Final report September 2014 (Linkedin)

1

Consultancy service for the Inception Phase of Malala FIT on

Support to National Capacity Building to Realize Girls’ Right to Education in Pakistan

Final Report

Background

This report documents services extended to UNESCO Islamabad office by the consultant towards

implementing the inception phase of the Malala Fund-in-Trust programme entitled “Support to National

Capacity Building to Realize Girls’ Right to Education in Pakistan.” The report concludes by outlining

some key challenges and proposed way forward. Relevant programme documents were reviewed to

appropriate the consultancy service and remain guided while preparing the consultancy outputs as per

the deliverables.

The documentary archival suggests that the framework agreement for Malala FIT programme was

signed by UNESCO DG Irina Bokova and Pakistan’s Education State Minister Baligh ur Rehman in

February this year. Article IV of the Framework Agreement stipulates the requirement for the

programme implementation and monitoring to be overseen by the Programme Steering Committee

(PSC) to ensure a strong national ownership and harmonization with other on-going national and sub-

national initiatives. Therefore, as an immediate step after the signing of the Agreement, UNESCO

started coordinating with the Ministry of Federal Education and Professional Training to establish the

PSC and have its membership formally nominated. The functioning of the PSC is guided by the agreed

“operational procedure.” The first meeting of the PSC was held on 9th April 2014 that approved, among

others, the project and budget for the inception phase of the overall programme.

The 1st PSC meeting also endorsed the formation of the National Programme Coordination Committee

(NPCC) and Federal/Provincial Programme Monitoring Committees (F/PPMC) with the membership in

the same pattern as in the PSC. The NPCC will be co-chaired by the Additional Secretary of Ministry of

Federal Education and Professional Training and Director UNESCO Islamabad. The Secretaries of

Education all 4 provinces, Gilgit Baltistan and Azad Jammu and Kashmir, Additional Chief Secretary of

FATA, Joint Secretary of Capital Administration and Development Division and the Deputy Secretary UN

Affairs of Ministry of Finance Economic Affairs Division will be members of the committee. The F/PPMC

will be formed as soon as the provincial/federal area projects are finalized and approved by the PSC.

The PSC meeting also approved the proposal for carrying out the needs assessment survey during the

inception phase of the programme. According to the minutes of the PSC meeting:

the surveys will identify the immediate as well as emerging challenges, issues and needs to

expand access and improve the quality of education for adolescent girls in the target provincial/

federal areas. The surveys will be carried out by 5/6 reputable consulting firms selected as per

UNESCO rules and regulations. The selected firms will be guided by a clearly defined terms of

reference developed by UNESCO in consultation with the MET&SHE and provincial/federal area

departments of education.

The minutes also clearly mentions that based on the findings of the needs assessment conducted in

each province/federal area, a set of five project documents will be developed for approval of the PSC.

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As per the terms of reference,1 the consultancy involves providing support for and overseeing the

activities related to the inception phase of the programme, particularly to ensure that necessary ground

work is done towards developing the 5 project documents and obtaining the PSC approval. It has been

emphasized that these projects would be developed in close consultation with provincial and federal

area stakeholders and on the basis of the findings and recommendations of the situation analysis and

needs assessment studies to be carried out in most deprived communities of the provinces/federal

areas. Two Pakistan based consulting firms have been selected to carry out the situation analysis and

needs assessment studies.

In the light of supporting the decisions made by the PSC and operationalize the stipulated activities, the

service of the consultant was sought who was tasked to deliver following:

a) Mid-term progress report

b) Final consultancy report comprising of i) project monitoring template, ii) template for project

document to be formulated for each province/area, and iii) presentations/background

documents for National Programme Coordination Committee and Project Steering Committee

The consultancy is due to conclude on 30th September 2014.

The Inception Phase—tasks accomplished

According to the programme description that was annexed to the Framework Agreement, the first six

months of the 3-year programme period would be dedicated to this phase during which a feasibility

study analyzing the overall situation of the project sites would be undertaken.2 Following the

organization of the first PSC meeting and approval of the project proposal and budget for the inception

phase, UNESCO Islamabad obtained the budget code on 9th May 2014 to start implementing the

inception phase activities. The 6-month inception phase is due to expire on 8th November 2014. Due to

the on-going and protracted political crisis in the country which caused considerable disruption to the

work of the federal government and UN agencies, some critical activities of the inception phase have

not moved forward for more than a month. This problem was communicated to the headquarters and a

no-cost extension until 31st December 2014 was obtained, which was notified to the Ministry of Federal

Education and Professional Training.

The main purpose of the inception phase is to establish and agree with the National Programme

Coordination Committee to implement the planned activities, initiate a consultative process with the

1 The terms of reference was revised based on the new requirements evolved in the course of taking the inception

phase activities forward. 2 The programme description is explicit that the programme will be implemented in hardest-to-reach areas of all

the provinces and federal areas. Given the availability of a total programme budget of USD 7 million (of which

about 2 million will be absorbed by inception and evaluation phases and programme operational costs) for the

entire country, it was understood and accepted that only a limited communities/districts would be covered by

each of the 5 projects which, on the basis of the inception phase recommendations, would be developed for the

provinces and the federal areas. The projects targeted only to limited but hardest-to-reach sites are expected to

yield high impact particularly in terms of institutional capacity building and potential for mainstreaming and scaling

up the project approach.

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provincial and federal area stakeholders to carry out a comprehensive situation analysis and needs

assessment studies in all the potential project sites and develop a set of five projects (one each for the

four provinces and one for all of the federal areas) under the overall umbrella of the Malala FIT

programme. UNESCO Islamabad completed the process of selecting two consulting firms to carry out

the needs assessment survey. It waited for more than a month to obtain the concurrence from the

National Programme Coordination Committee, the first meeting of which was scheduled for 12th August

2014, but could not be held due to the political crisis that arose from the freedom and revolutionary

marches and sit-in protests of the Pakistan Tahreek-e-Insaf and Pakistan Awami Tarheek led by Mr.

Imran Khan and Dr. Tahirul Qadri respectively. After the long wait, finally the first NPCC meeting was

held on 23rd September in Islamabad and the selection of the consulting firms was concurred by the

NPCC.

In order to prepare for the planned NPCC meeting the consultant worked closely with concerned

UNESCO staff to organize series of meetings with the Additional Secretary of Ministry of Federal

Education and Professional Trainings. The Additional Secretary was informed of the selection process

and the recommended firms for the needs assessment survey. He was also briefed about the two

options to allocate project funds to provinces and federal areas. It was suggested that equal allocation

would be the best option as the modest fund available for the projects could be best utilized if project

interventions were concentrated in limited but hardest-to-reach areas of the provinces and the federal

areas, which also was emphasized in the programme description of the Malala FIT programme.

On the basis of the series of meeting with the Additional Secretary, a comprehensive background paper

outlining the key points discussed was prepared for the NPCC meeting along with a separate Power

Point presentation to be delivered during the meeting.

The first meeting of the NPCC held on 23rd September 2014 discussed the proposed options and

approved the option of equal division of the programme funds to all provinces and federal areas. The

NPCC disapproved the engagement of the two firms selected by UNESCO for carrying out the needs

assessment survey. It was decided that the relevant authorities of the provinces and federal areas

would determine the project intervention needs for their respective provinces and areas. The NPCC was

appraised of the expected outcomes of the needs assessment studies and the draft monitoring

framework and results matrix.

Template of the project document and the results matrix

The other tasks accomplished by the consultant include the preparation of a prototype project

document in the standard UNESCO template and a tentative project budget to facilitate a speedy

preparation of actual project documents and budget without losing much time after the inception phase

would be completed. The results matrix and monitoring scheme developed by the consultant is

expected to guide the implementation of the projects in provinces and federal areas. The matrix has

outlined potential indicators which will be given a final shape on the basis of the recommendations of

the needs assessment survey. The results matrix will also be furnished with baseline information and

targets which will have been determined through the local level consultative process during the needs

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assessment survey. The prototype project proposal template with full description of the project for

Baluchistan, proposed budget, and the results matrix are in Annexes 4, 5 and 6 respectively. A separate

tentative operational plan matrix is also attached as Annex 7.

