Annual Strategies Implementation Plan and Annual Work Plan ... · 1. The Annual Strategic Implementation Plan (ASIP) has been developed within the policy framework of the School Sector

i | P a g e A S I P / A W P B 2 0 1 4 - 1 5

School Sector Reform Programme

Annual Strategies

Implementation Plan and

Annual Work Plan & Budget

2014-15 (2071/72)

Government of Nepal

Ministry of Education

Singhadurbar, Kathmandu

ii | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Abbreviation

ASIP Annual Strategies Implementation Plan

AWPB Annual Work Plan and Budget

CAP Consolidated Action Point

CAS Continuous Assessment System

CBO Community Based Organization

CBS Central Bureau of Statistics

CC Climate Change

CD Capacity Development

CDC Curriculum Development Center

CFS Child Friendly School

CLA Central Level Agency

CLC Community Learning Center

DDC District Development Committee

DEP District Education Plan

DoE Department of Education

DP Development Partner

DRR Disaster Risk Reduction

ECED Early Childhood Education and Development

EiE Emergency in Education

ELDS Early Level Development Standard

EPC Educational Policy Committee

ERO Education Review Office

ETC Education Training Center

FCBE Free and Compulsory Basic Education

FCGO Financial Controller General Office

FMR Financial Management Report

FoE Faculty of Education

FSP Flexible Schooling Program

FY Fiscal Year

GAAP Governance and Accountability Action Plan

GoN Government of Nepal

GPE Global Partnership for Education

GPI Gender Parity Index

HT Head Teacher

IA Institutional Analysis

ICT Information and Communication Technology

IEMIS Integrated Educational Management Information System

IGP Income Generation Program

IPR Implementation Progress Report

JAD Joint Appraisal Document

JCM Joint Consultative Meeting

JFA Joint Financial Agreement

KPI Key Performance Indicator

LINEM Literate Nepal Mission

LLL life Long Learning

LMBIS Line Ministry Budgetary Information System

LRC Lead Resource Center

M&E Monitoring and Evaluation

MDG Millennium Development Goal

MEC Minimum Enabling Condition

MoE Ministry of Education

iii | P a g e A S I P / A W P B 2 0 1 4 - 1 5

MoF Ministry of Finance

MoFALD Ministry of Federal Affair and Local Development

MoHP Ministry of Health and Population

MoI Medium of Instruction

MoWCSW Ministry of Women, Children and Social Welfare

MTBL Mother Tongue Based Literacy

MTEF Medium Term Expenditure Framework

MTR Mid Term Review

NASA National Assessment of Student Achievement

NCED National Center for Education Development

NCF National Curriculum Framework

NEB National Examination Board

NEGRSP National Early Grade Reading Skill Program

NER Net Enrolment Rate

NFEC Non-formal Education Center

NGO Non Governmental Organization

NPC National Planning Commission

OCE Office of the Controller of Examination

OoSC Out of School Children

PCF Per Capita Funding

PE Parental Education

PETS Public Expenditure Tracking Survey

PMEC Prioritized Minimum Enabling Condition

PRC Print Ready Copy

PTA Parent Teacher Association

RED Regional Education Directorate

RP Resource Person

SIP School Improvement Plan

SLC School Leaving Certificate

SMC School Management Committee

SS School Supervisor

SSRP School Sector Reform Plan

SWAp Sector-wide Approach

TPC Teacher Preparation Course

TPD Teacher Professional Development

TU Tribhuvan University

TVET Technical and Vocational Education and Training

VDC Village Development Committee

VEC Village Education Committee

VEP Village Education Plan

QRTC Quality Review and Training Centre

iv | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Table of Contents Contents

Part I: GENERAL INTRODUCTION

Part II: THE SSRP

Chapter 1: Early Childhood Education and Development (ECED)

Chapter 2: Basic Education

Chapter 3: Secondary Education

Chapter 4: Literacy and Lifelong Learning

Chapter 5: TVET/ Soft skills

Chapter 6: Teacher Professional Development

Chapter 7: Capacity Development

Part III: MONITORING AND EVALUATION

Page No

1

23

23

28

44

56

61

66

77

85

v | P a g e A S I P / A W P B 2 0 1 4 - 1 5

List of Tables

Page no

Table1.1: Summary of the SSRP Key Performance Indicators (base year

status, progress status and targets)

4

Table1.2: Summary of education sector budget for the financial year 2011/12

to 2014/15

12

Table 1.3: Percentage of Subsector-wise budget allocation form FY 2010/011

to FY 2014/15

14

Table 1.4: Proposed total SSR pooled budget by different budget head 15

Table: 1.5 Nature wise Budget Allocation of Pool Fund FY 2014/15 16

Table 1.6 : Proposed Others different budget head programme (out of Pool

fund) under the DoE

17

Table 1.7: Indicative funding commitment (SSR pool budget pro- rata share

including FY 2014/15)

17

Table 1.8: Indicative non-pooling donor funding support to SSRP 18

Table 1.9: Total budget for SSRP activities by component, FY 2014/15 19

Table 1.10: Total budget for SSRP activities by themes, FY 2014/15 20

Table 1.11: Total budget for SSR programme by nature of activities, FY

2014/15

21

Table 1.12: Line item wise allocation of SSRP budget FY 2014/15 21

Table 2.1: Summary of current status in key performance indicators (ECED) 24

Table 2.1.1: Major Programme activities, target and budget allocation for the

FY 2014/15(ECED)

26

Table 2.2: Summary of current status in key performance indicators (Basic

Education)

28

Table 2.2.1: Major Programme activities, target and budget allocation for the

FY 2014/15(Basic education)

34

Table 2.3: Summary of current status in key performance indicators

(Secondary)

44

Table 2.3.1: Major Programme activities, target and budget allocation for the

FY 2014/15(Secondary education)

48

Table 2.4: Summary of current status in key performance indicators (Literacy) 56

Table 2.4.1: Major Programme activities, target and budget allocation for the

FY 2014/15(Literacy)

59

vi | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Table 2.5: Major Programme activities, target and budget allocation for the

FY 2014/15(TVET)

63

Table 2.6: Summary of current status in key performance indicators (TPD) 67

Table 2.6.1: Major Programme activities, target and budget allocation for the

FY 2014/15(TPD)

73

Table 2.7: Major Programme activities, target and budget allocation for the

FY 2014/15(CD)

81

Table 3.1: Documentation sources & corresponding categories of analysis 85

Table 3.1.1: Major Programme activities, target and budget allocation for the

FY 2014/15(Monitoring & Evaluation)

90

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PART I

GENERAL INTRODUCTION Introduction

1. The Annual Strategic Implementation Plan (ASIP) has been developed within the

policy framework of the School Sector Reform (SSRP) and its extension document,

taking into accounts the provisions of the Interim Constitution of Nepal 2007 and

three year national plan (2013/14-2015/16). It is an operational plan for implementing

the SSRP for the Fiscal Year (FY) 2014/15, beginning from 17 July, 2014 and

concluding on 16 July, 2015. It maps out details of planned activities and sets out

targets along a time bound implementation schedule, monitoring plan and cost of

implementation. Planning of this ASIP has been building on the strengths and

opportunities from education reform initiatives of the past including the experiences

of implementing the School Sector Reform Plan (SSRP) in the past five years.

2. Remaining within the framework of the long-term objectives and strategies outlined

in the SSRP (2009/10-2015/16), the ASIP 2014/15 has endeavoured to streamline

strategic implementation of the SSRP extension programme for the fiscal year

2014/15 consistently and coherently with other ongoing education reform initiatives

and assistance as set out and identified in the Medium Term Expenditure Framework

(MTEF), SSRP extension document, Business Plan, key agreed actions of the Mid

Term Review (MTR) of SSRP and Joint Consultative Mission (JCM) 2013, Good

Governance Action Plan of Government of Nepal, Millennium Development Goal

(MDG), Education for All national plan of action, NPC provided budget ceiling,

guideline, budget speech and red-book, JFA, and agreement papers, Policy Matrix

and GAAP, Status Report 2013, IPR/FMR and Flash Reports, Education Research,

survey and monitoring reports, District level ASIP/AWPB and agreement with

teacher professional organizations and other stakeholders keeping adequate balance

among targets, activities and allocations.

Context of the SSRP

3. Consolidating the opportunities and strengths of education reform initiatives of the

past, the Government of Nepal (GoN), in collaboration with Development Partners

(DPs), developed the SSRP and its extension document, using a holistic approach to

school education development. The programme was initiated from the FY 2009/10. It

is jointly funded by the GoN and ten Pooling DPs (expected) together with Global

Partnership for Education (GPE). In addition, its implementation is supported by

various non-pooling DPs as well.

4. The SSRP aims at contributing to socio-economic development of the country

through strengthening its human resource capacity. It intends to ensure that all

citizens have the opportunity to become functionally literate, numerate, possess basic

life skills and knowledge required to pursue and enjoy a productive life. The

programme development objective of the SSRP included increasing access to, and

improving quality of school education, particularly of basic education (grade 1-8),

emphasizing inclusion of children from marginalized groups.

2 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

5. Key reform agendas of the SSRP include the implementation of Free and Compulsory

Basic Education (FCBE) for grades 1-8 and Continuous Assessment System (CAS);

implementation of secondary education for grades 9-12, National Assessment of

Students' Achievement (NASA) testing; strengthening teacher management; quality

improvement; ensuring Prioritized Minimum Enabling Conditions (PMECs),

implementation of early grade reading skills, etc.

6. The Joint Mid-Term Review (MTR) Mission of the SSRP was undertaken in 2012.

The overall objective of the MTR was to jointly review the SSRP progress in: (i)

meeting programme outcomes, (ii) legislative and financial actions, (iii) the use of

programme funds, and (iv) capacity development measures. The relevant

recommendations of the review also considered in the process of planning and

implementation.

7. The School Sector Reform Program/Sector Wide Approach (SSRP/SWAp) extension

document has been prepared for two year and approved by the Government of Nepal.

As such, the five-year commitment of funding for the SSRP has been completed by

the end of last fiscal year 2013/14, although the program targets and implementation

strategies remains as valid until 2015/16, in line with the seven-year SSRP core

document.

8. This is therefore, the first ASIP/AWPB under the endorsed SSRP/SWAp Extension

Plan (Extension Plan) and is thus a reflection on past performance and lessons learned

during the first five years of SSRP implementation period. The Extension Plan

comprises key priority areas for the next two years and also includes strategic

interventions and estimated financial resources required to implement these. In line

with the updated SSRP result matrix, the Extension Plan continues to consider the key

priority areas, results, and strategic interventions.

9. In the JCM 2013, the Consolidated Action Points (CAP) were jointly prepared and

have been implemented. The agreed points are: a) Develop a comprehensive equity

strategy with implementation plan, integrated scholarship guidelines and carry out a

study on identification of children with disabilities b) Finalization and publication of

grade 3 and 5 NASA report c) Finalization of National Early Grade Reading Skill

(NEGRS) program document d) Carry out a study on language issues related to MOI

e) Support to 20 % of schools not meeting 3 out of 5 PMECs f) Make provision of

four budget line items/subheads for textbooks, school physical construction, teacher

salaries and scholarships g) Distribution of teacher salaries through individual bank

accounts where bank facilities are available h) Finalization of PETS report i) Refund

of ineligible expenses as conformed by the FY 2011/12 audit report j) Establishment

of student scholarship database for grade 11 and 12 k) Hiring of survey firm for

verification of ILIs achievements l) Discussion on policy change to ensure the teacher

recruitment and deployment on a need basis m) Identification the need of technical

assistance n) Endorsement of the SSRP extension document.

3 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

The ASIP 2014/15

10. This ASIP 2014/15 provides a tool to facilitate education managers in transforming

the planned strategies into intended outcomes. It considers the amount of services to

be delivered within the year through different levels of operation with specified

targets and monitoring indicators. This ASIP encompasses both cost and non-cost

reform agenda of school education sector components.

11. Access, quality, equity and social inclusion in the school education are the overall

strategic priorities of the ASIP/AWPB. This time-bound action plan aligned with

resource allocation provides working guidelines to education managers and other

concerned stakeholders engaged in obtaining the overall objectives of the SSRP.

Similarly, the monitoring plan facilitates concerned managers to ensure that

programme management and planning remains on track, justifying cost and outputs of

the activity.

12. The structure of the ASIP is aligned with that of the SSRP. Each chapter presents the

component status, major challenges and issues, major reform agenda, strategic

priorities, major activities with targets, resource allocation criteria and

implementation arrangements.

ASIP preparation process

13. The ASIP/AWPB have been prepared through a participatory and bottom-up planning

approach, taking into accounts the SSRP and its extension plan documents; current

three year plan; guidelines and the budget ceiling provided by NPC, budget speech

from MoF and published Government Red Book for FY 2014/15; MTR of SSRP,

Consolidated Action Points (CAP), Policy Matrix, Joint Financing Arrangement

(JFA) and Aide Memoires (AM) of the joint meetings and reviews, the Medium Term

Expenditure Framework (MTEF), Flash Report I and II, district level ASIPs/AWPBs,

various approved Financial Management Implementation Action Plan (FMIAP) and

other action plans and annual progress review of the fiscal year 2013/14.

14. At the onset, each district prepared their district level ASIP/AWPB as per the

provided guidelines. Thereafter, the district ASIPs/AWPBs were discussed in five

regional workshops, organized by the respective five Regional Education Directorates

(REDs). Based on the suggestions and feedback in these workshops, each district

further revised its ASIP/AWPB and submitted this to the Department of Education

(DoE) through the respective RED.

15. Based on the analysis and compilation of the submitted 75 districts’ ASIPs/AWPBs

the DoE prepared the draft version of ASIP and AWPB, which was shared with MoE,

NPC, MoF and other concerned stakeholders and DPs for further inputs. After

receiving feedback and suggestions, the relevant suggestions were incorporated in the

ASIP/AWPB. The AWPB was prepared by using the Line Ministry Budgetary

Information System (LIMBS) developed by MoF. This ASIP/AWPB has been

finalized after the budget speech and publication of the GoN Red Book.

4 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Overall Progress Status

16. The progress is reviewed based on the SSRP Status Reports 2013, updated versions of

policy matrix, CAP, the latest Flash Reports and the progress reports of the fiscal year

2013/14. The base year status of the SSRP Key Performance Indicators (KPIs),

current progress status and targets for the current year and the next year are shown in

the table below.

Table1.1: Summary of the SSRP Key Performance Indicators (base year status, progress

status and targets)

Indicators

Base years

Targets and achievements

07

/08

08

/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16

T A T A T A T A T A T A T A

1.Education budget as share of GDP, %[1]

3.5 3.6 3.6 3.6 3.7 4.5

[2] 3.7 4.3 3.8 3.73 3.8 4.2 3.9 4

2. Education budget as share of

national budget, %[3]

16.6 16.51 16.3 17.11 16.6 15.67 15.65 13.92

3. Share in Education Budget[4]

Basic Education,

%

70 71 71 71 72 64 73 68.9 74 64.53 74 60.3 75 54.28 76

Secondary Education, %

9 9 9 9 9 16.94 9 16.7 9 17.87 9 19 9 19.89 9

4. Grade 1

New entrants with ECED experience, %

33 36 41 49.9 45 52.1 51 54.3 57 55.6 59 56.9 62 64

[5]

Gross Intake Rate, %

141 148 144 144 140 142.4 137 140.7 133 137.7 137

[6]

141.8 135 133

Net Intake Rate, %

78 81 83 86.4 86 89 88 90.7 91 91.2 94 91.6 95 96

5. Gross Enrolment Rate

ECED/Pre- primary, %

60 63 67 66.2 72 70 77 72.9 78 73.7 79 76.7 80 82[7]

Primary Education,%

142.8 141 139.5 135.9 130.1 135 136.8 133 131

Basic Education,

%

116 123 125 123 128 124.4 130 123.7 132 120.1 122 115.7 121 115[8]

Grade 9-10, %

65.7 66.3 70.1 71.7 73 68.7 76 80

Grade 11-12, %

23.6 26 28.9 31.6 34 32 37 40

Secondary

Education, %

36 40 43 44.7 47 46.2 52 49.4 53 51.7 55 50.4 58 61[9]

5 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

6. Net Enrolment Rate

Primary Education, %

89 92 94 93.7 96 94.5 97 95.1 98 95.3 96 95.6 98 100

[10]

Basic Education, %

71 73 75 83.2 77 86 80 86.6 82 87.5 87.7 86.3 88 90

[11]

Grade 9-10, %

40.8 46.5 52.1 54.3 56 54.9 57 60

Grade 11-12, %

6.8 7.8 9.4 10.4 15 11.5 17 20

Secondary Education, %

20 21 22 23.9 23 27.1 24 30.6 26 32.4 35 33.2 38 40

[12]

7. Gender Parity Indexl

Primary based on NER

0.98 0.98 0.99 0.99 0.99 0.99 0.99 1.00

Basic based

on NER 0.99 0.98 0.99 0.99 0.99 1.00 0.99 1.00

Secondary based on NER (G9-12)

0.98 0.98 0.99 0.99 0.99 1.00 0.99 1.00

8. Teachers with required qualification and training

a. For all schools

Basic Education, %

62 66 70 70.2 74 77 79 89.2 83 90.3 93 90.6 94 95

[13]

Grade 9-10,

% 79.7 85.1 86.7 87.1 88 87.6 89 90

Secondary Education, %

74 77 80 72.3 83 74.3 86 78.6 89 79.8 85 80.4 88 91

[14]

b. For community schools

Basic Education, %

62 66 70 75 74 79.3 79 91.1 83 91.9 93 92.5 94 95

[15]

Grade 9-10, %

84.8 87.9 90.1 91.5 93 92.2 94 95

Secondary

Education, %

74 77 80 73.9 83 75.3 86 80.3 89 82 85 82.8 88

91[

16]

9. Teachers with required Certification[17]

Basic Education, %

90 91 92 94 95 96 96.9 97 98.1 99 100

Secondary Education, %

90 91 92 94 95 96 98 99 98.7 99 100

10. Share of female teachers[18]

Primary education, %

35

39.6[1

9]/34.

5[20]

42.2

/37.

5

42.2/

37.5

41.5/

37.8 43

41.6

/37.

9

43/38.5 45/39

Basic education , %

36.5/

31.2

38.7/

33.7

38.9/

33.9

38.4/

34.1 39

38.5/

34.3 40/35 41/36

6 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Secondary education, %

13 12.0/

7.8

15.9/

13.3

16.5/

14.3

16.7/

14.7 17

16.8/

14.8 18/15.5 20/16

11. Pupil Teacher Ratio

a. for community schools based on approved teacher positions

Primary 43.

8 42 43 40 38 37 37 36 35

Basic Education, ratio

44 43 41 44 40 46 39 44 38 44 37 41 36 35

Grade 9-10, ratio

39 34 35 36 31 31 31 30 30

b. for community schools based on reported teacher positions [35]

Primary 39.5 37 34 31 29 27

Basic Education, ratio

39 37 34 32 30

Grade 9-10, ratio

35.5 36 31 31 31 31

Secondary Education,

ratio

31 28 28 27 26

c. for all schools based on reported teachers positions [36]

Primary 33.3 32 30 28 26 24

Basic Education, ratio

34 31 30 30 26

Grade 9-10,

ratio 27 27 24 24 24 23

Secondary Education, ratio

25 23 28 23 23

12. Repetition Rate

Grade 1, % 28 18 12 26.5 8 22.6 5 21.3 3 19.9 16 17.5 13 10

[21]

Grade 5, % 7 6.7 5.7 5.4 5 5.3 4.5 5.3 3.5 2.5

Grade 8, % 13 11 9 6.5 7 6.6 6 6 5 5.7 4 5.1 3 2

13. Survival Rate by Re-Constructive Cohort Method

Grade 5, % 54 58 61 77.9 65 80.6 70 82.8 74 84.1 86 85.4 88 90*

[22]

Grade 8, % 37 41 45 62 49 66 54 67.5 60 69.4 72 72.1 74 76

[23]

14. Completion rate(Primary and Basic level) [24]

Primary level (Grade 5), %

75 78 77.6 79 81

Basic level (Grade 8), %

60.8 64 63.8 67 70

15. Coefficient of Internal Efficiency

Basic Education, ratio

0.4

6 0.49 0.52 0.61 0.55 0.65 0.59 0.67 0.62 0.68 0.70 0.71 0.73

0.75

[25]

16. Learning Achievement (average score of students in core subjects)

Grade 5, % 50 53 56 60 63 67 68 69 70

Grade 8, % 44 46 48 49 51 54

44 (a)

and

63 (b)

55

44

(a)

and

63

(b)

56 57

7 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

17. Pass Rate

School Leaving Certificate, %[26]

60 62 64 64.3 65 55.5 67 47.7 69 41.6 45 43.92 51 55

Higher Secondary Education, %[27]

23 25 28 47.7 31 44 34 48 37 42.4 45 44.29 47 50

18. Literacy Rate[28]

Age Group 15-24, %

73 75 78 80 83 86 87 91 95

[5]

Age Group 6+ years, %

63

[29] 69 76** 63[29] 78 61[30] 80 65.9 83 65.9 84 65.9 85 85

Age Group 15+ years, %

52 56[31] 60** 56[31] 62 57[32] 64 57

[32] 67

57

[32] 70

57

[32] 66

75

[33]

19. Literacy

Gender

Parity

Index (15+

years), ratio

0.61 0.74 0.90

** 0.92

0.76

[34]

0.93 0.76

[34] 0.95

0.76

[34] 0.96

0.76

[34]

0.97 0.98

[1] Source for targets NPA and for achievements Economic Survey.

[19] All types of schools.

[2] 5.39 in Status Report 2012. [20] Community schools. [3] To be reported in Status Report based on approved budget. The figures above are based on budget speech.

[21] Revised downward based on progress made.

