Islamic Republic Of...

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Islamic Republic Of Afghanistan

Ministry Of Education (MoE)

Education Quality Improvement Program

(EQUIP)

EQUIP Semi-Annual Narrative Report

January to June 2016

Prepared By: EQUIP

Submitted to: World Bank

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Table of Contents

Abbreviations and Acronyms ........................................................................................................................ v

Glossary ...................................................................................................................................................... viii

EXECUTIVE SUMMARY ................................................................................................................................ 10

TEACHER EDUCATION ................................................................................................................................. 14

1. In-Service program .......................................................................................................................... 14

2. TTC Gender and Quality Grant ........................................................................................................ 15

3. Regional Allowance ......................................................................................................................... 16

4. Book Development and Delivery .................................................................................................... 16

INFRASTRUCTURE SERVICES ....................................................................................................................... 17

1. Core Activities of ISD during January 1-June 30, 2016 .................................................................... 17

2. Key Achievements (Core Activities): ............................................................................................... 17

3. Progress of EQUIP Supported Projects ........................................................................................... 17

4. Progress of New CC& NCB till June, 30, 2016 ................................................................................. 18

5. Detailed Progress by Major Activities Planned for the Reporting Period ....................................... 18

5.1 Activity 1: Environment Management Unit (EMU)/Safety Management Unit (SMU) ............ 18

5.1.1 Monitoring of Ongoing Projects .......................................................................................... 19

5.2 Activity 2: Design Department ................................................................................................ 20

5.2.1 Undertaken Cost Estimation by Design Department: ......................................................... 20

5.2.2 Undertaken Estimation ....................................................................................................... 20

5.3 Activity 3: Third Party Monitoring by MSI ............................................................................... 21

5.4 Activity 4: Updates on M&E .................................................................................................... 21

5.5 Activity 5: Updates on Database ............................................................................................. 21

6. Challenges ........................................................................................................................................... 22

7. Future Plans/Strategies (for next six months) ............................................................................... 22

8. Recommendations ............................................................................................................................. 22

9. Success Stories: .................................................................................................................................. 22

SOCIAL MOBILIZATION ................................................................................................................................ 23

1. Introduction: ................................................................................................................................... 23

Progress....................................................................................................................................................... 23

2. Social Awareness and Mobilization ................................................................................................ 23

3. Community Contribution: ............................................................................................................... 24

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4. Conflicts Resolution: ....................................................................................................................... 24

5. Quality Enhancement Grant (QEG): ................................................................................................ 25

6. Citizen Charter National Priority Program (CCNPP): ....................................................................... 26

7. Golden Village (GV): ........................................................................................................................ 27

8. Weekly Iron and Folic Acid Supplementation Program for Adolescent Girls (WIFS): ..................... 27

9. New York University (NYU): ............................................................................................................ 28

10. Conference: ................................................................................................................................. 28

11. Future Plans: ............................................................................................................................... 29

12. Challenges: .................................................................................................................................. 29

13. Recommendations: ..................................................................................................................... 29

GENDER ....................................................................................................................................................... 30

1. Research Study: - School Dropout Study ........................................................................................ 30

1.1 Progress – [January -June 2016]: ............................................................................................ 30

2. Capacity Building: ............................................................................................................................ 30

2.1 Management Internship Program (MIP) Progress-[July-December 2015]: ............................ 30

3. Gender Training .............................................................................................................................. 38

3.1 Updates from first quarter, 2015 ............................................................................................ 38

3.1.1 Progress: [January - June 2016] .......................................................................................... 38

4. Achievements .................................................................................................................................. 40

4.1 Challenges ................................................................................................................................... 40

LEARNING ASSESSMENT ............................................................................................................................. 41

1. MONITORING TRENDS IN EDUCATIONAL GROWTH (MTEG)/LEARNING ASSESSMENT UNIT (LAU)

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2. KEY OBJECTIVES: ............................................................................................................................. 41

3. TASKS/ACTIVITIES ACCOMPLISHED DURING THE REPORTING PERIOD: ......................................... 41

4. MAIN SURVEY OF GRADES ¾: ......................................................................................................... 41

5. LINK STUDY OF GRADES 3&6: ......................................................................................................... 42

6. OTHER ACTIVITIES CARRIED OUT BY THE LA TEAM DURING THE REPORTING PERIOD: ................. 43

7. CHALLENGES ................................................................................................................................... 44

8. RECOMMENDATION ....................................................................................................................... 44

EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) ..................................................................... 45

1. Core Activities ................................................................................................................................. 45

2. Sub-Activities .................................................................................................................................. 45

3. Progress of System Development Unit ........................................................................................... 49

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3.1 Provincial Connectivity ............................................................................................................ 49

3.2 Preparing Five Year Strategic Plan .......................................................................................... 49

3.3 Information Systems Development ........................................................................................ 49

4. Progress of Statistical Data Analysis and GIS Unit .......................................................................... 50

4.1 Statistical Unit ......................................................................................................................... 50

4.2 GIS Unit ................................................................................................................................... 51

5. Progress of Monitoring and Reporting Unit .................................................................................... 51

5.1 Institutional Analysis and Development ................................................................................. 51

5.2 Monitoring and Reporting ...................................................................................................... 52

6. Capacity Building ............................................................................................................................. 53

7. Key Achievements ........................................................................................................................... 53

7.1 Outcome/output ..................................................................................................................... 53

The following are the main outcomes: ....................................................................................................... 53

8. Challenges ....................................................................................................................................... 54

9. Recommendations .......................................................................................................................... 54

1. Future Plan/Activities ...................................................................................................................... 55

Table 5.1: Future Planned Activities ........................................................................................................... 55

INTERNAL AUDIT ......................................................................................................................................... 58

1. Internal audit key objectives and core activities: ........................................................................... 58

2. Activities Planned for the Period [January-June, 2016] .................................................................. 58

3. Tasks/Activities Completed for the Period [January-June, 2016] ................................................... 58

4. Plan for the Next Six Months [Period Jul - Dec 2016] ..................................................................... 60

5. Challenges/Risks ............................................................................................................................. 60

6. Recommendations .......................................................................................................................... 60

Communication & Public Awareness .......................................................................................................... 61

Key Achievements ................................................................................................................................... 61

1.1. Printing and Publishing ............................................................................................................... 61

1.2. Public Education .......................................................................................................................... 61

1.3. Public Awareness ........................................................................................................................ 61

1.4. Future Plans ................................................................................................................................ 61

Provincial Field Visits:.............................................................................................................................. 62

EQUIP II EVALUATION ................................................................................................................................. 64

Accomplished Activities from January- June, 2016: ............................................................................... 64

R&EU’s Future Plans: .............................................................................................................................. 67

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Challenges: .............................................................................................................................................. 67

Recommendations: ................................................................................................................................. 68

ANNEXES: .................................................................................................................................................... 69

Annex#1: Data Verification by Academic Supervision ............................................................................ 69

1.1 Annex A: School (GE) ................................................................................................................... 69

1.2 Annex B: Students (GE) ............................................................................................................... 69

1.3 Annex C: Teachers (GE) ............................................................................................................... 70

1.4 Annex D: Data Verification by Third Party (ARTS) ....................................................................... 70

Annex #2: List of Schools for Data Verification (EMIS)– 1395/2016 ....................................................... 71

Annex A: A detailed breakdown of community contribution (Jan- June), 2016 of 33 provinces: .............. 72

Annex B: A detailed breakdown of tree plantation in spring of 2016, for 32 provinces: ........................... 75

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Abbreviations and Acronyms

ACBAR Agency Coordinating Body for Afghan Relief and Development ACER Australian Council for Educational Research ARTF Afghanistan Reconstruction Trust Fund ASP Application Service Provider ASDP Afghanistan Skills Development Program AWDP Afghanistan Workforce Development Program B27 Commitment Obligation Form BCL Basic Competencies for Learning BoQ Bill of Quantity BPET Budget Preparation and Expenditure Tracking BPM Business Process Mapping CBE Community Based Education CC Community Contracts CCDC Cluster Community Development Council CDC Community Development Council CLA Citizen Led Assessment CMIS Construction Management Information System CCNA Cisco Certified Network Associate CCNPP Citizen Charter National Priority Program CV Curriculum Vitae DED District Education Directorate DM-TVET Deputy Ministry-Technical and Vocational Education and Training DoPE Directorate of Planning and Evaluation DSA Daily Subsistence Allowance DSM&S Directorate of Social Mobilization &Shuras DT3 District Teacher Training Team DTC District Teaching College EFA Education for All EGR Early Grade Reading EGRA Early Grade Reading Assessment EJSR Education Joint Sector Review EMIS Education Management Information System EMU Environment Management Unit EQUIP Education Quality Improvement Program ESPA Education Support Program for Afghanistan ESS Environment & Social Safeguard ESSAF Environmental and Social Screening Assessment Framework RFQ Request for Quotation FY Fiscal Year GIS Geographical Information System GPE Global Partnership for Education GPS Global Positioning System GSP Girls’ Scholarship Program GU Gender Unit GV Golden Village HR Human Resources HRMIS Human Resources Management Information System HRMU Human Resource Management Unit

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IA Internal Audit ICT Information Communication Technology IFA Iron and Folic Acid INSET In-service Education for Teachers ISD Infrastructure Service Directorate LAU Learning Assessment Unit LA Learning Assessment MAIL Ministry of Agriculture, Irrigation and Livestock M&E Monitoring & Evaluation M&R Monitoring & Reporting MIP Management Internship Program MIS Management Information System MoE Ministry of Education MoF Ministry of Finance MoPH Ministry of Public Health MoWA Ministry of Women Affairs MP Member of Parliament MSI Management System International MoU Memorandum of Understanding MRRD Ministry of Rural & Rehabilitation Development NCB National Competitive Bidding NESP National Education Strategic Plan NGO Non-governmental Organization NNS National Nutrient Survey NoL No Objection Letter NSP National Solidarity Program NTC National Technical Committee NYU New York University OSDR Organization for Sustainable Development & Research PAE Public Awareness Event PCS Project Coding Sheet PED Provincial Education Directorate PMO Provincial Monitoring Officer PPE Personal Protective Equipment QEG Quality Enhancement Grant RBM Result Based Management RFP Request for Proposal R&EU Research and Evaluation Unit RWA Respectful Workplace Advisory SES Socio Economic Status SIP School Improvement Plan SMS School Management Shura SMU Safety Management Unit SRS Software Requirement Specifications TA Technical Assistant TDC Teacher Development Centre TED Teacher Education Directorate TNA Training Needs Assessment ToR Terms of Reference TPR Third Party Review TTC Teacher Training College

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UNICEF United Nations International Children's Emergency Fund USAID United States Agency for International Development WADAN The Welfare Association for the Development of Afghanistan WIFS Weekly Iron & Folic Acid Supplementation

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Glossary

EQUIP Coordination Unit: This unit is responsible for activities covering multiple coordinating and liaising functions including facilitating and leading new developments, daily support and troubleshooting for on-going projects

Teacher Education General Directorate (TED): The Teacher Education General Directorate of the Ministry of Education (MoE) is responsible for setting up infrastructure for pre- and in-service teacher education and for planning, delivering and monitoring teacher education throughout the country.

Infrastructure Services Department (ISD): The Infrastructure Services Department of the Ministry of Education (MoE) has been responsible for implementing the construction component of EQUIP for improving and increasing access to quality education for all.

Directorate of Social Mobilization & Shuras (DSM&S):The Social Mobilization & Shuras Directorate is responsible for facilitating the process of community participation through the establishment and formation of School Management Shuras (SMSs) in each school. These SMSs, representing the communities, go through the participatory process of identifying and prioritizing educational and facility needs in the schools, and plan for the solutions with consensus in form of School Improvement Plan (SIP).

Education Management Information System (EMIS): The Education Management Information System (EMIS) of the Ministry of Education is responsible to enable the Ministry to meet its information needs for decision-making, accountability, and organizational learning. EMIS aims to provide information for strategic planning and to produce regular and specialized reports, and to this effect, has developed data management modules and enhanced human capacity.

Learning Assessment Unit (LAU): The LAU was established in January 2013 to monitor the education development through assessment of learning achievements of school children in Afghanistan. The objective of this program is to establish valid, reliable and continuously updated data on the quality of learning, and the education system as a whole.

Gender Unit (GU): This unit is responsible for doing the analytical work in order to address the gender gaps within the education sector. Establishment of a Gender Unit within EQUIP aims at supporting and facilitating means and methods for maximization of the opportunities for female participation in various levels of education sectors.

