The main objective of the FSSAP- II are to: (i) accelerate the pace of progress achieved by the FSSAP (1994-2001) in expanding female education in Bangladesh and reducing existing disparity between male and female in secondary education; (ii) improve the quality of education and ensure expansion of female education at the secondary level; (iii) organize teacher education and training for qualitative and improvement of secondary education; and (iv) create a congenial and girl-friendly environment at secondary level. The three major components of the project are: Improving the Quality of Secondary Education; Increasing Access and Retention of Girls and Strengthening Management, Accountability and Monitoring. The objective of the Outreach sub-component of FSSAP-II is to provide secondary education opportunities to secondary education-age girls who are currently not enrolled in schools. The main activities under this sub-component are: Existing School Program (Family Attractiveness Program-FAP) and New School Program (NSP). The main objective of the consultancy services is to help POU to design, pilot, implement and evaluate: a) Family Attractiveness Program (FAP) that would identify and provide additional support to out-of-school girls living in targeted, economically disadvantaged Union Parishads or Wards, and b) New School Program assisting communities to establish ‘new schools' in areas where secondary education facility for girls is not available. The national and international consultants together with the Community Mobilizers will visit a sample of villages to refine approach to working with communities and households and document experiences and lessons learned and prepare an in-house evaluation report.

• The consultants specify criteria for targeting/selection of girls in the FAP program. It is useful to have 2-3 sets of targeting criteria and use these different sets of criteria in different areas, in order to evaluate the impact/effectiveness of FAP on poor girls under different criteria.
• The consultants also develop a questionnaire administered to these girls. These questionnaires should be longitudinal in nature in that they should be administered every 3-6 months over a period of 2 years.
• The results of geographical school mapping program undertaken by BANBEIS and the recommendations of a workshop held on 7 June 2001 at PIU with the UPOs of the remote and disadvantaged areas are utilized in targeting areas where new schools can be set up.
• The consultants also have conduct a rigorous quantitative impact evaluation (along with the participatory evaluation) of the program looking at outcomes such as: enrollment, attendance, drop-out, results in examinations, current marital status, current socio-economic status (e.g. whether they are currently working/studying/doing nothing, etc.) attitudes towards the stipend and FAP Program.