[4] To be reported based on approved budget in the Status Report. Achievements for FY11 and FY10 based on Status Report and FY 10 based on economic

[22] Original end target retained. Intermediate targets revised upward based on progress made.

[5] Thirteenth plan target. WB Project Paper (PP) target 68%.

[23] Revised based on progress made.

[6] WB PP target adopted. [24] WB PP targets. [7] Target revised downward based on progress. This consistent with the downward revision of percentage

new entrants to grade 1 with ECED experience in the Thirteenth Plan.

[25] End target retained. Intermediate targets revised upward

based on progress made.

[8]Thirteenth Plan target [26] Based on Achievements made

[9] Revised downward based on progress made. [27] For grade 12 based on regular students appeared in examinations.

[10] Thirteenth Plan target. [28] To be reported based on census and NLSS, DHS and other household survey results.

[11] Thirteenth Plan target. WB PP target 92%. [29] Matches with Labor Force Survey 2008 results

[12] Thirteenth Plan target. [30] Source NLSS.

[13] WB PP target adopted. [31] Matches with labor Force Survey 2008.

[14] Revised downward based on progress made. [32] Source NLSS.

[15] WB PP target adopted. [33] Thirteenth Plan target also.

[16] Revised downward based on progress made. [34] Source Population census 2011.

[17] Currently not reported in Flash. But will be reported from the next report onward.

[35 and 36] Targets not set for all schools and community schools with the reported number of teachers, since the program’s inputs are associated with community schools for ther teachers in Approved and Rahat positions only.

[18] Based on reported number of teachers. * From NPA, EFA, **Interim Plan

8 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Overall Issues and Challenges

1. Early Childhood Education and Development (ECED): There is a lack of

overarching cross-sector coordination of ECD, recognizing the holistic scope that is

needed to ensure children’s overall development. Improving the overall management

including scientific mapping based re-location of the existing centres within VDCs and

district is a concern. Effective coordination, collaboration and support between and

among different Ministries and district level authorities with local bodies and concerned

stakeholders are crucial. In addition to there is insufficient capacity to undertake

adequate monitoring and control of quality standards in ECED centres that are privately

run or with the support of I/NGOs. It has equally been seen as a challenge to ensure

sufficient human and non-human resource management.

2. Lifelong Learning: Ensuring access to effective literacy and lifelong learning

programmes for marginalized communities with low literacy rates has been a challenge.

The association of literacy programs with Income Generating Program (IGP) is the need

of newly literate but reaching remote and marginalized groups and offering locally

appropriate programs, relevant to diverse local needs, including languages, culture and

local knowledge and value system has been a challenge.

3. Access and Quality: Identification and ensuring equitable access to out-of-school

children is a challenge. Restructuring of schools’ structure, ensuring PMECs and

MECs and quality of curricular transaction in classroom settings is a major challenge.

In the same way, usage of curriculum and learning materials: ensuring availability and

use of learning materials and textbooks in the classrooms and schools is also a major

concern. In addition to this enhancing learning achievement and reading skills of basic

level children is the challenge to the government. Similarly, in spite of several efforts of

the government, dropouts and repetition rates of grade one are still as high. This

indicates that enhancing internal efficiency of schools has been an ongoing challenge.

The government has developed the consolidated equity strategy with the view to

provide education to children of all sectors with special intervention. However, the

resource gap is a huge challenge to incorporate program and activities in this fiscal year

suggested by the strategy. Despite the timely and regular reporting of data, further effort

is required to ensure the reliability of reported data.

4. Teacher Management and Development: Teacher management, recruitment of

qualified teachers in schools in regular basis, qualification upgrading of the existing

teachers, deployment and redeployment have been still remained challenging tasks.

Studies indicated that the system needs to make efforts to deliver priority areas such as

continuous assessment of students, classroom action research, local curriculum

development etc. Similarly, it is challenging to ensure that teachers translate the skills

received during training in the curricular transaction. Continuous opportunities to learn

and sharing is vital for teachers’ professional development. This would require

appropriate coordination among resource centres, school supervisors and training

institutions.

5. Financial Management: The government is implementing a Financial Management

Implementation Action Plan (FMIAP) to improve the financial management system.

The internal audit system is supposed to be an important tool to maintain fiscal

discipline, internal control and the standard of programme outcomes by suggesting and

correcting flaws and mismatches immediately. Though the monitoring and reporting

system is in place, improvement in the internal audit system is a crucial concern. The

9 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

IEMIS system is a crucial tool for planning, financing, service delivery and reporting.

Appropriate resource allocations, proper utilization, quality auditing and timely

reporting are the major concerns of financial management and monitoring.

6. Capacity and Institutional Arrangement: The effective implementation of the SSRP

depends upon the capacity of all concerned actors at all level as well as clear-cut

implementation tools and adequate infrastructure support. Infrastructure development

and capacity enhancement of the system is a challenge. Effective service delivery

requires capable human resources and well functioning institutions. Due to the lack of

adequate capacity development and limited motivation the system is facing many

challenges. The MOE has prepared a institutional arrangement strategy implementation

plan and developed incentive scheme and different capacity development related

initiatives for the capacity development and to encourage and motivate front line

organization and personnel and these initiatives that requires additional funding and

proper planning and implementation. Therefore, detailed planning, effective

implementation and additional fund management is also a critical concern.

7. Accountability: The SSRP extension document stresses the need for accountability and

responsibility of all stakeholders at all levels. There is a need for further improvement

to persuade all players to carry out their roles as expected through establishing a strong

internal control mechanism. In order to make effective and efficient implementation of

SSRP provisions, there is a need to make all stakeholders accountable through

developing such mechanism linking responsibilities and authorities to further strengthen

the public accountability and transparency mechanism.

8. Technical Education and Vocational Training (TVET): The implementation of

TVET as a separate stream is yet to be materialized. Management and preparation of

required human resource, infrastructure development and expansion of the programme

are crucial concerns for technical education. Similarly, the effective implementation and

coordination and collaboration between and among government, non-government and

private sectors are also a challenge.

9. Monitoring: Several issues and challenges are associated with the existing monitoring

and evaluation system in the education sector. The share of resources channelled to

schools is continuously increasing. Proper utilization of resources including account

keeping, reporting and public disclosure of provided funds is a crucial concern. The

establishment of result-based monitoring as an integral part of educational planning and

management is also a critical concern. Enhancing the quality monitoring and school

supervision at the school and classroom level is crucial for better learning.

10. Resources: The SSRP extension document proposed a number of actions to be

implemented in the two-year period for effective implementation of SSRP. The

implementation of key agreed actions needs further efforts, additional resources and

priorities.

Overall Strategic Priorities

1. Early childhood development centres (ECDCs) will be expanded and relocated to

address the equity concern by mapping of current status. Collaboration will be

10 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

improved with the local bodies, communities and NGOs in the establishment,

operation, quality enhancement and regular monitoring of ECDCs.

2. The implementation of Free and Compulsory Basic Education (CBE) will be

strategically implemented in a phased manner with the special needs-based

intervention to deprived communities (Raute, Chepang, Mushahar, Badi) whose

significant numbers of children are out of school in close coordination with concerned

ministries, local authorities, I/NGOs and other stakeholders.

3. The current incentive scheme at both basic and secondary levels will be continued to

support schooling of girls, Dalits, children with disabilities including other

disadvantaged and marginalized communities.

4. NCED will develop and run teacher-training programmes in MLE and disabled-

friendly teaching and learning along with Teacher Professional Development.

5. A comprehensive policy on Medium of Instruction (MoI) including the use of the

mother tongue, Nepali, and English will be formulated.

6. The results and recommendations of the NASA reports will be implemented to

improve the quality of school education.

7. CDC will set up the minimum achievement level of students in each grade with

specific focus on reading levels among students in grade 1-3. For this the Government

will implement the National Early Grade Reading Program (NEGRP). Similarly,

learning achievement of community schools will be improved by encouraging

interschool partnership to ensure equity in learning achievement. ICT solutions will

be explored for further enhancement of student’s learning outcomes.

8. The institutional capacity of REDs, DEOs RCs and schools will be further

strengthened. The role of School Supervisors (SSs) and Resource Persons (RPs) will

be further specified and they will have performance contracts. The DoE will develop

performance indicators to monitor the performance of RPs and SSs.

9. Equitable access in secondary level education, including science education (9-12) will

be provided based on mapping, and gradually expanded. Integration of grade 9-12

education policies, curriculum, examination and trainings will be carried out in line

with the new Education Act.

10. PMECs will be ensured at all levels with focusing on functioning girls’ toilets, library

and science laboratory at secondary level.

11. The existing supervision and monitoring system will be further strengthened for

providing general and instructional support to integrated secondary schools. The

initiative will be taken to establish result-oriented monitoring from central level to

community and school level.

12. After publication of SLC results, each district, each RED and the DOE will review the

11 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

results and take necessary remedial action for further improvement of SLC results.

District level indicators and targets will be set on improvement of SLC results through

interventions.

13. Basic literacy classes under LINEMC in each district will be concentrated in targeted

VDCs/ Municipalities so they can be declared fully literate.

14. On-going Vocational programs such as annexes in community schools, trade schools

in selected districts with specialized trade/skills, skills development and training and

certification programs will continue. Introduction of the TVET stream in secondary

education will be continued in 100 schools. CDC, in collaboration with CTEVT, will

develop and enforce National Vocational Qualification Framework in the country.

Based on experience gained from implementing soft skill curriculum in the lower

secondary level education, necessary preparation will be made for integrating soft-

skills in secondary curriculum.

15. In order to ensure the appropriate utilization of provided funds, the practices of

financial and social auditing will be tied up with the trimester fund release to the

schools as a mandatory provision.

16. Governance, accountability and transparency in the textbook printing and distribution

system will be further improved at all levels on a regular basis. Other actions

specified under the FMIAP will continue to be implemented to further strengthen the

overall financial management system and practices in the education sector.

12 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Financing

Estimated education budget and pooled fund

The total allocated education budget for the Fiscal Year 2014/15 is NPR 86.03

billion (US$ 891.41 million) (exchange rate US$ 1= NPR 96.59), of which the

contribution in SSRP pooled funding of the Government of Nepal (GoN) is

NPR.60.17 billion (US$ 623.49 million) and US$ 96.18 million is commitment from

the Development Partners (DPs).Total budget and contribution of government and

DPs for the year 2014/15 is based on the MTEF, NPC ceiling, DPs commitments, and

dialogue with new possible DP on pooled fund. The total estimated National budget,

education sector budget and pooled funding (including GoN and DPs) for the

financial year 2014/15 and is given in the table 1.2 below.

Table1.2: Summary of education sector budget for the financial year 2011/12 to 2014/15

SN Description

Allocation FY 2011/012

Allocation FY 2012/013

Allocation FY 2013/014

Allocation FY 2014/015

Amount % Amount % Amount % Amount %

1 Total national Budget

384900000 100 404824700 100 517240000.00 618100000.00

2 Education Sector Budget

63918839 16.61 63431397 15.67 80958080.00 15.652 86034055.00 13.92

3

Education Sector Budget in USD million

891.41 13.92

4

Total SSR Pooling Budget in total education sector

budget( in Nrs 000)

51926210 81.24 51984824 81.95 67098704.00 82.88 69458515.00 80.73

5

Pooling Budget total in USD million

721.2 81.42 604.47 81.95 771.25 82.88 719.67 80.73

6

Government share on pooling (in

Nrs.)

39577416 76.22 41779177 65.87 52282177.00 77.92 60175753.00 86.64

7

Government share on pooling USD million

549.69 76.22 485.80 65.87 600.94 77.92 623.49 86.64

8

DPs share on pooling Budget in Nrs.

12348794 23.78 10205647 19.63 14816527.00 22.08 9282762.00 13.36

9

DPs share on pooling Budget USD million

171.51 23.78 118.67 19.63 170.30 22.08 96.18 13.36

Figure No. 1 describes education sector budget for FY 2014/15, percentage from national

total budget, SSRP pooling budget compare to total education budget, and Government of

Nepal and DPs’ contribution in SSRP pool fund.

13 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Figure: 1

14 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Sub-sector wise budget allocation

The sub-sector wise budget allocation in comparison to total education sector budget for

different Fiscal years including the estimation for FY 2014/15 is depicted in the table and pie

chart given below.

Table 1.3: Percentage of Subsector-wise budget allocation from FY 2010/11 to FY 2014/15

Education sub-sector 2010/11 2011/12 2012/13 2013/14 2014/15

ECED - - - - 1.78

Basic Education 63.99 68.86 64.53 60.3 54.28*

Secondary Education 16.94 16.69 17.87 19.0 19.89*

TVET 3.41 3.62 3.34 3.6 4.37

Tertiary Education 13.79 9.02 9.32 9.1 8.19

Education Management and Administration

1.82 1.77 2.54 2.5 2.30

Literacy and lifelong - - - - 1.46

Teacher pension and retirement Facilities

- - - - 7.08

Others 0.05 0.04 2.4 5.6 0.65

Total 100 100 100 100 100.00

* In the above table budget for basic and secondary education sector has been presented in disaggregated form. More specifically, in the past the

allocation of budget for ECED, Literacy and lifelong and Teacher pension and retirement facilities were calculated mostly in basic education sector

and some amount in secondary education sector. If sub sector is calculated in the previous train that is shown 62.60% in basic and 21.89% in

secondary

subsector.

Figure: 2

15 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Total estimated programme cost of SSRP

During the project design, the total cost of the SSRP for the five year period was estimated to

be US$2.626 billion. The estimated funds available from the GoN for the programme were

US$2.002 billion and the pledge made by the DPs was US$0.5 billion, requiring additional

funding of about US$0.125 billion. FTI Catalytic Funds as agreed on 7 December, 2010

covered an additional US$120 million.

As per SSRP/SWAP extension document, estimated cost for FY from 2014/15 to 2015/16 is

estimated to be US$ 1581 million with GoN’s share US$ 1374.22 and DPs’ share US$

206.78.

For the FY 2014/15, of the total education sector budget, SSRP pool budget heads amounts to

NRs 69458515.00 thousands (86.64%) of the total education sector budget (NRs 86034055.00

Thousand) whereas around US$ 719.67 million is the pool budget heads in school education.

The following table No 1.4 & bar chart No 3 show the SSRP pool budget by budget sub-

heads.

Table 1.4: Total SSR pool budget by different budget head (in NPR.'000)

SN Budget

Head Program

FY

2011/12

FY

2012/13

FY

2013/14

FY 2014/015

1 3500163 Primary Education 20066630 21490798 25903854.00 28883975.00

2 3500173 Lower secondary/secondary education 9764438 10513013 13505396.00 15407005.00

3 3500213 Non formal education 7261 8659 10999.00 12020.00

4 3500214 Non formal education 450 150 1210.00 1953.00

5 3500223 Teacher record office 786751 1181676 1355651.00 40938.00

6 3500233 Special Education 67000 69402 100000.00 102995.00

7 3500263 Teacher Pension facilities 2300000 3299993 3500000.00 6053352.00

8 3501053 School Capacity Building (Soft skills) 174600 180475 318290.00 511128.00

9 3501054 Community school Capacity Building 0 0 880.00 0.00

10 3501213 SSRP- Center 348034 236299 340914.00 271392.00

11 3501214 SSRP- Center 33400 32389 53060.00 2970.00

12 3508033 SSRP- Districts 18330401 14899286 21923900.00 18092488.00

13 3508034 SSRP- Districts 47245 72684 84550.00 78299.00

Total NRs. 51926210 51984824 67098704.00

69458515.00

Total US$ in million 721.2 649.8103 771.25

719.67

16 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Figure: 3 Nature wise i.e. recurrent and capital pool fund budget

Recurrent and capital budget distribution is calculated as follows.

Table No 1:5 Nature wise Budget Allocation of Pool Fund for FY 2014/15

Pool fund NRP USD Million share %

Recurrent

69375293.00 797.42 99.88

Capital

83222.00 0.96 0.12

69458515.00 798.37 100.00

Figure: 4

SSRP Non Pooling Fund

Expected non-pooling donors funding support to the SSRP for the FY 2014/15 are given in

table and the comparison between pooling & non pooling fund is given in a pie chart below.

17 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Table 1.6 : Other budget sub head wise programme (out of Pool fund) under the DoE

SN Budget Head Program FY 2012/13 FY 2013/14 FY 2014/15

1

350108

Higher Secondary Education ( Teachers Grant) 969159

1149266.00 2297436.00

2

350116 Second Higher Secondary Education Project( Component 3 and PPTS) 109432

30050.00 0.00

3

350118

EFA- Child development Programme 29625

230129.00 497000.00

4

350138

Early grade Reading 0

0.00 111720.00

Total NRs in Thousand 1108216 1409445

2906156.00

Total USD Million 12.89

16.20 30.09

Pro-rata share of SSRP pooling fund

On the basis of commitment made, upcoming pooling partner’s share, balance from

committed amount, pro rata share of SSRP pooling partner’s is share as shown in the table below and shown also in the pie chart.

Table 1.7: Funding commitment (SSR pooled budget pr- rata share)

SN Organization

Allocation

F.Y.2011/12

Allocation

F.Y.2012/13

Allocation F.Y.2013/14 Allocation

F.Y.2014/15

Amount in

Pro rata

share in %

Amount Pro rata share in

%

Amount Pro rata share in

%

Amount Pro rata share in

% (in US$ million)

(in US$ million)

(in US$ million)

(in US$ million)

1 ADB 40 23.36 31.45 19.40% 20.00 11.74% 10.00 10.40 %

2 Aus AID 4 2.34 4.08 2.50% 4.20 2.47% 1.86 1.93 %

3 Denmark 11 6.43 18.85 11.70% 0.00 0.00% 0.00 0.00 %

4 EU/DFID 14 8.18 19.59 12.10% 14.00 8.22% 16.57 17.23 %

5 GPE 50 29.21 32.00 19.80% 5.00 2.94% 2.30 2.39 %

6 Finland 6.5 3.8 3.75 2.30% 9.10 5.34% 6.81 7.08 %

7 Norway 8 4.67 10.00 6.20% 2.30 1.35% 10.20 10.61 %

8 UNICEF 0.3 0.18 0.5 0.30% 0.50 0.29% 0.50 0.52 %

9 World Bank 37.4 21.85 41.50 25.70% 40.00 23.49% 45.00 46.79 %

10 JICA 2.94 3.06 %

11 Funding Gap 75.20 44.16%

Total 171.2 100 161.72 100.00% 170.30 100.00% 96.18 100.00 %

Total NRS' 000 11974794 14069788 14645800 9290410

18 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Figure: 5

Non Pooling development partners’ support

Non pooling development partners are significantly contributed in order to achieve SSRP goals and objectives. In this regard, non poll partners contribution for FY 2014/15 from non pooling partners is

calculated as given table below and shown also in the pie chart.

Table 1.8: Non-pooling development partners’ funding support to SSRP

Organizations Amount (in US$ million)

Remarks

UNICEF 1.74 Cash Grants support

( Targeted district)

WFP 5.60

Including food value

JICA 3.04

SISM 2 and Kind support

DFID 3.40

Girls toilet & drinking water

USAID 1.16

EGR program excluding TA

Total 14.94

I/NGOs' and other international agencies also supported to the SSRP program. Among them Save the

children support NRs. 3.46 million education program selected districts.

Figure: 6

19 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SSR Programme Component and theme wise Budget

As mentioned above, the SSRP pooled funding includes altogether 13 budget heads.

Of these budget heads, seven budget heads (3500163, 3500173, 3500213, 3500214,

3500223, 3500233 and 3500263) are recurrent in nature, meaning that these are for

paying the salary of personnel and teachers with their pension facilities and some non-

formal regular budget. The other six budget heads (3501053, 3501054, 3501213,

3501214, 3508033 and 3508034) are for the developmental activities.

The activities given in the AWPB of SSRP 2014/15 are grouped under nine different

components. Although some of the activities will be implemented in the centre, most

of the activities will be implemented in the districts. Therefore, separate budget heads

for the centre and districts are used in order to track the progress and expenditure. The

details on these activities, both central and district levels, are given in the AWPB. The

following tables show the component wise, theme wise, nature wise and Line item

wise allocations under the developmental budget heads 3508033/4 and 3501213/4 of

the SSRP.