Environmental and Social Safeguard (ESS) Unit: The EQUIP Environmental and Social Safeguard (ESS), integrated in school construction and social mobilization is aimed for improving quality of education in Afghanistan by supporting implementation of the Environmental and Social Screening Framework (ESSAF). Assurance of safety to construction staff and labor, mitigation and protection measures to project sites open to environmental and safety hazards, facilitation of safe drinking water, health and hygiene arrangements/facilities in schools are some of the essential components.

Internal Audit Department (IA): Internal Audit Department is an independent, objective assurance and consulting activity designed to add value and improve MoE’s operations. It assists the MoE in accomplishing its objectives by bringing a systematic, disciplined approach to evaluate and improve the effectiveness of risk management, internal controls, and governance processes.

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Communication Unit and the Public Awareness Unit: EQUIP Communication Unit is responsible to provide updates and in-depth stories by publishing EQUIP Newsletter, every two-months. Public awareness activities including development of variety of materials for a public education campaign, preparation of scripts for radio and TV spots and dramas, preparations of newspaper articles, editorials, and talking-points for media-round tables and standard speeches for awareness gatherings. Human Resources Management Unit (HRMU): is the sole unit for human resources management related activities of the development projects of the Ministry of Education (MoE). Similarly, HRMU is created to exclusively provide HR services to development projects implemented by MoE. It not only involves the recruitment of staff but it also covers other functions such as Performance appraisal, grievance handling, capacity-building and employee relations.

EXECUTIVE SUMMARY

The World Bank supported Education Quality Improvement Program (EQUIP) of the Ministry of Education of the Islamic Republic of Afghanistan was initiated for four years in 2004. The second four-year phase (EQUIP II) was from 2008 and ended in August, 2012 but was extended through August, 2015. An extension grant of over 250 million USD as additional financing, covering the extension, was approved by the Afghanistan Reconstruction Trust Fund (ARTF) and the World Bank. Further, in August 2015, the project was restructured and the closing date is extended from August 15, 2015 to December 31, 2016. The restructuring comprised: (i) a revision of the project key performance indicators to be more specific and to include most up to date data and information, and (ii) adjustments to project activities in order to reflect only those that could reasonably be completed by the new proposed closing date. EQUIP activities and achievements during the first half of 2016

TED: During the first half of 2016, TED finalized the training materials for Training of INSET-VI for school

teachers and conducted the first layer of the cascade. During this layer 120 core trainers received training in four sessions. In the second layer of the cascade around 1,800 TTC lecturers will be trained by Core trainers who received training in the first layer. The training was facilitated by provincial monitoring officers who have already received orientation training. The training mainly focused on the importance and process of self–reflection and reflective tools on planning and assessing the curriculum which is taught in schools, instructional competence, assessing and reflecting on classroom communication, self -assessment of questioning strategies, assessment of students learning and providing feedback to them, and students’ self-assessment and meta-cognition skills. TED provides Gender and Quality Grants with the aim of strengthening quality of the TTCs in terms of improving the learning environment as well as enhancing the participation of female students. During the reporting period, Quality Grants have been transferred to 48 TTCs and 190 TDCs in 34 provinces in. The Gender Grants were received by 42 TTCs and 139 TDCs in 34 provinces in May and June, of 2016. During the reporting period, TED also provided monthly allowance to lecturers who work in TTCs that are located in insecure and remote areas. These lecturers receive an allowance of 10,000 Afghanis per month in addition to their salary so they can cover extra transportation or security costs and/or to provide them an incentive to continue teaching in difficult conditions. A total of 1,160 faculty members in 22 provinces benefitted from the regional allowance during the reporting period. During the period, a book of Research Methods in Social science has been compiled in both national languages that can be used as part of teaching materials in TTCs but also as additional resource material. The work of printing of resource book and annual work book INSET-6 is also finalized and these books will soon be distributed to the participants in upcoming In- Service teacher training program.

ISD: From January to June 2016, ISD has finalized the technical documents for the 110 stopped CC projects,

166 additional stopped CC projects, and technical documents for 524 incomplete CC Projects, tested the CMIS system at provincial level and recruited 38 Engineers. In this reporting period out of the total 1,347 CC Projects planned under EQUIP I & II, 762 projects have been completed by ISD. The partially completed projects are 525, while 35 are ongoing and 25 projects are not yet started. Similarly, Out of the total 305 NCB projects planned under EQUIP I & II, 247 projects have been completed by ISD, 1 is still ongoing, 1 is problematic and 25 projects are not yet started while about 31 projects are terminated due to issues in land acquisition & insecurity, incapability of contractors, delay in construction by the contractors and because of relocation of projects by PED.

ISD had also planned new CC & NCB Projects in the additional financing period. As per the records, out of the total of 124 CC Projects planned, 89 are completed, 18 are still ongoing and 3 are not yet started due to the budget not transferred to Shuras yet. In addition, 14 projects are stopped due to insecurity, social problems and lack of budget. Similarly, out of the total of 1,561 NCB Projects planned, 381 are completed, 374 are still ongoing and 192 are not yet started due to land, social and change of material problems. Further, 122 projects are stopped due to amendment and insecurity issues, 1 is demolished and 41 are terminated. In addition to that, out of the total remaining 450, 41 (terminated projects) are under re-design phase, 4 are dropped and 405 are under procurement process.

DSM&S: During the reporting period, 142 SMSs (96 elective 46 selective) were established and 136 SIPs were

developed - reaching to 14,826 SMSs and 14,574 SIPs in total. During this period, an evaluation exercise was initiated by DSM&S to check the functionality of SMSs. 13,651 SMSs were evaluated and categorized into four levels; 7,337 SMSs (active Shuras) were found managing the schools effectively as per their ToR; 4,517 SMSs as semi-active, 144 SMSs as weak and 350 SMSs as inactive. In addition, the social guidance and mobilization provided by DSM&S resulted in increased participation in education and ownership of education development process .The feeling of ownership and the participation in education was also expressed and an amount of 4,008,995 USD has been contributed to education in this reporting period in the form of Land, classrooms, cash, equipment, library, laboratory books, computers, chairs, tables, rooms, construction, repairing doors & windows, etc. The community also contributed in helping the schools purchase 191,906.00 trees (approximated cost = 151,674.98 USD, this figure is included in above mentioned figure), planted in 1,931,890.00 meter square area. Conflict resolution is another key activity for the DSM&S – during the first half of 2016, 92 conflicts have been resolved through SMSs formed by DSM&S in 34 provinces, usually between students, teachers, students and teachers. DSM&S, General Education of the MoE and UNICEF in coordination with MoPH and Parwan Province Governor inaugurated the WIFS program in Parwan Province in early 2016. In this reporting period, DSM&S has actively taken part in raising awareness about the importance of IFA tablets and supervised the distribution of IFA tablets in all girl schools in Kabul city, Khost and part of Parwan province. The New York University currently working on a research called “effectiveness of CBEs” in 6 Provinces including Bamyan, Daikundi, Ghor, Hirat, Kapisa and Parwan), has shown its interest in supporting MoE in improving the capacity of its staff. In this reporting period, DSM&S participated in approximately 20 meetings with NYU, in which DSM&S was fully introduced and various point of views have been exchanged about the mechanism of how to build the capacity of DSM&S staff and of SMSs. During this period, a conference is launched on the 6th of January under the name of “Appreciation and Motivation of Schools” and was inaugurated by H.E Dr. Asadullah Hanif Balkhi, the Education Minister. Many education stakeholders, parliamentarians and MoE authorities including Deputy Ministers & Directors and SMS members from Kabul city and Kabul province had participated in this immense event. The Minister and other personalities presented their speeches and focused on community participation & contribution in education.

Gender: Gender Unit of EQUIP focused on analytical work in order to address the gender gaps within the

education sector. A School dropout study is conducted in 8 provinces where 4,200 interviews in upper primary and middle grades (6th to 9thgrade) have been completed. In addition, the Unit’s second study “Women Participation in School Management Shuras (SMSs)”has been published in MoE’s official website. The second round has been designed in 5 major urban centers.

The Management Internship Program (MIP) is completed its 12 month project. His Excellency the Minister of Education has approved to facilitate 8 of the interns to be recruited into the Taashkil positions. Three of the interns have already found jobs in other donors’ programs and four of the remaining interns’ contracts would be extended for further 4 months with the Program.

The unit has also completed the preparation for the gender trainings in 8 provinces. A successful pilot (4 days training) has been implemented in Kabul for 32 EQUIP officers. The purpose of these trainings was to carry out gender awareness, build the capacity of the provincial staff and mainstream gender into education system to uplift the women participation in the education sector.

LA: Test administration refresher training for Main Survey of grades 3/4 and Link study 3/6 were conducted

for the test administrators .The Grade 3 Main survey was conducted in the remaining 13 provinces. In total 5,370 students were assessed from 179 sampled schools in target areas. For linking the grades 6 and 3, the link study 3/6 was also carried and in total 1,200 (600 Girls and 600 boys) students were assessed from grade 4 and 5 on tablet and paper booklets for reading and mathematics. Data in tablets regarding students’ responses of Main Survey grades ¾ and Link study 3/6 were also uploaded to ACER server online database. The student tracking data, section sampling data, student sampling data, SES response, and school coordinator questionnaires relevant data were entered in KeyQuest database and also submitted to ACER. Skype based training in coordination and collaboration of ACER for the LA Team was organized in the following areas:

o Coder training for the marking of constructed responses o School coordinators questionnaires data entry o Booklets and coding relevant data entry o Internal Workshop and Group Discussion for Data entry quality assurance.

The Preliminary Report of grade 3 assessment is prepared by ACER and LA team and a copy of the report is also shared with the World Bank colleagues. The Basic competencies of learning (BCL) are revised and now available in three languages (Dari, Pashto, and English) while the coding and data entry of constructed items response is in process and it will be completed by the end of July, 2016.

EMIS: During the reporting period (Jan – June 2016), EMIS directorate within the Ministry of Education has

carried out several core activities such as: EMIS data collection, cleaning & entry for 1395, GIS data cleaning & school mapping, follow up on provincial connectivity with ICT department, development, installation and training of information systems, monitoring & reporting work progress of MoE programs & projects and providing full skill capacity building programs in terms of data collection, system development, usage, maintenance of information systems, monitoring and reporting at national and sub-national levels. Meanwhile, as per the instruction from H.E the President about the integration of databases, EMIS is now working to integrate EMIS, Payroll and Tashkeel systems, around 14,355 schools out of around 17,000 schools are integrated/connected by now. Once these schools are connected from three systems, second step would be the development of a unified application, its ToR is already sent to the World Bank for getting NoL.

IA: The Internal Audit Department conducted audit of the Procurement and Services Department, AWDP,

ASDP projects for the year 1393 & 1394 and of the Discretionary Budget for the year 1394. Similarly, the unit also built the capacity of the civil servants and also performed Special Assignments during the reporting period.

E&C: EQUIP Communication Unit held public awareness events in Hirat, Kandahar, Baghlan, Khost, Laghman,

Panjshir and Paktia, province of the country. Its other achievements include; published 3 editions (2,000 copies each) of the EQUIP bi-monthly Newsletter in Dari and Pashtu, developed public education messages about Gender and female participation in eradicating violence, reducing drop-outs and increasing enrolment in

coordination with Gender Unit at EQUIP. Arranged effective communication and report writing training for 32 EQUIP Officers.

R&E: Research and Evaluation Unit (R&EU) of General Directorate of Planning and Evaluation is contributing

in EQUIP via its Research and Evaluation Services. Research and Evaluation Unit successfully managed to render Education Joint Sector Review (EJSR 2015) indigenously with the generous financial assistance of its developmental partners and took the lead regarding Educators-Learners Dialogue in the pursuit of H.E President of Afghanistan‘s speech on Teachers’ day. The Educators-Learners Dialogue is first of its nature in the country and Research and Evaluation Unit drafted its concept note and commenced its pilot execution in some of the schools in Kabul City.

Research and Evaluation Unit on behalf of Ministry of Education shared its technical expertise with Chemonics International and Creative Associates regarding Early Grade Reading (EGR) and participated, facilitated and shared its technical knowledge regarding their projects due to be implemented for 5 years in Afghanistan. The Unit facilitated the process of Education Sector Analysis and assisted foreign experts regarding their coordination with relevant MoE officials and as well as facilitated the foreign experts regarding the attainment of relevant data from the stakeholders.

The unit has already commenced its initial activities regarding Education Joint Sector Review 2016 and the relevant work such as Concept Notes, Business Process Mapping, Review Framework, Questionnaires and etc are being prepared.