Orientation on needs assessment survey

Following the discussion during the 1st NPCC meeting on 23rd September on not involving the two

consulting firms selected by UNESCO for the needs assessment survey, it was proposed that the

provincial departments themselves determine the project intervention needs. Based on such needs the

provincial/federal area authorities with the technical support of UNESCO would develop the Malala FIT

projects to be implemented in all provinces and federal areas. This decision led to the cancellation of

the proposed orientation for the consulting firms on 24-25 September 2014. Instead, the UNESCO field

coordinators from Khyber Pakhtunkhwa, Sindh and Balochistan were given a thorough orientation on

the way forward and how to engage with the local stakeholders and prepare the project document.

They were briefed specifically about the need to work closely with the provincial counterparts in

selecting the project site (keeping in view the resource availability for the project) and helping the

counterparts develop a clear understanding of the project approach, the results it seeks to produce and

the indicators against which the achievements of the results are measured. They were asked to review

the tentative outline of the results matrix of the projects which would be finalized in consultation with

and on the basis of the needs identified by the provinces/areas. The UNESCO field coordinators were

also briefed on the need for the provincial counterparts to provide the information/data on baseline and

target in the revised results matrix along with key issues and suggested strategies against each of the

indicators outlined.

Challenges and proposed way forward

The NPCC decision to do away with the hiring of the selected consulting firms to carry out the needs

assessment survey poses a challenge to timely collect and analyze necessary information and data in

order to draft and finalize the province and federal area specific projects and obtain the PSC approval. It

will also be challenging to ensure the quality of the needs assessment report which would be developed

by the local authorities instead of the consulting firms.

The consultative process with the government counterpart had been much more time consuming than

was expected. Due to the unforeseen political events the meetings planned (e.g. NPCC meeting planned

for 12th August) needed to be postponed delaying the more critical process of developing the five

provincial and federal area projects.

UNESCO Islamabad office will need to ensure that necessary project staff will be on board latest by mid

October 2014 in order to supervise the needs assessment work that the provincial and federal area

authorities will undertake and ensure that both the process and the final outcomes of the needs

assessment study are essentially owned by the stakeholders, accurate, comprehensive and relevant and

also contribute effectively to developing the project proposals.

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The realistic time frame to complete the inception phase will be December 2014, by which time the

projects of all the provinces and Federal Areas should have been approved by the Project Steering

Committee for them to be rolled out early next year. As well, the communication strategy and

monitoring system (with clear identification of indicators, baseline and targets) would/should be in

place.

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Annex 1. Working Paper for National Programme Coordination Committee (NPCC) Meeting

Malala Fund -in-Trust: Support to National Capacity Building to Realize Girls’

Right to Education in Pakistan

Background

The Malala Fund for Girls’ Right to Education was established under the MOU signed by the Government

of Pakistan and the UNESCO headquarters on 10 December 2012. A Framework Funds-in-Trust

Agreement was signed on 6 February 2014 establishing the overarching programme “Support to

national capacity building to realize girls’ right to education in Pakistan”. The Programme focuses on

developing and strengthening the local institutional and organizational capacities in designing,

implementing, and monitoring interventions for promoting girls’ education in both formal and non-

formal education sub-sectors.

The overall framework has three distinct phases over the period of 36 months: inception (phase 1),

implementation (phase 2) and documentation and scaling up (phase 3). The inception phase is currently

being underway with the objective to develop a set of specific projects under the overall umbrella of the

programme together with national counterparts. The immediate main outcome of this phase is the

creation of a favorable institutional and political context for implementing the project with high degree

of effectiveness and efficiency.

Progress update on Malala FIT progarmme

The inception phase of the project was formally endorsed by the Steering Committee in its meeting

of 29th April 2014 for implementation of activities (Annex- A). Following the Steering Committee

decision, technical and financial proposals were solicited from reputable firms, civil society

organizations, universities, and research institutions through print and electronic media to undertake

nation-wide needs assessment surveys each in four provinces and federal areas comprising of Azad

Jammu and Kashmir (AJK), Federally Administered Tribal Area (FATA), Islamabad Capital Territory (ICT)

and Gilgit-Baltistan. The needs assessment will provide empirical evidence on specific indicators related

to status of girls’ education and lay the foundation for designing and developing five projects for the

aforementioned provinces/areas. In response to the advertisement that UNESCO put out in its website

and print media, technical and financial proposals were received from some 40 consulting firms, which

were reviewed and evaluated by UNESCO Islamabad Office. The outcome of the evaluation process will

be presented to the National Programme Coordination Committee (NPCC) and the qualified firms will be

advised to initiate the needs assessment survey.

Selection of firms for needs assessment survey

In collaboration with the Ministry of Federal Education and Professional Training, the UNESCO

Islamabad Office advertized the invitation for Expression of Interest from potential consulting firms to

carry out the needs assessment survey in the Federal Areas and Provinces. Because of receipt of

insufficient number of submissions, UNESCO re-advertized the Request for Proposal in both print and

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electronic media to carry out the survey (Annex-B). A total of 40 firms submitted their technical and

financial proposals. UNESCO followed its administrative process to shortlist and evaluate the consulting

firms that had submitted proposals and financial bidding for the needs assessment.

The evaluation resulted in the technical eligibility of 11 firms (Annex C) and their financial bids were

opened for evaluation (Annex D). Considering that 3 technically qualified firms quoted their prices

without geographical allocation, it was agreed by the Committee to approach them for resubmission of

their revised financial proposals with geographical distribution. Based on the revised financial proposals

received, the bids were reassessed (Annex E).

In conclusion, the bids submitted by ANN Associates were found most competitive making them the

most eligible firm to carry out the needs assessment survey in all provinces and the federal areas.

However, considering their lack of presence in Balochistan, it was decided to consider them only for the

rest of the provinces and the federal areas namely, Khyber PakhtunKhwa, Punjab, Sindh and Federal

Area. For Balochistan, BTK Associates was evaluated to be the next best eligible firm as the second

highest scoring firm SoSec also did not have the ground presence in Balochistan.

Approach to and expected outcome of the needs assessment surveys

The approach to the needs assessment is a blend of desk review of existing education sector literatures

and databases, particularly with reference to girls’ education together with mapping of key education

sector development partners and assessment of public sector (education) institutional capacities in the

provinces/ areas. Field visits will be commissioned to gather qualitative and quantitative information

needed for project preparation. Focus group discussions (FGDs) will be organized with adolescent girls,

parents, community members, teachers, facilitators and local development workers to gather their

perceptions, perspectives and feedback on possible education interventions for promoting girls’

education.

The needs assessment involves three main tasks, i.e. (a) undertaking an assessment of the situation of

and critical needs in girls’ education, (b) facilitating a stakeholders’ consultation to validate the findings

of the assessment and (c) identify possible strategies for improving the opportunities to and quality of

education for girls which will form the basis for project intervention. The main outcome of the needs

assessment will be the formulation of provincial/area projects which will be implemented over the

period of 2 years during phase-2 of the Malala FIT programme.

Criteria for distribution of funds among provinces and areas

The following two options have been proposed to the NPCC to decide on the distribution of the Malala

FIT programme fund of about 6 million USD for projects implementation in provinces and administrative

areas:

Option 1: Each of the provinces and areas gets equal share

Option 2: Divide the fund proportionately among areas and provinces on the basis of a set of criteria

(e.g. National Finance Commission - NFC) or formula agreed by NPCC.

Option 1 may be preferred because Malala FIT programme will have to be implemented in hardest to

reach pockets of communities only (see Appendix D, the scope and coverage of the programme outlined

from the Programme Description document). Also from the point of view of the availability of only a

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limited funds for the programme, meaningful outputs and high impact can be seen only if each

province/area focuses on limited geographic area for the programme intervention.

Therefore, it will be prudent to divide the funds equally to all. Option 2, on the other hand, will invite a

lot of debates and controversies and achieving a consensus on any formula will not only be difficult but

also time taking.