Table 1.9: Total budget for SSRP activities by component, FY 2014/15

SN Component wise budget allocation

Actual Budget Allocation

Center Districts Total

Total Share

%

Total Share

%

Total Share

% NPR ‘000 US$

million NPR ‘000

US$ million

NPR ‘000 US$

million

1 Early Childhood

Education and

Development

1215261.2 12.59 7 % 7900 0.08 3 % 1223161.2 12.67 7 %

2 Ensuring Access to all 4657383.23 48.26 26 % 59807 0.62 22 % 4717190.23 48.88 26 %

3 Literacy and continuous

education

201058 2.08 1 % 0 0.00 0 % 201058 2.08 1 %

4 Improvement of

educational quality

4470136.24 46.32 25 % 68286 0.71 25 % 4538422.244 47.02 25 %

5 Teacher and education

Development

430641 4.46 2 % 47776 0.50 17 % 478417 4.96 3 %

6 Capacity Development

for the effective service

delivery

160087 1.66 1 % 19570 0.20 7 % 179657 1.86 1 %

7 School management

and follow up

1302539 13.50 7 % 71023 0.74 26 % 1373562 14.23 7 %

8 Incentive and support 1948858 20.19 11 % 0.00 0 % 1948858 20.19 11 %

9 Per child funding unit

(Non salary)

3784823.64 39.21 21 % 0.00 0 % 3784823.64 39.21 21 %

Total 18170787 188.27 100 % 274362 2.84 100 % 18445149 191.11 100 %

20 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Figure:7

Table 1.10: Total budget for SSR program activities by themes, FY 2014/15

SN

Theme wise budget allocation

Actual Budget Allocation

Districts Center Total

Total Share

%

Total Share

%

Total Share

% NPR ‘000 US$ NPR ‘000

US$ million

NPR ‘000 US$ million

1 ECED 1 359 185 14.08 7 % 7900.00 0.08 3 % 1367085.31 14.16 7 %

2 Basic Education 9968474 103.28 55 % 80854.00 0.84 29 % 10049327.94 104.12 54 %

3

Secondary

Education 5466497 56.64 30 % 54586.00 0.57 20 % 5521083.07 57.20 30 %

4

Literacy and life-

long learning 201 058 2.08 1 % 0.00 0.00 0 % 201058.00 2.08 1 %

5 TEVT soft skills 0 0.00 0 % 0.00 0.00 0 % 0.00 0.00 0 %

6

Teacher

Professional

Development 430 641 4.46 2 % 7880.00 0.08 3 % 438521.00 4.54 2 %

7

Capacity

Development 140 477 1.46 1 % 38556.00 0.40 14 % 179033.00 1.85 1 %

8

Other

management

costs 604455 6.26 3 % 84586.00 0.88 31 % 689041.00 7.14 4 %

Total 18170787 188.27 100 % 274362.000 2.84 1.00 % 18445149.314 191.11 100 %

21 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Figure: 8

Table 1.11 .Total budget for SSR programme by nature of activities, FY 2014/15

Nature District % Center % Total %

Recurrent 18092488 99.57 271392 98.92 18363880 99.56

Capital 78299 0.43 2970 1.08 81269 0.44

Total 18170787 100% 274362 100% 18445149 100%

Table 1.12: Line item wise allocation of SSRP budget FY 2014/15

SN Line Item

Budget Allocation

District Centre Total

Budget in NRs,000 Share%

US$ in million

Budget in NRs,000 Share%

US$ in million

Budget in NRs,000 Share%

US$ in million

1

21111 0.00 % 0.00 24333.0 8.87 % 0.25 24333.0 0.13 % 0.25

2

21114 39 790.2 0.22 % 0.41 0.00 % 0.00 39790.2 0.22 % 0.41

3

21119 222.0 0.00 % 0.00 500.0 0.18 % 0.01 722.0 0.00 % 0.01

4

22122 0.00 % 0.00 800.0 0.29 % 0.01 800.0 0.00 % 0.01

5

22212 1 600.0 0.01 % 0.02 1000.0 0.36 % 0.01 2600.0 0.01 % 0.03

6

22313 8 800.0 0.05 % 0.09 200.0 0.07 % 0.00 9000.0 0.05 % 0.09

7

22311 0.00 % 0.00 1500.0 0.55 % 0.02 1500.0 0.01 % 0.02

8

22412 331 949.3 1.83 % 3.44 0.00 % 0.00 331949.3 1.80 % 3.44

9

22512 267 280.0 1.47 % 2.77 88631.0 32.30 % 0.92 355911.0 1.93 % 3.69

10

22411 0.00 % 0.00 24900.0 9.08 % 0.26 24900.0 0.13 % 0.26

11

22522 687 802.2 3.79 % 7.13 81145.0 29.58 % 0.84 768947.2 4.17 % 7.97

12

22412 0.00 % 0.00 11763.0 4.29 % 0.12 11763.0 0.06 % 0.12

22 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

13

22511 0.00 % 0.00 11920.0 4.34 % 0.12 11920.0 0.06 % 0.12

14

22521 0.00 % 0.00 8100.0 2.95 % 0.08 8100.0 0.04 % 0.08

15

22611 35 817.8 0.20 % 0.37 7500.0 2.73 % 0.08 43317.8 0.23 % 0.45

16

26412 11 232 857.4 61.82 % 116.38 9100.0 3.32 % 0.09 11241957.4 60.95 % 116.48

17

26423 3 343 500.0 18.40 % 34.64 0.00 % 0.00 3343500.0 18.13 % 34.64

18

27211 2 142 869.6 11.79 % 22.20 0.00 % 0.00 2142869.6 11.62 % 22.20

19

29221 36 000.0 0.20 % 0.37 0.00 % 0.00 36000.0 0.20 % 0.37

20

29231 15 000.0 0.08 % 0.16 0.00 % 0.00 15000.0 0.08 % 0.16

21

29311 4 299.0 0.02 % 0.04 0.00 % 0.00 4299.0 0.02 % 0.04

22

29511 23 000.0 0.13 % 0.24 2670.0 0.97 % 0.03 25670.0 0.14 % 0.27

23

29712 0.00 300.0 0.11 % 0.00 300.0 0.00 % 0.00

Total

18170787.47 100 % 188.27 274362.00 100 % 2.84 18445149.47 100 % 191.11

23 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

PART II

The SSRP

Chapter 1: Early Childhood Education and Development (ECED)

Introduction

1. The SSRP intends on expanding the system to ensure improvements on efficiency

indicators. It has been established that grade one children with ECED experience have

lower dropout rates, higher completion rates, and are better prepared cognitively,

emotionally, linguistically and socially for schools. The Government of Nepal (GoN)

has acknowledged the evidence of positive impacts of programme in improving the

access and quality of basic education.

2. The primary goal of ECED is to foster children's all round development by providing

a firm foundation for basic education. The objectives have been to expand access to

children within four years of age to quality services fostering preparations for their

basic education.

Present status

3. In the FY 2013/14, altogether 34,622 ECED centres/Pre Primary Classes (PPCs) are

operating in the country of which 4,588 are pre-primary classes operating in

institutional schools and 30,034 schools-based/community-based centres are

supported by the programme. And 500 additional new centres are supported under the

SSRP in FY 2014/15. Hence 30,534 centres are supported.

4. In the past, the increasing number of ECED centres/ PPCs and the consolidation of

operating programmes for increasing access for children belonging to marginalized

communities were strategized. The overall progress on the SSRP Key Performance

Indicators (KPI) was found satisfactory (Table 2.1). The Flash 1 report (2012/13)

recorded the overall Gross Enrolment Rate (GER) of 72.9% (girls72.1%) in /PPCs.

Similarly, the percentage of new entrants in Grade one with PPC experiences has been

54.3% (girls 55.2% and boys 53.5%).

5. The Department of Education (DoE) prepared the National Minimum Standard for

ECED centres in 2010 to maintain the minimum standard of services and to support

the quality enhancement of the existing programme. Positive impacts of the initiative

have been traced using the efficiency indicators of primary education. The Flash

Report has highlighted a reduction of dropouts and repetition and an improvement of

retention in grade 1 over the years.

24 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Table 2.1: Summary of current status in key performance indicators (ECED)

Indicators

Base years Targets and achievements

07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16

T A T A T A T A T A T A T A

New entrants with ECED experience, %

33 36 41 49.9 45 52.1 51 54.3 57 55.6 59 56.9 62 64[5]

ECED/Pre- primary, %

60 63 67 66.2 72 70 77 72.9 78 73.7 79 76.7 80 82[7]

* The progress status of 2012/013 shows that the targets have already been achieved. Therefore, sustainability of the achievement and improvement in the quality of provision are now more

important.

Issues and challenges

1. There is a lack of overarching cross-sector coordination of ECD, recognizing the

holistic scope that is needed to ensure children’s overall development. As a result,

services aimed at children of a pre-primary age remain disconnected across different

sectors and therefore are unable to sufficiently respond to the needs of children,

especially those that are most deprived. As a result, coordination and partnership with

different Ministries like MoE, MoFALD, MoHP, MoWCSW and other partner

organizations for the effective arrangement of ECED programme remains a major

concern.

2. ECED is a strong indicator for increased access, participation and learning outcomes

at basic education level. Most deprived children of pre primary age are expected to

benefit most from attending ECED in terms of strengthening their school readiness.

Yet, the 30,534 ECED facilities that receive government support are currently not

available on a needs base in terms of prioritizing areas with high prevalence of out of

school children. Improving the overall management, including mapping based re-

location of the existing centres within VDCs and district remains a challenging task.

3. The Government lacks sufficient capacity to undertake adequate monitoring and

control of quality standards in ECED centres that are privately run or with the support

of I/NGOs. It has equally been seen as a challenge to ensure sufficient management

and coordination within community-based ECED centres.

4. The impact of ECED services largely depends upon the ownership of communities

and local bodies. In addition, the management of centres varies depending upon the

awareness level of concerned communities. Therefore, capacity of the management

committee needs to be enhanced in order to manage the centres effectively through

mobilizing community and local resources.

5. Effective ECED for all requires a large amount of additional resources in the current

situation. Furthermore, ECED provision is suffering lack of capacity of facilitators to

implement child friendly education methods, as well as a high staff turnover, and

appropriate educational resources. One of the main causes for the high turnover

25 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

amongst ECED facilitators is the continuing low remuneration, which prevents them

from viewing ECED as a long-term career option.

6. The availability of educational materials for children with disabilities and or special

needs, mother tongue facilitation and child friendly environments are still other major

concerns.

7. Effective coordination, collaboration and support between district level authorities

with local bodies and concerned stakeholders will be strengthened with regards to

operation of ECED centres.

8. The lack of meeting basic needs, such as food security in highly marginalized areas

and amongst severely deprived groups within the society makes that children cannot

be retained in ECED in these areas.

9. There is a lacking of disaster preparedness within ECED facilities, making them

vulnerable to emergencies.

10. Especially within communities that have low educational attainment, parents feel

limited ownership or the need to become actively involved in their children’s

education, starting with ECED.

Strategic priorities

1. Support will be continued for maintaining the national minimum norms and standards.

The quality enhancement of the existing programme will be further strengthened.

2. Mapping of programmes will be continued in the remaining districts. Based on the

findings of the mapping priority will be given to relocate and open the centres to

address the equity concern. Priorities will be given to recruitment for the local female

facilitators.

3. To motivate them an effective coordination, collaboration and support mechanism

will be established.

4. The strategy of affiliating community-based centres with the nearest community

school will be continued to improve the management and operational support, channel

resources and monitoring. The strategies of building partnership and collaboration

with concerned government agencies, I/NGOs and private providers will be continued

in the view of sharing expertise and resources.

5. The quality of service delivery and assessment of performance outcomes will be

continuously monitored and the information will be used to improve the performance

of centres for the delivery of quality services.

6. Efforts will be made to make materials available by mobilizing government

organizations, communities and non-government resources. Support to ECED centres

through non-salary PCF grants will be reviewed and further strategy will be designed

accordingly. Local bodies and communities will be encouraged to support centres in

terms of financial and non-financial resources.

26 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

7. Mid-day meal provisions to all the school-based ECEDs in the Karnali Zone will be

continued. For the other 14 districts where day meal provisions exist at the school

level, home-grown food practices and a cost-sharing modality will be promoted. The

existing refresher training materials will be revised incorporating the contents of early

stimulation, EIECD/DRR and ELDS.

8. Model ECD centres will be developed within policy guidelines ensuring the minimum

standards of ECED are met. The criteria of the Model ECED centre will be

developed and incorporated in the DOE’s Programme Implementation Manual.

9. Parental education and awareness programme will be organized for the parents of

marginalized and disadvantaged groups by the facilitators. A tool will be developed

for change monitoring (parents’ knowledge before the PE and after the PE).

Facilitators will conduct assessment based on the tool.

10. The existing basic and refresher-training programme will be organized for the existing

and new facilitators respectively. The National networking meeting will be

regularized for better coordination among concerned Government and Non-garment

organizations.

11. Half-yearly progress-sharing and interactive meetings for facilitators will be

organized at RC level.

Table no 2.1.1: Major programme activities, target and budget allocation for the FY

2014/015(ECED)

Major programme activities and estimated costs are given below and details of all activities

and budget are given in AWPB. (SSRP budget head 350803, 350121 and 350118)(AWPB -

Annex-I, II and IX)

SN Activities Unit

Allocated

Budget

Target Budget

1 Remuneration for ECD facilitator Person 30,534 1,179,

527

2 Managerial cost for educational material to ECD centers

(Including newly established ECD) Center 30,534 30,534

3 Training for newly appointed facilitator Person 500 2,000

4 Refresher training for ECED facilitator Person 15,267 30,534

5 Piloting three modules of parental education District 5 1,000

6 Conduction of ECED Networking meeting Region/

District 80 1,200

7 ECD national council/Network meeting Times 1 400

8 Printing and distribution of ECD refresher training

package Copy 3,000 3,000

9 Printing and distribution of ECD training package Number 1 500

10 Printing and distribution of revised ECD curriculum

2062 Copy 3,000 3,000

11 Develop and distribution of ECD related audio visual Number 1 700

27 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit

Allocated

Budget

Target Budget

materials

14 ECD related research based Booklet publication Copy 1 300

15

Collaboration with local bodies, communities, Private

sector and I/NGOs for the establishment, operation,

training and regular monitoring of ECDCs.

16 Mobilization of I/NGOs for ECDC mapping

17

Formulation of Mother group and aware them for the

importance of home grown food and use as of Mid day

meal in coordination with I/NGOs .

Implementation roles and responsibilities

Management Committee: Management committees will be responsible for planning

implementing and monitoring the different activities by mobilizing support from their

communities. The management committees will be responsible for the overall management of

services including the generation and mobilization of resources. The committee will also

encourage community involvement to support service provision. Monitoring of the ECD

centers will be in line with Early Learning Development Standard (ELDS) and six learning

corners. 1. Facilitator: To act as a member secretary of the management committee, ensuring a

joyful learning environment for students and reporting progress to the mother school.

2. Mother School: The role of the mother school will be the timely channelling of

resources, monitoring the performance of schools and submitting reports to the

concerned.

3. Village Development Committees (VDCs)/Municipalities: The VDCs/municipalities

will have the role to plan services for their jurisdictions in coordination with the

District Education Office (DEO) and within the policy directions of the DoE.

4. Resource Centres (RCs): In addition to the mother school, the RCs will also be

responsible for overall monitoring and on-site technical support.

5. DEOs: The DEO will have the responsibility to: i) coordinate the programme at a

district level; ii) provide feedback on monitoring and assessment reports; iii) mobilize

potential resources; and iv) report to the concerned agencies. The DEO will also have

the responsibility of reviewing the distribution of resources and linking community

based centres to schools.

6. RED: The RED will be responsible for reviewing assessment, monitoring reports,

providing feedback to districts, and reporting to the DoE and concerned central level

agencies for policy review.

7. DoE: The DoE will provide overall policy directions for the program, allocate

resources, develop and distribute operational guidelines, carryout coordination

functions and monitor the performance.

8. MoE: The MoE will be responsible for policy formulation, performance evaluation

and coordination among line Ministries and other relevant agencies.

28 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Chapter 2: Basic Education

Introduction

2.1 The overall goal of basic education is to ensure equitable access to quality education to

children deprived of attending schools due to geographical, socio-economic-cultural

reasons including disability and HIV/AIDS through right-based approach and

establishing child friendly learning environment in schools. The Government of Nepal

has been implementing free and compulsory education up to grade eight. The provision

of free basic education includes the waving of admission, tuition and examination fees

and the cost of textbooks. The government has also been implementing several incentive

schemes to support schooling of children. Ensuring minimum enabling conditions in

long terms and fulfilling prioritized minimum enabling conditions (PMECs) in all

schools for quality delivery of education within some years is the priority of the

government. Similarly, Early Grade Reading Program has been initiated to improve the

reading skill of primary children. The basic level curriculum and textbooks have also

been revised with the view to provide quality education to our children.

Present status

2.2 The achievements at basic level have been encouragingly improved during the SSRP

period. The gender parity is also achieved at primary level (grade 1-5) and at basic level

(1-8). The Gender Parity Index (GPI) in NER at all primary, lower secondary, and basic

levels is 0.99. However, learning achievement at this level in accordance with NASA has

not been seen satisfactory. The table below shows the current status of progress as

compared to selected KPI.

Table 2.2: Summary of current status in key performance indicators (Basic education)

Component: Basic Education –

To ensure equitable access and quality basic education for all children in age group 5-12

Indicators

Base years Targets and achievements

07/08 08/09

09/10 10/11 11/12 12/13 13/14 14/15 15/16

T A T A T A T A T A T A T A

Grade 1

Gross Intake Rate, %

141 148 144 144 140 142.4 137 140.7 133 137.7 137[6] 141.8 135 133

Net Intake Rate, %

78 81 83 86.4 86 89 88 90.7 91 91.2 94 91.6 95 96

Gross Enrolment Rate

Primary Education,%

142.8 141 139.5 135.9 130.1 135 136.8 133 131

Basic Education, %

116 123 125 123 128 124.4 130 123.7 132 120.1 122 115.7 121 115[8]

Net Enrolment Rate

Primary Education, %

89 92 94 93.7 96 94.5 97 95.1 98 95.3 96 95.6 98 100[10]

29 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Basic Education, %

71 73 75 83.2 77 86 80 86.6 82 87.5 87.7 86.3 88 90[11]

Gender Parity Index

Primary based on

NER

0.98 0.98 0.99 0.99 0.99 0.99 0.99 1.00

Basic based on NER

0.99 0.98 0.99 0.99 0.99 1.00 0.99 1.00

Repetition Rate

Grade 1, % 28 18 12 26.5 8 22.6 5 21.3 3 19.9 16 17.5 13 10[21]

Grade 5, % 7 6.7 5.7 5.4 5 5.3 4.5 5.3 3.5 2.5

Grade 8, % 13 11 9 6.5 7 6.6 6 6 5 5.7 4 5.1 3 2

Survival Rate by Re-Constructive Cohort Method

Grade 5, % 54 58 61 77.9 65 80.6 70 82.8 74 84.1 86 85.4 88 90*[22]

Grade 8, % 37 41 45 62 49 66 54 67.5 60 69.4 72 72.1 74 76[23]

Completion rate(Primary and Basic level) [24]

Primary level (Grade

5), %

75 78 77.6 79 81

Basic level (Grade 8), %

60.8 64 63.8 67 70

Coefficient of Internal Efficiency

Basic Education, ratio

0.46 0.49 0.52 0.61 0.55 0.65 0.59 0.67 0.62 0.68 0.70 0.71 0.73 0.75[25]

Learning Achievement (average score of students in core subjects)

Grade 5, % 50 53 56 60 63 67 68 69 70

Grade 8, % 44 46 48 49 51 54

44

(a)

and

63

(b)

55

44

(a)

and

63

(b)

56 57

Issues and challenges

1. The findings of NASA study of grade eight are not encouraging. The report shows that

class eight student achievement and reading skill is low compared to international level.

Therefore, enhancing learning achievement and reading skills of basic level children is

the challenge to the government.

2. The GoN is committed to implement free and compulsory basic education in the country.

To implement this commitment fully it needs to map of out of school children in order to

facilitate designing strategies and mechanisms to mainstream these children. Arranging

and mobilizing adequate resources to mainstream a potentially big mass is the challenge

at this level. Similarly, developing age-specific condensed courses within National

Curriculum Frame (NCF) to facilitate their entry in to appropriate grades is also crucial.

Arrangement of legal provisions has affected the implementation of free and compulsory

basic education.

3. In spite of several efforts of the government, repetition rates of grade one are still as high

as 17.5%. This indicates that enhancing schools’ internal efficiency has been an ongoing

challenge.

30 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

4. Ensuring Minimum Enabling Conditions (MECs) for all schools is necessary to bridge the

resource gap in schools. It helps schools to enhance quality education at basic level.

5. The government has developed the consolidated equity strategy with the view to provide

education to children of all sectors with special intervention. However, the resource gap is

a huge challenge to incorporate program and activities in this fiscal year suggested by the

strategy.

6. Printing and distribution of free textbooks in timely manner is also seen the challenge of

the education sector. Similarly, involvement of the private sector in printing and

distribution of quality textbooks throughout the country has also been an issue.

7. Access to basic education is encouraging. However, key challenge at this level is how to

improve the quality of learning. This includes the problem of weak reading skills, the use

of teacher center teaching methods, limited use of child-centered pedagogy and use of

training skills in the classroom practice. This leads to low efficiency and effectiveness of

the system with high dropout rates at grade one, high repetition and poor learning

achievements.

8. In addition, IEMIS needs to be further strengthened. Despite the timely and regular

reporting of data, further effort is required to ensure the reliability of reported data.

9. Preparing implementing School Improvement Plan, conducting social audit, and financial

audit, mobilizing community is not at the satisfactory level at school. Therefore, capacity

building of HTs, teachers, and SMCs is also the crucial issue of the education system.

10. Relationships between students, teachers and parents are the most important factor in

school education that could contribute to build trust between and among students,

teachers and parents. Similarly, community participation in community schools has an

important role in schools’ overall development. Therefore, it is strongly felt that steps

should be taken to create harmonious relations between school and community.

11. Establishment of baseline learning level of subject, school, resource centre and district

level is also necessary to improve the quality of community schools. However, it has not

been appeared as the core job at all levels. So it is a challenge to make it systematic and

regular job of teachers and all other related personnel.

Strategic Priorities

Improving Access and Equity

1. Free and Compulsory Basic Education (FCBE) will be implemented in a phased

manner. DEOs will provide technical and logistic support in line with the CBE model

and according to the eligibility criteria provided by DOE to interested VDCs and

Municipalities. I/NGOs and CBOs will be actively engaged in aligning their

commitments and support at district level and VDC level with the CBE model and the

prioritized VDCs, as identified by the DEO in the districts.

2. I/NGOs, will orient, in close coordination with DEOs, VDCs/VECs that have large

numbers of OoSC on seeking the support of DOE/DEO through the CBE model.

Additional needs-based interventions will be provided to strengthen enrolment and

participation in education to severely deprived communities, such as Raute, Chepang,

Mushahar, Badi.

31 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

3. At the outset, the selected VDCs, where CBS data has showed that there are

significant numbers of OOSC, will be supported as per the need identified through

mapping of OOSC. This will exclude districts and VDC that already have intensive

support through other programs, such as the Karnali zone and CBE districts/VDCs.