The Research & Evaluation Unit has successfully managed to complete the Third Party Reviews (TPRs) and completed its relevant tasks by following up the tasks of external parties till the end of their assignment.

TEACHER EDUCATION

1. In-Service program

During the year 2016, TED has planned the Training of INSET-VI, for school Teachers in a cascade module, in first half of the year TED has finalized the training materials and conducted the first layer of the cascade. During this layer 120 core trainers received training in four sessions. In the second layer of the cascade around 1,800 hundred TTC lecturers will be trained by Core trainers who received training in the first layer. The training was facilitated by provincial monitoring officers who have already received orientation training. The facilitators of the workshop used a variety of learner-centered methods including group work, discussions, demonstration lessons, role-plays and visual materials such as charts.

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The training mainly focuses on the importance and process of self–reflection and reflective tools on planning and assessing the curriculum which is taught in schools, instructional competence, assessing and reflecting on classroom communication, self-assessment of questioning strategies, assessment of students learning and providing feedback to them, and students’ self assessment and meta-cognition skills.

The training will follow the following cascade illustration:

Teachers 87,000

Master Trainers 1,800 Persons (TTC Lecturers)

Core Trainers 120 persons (PMOs, Acadimic Members, and lecturers of Sayed Jamaluddin TTC)

DT3 Provincial Monitoring Officers

First layer of Cascade (Training of Core Trainers at TED)

2. TTC Gender and Quality Grant TED provides Gender and Quality Grants with the aim of strengthening quality of the TTCs in terms of improving the learning environment as well as enhancing the participation of female students. During the report TTC Directors held consultation with head of DTCs, academic departments, students groups and lecturers to identify the needs for grants. TTCs head in close collaboration with their TTCs management developed and finalized the proposals. TED reviewed all the proposals to ensure that they are complete and comply with the criteria for assessment and a significant number of proposals were revised several times. The areas in which the proposals were weak included poor justification for the items proposed, incorrect budget calculation, assigning wrong budget codes, missing parts in the proposals and so on. TED used technology such as email etc to communicate in writing with the TTCs. All TTC have email addresses and that has made the communication efficient and reliable. TTCs responded to the feedback provided by TED and sent the revised proposals for approvle and all of them are approved. During the reporting period, Quality Grants have been transferred to 48 TTCs and 190 TDCs in 34 provinces. The Gender Grants were received by 42 TTCs and 139 TDCs in 34 provinces in May and June, of 2016. In all provinces the grant committees were activated based on the established grant guidelines. The committee is responsible to monitor grant activities regularly. The implementation of the Quality and Gender Grant activities is currently underway with continuous guidance and feedback from the grant committee.

The challenges faced during the implementation of the Quality and Gender grants are:

Some times PEDs do not cooperate with TTCs in the implementation of grant activities. TTC Directors raised the point that when the grants arrive at the Mastoufiat, they need to be informed. Sometimes the PED does not inform the TTCs about the arrival of the grants.

Most of the DTCs located in the schools or rented houses therefore the DTCs heads couldn’t justified the Grants items in terms of improvement of the DTCs.

Last year TTCs shared that they were challenged and were not able to spend the fund due to the late arrival of the grants, based on lessons learnt and in this year, the grants amount have been transferred in the beginning of the fiscal year.

A number of TTCs stated that conditions set for spending of Grants should be made more flexible. Items that are not allowed such as procuring cars, fuel, uniforms, transportation for female students, major construction should also be included.

3. Regional Allowance

This monthly allowance is provided to lecturers who work in TTCs that are located in insecure and remote areas. These lecturers receive an allowance of 10,000 Afghanis per month in addition to their salary so they can cover extra transportation or security costs and/or to provide them an incentive to continue teaching in difficult conditions. A total of 1,160 faculty members in 22 provinces benefitted from the regional allowance during the reporting period.

4. Book Development and Delivery

During the reporting period, a book of Research Methods in Social science has been compiled in both national languages that can be used as part of teaching materials in TTCs but also as additional resource material. Also printing of resource book and annual work book INSET-6 is finalized. These books will be distributed to the participants of upcoming In- Service teacher training program.

INFRASTRUCTURE SERVICES

1. Core Activities of ISD during January 1-June 30, 2016

Finalizing the technical documents for the 110 Stopped CC Projects

Finalizing the technical documents for the 166 Stopped CC Projects

Finalizing the technical documents for 524 incomplete CC Projects

Testing the CMIS system at provincial level

Recruiting 38 Engineers

2. Key Achievements (Core Activities):

The technical documents for the 110 Stopped CC Projects are successfully finalized and completed. All

projects are documented in a proper filling system after project preparation as well as estimation.

These will be shared with World Bank for reviewing till upcoming mission. Once approved by the

World Bank, ISD will submit these to the Procurement Department for further process.

The technical documents for the 166 Stopped CC Projects are satisfactorily finalized and submitted to

Procurement Department for contract and awarding process.

The technical documents for 524 incomplete CC Projects (now decreased to 415) are also finalized and

shared with the World Bank for review. Once approved by the World Bank, ISD will submit these to the

Procurement Department for further process.

Testing the CMIS system at provincial level is yet to be launched. As it is an important collaborative

tool developed in close coordination with ISD and EMIS, the system will be tested and engineers will

be trained. The testing is not completed yet due to unavailability of EMIS program developer and the

system cannot be made functional neither tested at central and provincial level.

The recruitment of 38 Engineers, 5 Senior Provincial Engineers (Regional Managers), 2 Designers and 2

Database Specialists for central ISD office and 28 Provincial Engineers is underway. The written tests

are already taken for these positions and the interviews for the successful applicants are ongoing.

3. Progress of EQUIP Supported Projects

Old CC & NCB Projects, June 30, 2016

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EQUIP I-II (Old CC)

1347 762 35

525 (110+415)

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EQUIP I-II (Old NCB)

305 247 1 0 1 25 31 0

305 Old NCB

The one problematic NCB project is due to the escape of the contractor while both not started yet projects for CC and NCB are not contracted due to land, social and security problems. Regarding 31 terminated old NCB projects, termination letters for 23 projects are received for which 18 projects are redesigned and re-submitted to the Procurement Department out of which 6 are excluded from the new Procurement Plan by the Procurement Department because of budget uncertainty while the termination letters for the remaining 8 projects are not received yet. Regarding 525 (110+415) old CC Partially Completed Projects, which were reported 634 in the previous period are currently stopped due to lack of budget and their construction work will start once the budget is made available.

4. Progress of New CC& NCB till June, 30, 2016

Out of the total of 1561 planned NCB Projects, 381 are completed, 374 are ongoing, 192 are not yet started, 122 are stopped, 1 is demolished and 41 are terminated. Similarly, out of the total remaining 450, 41 (terminated projects) are under re-design phase, 4 are dropped and 405 are under procurement. The detail is shown in the above table.

5. Detailed Progress by Major Activities Planned for the Reporting Period

5.1 Activity 1: Environment Management Unit (EMU)/Safety Management Unit (SMU)

Following is the summary of tasks that ware accomplished since the July, 2015.

S. N

o

Tota

l C

on

trac

ted

/ P

lan

ne

d

Co

mp

lete

d

On

goin

g

No

t St

arte

d

Ye

t

Re

aso

ns

(pro

ble

ms)

Sto

pp

ed

Re

aso

ns

(p

rob

lem

s)

De

mo

lish

ed

Te

rmin

ate

d

1

124 Contracted (New-CC-Additional Financing)

89 18 3

Budget is not transferred to SMS yet

14

Unpaid third installment,

security, social problems and lack of budget

0 0

2

1561 Planned (New NCB- Additional Financing)

381 374 192

Land, social, technical and

change of materials

122 Security and amendment

1

41 ( due to amendment) these are under re-designing process

3

166 Missing Components for EQUIP I&II Old NCB Projects

All these are missing components for EQUIP I&II NCB projects in which missing components are not included in original contacts and are now included in new procurement plan. The project preparation process is completed and submitted to Procurement Department for contracting purposes. In total, 24 out of 166 are awarded during the reporting period.

5.1.1 Monitoring of Ongoing Projects

To assess the compliance monitoring of Contractors, the provincial staff on Quality Assurance and Environmental and Social Safeguard, have carried out several visits to monitor the environmental and social safeguard parameters during project execution. The detail is shown in the following;

Projects’ Monitoring Schedule- Five Zones

ZONES

NO OF PROJECTS INSPECTED /ANALYZED BY ESS TEAM

1st Quarter, 2015 2nd, Quarter 2016 STATUS OF General Construction DEVIATIONS

/OBSERVATIONS Oct Nov Dec Jan Feb March Apr May

Center 0 0 16 5 0 0 10 60

Sent to Provincial Senior Engineers for taking corrective actions accordingly

South 0 0 30 10 9 8 26 32

East 0 0 17 4 0 11 11 27

West 0 0 14 14 3 3 4 7

North 0 0 5 6 0 6 9 28

Total 0 0 82 39 12 28 60 154

Deviations in term of non compliance to ESS regulations were observed and the major deviations for PPE were 60% found in school construction sites while the material storage were found to be improper for 40% of schools’ construction sites for which the corrective actions were taken accordingly in close coordination with PED senior engineers.

ZONE

NO OF PROJECTS INSPECTED /ANALYZED BY ESS TEAM

1st Quarter

,2015

2nd, Quarter 2016

STATUS OF ESS DEVIATIONS /OBSERVATIONS

Oct Nov Dec Jan Feb March Apr May

Center 0 0 1 1 0 1 0 2

Sent to Provincial Senior Engineers for taking corrective actions

South 0 0 1 2 1 2 1 3

East 0 0 0 1 0 1 0 1

West 0 0 1 1 0 1 1 0

North 0 0 1 1 0 1 3 3

Total 0 0 4 6 1 6 5 9

5.2 Activity 2: Design Department

Design section has completed the project preparation and arrangement of 112 projects out of 524 projects with BoQs for the remaining components during the reporting period and the provinces include Helmand-6, Logar-8, Khost-6, Hirat-6, Maidan Wardak-1, Kundoz-8 and Badakhshan-77 respectively. The project preparation of 75 missing components for (524) projects are also undertaken during the reporting period and the provinces included, Paktika-5, Ghor-11, Saripul-13, Ghazni-23, Badghis-11 and Laghman-12. As per the approved procurement plan project preparation is also undertaken for 110 Old CC Projects and the provinces include Badkhshan-9, Faryab-3, Logar-1, Hirat-3, Bamyan-6, Panjshir-30 and Urozgan-40 respectively.

5.2.1 Undertaken Cost Estimation by Design Department:

Missing Components:

Cost estimation is done for the missing components of different provinces including Paktia-2, Badghis-1, Panjshir-2, Kandahar-23, Faryab-9, Khost-13, Urozgan-3, Kapisa-4, Ghor-2, Nimroz-1, Baghlan-12 (524), Bamyan- 23 (524), Takhar-1 (524), Samangan-28(524), and Parwan-5. Administrative Buildings: Cost estimation is done for Kundoz and Nuristan provinces for both components.

Schools: The cost estimation for schools including Paktika-4 and Hirat-2 provinces is also undertaken.

Meanwhile, cost estimation for 8th classrooms brick and stone masonry is also calculated in 34 provinces as per the World Bank request.

5.2.2 Undertaken Estimation

Undertook Estimation for the remaining work with missing components for CC projects in the following

provinces:

Badakhshan-9, Ghazni-5, Kunar-1, Kapisa-1 school, Urozgan-20, Saripul-9, Nimroz-1, Ghor-2, Panjshir-15, Bamyan-6,Hilmand-1, Dikundi-9,Paktika-3, Logar-1, Laghman-1, (110), Maidan Wardak-1 (524), Paktika-5 (524), Logar-2 (524), Kundoz-6 (524) and Khost-2 (524). Estimation is also done for the remaining work for 11 CC projects for Nuristan Province. The estimation for the following projects and components are also undertaken during the reporting period:

Kapisa TTC-1, Kunar-2, Laghman-3 (boundary wall for three schools), Bamyan-1 (Water Well) extra and deducted work, Balkh-1 school (extra and deducted work), Urozgan- components of a school like boundary wall, metal door, toilets, water well, garbage collection point and furniture ( deducted work), Ghor-1 water well (deducted work), Paktia-1 boundary wall (deducted work), Paktia-1 amended boundary wall (deducted work), Kabul-1 amended boundary wall (deducted work), Kunar-1 amended water well, Badakhshan-2 schools (remaining work), Bamyan-1 water well ( extra and deducted work), Balk-2 boundary wall ( remaining work), Ghor-2 schools with toilets (Extra and deducted work), Maidan Wardak-1 school (extra work), Panjshir-15 schools ( remaining work-CC Projects), Bamyan-6 schools (remaining work-CC Projects), Daikundi-2 boundary

wall and 1 water well (Deducted work), Nangarhar-1 amended school (extra and deducted work), Ghor-1 school (extra and deducted work) and Bamyan-1 school (extra and deducted work).