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Annex 2. Presentation to NPCC on the inception phase progress

14

National Programme Coordination

Committee (NPCC) Meeting

Tuesday 23th September 2014

Support to National Capacity Building to Realize Girls’

Right to Education in Pakistan – Malala FIT

Annex 3. Proposed outline of the needs assessment survey report

Support to National Capacity Building to Realize Girls’ Right to Education in Pakistan

Needs Assessment Survey Report

Proposed Chapter Outline

I. Background

a. Purpose of the needs assessment survey

b. Objectives/expected outcomes

c. Scope

d. Methodology (consultative meeting, criteria and selection of survey site, information

source, FGD/KII/observations/PRA/mapping)

II. Educational access, quality and policy environment: Status, issues, targets and support needs

a. Girls’ Access to Basic Education

i. Access to ECE/Kachi classes

ii. Access to primary education

iii. Transition from primary to lower secondary education

iv. Completion of lower secondary education

v. Availability and role of PTAs

vi. Community awareness on importance of girls’ education

vii. Girls’ groups for community development

viii. Access to NFBE

ix. Access to NFE programme and transition to secondary education

x. Access to vocational skills training

b. Summary of status of girls’ access to education

c. Quality of Education

i. Training opportunity for female teacher in primary level

ii. Training opportunity for female teacher in lower secondary level

iii. Access to TEIs for training

iv. Gender and TEI curricula

v. Teacher educator’s understanding of gender mainstreaming

vi. Vocational training and employment

vii. Teachers’ understanding of gender responsive vocational training at lower

secondary level

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viii. Training of NEF teachers on gender mainstreaming and gender responsive teaching

d. Summary of status of quality of education

e. Policy Implementation

i. Gender responsive budgeting training of education officers

ii. Education offices adopting institutionalized gender responsive budgeting for

education

iii. Budgetary allocation to expand girls’ education

iv. State of school-related gender based violence

v. Establishment and functioning of girls’ clubs

vi. Community awareness on GBV

vii. School sanitary/toilet facility for girls and boys

viii. Training of teachers on peace education, and conflict management and resolution

ix. Use of community radios for advocacy against GBV

x. TEIs’ integration of peace education and conflict management and resolution in

their curricula

f. Summary of status of policy environment and implementation

III. Issues and challenges

a. Improving access

i. Formal education

ii. Non-formal education

iii. Skills training

b. Improving quality

i. Formal education



c. Improving policy support and implementation

IV. Strategies, targets and recommendations for programme intervention (structured as a specific

project)

a. Access

i. Formal education



b. Quality

i. Formal education



c. Policy implementation

V. Annexes

a. Profile of stakeholders

b. Minutes of consultative meetings

c. FGD/interview/PRA notes

d. Map of survey areas

e. Results matrix with indicators, baseline, targets, issues, strategies and proposed

programme intervention

f. Relevant photographs

VI. References

Annex 4: Prototype project template with full project details

Support to national capacity building to promote girls’ right to

UNESCO Contact:

Office Address:

Website address:

Geographical scope/benefitting

country(ies):

Duration (in months):

Total funding requested:

Partner(s) institutions:

Executive Summary:

Girls in Balochistan continue to seriously lag behind boys in terms of access

from education. The persisting disparities in girls’ education are not only in terms of access, but also of

retention and completion in primary and secondary education. The province has only 62

Pakistan EFA Review Report 2015) of girls

primary cycle and transition to secondary education.

grades in primary and secondary education while girls out number boys when it comes to rep

or dropping out of school.

The Malala Fund for Girls’ Right to Education was established under the MOU signed by Government of

Pakistan and UNESCO on 10 December 2012. A Framework Funds

parties on 6 February 2014 establishing the overarching programme “Support to national capacity building

to realize girls’ right to education in Pakistan”.

capacity in various areas of educational development espe

on developing and strengthening the local institutional and organizational capacities in designing,

3 This can be added at a later date when a spe

Annex 4: Prototype project template with full project details for Baluchistan province

Support to national capacity building to promote girls’ right to

Pakistan

Responsible Officer: Beverly Jones, Islamabad Office

Deputy: Maki Katsuno-Hayashikawa, ED/BLS/BAS

BSP/CFS Contact3:

Jessica Jeavons, Chief, BSP/CFS/BLT

UNESCO Islamabad

7th floor, Serena Business Complex

G-5, Islamabad

Pakistan

http://www.unesco.org.pk/

Pakistan

24 months

$750,000 (incl. 9% PSC)

Ministry of Federal Education and Professional

Trainings; and Department of Education, Balochistan

continue to seriously lag behind boys in terms of access to, completion in and benefit


and secondary education. The province has only 62 per cent (Source:

) of girls, compared to 74 per cent of boys, who managed to complete the

secondary education. Also fewer girls than boys are promoted to higher

grades in primary and secondary education while girls out number boys when it comes to rep


Pakistan and UNESCO on 10 December 2012. A Framework Funds-in-Trust Agreement was signed by the

ry 2014 establishing the overarching programme “Support to national capacity building

to realize girls’ right to education in Pakistan”. In the likelihood of a chronic lack of adequate resources and

capacity in various areas of educational development especially at the local level, the Programme will focus


This can be added at a later date when a specific donor has been identified.

Support to national capacity building to promote girls’ right to education in

: Beverly Jones, Islamabad Office

Hayashikawa, ED/BLS/BAS

Federal Education and Professional

Department of Education, Balochistan

to, completion in and benefit


per cent (Source:

who managed to complete the

Also fewer girls than boys are promoted to higher

grades in primary and secondary education while girls out number boys when it comes to repeating grades


Trust Agreement was signed by the

ry 2014 establishing the overarching programme “Support to national capacity building

In the likelihood of a chronic lack of adequate resources and

cially at the local level, the Programme will focus


17

implementing, and monitoring interventions for promoting girls’ education that are well focussed and

targeted, but also creative and innovative, in both formal and non-formal education sub-sectors.

The overall framework programme is structured to evolve through three distinct phases over the period of

36 months: inception (phase 1), implementation (phase 2) and documentation and scaling up (phase 3). The

implementation phase will further consist of three components by different intervention sectors,

objectives/expected results, with specific activity areas that aim to widen access to education and improve

the retention and completion rates of girls through improved quality of education.

This proposal specifically refers to part of the phase 2 or the implementation phase. The implementation of

the programme takes place in all four provinces and federal areas of Pakistan for which separate projects

are developed (4 provincial and 1 federal covering all 4 areas). This proposal pertains to the project in

Balochistan province which is prepared, like the projects in other provinces and federal areas, on the basis

of the findings and recommendations of the situation analysis and needs assessment survey of the target

districts of the province.

1. RATIONALE AND BACKGROUND

Outline the overall purpose of the project, the target beneficiaries and the expected outcomes

1.1 Overall Purpose

1.2 Relevance

The overall framework programme “Support to national capacity building to

realize girls’ right to education in Pakistan” is structured to evolve through

three distinct phases over the period of 36 months: inception (phase 1),

implementation (phase 2) and documentation and scaling up (phase 3). The

implementation phase consists of three components by different intervention

sectors, objectives/expected results, with specific activity areas that aim to

widen access to education and improve the retention and completion rates of

girls through improved quality of education.

The project that this proposals outlines is tailored to meet specific education

development needs of girls in the target districts of the province,

contextualizing the overall programme strategies to the local situation and

needs, but contributing towards the programme’s overarching objectives,

expected results and outcomes as follows (as provided in the programme

document):

• Development goal: It is expected that at the highest level, the

Programme will contribute to advancing gender equality through

education by ensuring the right to free and compulsory education

• Programme objectives: The overall purpose of the programme is to

support the government’s efforts in increasing access and improving

the quality of education through capacity building and targeted

interventions at both institutional and community level. Specifically the

programme will aim to reach three overarching objectives as follows:

(1) expand access for girls to education at primary and secondary

levels through policies that target girls who are hardest to

reach;

(2) improve the quality and relevance of basic education to ensure

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that educational contents, teaching practices and learning

environments are gender-sensitive; and,

(3) strengthen policy implementation at national, provincial and

community levels to ensure the right to quality basic education

and to safe learning environments for all children, especially

girls and women

The project proposed in this document is prepared on the basis of the

implementation mechanism consulted, discussed and agreed with the relevant

provincial stakeholders. The proposal outlines the activities and expected

outputs each accompanied by the indicators and targets, which too were

consulted, discussed and agreed with the stakeholders.

1.2 Beneficiaries and

other Stakeholders

Main and direct beneficiaries of the project are the Ministry of Federal

Education and Professional Training, the Provincial Departments of Education,

teachers, parents and girls. The secondary beneficiaries are Parent-Teacher

Associations, NGOs, CBOs, community members, and national policy makers.

The project will ultimately benefit girls at pre-primary, primary and lower

secondary education levels (aged between 4 to 18 years)

Since the success of the overall programme is dependent on a strong national

and local ownerships and harmonization of the project activities with on-going

initiatives within the country (and National/Provincial Action Plans), the

implementation of the project in Balochistan province will ensure identification

and involvement of all stakeholders and partners both at federal and provincial

levels in the series of consultations to monitor the progress and provide

necessary feedback to address any issues confronting the implementation

process.

