. At the same time.
 This study mainly intensified the management
issues related with ADPEOs performances and
professional development.

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 ADPEOs designation name could be changed.
 MoPME of Bangladesh needs to circulate a
professional plan for ADPEOs.
 Tools need to be developed for ADPEOs to control
the staff.
 Need based training need to be provided to
ADPEO
 A detailed job description of ADPEO need to be
introduced with new recruitment rule
Recommendations:

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Ardt, Kalene, Hastings, C. Hopkins, K. Knebel, R. Loh, J. & Woods, R. 2005.
“Report on Primary Education in Bangladesh: Challenges and
Successes.” Dhaka: Bangladesh Ministry of Women and Children Affairs.
May 19.
Cranston, N.C. & Jarzabkowski, L. (1999), The Role Of The District Director
In A Restructured Education System In Australia, University of Sussex,
at Brighton, 2-5, September, 1999
Directorate of Primary Education. (2013). Office order, Memo No. 1045/559
Date: 4 August 2013, Dhaka, Bangladesh: Author
General Economics Division (2015). Seventh Five Year Plan Fy2016 –
Fy2020: Accelerating Growth, Empowering Citizens), Dhaka,
Bangladesh: Author
Govinda, R. (1997). Decentralization of Educational Management:
Experiences from South Asia. Paris, UNESCO: International Institute for
Educational Planning

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Koontz, H. & C. O’Donnell. (1976). “Management: A System of
Contingency Analysis of Managerial Functions. New York: McGraw-
Hill.
Marshall, C., & Rossman, G. B. (2006). Designing qualitative research
(4thed.). Thousand Oaks, CA: Sage
Maxwell, J.A. (2009). Designing a Qualitative Study. Bickman, L. & Rog,
D.J. (Eds), Qualitative Research Design: An Interactive Approach
Applied Social Research Methods Series (p. 215). 2nd edition, USA,
SAGE
Tomlinson, H. (2004). Educational Leadership: Personal Growth for
Professional Development. London: SAGE.
Transparency International Bangladesh. (2008), Administration and
Management of Primary Education: Problems and the Way Out, Dhaka
USAID (2002), Bangladesh Education Sector Review: Report No. 4,
Teachers and Teacher Training (Formal and Non-formal), Washing DC

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Novices are rising in the world of knowledge.