5.3 Activity 3: Third Party Monitoring by MSI

5.4 Activity 4: Updates on M&E

1. ISD-M&E team strictly monitors and evaluates constructions projects’ process both in the center and in the provinces for the reasons of qualitative and quantitative projects’ progress. All the projects are monitored during 50% and 100% physical progress by ISD, government and World Bank funding engineers and provided feedback to ISD relevant departments. ISD take actions when recommended by these engineers and request the contractors/Shuras for corrective actions. In case of negligence from contractors/Shuras, payment is stopped until the corrective action is taken.

2. M&E department is working hard to help contractors solve their legal problems for on-time project completion. This department arranges meeting in ISD with the contractor(s) who win the project for the first time and guide the head or deputy of the concerning company. This paves way for a good communication between ISD and contractors as well as smoothness of project progress.

3. ISD collects monthly based updates from all provinces for effective project implementation. ISD-EQUIP provincial engineers have submitted 397 NCB and 150 CC M&E reports from the center as well as provinces during the reporting period. These reports are being shared with World Bank on a monthly basis after translation and compilation.

5.5 Activity 5: Updates on Database

ISD is following a well-developed master filing system by collecting data from provinces on monthly basis. ISD-EQUIP senior engineers are updating the ready made file and share with database section. The database section compares the data and inserts it into the master file after clarifications. When there is any vagueness like no progress of ongoing projects, late start of awarded projects, stopped projects and etc. then ISD-database section asks for reasons.

In the past this section was concerned only with the building progress in %, but now all components related to World Bank as well as other donor projects is included in the master file as well as in the sub-master files. This file is shared with provinces for updating the % wise. In addition, columns for financial status updates are included as well. Once the data from all provinces received, it is then shared with ISD planning department after finalization and verification.

MSI-Third Party Monitoring

Reporting Period 1st January till 31st May, 2016

Total Visits 372 ( Jan- 78, Feb-75, Mar-75, Apr- 63, May-81)

Need Actions 33

Taken Actions 33

6. Challenges

1. Due to slow procurement process from the Procurement Directorate of the Ministry, ISD would not able to meet the deadline of December, 2016 for completion all the planned projects.

2. There are security threats in the some provinces.

7. Future Plans/Strategies (for next six months)

1. Submission of 110 and 415 CC Projects to Procurement Department 2. Interviewing all applicants who have undertaken written tests 3. Validation and Renewal of the Expired Contracts 4. Finalization of Funding Source strategy for the Incomplete CC Schools 5. Carrying Routine Construction Supervision Task

8. Recommendations

As soon as the procurement department awards the projects and speeds up the process, then ISD will be in a position to complete the remaining projects on a timely basis. For the time being, there is need for another project extension for the completion of the projects.

9. Success Stories:

Sayed Abad Mix Primary School, Kalakan district- Kabul province has 150 students out of which 57 are girls and 93 are boys. The number of students for this primary school were less as compared to now because they had no school building and other facilities like toilets, computer lab etc. The school Shura had arranged a local home for these students to pursue their education which can be seen in the first picture where no windows and other facilities exist and the students were not comfortable. Luckily, when this primary school came in the EQUIP’s procurement plan, the school got its building of 8 classrooms, admin room, testing lab, computer lab , guardroom and equipped toilets in the year 2016. The students are very happy now and enjoy their lessons in a peaceful and productive environment and they are very grateful to the Ministry of Education and the World Bank for their intervention to education improvement. Sarwari High School located in the Center (Trinkot) of Urozgan province is established in 2005. Only about 500 students were pursuing their education in tents with no other required facilities. Ministry of Education’s- EQUIP program built a building for this school with 6 classroom, admin room, boundary wall and toilets in 2007. The number of students reached to 1,000 by then and the reasons are that almost all facilities are now available to the students to enjoy their peaceful study. Mr. Abdul Haleem, one of the students from class 8th said during an interview with ISD provincial engineer, “We had no good environment for studying and our school lacked facilities like school building, boundary wall and toilets. The cold weather and raining would create problems and we were not able to continue our lessons regularly. Now we are having complete physical building with all facilities available, therefore, we are very satisfied and eagerly going to our school and we offer our special thanks to the Ministry of Education and EQUIP for their sincere support to education in Afghanistan.”

SOCIAL MOBILIZATION

1. Introduction: The main goal of this directorate is to strengthen and expand community ownership of education throughout Afghanistan in order to offer children safe, well-functioning schools that are conducive to quality teaching, learning, and provide equal access to education. This goal can be achieved through 1) strengthening community participation in education, 2) coordinating social mobilization activities and 3) ensuring sustainability of community support for education.

One of the key mandates of DSM&S is to provide equitable access to quality education for both girls and boys through mobilizing and establishing the School Management Shuras (SMSs) from the gross roots and among the communities. DSM&S supports the formation of School Management Shura (SMS) in each governmental school, which is responsible for identifying educational and facility needs at the schools, and cooperating with the district and provincial education authorities for addressing the needs through applying for and overseeing the planning and expending of the grant.

Moreover, DSM&S supports in building/developing capacity of the Shuras to enable them to manage their schools based on the local priorities and supports in organizing public education and awareness campaigns for securing public support for achieving Education For All (EFA) goals, with a focus on reducing gender disparities, and strengthening capacity of school ‘Shuras’ for implementation and monitoring of CC projects, Model Schools and QEG in a proper way.

Furthermore, social mobilization supports communities (men and women) to participate in education and school improvement. Also, social Mobilization is to bring communities into organized fold to reduce the gap between the education stakeholders and to ensure community ownership of education activities through School Management Shuras (SMSs) in all government schools. DSM&S facilitates the process of:

- Awareness-raising about importance of education; - Establishment of SMSs and developing their capacities in participatory planning and implementation

through SIPs based on situation analyses; - Implementation, monitoring and liquidation of CC projects; - Ensuring effective utilization of QEG items, community contribution and efficient participation; - Decreasing dropouts, reducing absenteeism of teachers/students, increasing enrollment (especially

school aged students) and maintaining retention of the students especially girls; - Strengthening of coordination among education stakeholders; - Embedding attention to gender, environment, and social safeguards as cross-cutting issues.

In general, DSM&S participates in all aspects of quality improvement of education through SMSs, including CC projects and equipping schools with educational materials and equipments. In many cases, through social mobilization, the SMS itself undertakes steps to organize grants. Members of SMSs also oversee school construction activities, and contribute to the school development from their personal assets called Community Contribution.

PROGRESS

2. Social Awareness and Mobilization

It is the main responsibility of DSM&S to provide management and supervision support to schools, to ensure increasing community participation & enrollment, decreasing dropout, and to create an environment to ensure children have equal access to quality education in schools.

To achieve this objective, 142 SMSs (96 elective 46 selective) were established and 136 SIPs were developed during the reporting period, thus, reaching to 14,826 SMSs and 14,574 SIPs in total. The social mobilization activities were not confined to the new formation/establishing of SMSs.

In this reporting period, an evaluation exercise was initiated by DSM&S to check the functionality of SMSs. 13,651 SMSs were evaluated and categorized into four levels; 7,337 SMSs (active Shuras) were found managing the schools effectively as per their ToR; 4,517 SMSs as semi-active, 144 SMSs as weak and 350 SMSs as inactive. Social guidance, capacity development and training, identification of issues, management of conflicts, backstopping to provincial teams, initiation of regional conferences and exclusive action plans are some corrective measures adopted by DSM&S.

The team is still faced with cultural limitations, insecurities and lack of female SMSs for equal and equitable educational opportunities.

3. Community Contribution: The social guidance and mobilization provided by DSM&S resulted in increased participation in education and ownership of education development process on behalf of respective communities of school catchment area. The community contributes at least 10% of the total project cost in QEG, CC and Model School Projects, while DSM&S provides the rest as grant.

The feeling of ownership and the participation in education was also expressed and an amount of 4,008,995 USD has been contributed to education in this reporting period in the form of Land, classrooms, cash, equipment, library, laboratory books, computers, greenery, chairs, tables, rooms, construction, repairing doors & windows, etc… (The detailed table of community contribution is annexed with this report).

Moreover, DSM&S tried its best to motivate the communities to contribute in making/creating greenery areas. Thus, the community helped schools to purchase 191,906.00 trees (approximated cost = 151,674.98 USD, this figure is included in above mentioned figure), planted in 1,931,890.00 meter square area. (The detail breakdown is attached as annex to this report).

The community contributes in the form of cash, class rooms, voluntary labors and donation of land & materials, which are helpful in providing a good learning environment and its record is kept on the prescribed format. Nonetheless, SMSs also mobilize philanthropists, and other potential stakeholders to contribute for the quality improvement of education and school environment on self-help basis.

4. Conflicts Resolution: During the education year many occasions of conflicts – usually between students, teachers, students and teachers- have been occurring; so it is one of the important tasks of SMSs to find the solution for these sorts of conflicts to facilitate a better learning environment to the students. Thus reaching to this

objective, 92 conflicts have been resolved in this reporting period through SMSs formed by DSM&S in 34 provinces.

The following table Shows Social Awareness and Mobilization Activities’ summary of the current reporting period in comparison with last reporting period:

S. No

Activities

Activities Done in

last Reporting

Period

Activities Done in Current

Reporting Period

Total till

Now Remarks

1 On the Job Trainings

4,200 1507 The collective

figures from beginning

of the Program

implementation till now

is not calculated

2 Public Awareness Gatherings

187 314

3 Community Contribution

1,734,249

4 SMS Meetings 21460

5 Conflicts Resolved 264 92

6 SIPs 134 136 14,574

7 SMS Newly Formed

181 142 14,826

8 SMS Revised through Election

0 329 4,964

5. Quality Enhancement Grant (QEG):

Social mobilization and QEG allocated and disbursed till now, was really a conducive practice of giving a feeling of education ownership to the community and convincing the community to contribute and participate in education. Millions of students utilize the items (Computers, Laboratories, Libraries, teaching and learning materials etc…) purchased through QEG in two tranches (1st and 2nd generation) as per identified school needs ,which resulted in increasing enrollment of school age children & decreasing of students’ dropout, providing quality education and good learning environment for the children. The following table shows the quantity of mentioned QEG items utilized and the number of students who utilized the item in this reporting period:

The following table shows QEG items utilization in this reporting period.

S/N

Utilization of QEG Items Remarks

1

Libraries

The quantities of utilized items and

the number of students

who utilized the items are shown for

current reporting

period.

Total No. of Libraries

Total No. of Libraries

Utilized by Students

Total No. of Students Utilized the Libraries

548,067

Male Female

8,466 6,323

260,234 (47%)

287833 (53%)

2

Laboratories

Total No. of Laboratories

Total No. of

Laboratories

Utilized by

Students

Total No. of

Experience

s done

Total No. of Students Utilized the Laboratories

691,236

Male Femal

e

5,732 3,630 27,932

400,336

(58%)

290,900

(42%)

3

Computers

Total No. of Computers

Total No. of Computers Utilized by Students

Total No. of Students Utilized the Computers

413,201

Male Female

6,275 5,440 242,963

(59%) 170,238

(41%)

6. Citizen Charter National Priority Program (CCNPP):

Citizens’ Charter National Priority Program (CCNPP) is a national program of which objectives are to:(a) contribute to the National Unity Government’s efforts at breaking the cycle of fragility and violence by deepening the legitimacy of the Afghan state; and (b) reduce poverty by providing universal access to a core set of basic services. The Citizens’ Charter is a commitment of the Government to provide a minimum standard of services to its citizens which will be tailored to the needs of communities. The CCNPP has six “Services Delivery” sectors, including “quality education in government schools” for which the Ministry of Education will be responsible. In realization of this objective, Community Development Councils (CDCs), Cluster Community Development Councils (CCDCs), the Community Education Sub-Committees and School Management Shuras (SMSs) will have key responsibilities.

DSM&S will play a key role in CCNPP Implementation, of which preliminary stage is going to be started in October, 2016. In this reporting period, DSM&S has actively participated in all meetings and workshops of CCNPP and has helped CCNPP in developing procedures, guidelines, ToRs (NGO, SMS, CCDC, CDC) and Public awareness materials. Moreover, DSM&S along with the delegation of MRRD, MoPH, MAIL, and MoF have traveled on a mission to Shakar Dara & Gul Dara districts of Kabul Province and the Deh Dadi district of Balkh Province to check the capacity of CDCs as an initial study to ensure CCNPP implementation.