1.3 Overall and specific

objectives

The overall objective of the project is to support the provincial government’s

efforts in increasing access and improving the quality of education through

capacity building and targeted interventions at both institutional and

community levels. Specifically, the project will aim to:

(1) expand access for girls residing in target communities to education

at primary and secondary levels through provincial educational

policies that target girls who are hardest to reach;

(2) improve the quality and relevance of basic education in the target

communities to ensure that educational contents, teaching

practices and learning environments are gender-sensitive; and,

(3) strengthen policy implementation at the provincial and community

levels to ensure the right to quality basic education and to safe

learning environments for all children, especially girls and women

in the target communities

1.4 Expected results and outputs/deliverables

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Performance

indicator (PI) (a

maximum of three):

Means of verification

(M) (data source):

Quantitative and/or

qualitative Target (T) (on

the basis of baseline

data (b)):

Expected Result N°1

Girls are better prepared

and supported to access

primary education and

transit to and complete

lower secondary education

PI 1: % of girls’

enrolment in ECE/pre-

primary programmes

PI 2: % of girls’

enrolment in primary

education

PI 3: % of girls’ rate of

transition from primary

to lower secondary

education

PI 4: % of girls

completing lower

secondary education

M 1: Project report, EMIS




T 1 and (b 1): TBD after the

needs assessment survey







Activity 1

Output/deliverable N°1.1

Capacity of pre-service and

in-service teachers

strengthened in ECE and

gender issues (build/adapt

mobile ECE teacher training

course)

PI 1: % of teachers

trained in ECE and

gender issues

PI 2: % of ECE

teachers

demonstrating

improved

performance and

gender sensitivity

M 1: Project progress

Report

M 2: Project progress

Report

T 1 and (b 1): TBD after

the needs assessment survey




Early primary grade

curriculum reviewed and

suitable teaching/learning

materials developed

PI 1: Number of

workshops organized

to discuss and review

ECE and primary

education curricula

PI 2: Number of ECE

and primary teachers

using the

teaching/learning

materials in their

teaching

M 1: Workshop reports

M 2: Monitoring reports

T 1 and (b 1): TBD

T 2 and (b 2): TBD


Regular monitoring and

tracking system related to

girls’ enrolment and

transition to lower

secondary education

established.

PI 1: Number of

community meeting

conducted to engage

in PRA to assess the

progress in

enrolment per cent

PI 2: Number of

M 1: Monitoring reports,

Social maps, minutes of

the meetings


T 1 and (b 1): TBD

T 2 and (b 2): TBD

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school keeping and

using girls’ grade-

promotion records to

discuss and devise

strategies to improve

girls’ learning

achievements

school records, PTA

meeting minutes


Integrated family support

system (e.g., stipend, take-

home food ration, school

meals, etc.) instituted to

facilitate the timely access

and retention of girls in

primary schools

PI 1: Number of

families receiving

conditional cash

transfers

PI 2: Number of

families benefiting

from food for girls’

education scheme

PI 3: Number of girls

receiving stipends


benefiting from day

meal at the school


school records, PTA

meeting minutes


school records, PTA

meeting minutes


school records


school records

T 1 and (b 1): TBD

T 2 and (b 2): TBD

T 3 and (b 1): TBD

T 4 and (b 2): TBD


Community stakeholders

fully engaged in the

promotion of girls’

education

PI 1: Number of

functional PTAs

PI 2: Level of

awareness among

parents

PI 3: Number of girls’

group formed that

are engaged in social

and/or educational

activities

M 1: Project reports,

minutes of PTA meetings

M 2: Project reports








Activity 2


Community-based school

management strengthened

through the activation of

PTAs

PI 1: Number of PTAs

activated

PI 2: Number of PTA

meeting organized

per year

M 1: Quarterly reports,

photographs


photographs






Awareness of parents

(specially fathers) and

community members

raised on education,

particularly girls’

PI 1: Number of

parents/community

members completing

gender sensitive

literacy or non-formal

education

programme

M 1: List of

parents/community

members




21

education PI 2: Number of

gender sensitive

literacy or NFE

programme

M 2: Workshop reports the needs assessment survey


Support for girls’

education increased

through alliance with

religious leaders and

politico-religious parties

PI 1: Number of

religious leaders

attending PTA

meetings

PI 2: Number of

gender sensitive

workshop for

religious leaders and

members of politico-

religious parties

M 1: List of religious

leaders and member of

politico-religious parties

M 2: Workshop reports






Girls’ group established

and supported to engage

in social and/or

educational activities

outside classroom or in

the community


group established


engaging in activities


photographs


photographs






Diverse and flexible basic

education opportunities

(primary and secondary)

accessed by adolescent girls

PI 1: % of adolescent

girls’ enrolment in

NFBE

PI 2: % of girls

participating in NFE

EP for secondary

education

PI 3: % of girls

transitioning to

secondary education

from NFE

programmes

PI 4: % of adolescent

girls enrolled in

vocational training

programmes by

public private

disaggregation













Activity 3

Output/deliverable N°3.1:

Non-formal basic education

PI 1: % of school

dropout girls enrolled

in NFBE bridging

M 1: Quarterly reports



22

bridging programme

accessed by girls who

dropped out from school

programme

PI 2: % of girls

completing NFBE

bridging programme





Flexible non-formal

secondary education

equivalency programme

(e.g. home based, school-in-

a mobile phone, etc.)