4. MOE will coordinate with the MOFALD where possible to mobilize its resources

through DDC and VDC/Municipalities to support effective implementation of free

and compulsory education in VDCs and Municipalities. MOE will consistently

follow-up with the MOFALD and MOF for the allocation of at least 20% of the local

funds to be spent in education development within each VDC/municipalities

5. Based on identified need by DEOs, schools with residential facilities for those OOSC

children will be provided in districts where mainstreaming measures are not feasible.

In addition, residential schools will be run in Manang, Mustang, Upper Dolpa,

Rasuwa, Upper Mugu, Upper Humla districts on model basis.

6. Alternative modes of schooling will be strengthened in areas with high OOSC to

address the learning needs of those children who are unlikely to be enrolled in school

due to their age. Within this, partnerships and collaboration with GOs, I/NGOs and

other providers will be initiated to share expertise, experiences and resources in

implementing these programs.

7. DEOs will promote Community Learning Centers (CLCs) in collaboration with local

NGOs and VDCs and Municipalities for working children and street children to

develop the profile of such children.

8. Efforts will be made to improve the enrolment and pass rates and to reduce dropout

and repetition rates by strengthening child-friendly school (CFS) learning

environment, ensuring PMECs and child-centered learning practices in schools.

9. Incentives will be provided to community schools that meet 100% retention (no

dropout and no repetition) in grade one and achieve over 95% cycle completion rate at

the end of grade five. In addition, DEO will publicly felicitate SMC members of

schools that meet 100% retention.

10. In areas where seasonal migration is a common phenomenon, mobile schools will

continue to operate.

11. Incentives and scholarship schemes will be continued to support schooling of girls,

Dalits, children with disabilities including other disadvantaged and marginalized

communities. Increasing access and promoting equity and social inclusion in school

education will be at the core of the incentives and scholarship program. For further

alignment, integrated Scholarship Guidelines will specify the distribution mechanisms

and the targeting criteria for scholarships and other incentives to strengthen a targeted

need based approach. Scholarship distribution and monitoring mechanisms will be

strengthened through a ‘one door’ system. In districts where Poverty Cards have been

issued, all children of poverty cardholders will receive scholarships. In other districts,

intermediate ways will be developed to support children belonging to poor families,

regardless of their ethnicity, until poverty cards have been issued.

12. A comprehensive package for Parenting Education will be developed. The package

will be run in partnership with I/NGOs in the district, prioritizing districts/VDCs with

high numbers of OOSC. Such parenting education will focus on providing parents

32 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

with basic literacy and numeracy and on making them aware of the value for

education and how to establish an education-enabling learning environment at home.

13. NCED will develop and run teacher-training programs in MLE and disabled-friendly

teaching and learning for school teachers as per identified need. The opportunities for

demand-based multilingual education will be expanded by developing MLE capacity

of teachers and providing teaching and learning materials in mother tongue. The

development of a comprehensive language policy including the use of the mother

tongue, Nepali, and English will be pursued, based on a joint study on the challenges

and opportunities with regards to Medium of Instruction (MOI) in Nepal.

Quality and relevance

1. School mapping, IEMIS data, SIP/VEP and PMECs survey reports will be used to

determine a school’s physical and educational needs and will be supported to meet

these needs accordingly.

2. Mandatory provision and regular use of book corners in all community schools will

be enforced by providing appropriate resources and training to teachers on use and

purpose of book corners which they can use for teaching learning activities.

3. Action plans for reform interventions based on the national assessment of student

achievement (NASA) findings will be prepared and implemented to strengthen

learning outcomes. The results and recommendations of the NASA reports will

inform the relevant priority areas in the ASIP/AWPB. The implementation of the

national assessment of student achievement (NASA) will be continued. For the

coming fiscal year, NASA for grades 3 and 5 will be carried out. Further

institutionalization of NASA will be pursued through an action plan.

4. Minimum standards for educational environment will be implemented for improving

quality of education at all levels by focusing on student-centered learning/teaching

methods. In order to foster quality and relevance, performance-based incentives for

schools and teachers will be reviewed and implemented. The schemes will be

annually updated based on critical M&E on their effectiveness and impact. The

teacher-student ratio will be reviewed for the recruitment and (re)deployment of

teachers.

5. The Continuous Assessment System (CAS) will be further strengthened with CDC

developing grade-specific remedial courses and NCED developing a more

comprehensive training package focusing on CAS and remedial classes. All teachers

will receive CAS and remedial training.

6. CDC will develop grade-wise minimum achievement levels of students with specific

focus on reading levels among students in grade 1-3. For this purpose, EGRA tools

will be reviewed and adjusted to measure students learning outcomes accordingly and

meet the needs for early grade reading assessment. EGRA tools will be used to assess

students’ reading competency in early grades (1-3). DEOs with the support from ERO

will annually assess students’ progress in reading levels and will award teachers that

score the highest reading level in the district. The Government will implement

National Early Grade Reading Program (NEGRP) focused on strengthening literacy

skills in grades 1-3. Within the next two years, MOE/DOE will develop a

33 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

comprehensive program on NEGRP and will pilot a few models of interventions in

selected districts and schools.

7. School mapping activities will be completed to facilitate restructuring, including

merging, downsizing, and use of multi-grade teaching for ensuring cost effectiveness

of school operations. In line with this, incentive schemes will be introduced to

encourage schools located in sparsely populated areas for their registration as multi-

grade schools as part of a strategy to strengthen cost effective education to in sparsely

populated areas while ensuring quality of education.

8. In order to enhance health, nutrition and overall development of children, clean water

and adequate sanitation facilities will be ensured in public schools in a phased

manner, prioritizing schools in VDCs with highest OOSC.

9. Learning achievement of community schools will be improved by encouraging

interschool partnerships to reduce inequitable low learning achievement in public

schools.

Governance and management

1. The provision of head-teachers’ appointments on a contract basis will be implemented

in all basic education (grades 1-8) schools.

2. The institutional capacity of REDs, DEOs and RCs will be further strengthened.

3. The role of School Supervisors and Resource Persons will be specified and they will

have performance contracts. Their capacity will be further developed and effectively

mobilized in order to improve school performances. The DoE will develop school

based performance indicators for RPs/SSs. Based on this each RP and SS will plan

their support to schools.

4. Release of RC and inspection zone management grants will be subject to submission

of progress reports and assessment of progress.

5. Individual members of the SMC will be assigned with specific tasks such as student

enrolment, early dropout, school infrastructure, teacher management, learning

achievement, school community relationships, etc. To support this, SMC members

will be provided with necessary orientation to perform their roles and duties

effectively. The best performing SMC/PTA members will be publicly rewarded.

6. The SMCs, HTs and Teachers will be encouraged to utilize the Flash/CBS

information in planning their School Improvement Plans (SIPs) prioritizing

interventions where improvement is felt necessary.

7. DEOs will identify low performing schools in districts using school accreditation and

MEC indicators and will prioritize facilitating these schools devising SIPs, targeting

quality improvement initiatives aimed at enhancing school performance. Key priority

indicators and standards of Child Friendly School (CFS)/MEC will be incorporated in

the School Improvement Plan (SIP) guidelines.

8. MOE will constitute a team of senior education experts to initiate the dialogue and

consultations at the national level to develop the concept/contours of Education in

Beyond 2015 in the context of Nepal.

9. The MOE will assess, retrofit and reconstruct 464 school buildings, of which 255 are

located in the earthquake prone Kathmandu Valley.

34 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

10. The short term activities of equity strategy will be implemented in the current fiscal

year.

Table no 2.2.1: Major programme activities, target and budget allocation for the FY

2014/15 (Basic Education)

1. Major programme activities and estimated costs are given below and details of all

activities and budget are given in the AWPB of the SSRP budget head (AWPB-

Annex: I and II ).

SN Activities Unit Allocated Budget

Physical Target Budget

1 Support for FSP Center 290 11,250

2 Support for Open school

(grade 6-8) Center 37 4,099

3

Support for Non-formal

adult school (adult

women) grade 1-8

Center 333 29,970

4 Operating cost for Mobile

schools school 7 2,450

5

Student enrollment,

retention and quality

improvement program

Region/District 80 2,000

7

Management cost for

residential Resource

Centre

Center 380 31,540

8

Grants for Educational

materials for newly

established Resource

Centre

Center 380 3,800

9 Operation Cost for

Assessment Centre Center 62 3,100

10 Extra-curricular activities

for disabled student Center 74 1,480

11

Training for teachers

working at deaf resource

classes and schools.

School 20 1,000

12 Support for computer

Education at blind school School 3 450

13

Support for computer

Education at deaf

secondary school

School 3 450

14

Management cost for

gender related issues,

meeting and network

strengthening.

Region/District 80 800

15

Programme for Free and

Compulsory basic

education (Including

FCBE declaration)

VDC 2,160 162,000

16

Implementation of Free

Children

12,000

96,000

35 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

and Compulsory basic

education

17

Special focused

programme for

marginalized groups

(Raute, Badi, Mushahar,

Chepang and others)

Children 1,875 15,000

18

Grants For Basic level

Religious School

(Gurukul, Ashram,

Madrasa, Gumba and

Bihar) Grade 1-8

Center 1,335 47,65,75

19

Grants to schools (grade 1-

5) for free textbooks

(based on PCF)

Student 3,724,043 726,193

20

Grants to schools (grade 6-

8) for free textbooks

(based on PCF)

Student 1,544,658 684,096

21

Management support for

multi-grade schools

(Including newly

identified schools)

School 479 19,830

22

Management support for

multi-lingual Schools

(Including newly

identified schools)

School 124 1,860

23

Mid-day meal for Karnali

zone students (based on

number of students

(ECED and grade 1-5)

Student 105,531 28,49,34

24

Mid-day meal (based on

the quota of students) in

14 districts' targeted areas

and children from

marginalized community

(ECED and grade 1-5)

Student 307,500 66,42,00

25

Strengthening student

evaluation & Continuous

Assessment System (CAS)

(for new enrollment of

class 1)

Student 908,570 4,54,29

26

Strengthening and

conducting grade 8

examination (including

supplementary provision)

Student 504,970 55,547

27

PCF Salary grant (based

on teacher student ratio)

Basic Level

Student 1 460,765

36 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

28

Test Administration cost

for Learning achievement

of grade 3 & 5 (National

Assessment of Student

Achievement, NASA)

Student 48,000 4,800

29

New classroom

construction (including to

fulfill the PMEC need and

community managed

schools)

Number 994 367840

30 Girls toilet construction

(to fulfill the PMEC need) Number 2500 625,000

31 Item Bank preparation for

class 8 Number 3,000 6,000

32 Item Bank preparation for

class 5 Number 1,800 3,600

33 Scholarship for disabled

students (grade 1-8) Student 62,000 248,000

34 Scholarship for all Dalit

children (grade 1-8) Student 1,030,126 412,050

35

Girls' scholarship for

grade 1-8 ( Karnali Zone1-

10)

Student 2188472 954253

38

Scholarship for basic level

students from targeted

groups (22 Janajati

including marginalized

groups)

Student 121,918 60,959

39

PCF non-salary Grant for

Book corner /ECED

Learning material for

school to fulfill the PMEC

need

Student 584,440 58,444.0

40

PCF non-salary Grant for

Book Corner/ Primary

level Learning material for

school to fulfill the PMEC

need

Student 3,724,043 595,846.9

41

PCF non-salary Grant for

Book corner/ Lower

Secondary Learning

material for school to

fulfill the PMEC need

Student 1,544,658 278,038.4

42 Operating cost for Schools

Primary Level school 18,421 221052

43 Operating cost for Schools

Lower secondary Level school 5,046 75690

37 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

44 Curriculum Dissemination

of grade 8 Teacher 21,702 108,510

45

School Personnel

Management Cost for

basic Level

school 23,467 1,73,16,45

46

Implementing activities

based on the baseline of

student learning

achievements and

preparation of projection

plan for quality Education

RC 1,053 15,795

47 TOT for Pre-service

training to FSP 1st phase Person 30 750

48 Refresher training for FSP

2nd phase Person 60 1,200

49

Dissemination on

inclusive education for HT

of inclusive schools

Person 60 720

50

Meeting and management

cost for National

multilingual steering

committee

Times 1 150

51

Preparation of minimum

standard for multilingual

schools and

mapping/identification

Times 1 350

52

Interaction for

stakeholders, linguists &

linguistic organizations

Times 2 600

53

Development of working

policy & strategy for

safety schools

Times 1 500

54

Identification of district

level multilingual

programs

Times 1 150

55

Development, printing and

distribution of 4 mother

tongue textbooks (Magar

for class 4, Dimal for class

5, Bajjika and Kulung for

class 3)

Subject 4 1,200

56

Development of Teacher

Guide of music for grade 6

& 7 and computer for

grade 7 & 8)

Subject 2 600

57

Development, printing &

Copy

1

750

38 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

distribution of free &

compulsory education

guidelines

58

Identification, publication,

broadcasting of good

practices of district &

regions

Copy 1,500 225

59

Printing & transportation

of textbook, training

manual, facilitators

handbook & reference

books of FSP phase I & II

Copy

3,000

60

Revision of curriculum,

textbook & facilitators,

and assistants guidelines

of open school (grade 6 &

8)

Number 37 444

61

Printing & distribution of

1st level textbook,

facilitators guidelines of

open school (Grade 6 & 8)

Copy 1,850 1,480

62

Printing & distribution of

Braille Text (Class 1 to

10)

Copy

4,500

63

Textbook development of

4 subjects of grade 7

(Nitisastra, Falit Jyotish,

Nepali, Samajik,

Adhyayan)

Subject 6 1,200

64

Development & printing

of Flash I & II reports, and

integration of scholarship

database, PMEC status of

teacher salary through

bank accounts to flash

software

Copy 1 1,500

65

Development, printing &

distribution of "Saikshik

Samachar"

Copy 500 400

66

Development &

distribution of MGML

Teachers' handbook

Copy 1 1,200

67

Development &

distribution of MGML

Textbooks

Copy 1 3,000

68

69

Six day training for Math

Person

815

39 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

/Science teachers of

resource classes for blind

70

Compliance monitoring

for status of teacher

salary/scholarship through

bank account

District

1,900

71

Consultant service for

qualitative technical

assistance (ERO/NASA,

including performance

audit)

Times 1 5,000

72

National consultant

service for National

quality Audit (NASA for

grade 3 & 5)

Times 1 5000

73 Meeting cost for textbook

monitoring committee Times 2 400

74

Sectoral performance audit

(Including selection of

examiner, Orientation,

reporting)

Times 1 2,100

75

Development & testing of

Tactile materials for Deaf-

blind children

Times 1 300

76

Policy formulation on co-

curricular activities and its

dissemination

Times 1 500

77

Policy formulation on

educational Counseling

and its dissemination

Times 1 500

78

Networking among the

organization working in

the field of music, arts,

and national education

Times 1 300

79

Development and

dissemination of teacher

training material regarding

educational and

psychosocial counseling

Times 1 800

80 Formation of educational

Counseling Network Times 1 300

81

Updating & publication of

teachers profile (district-

wise & comprehensive

profile)

Copy

350

82

Collaboration with

Times

1

500

40 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

research related institution

for formative research

83

Broadcasting of

educational programs to

make people aware about

the policy and program via

Nepal Television

Times 12 2,400

84

Production and

broadcasting of education

program (Siksha ko

Chautari via Radio Nepal)

Times 1 500

85

Preparation and

publication of school-

related educational

activities on Gorkhapatra

Times 24 2,400

86

Implementation of Local

curriculum and study of its

effectiveness

Times 1 500

87

Revision of grade 1-5

textbooks with newly

introduced punctuation

Times 1 500

88

Development of teachers

handbook regarding

project-based learning

Times 1 400

89

Formulation of curriculum

of "Sanskrit Aayurbeda"

for grade 6 to 8

Subject

200

90

Development of reference

material for mentally

disabled students

Number

500

91

Development &

distribution of audio

materials of basic level

curriculum for blind

teachers

Number 200 400

92 Develop textbook of

music for grade 8 Subject 1 300

93

Workshop on updating and

development of

questionnaire for class3 & 5

Times 5 500

94

Revision and printing of

NASA guidelines and

testing tools and reporting

Copy

500

95

Development of audio-

materials of English for

basic level grade 1 to 5

Times

450

96 Development of additional Times

300

41 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

textbooks management

guidelines

97

Development and printing

of disability awareness

handbook

Copy 200 500

98

Printing, dissemination &

distribution of sign

language dictionary

Copy

300

99

Development & printing

of inclusive education

related information

materials

Copy 1,500 450

100

Revision and printing of

testing tools and

guidelines related to

ERO/NASA

Times 4 500

101

Collaboration with Nepal

"Journalists" federation for

effective implementation

of SSRP and awarding

scheme

Times 1 1,000

102

Interaction for physical

facilities extension

program (for newly joined

engineers & sub

engineers)

Person 180 2,700

103

Analysis of school

mapping data received

from GIS and update of

school mapping

Times

1000

104

Interaction, for effective

implementation of school

education on religious

schools

Person

600

105

Development, printing &

dissemination of volunteer

mobilization guideline and

public private partnership

guidelines

Times 1 400

106

Material support to special

schools supported from

special education council

times 34 510

107 Orientation on skill for

walking movement Person 30 450

108 Skill oriented training for

teachers Times 5 1500

109 Support to school for sport school 1 200

42 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

program for mental &

physical development of

disable

110

Development of library

and model resource center

for disable

school 1 2000

111

Collection of feedback and

finalization of curriculum

for mentally disabled

times 1 200

112

Development and printing

of educational materials

for deaf and mild-hearing

students

Copy 200 500

113

Incentive grants for

community managed

schools (taken

management

responsibilities)

School 300 30,000

114

Scholarship for disable in

residential schools

supported from special

education council

Student 1885 9425

43 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Implementation roles and responsibilities

1. Schools and SMCs: Schools and SMCs, will be responsible for the preparation and

implementation of SIPs, ensuring free basic education of acceptable quality and

meeting the MECs by 2015/16. Decisions regarding local curriculum, performance

targets, school calendar, classroom organization, and instructional methods will be

made at the school level and reflected in the SIPs. Schools and SMCs will be

responsible for making participatory and transparent decisions and disclosure of the

expenditure in major programme headings such as textbooks, scholarships, physical

construction and PCF funding. Headteachers (HTs) will also be responsible for the

timely submission of reports to the concerned agencies.

2. RC: The RCs will prepare their action plan and ensure effective delivery of services to

schools including development of PMECs baseline for schools and facilitation to SIP

preparation, implementation and monitoring; capacity strengthening of SMCs; data

verification for improving EMIS; and delivering support to professional teacher

development. RCs will also be responsible for timely preparation and submission of

reports to the concerned agencies.

3. DEO: The DEO will be responsible for the implementation of the SSR programme at

the district and school level in line with the Programme Implementation Manual

(PIM) and other relevant directives. DEOs will be responsible for assisting schools to

implement SIPs in general and providing technical backup and facilitation to SMCs as

well as financial and social audit functions, and other functions relating to quality

improvement. DEOs will have reporting responsibilities to subsequent levels.

4. RED: The REDs will be responsible for the monitoring of programme implementation

in districts and reporting to the DoE. REDs will prepare a comprehensive monitoring

plan based on the monitoring plan of the respective districts.

5. Central Line Agencies (CLAs): CLAs (CDC, NCED, NFEC, and OCE) will have the

responsibility to provide overall technical support to the system such as development

of the curriculum and curricular materials, teacher development, alternative basic

education provisions, and examination functions.

6. DoE: The DoE will be responsible for the coordination and facilitation of

implementing activities given in the ASIP. It allocates and channels resources,

ensures utilization of allocations and programme outputs as planned by mobilizing

monitoring mechanisms, and facilitates the MoE to update and formulate policy

options.

7. MoE: The MoE will be responsible for ensuring an enabling environment for

implementing the ASIP at all levels. This will include the revision and development

44 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

of policy options, legal and regulatory and resource frameworks required for the

smooth implementation of the ASIP. The MoE will also be responsible for

communication and coordination with development partners and line ministries, and

overseeing the monitoring and evaluation of programme progress towards national

policy goals and strategic objectives.

45 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Chapter 3: Secondary Education

Introduction

3.1 The overall goal of secondary education is to respond to national development needs

by producing competent and skilled human resources and provide a sound foundation

of tertiary education. The objective of secondary education is to improve equitable

access to quality and relevant school education. The policy direction of secondary

education is towards expanding free secondary education ensuring opportunities to

equitable participation in all aspects of secondary education.

Present status

3.2 Access to secondary education has been improving over the years. The NER and GER

at secondary levels are increasing. Similarly, the enrolment rates of girls, Dalits and

Janajatis have also increased significantly. The pass percentage rate of students in

SLC examination including supplementary examination of the last academic year was

47.65%. Table 2.3.1 below shows the current status of progress as compared to

selected KPI.