7. Golden Village (GV):

UNICEF has initiated the golden village program in early 2016 and started its implementation as a pilot in Bamyan Province. The relevant ministries including Ministry of Education, Public Health, Rehabilitation and Rural Areas Work and Social Affairs will be mobilized to expand the program throughout the country. The main objectives of this program are that a village should be equipped with these qualities a) all infants under one year are completely vaccinated and immune, b) all children under two years, according to the existing standards, enjoy suitable nutrition and well being, c) all birth deliveries are attended by skilled birth attendants/ mid wives in health clinics, d) all girls under 16 are admitted to school, and e) none of the girls are married before 18. The role of DSM&S is to mobilize and motivate the community to achieve the above mentioned objectives. Therefore, DSM&S has participated in all meetings, and workshops regarding capacity building about Golden Village, for example, the team had participated in 5 day capacity building workshop which was scheduled from 28th May till 1st June, 2016. The workshop mainly focused on how to give awareness and mobilize the participants to meet the above-five mentioned objectives in the respective villages of Bamyan province.

8. Weekly Iron and Folic Acid Supplementation Program for Adolescent Girls (WIFS):

This program had started in the year 2015 and is officially launched in March 2016 for its first phase implementation. The program is supported by UNICEF, aiming that Government will take full responsibility in the long term, demonstrating the importance of this initiative. The program helps to treat the school girls who are encountered with anemia. Anemia has been recognized as a major and critical public health problem in Afghanistan. The National Nutrition (NNS) Survey carried out in 2013, showed a high prevalence of anemia among women of reproductive age (40.4 %), adolescent girls (30.9 %) and among children (44.9 %). Following these findings, the government prioritized anemia control program for adolescent girls to address the intergenerational cycle of anemia and introduced the weekly Iron Folic Acid supplementation (WIFS) as the main intervention/treatment. The Ministry of Public Health, Ministry of Education, and UNICEF partnered together to develop the strategy to implement the program. The program started in phases aiming to be implemented in all schools throughout the country with supervised weekly supplementation of IFA (Iron & Folic Acid) tablets for adolescent girls (10-19) years old, administered in grades/class 5-12, as well as, for 30% out of school adolescent girls. The main role of DSM&S in WIFS is a) the supervision of IFA tables’ distribution in schools through SMSs and b) Social awareness about WIFS. DSM&S director along with Deputy Minister- General Education, UNICEF country director, Deputy Minister- Public Health and Parwan governor inaugurated the WIFS program in Parwan Province in early 2016. Two persons from DSM&S core team member had participated in a two day orientation workshop launched by UNICEF in Kabul in March, 2016. The team also took part in another 6 day capacity building training cascade which was launched in March, 2016 in three batches, of which participants were from Ministry of Education (DSM&S & Directorate of Health), UNICEF Zonal Officers and Ministry of Public Health. The other participants were from 14 provinces of the country.

Currently school teachers, SMS members from girl schools, WIFS focal points, and religious leaders are brought under the capacity building training cascade by UNICEF in Bamyaan, Ghor, Badakhshan, Herat, Helmand, Khost, Kandahar, Kunar, Nangarhar, Parwan, Takhar, Jawzjan, Balkh and Kabul City Provinces. In this reporting period, DSM&S has actively participated in raising awareness about the importance of IFA tablets and supervised the distribution of IFA tablets in all girl schools in Kabul City, Khost and a part of Parwan Province.

9. New York University (NYU):

The New York University currently working on a research called “effectiveness of CBEs” in 6 Provinces including Bamyan, Daikundi, Ghor, Hirat, Kapisa and Parwan), has shown its interest in supporting MoE in improving the capacity of its staff. During this reporting period, DSM&S participated in approximately 20 meetings with NYU, in which DSM&S was fully introduced and various point of views have been exchanged about the mechanism of how to build the capacity of DSM&S staff and of SMSs. Similarly, DSM&S also took part in a two day workshop supported by USAID and was launched in US Embassy on the (7th – 8th) of August, 2016. The main theme of the workshop was about “Interest of Community with CBEs & How to Support CBEs in CCNPP”. As a result, NY University has shown its promise to build the capacity of DSM&S core staff, provincial Staff (13 Tashkeel staff & 11 TAs) and 1,800 SMS members from 20 SMSs containing CBEs in their catchment areas, in a very near future.

10. Conference:

A conference was launched on 6th of January, 2016 under the name of “Appreciation and Motivation of Schools” and is inaugurated by H.E the Minister of Education, Dr. Asadullah Hanif “Balkhi”. Many education stakeholders, parliamentarians and MoE authorities including Deputy Ministers & Directors and SMS members from Kabul City and Kabul Province had participated in this immense event. The Minister of Education and other respected personalities presented their speeches basically focusing on community participation & contribution in education. At the end of the event, appreciation letters were distributed to DSM&S core staff and SMS members who had remarkable achievements. Conference Objectives:

Brief the participants and develop common understanding about the DSM&S’s goal, objectives, interventions, and program implementation /work approach with targeted communities in the targeted provinces.

Provide a forum for the program beneficiaries and partners to discuss and exchange experiences and lessons learned for further replication.

Offer stakeholders/partners an opportunity to address relevant issues and challenges confronted by the Shuras and project team during the work process.

Provide the participants an opportunity to come together on a broader forum for discussing, exchanging ideas and sharing the experiences and lessons learnt.

Provide opportunity to Shura Members to share their vision for sustaining the Shuras as successful local institutions.

Develop common understanding about the upcoming Program plans through consultation with Shura members.

11. Future Plans:

Build capacity of DSM&S TAs and Tashkeel Staff

Carry out Public Awareness and Community Mobilization

Establish 325 SMSs

Revise 735 SMSs through election process

Develop 325 School Improvement Plans (SIPs)

Revise 735 School Improvement Plans (SIPs)

Assist in the implementation of Citizen Charter

12. Challenges:

Insecurity

Delay in timely release of fund (It has delayed the planned capacity building activities)

Insufficient staff strength for DSM&S

Unavailability of appropriate office space and equipment for Provincial Staff

Unavailability of DSA for SM Supervisors

13. Recommendations:

Simplified/ efficient procurement procedures

Timely approval of Procurement Plan

Timely release of money

Approval of DSA for Provincial SM Staff

Provision of appropriate office space for SM Staff

Re-recruitment of District Social Mobilizers and SM Supervisors for the implementation and monitoring of Citizen Charter Program

GENDER

1. Research Study: - School Dropout Study

1.1 Progress – [January -June 2016]:

The initial draft of the school dropout study was shared with EQUIP in January 2016. The first draft of the study had satisfactory outline however, the report was not consistent in terms of key findings of the study and policy recommendations. EQUIP reviewed the report and shared comprehensive technical comments on the report and sent back the feedback to the OSRD technical team. The report was reviewed and abbreviated by the OSDR team in accordance with EQUIP comments by March 2016. The report was then shared with the concerned MoE departments and the World Bank in order to have their inputs on the dropout study report and assure the quality of the report. The World Bank shared its detailed comments on the report. The second draft of the report was sent back to the OSDR for another round of revision. By July 2016, the final draft of the report was shared with EQUIP. For the time being, the report needs to be reviewed by TED and DSM&S for final revision including Academic Council at MoE. For the second quarter of the year – the report requires comprehensive advocacy within MoE and at Donors’ platforms to initiate policy dialogues at MoE to respond to the school dropout predicament by reducing the girls and boys dropout at senior grades.

2. Capacity Building:

2.1 Management Internship Program (MIP) Progress-[July-December 2015]:

Background

The Management Internship Program (MIP) was planned under the Education Quality Improvement Program (EQUIP II) for Afghan female graduates who do not have prior professional work experience. This seeks to support these female graduates to apply their knowledge and skills in the practical working environment and gain professional work experience through working for different departments in the Ministry of Education

In this program, specific attention was given to attract and involve female applicants from different educational background. While it was ensured that the criteria level for identifying the candidates for internship program was not compromised. University students and graduates were the prime target group within Kabul city. Initially the program has been designed as a pilot for 15 participants to be placed within Ministry of Education (MoE) and EQUIP central offices. The Internship program was originally designed for 6 months – however, based on the successful results of the program, it was extended for further 6 months in agreement with the MoE and the World Bank.

The internship positions (fifteen in total) were announced on the website of the Ministry of Education and other websites including ACBAR.org and Jobs.af. The criteria for selection of the candidates were that they should be able to speak both national languages (Pashto and Dari), have university degree or provisional certificate and it was clearly mentioned in the Terms of Reference (ToR). The interns were recruited through open competition in accordance with the MoE HR policies and were paid 400 US$ per month to each intern1. The internship program provided comprehensive orientation to the participants on the following areas, apart from the specific technical capacity building trainings.

Sexual Harassment Policy for the betterment of work place atmosphere

Leadership and Management skills for developing professional working behavior among the participants at the workplace with the colleagues from different backgrounds

Photography– capturing images related to their work

Journalism – improving reporting and writing skills

Research and analysis – improving qualitative and quantitative research and analysis skills and producing quality reports for their organizations

All the interns on board were also provided general and technical knowledge about the activities of the various departments and units of MoE. MoE staff was working as their mentors in the MIP. After the successful implementation of the Management Internship Program, it is notable to mention that 3 interns have been recommended for regular jobs in the Ministry of Education and 3 interns got jobs in other organizations within Afghanistan. Main Objectives of MIP

The main goal of Management Internship Program was to provide an opportunity to female graduates’ students to gain experience, build their capacity, understand the government procedures, policy and make career plan for their professional future. An internship is an opportunity within the ministry to make it easier for the students to find work and get off to a good start in their career in different departments, such as Finance, Administration, Procurement, Human Resources, Engineering, Teacher Education, and EQUIP Coordination Office.

1Management Internship Program had been launched on 17th May 2015. At the beginning - 15 interns were on board and

were introduced to the mentioned departments through HR department. Meanwhile, two interns resigned at the start of

the program - one of the interns found job in another organization and one intern was busy with her studies at the

university (she started new classes after the interview for the internship position with MoE). Finally, 13 interns on board

started their new jobs within MoE - the selection of the departments was left to the choices of the interns in accordance

with their academic backgrounds prior to the selection process.

Progress

The 15 selected interns were recommended to Finance, Admin, Procurement, HR, Engineering, Teacher Education, and EQUIP central office (Communication & Gender). Two interns were introduced to each department based on their educational background (Subjects Specialization). The interns worked under senior staff (experts & supervisors) in their specific fields. The interns were assigned work and the learning processes were properly monitored throughout the year – EQUIP gender team carried out four rounds of monitoring on quarterly bases. Capacity Building Measurement:

Feedback from the concerned departments in the Ministry and EQUIP gender team shows that all of the interns were satisfactorily performing their duties and provided timely reports of their work. . Similarly, all the concerned departments have also reported satisfactory outcome from the interns of their behavior and learning outcome process. The Following Figure (1) shows that for the interns, the work place environment was reported to be better in

the second round as compared to the first round of project. By passage of time, it is natural that colleagues get

familiar with each-others and the workplace environment keeps improving. There might be some other

factors also that show satisfaction of the interns with their work environment for example, work assigned to

the interns and the follow up might change the inter-personal behaviors of the colleagues. Majority of the

interns reported that the working environment had further improved in the extension phase of the program.

Twelve interns reported that the work place environment is good and only one of the interns reported that the

work environment was poor. It might be because of missing deadlines, poor quality of the work and or poorer

performance which affects work related atmosphere among the colleagues and supervisors.

Figure 1: Professionalism at work place

Figure 2 illustrates that the involvement of the interns in daily work had significantly increased during the extension phase of the project. The level of satisfaction of interns was reported to be 33 % in first round and it increased to 67% in the extension phase. Majority of the interns were satisfied from the skills transfer processes and their involvement in the work of the departments. There are two main reasons for the

0

1

2

3

4

5

6

7

8

Excellent Good Average Poor

Work place Environment

1st Round

2nd Round

improvement in the satisfaction level of the interns: 1) The interns’ familiarity with the nature of the work and familiarity with the team members and 2) gender team’s regular follow up with the head of the departments and interns for feedback. Figure 2: Satisfaction from skills transfer (training/involvement in daily work of the department

Figure 3 also shows satisfactory progress – increase and betterment in the level of communication of the interns & concerned departments and improvement in the follow up from the departments’ side on the assigned work to the interns. This shows that the interns are now more familiar with their colleagues and are being properly supervised by the department heads. This has assured better quality of work and delivery of assigned task on time. The improved communication and supervision also helped in accelerating the learning process and interns’ access to greater learning opportunities.