accessed by out-of-school

adolescent girls

PI 1: % of out-of-

school girls enrolled

in equivalency

programmes

PI 2: % of girls

completing

equivalency

programmes








Flexible basic education

programme accessed by

nomadic and street children

PI 1: % of nomadic

children enrolled in

flexible BE

programme

PI 2: % of nomadic

children completing

flexible BE

programme








Parental education and

family literacy programmes

emphasizing the importance

of girls’ right to education

attended by semi and non

literate parents through

CLCs

PI 1: Number of

parents attending

parental education

and family literacy

programmes

PI 2: % of parents

completing the

programme with the

required level of

competency








Vocational and skill training

programmes linked with and

supported by local business

attended by adolescent girls

PI 1: Number of

adolescent girls

attending the

vocational training

programmes

PI 2: % of girls

completing the

programme with the

required level of

competency








Improved girls’ performance

in primary and secondary

PI 1: % of primary

level girls scoring at

least 50% marks in

literacy and


school records



23

education

mathematics

PI 2: % of lower

secondary level girls

scoring at least 50%

marks in language,

science and

mathematics

PI 3: % of secondary


least 50%marks in 4

key subjects


school records


school records





Activity 4


Locally relevant gender

sensitive teaching learning

materials used in schools

PI 1: Number of

teaching learning

materials developed

that are gender

sensitive and locally

relevant

PI 2: Number of

schools using

supplementary

teaching learning

materials that are

gender sensitive and

locally relevant








Digital library established in

schools for Primary and

secondary students

PI 1: Number of

primary school

having digital library

facility

PI 2: Number of

secondary school

having digital library

facility








Learning outcome

assessment tools that are

locally relevant and gender

sensitive administered by

schools

PI 1: Number of

primary schools

administering the

learning outcome

tool

PI 2: Number of

secondary schools

administering the

learning outcome

tool







24


Gender sensitive/responsive

teaching materials and

methodologies applied by

teachers

PI 1: % of primary


least the pass mark

(33%) in literacy and

mathematics

achievement tests

PI 2: % of lower

secondary level girls

scoring at least the

pass mark (33%) in

language, science and

mathematics

achievement tests

PI 3: % of secondary


least the pass mark

(33%) in the

achievement tests of

4 key subjects


school records


school records


school records







Activity 5


Capacities of in-service and

pre-service teacher training

institutions developed in

integrating gender training

PI 1: Number of

teacher training

institutions

integrating gender

training

PI 2: Number of

trainers trained in

integrating gender

training in the

teacher training

curriculum








Teacher training institutes

equipped with gender-

responsive digital resource

library and mobile phone

based teaching/learning

resources

PI 1: Number of

teacher training

institutions equipped

with gender

responsive digital

resource library and

mobile phone based

teaching/learning

resources

PI 2: Number of

trainers trained in

developing mobile

phone base teacher







25

training


Community of practitioners

on innovative teaching for

girls to support female

teachers formed and

functioning

PI 1: Number of

schools establishing

the community of

practitioners

PI 2: Number of

members in the

community of

practitioners

PI 3: Number of

discussion sessions

held by the

community of

practitioners











Employability/entrepreneur

ship of adolescent girls

completing lower and

secondary education is

enhanced

PI 1: % of girls

enrolled in vocational

training programmes

PI 2: % of school-to-

work transition rate

for adolescent girls

PI 3: number of

teachers trained in

gender-responsive

vocational training at

lower secondary level


school records


school records


school records







Activity 6


Content and delivery mode

of lower secondary

education diversified to

increase relevance and

interest for adolescent girls

PI 1: Number of

curriculum

developers and

textbook writers

trained in developing

supplementary

materials

PI 2: Number of

teachers trained in

the use of the

supplementary

materials and

improved pedagogy








Digital literacy and

vocational training offered

to girls in lower secondary

PI 1: Number of

lower secondary

school introducing

digital literacy and




26

schools vocational training


taking digital literacy

and vocational

training






programmes for girls made

gender sensitive and

responsive

PI 1: % of NFE

teachers trained in

gender

mainstreaming and

gender-responsive

teaching


school records



Activity 7


Gender-responsive training

programmes attended by

NFE teachers

PI 1: Number of

training modules with

learning resources

developed on

gender-responsive

teaching-learning

PI 2: Number of NFE

trainers trained in

gender-responsive

teaching-learning

PI 3: Number of

teachers trained in

gender-responsive

teaching-learning












curriculum reviewed and

supplementary materials

developed to ensure gender

sensitivity

PI 1: Number of

trainers trained in

reviewing the

curriculum and

developing

supplementary

materials

PI 2: Number of

supplementary

materials developed

PI 3: Number of NFBE

teachers trained in

reviewing the

curriculum and

adapting the

supplementary

materials in their

teaching context










27


Gender sensitive

teaching/learning materials

developed for secondary

equivalency NFE

programmes

PI 1: Number of

trainers trained in the

development of

supplementary

teaching/learning

materials

PI 2: Number of

supplementary

materials developed

PI 3: Number of

teachers trained in

adapting the

supplementary

materials in their

teaching context











Capacity of relevant

provincial education officials

enhanced to improve

educational policy

environment and budgetary

allocation supporting

gender equality in education

PI 1: Number of

officials trained in

gender –responsive

budgeting

PI 2: Number of

education offices

adopting and

institutionalizing

gender responsive

budgeting for

education

PI 3: % of budgetary

allocation for

expanding girls’

education










Activity 8


Advocacy

meeting/workshops

organized for making

available the bills,

legislations and laws related

to Article 25-A of the

Constitution

PI 1: Number of

education officials

participated in

workshops to review

or draft bills,

legislations and laws

for the enforcement

of Article 25-A

PI 2: Number of

education officials

trained in drafting

strategies and

budgetary proposals







28

to implement the bill,

legislation and laws

related to Article 25-

A


Gender vis-a-vis budgetary

allocation issues associated

with the enforcement and

implementation of the bills,

legislations and laws

analyzed.

PI 1: Number of

education officials

trained to analyze the

budgetary allocation

issues

PI 2: A

comprehensive

report drafted by or

in consultation with

education officials

based on the analysis

of the budgetary

allocation issues








Policies, strategies and

guidelines developed to

respond to gender issues

(including gender

responsive budgeting and

SRGBV) and the

implementation of Article

25-A developed

PI 1: Number of

education officials

and civil society

representatives

attended workshops

to review existing

policies and

strategies and draft

new policies and

strategies

PI 2: A set of new

policies and

strategies drafted,

discussed and

adopted to respond

to gender issues








Incidence of school-related

gender-based violence is

better reported and

reduced through the

effective implementation of

provincial policies and

strategies at the local level

PI 1: Number of

reported SRGBV

PI 2: Number of

school having girls’

club established and

functioning

PI 3: Awareness level

of community on

GBV


school records









Activity 9

29


Policies, strategies and

guidelines on the

elimination of SRGBV

disseminated, implemented

and monitored in school

PI 1: Number of head

teachers, teacher

trainers and PTA

members attended

workshops organized

to disseminate

SRGBV related

policies and

strategies

PI 2: Number of

school where training

of teachers on GBV

and gender-friendly

schools organized

PI 3: % of school

keeping records of

SRGBV and

monitoring GBV in

the school

PI 4: % of PTAs

discussing and taking

action on reported

cases of SRGBV














School networks and girls’

club established in schools

for peer support and

mentoring

PI 1: Number of

schools converting

girls’ group into girls’

club for girls to

support each other


club affiliated with

district and/or

provincial network of

girls’ clubs working

towards putting

pressure to end

SRGBV








Advocacy messages on

elimination of GBV launched

through local media and/or

community radios

PI 1: Number of

messages developed

and disseminated

through local media

PI 2: Number of

media debates

broadcasted







Output/deliverable N°9.4: PI 1: Number of

multi-stakeholders




30

Alliance with religious

leaders, politico-religious

parties, local police and

community leaders, family

heads/fathers established

meetings organized

PI 2: Number of

issues related to girls’

education and SBGBV

resolved





School environment is felt

safe by girls and parents

PI 1: Number of

school with separate

functioning toilets for

girls and boys

PI 2: Number of

teachers trained in

peace education and

conflict management

and resolution

PI 3: Number of

community radio

broadcasting

advocacy

programmes for

eliminating GBV

PI 4: Number of

teacher training

institutions

integrating peace

education and

conflict management

and resolution in the

TE curriculum


school records












Activity 10


School sanitation,

infrastructure and

transportation facilities

improved

PI 1: Number of PTA

meetings organized

that focussed on

improving school

sanitation,

infrastructure or

transportation

facilities

PI 2: Number of

school having

improved sanitation,

infrastructure or

transportation

facilities







31


Curricula and teaching-

learning (including digital)

materials on peace

education and conflict

management and resolution

developed

PI 1: Number of

workshops organized

to review curriculum

and teaching learning

materials to integrate

peace education and

conflict resolution

PI 2: Number of

school integrating

peace education and

conflict management

and resolution in

teaching and learning

process








Teacher training on the use

of teaching-learning

materials on peace

education (PE) and conflict

management and resolution

organized (CM&R)

PI 1: Number of

teaching-training

materials and

teachers’ guide on PE

and CE&R adapted or

developed

PI 2: Number of

workshop on PE,

CM& R organized for

teachers

PI 3: Number of

teachers trained on

PE and CM&R











Guidance and counselling

(G&E) facilities established

in school for girls

PI 1: Number of PTA

discussed the issue of

G&E facilities in the

school

PI 2: Number of

school established

G&E facilities








Awareness raised among

community members and

parents on eliminating GBV

in schools through adult

literacy and NFE

programmes

PI 1: Number of

awareness GBV

raising materials

developed for

community members

and parents

PI 2: Number of

awareness

workshops organized

for community

members and







32

parents

PI 3: Number of

community members

and parents attended

awareness raising

workshops




2. APPROACH AND METHODOLOGY

2.1 Implementation

strategy

Overall Strategic Approach

The implementation of the Malala FIT programme in Baluchistan will be

guided by the three cross-cutting strategies outlined in Annex 1: Project

Description of the Framework Agreement signed by the UNESCO DG and

Pakistan State Minister of Education. The purpose is to ensure that a holistic

but targeted approach to programme intervention is taken at the

community, district and province levels which also will influence the national

level policy formulation and implementation in favour of girls’ right to

education.

Strategy 1: Ensure a multi-sectoral approach to lay a strong foundation for

girls’ education at all levels—national, provincial and community

Since girls face multiple barriers and are subject to layers of disadvantage

that manifest in various ways depending on the different junctures of their

lives, efforts to promote access to education of girls must be complemented

by interventions to reduce the risk of their economic and social exclusion

during and beyond education. A multi-sectoral approach is thus required at

all levels of the governance structure, bringing the different actors and

partners to the table, representing both education and non-education

sectors, such as health, social welfare and labour sectors, etc., to ensure an

integrated response to the challenges of improving girls’ access to and

quality of education. Therefore, the programme will attempt to clearly

identify and analyse the multi-layered barriers to girls’ education at the onset

through a situation analysis/feasibility study, especially at the

provincial/regional (local) level to ensure a multi-sectoral approach to

addressing girls’ education.