Table 2.3: Summary of the status of key SSR indicators (Secondary Education)

Component: Secondary Education - Improve access, equity, and quality and relevance of secondary schooling

Indicators

Base years Targets and achievements

07/08 08/09

09/10 10/11 11/12 12/13 13/14 14/15 15/16

T A T A T A T A T A T A T A

Gross Enrolment Rate

Grade 9-10, %

65.7 66.3 70.1 71.7 73 68.7 76 80

Grade 11-12, %

23.6 26 28.9 31.6 34 32 37 40

Secondary Education, %

36 40 43 44.7 47 46.2 52 49.4 53 51.7 55 50.4 58 61[9]

Net Enrolment Rate

Grade 9-10,

% 40.8 46.5 52.1 54.3 56 54.9 57 60

Grade 11-12, %

6.8 7.8 9.4 10.4 15 11.5 17 20

Secondary Education, %

20 21 22 23.9 23 27.1 24 30.6 26 32.4 35 33.2 38 40

[12]

Gender Parity Index

Secondary based on NER (G9-12)

0.98 0.98 0.99 0.99 0.99 1.00 0.99 1.00

Teachers with required qualification and training

Secondary Education, %

74 77 80 72.3 83 74.3 86 78.6 89 79.8 85 80.4 88 91[14]

b. For community schools

Secondary

Education, % 74 77 80 73.9 83 75.3 86 80.3 89 82 85 82.8 88 91[16]

46 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Teachers with required Certification[17]

Secondary Education, %

90 91 92 94 95 96 98 99 98.7 99 100

Share of female teachers[18]

Secondary education, %

13 12.0/7.8 15.9/13.3 16.5/14.3 16.7/14.7 17 16.8/14.8 18/15.5 20/16

Pupil Teacher Ratio

Grade 9-10, ratio

39 34 35 36 31 31 31 30 30

b. for community schools based on reported teacher positions [35]

Grade 9-10, ratio

35.5 36 31 31 31 31

Secondary Education, ratio

31 28 28 27 26

c. for all schools based on reported teachers positions [36]

Grade 9-10, ratio

27 27 24 24 24 23

Secondary Education, ratio

25 23 28 23 23

Pass Rate

School Leaving Certificate, %[26]

60 62 64 64.3 65 55.5 67 47.7 69 41.6 45 43.92 51 55

Higher

Secondary Education, %[27]

23 25 28 47.7 31 44 34 48 37 42.4 45 44.29 47 50

Issues and challenges

1. Ensuring the minimum number of teachers with required qualifications for subjects

taught in grades 9-12 is a major concern. With regard to teacher management, a

teacher’s career path is yet to be designed to address the need of grade 11-12 teachers.

2. Integrated curriculum is principally agreed, however further effort is required to

establish vertical and horizontal in curriculum. Establishing linkage and transition

provisions from general to vocational and vice versa is yet to be spelled out clearly in

operational terms.

3. Vocational streams also require more resources for workshop, laboratory, tools and

equipment, teacher management and capacity building.

4. The expansion of at least one grade 11-12 school with a science subject in each

constituency and equipping these schools with the minimum requirements (laboratory,

library, qualified subject teacher, buildings etc.) needs further interventions which

demand huge resources. Besides them other schools are also facing the constraints of

minimum infrastructure such as buildings, laboratory, library etc. Capacity

enhancement of HTs, teachers, students, PTA and SMCs is necessary to prepare

school level planning, implementation and monitoring.

5. School integration requires wider consensus between and among concerned agencies,

which also needs legal backup for i) facilitating the transition of human resources

involved in the Higher Secondary Education Board; ii) integrating of the curriculum

47 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

and examination functions; and iii) strengthening the supervision and teacher support

system including the establishment of a National Examination Board.

6. Improving access, equity, social inclusion and quality are major issues in secondary

education. Strengthening the management of alternative and open learning

programmes is necessary to facilitate access for females, ethnic groups, Madhesis,

Dalits, disabled, Muslims and students from other marginalized communities to

secondary education.

7. In the recent years the SLC examination pass rate is not satisfactory, therefore,

improvement of the pass rate of SLC examination is a major concern of all the

stakeholders and MoE.

8. In order to build a common understanding of the programme among all stakeholders

wide interaction, sharing exercise and consolidations of model building experiences

demands much more time than expected.

Strategic priorities Access and Equity

1. Necessary preparations will be made to implement integrated secondary education system

(grade 9-12). Integration of grade 9-12 education policies, curriculum, examination and

trainings will be carried out in line with the new Education Act.

2. Guidelines will be developed for secondary schools on establishing minimum enabling

environment for students with different types of disabilities and schools will be oriented

on this.

3. Equitable access in secondary level education (9-12) will be delivered based on mapping,

and gradually made free including science education.

4. MOE/DOE will assess the effectiveness of and review the existing support scheme for

students of Karnali zone and of, marginalized and disadvantaged communities.

5. The current incentive scheme will be continued to ensure access to and completion of

secondary education especially for Dalits, marginalized groups, disabled students, girls,

and children from economically poor households.

6. MOE/DOE will implement a ‘one-door’ system for effective scholarship distribution.

Especially in the secondary level scholarships will be distributed to students through

individual bank account where bank facilities are available. When the government issues

Poverty Cards, it will be utilized for scholarship distribution.

7. The integrated scholarship distribution guidelines will be updated and implemented.

Alternative and open learning programmes will be continued to facilitate access and

participation of female, ethnic groups, Madhesis, Dalits, disabled, Muslims and other

marginalized communities to secondary education.

8. MOE will constitute a team to look into ways and means to promote partnerships with

private providers to safeguard access to quality secondary education in areas that are not

48 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

well served with educational services. Attractive packages will be developed to attract

such partnerships in mountain districts and remote hilly areas.

9. Private public partnerships will be emphasized for sharing best practices in quality

improvement. In addition to this, partnerships will be developed between better

performing and low performing schools, particularly private to public schools.

Quality and Relevance

1. The guidelines developed by MOE for setting secondary education standards will be

reviewed and all secondary school will be required to meet them by 2015.

2. Within PMECs, special considerations will be given to ensuring that all community

secondary schools have a functioning library and science laboratory.

3. Provision for incentives to best performing two secondary schools in each district will be

awarded with amount of Rs 500,000 each. The best performing schools will support weak

performing schools to obtain better results.

4. MOE/DOE will provide special incentives as well as provisions to acquire qualified,

competent science and mathematics teachers including temporary waiver on teaching

license to teach for specified time period.

5. Necessary preparation will be made for the integration of soft-skills in secondary

curriculum and teacher training curriculum content for the piloting purpose those schools

that have received basic education level soft-skills curriculum.

6. Introduction of the pre-vocational stream in secondary education will be continued in 100

schools.

7. CDC in collaboration with CTVET will develop and enforce National Vocational

Qualification Framework in the country.

8. An integrated framework of alternative/open learning will be developed and

implemented. National curriculum framework of grades 9-12 including vocational

education will be developed.

Learning and Evaluation

1. Learning achievement in community schools will be improved by encouraging

interschool partnerships to ensure equity in learning achievement.

2. Remedial support programs will be launched in schools targeting students lagging behind

in acquiring minimum learning achievements.

3. There will be a minimum of eight teachers (through teacher redeployment, PCF salary

support and local resource mobilization) in identified integrated secondary level schools

(grade 9-12) in pilot districts. Attention will be given to deploying teachers by

considering the school as a unit.

49 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

4. Student learning will be supported through enhancing ICT in education. Community

involvement will be promoted through advocacy and awareness.

5. The existing supervision and monitoring system will be further strengthened for

providing general and instructional support to integrated secondary schools.

6. The existing capacity of RED will be reviewed and strengthened with a view to

increasing their role enabling them to manage the grade 10 examination at the regional

level.

7. Performance contracts with HTs will be made by the DEO. In this connection, better

performing headteachers and teachers will be provided additional incentive.

8. Schools’ achievement and performance will be linked with the RPs, SSs and DEOs while

evaluating the performance of those officials.

9. After publication of SLC result, in each district, each RED and at central level, review

workshops will be organized to take necessary remedial action for further improvement of

SLC results.

10. District level indicator and target set to improve SLC results and interventions will be

initiated in all districts.

11. Separate head-teachers in all secondary schools will be made available by 2015/016 on a

performance contract basis.

12. A National Examination Board (NEB) will be established and put into operation after the

enactment of the Education Act.

Table no 2.3.1: Major programme activities, target and budget allocation for the FY

2014/15(Secondary Education)

A summary of the main activities with targets, unit costs and associated budget are given

below and the detail of physical targets, unit costs and the total budget allocated for this

component are given in below (Detailed programme in Annex I and II)

SN Activities Unit Allocated Budget

Physical Target Budget

1 Grants for Open School

education (grade 9-10) Center 84 9,240

2

Grants for special need

students studied schools

(blind schools - 6 and deaf

schools - 6)

Center 12 7800

3

Grants for Non-formal adult

school (adult women) grade

9-10

Center 50 7500

4

Grants for secondary level

Religious School(Gurukul,

Ashram, Madarsha, Gumba

Center 20 12040

50 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

and Bihar) Grade 9-10

5

Promoting of 5 open school

conducting grade 9-10 for

run the grade 11-12 open

school module.

Center 5 550

6

School building

construction (Continuation

of FY 070/71 )

Classroom 720 1,008,000

7 School Building

construction Classroom 415 415000

8 School building

maintenance Classroom 540 270000

9 School earthquake safety

program (Retrofitting) Classroom 204 272640

10

School earthquake safety

program (New Building

construction)

Classroom 10 17000

11

Repair and maintenance of

classroom and furniture

management

Classroom 1000 200000

12 Schools environmental

improvement School 600 150000

13 RC building maintenance Classroom 50 10000

14

Rehabilitation and

reconstruction for natural

disaster effected school

Classroom 40 8000

15

Grants to schools (grade 9-

12) for free textbooks

(based on PCF)

Student 885864 554576

16

PCF Salary grant (based on

teacher student ratio of

Secondary Level

Teacher

789,235

17 Scholarship for the children

of martyrs Student 99 2,970

18 Scholarship for Mukta

Kamlahari Student 8,103 36464

19 Hostel management cost for

Mukta Kamlahari Center 17 3400

20 Scholarship for conflict

affected children Student 8,000 95998

21

Scholarship for remote

mountain residential school

students

Student 482 14,460

22 Scholarship for feeder hostel

students Student 400 12,000

23 Scholarship for model

schools students Student 437 12,435

51 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

24

Scholarship for model

residential students in

remote mountain

Student 180 5,400

25

Scholarship for

Marginalized children

residential hostel students

Student 200 6,000

26 Hostel management cost for

remote mountain hostel Center 482 3374

27 Hostel management cost for

feeder hostel Center 400 2800

28 Model schools management

costs Students 437 4820

29 Hostel management cost for

mountain residential school Center 180 1,800

30

Hostel Management cost for

Marginalized children

residential hostel

Student 200 2,000

31 Secondary Education

Scholarship (Grade 7-10) Student 6000 102,000

32 Dalit Scholarship (Grade 9-

10) Student 70,000 35,000

33 Scholarship for disabled

students (grade 9-10) Student 5,666 19,831

34

Scholarship for

marginalized and targeted

students (Mukta Kamiya,

Badi, Haliya, Charuwa etc.)

Student 12,900 21,930

35

Scholarship for the student

of science stream (out of

district studied) at grade 11

and 12

Student 104 3,120

36 Intensive support for the

HSS of science stream Student 4000 20000

37

Incentive for best performer

schools having performance

contract based on

performance evaluation

Student 3,159 15,795

38

PCF non-salary Grant for

Book corner/ Secondary

Learning material for school

to achieved the PMEC

(including Targeted

students)

Student 727,014 167,213

39

PCF non-salary Grant for

Book Corner/ Learning

material for Higher

Secondary School

Student 297,397 89,219

52 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

40

Operating cost for

Secondary and Higher

Secondary Level

Student 5,805 139320

41

School Personnel

Management Cost for

Secondary Level

Student 5,805 428355

42

Innovative activities based

on district level proposal

including incentive support

to the districts based on

performance evaluation of

REDs

Region/District 80 16,000

43

Assessment of current

physical facilities of RED's

DEO's & ETC's for need

identification

Region 5 2,500

44 Establishment of Science

lab at Secondary schools School 857 557050

45

Computer/smart board

support for computer

education running schools

School 1,000 140,000

46

Orientation to the oral

examiner/monitors for

English

Person 1,748 2,622

47

Library/e-library

establishment at School for

improvement of Reading

skills on matching/

partnership model

School 1000 100000

48 Establishment of library &

information center at DEO's RCs 80 8,000

49

Development, printing and

distribution of good

practices of community

managed schools

Copy 500 250

50

Development, printing and

distribution of indicators of

quality education,

determinants of learning

achievement and projection

Times 1 300

51

Revision and printing of

hostel & scholarship related

guidelines

Times 1 300

52

Development of structure to

provide scholarship for

grade 11 & 12 through bank

and profile/database

preparation

Times 1 500

53 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

53

Activities related to students

evaluation in coordination

with universities

Times 1 200

54

Development of digitized

materials to collaboration

with I/NGOs enhance ICT

education

Times 1 1,000

55

Re-totaling, Analyzing,

reporting and dissemination

of SLC exam result

Times 1 350

56

Result analysis &

publication of report of SLC

exam 2070

Times 1 350

57 Establishment of SLC item

bank and analysis Times 1 900

58

Finalization printing &

distribution of Norms &

standards for effective

educational service delivery

Copy 1 700

59

School wise performance

audit (including selection of

examiner, orientation,

reporting)

Times 1 3,100

60

Discussion with

professional organization of

teachers & other

stakeholders on

contemporary educational

issues

Times 3 300

61

Printing, dissemination &

distribution of private

school norms & operation

guidelines 2069

Copy 1 600

62

Interaction for role of local

stakeholders on private

schools

Times 1 500

63

Implementation of different

program based

understanding of DPs

mission

Center

1500

64

Dialogue and collaboration

with stakeholders to

facilitate teacher

redeployment process

Times 1 1,000

65 Development of Grid of

Falit Jyotish for class 10 Subject 1 100

66 Development & testing of Sub 6 3,000

54 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

textbook of 6 compulsory

subject for grade 9

67

Development of teachers

handbook regarding ICT-

based teaching

Copy

500

68

Pre-testing of questionnaire

and updating question bank

(including questionnaire

printing, transportation,

monitoring, marking,

scrutinizing and analyzing

of grade 8)

Copy

3,000

69

Development of printing

and distribution of

guidelines regarding

development of school

library/e-library, and

management of minimum

educational materials

Copy

500

70 Development & printing of

multi textbook policy Copy

300

71 Handbook Development for

ICT based teaching Times

300

72

Development, printing and

distribution of SLC

prototype items

Copy

1,200

73

Revision of social audit

guideline and dissemination

of compiled social audit

report of 75 districts

Times 1 500

74

Development and printing

of resource person

management guidelines

Copy

500

75 Talent hunt and motivation

program Times 4 1,800

76

Policy-related activities for

social dialogue and teacher

management

Times

350

77

Program implementation

related to school

restructuring/merging

program and dissemination

of its guidelines

Times 1 500

78

Conduction of program in

collaboration with media

stakeholder concerning

educational awareness,

Times 1 2,800

55 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit Allocated Budget

Physical Target Budget

improvement of school

management and

enhancement of ICT

79

Collaboration with national

organizations of teachers

and students for

development of school

education

Times 1 400

80

Programs implementation

for institutional

restructuring and

management (including

national education board)

Times 1 10,000

81

Development and

distribution of audio

textbook of class 9 to 12 for

blind students

Copy 1000 400

82 Residential scholarship for

disabled (Grade 1 to 10) Student 500 2000

83

Grant for residential school

construction for Deaf and

mild-hearing students 1/1 in

mid west and far west

region

School 2 20000

Implementation roles and responsibilities

1. Schools and SMCs: Schools and SMCs will be responsible for planning and

implementing SIPs, aiming at quality delivery of secondary education by ensuring

MEC for their schools required for securing intended learning outcomes of students

including achievements on specified performance indicators. The schools will also be

responsible to devise performance indicators for students, teachers, HTs a SMC and

devise and implement action plans, monitor the process and progress, put reform

initiatives as and when necessary, and report the status in the Flash through RCs to

DoE within scheduled time.

2. RCs: RCs will be responsible for preparing their action plan based on their

performance indicators to support delivery process of schools to attain the SIP targets;

facilitate ensuring MEC requirements of school delivery; planning and

implementation of SIP; capacity building of SMC to ensure effective school

management including data verification for EMIS and producing progress reports.

3. DEO: The DEOs will be responsible for assisting schools to implement SIPs in

general and providing technical backstopping and facilitation of SMCs and other

functions relating to quality improvement. DEOs will have reporting responsibilities

to subsequent levels. The DEOs together with their extended technical wings, the RCs

and lead resource centres, will be responsible for assisting schools in implementing

their SIPs in general and for providing technical backup and capacity development

facilitation targeted at the SMCs. The DEOs will be responsible for the financial and

56 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

social audit functions, timely preparation and submission of reports to the concerned

agencies and inclusive participatory process in the model building exercise.

4. RED: The REDs will be responsible for the monitoring of programme implementation

in districts and reporting to the DoE. The REDs will prepare a comprehensive

monitoring plan based on the monitoring plan of the respective districts and report to

the DoE accordingly.

5. Central Line Agencies (CLAs): The CLAs (CDC, NCED, NFEC, and OEC) will

have the responsibility to provide overall technical support to the system such as

development of curriculum and curricular materials, teacher development, alternative

basic education provisions, and examination functions.

6. DoE: The DoE will be responsible for coordination and facilitation of implementing

ASIP. It allocates and channels resources, ensures utilization of allocations and

programme outputs as planned by mobilizing monitoring mechanisms, and facilitates

the MoE updating and formulating policy options. DoE will be responsible for the

arrangement of joint monitoring of the programme and other technical and managerial

support.

7. The MoE will be responsible for ensuring an enabling environment for implementing

the ASIP at all levels. This will include the revision and development of the policy

options, regulatory and resource frameworks required for a smooth implementation of

the ASIP. The MoE will also be responsible for communication and coordination with

DPs, line ministries, and overseeing the monitoring and evaluation of programme

progress towards national policy goals and strategic objectives.

57 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Chapter 4: Literacy and Lifelong learning

Introduction

4.1 The literacy goal of the SSRP is to go beyond achieving 3R skills to literacy and

lifelong learning and develop, among illiterate youths and women, life skills facilitating

competency in communication and use of social service institutions to address their

own, family as well as community issues of daily life.

Present status

4.2 Despite targeted interventions made in education sector including NFE subsector after

2008, literacy rate has increased with slow pace during the later years. According to the

national population census 2011 (2068 B.S.), overall literacy rate (for population aged 5

years and above) has increased by 2.7 percent points from 2008 to 2011. Similarly,

adult literacy (for population aged 15 and above years) over the years also has increased

by 4 percent point. Overall literacy rate ranges from the lowest 41.7% in Rautahat to the

highest 86.3% in Kathmandu where as adult literacy ranges from the lowest 37% in

Mahottari to the highest 84% in Kathmandu.The table 2.4.1 below shows the current

status of progress as compared to selected key performance indicators.

Table 2.4: Summary of current status in key performance indicators (Literacy)

Indicators

Base years Targets and achievements

07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16

T A T A T A T A T A T A T A

Literacy Rate[28]

Age Group 15-24, %

73 75 78 80 83 86 87 91 95[5]

Age Group 6+ years, %

63[29] 69 76

**

63

[29] 78

61

[30] 80

65.

9 83 65.9 84 65.9 85 85

Age Group 15+ years, %

52 56[31]

60

**

56

[31] 62

57

[32] 64

57

[32] 67 57[32] 70 57[32] 66 75[33]

Literacy Gender Parity

Index (15+ years), ratio

0.61 0.74 0.90

**

0.9

2

0.76[

34]

0.93 0.76

[34] 0.95 0.76[34] 0.96 0.76[34] 0.97 0.98

4.3 The census also reports disparities in literacy rates between men and women, urban

and rural areas, among caste and ethnicity, and different regions showings low

literacy rate for aged 5+ in the mountain (60.45%) and Terai region (61.1%) compared

to hill region (72%). The census has also reported 17.7 percent point gap between males

(75.1%) and females (57.4) and 19.74 percent point gap between rural (62.48%) and

urban (82.22%) for the age group 5 and above years. In case of adults, the rate for

female lags 22.9% behind the male.

4.4 According to the household survey conducted in 2011, number of adults remaining

illiterate was found to be 51,73,979 out of which 3,435,336 were women. Among them,

total 2,033,471 persons have been reached by literacy program by 2013 and additional

58 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

1,693,165 persons are targeted to reach in this year 2014. So, remaining total number of

illiterate adults to receive basic literacy is estimated to be 1,745,334 by the end of this

year.

Issues and challenges

1. Opportunities for post literacy courses, income generation and continuous learning

programs could support literacy program graduates to retain and enhance their

knowledge and ability. Linking literacy programs with Income Generating Program

(IGP) has demonstrated positive results but reaching remote and marginalized groups

and offering locally appropriate programs, relevant to diverse local needs, including

languages, culture and local knowledge and value system has been a challenge.

2. Community Learning Centers (CLCs) are found instrumental for implementing

lifelong learning programs integrating literacy, open learning programs, mainstreaming

unschooled children and awareness raising activities. However, ensuring the reach of

interventions to pockets of marginalized communities, the real target population of the

program, has been still a challenge. Capacity building needs of CLCs to help

performing their roles effectively – planning, programming, implementing,

monitoring, evaluating, documenting experiences and recycling the process by

incorporating successful experiences – is strongly felt.

3. It has been evidenced that community-based management and context-specific

learning materials developed at local levels incorporating language, culture, social and

economic issues including the indigenous knowledge and practices of target population

facilitate effective learning. Centrally developed learning materials are not so effective

to respond to the learning needs of varied cultural, religious and social contexts of

diverse group within society.

4. Local level planning, program designing and implementation based on evidence and

updated data with mapping of pockets of disadvantaged community help ensure to

reach the program to the real needy group. However, institutionalizing accountable

mechanism down at the local level responsible for undertaking these functions has still

been a challenge.

Strategic priorities

1. Literacy and lifelong learning programs will be targeted in pockets of marginalized

communities. Basic literacy classes under Literate Nepal Mission (LINEM) in each

district shall be concentrated in targeted VDCs/ Municipalities in order to declare them

fully literate. Number of such VDCs/ Municipalities will be scaled up each year.