Figure 3: Communication and tasks follow up

Interns have also reported that the EQUIP (Gender Team) facilitation support has slightly declined during the extension round however, follow up of the work of the interns was a priority for EQUIP gender team. The third evaluation in extension round was carried out by the interns themselves and the gender unit did not interfere in the process in order to let the interns further develop their skills in monitoring and evaluation. In addition, the overall progress and improved communication among interns and concerned departments was found

33%

67%

Satisfaction from skills transfer (training/involvement in daily work of the department

1st Round 2nd Round

44%

56%

1st Round 2nd Round

satisfactory by the EQUIP gender team and therefore, the team decided not to interfere in the daily work atmosphere of the concerned departments through constant follow-ups. During the overall 12 months period, none of the interns has reported any harassment or any other work place related challenge to the EQUIP Gender team. Generally speaking, all the interns reported that they have improved and learned the organizational behavior, familiarity with important deliverables of the departments within Ministry, improvement in social skills and behavior at the work place in addition to the technical skills. Figure 4: EQUIP (Gender Team) Facilitation throughout the Program Implementation Period

Following are the key skills learnt – reported by the interns.

Skills Development in different areas:

Procurement: Studied the Afghanistan Procurement procedures in particular Ministry’s procurement procedures, evaluation of applicant companies’ documents for any project, revision of RFP and RFQs, data entry, contract amendments and negotiations, drafting of Bid Evaluation Reports, clarifying bank statements of each company and six rules of evaluation in procurement etc. further skills are required to know more about construction and goods related procurement work). ICT: Data Entry, Data Cleaning, SIM cards registration, trouble-shooting, installation of end users devices and designing of graphics (Photoshop). Further training is required in CCNA course for capacity building. EQUIP: Planning, Management and familiarity with Admin, finance committee procedures, managing filling at the office, familiarity with social safeguard and gender related activities, research, designing questionnaire, evaluation forms, data entry and report writing and drafting of the success stories. DG/Admin Finance: Familiarity with Excel, applying theories into practical work, skills to handle work load in limited time, working under pressure situations – preparing and entering budget forms both manually and using BPET system, entering and extracting required information from the database, tracking and managing excel sheets, familiarity with B27, B20, M16 and PCS for allotment and salary allotment procedures.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st Round 2nd Round

Interpersonal relation with Colleagues

Good

Excellent

ISD: Designing of project, budgeting data entry, reporting, familiarity with CC and NCB schools projects

EMIS: Creating SRS, user manuals through standards methods of software engineering, experience to use new web technologies, ASP, C++, developing and managing database, creating plans, reporting and working strict schedules.

Challenges:

Two interns resigned at the beginning of the MIP program while three others found jobs at other organizations. The five vacant positions were not recruited in the 9 months of the project due to the reasons: a) hiring was stopped by the government b) EQUIP extension period was in the process. However, in the last 3 months of the project – H.E. the Minister of Education approved the recruitment of the 5 interns and they were stationed in EQUIP Coordination Office. Ten interns have completed the 12 months internship program. However, 5 interns who are recruited much later have completed only 3 months of their internship.

In this regard, the extension of the MIP is significant to allow them an opportunity to complete 12 months of the internship and improve their skills.

Budget: - Some interns had requested for on the job trainings in management, planning, and budgeting. However, the program had no extra budget for the provision of these trainings.

The administration support is needed for the interns including provision of computers to them.

Transfer of the interns to permanent Tashkeel positions of MoE – a mechanism is to be agreed between MoE HR, EQUIP and the World Bank colleagues based on that the interns who have completed one year with the program should be shortlisted for the vacant positions announced within the program.

Way forward

Extension of the MIP up to 30th December 2016.

Provision of on the job training to interns (Results Based Management - RBM)

Assisting interns and MoE concerned departments to initiate a process to help interns get regular positions through MoE Tashkeel

Extension of MIP at the central level (new MIP program to be initiated for 11 more interns at Kabul (4 already on board).

Plan A: Expansion of MIP at provincial level 40 interns for 10 provinces (Kandahar, Nangarhar, Herat, Mazar, Laghman, Parwan, Paktia, Badakhshan, Samangan and Maidan Wardak)

Plan B: Expansion of MIP to all provinces (4 female interns per province)

Annexes A: List of selected interns:

Box 1 -Detailed Information on the Recruitment Process of Interns:

The full process of recruitment has been carried out according to the MoE recruitment policy. The internship positions were announced in all well-known job announcement websites in Afghanistan including (ACBAR .org and Jobs.af). The ToRs were also sent to the universities for announcing the positions on their notice boards. Once, when CVs were collected after the first announcement, the job positions were re-announced to make sure that more applicants are attracted. After the second announcement, around 100 CVs were collected by the HRMU. During the preparation of candidates long-list, both HRMU and EQUIP Gender Unit agreed to check the CVs in a joint exercise to ensure transparency in the selection process. The written test is conducted on 16th of July 2014, where around 50 candidates were shortlisted; all questions were presented in English, Pashto and Dari languages. In addition, two of the gender team members and two of the HRMU colleagues were present in the written test. After the written test, all the papers were handed over to the gender team to check the papers and give scores to the candidates accordingly. This process took at least 3 days, and a final recheck was carried out by

Management Internship Program

No Intern Name Intern Father Name Department Qualification

Interns who have completed 12 months Internship

1 Heela Ahmad Shah Procurement Bachelor Pashto Literature

2 Elaha Ahmad Zia ICT Bachelor of Computer Science

3 FribaKazimi Mohammad Nasim ICT Bachelor of Education

4 Deeba Sayed Abdullah EQUIP Bachelor of Dari Literature

5 Safora ICT/EQUIP Bachelor of Computer Science

6 Mitra Aria Mohammad Akbar Finance Bachelor of Law

7 Meena Mohammad Atiq Procurement Bachelor of Literature

8 Marzia Mohammad Hashim Gender Team EQUIP Bachelor of Business Administration

9 Homaira Abdul Saboor ISD Bachelor Civil Engineering

10 Nabila Gullabudin EMIS Bachelor of Computer Science

11 Soraya Shir Ahmad DSM&S Bachelor of Information Technology

Interns who have completed 3 months Internship

12 Uzra Abdul Mateen EQUIP Bachelor of French Literature

13 Saliha Abdul Raheem EQUIP Bachelor of Law

14 Tahmina Eliasuddin EQUIP Bachelor Language & Literature

15 Soma Sadat Finance Bachelor of Language& Literature

the gender coordinator, as a result – 33 candidates were shortlisted for the interview. The interview panel was established with four members, EQUIP Gender Unit, HRMU, MoE Gender Unit and the relevant departments to whom the interns were introduced. Through the interview process 15 eligible candidates were selected and were awarded job contracts with MoE. The contracts were initially for 3 months up to August 2015, and after EQUIP extension, the contracts were extended for further three months thus completing the six months program cycle. All the selected interns were introduced to their respective departments by HRMU and EQUIP Gender unit. The relevant departments were informed about the responsibilities of the interns and the work they need to fulfill in these upcoming six months according to approved ToRs. In addition, the evaluation forms had been drafted and two rounds of evaluations were also carried out in 6 months to measure the progress of the program and to know the feedback of the interns and their respected departments about the effectiveness and efficiency of the program. After 5 days of the implementation period, an orientation meeting had been held at EQUIP office, the aim of this meeting was to orient these selected interns regarding EQUIP overall goals and key activities, Gender Unit activities and the purpose of the Management Internship program. In addition the interns were also informed regarding the respectful work place committee, in case of any harassment where they should reach for assistance. Dr. Amir Mohammad (EQUIP Director) met with all interns and delivered a motivational speech and introduced EQUIP and Gender Unit goals to the interns in details and assured his full cooperation to the project. In addition, gender team provided information to the interns through power point presentations. Furthermore, the interns were also introduced to H.E the Minister of Education where His Excellency appreciated the MIP initiative and assured his cooperation to the project. During initial and extension phases of the program, EQUIP gender team carried out regular supervision of the interns’ work and made regular visits to their offices for their better coordination and collaboration with the departments. The supervision process consisted of four rounds of evaluation, meetings, phone calls, follow ups and observation of the interns’ punctuality. The interns were also requested to share any work related challenges with the gender team in particular any harassment. Interns highly admired the facilitation of the concerned departments and appreciated the MoE/EQUIP work place environment. Up to date, four evaluations have been completed; one of the evaluation forms was supposed to be filled out by the head of each department to evaluate the progress in skills development of the interns. Three of the other evaluation forms were to be filled out by the interns to assess the specific skills they have developed and their progress during the 12 months. Overall, the progress of the interns was remarkable and great improvements had been seen in their performances through the evaluations. The departments were satisfied from the interns’ performances and requested the Program to retain these interns on permanent Tashkeel positions. During the second and third rounds of the evaluation at the time when interns had completed first 6 months of the project, EQUIP Gender unit with the help of Education Television recorded program about MIP, which was broadcasted throughout Afghanistan several times a week. The purpose of the TV program was a nationwide advocacy campaign in order to motivate other women to take active part in such programs and education sector in Afghanistan. The interns were very much satisfied from the overall MIP program and also appreciated the support of the World Bank.

3. Gender Training

3.1 Updates from first quarter, 2015

A Training Need Assessment was carried out by the Gender team in Laghman, Kunduz and Jawzjan Provinces through interviews to better understand the needs of the potential participants of the Gender Awareness Training and carried out discussions about the design of the training program and its implementation. Based on these and other discussions, a Training Manual was prepared by the Gender team for the gender related trainings in Pashto and Dari languages. The training aims to develop the capacity of EQUIP provincial staff and PED members on gender related issues, which will, in long term, lead to equal opportunities for males and females in education sector and will specially ensure an increase of female staff in provincial Education departments. Through the Gender Awareness Training, the Gender Unit will provide the participants with knowledge and skills on gender to mainstream gender in their work. The purpose of Gender Awareness Training is to give information and guidelines on gender issues to EQUIP Provincial Staff and PED members working in education development areas. The training will help them to:

Be fully aware of gender issues and concepts

Use it as a guidance in their daily work

Learn how to provide equal opportunities for men and women to be benefited from the program

Understand how to consider gender sensitivity in the implementation of their Program

Design projects in a way that both men and women could participate equally

MoE employees at PED would benefit from the project according to their strategic needs

The participants for gender training will be EQUIP Officers, SM Supervisors and staff from Provincial Education department (who will be introduced by the PED Director). Note: For the sustainability of training results and building of capacity of government staff, gender unit would like to include PED Tashkeel staff in Gender awareness training.