Guided by the principle of a holistic life-cycle approach to girls’ education,

interventions should also strategically target those stages in life that could

lay a strong foundation and make a lasting impact in reversing the negative

effects of discrimination against girls in education and beyond. For example,

available data continue to reveal that in many countries (and notably in

Pakistan), the highest incidence of drop-out of girls in education frequently

occurs in the early grades of primary education and during the transition

period from primary to lower secondary education. While, the high level of

drop-out in the early primary grades and the barriers to girls’ transition to

lower secondary education may have their own root causes, it is also clear

33

4 A study could be considered to learn how Qoranic schools in Pakistan are integrating ‘academic’ curriculum equivalent to the

formal schools, and how they can support the continuation of girls’ education. 5 A model to be explored is the open school provision at secondary education level in India.

that focussing interventions on these two particular stages of girls’ lives

would hold potentials in laying the foundation for improving and sustaining

access to, performance in and completion of education by girls.

Strategy 2: Explore effective use of non-formal and flexible delivery of

gender-sensitive education and training.

Given the limited government resources, schools may not always be

physically available within the village where girls are living. Even when

schools are available, with growing security concerns for girls’ and for female

teachers, especially in the remote rural areas, walking long distance to

primary or secondary schools may not be an option for many families. Due to

religious and cultural practices, families may also demand for separate

schools for girl. However, single sex schools can result in increased resource

burden on the government. The physical lack of girls’ school should not at

any circumstance become an excuse for not being able to provide for and

ensure girls’ right to continue their education.

In order to reach all girls, and especially the adolescent girls, in diverse

environments, the delivery of education and training must be innovative,

flexible and adaptable to the girls’ real life context as much as possible.

Learning and teaching materials and resources also need to be accessible,

easy to produce, revise, and reproduce in a cost-effective manner.

Alternative delivery modes of formal education4 should be made available

for those who are unable to commute to school due to various reasons, but

are able to continue their education at home by distance. Availability of

equivalency programmes, or open school provisions5, for example, could

facilitate the continuation of education by girls who had dropped out from

primary or lower secondary schools.

The use of technology (such as computers, mobile phones, etc), both basic

and advanced, should be explored fully in order to identify the best modality

and tools to reach the girls as well as teachers, who could otherwise be

learning in isolation from the wider world. The use of ICTs will be considered

both as delivery of education and as forming skills and knowledge in ICTs, so

as to increase the employability of adolescent girls after lower secondary

education.

Strategy 3: Fully engage community-level stakeholders in the promotion of

girls’ education.

Girls’ education cannot be treated in isolation from other developmental

efforts, particularly at the community level, and those related to community

empowerment and gender equality, as effects of political and religious

leaders’ influence as well as those related to inter-generational factors such

34

How is gender equality addressed in the approach?

The project is fundamentally designed and developed to address the

persisting issue of gender inequality in education. Every activity is, therefore,

focused on promoting education of girls (young and adolescent) and women,

especially belonging to hard-to-reach areas in the province. The results that

the project aims to achieve have categorically considered indicators that are

clearly gender disaggregated. Therefore, gender analysis will be an in-built

feature of the project that will ensure all its interventions to be strictly

gender responsive. The project will also ensure that due consideration will

be given to gender balance in identifying the secondary and/or indirect

beneficiaries of the project, e.g., PTA representatives, community members,

teachers, head teachers, trainers, education officials, and CSO

representatives.

Description and sequence of activities6

(Details will be provided after the needs assessment report becomes

available)

1. Project launching meeting with provincial stakeholders

A meeting of all relevant stakeholders will be organized to formally launch

the project in the province and establish the provincial project monitoring

committee (PPMC). The work plan will be shared and relevant focal points

will be identified for carrying out the activities as per the plan.

2. Organization of the first PPMC meeting to agree on the M&E process and

template.

3. Workshops of ECE teacher trainers to review early primary grade

curriculum and development of suitable training and TL materials

A provincial workshop will be organized jointly by UNESCO and the Provincial

Department of Education for 20 ECE trainers to review the curriculum and

6 In the event that it is necessary to undertake a needs assessment to complete project design and /or to be able to present a

detailed budget, use the following formula “(X) months after the start of project activities, when the situation is well assessed, a

revised log frame and more detailed budget will be submitted to the donor for approval”.

as mother’s/parents’ educational background, fathers’ and community

leaders’ awareness and support to their daughter’s education, etc., have

direct impact on the chances of making girls education a success.

Partnerships with various stakeholders, especially at the local level,

therefore, will need to be encouraged, including with civil society

organizations, religious leaders, and mass media that are particularly

successful in reaching targeted and marginalized groups, including girls and

women in remote areas.

35

the UNESCO-promoted mobile phone based training module. Proposal for

improving the curriculum, particularly to reflect gender equality perspective,

will be developed. The mobile training package will be updated specifically to

appropriate it to be gender responsive. A detailed plan of ECE training of

trainers and the training guide will be finalized. The 20 trainers will be

identified and selected using the criteria agreed by the provincial department

of education. The ToR of the trainers will be developed jointly by UNESCO

and the department.

4. Training of trainers on ECE and gender issues

A two-day training of trainers on ECE and gender issues will be organized at

the province level. There will be 20 trainers taking part in this training

programme. The ToT will be organized jointly by UNESCO and the Provincial

Department of Education.

5. ECE teachers’ workshops on mobile phone based ECE training

The 20 trainers will be organizing the two-day parallel workshops for 20 ECE

teachers each. The trainees will be followed up by their respective trainer

through the mobile phone based training module. A local implementing

partner will be selected to monitor the impact of training on classroom

practice and student learning (need to reflect on this).

6. Stakeholders’ meeting to devise the mechanism to initiate integrated

family support system in the communities and decide on criteria of

selecting the Beneficiaries

7. Organization of head teachers’ meeting to discuss:

a. the PTAs status, their availability, revitalization or formation,

agree on school level PTA formation, if needed, and the agenda

and organization of the next PTA meeting;

b. building alliance with religious and politico-religious parties;

c. formation of girls’ group/club;

d. integrating gender perspective in teaching learning;

e. potential of initiating digital library;

f. issues related to student learning outcome;

g. teacher training needs to promote gender equality and girls’

education;

h. issues related to SRGBV;

i. issues peace education and conflict management and resolution

in teaching and learning; and

j. issues related to guidance and counselling cell for girls in school

8. Selection of the implementation partners to;

a. organize PTA strengthening workshops;

b. organize parental awareness raising workshops;

c. build alliance with religious and politico-religious parties;

d. establishment of and support to girls’ groups/clubs and their

36

network at district/province level

e. implement NFBE bridging programme for school dropout girls

f. implement non formal secondary education equivalency

programme;

g. deliver flexible basic education to nomadic and street children;

h. implement parental education and family literacy programme;

i. work with private sector to implement vocational and skills

training programme for adolescent girls;

j. organize gender training to build capacities of teachers;

k. assist schools to initiate and strengthen digital library facilities

l. pre-test, analyse and implement learning assessment tools

m. build capacities of in-service and pre-service teacher training

institutions for the integration of gender responsive content and

methods in TT programmes, and the development of mobile

phone based teaching/learning resources;

n. establish community of practitioners to support female teachers

on innovative teaching for girls

o. review the content and delivery method of lower secondary

education to propose and implement more diversified content

and method thereby increasing relevance and interest of

adolescent girl learners;

p. deliver digital literacy and vocational skills training to girls

attending lower secondary schools;

q. organize gender-responsive training programmes for NFE

teachers;

r. review NFBE curriculum from the point of view of gender

sensitivity and develop supplementary materials to fill up any

observed gaps;

s. develop gender-responsive teaching/learning materials for

secondary equivalency NFE programmes;

t. develop advocacy materials and organize workshops for strong

legislative or legal support to and enforcement of the

implementation of Article 25-A;

u. organize training of educational officials to build capacity to

analyze the budgetary allocation issues and prepare a provincial

white paper proposing a more gender-responsive budgetary

allocation scheme for education;

v. organize workshops of education officials and civil society

representatives to review existing educational policies and

strategies and propose more gender-responsive policies and

strategies that would response to the issues of SRGBV and

implementation of Article 25-A;

w. organize workshops for head teachers, teacher trainers and PTA

members to disseminate SRGBV related policies and strategies

and monitor the progress at the school level in terms of training

of teachers, registration and record on SRGBV, the actions taken

by the PTA;

x. develop and launch advocacy message through local media on

GBV

y. assist schools in improving sanitation, infrastructure and

transportation facilities;

z. develop curricular materials on peace education and conflict

management and resolution and organize training of teachers on

these; and

aa. assist schools to establish guidance and counselling facilities for

37

girls.