Various implementation modalities depending upon the context of each district will be

expedited. Post literacy, IGP and other livelihood related skill development training

programs will also be concentrated in the same VDCs/MCs targeting to the pockets of

marginalized, and poverty-ridden and conflict-affected women.

2. The CLCs will be strengthened with capacity-building activity, resources and

technology to make them able to implement literacy and lifelong learning programs

and to complementing the national literacy program, run under LINEM. All CLCs, in

phase wise manner, will be provided support to establish reading centre/library and

ICT facilities to promote reading culture and sustain literacy among neo literates.

Additionally, they will also be provided support to develop profile of respective VDC/

MC that will help them for literacy mapping, assessing local needs of people and

planning the relevant continuous learning programs based on the information of the

profile developed.

59 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

3. The success stories of piloting Mother Tongue Based Literacy (MTBL), Trilingual

literacy programs will be expanded to more districts in which, local experts will be

collaborated to develop contextual learning materials. Ownership of program

management will be shared with communities, and information based planning,

programming and decision-making will be encouraged. Print and electronic media will

be mobilized to facilitate national as well as local level literacy campaigns.

4. In order to promote mother tongue literacy, the CRCs of literacy materials developed

so far in different mother tongues will be made available to all the districts. As per the

demand of concerned linguistic groups, the supply of these materials will be ensured.

New mother tongue based materials will also be developed based on availability of

funds.

5. Literacy programs will be aligned with IGP, vocational/apprenticeship training (on the

job) and ICT programs to the extent possible in public private partnership in

collaboration with local government. Apart from NGOs and Community Based

Organisations (CBOs) partnerships shall also be built with schools, political,

professional and social groups in planning, managing, implementing, monitoring and

evaluating literacy and skill training programs. Partnerships with local government,

NGOs and other providers has proved an effective strategy to sharing expertise,

resources, experiences, which in turn contributes to accelerated program efficiency.

6. CLCs will be made responsible for managing, implementing and monitoring the basic

literacy, post literacy and IG programs. Required training and other support will be

provided to the CLCs to facilitate them for undertaking the given activities. To further

expand the continuous learning opportunity for the neo literates, some modules of

continuous learning will be tested in some CLCs as pilot and model building.

7. Capacity of DEOs, CLCs and NFEC with regard to effective program design,

implementation and monitoring will be strengthened based on the Capacity Needs

Assessment Exercise and in-depth study of CLC carried out by NFEC. Efforts will also

be concentrated on strengthening and capacity building of CLCs rather than expanding

their number.

8. Based on the data of Population Census 2011, pockets where OOSC are concentrated

CLCs and schools will be mobilized to run alternative schooling programs. Present

allocation/distribution of Alternative schooling Programs (Flexible Schooling, Adult

Non Formal Schools & Open Schooling) and their location site will be revisited and

reallocated to the identified pockets to ensure these program serve real needy

population. Along with this, curricula materials, implementation modalities, existing

period of completion level will also be revisited and appropriate model will be

developed.

9. Income generation program (IGP) will be targeted on pockets with high prevalence of

OOSC, targeting their mothers to encourage them to enrol their children into schools

or ASP. An integrated package including IGP scheme to the mother of OOSC and ASP

to the children will be introduced in the districts with the highest prevalence of OOSC

in the first phase as pilot. Post-literacy and income-generation schemes will be

concentrated in the same pockets where basic literacy is conducted.

10. In order to establish linkage among various initiatives such as literacy, post-literacy,

non-formal adult school, open school; an integrated framework and implementation

guidelines will be developed. Involvement of different institutions (e.g. NCED, NFEC,

DOE) in their implementation will also be revisited.

60 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

11. Strengthening existing NFE MIS in coordination with DOE will be initiated.

Continuity will be given to updating the household data collected in previous year.

12. Schools and CLCs will work in a coordinated way to supplement one another for

implementing formal as well as non-formal education program including literacy at

local level. CLCs will utilize the surplus of physical infrastructures at schools because

of school mergers and other reasons.

13. Frameworks and mechanisms will be developed for certifying and accrediting of NFE,

informal learning and education. Initiatives for assessing literacy skills of neo literates

will be piloted.

14. To supplement the activities mentioned in ASIP, additional activities will also be

undertaken mobilizing the fund available from other sources.

Table no 2.4.1: Major programme activities, target and budget allocation for the FY

2014/15(Literacy)

The major physical targets for the year are as follows. The detail of physical targets,

unit costs and the total budget allocated for this component are given in AWPB.

SN Activities Unit

Allocated Budget

Physical

Target Budget

1 Training on micro credit and saving for

IG Group Center 5000 3100

2 Thematic training Center 5000 16800

3 Seed money for IG group Center 2,500 25,000

4 Training for facilitators of Post literacy

Programs Person 12,000 24,000

5 Incentive allowance for facilitators of

Post Literacy program Person 12,000 72,000

6 Monitoring through CLC Center 1,200 9,000

7 Stationary cost Person 240,000 24,000

8 Transportation cost Center 12,000 2,400

9 Text books cost Number 240,000 24,000

a) Major program activities under Non-pool fund

LINEM will cover major program activities related to the basic literacy and lifelong

learning. In fiscal year 2014/15 total 1,745,334 illiterate adults throughout the country

will receive the basic literacy course under the literacy campaign. 2199 CLCs will

receive grant support for its functions and out of them 400 will receive support for

establishing reading centre in CLCs.

Fifteen CLCs will be provided support for developing village profile and running

alternative learning centers for OOSC and neo-literate women.

Altogether 600 neo-literates and CLC members will receive demand-based livelihood

and vocational skill training.

DPs contribution through the non-pool fund also will be continued. Mainly the

support will be focused on materials development, establishing the database of out of

school children, developing innovative program for flexible schooling, introducing

vocational skill training and providing alternative education to out of school children

in order to mainstreaming them in education.

61 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Implementation roles and responsibilities

1. Communities: The communities shall have the responsibility to cooperate with CLCs,

schools and RCs to social mobilization; generate demands; assess needs; and support

to plan programs; manage, implement, monitor, and evaluate literacy programs in the

community.

2. VDCs: The VDCs shall have the responsibilities to carry out social mobilization;

assess needs; plan comprehensive VEP; generate resources for implementing literacy

programs; coordinate and support to CLCs and schools; establish data base

encompassing both formal and informal/open education and produce reports based on

set indicators.

3. CLCs: The CLCs will be given responsibility to undertake and monitor literacy

classes in their catchment areas in cooperation with schools. From this year, they will

be given special responsibilities for executing and monitoring post-literacy and IG

programs.

4. RCs: RCs will be responsible for providing technical support to the program

implementing agencies as well as the program facilitators with regard to program

management and education delivery.

5. Schools: Literacy classes under LINEM will be conducted in coordination of schools

running highest grades within the VDC. They will also be made responsible for

monitoring literacy classes, coordinating other schools and CLCs, facilitating literacy

educators and determining the location site of literacy classes within their catchment

area. They will also be encouraged to mobilize teachers and students to organize

literacy to the illiterate adults in their catchment areas. Schools and CLCs in the

location where OOSC are concentrated will be made responsible to track down the

OOSC, developing their profile and managing ASP for them.

6. DEO: DEOs will be responsible to provide resources and allocate quotas for

literacy/non-formal education in the VDCs considering the literacy data of household

survey and VEP needs; provide technical support to program implementation; monitor

to ensure that resources are being utilized and results produced as planned; and

maintain district database.

7. NFEC: The NFEC shall have the overall responsibility to provide resources and

allocate quotas for basic literacy based on the literacy data collected through household

survey including policy formulation; devising operational guidelines; coordination

with relevant central level as well as district level agencies including I/NGOs;

monitoring and evaluating program implementation; and facilitation and professional

support to program providers at district and central levels.

8. DOE: DOE will be responsible for allocating funds for targeted programs, overall

coordination, monitoring and resource management.

62 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Chapter 5: Technical and Vocational Education and Training/Soft skills

Introduction

5.1 The SSRP aims at strengthening relevance and mainstreaming soft skills, i.e. enabling

skills that support students to apply knowledge in their life and society, within basic

curriculum. Based on pilots undertaken in grade 6 and 7, curriculum in those grades

has been revised to ensure competence-based curriculum with soft skills incorporated.

In addition, the competence-based curriculum will expand to grade 8 this year based

on the experience gained from the pilot. Similarly, soft skills are being incorporated in

secondary level curriculum.

5.2 The SSRP has provided policy directions for both general and technical streams in

secondary education so that the opportunities of skills development will be expanded

across the country. The Technical and Vocational Education and Training (TVET)

component of SSRP aims to provide work-oriented soft skills to secondary level

students. Moreover, it aims to equip students with employable skills, which will assist

and accelerate their transition from school to work and help them explore a variety of

career opportunities that are available in Nepal as well as in the global market. Based

on the experience gained from piloting TVET, further expansion will be undertaken in

secondary schools, and expansion of higher secondary level is being explored.

However, expansion and consolidation of TVET programmes require a significant

level of resource mobilization for technical capacity building; and teacher preparation

and management including infrastructure development in schools.

Present status

1. Basic soft skills and introductory contents on vocational skills have been integrated in

grades 6 to 8 curriculum. In addition, a separate subject viz. Profession, Occupation

and Technology is being introduced in basic level (grade 6-8). The curriculum and

textbooks of grade 8 are being piloted in 100 selected schools, across 18 identified

districts, while it is mainstreamed in grade 6 and 7. Officials of DEO, head teachers,

teachers, SMC members and other concerned stakeholders of pilot districts and schools

have been oriented and trained on revised soft skills curriculum and textbooks. A

training manual on soft skills has been developed for lower secondary level teachers.

The expertise of CDC and NCED has been mobilized to follow up the piloting

activities.

2. Curriculum Development Council has recently approved the TVET curriculum

framework, which will pave the way for development of TVET component for

integrated secondary level (9-12 grades) and MOE has selected 100 community

schools to implement vocational stream at school level. The five year estimated cost

for TVET programme implementation under SSRP is about US$15.45m.This

63 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

estimated cost covers curricular integration, piloting different schemes, trades and

skills, and introduction of TVET stream in 100 community secondary schools.

3. Moreover, ANNEX programme in community schools; trade schools in selected

districts with specialized skills and Training and Certification programmes are in

operation through CTEVT.

Issues and challenges

4. There is a gap between the capabilities of young people finishing their education and

the demand from the labour market and a large-scale migration of young people to

often be employed in low-skilled labour abroad. The education system currently faces

difficulties in responding to the changing demands and opportunities in the

(inter)national labour market.

5. Establishing a fully-fledged quality educational stream requires substantive resource

allocation and capacity development of teachers and educational managers.

6. There is still lack of conceptual clarity on what these skills entail and how they should

be trained and measured. This brings about the risk of soft skills implementation

lacking relevance and clarity when being introduced by teachers at school level.

7. The range of the TVET and soft skill sector is less clearly defined in comparison to

other SSRP components. As such, coordination among agencies such as DOE, CDC,

CTEVT involved within this component and linkage with those that provide TVET

related programs beyond the SSRP scope remains challenging. For example, linkage

with the existing TVET ANNEX schools remains to be done.

8. Performance indicators are currently not included within the Monitoring and

Evaluation model of the SSRP. It is yet to be clarified how to measure the attainment

of soft skills amongst students in an effective way. As such, the establishment of an

adequate mechanism for Quality Assurance and Accreditation of secondary TVET

subjects and soft skills remains to be done.

9. The current school based plans with regard to introducing a vocational stream and soft

skills do not reach the out of school children that are the most in need of acquiring

enabling skills that will help them to (re)connect to the labour market.

Strategies

10. The piloting of the soft skill curriculum and textbooks in grade 8 will be continued and

the fully-fledged delivery of the revised curriculum, based on experiences gained from

the similar pilot in grade 6 and 7 in 100 schools, will be continued.

11. Sufficient professional development will be provided to teachers to continue the

implementation of the revised curriculum for secondary level in 100 schools.

12. The responsible officers that are appointed in MOE, DOE, CDC NCED and the DEOs

to coordinate the mainstreaming of soft skills incorporated curriculum will be

64 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

supported to further increase their capacity in strengthening institutionalization across

all levels of the education system.

13. The selected TVET/SS pilot schools will receive continued support through allocation

of adequate funding to enable them to provide salary to instructors and sub instructors,

management and monitoring and for their teachers to undertake action research as

envisioned under the TSSP program.

14. A TVET policy will be developed that will clearly specify the roles and responsibilities

of the different government agencies that are responsible for the implementation of

programs within the TVET school sector. In addition, this policy will identify the

linkages with agencies that operate under the CTEVT with regards to providing TVET

programs beyond the scope of the SSRP. Annex schools in community schools and

skills development and training and certification programs will continue under the

framework provided by TVET policy.

15. MOE will collaborate with different line ministries and agencies such as Ministry of

industry and Commerce, Ministry of Agriculture, Ministry of labour, Poverty

Alleviation Fund, FNCCI, I/NGOs and business house to prioritise running alternative

education programs to address diverse vocational educational needs in areas with high

prevalence of (lower) secondary aged out of school children.

16. Based on experiences from the revision of the grade 6, 7 and 8 support to soft skills

enhancement of the grade 9 and 10 curriculum will be initiated. This will include soft

skill enhancement of all subject curricula. Priority will also be given to the piloting of

school based approaches to improved curriculum implementation.

17. Community engagement, utilizing existing local professional structures and linking to

initiatives undertaken by other ministries in this field and networks will be explored for

the roll out of the vocational stream.

18. CDC will continue the process of integrating soft skills in compulsory subjects in

grades 6-10.

Table no 2.5: Major programme activities, target and budget allocation for the FY

2014/15 (TVET)

The major programme activities are given in table below. Details are given in the AWPB-

Annex III.

SN Activities Unit

Allocated Budget

Physical

Target Budget

1 Salary/allowances for Instructors and

assistant Instructors Person 240 120203

2

Orientation about technical &

vocational education in soft skill

program piloted districts for teachers

District 18 1500

3 Identification of local and indigenous

technologies (3 districts) District 3 600

65 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit

Allocated Budget

Physical

Target Budget

4

2 days orientation for focal person of

district level technical & vocational

education

Person 80 2000

5 Orientation for trainers regarding "on

the job training" of grade 10 school 100 2500

6

Meeting/Management cost for TVET

centre steering committee and other

technical & administrative committees

Times

500

7

Meeting/Management cost for TVET

districts level program implementation

committees.

District 75 1125

8 Interaction for strengthening TVET

program Center 1 100

9 Study on effectiveness of TVET

Program Times 1 2500

10

Development and printing of practical

handbook of vocational & technical

subjects based on classroom and field

based activities (Grade 6, 7, 8)

Times 1 500

11

Development of digital materials of six

subjects including vocation and

technical subjects

Subject 6 900

12

Development, printing & distribution

of self learning materials of vocational

& technical subjects

Copy 1000 500

13

Revise with integration of soft skill of

5 subjects of secondary level (hotel

management, traditional medicine

system, floriculture, office

management 7 accounting, anchoring)

Subject 5 1500

14

Development, Printing & distribution

of handbook including action research,

case study, project work regarding

technical & vocational education

Copy 1000 600

15 Support for lab materials School 100 10000

16 Management cost for on the job

training School 100 50000

17 Grant for alternative energy based on

PPP School 100 20000

18 Collaboration with various agencies

support TVET programs in schools School 100 10000

19 Grant for selected school based on

proposal on the basis of piloting School 10 5000

66 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Implementation roles and responsibilities

1. Schools and SMCs: selected Schools and SMCs will be responsible for carrying out

tasks while piloting as prescribed in directives/circulars.

2. DEOs: DEOs, the RCs and lead resource centres will be responsible for assisting

schools to pilot and document successful experiences for consolidation; prepare status

report of the piloting and report to the REDs and DoE.

3. RED: The REDs will have the responsibility to monitor the programme and report to the

DoE.

4. CLAs and DoE: CDC as well as CTVET will be responsible for the development of

guidelines for teachers and the development of teachers guide and textbooks. The

NCED will be responsible for teacher training. The DoE will be responsible for

facilitation of the process through ASIP interventions.

5. MoE: MoE will be responsible for providing an enabling policy environment for

implementation of the programme by ensuring overall coordination and policy

directions.

67 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Chapter 6: Teacher Professional Development

Introduction

6.1 The professional development of teachers is one of the key factors to improve the

opportunities for teachers have a significant positive effect on students’ achievement

and learning. Thus, the SSR has aimed to increase students’ learning and to improve

their performance through developing the professional capacity of the teachers.

6.2 The TPD course is being implemented based on the guidelines approved from the

Ministry in January 2011. In line with this guidelines, NCED has designed and is

implementing the Teacher Professional Development (TPD) programme. The TPD

course comprises three independent modules of 10 days each to constitute

certification of 30-day training course. The TPD course primarily aims at addressing

immediate pedagogical needs of the teachers and at providing them with continuous

learning opportunities. According to the policy, every working teacher irrespective of

his or her terms of tenure will get an opportunity to participate in all three TPD

modules within the five years period of time (2009/2010-1013-14). The TPD design

summary is presented in the table below.

6.3 Every training module is designed on the basis of triangular needs that combine

individual teachers' needs (reported by themselves), organization's (school) needs and

system's (national priorities/policies/plans/curriculum.) needs. Certification of each

module is accumulated to the TPD certificate. With regard to the implementation

arrangement, the Resource Centres (RCs) have been authorized and empowered for

conducting TPD modules for basic level teachers and Lead Resource

Centres/Educational Training Centres have been authorized and empowered for

running the course for secondary school teachers. From the point of view of location

where the training is occurred, the TPD programme is theoretically characterized as

TPD design summary

1. Part-1: Training cum workshop (face-to-face event to be conducted at the training hub(RCs for Basic level and

ETCs/LRCs for secondary level) runs for 5 days)

2. Part-2: Self-study exercise (school-based event upon completion of the part-1 course runs for 30 days’ gross

period by engaging the participants independently in the structured sets of

assignments and counted towards credits of 3 days equivalent)

3. Part-3: Instructional Counseling (school-based even upon completion of the part-2 course runs for 2 days under

complete guidance of the same set of trainers invariably mobilized to check and

collect the assignment and to provide on-site professional support)

{Whole module combines input/training event (part-1) followed by application and

constructive learning (part-2) and on-site follow up support (part-3)}

68 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

"field-based" teacher training model, which is based on combined approach of two

popular models like school-based and cluster-based training.

Present status

6.4 The teacher capacity building efforts of National Centre for Education Development

(NCED) have started demonstrating positive impacts on learning achievements of

students and efficiency of school performance. Flash reports recorded following status

in the key indicators of the SSRP teacher professional development component.

Table 2.6: Summary of the status of key SSR indicators (TPD component related)

Indicators

Base years Targets and achievements

07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16

T A T A T A T A T A T A T A

Teachers with required qualification and training

a. For all schools

Basic

Education, %

62 66 70 70.2 74 77 79 89.2 83 90.3 93 90.6 94 95[13]

Grade 9-10, %

79.7 85.1 86.7 87.1 88 87.6 89 90

Secondary Education, %

74 77 80 72.3 83 74.3 86 78.6 89 79.8 85 80.4 88 91

[14]

b. For community schools

Basic Education, %

62 66 70 75 74 79.3 79 91.1 83 91.9 93 92.5 94 95

[15]

Grade 9-10, %

84.8 87.9 90.1 91.5 93 92.2 94 95

Secondary Education,

%

74 77 80 73.9 83 75.3 86 80.3 89 82 85 82.8 88 91

[16]

Teachers with required Certification[17]

Basic Education, %

90 91 92 94 95 96 96.9 97 98.1 99 100

Secondary Education, %

90 91 92 94 95 96 98 99 98.7 99 100

10. Share of female teachers[18]

Primary

education, %

35 39.6[19]/34.5[20] 42.2/37.5 42.2/37.5 41.5/37.8 43 41.6/37.9 43/38.5 45/39

Basic education , %

36.5/31.2 38.7/33.7 38.9/33.9 38.4/34.1 39 38.5/34.3 40/35 41/36

Secondary education,

%

13 12.0/7.8 15.9/13.3 16.5/14.3 16.7/14.7 17 16.8/14.8 18/15.5 20/16

Pupil Teacher Ratio

69 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

a. for community schools based on approved teacher positions

Primary 43.8 42 43 40 38 37 37 36 35

Basic Education, ratio

44 43 41 44 40 46 39 44 38 44 37 41 36 35

Grade 9-

10, ratio 39 34 35 36 31 31 31 30 30

b. for community schools based on reported teacher positions [35]

Primary 39.5 37 34 31 29 27

Basic Education, ratio

39 37 34 32 30

Grade 9-10, ratio

35.5 36 31 31 31 31

Secondary Education, ratio

31 28 28 27 26

c. for all schools based on reported teachers positions [36]

Primary 33.3 32 30 28 26 24

Basic Education, ratio

34 31 30 30 26

Grade 9-10, ratio

27 27 24 24 24 23

Secondary Education, ratio

25 23 28 23 23

Issues and challenges

1. It is challenging to provide a 30-days TPD course to all working teachers within the

year of against the total targets of the five-year SSRP programme.

2. Reflecting the priorities areas of the systemic reforms, as provisioned in the SSRP, in

the demand driven module of TPD is still remaining the challenges because

appropriate training need has not been realized by the concerned teachers. Mainly

this includes continuous assessment of students, classroom action research, local

curriculum development, use of ICT and CFS.

3. Four years' experiences shows that RCs could not address the need of the subject

based training of those teachers, particularly those teaching in grades 6 to 8.

Therefore, properly addressing the need of such teachers through the demand-driven

exercise still remains a challenge.

4. Integration of the training of facilitators working in the Early Childhood Development

Centres (ECDs) also remains a challenge.

5. In many resource centres, there is no training-friendly environment due to the lack of

availability of training rooms, equipment and other appropriate training materials.