3.1.1 Progress: [January - June 2016]

A comprehensive gender training plan has been designed – the budget required for the gender training in 19 provinces has been added to the procurement plan. Currently, Gender team at EQUIP has provided gender training to 31 EQUIP Officers in Kabul. Furthermore, gender team has already submitted an NoL to the World Bank for gender training in 8 more provinces where around 80 t0 90 participants will participate in this training. The participants will include EQUIP Officers, SM Supervisors and PED staff and the provinces will be (Nangarhar, Laghman, Kunar, Nooristan, Paktia, Paktika, Khost and Logar. The following table provides more details and the agenda. The same following agenda will be used for both of the mentioned rounds. Round 1: Paktia, Paktika, Khost, and Logar Provinces (4 days)

Round 2: Nangarhar,Kunar, Nooristan and Laghman Provinces (4 days)

S. No

Time Activity Deliverables Responsibility

1 09:00 – 09:30

Paktia PED Inaugural Speech

& Introduction

Team & Participants Introduction– each individual will introduce

her/himself (briefly) PED Director/Hashimi

2 09:30 – 10:00

Training Objectives

Brief introduction of training objectives – specific activities to be

Naeem Sabawon

carried out in future by provincial staff – gender reporting etc

3 10:00 – 10:30

Agenda

Agenda sharing - discussion on the agenda items/Training

methodologies (power point presentations, group discussions, question & Answers & practical

demo of data analysis)

Naeem Sabawon/Saadullah Fitrat

Tea Break/Refreshment (30 Minutes)

4

11:00-12:00

Prior Training Assessment

An assessment to check the level of the knowledge of the participants on

gender related issues – verbal discussion and questionnaire

Saadullah Fitrat/Naeem Sabawon

Lunch Break

5 01:00 – 02:00

Power Point Presentation on

Gender

General concepts on Gender/Discussion on religious &

Cultural Aspects

Abdul Mueed Hashimi/Naeem Sabawon (two speakers of the

Presentation

6 02:00 – 03:00

Power Point Presentation on

Gender

Gender Specific terms (Gender Meaning, Gender Background,

Gender Role, Gender Relationship, Gender Equity and Equality)

Saadullah Fitrat

7 03:00 – 04:00

Question and Answers

Questions and answers - if respondents have any questions and

or sharing their views

Naeem Sabawon/Abdul Mueed Hashimi/Saadullah Fitrat

Day Two

8 09:00 – 10:00

Memory Test (practical exercise)

conversation on the topics discussed yesterday - a memory refreshment

practice Naeem Sabawon

9 10:00 - 10:30

Power Point Presentation

Gender Discrimination, Gender Affirmative Actions, Gender

Sensitivity Saadullah Fitrat

Tea Break

10 11:00 – 12:00

Power Point presentation on

Gender

Gender planning, Gender budgeting, Gender analysis & Gender

mainstreaming Naeem Sabawon

Lunch Break

11 01:00 – 02:30

Discussion

Group discussion – sharing knowledge with each others’ (what is known already and what is learnt) 3

groups of different participants

Abdul Mueed Hashimi/Naeem Sabawon/Saadullah Fitrat

12 02:30 – 30:00

Presentation of Group Work

Lectures, power point presentation/flip charts presentation

Group Representatives

13 03:00 – 04:00

Power Point Presentation

Gender Reporting & Photography Abdul Mueed Hashimi

Day three

14 09:00 – 10:30

Power Point Practical Demo

Gender data Analysis Naeem Sabawon

Tea Break

15 11:00 – 12:00

Answer & Questions

Answer & Questions (on data collection, validity and reliability test

and sex-aggregated data analysis) Sabawon/Fitrat

16 01:00 – 04:00

Practical Assignments

3 different groups consists of 10 individuals will work practically

through computers

Naeem Sabawon/Saadullah Fitrat/Abdul Mueed Hashimi

Day Four

17 09:00 – 09:30

Preparation for Gender

Discussion

Gender team will prepare the ground for initiating discussion on gender mainstreaming and sustainability

(Harassment, Conflict management (RWA committee), planning,

budgeting & gender mainstreaming)

Naeem Sabawon/Saadullah Fitrat

Tea Break

18 10:00 – 12:00

General Discussion

Detail discussion – participants would share their experiences,

knowledge and recommendations for future improved communication and mainstreaming gender in their

respective provinces

Abdul Mueed Hashimi/SaadullahFitrat/Naeem

Sabawon

Lunch Break

19 01:00 – 02:00

Post Training Assessment and

Evaluation Questionnaires distribution

Saadullah Fitrat/Abdul Mueed Hashimi

20 02:00 – 03:00

Certificates Distribution

Naeem Sabawon/Abdul Mueed

Hashimi/Saadullah Fitrat

21 03:00 – 04:00

Closing Remarks PED director & Gender Team Paktia PED Director/Abdul

Mueed Hashimi

The gender training plan has been shared with all EQUIP Officers – in order to involve them in the preparation for the trainings. An initial training as a pilot has been delivered to EUQIP Officers on 21sttill 24th of February 2016 at EQUIP Coordination Office in Kabul. All the participants very satisfied from the content of the training materials and the methodology of the training. In addition, all EQUIP officers requested the Gender team for delivering the training at the provincial level. The travel plan to the provinces is expected in May to June 2016, however, depends on the availability of the requested budget for the gender trainings. Total of 250 staff would be trained from 10 PEDs. The second round would of the gender training would cover all 34 provinces accordingly.

4. Achievements

Research Study: - School Dropout Study Completed

Research Study: - Women Participation in School Management Shura Study Completed, Report

published uploaded on MoE website

Management Internship Program:-Completed

Gender Training:- Gender training initiated – 34 EQUIP Officers trained in Kabul – training materials for

8 provinces drafted, plan and budget prepared

4.1 Challenges

Timely budget release for provincial trainings – Gender trainings for 8 provinces.

EQUIP Gender Unit requires participation in the senior management meetings – in order to know the

developments for gender mainstreaming within MoE

LEARNING ASSESSMENT

1. MONITORING TRENDS IN EDUCATIONAL GROWTH (MTEG)/LEARNING

ASSESSMENT UNIT (LAU) A crucial outcome indicator for measuring the results of quality related activities is related to measuring the learning outcomes of students, mainly with an aim to understand how the education system on the whole performs. One of the indicators for the EQUIP II is establishing a system for learning assessment at the Ministry of Education. Improved learning outcomes are a reflection of the quality, part of which is attributable to the investments in quality inputs and processes. It is in this context that the Ministry of Education agreed to sign a collaborative contract with ACER (Australian Council for Education Research) to establish a learning assessment system through conducting the first ever sample-based national assessment of learning outcomes for grades 6, 3 and Grade 9.

2. KEY OBJECTIVES:

To provide valid, reliable and continuously updated information on student performance To compare achievement levels of key subgroups by identifying strengths and weaknesses in their

knowledge and skills. To provide baseline information on student performance.

3. TASKS/ACTIVITIES ACCOMPLISHED DURING THE REPORTING PERIOD:

Test administration refresher training for Main Survey of grades ¾ and Link study 3/6 were conducted for the

test administrators.

4. MAIN SURVEY OF GRADES ¾:

Grade 3 Main survey was conducted in the remaining 13 provinces. In total 5,370 students were assessed from 179 sampled schools in target area.

For linking the grades 6 and 3, the link study 3/6 was also carried and in total 1,200 (600 Girls and 600 boys) students were assessed from grade 4 and 5 on tablet and paper booklets for reading and mathematics.

Data in tablets regarding students’ responses of Main Survey grades ¾ and Link study 3/6 were also uploaded to ACER server online database.

The student tracking data, section sampling data, student sampling data, SES response, and school coordinator questionnaires relevant data were entered in KeyQuest database and also submitted to ACER.

Skype based training in coordination and collaboration of ACER for the LA Team was organized in the following areas:

o Coder training for the marking of constructed responses o School coordinators questionnaires data entry o Booklets and coding relevant data entry o Internal Workshop and Group Discussion for Data entry quality assurance.

Coding and data entry of constructed items response is in process and it will be completed by the end of July.

Preliminary report of grade 3 assessment is prepared by ACER and LA team and a copy of the report is also shared with the World Bank colleagues.

Photo of Grade 3 Main Survey in one of the schools in Farah Province

Photo of the Main Survey in one of the schools in Bamyan Province

5. LINK STUDY OF GRADES 3&6:

The purpose of the link study is to assess growth in mathematical and literacy achievement to be measured between Class 3 and Class 6. To establish the link between Class 3 and 6, a link study will administer a subset of the Class 3 items and a subset of Class 6 items to a special ‘linking’ sample of students. These students will be from Class 4 and 5. The Class 3/6 link study will include a paper-based assessment component (Class 6 items) and items delivered on tablets (Class 3 items). All students take both a tablet-based test and a paper-based test. It is essential that we are able to link a student’s tablet assessment with their paper-based assessment. If both of these assessments cannot be linked to the student, the study is no longer valid.

There are two paper-based tests. One test booklet contains reading items, and the other booklet contains maths items. Similarly, the tablet component includes two tests, one with reading items and one with maths items. Students in the link study either take reading tests or maths tests.

Photo of Link Study in one of the Schools of Kabul City

Photo of Link Study in one of the schools in Parwan Province

6. OTHER ACTIVITIES CARRIED OUT BY THE LA TEAM DURING THE REPORTING

PERIOD: Basic competencies of learning (BCL) were revised and now available in three languages (Dari, Pashto,

and English).

LA Team members actively participated in National Technical Committee (NTC) meetings for better understanding, amendments and development of the new learning assessment system and directorate.

Concerned authorities, relevant departments, National Technical Committee (NTC) and other stakeholders were regularly updated regarding the achievements and activities of the Learning Assessment on weekly and monthly basis.

The LA Senior members participated in the International Citizen Led Assessment (CLA) workshop arranged by Pratham-PAL and ASER Center in Aurangabad- India in June 2016.

The LA team members also participated in the Workshop arranged by Creative Inc. regarding Afghan Read program.

Prepared and finalized the ToR for the International Advisor for the Learning Assessment Unit and the recruitment process was closely followed up with all relevant departments.

Group photo from the CLA (Citizen Led Assessment) Workshop in Aurangabad- India

7. CHALLENGES • Lack of cash for the field expenses. The LA Team members had to pay from their own pockets during

their field travel to 13 Provinces for conducting the Main Survey of Grade 3 • Clerical or administrative formalities in the provinces

8. RECOMMENDATION • Provincial EQUIP Officers should be informed to cooperate with the LA Staff during their trips to the

Provinces especially in the area of provision of transportation and information sharing about the status of Education in the respective Provinces.

EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS)

1. Core Activities

During the reporting period (Jan – June 2016), EMIS directorate within the Ministry of Education has carried out the core activities such as: EMIS data collection, cleaning & entry for 1395, GIS data cleaning & school mapping, follow up on provincial connectivity with ICT department, development, installation and training of information systems, monitoring & reporting work progress of MoE programs & projects and providing full skill capacity building programs in terms of data collection, system development, usage, maintenance of information systems, monitoring and reporting at national and sub-national levels.

2. Sub-Activities

Sub-activities which were planned for the last six months along with deadline and status have been illustrated in the following table:

Table 2.1: Planed Activities progress

S.N Core Activities Deadline Target

(%)

Achieve

d From To

1 Follow up on connectivity of provincial EMIS servers

with central server using reliable ICT infrastructure; 01-01-2016 30-06-2016 100% 31%

2 Mobile Application development for Learning

Assessment department (Grade 3 assessment). 10-02-2016 30-06-2016 100% 80%

3

Follow up on ToRs announcement with procurement

dept for the information systems to be developed (HR-

MIS, ISD-MIS, Web-Enabled GIS, solar system, &

Network storage).

01-01-2016 30-06-2016 100% 100%

5 Conducting Business Process Mapping (BPM) for

Student-MIS system. 01-04-2016 15-05-2016 100% 100%

6 Preparing proposal for decentralizing the certificate

issuing system and processes to PEDs. 20-02-2016 30-04-2016 100% 100%

7 Development of Teachers’ town info system 01-04-2016 30-06-2016 30% 0%

8 Development of information system for MoE official

letters. 01-03-2016 30-06-2016 100% 70%

9

Follow up of the technical staff to develop systems

according to the prepared policy, procedures and

standards.

01-01-2016 30-06-2016 100% 100%

10

In reference to recommendation by third party,

development of validations, controls and constraints on

School-MIS system data entry interfaces.

01-04-2016 30-06-2016 100% 90%

11 Configuring replication services for 8 provinces having

provincial connectivity to synchronize data online. 01-03-2016 30-06-2016 100% 0%

12 Localization of School-MIS reporting system into Dari &

Pashto. 01-02-2016 15-04-2016 100% 80%

13 Development of Students registration system from

grade 1-14 01-04-2016 30-06-2016 50% 80%

14 Decentralization of certificate-MIS system to PEDs. 01-03-2016 30-06-2016 50% 17%

15

Implementation of Construction management system,

estimation, BoQ, contract and running account bills MIS

systems for ISD department.