9. Organization of quarterly meeting of the PPMC and consolidate quarterly

reports for submission to the NPCC and PSC

10. Organize the bi-yearly meeting of NPCC to review the progress

11. Organization of the PSC meeting for necessary strategic guidance and

approval.

2.2 Risk analysis and

mitigation

The level of risk to the successful implementation and delivery of results

within the specific duration of the project implementation phase of 2 years is

medium to low. The main risks anticipated are the sudden political changes

and instability in the province with the potential to hinder the timely delivery

of the project outputs. Although the political factor may be outside the

control of the project, given the strong commitment of the government to

the overall programme, other potential risk factors associated more directly

with the project's implementations are expected to be well addressed and

mitigated through the close cooperation and coordination with the Ministry

of Education, the provincial department of education and UNESCO.

2.3 Sustainability and exit

strategy

The project implementation will be overseen by a locally formed provincial

project monitoring committee (PPMC) consisting of members representing

the department of education, civil society and UNESCO. The PPMC is

accountable to the national programme coordination committee (NPCC) and

the project steering committee (PSC) at the federal and global levels

respectively. Overall the project is supported by the following structure

which is expected to ensure a strong provincial and national ownership of the

project and eventually be up scaled, in the case of Baluchistan, through the

regular education budget of the project.

• Programme Steering Committee

• Programme management mechanism at national level

• Project teams at provincial and federal area levels.

• Project team within UNESCO Islamabad

• Programme monitoring and evaluation mechanism

The province is a recipient of the GPE fund to implement its education sector

plan which will be well informed by the project’s good practices. The project

activities will complement the implementation of the provincial education

sector plan, particularly in promoting girls’ education. There will be strategic

recommendations on how the project activities can be integrated in the

education sector plan and continued through the GPE fund.

3. PROJECT MANAGEMENT AND IMPLEMENTATION

• Who will be carrying out the different project activities? (Outline the project implementation and

management arrangements including a clear description of the roles and responsibilities of UNESCO and

each of the partners).

38

The project activities will be jointly carried out by UNESCO and the provincial counterparts, but under the

overall management of UNESCO Islamabad. UNESCO HQ and Bangkok Office will provide technical and

administrative backstopping throughout the implementation phase. The Federal Ministry of Education and

Baluchistan Department of Education will be the main counterparts of UNESCO and will be responsible for

coordinating the plans and delivery of the project activities. UNESCO will enter into implementation

partnership agreement or service contracts with appropriate NGOs, training institutions and/or individual

consultants to deliver specific activities of the project.

4. MONITORING, EVALUATION, LESSON LEARNING

4.1 How will the performance of the project be monitored and evaluated?78

The implementation of the project will be overseen by the programme steering

committee (PSC), national programme coordination committee (NPCC) and the

provincial programme monitoring committee (PPMC). The PPMC will ensure

quarterly review and monitoring of the progress against each of the indicators,

baselines and targets that are clearly defined in the results matrix. There will

be an independent evaluation of the project towards the end of its

implementation.

4.2 How will you involve beneficiaries and other stakeholders in monitoring and

evaluation?

The PPMC will be represented by the provincial department of education, local

religious leader, schools from the project site, girls’ club/network, PTAs, local

civil society organizations and UNESCO. The PPMC with support from UNESCO

field coordinator prepares the quarterly progress report by collecting the

indicator specific data. The PPMC will collect reports of each project activity,

progress data collected and collated by UNESCO, engage itself in direct

interactions with the beneficiaries, schools, institutions and relevant

stakeholders to prepare case studies and stories of good practices along with

any challenges and issues facing the implementation. There will be quarterly

review meeting organized to share the progress, issues and challenges and

provide feedback to the implementing partners, training institutions and/or

consultants, all of which will lead to the development of specific action points

to address the issues and challenges.

7 Monitoring, reporting and evaluation processes and tools should be designed to capture information on activities,

outputs/deliverables and expected results. At the output/deliverable and expected results levels adequate provisions for data

collection should be made covering all performance indicators (with associated quantitative and/or qualitative targets), starting

with a baseline for each performance indicator. Information on key performance indicators should be collected periodically in order

to track progress towards project implementation, output/deliverable delivery and achievement of the expected results. Please

refer to a) the monitoring and reporting guidelines and b) the Guidance Note on Evaluation of 07.11.12

8 If appropriate, indicate the specific reporting requirements established by the donor and consistent with the provisions in the

funding agreement.

39

5. VISIBILITY

5.1 The communication and media strategy of the project will guide the project’s

visibility initiatives. Fundamentally, the project will ensure a systematic

documentation of the implementation process and the progress made through

print and electronic media. Every important activity and action will be captured

in photographs and video clips, which will feed footage to video documentaries

of the project and promote the visibility of the project. The progress reports

and key project events accompanied by success stories and/or case studies

captured in prints, photographs or electronic media will be made available for

public consumption through UNESCO’s website and through local media. All

publications and documents produced during the project implementation will

also bear the logos of the government and UNESCO as a way to highlight the

joint initiative/collaboration.

Annex A: Project Logical framework (Logframe) – If required by the Donor

Annex B: Work plan

Annex C: Budget (by UNESCO Budget Line or by Activity)

40

Workplan

SN Activity Year 1 Year 2

1 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2

3

4

5

6

7

8

9

10

11

41

Annex 5: Proposed project budget for one province/area

Category of expenses Year 1 Year 2 Total

10 - Personnel costs, consultants and missions 57898 37508 95406

International & National Staff 30170 2730 32900

Temporary Staff 15000 15000 30000

10' - Staff Mission Costs 5128 5128 10256

11 - Consultants 3850 10900 14750

National Professionals 1250 1250 2500

Delegates & External Individuals Missions 1250 1250 2500

11 - Other Contracts 1250 1250 2500

20 - Contracted Services 277750 277750 555500

Contracted Research 2500 2500 5000

Contracted seminars and meetings 2000 2000 4000

Contracted document production 1250 1250 2500

Subcontracts 135000 135000 270000

Implementation Partners Agreements (IPAs) 135000 135000 270000

Security costs 2000 2000 4000

30 - External Training and Grants 3750 3750 7500

Grants and Fellowships 1875 1875 3750

External Training and Seminars 1875 1875 3750

40 - Equipment and Maintenance 9102 8698 17800

42

Equipment 2250 2250 4500

Leases 4276 4024 8300

Maintenance & Repairs 2576 2424 5000

50 - Other Expenses 18691 17809 36500

Publications 1250 1250 2500

UN Joint activities (security costs) 4585 4315 8900

Conferences & Meetings 1250 1250 2500

Programme activities 1250 1250 2500

Communications 2112 1988 4100

Utilities 1443 1357 2800

Other supplies 6492 6108 12600

Finance Costs 309 291 600

SubTotal - direct costs 367191 345515 712706

80 - Support costs 33047 31096 64144

TOTAL 400238 376611 776850

43

Annex 6. Monitoring framework and results matrix

Main expected outputs expressed by targets per

each expected result

Theme

Braod

programme

outcomes

Programme

Component

Expected

results Indicator Baseline MoV

2016

Target

Issues/

challenges Needs

Expand

access

Outcome 1 :

Education

opportunities

expanded for

girls and

women

through

provisions of

formal and

non-formal

education

and increased

public

awareness

and

behavioural

change

towards girls

and women’s

education

Component 1.

Support

through

strengthening

of formal

education

delivery

1.1.1 Girls are

better prepared

and supported

to access

primary

education and

transition and

complete

secondary

education

% of girls' (boys') enrolment in

ECE/pre-primary programmes

% of girls' enrolment in primary

education

% of girls' rate of transition from

primary to lower secondary

education

% of girls completing lower

secondary education

1.1.2

Community

stakeholders

are fully

engaged in the

promotion of

girls

# of functional PTAs

Level of awareness on the

importance of girls' education (may

be determined during stakeholder

consultation)

# of girls' groups formed that are

engaged in activities

Component 2.

Support

through

strengthening

NFE delivery

1.2.1

Adolescent girls

are accessing

diverse and

flexible basic

education

opportunities

(primary and

lower

secondary)

% of adolescent girls' enrolment in

NFBE

# of girls participating in NFE EP for

secondary education

# of girls transitioning to formal

secondary education from NFE

programmes

# of adolescent girls enrolled in

vocational training programmes

(including private sector)

Improve

quality

Outcome 2:

Institutional

Component 1.