6. Limited capacity of Headteachers (HTs) Resource Persons (RPs) and roaster trainers

for collecting, verifying and analyzing the demands and developing courses

accordingly is also a challenge.

7. There are huge challenges to mobilize the roster trainer as provisioned in the TPD

training framework. Senior and expert teachers are used as a roster trainer but school

do not show a willingness to leave the roster trainer for instructional counselling.

70 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

8. Qualification upgrading of the teachers as per the reform agenda of SSRP has been

one of the more challenging tasks in this component.

9. TPD course for grade 11-12 teachers yet to be finalized in line with the integrated

secondary education. Expansion of secondary schools from 9-10 to 9-12 would

require more competent teachers for the higher grades which do not seem to be

available at the moment. Therefore, enhancing professional capacity of teachers for

meeting shortcoming of teachers has been a challenge.

10. It is challenging to ensure that teachers translate the skills received during training in

the curricular transaction.

11. Continuous opportunities to learn and sharing is vital for teachers’ professional

development. This would require appropriate coordination among resource centres,

school supervisors and training institutions.

Teacher Management

Issues and challenges

1. Issues with regard to minimum qualifications and validity period of teachers’ licenses

remain to cause challenges in teachers’ management and require an amendment in

acts and regulations.

2. There remains a disconnect between centre and local level with regard to teacher

management, as the TSC has not been institutionalized at regional level to carry out

functions such as teacher promotion, teacher recruitment and monitoring teacher

recruitment at district level.

3. There is a need to further strengthen the recruitment of new teachers based on

identified need and at the district level.

4. The recruitment of additional teachers is currently not done in line with the academic

school year timeline. This causes newly recruited teachers to not be effectively

utilized for filling the vacant positions from the start of the school year.

5. Head teachers are to be made more accountable through being locally appointed and

the gender parity at head teacher level needs to be further strengthened towards the

recruitment of more female head teachers.

6. Temporary teachers are yet to receive similar secondary benefits such as leave

benefits.

7. The current shortage of Science, Math and English teachers, as well as in Vocational

and Technical Subjects such as Accountancy, Computer Science, and Agriculture has

a direct effect on challenges faced in learning outcomes and low pass marks in these

subjects.

8. There is a lack of a provision of awarding marks on acquired academic qualification.

9. Redeployment of teachers is yet to be expanded and expedited to and in critical

districts.

10. It is reported that some districts continue to have surplus teachers positions. It remains

a concern that there is yet to be put a system in place that allows transferring of

teachers from surplus district to other districts.

71 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Strategic priorities

Teacher Professional Development

1. Field-based TPD modules will be further strengthened by creating continuous

learning opportunities for addressing immediate pedagogical problems of teachers.

SSs, RPs and roster trainers will be jointly mobilized for close monitoring and on-site

support to teachers.

2. The targets of teacher training will be increased for FY 2013/014 as much as possible

to provide the training for remaining teachers.

3. ETCs and LRCs will be mobilized to provide the subject-based training for grade 6-8

teachers. RCs will be responsible for basic level grade 1-5 teachers.

4. Piloting of training modules on the CAS, curriculum, ECED training, training for

grade 11-12 teachers will be conducted.

5. The Child Friendly Schools (CFS) training module will be developed to integrate in

the regular National Centre for Educational Development (NCED) teacher training

framework.

6. The ongoing collaboration programme between NCED/FOE will be continued to

upgrade the qualification of teachers in collaboration with universities.

Implementation of Teacher Preparation Course (TPC) will be expanded in

collaboration with TU/FOE.

7. The physical setting and training environment of ETCs/LRCs/RCs will be

strengthening by considering the minimum prerequisites of the training institutions.

8. Institutional coordination and linkages among RCs, LRCs, ETCs, and DEOs, and

channel support system for effective implementation of the TPD programmes.

9. The ongoing programme relating to the capacity development trainings and

institutional performance management system with improved design for distance/open

learning programmes, managers shall be continued.

10. The findings of the teacher development study will be utilized for the betterment of

teacher management. Based on the findings of the study a system will be developed

for teacher selection and career development.

Teacher Management

1. Excellent educational achievers will be motivated to join the teaching profession. In

collaboration with the TSC, MoE will make a provision through revisiting the existing

recruitment criteria.

2. A mapping exercise will be conducted to determine current teacher vacancies and

redistribution of teacher posts. The district education committee (DEC) will conduct

teacher transfer/re-deployment based on STR and school mapping. Teachers will be

transferred from surplus districts to other districts where teacher shortages exist using

the concept of a national pool. MoE will make a provision to convert one level teacher

position to another level within the district.

72 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

3. TSC will revise teaching license, curriculum and examination grids, making provision

for the candidates to acquire a minimum 50% mark in the examination.

4. In collaboration with the TSC, DoE will make provision to be a candidate in the

competitive temporary/contract recruitment process in the teachers’ vacant position of

Science, Maths, English and Vocational and Technical Subjects such as Accountancy,

Computer Science and Agriculture teachers if license holder candidates are not

available. Newly recruited teachers appointed through this provision should be able to

receive a teaching license within three years of their appointment.

5. Adequate distribution of teachers to achieve and maintain envisioned teacher student

ratios.

6. Teacher Service Commission will conduct a competitive exam and publish the list of

successful candidates for permanent teacher positions and publish the additional

teachers' list as a roster for temporary school appointments. The list will be published

on a subject basis for lower secondary and secondary levels.

7. SMCs will identify candidates for teacher selection only from the pool created by the

ZTSC. Where candidates with required qualifications are not available within the pool

(such as Science, Accounting, Mathematics and English teachers), SMCs will request

the DEO that the ZTSC can initiate a district-wide search for appropriate candidates.

In doing this, strict adherence to the merit list will be ensured.

8. Teacher unions/professional organizations will be involved in more professional

activities and will be invited to serve on the teacher licensing body (Teachers'

Council) as proposed.

9. A separate management position for head teachers will be created at basic and

secondary level and the promotion mechanism for head teachers and development of a

professional career path will be explored.

10. Generally, all transfers will be done under a schedule, either at the start or end of

school year to minimize the burden on the system or during the vacation period to

avoid any academic loss for children.

11. Teachers working in out-of-subject assignments (for example a history teacher

teaching mathematics) will be given first consideration for subject vacancies as they

occur.

12. A school-based pedagogical support system will be developed with a leading role of a

leader school within the VDC. The leader school will be the highest level school.

13. Necessary preparation will be carried out to link the four categories of teacher

envisaged in the SSRP for the purpose of career development and promotion.

73 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

14. Considering the decrease in student numbers especially in remote areas, a single

teacher school concept will be piloted. The MGML concept can also be applied in

such circumstances.

15. Each district will develop teacher profiles to include all administrative and academic

information, such as qualifications, training, existing professional needs, appointment,

postings, transfers, performance appraisal results, promotions.

16. Necessary preparation will be made for all permanent teachers to be required to

successfully complete the courses and programmes for promotion at each level. They

must achieve at least 50% score for Beginner level, 60% for Experienced Level, 75%

for Master Level and 80% for Expert Level.

17. Teacher performance appraisal, course completion, qualification and years of

experience will be taken into consideration for promotion.

18. Clear job descriptions and responsibilities in line with the existing teacher

professional code will be provided for all teachers (permanent and temporary) to

create a more accountable system and form the basis of the appraisal and monitoring

of teachers’ performance.

19. Highly qualified, trained and competent teachers/facilitators will be recruited for

primary and pre-primary level.

20. Teacher will be sufficiently prepared by providing opportunities for training and

qualification upgrading In addition to this, the existing curriculum and contents for

license examination, pass marks and the validity period of the license will be

reviewed.

21. All temporary teacher recruitments in approved positions will be guided by a central

policy stipulating minimum salary scale and leave benefit as per with permanent

teachers.

22. The teacher licensing provision will be waived for the recruitment of vocational and

soft technical skills, science, mathematics, computer science and traditional school

teachers where there are no provisions of teacher education programme.

23. Once the TSC recruits teachers annually, the grant-based teacher positions (rahat

teachers) will have the option to apply and participate in an open competition and be

mainstreamed.

24. Considering the increased number of schools per RC/LRC, monitoring follow up

visits, and their roles and responsibilities, an institutional analysis/study will be

carried out to explore future modality, linkage and coordination mechanism.

74 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Table No 2.6.1: Major programme activities, target and budget allocation for the FY

2014/15(TPD)

The major activities of the SSRP central budget head 350121 for the F.Y 2014/15 are given

below and details are given in the AWPB attached in the annex I & II.

SN Activities Unit

Allocated Budget

Physical

Target Budget

1

ICT training for lower secondary and

secondary level teachers (who have

using the computers in the schools)

Through ETCs and LRCs (10 days)

Person 1000 5000

2 Teacher training on action research

through ETCs Person 8000 48000

3

Online-Offline professional

development training for School

supervisor/Resource Persons/ Roaster

trainers

Person 100 1500

4

Documentation of online materials,

procurement of relevant books and

enhancement of computer-based library

ETCs 29 4350

5 Refresher training for trainers and

roaster trainers on TPD Person 3146 37752

6

Teacher training on Continuous

Assessment system through ETCs and

LRC

Person 8000 32000

7

Training for basic level school teachers

on English as a medium of Instruction

(10 days)

Person 7000 28000

8

Teacher professional development

training for basic level teachers on

multi lingual teaching ( those who

teaches in a multilingual class setting)

and mother tongue as a subject teaching

(10 days)

Person 1500 6600

9

Teacher Professional development

training for grade 1-5 teachers through

resource centre (10 days)

Person 10000 40000

10 Multi grade multi level teacher training Person 125 1875

11

Teacher training for traditional

education system (gurukul, gunpa and

madarsa) based up on TPD frame

Person 150 2250

12

Teachers Professional Development

Program for lower secondary level

teachers (grade 6-8) through ETC and

LRC (10 days)

Person 15000 75000

13 Trainers training on Continuous

assessment system (5 days) RCs 1053 6318

75 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit

Allocated Budget

Physical

Target Budget

14

Job induction training for newly

appointed teachers (basic and secondary

level)

Person 9100 45500

15

Teacher training for visually impaired

teachers working in the community

schools (basic and secondary level)

Person 50 750

16 TPD training (10 days) for secondary

level teachers (through ETCs) Person 5000 25000

17

development , printing and distribution

of TPD modules for secondary and

basic level (6 in total) by the ETCs

ETCs 29 5800

18

Development and publication of

Newsletter to disseminate the progress

and improve the implementation process

ETCs 29 1450

19

Conduction of Teacher Service

commission preparation classes for

female in the district where the number

of female teacher low

Person 200 1000

20 High level seminar for class I officer Times 1 1100

21 Resource Teachers Training for open

schools (Per schools 2 teachers) Person 168 2520

22

Interaction and consultative workshop

on teacher and trainers competency

framework

Times 3 900

23 Orientation program for Open School's

Head teacher Person 84 1260

24 Training for Teacher on special deaf

school Person

850

25 Capacity development program on

monitoring and evaluation Person 40 1200

26 Workshop on program orientation and

progress review Person 200 5000

27 Validation of developed materials of

NCED Times 1 300

28

Translation of executive Summary of

research report (past 2 year) in Nepali

language

Times 1 300

29

Study of developed materials of NCED

from various perspectives (Gender,

inclusive, right based)

Times 1 1000

30

Conduction of different coordination

and workshop (Progress sharing,

updating implementation guideline,

revising TPD manual, development

ASIP/AWPB etc)

Times

750

31 Multi-Grade Multi-Level Trainer Person 20 600

76 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit

Allocated Budget

Physical

Target Budget

Training

32 Revision of disability training materials

and conduction of trainer's training Person 20 700

33 Development of training materials for

blind and trainer training for blind Person 20 600

34

Revision of training materials of

multilingual education and trainers

training

Person 20 700

35

Trainers Training program for grade 11

and 12 subject teachers training (Nepali

and English)

Person 40 1200

36

Development of Training Resource

materials and trainers on Disaster Risk

Management

Person 25 750

37

Management and updating of

competency based 10 month training

data of lower secondary and secondary

teachers

Times 1 300

38 Establishment and enhancement of E-

library Times 1 500

39 Development and publication of Journal

and Newsletter Times 6 1200

40

Development and distribution of an

integrated certificate issue of mark

sheet, and equivalent certificate

Times 1 300

41 Digitization and update of scripts and

web based materials Times 1 600

42

Production and broadcasting of

educational radio program (close

collaboration with private media)

Times 108 3456

43 Management and enhancement of studio Times 1 1000

44 Development and broadcasting of Tele

Education Program Times 10 1000

45 Printing and distribution of different

materials Copy

6000

46

Development of Training Curriculum

for different disability sector and

training materials for blind

Times 2 400

47 Development and distribution of

educational information bulletin Times 3 1050

48 Development, printing and distribution

of NCED Directives Times 1 500

49 Development of an integrated activities

book for grade 3 Times 1 300

50 Development of an integrated

procedural guideline of NCED Times 1 400

77 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit

Allocated Budget

Physical

Target Budget

51 Revision of Online and Offline

professional Training Package (5 theme) Theme 5 300

52 Revision of Training Package of

Teacher Leaders Training Times 1 200

53

Development of workbook on English,

Mathematics and science for open

schools learners

Subject 3 600

54 Preparation of CD and their distribution

in training center Times 1 600

55

Development of resource materials for

Teachers Professional Development and

Head teacher

Types 3 750

56 Development of educational portal for

Trainers and Teacher Types 2 600

57

Development and broadcasting of audio

visual materials (science and English

subject ) open schools learners (20 per

subject)

Times 40 1000

58

Development distribution of Audio an

Audio Visual materials to enhance the

English language capacity of basic level

teacher

Times 1 300

Implementation roles and responsibilities

1. RC is responsible for the needs analysis, course preparation and conducting the face to

face training as well as instructional counselling at resource level for the professional

development of teachers working at basic level.

2. LRC/ETC is responsible for needs analysis, course preparation and conducting the face

to face training as well as instructional counselling at resource level for the

professional development of subject teachers working at basic level (grade 6-8) and

secondary teachers. ETCs are also responsible for the management training for school

heads and the capacity building programme of RPs. ETCs and LRCs will be

responsible for identifying and preparing trainers at local levels, developing local

needs specific courses; training materials and action research.

3. DEO and Training coordination committee will be responsible for the planning, quality

control of training courses and overall management of the training at the district level.

DEO also will be responsible to release teacher for training and building a conducive

environment at schools.

4. NCED will be responsible for the overall of coordination and monitoring TPD

activities of NCED, ETCs and L/RCs. It will also be responsible for developing

training materials, and carrying out long-term teacher training for backlog clearance.

78 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Chapter 7: Capacity Development

Introduction

7.1 Capacity Development in the context of the SSRP is focused on the institutional

capacity of the system and thereby the overall capacity to successfully implement the

SSRP and meet its goals and objectives. It should be acknowledged that strengthening

teachers to provide quality education or local level educational managers to provide

efficient leadership and management to enable quality education is just as much

capacity development. Human Resource Development Plan (HRDP 2002-06), SSRP

core and program documents (2009-014), the Institutional Analysis (2013), CD

guidelines (2011) all aimed to accomplished the intended SSRP goals through quality

service delivery at all levels. The Mid-Term assessment report of the SSRP (2012) also

highlighted several developed capacities, and capacity gaps and the possible areas of

capacities.

7.2 Presently, a human resources gap in the district is observed because of the promotion

of most of the service delivery level staff in the district, for example the assistant level

staff, like technical assistants and school supervisors. Also, the central level education

institutional system has not been restructured in the past 21 years but there has been an

unprecedented increase in the service delivery institutions and learners.

7.3 Capacity is also understood in terms of strengthening infrastructure capacity within the

education system, in terms of disaster risk reduction (DRR) and resilience against the

negative effects of Climate Change (CC). Not only are large parts of Nepal situated in

earthquake prone areas but also erosion and fluctuations in the weather have caused

flooding on numerous occasions in the plains and prevented children from accessing

education in safe conditions.

Present Status

1. Taking schools in the focus and aiming at achieving the SSRP goals and targets the

MoE has prepared capacity development framework and guidelines. Both documents

expected that individual organizations at each level would follow the templates and

guidelines to prepare their own capacity development plan. Based on the CD

framework and guidelines, several activities have been implemented with the view to

facilitate the SSRP implementation, ranging from schools over district to central

level agencies.

2. Various guidelines and support materials have been prepared and distributed to

concerned agencies and units for effective implementation. Generally, the CD

activities like school management training for the headteachers, orientation

programme for the SMC/PTA members, accounting training programme for the

headteachers and teachers/accountants of schools, programme orientation for the

DEO personnel and district level concerned stakeholders, procurement training of the

concerned officials of central agencies to district level, EMIS, educational

management training for the RED and DEO personnel, orientation programme on

school safety for the engineers, sub-engineers, headteachers and SMC members,

monitoring training for the RED officials etc are being implemented. In addition, the

79 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

organizational level capacity development has also been considered by supporting

vehicles, equipment, office buildings, furniture, maintenance, administrative and

management support which eventually contribute to create minimum working

environment. In addition, training in English language, report writing and attitude

change have also been effective to strengthen service delivery of the DOE.

Issues and challenges

1. It is crucial to develop the capacity of all implementing agencies to formulate,

evaluate, and translate policies into action as well as the capacity to perform assigned

roles and responsibilities under the SSRP extension plan.

2. It is critical to assess performance gaps in the delivery of educational services and to

design and implement relevant interventions for the effective implementation of the

SSRP.

3. The Mid-Term Review of SSRP highlighted a visible gap in the capacity of local

levels including schools, resource centres and districts to effectively implement the

SSRP. One of the challenges is to sufficiently develop local capacity to appropriately

meet the highly decentralized model of SSRP.

4. This is particularly important to ensure adequate systemic, agency-wise and

individual capacities to facilitate a smooth transition from a grade 1-5 to a grade 1-8

system while continuously improving the quality of educational services and

increasing learning achievements. This reorientation represents one of the most

serious challenges.

5. Overall CD Strategy is needed to provide a more holistic approach to ensure that all

aspects of CD are sufficiently considered in strengthening capacity at all levels of

SSRP implementation and management.

6. The survey report of PMEC 2013 shows that a significant gap of classrooms,

furniture, separate toilets, sanitation and learning materials in the community schools

especially in the remote areas and some part of urban areas. Assurance of the support

programme to school also requires a huge amount of resources.

7. Ensuring Minimum Enabling Conditions for classroom and school construction, as

well as the on-going efforts to school safety and retrofit schools for Disaster Risk

Reduction (DRR), capacity is needed at all levels to implement and ensure these

standards during construction.

8. Ownership and serious commitments from the stakeholders at all levels is required for

securing the necessary technical and financial resources to complete the process.

9. Creating synergy between different interventions that are truly result-oriented and

fully aligned with the overall SSRP goals is necessary.

10. A large amount of education budget is channelled to schools, therefore, it requires a

robust M&E monitoring is needed for financial auditing, social audit and financial

tracking. In this regard, without having adequate support facilities like the vehicles,

equipment, office buildings, furniture, maintenance, administrative and management

support at all levels especially at the regional, district and resource centre is still

crucial.

80 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

11. Ensuring systemic enhancement to establish accountability framework is also a

concern.

12. Periodic review of institutional arrangement a need of performance-linked evaluation

and rewarding mechanism is crucial for ensuring better service delivery.

13. Effective implementation of an incentive scheme to encourage achieving better results

at organizational, team and individual levels is also challenging.

14. Some of the districts are recognized as low performing because of inadequate human

and non-human facilities. Therefore, basic support to be ensured for low performing

schools and district to upgrade their capacity.

Strategies

1. Capacity development programs to strengthen efficiency and effectiveness of the

education system will be linked with results. Providing pperformance-based rewards will

be initiated in the DOE with the approval from concerned agencies.

2. Further initiatives will be taken to develop effective accountability mechanisms to

ensure improved quality of education at all levels.

3. Integrating information and communication technology as an inalienable component

of the overall education system will reduce the ‘digital divide’.

4. DOE will take the initiative to prepare a library operation support book and organize

the capacity development programmes for the responsible teaching and non-teaching

staff on operation and management of school libraries, in a phase wise manner. An

effective coordination mechanism will be developed with the National Library, other

libraries and partner organizations to mobilize expertise and resources.

5. The focus of the CD programme at all levels, especially at school and local level, will

be to enhance the capacity of planning, implementation and monitoring. CD activities

will cover i) enabling conditions, ii) organizational strengthening and iii) individual

competencies (gender equality at all levels, inclusive education, ICT in education,

digital literacy, school improvement plan, social audit, quality school support for the

attainment of the intended learning outcomes, coaching and mentoring, etc.)

6. To assure the quality of service delivery, identified gaps will be addressed in line with

the prepared action plan based on recommendations of the Institutional Analysis and

Capacity Development study (IACD) and other studies to respond to the expanded

tasks and functions of SSRP.

7. The demonstration projects under MOE, agencies and non-governmental partners’

organizations will be mobilized to collate and share lessons learned, best practice and

next practice on strengthening management and planning at school level.

8. A robust capacity development programme will be conducted for all RPs to support

schools in the area of gender issue, inclusive education, ICT in education including

digital literacy, education planning, school governance, financial record keeping,

school improvement plan, social audit, school safety, students learning analysis skill,

coaching counselling and mentoring, etc. to enhance quality, management, efficiency,

transparency and accountability.

9. Over the course of two years, all 46 Lead Resource Centers (LRCs) will be upgraded

to Quality Review and Training Centers (QRTCs).

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10. Capacity of all central to district offices, i.e. MOE, DOE, NCED,CDC, NFE, ERO,

OCE, REDs, DEOs, RCs and schools will be further strengthened by providing

human and non-human resources in order to develop and implement proposed

programmes.

11. The Education Review Office (ERO) will link to the quality sections in all ETCs and

the QRTCs to provide guidance on measuring the quality of education in districts.

12. Capacity of EMIS section will be strengthened in the development and management

of on-line database systems.

13. NASA findings and recommendations will be utilized to prepare an implementation

plan for the relevant central to district and school level organizations to improve the

current situation and student learning.

14. The ICT master plan and directives will be considered in the process of planning and

implementation through infrastructure development, internet connectivity, training

and digital content development and use for teachers, trainers, management and

policy level personnel.

15. Media will be mobilized to share information and best practice, to raise awareness,

and to enhance school management, governance and learning.

16. A periodic review of institutional arrangements and performance-linked evaluation

and rewarding mechanisms will be further strengthened to ensure better service

delivery. In addition to this, an incentive scheme will effectively be implemented to

encourage concerned implementation actors to achieve better results at organizational,

team and individual levels.

17. TA needs will be identified and listed in a document aligned with the ASIP/AWPB.

Strategic priorities for FY 2014/015

1. CD component is structurally included in SIP development

2. Capacity building on Soft-skills, vocational training and ICT, disability, and

inclusivity.

3. Developing a CD plan to specifically address gaps at central level and in the linkage

between central and district level.

4. Strengthening ERO’s and EPC’s capacity to review quality of educational institutions

and schools and student assessment and in policy functions respectively.

5. Strengthening capacity of EMIS section in the development and management of on-

line database system

6. To assure the quality of service delivery, the identified gaps need to be addressed in

line with the recommendations of the Institutional Analysis (IA) with regard to

restructuring of the system to enable sufficient capacity within the system to respond

to the expanded tasks and functions within the implementation of SSRP.

7. To build on the findings and recommendations that have been presented under the

implementation of the NASA.

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8. The ICT master plan and directives that have been developed needs to be

implemented taking into account the learning from ICT based training to the teachers,

policy level personnel. Mobilization of agencies I/NGOs to collate and share these

practices and lessons learnt to strengthen management and planning at school level.

9. The more practical CD activities will be implemented especially focusing local level.

The priority areas will be linkage from central to local level, gender equality at all

levels, inclusive education, ICT and digital literacy, quality school support for the

attainment of the intended learning outcomes, coaching and mentoring, school

improvement planning, school safety, social audit, financial record keeping etc.

10. The Education Review Office (ERO) will link to the quality sections in all ETCs and

the QRTCs to provide guidance with regard to measuring the quality of education in

the districts.

11. Dissemination of CD-related existing guidelines, tools and manuals to districts, RCs

and schools will be carried out with providing basic orientation for its effective

utilization.

12. Communication and use of mass media to inform school communities of changes in

the school system through SSRP.

13. Ensuring systemic enhancement to establish accountability framework is also a

concern.

14. Periodic review of institutional arrangement a need of performance-linked evaluation

and rewarding mechanism is crucial for ensuring better service delivery.

15. The RPs capacity will be further strengthened to support school for planning based on

the PMECs and CFS criteria, social audit and other contemporary issues.

Table no 2.7: Major programme activities, target and budget allocation for the FY

2014/15(CD)

Major activities are given below and details are given in annex I and II

SN Activities Unit

Allocated Budget

Physical

Target Budget

1 Capacity Development for SS/RP's on

SIP Person 1550 7750

2

Prepare/Update of SIP & 3 days capacity

development on school accounting,

school construction, disaster

management, SIP, VEC, social audit and

other relevant contents for the

stakeholders of schools including SMC,

PTA, VEC, RCMC, HTs and CBOs

School 29272 102452

3 Capacity development support for

restructuring and merging of the schools school

1500

4

Capacity development for the

implementation of integrated secondary

education (class 9-12) (piloting)

Region 5 7500

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SN Activities Unit

Allocated Budget

Physical

Target Budget

5

Workshop by MOE, DOE & other CLAs

for REDs and DEOs officials for

educational related issues, annual

program and budget, various thematic

issues, and other contemporary issues

(including cost for various taskforce,

meeting and thematic workshop)

Times 2 6200

6 3 days orientation to the

Markers/Scrutinizers through REDs Person 1000 3500

7 Orientation for the superintendent of

SLC examination Person 1748 1748

8 Workshop for teachers on "development

of ICT based teaching materials" Times 1 500

9 Capacity development on LMBIS Times 1 1000

10 Action research evaluation and report

preparation Region/District 80 1600

11 Workshop for questionnaire development Times 1 600

12 2 days orientation for section officer

working at examination section of RED Person 15 300

13 2 days orientation for Markers and

Scrutinizers Person 60 600

14 Procurement of Laptop and LCD

Projector Number 193 19300

15 In-service training for Resource persons

(Through ETCs) RCs 1053 16848

16

Teacher training for higher secondary

level teachers (grade 11 -12) through

ETCs

Person 400 6000

17 Trainers training on action research

through ETCs Person 527 7905

18

Professional development training (30

working days) for school headteachers

including institutional school (Through

ETCs)

Person 725 10875

19

Leadership development training for

leaders from different professional

teachers unions

Person 250 3000

20

Leadership development training (7

days) for headteachers of the institutional

schools

Person 250 750

21 Job induction Training for newly

appointed class 3rd officers Person 25 450

22 Training for Personnel (except education

service) working under MoE Person 20 600

23 Development of capacity on ICT Person 40 2400

24 Capacity development program on Person 20 600

84 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit

Allocated Budget

Physical

Target Budget

financial and procurement management

25 Educational Management Training (In

service) for class 2nd and 3rd officers Person 60 2700

26 In service Training for (Non Gazetted

1st) Technical Assistant Person 20 800

27 Capacity development program for

NCED personnel Times 1 1500

28 Training of Trainers an Action Research Person 25 750

29

Capacity development program on

production and broadcasting of radio

program

Times 15 150

30

Workshop for capacity development for

implementation of ICT plan and

utilization of software & website

automation status

Times 1 1800

31 Capacity development of ERO including

IRT training Person 1 200

32 Capacity development program for result

based planning & monitoring Times 1 1600

33

Orientation for leadership development

regarding inclusive education to Head

Teacher(5 days)

Person 100 1200

34 Orientation for coordinator of assessment

center (5 days) Person 62 744

35 Symposium/seminar regarding education

research Times 1 500

36 Workshop for school supervisors on

contemporary issues Person 450 5400

37

Capacity development for library

management in coordination with

national library

Times 1 1,000

38 ASIP, DEP, VEP, SIP updating and

facilitation Region/District 80 8,000

39 Capacity development for personnel

(qualification upgrade) Person 100 2000

Implementation roles and responsibilities

1. Schools: Each school will be made responsible for preparing and implementing

SIPs with clearly described and costed quality improvement actions. The reporting

functions will also be expected.

2. DEOs: DEOs will be responsible for preparing district level results-based CD plans

that will be included with DEPs. They will also be responsible for facilitating RCs

support to schools with adequate finances and technical backstopping.

85 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

3. REDs: REDs will be responsible for monitoring early signs of the impact of

capacity development activities on learning achievements. This will be done on a

sample basis and in connection with their role in administering examinations. The

work will also include analysing and reporting on trends in learning achievements

and comparing these with improvements in quality standards.

4. CLAs: Central level agencies are responsible for preparing and implementing their

own results-based CD based interventions and for monitoring and the reporting of

progress and improvements in performance.

5. DoE: The DoE will be responsible for coordinating overall CD interventions of

SSRP and ensuring their implementation, monitoring and reporting. It will provide

support to REDs, DEOs, RCs and schools.

6. MoE: The CD coordination mechanism in the MoE will develop a framework and

guidelines for the school-level and agency-wise and CD plans and for their

implementation. This mechanism will facilitate the preparation and implementation

of CD plans by providing agencies with access to technical expertise, knowledge

networks and financial resources and through regular meetings to establish

progress and identify opportunities for inter-agency cooperation that could improve

cost-effectiveness. This mechanism will also work on developing appropriate

channels for receiving feedback from the clients on the service delivery system.

Finally, the CD coordination mechanism will be responsible for compiling,

summarizing and preparing the MoE's annual capacity development report.

86 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Part III

Monitoring & Evaluation

Introduction

1. The Monitoring & Evaluation (M&E) system plays a crucial role in identifying whether

educational plans and programmes are implemented as per the pre-defined set of norms

and quality standards, quantity, timeliness, etc. by ensuring timely access to relevant and

reliable information in order to provide strategic options for improving efficiency,

effectiveness, sustainability and the quality of service delivery. It also promotes

transparency and accountability at all levels. In addition, it collects information on the

impact of the programmes on the living standard of the people which eventually

contributes to informed policy decisions and factual strategic options in planning and

budgeting. Key outputs of the monitoring component reflect a number of forms, such as

the FMR, Flash reports, Status reports, research reports etc. Result-based Monitoring is a

high priority of the government focusing on the achievement of the results at various

levels.

Present status

1. Compliance, performance and progress monitoring are in practice in the education

sector. The Flash reporting mechanism serves the monitoring system by providing

primary information regarding the implementation status of educational plans and

programmes on a timely basis. It contributes to assessing performance against SSRP

and the Millennium Development Goals.

2. IPR/FMRs are produced at the district to central level. These reports contribute to

assessing the programme implementation status including expenditure, compliance,

and financial norms and standards.

3. The Status Report provides information on the progress of ASIP and AWPB

activities.

4. Monitoring and reporting mechanism and practices are in place from schools to

ministry level.

5. The table below summarizes the current monitoring reports produced, their frequency,

information focus and intended target group.

Table 3.1: Documentation sources and corresponding categories of analysis

Types of reports Frequency Goal &

Outcome

Status

Physical

Progress

(output

delivery)

Financial

Progress

(expenditure

vs. budget)

Problems and

their causes

and effects

IPR/Financial

Monitoring Report Trimester

Progress report (NPC

framework)

Monthly,

bimonthly

, trimester

wise and

annually

87 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

Types of reports Frequency Goal &

Outcome

Status

Physical

Progress

(output

delivery)

Financial

Progress

(expenditure

vs. budget)

Problems and

their causes

and effects

EMIS Consolidated

Report and Flash

Reports

Annual,

Bi-Annual

Status Report Annual Audit Report Annual Annual Review Aide

Memoirs (JCM and

JAR)

Annual

Current issues and challenges

1. The main purpose of monitoring is to ensure better results from the implementation of

educational plans and programmes with a special focus to better learning of the

students at the school level. However, several issues and challenges are associated

with the existing monitoring and evaluation system in the education sector which have

yet to be further strengthened and linked with the learning achievement of students as

well as with programme results and institutional performance.

2. The share of resources channelled to schools is continuously increasing. Different

kinds of funds such as free textbooks, scholarships, school construction, salary and

non-salary PCF grants are being channelled to schools. Proper utilization of resources

including account keeping, reporting and public disclosure of provided funds is a

crucial concern.

3. Establishing baseline data regarding some KPI in order to assess the progress as per

the set targets of SSRP is still a big challenge.

4. Efficiency of automation with FCGO needs to be further strengthened and sustained

for producing IPRs/ FMRs on time.

5. A timely reporting mechanism capturing every aspect of educational service delivery

has not been taking place properly.

6. A monitoring plan and specific monitoring indicators in line with the SSRP priority

sector is to be developed and implemented.

7. Monitoring actions carried out by various agencies under MoE have to be streamlined

in order to minimize the duplications and ensure the proper utilization of resources as

per the national priority.

8. Result-based monitoring has to be established as an integral part of educational

planning and management.

9. Enhancing the quality of monitoring and school supervision at the school and

classroom level is crucial for better learning. There is a need to further strengthen the

capacity of districts, RCs and school levels for this purpose.

10. Institutionalizing evaluation of the implementation of educational plans and

programmes within the system on a regular basis during implementation is still a

challenge in terms of resource and Human Resource Capacity.

88 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

11. A comprehensive and integrated educational database is still lacking.

Strategies

1. The initiative will be taken to establish results-oriented monitoring from central level

to the community and school levels. Job performance will be linked with rewards.

2. A clear linkage between planning and monitoring activities will be established and

level-wise set of monitoring indicators will be reviewed and utilized. Findings and

recommendations of the monitoring reports will be utilized in programme

implementation and for informed decision making processes at various levels. The

resource allocation will also be tied up with the monitoring plan.

3. Central level and other agencies under MoE will be further encouraged to prepare and

implement M&E plan in line with the ASIP/AWPB in order to reduce duplication and

to ensure the efficiency, effectiveness, sustainability, timeliness of service delivery to

better serve the beneficiaries.

4. Performance evaluation of Resource Persons and Headteachers will be linked with

learning achievement of the students. The best performers will be incentivized and

weak performers will also be encouraged for better performance.

5. Learning achievement score will be disaggregated according to subject, teacher, level

and class and analyzed in order to ensure accountability.

6. Institutional cooperation with I/NGOs will be further strengthened at both central and

district levels in line with SSRP goals and priorities.

7. A joint monitoring mechanism will be further strengthened comprised of key

stakeholders, journalists, CSOs, etc. in order to ensure the transparency,

accountability, sustainability, timeliness, efficiency, and effectiveness of the

implementation of educational plans and program at the district, RC and School level.

8. Existing EMIS system will be further strengthened by utilizing the recommendations

of IEMIS assessment report.

9. Performance audit and monitoring results will be utilized for the evaluation and

informed decision.

10. The approved tools for DEO and school performance review will be used to review

the educational quality.

11. HTs and RPs are made more accountable for the ensuring accurate educational data as

well as for planning , classroom practices, supervision and monitoring,,.

12. Monitoring unit at schools comprising of head teacher, parents, SMC/PTA members

will be established for regular monitoring of teaching and learning activities.

89 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

13. A financial module will be developed and installed from DOE to district level to

improve existing financial management system.

14. Improving internal control and compliance mechanisms at the DEO and schools

through improved accounting procedures at the school level.

15. A simplified accounting record-keeping formats with instructions will be developed

and implemented in community schools.

16. In order to ensure the appropriate utilization of provided funds, the practices of

financial and social auditing will be tied up with the trimester fund release to the

schools as a mandatory provision.

17. Governance, accountability and transparency in the textbook printing and distribution

system will be further improved at all levels on a regular basis.

Strategic priorities

1. EPC and other concerned agencies and authority review the annual reports of NASA

and other reports produced by ERO.

2. An integrated monitoring mechanism will be developed among central level agencies

(CLAs) to make the monitoring more comprehensive, effective, efficient and check

compliance. Proper cooperation among CLA will be made to reduce the duplication

in monitoring activities.

3. Establishing a clear linkage between planning and monitoring the programme

activities will be prioritized.

4. Strengthening participatory monitoring approach at school level by mobilization

SMC, PTA, child clubs, parents and students focusing on teacher and student

regularity.

5. Central level and other agencies under MoE will be encouraged to prepare and

implement M&E plan in line with the ASIP/AWPB in order to reduce duplication and

to ensure the efficiency, effectiveness, sustainability, timeliness of service delivery to

better serve the beneficiaries. The ASIP/AWPB will be used as one of the basic

instruments for performance and progress monitoring against the stated priorities,

targets, and budgets.

6. Assessing the school level status against SSRP indicators is the key priority of

monitoring and reporting.

7. The Flash Reporting system, NASA reports, the NFEC, HSEB, OCE database and the

census report will be considered as a foundation for reviewing and revising the KPI of

SSRP to make it more contextual.

8. Capacity development activities from school to central level will be further

strengthened in order to enhance the quality of monitoring, supervision and reporting

mechanisms. In this regard the human resources capacity in monitoring and review

function will be developed.

90 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

9. REDs will be strengthened to carry out the monitoring activities on a regular basis and

support the district for the proper implementation of educational plans and

programmes.

10. The capacity of School Supervisors and RPs will be enhanced to carry out supervision

activities in order to ensure professional support to the teacher.

11. Resource allocation will be tied up with the monitoring plan.

12. Subject-wise, teacher-wise, level-wise, class-wise average achievement scores will be

calculated and compiled in order to ensure accountability mechanism at all level.

13. In order to ensure the appropriate utilization of provided funds, the practices of

financial and social auditing will be tied up with the trimester fund release to the

schools as a mandatory provision.

14. A preparatory action will be carried out for establishing a financial management

information system in the education system at the central, regional and district level.

Updated FMIAP will be effectively implemented to improve the financial

management and governance system.

15. Monitoring reports will be utilized for timely adjustments in programme

implementation and for informed decision-making processes at various levels.

16. IEMIS will be strengthened by improving and integrating existing databases

introducing technological innovations. Improving and integrating existing databases

introducing technological innovations will strengthen IEMIS. In addition to this the

key results indicators will be revised and use to follow up as stipulated in the SSRP

extension document.

17. Improving internal control and compliance mechanisms at the DEO and schools

through improved accounting procedures at the school level.

18. A simplified accounting manual will be developed and implemented for schools and

training will be conducted on the new accounting manual for the teacher/staff who

looks after the school accounts.

19. Financial and Social Audits will be carried out on a regular basis. An independent

review of the school level financial audits will be conducted working very closely

with REDs on a sample basis to improve the quality of school audit reports.

20. Governance, accountability and transparency in the textbook printing and distribution

system will be improved at all levels on a regular basis.

21. The recommendations made by the comprehensive study of textbook policy and

practices that have recently been commissioned will be duly considered as a reference

to take corrective actions in order to enhance the textbook printing and distribution

system.

22. Institutional cooperation with I/NGOs will be formalized at both central and district

levels in line with SSRP goals and priorities to strengthen service delivery.

23. A joint monitoring mechanism will be introduced and strengthened comprised of key

stakeholders, journalists, CSOs, etc. in order to ensure the transparency,

accountability, sustainability, timeliness, efficiency, and effectiveness of the

91 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

implementation of educational plans and programmes at the district, RC and School

level.

Table no 3.1.1: Major programme activities, target and budget allocation for the FY

2014/15(M&E)

Major activities are given below and details are given in AWPB (Annex- I and II)

SN Activities Unit

Allocated Budget

Physical

Target Budget

1 Monitoring (by the ETCs) the TPD

training program conducted by the LRC RCs 1,053 6,318

2

Technical auditing and monitoring

resource centre level TPD training

delivery by the DEO and approval of the

training modules by the training

coordination committee including the

tasks of monitoring the training

District 75 4,500

3 Preparation of Annual Status and

Monitoring Report Times 2 300

4 Orientation, data entry & report

preparation regarding flash I & II Times 2 4,100

5

Updating IEMIS, Publication and

Dissemination of Flash Report, FMR

Report, Status Report, Teacher record

digitization, verification report, student

database.

Region/district 80 30000

6 Strengthening RCs and supervision

Clusters Person 1,470 73,500

7 Update of integrated result based

monitoring & evaluation system Times 1 400

8 Monitoring and evaluation at district level Region/district 80 16,000

9 Publication of trimester wise monitoring

report Times 3 600

10 Publication of bulletin and

comprehensive report Times 1 500

11 Strengthening IEMIS system including

publication of report and bulletin Times

600

12 Monthly progress review of DOE and

other CLAs Times 12 720

13 Developed integrated monitoring plan

and monitoring tools Times 1 400

14 Preparation of annual status report and

IPR Times 3 800

15 Program Monitoring cost –center level Times

8800

16 Publication of educational newsletter and

bulletin Region/district 80 2,400

17 Support to the schools for financial audit School 29772 29772

18 Study and reporting on the status of

financial and social audit through RED Region 5 2,000

92 | P a g e A S I P / A W P B 2 0 1 4 - 1 5

SN Activities Unit

Allocated Budget

Physical

Target Budget

(in sample basis)

19

Fund flow tracking survey (effectiveness

and management) and reporting through

RED

Region 5 1,000

20

Identification, publication and

dissemination of the best practices of

REDs and districts

Region/District 80 2,400

21 Publication of educational bulletin and

monthly newsletter for DOE Times 12 480

22 Preparation of FMR and project account Times 4 600

23

Development, Printing & distribution of

supervision and monitoring resource

materials

Times

500

Monitoring roles and responsibilities

1. Schools: Schools will prepare their monitoring plans to implement the activities

reflected in the SIP. Schools will report their data through Flash reporting via RCs.

Schools will carry out social and financial audits annually. Reports from both

financial and social audits will be disseminated for public information in view of

improving both transparency and accountability.

2. RCs: RCs will prepare their own action plans to monitor school activities and monitor

accordingly. Based on the monitoring RPs will compile reports then submit them to

the DEOs. RCs will provide feedback through head teacher meetings. RCs will

collect, verify and analyse school-level EMIS data and send it to DEO. Social audit

reports of schools will be collected and compiled at RC level and reported to the

DEOs.

3. DEOs: DEOs will prepare and implement a monitoring plan. The status of progress of

programme implementation and monitoring activities will be prepared on a trimester

basis and forwarded to the REDs, DoE and other concerned agencies. The District

Education Office will also report input, process, output and outcome level results

through Flash reports, status reports, and IPR/FMRs.

4. REDs: REDs will prepare and implement a monitoring plan to monitor the progress

on programme implementation and performance at district and regional levels. The

REDs will provide technical support to the districts and policy feedback to the centre.

REDs will also review the quality of social and financial audit reports on a sample

basis.

5. DoE/CLAs: DoE/CLAs will prepare and implement a monitoring plan to undertake

regular monitoring activities and report both on performance and progress monitoring.

The DoE will also undertake regular and purposive monitoring activities and prepare

monitoring reports. DoE will continue the joint monitoring practices.

6. MoE: MoE will provide policy backup and review progress of programme

implementation periodically and provide feedback to concerned agencies. Similarly,

independent research studies will be undertaken for guiding decision makers. The

MoE will also coordinate with the I/NGOs, Academic Institutions, University

Faculties, Research Institutions and DPs for generating additional information and

obtaining feedback for updating the polices.