Support

2.1.1 Girls’

performance in

# of female teachers trained for

primary education

44

capacity for

gender-

responsive

equitable

educational

service

delivery

improved at

all levels,

including the

use innovative

technology

through

strengthening

of formal

education

delivery

primary and

lower

secondary

education are

improved

# of female teachers trained for

lower secondary education

% of female enrolment in teacher

training institutions

2.1.2 Teachers

are applying

gender-

sensitive/respo

nsive teaching

methodologies

and materials

# of teacher training institutes

integrateing gender training in their

programme in the project areas

# of teacher educators trained in

gender mainstreaming

2.1.3

Employability/E

ntrepreneurshi

p of adolescent

girls after lower

secondary

education is

enhanced

% girls enrolled in vocational training

programmes

% school to work transition rate for

adolescent girls

# of teachers trained in gender-

responsive vocational training at

lower secondary level

Component 2.

Support

through

strengthening

NFE delivery

2.2.1 Non-

formal basic

education

programmes

for girls are

gender

sensitive and

responsive

# of NFE teachers trained in gender

mainstreaming and gender-

responsive teaching

Strength

en policy

impleme

ntation

Outcome 3: :

Policy

environment,

legislation,

budgetary

allocation and

accountability

mechanisms

strengthened

in support of

equitable

Component 3:

Support

through

policy-level

changes

3.1 National

Capacity to

improve

educational

policy

environment

and budgetary

allocation

enhanced in

support of

gender equality

# of education department officers

trained in gender-responsive

budgeting

# of education offices adopted and

institutionalized gender-responsive

budgeting for education

% budgetary allocation for

expanding girls' education

45

access to

quality basic

education and

ensuring safe

learning

environment

for girls and

women

in education

3.2 Incidence of

school-related

gender-based

violence is

better reported

and reduced

through the

effective

implementation

of

national/provin

cial policies and

strategies at

local levels.

# of reported SRGBV

# of school with girls' club

established and functioning

Awareness level of commununity on

GBV (qualitative)

3.3 Girls and

parents feel

that school

environment is

safe and secure

# of schools with separate

functioning toilets for girls and boys

# of teachers trained in peace

education and conflict management

and resolution

# of community radios braodcasting

advocacy programmes for

eliminating GBV

# teacher training institutions

integrating peace education and

conflict management and resolution

in the TE curriculum

46

Annex 7. Operational plan matrix

Operational Plan Matrix for Malala Fund

Component 1: Support through the formal education sector

Outcome 1.1: Improving access

Expected results Activities Provincial priority Indicators Baseline Target

1.1 : Girls are better

prepared and

supported to access

primary education and

transitioning to

secondary education

1.1.1. ECCE and gender training for pre-

service and in-service teachers

(build/adapt mobile ECCE teacher

training course)

1.1.1

1.1.2. Early primary grade curriculum

review and development of

teaching/learning materials

development

1.1.2

1.1.3. Establishment of regular

monitoring and tracking system on girls’

enrolment and transitions to lower

secondary education.

1.1.4. Delivery of basic education to

nomadic children.

1.1.5. Integrated family support system

with financial and material support (e.g.

take-home food ration, school meals e

tc) to facilitate the timely access and

retention in primary schools of girls.

1.2 :Community

stakeholders are fully

engaged in the


education

1.2.1. Community-based school

management and activation of PTAs.

1.2.2. Awareness raising through

gender-sensitive literacy and NFE

programmes for parents (esp fathers)

and community-members.

47

1.2.2. Alliance with religious leaders and

politico-religious parties to increase

support to girls’ education

1.2.2. Girl-group activities.

1.3 Community

stakeholders are fully

engaged in the


education

1.3.1. Community-based school

management and activation of PTAs

1.3.2. Awareness raising through

gender-sensitive literacy and NFE

programmes for parents (esp fathers)

and community-members;

1.3.3. Alliance with religious leaders and

politico-religious parties to increase

support to girls’ education

1.3.4. Girl-group activities, etc.

Outcome 1.2: Improving quality

Expected results Activities Provincial

priority

Indicators Baseline Targ

et

1.2.1 Girls’ performance in

primary and lower secondary

education are improved.

1.2.1.1 Development of locally relevant gender-

sensitive reading/learning materials.

1.2.1.2 Digital library of learning materials for

primary and secondary students.

1.2.1.3. Development of locally and culturally

relevant and gender-sensitive assessment of

learning outcomes.

1.2.2. Teachers are applying

gender-sensitive/responsive

teaching methodologies and

materials.

1.2.2.1. Institutional capacity development in

integrating gender training in pre-service and in-

service teacher training at the teacher training

institutes.

48

1.2.2.2. Digital resource library including use of

mobile phone based learning resources on

gender-responsive teaching/learning materials

for teachers

1.2.2.3. Community of practice on innovative

teaching for girls to support female teachers

1.2.3.

Employability/Entrepreneurship

of adolescent girls after lower

secondary education is

enhanced

2.3.1. Diversified content and delivery mode of

(lower secondary) education to increase

relevance and interest for adolescent girls

2.3.2. Introduction of vocational subjects into

lower secondary education for girls

2.3.3. Digital literacy/vocational training for girls

in lower secondary schools

Component 2: Support through non-formal education

Outcome 2.1: Improving access

Expected results Activities Provincial

priority

Indicators Baseline Targ

et

2.1.1 Adolescent girls are

accessing diverse and flexible

basic education opportunities

(primary and lower secondary).

2.1.1.1 Non-formal basic education bridging

programme for early grade girl drop-outs.

3.1.1.

2.1.1.2 Non-formal equivalency secondary

education programme and home-based schooling

for out-of-schools adolescent girls (e.g. “School-

in-a-mobile phone”).

2.1.1.3 Delivery of basic education to nomadic

and street children (particularly important for

FATA)

2.1.1.4 Parental education/family literacy

through NFE/CLCs on the importance of girls’

education

2.1.1.5. Local business engagement for

vocational training in NFE/EP for adolescent girls

49

Outcome 2.2: Improving quality

2.2.1 Non-formal basic

education programmes for girls

are gender responsive.

2.2.1.1 Training of non-formal basic education

teachers.

2.2.1.2 Review of curriculum for non-formal

basic education programmes to ensure gender

sensitivity.

2.2.1.3 Development of gender sensitive

learning/teaching materials for secondary

equivalency programmes

Component 3: Suport through policy implementation

Outcome 3.1: Policy implementation support

3.1.1 National Capacity to

improve educational policy

environment and budgetary

allocation enhanced in support

of gender equality in education

3.1.1.1 Advocacy for making available the bills,

legislations and laws related to Article 25-A on

free and compulsory education for all children of

age 5-16 years.

3.1.1.2 Analysis of gender vis-a-vis budgetary

allocation issues associated with the enforcement

and implementation of bills, legislations and laws

related to Article 25-A.

3.1.1.3 Development of policies, strategies and

guidelines to respond to gender-specific

(including gender responsive budgeting and

school-related gender based violence) issues

related to the implementation of Article 25 A.

3.1.1.4. Advocacy for increasing education

budget specifically to promote girls’ access to

education.

3.1.2 Incidence of school-related

gender-based violence is better

reported and reduced through

the effective implementation of

3.1.2.1 Dissemination, implementation and

monitoring of national and local policies,

strategies and guidelines on the elimination of

school-related gender-based violence in school

50

national/provincial policies and

strategies at local levels. 3.1.2.2 Reporting and monitoring system on

incidence of GBV in schools

3.1.2.3 Teacher training on GBV and gender-

friendly schools

3.1.3.4 Creation of school networks and girls club

in schools for peer support and mentoring

3.1.2.5 Advocacy for the elimination of GBV

through the local media/community radios

3.1.2.6. Alliance with religious leaders, politico-

religious parties, local police and community

leaders, family heads/fathers.

3.1.3 Girls and parents feel that

school environment is safe and

secure.

3.1.3.1 Improvements in school (sanitation)

infrastructure and transportation

3.1.3.2 Development of curricula and teaching-

learning (including digital) materials on peace

education and conflict management and

resolution

3.1.3.3 Teacher training on the use of teaching-

learning materials on peace education and

conflict management and resolution

3.1.3.4 Establishment of guidance and

counselling facility in schools for girls

3.1.3.5 School networking and girls clubs in

schools

3.1.3.6. Awareness-raising of community

members and parents on eliminating GBV in

schools through adult literacy and NFE

programmess.

Final report September 2014 (Linkedin)

Documents

Transcript of Final report September 2014 (Linkedin)