01-03-2016 30-03-2016 100% 70%

16 Technical consultation and monitoring on the

usage/performance of functional systems. 01-01-2016 30-06-2016 100% 100%

Capacity Building

1 Providing training to central & province staff on the

usage and maintenance of information systems. 01-01-2016 30-06-2016 100% 100%

2 Getting Mobile application training abroad the country 01-01-2016 30-06-2016 100% 10%

GIS and Statistical Data Collection and Analysis Unit

1 Data collection, entry, cleaning 1395/2016 for cold

season. 01-03-2016 30-06-2016 100% 60%

2 Cleaning and importing GIS coordinates for the rest of

17 provinces into the EMIS server. 01-04-2016 30-06-2016 100% 100%

4 GPS data collection for the rest of 8 provinces 01-03-2016 30-06-2016 100% 100%

5 Providing capacity building training to provincial and

district and school staff. 01-03-2016 30-06-2016 100% 100%

6 Preparing statistical analytical report for 1393/1394 01-03-2016 30-05-2016 100% 60%

7 1395 Data verification by EMIS and Academic

supervision. 01-05-2016 30-06-2016 100% 100%

Monitoring and Reporting Unit

A. Institutional Analysis and Development

1 Develop Field (Provincial) Reporting format based on

MoE operational plan. 01-02-2016 30-02-2016 100% 100%

2 Design and finalize monthly, quarterly and yearly

reporting formats for each MoE program 01-02-2016 30-02-2016 100% 100%

3 Prepare data collection formats, used as annexes in

narrative reports. 01-01-2016 30-01-2016 100% 100%

4 Establish filing system for all donor funded programs

particularly EQUIP 01-01-2016 30-01-2016 100% 100%

5 Review of MoE M&E and reporting framework

(indicators, procedures, formats) 01-03-2016 30-03-2016 100% 100%

6 Update annual operational plan in system (operational

plan management information system for 1395). 01-03-2016 30-03-2016 100% 100%

7 Develop monitoring plan including provincial visit plan

for the unit 01-03-2016 07-03-2016 100% 100%

8 Develop annual department and individual work plan 01-01-2016 07-01-2016 100% 100%

9 Develop reporting schedules for the year 01-01-2016 07-01-2016 100% 100%

B. Monitoring and Reporting

1 Receive and enter provincial data on a monthly basis 01-01-2016 30-06-2016 100% 50%

2 Review and follow-up on provincial reports (1394-1395) 01-02-2016 15-02-2016 100% 50%

3 Collect data for national annual operational plan

reports(1394) 01-01-2016 15-02-2016 100% 100%

4

Prepare, share and finalize MoE national annual

operational plan implementation/ progress report

(1394) and upload it on website.

10-02-2016 30-02-2016 100%

100%

5

Prepare MoE Achievements report (1394) for

Presidential Office 01-01-2016 15-02-2016 100% 100%

6

Prepare MoE Second and third 100 days plan

implementation report for Presidential Office and Chief

Executive Office of the Afghanistan Islamic Republic

Government

15-02-2016 30-02-2016 100% 100%

7

Prepare development projects annual (1394) and

quarterly reports (1395) for Ministry of Economy 01-01-2016 05-04-2016 100% 70%

8

Develop annual (1394) and quarterly progress reports

for the Ministry of Finance 01-01-2016 05-04-2016 100% 100%

9

Prepare annual progress (Gender) report (1394) for the

Ministry of Women Affairs 01-02-2016 07-02-2016 100% 100%

10

Develop ESPA I-II (Education Support Program of

Afghanistan) Completion report 01-01-2016 30-06-2016 100% 100%

11

Conduct central monitoring and verification/validation

missions for the implementation of MoE annual

operational plan (1394) and second and third 100 days

plan with programs

24-02-2016 30-02-2016 100% 100%

12

Conduct provincial monitoring and

verification/validation missions 01-04-2016 30-06-2016 100% 50%

C. Capacity Building

1

Train Ministry staff (heads and planning and reporting

officers of the programs in center) on how to develop

reports through on-the job-training

01-01-2016 30-06-2016 100%

100%

2

Train provincial planning units' staff, programs staff,

districts' education staff in order to enhance capacity

on monitoring and reporting of NESP activities through

on-the job-training

01-04-2016 30-06-2016 100% 100%

3

Conduct specific workshops for programs staff

(planning and reporting staff) to introduce 100 days

plan reporting formats, ministry of economy reporting

formats and other related reporting formats

01-01-2016 30-06-2016 100% 100%

D. Not Planned Activities/ Ad hoc Reports

1

Prepare MoE summary achievements' report (1394) for

Ministry of Information and Culture During first quarter of 2016 Completed

2

Prepare Human Rights recommendations

implementation report for Ministry of Justice and

Ministry of Foreign Affairs

During first quarter of 2016 Completed

3

Prepare NESP II implementation progress report for

decision making process of the MoE During first quarter of 2016 Completed

4

Prepare MoE achievements' report based Istanbul

program action plan for Afghanistan During first quarter of 2016 Completed

5

Provide technical support to the Administration office

of the President in order to prepare Government

Report to the Parliament (Pashto version)

During first quarter of 2016 Completed

6

Prepare MoE's achievements report (only development

projects) for Parliament During first quarter of 2016 Completed

7

Prepare MoE's related schools threats summary report

for the MoE leadership

During second quarter of

2016 Completed

8

Prepare MoE summary progress report for the office of

first lady


2016 Completed

9

Provide technical support in order to prepare ad hoc

speeches and other summary reports for the leadership

of MoE


2016 Completed

3. Progress of System Development Unit

In respect to the planned activities as mentioned in the above table, a brief narrative detail about the progress of the activities is provided in the following. There are some activities which are still in the progress and need to be continued in the next cycle of the plan.

3.1 Provincial Connectivity

In order to connect provincial EMIS servers with the central server for online data entry/replication, EMIS directorate is closely working with ICT directorate for provincial connectivity project which is already in progress. Local network and their connection with center for 11 provinces are completed and only local network for 23 provinces are done but they are not connected with the center yet and the work is in progress.

3.2 Preparing Five Year Strategic Plan

A part from EMIS system development five year strategy, as per the instruction from H.E the President about the integration of databases, EMIS is now working to integrate EMIS, Payroll and Tashkeel systems. Around 14,355 schools out of 17,000 schools are integrated and connected. Once these schools are connected from three systems, second step would be the development of a unified application, its ToR is already sent to the World Bank for getting NoL.

3.3 Information Systems Development

A. Follow up on ToRs:

Web-Enabled-GIS System’s procurement process is almost completed, now it is in control department in MoE and would be awarded in next week.

ISD-MIS system is in procurement process and its technical evaluation is completed. The contract award recommendation is sent to the World Bank for approval and NoL.

Licenses for SQL and Arc GIS software: The SQL Server and Arc GIS licenses project which was in two lots was announced and three companies had applied only for SQL Server licenses and no company had applied for Arc GIS lot. The evaluation of this project has been completed and no company has met the requirements so both lots of this project will be re-announced.

Solar System: The Solar System Project for 13 provinces was announced and fourteen companies had applied for it. Evaluation of this project has been completed and no company has met the requirements, so both lots of this project will be re-announced.

HR-MIS System: It is already negotiated with the World Bank that based on the limited deadline given by the H.E President Office to integrate EMIS, Payroll and Tashkeel systems; it is decided to divide development of HR-MIS system into two phases. The first phase is already started as mentioned that around 14,355 schools are connected from three systems.

B. Amlak/Property Management System: Apart from the Property/Amlak Management System, development of Teacher’s City (Shahrak Malimeen) Management System was also in plan, but due to the lack of provision of the requirements by the relevant department, this system is stopped.

C. Mobile Application development for Learning Assessment: Learning assessment study for grade 3 will be conducted by relevant department in MoE. Development of mobile application for this study is in progress, and its 80% work is almost completed.

D. Individual Student Registration System: development of this system is almost 80% completed.

E. Configuring Replication Services for Provincial Connectivity: It was planned to configure replication services for 8 provinces to transfer data online from PEDs to the center, but EMIS is still using pirated version of SQL Server for this activity and the licensed software is still in the procurement process. It will be applied once procured.

F. Decentralization of Certificate-MIS System to PEDs: In fact, 50% of this activity was planned to be completed but issues are still there. The main problems include huge distance between EMIS server and certificate unit in PEDs which need a connection, lack of technical capacity and non availability of enough space, computers, scanners and electricity in most of the PEDs.

G. Implementation of Construction Management System: Estimation, BoQ, contract and running account, bills and MIS systems for ISD department, all these modules are developed and now in testing phase.

4. Progress of Statistical Data Analysis and GIS Unit

4.1 Statistical Unit

Data collection for 1395/2016 is now completed and data entry and verification is in progress. About 5% schools per province are planned to be verified and a random sampling for data verification will be used. A list of schools to be verified is attached as annex at the end of this report as (Annex #2). As stated in below diagram, whole data management is taking place into seven separate steps from data collection up to dissemination and reporting. All these steps are carried out twice at the start and end of each year. At the end of the cycle an analytical statistical report would be prepared and the preparation of this report is in progress by the statistical unit.

Figure 1.1 Data Management Life Cycle

4.2 GIS Unit

The main objective of the GIS Unit is to support EMIS system in terms of data visualization, analysis, school mapping and Geographical Interfaces, develop map booklets, and store accurate school GPS information. Main activities performed by this unit during the last six months include, providing MoE/GPE and academic supervision units with district maps, cleaning and importing of 27 provinces’ schools’ GPS coordinates into the EMIS server. GPS coordinates for the rest of 8 provinces are received for WADAN NGO, and now is in cleaning process. By now EMIS have school coordinates in system and is able to generate school mapping at different levels. Figure below shows a sample of Pur Chaman District schools map of Farah province. It shows location of schools and villages.

Figure 1.2: Pur Chaman District schools’ map

5. Progress of Monitoring and Reporting Unit

5.1 Institutional Analysis and Development

During the reporting period, some required reporting formats, such as monthly, quarterly and annual were produced for upgrading the quality of the reports and for better understanding of the programs. The staff is trained on the newly developed reporting formats and NESP/operational plan activities, not only on central level but also on provincial level. Moreover, operational plan, monitoring system, results framework, performance indicators, central and provincial monitoring plan, formats for ad hoc reports and different questionnaires were developed based on 1395 operational plan for the programs of the MoE. The annul work plan of the Monitoring & Reporting department was prepared ensuring full participation of

the department’s technical staff (Monitoring and Reporting Specialists and Officers). The plan covered all necessary elements of the monitoring and reporting, such as plan for field visits, plan for reporting, capacity development and plan for performance appraisal of the monitoring and reporting specialists and planning and reporting officers. It is worth mentioning that the planned activities were strictly followed and at the end of the year the performance appraisal of the technical staff will be conducted. In addition to that Monitoring and Reporting formats for the 100 days plan (2nd and 3rd) of the MoE was also developed for the programs and related directorates.

5.2 Monitoring and Reporting

During the first six months of the year, a standard reporting procedure was implemented. Ministry’s operational plan progress reports for 1394 were prepared and received from all provinces around the country. The planning, monitoring and reporting officers collected data on the operational plan indicators. After cleaning the data they entered the data within the operational plan system, and sent their export file to the Head Quarter to be imported to the system. The data was not only verified by the provincial EMIS officers themselves but was also verified by the central located Monitoring & Reporting specialists during their field visits. The deviations were communicated with the relevant stakeholders on timely manner to be improved. The M&R department produced different reports during the reporting period of the year, such as:

The ESPA I & II Completion reports: The reports are provided to Danish Government. The report provides updates on some specific indicators requested by the donor based on ESPA Program.

Report required by Administrative Office of the President: The Presidential Office report was prepared by the monitoring and reporting team based on the exact requirement of the Presidential Office. It is mentionable that this report is required by the Presidential Office after each year. Ministry’s Second and Third 100 Days Plan Implementation Report for Presidential Office and Chief Executive Office of the Afghanistan Islamic Republic Government: The reports were prepared based Ministry’s approved 100 days plans and shared in due time. Report for the Ministry of Economy: Ministry of economy also requires report on some of the specific indicators of the Ministry's development projects. They want to know progress made against the expenditures. The report was finalized with close coordination of finance directorate and tracking unit of the MoE. Quarterly Progress Reports for the Ministry of Finance: Ministry of Finance requires quarterly progress report on some of the specific indicators in order to know progress made against the expenditures. Two quarterly reports are prepared and shared in due time. Report (Gender) for the Ministry of Women Affairs: Monitoring and Reporting department has produced MoE gender report and has shared it with the MoWA and Parliament for their information. Monitoring Visits of NESP Indicators: Monitoring and Reporting Specialists have conducted central monitoring visits of the programs in order to ensure progress against NESP related indicators and Ministry's 100 days plan. The verification process of the data and information was successfully accomplished and reports were prepared. Monthly, Quarterly, Semi-Annual and Annual Reports of the MoE based on Operational Plan (1394):The mentioned reports were prepared in all 35 provincial education directorates and moreover,

national level (compiled report) report is also prepared and were shared with the relevant stakeholders on timely manner.

6. Capacity Building

A number of trainings were conducted for departments ’staff on the use of Management Information systems, role of information system in education management and maintenance of systems, as well as data collection, cleaning, analysis and reporting. The following trainings have been conducted at central and provincial levels:

• Central Statistical and academic supervision staff is trained on the revised school management system in the center as master trainer for the provinces, and these master trainers trained around 17 academic supervision staff in each PED and in return, they trained approximately 7 academic staff in each DED and DED staff trained school principles.

• Due to lengthy process of preparation of procurement plan, EMIS technical staff didn’t get required training outside the country and are still waiting to get NoL from World Bank. This training is very important for further development of mobile applications.

• A two days workshop is arranged by M&R unit for MoE programs’ staff (Planning, Monitoring and Reporting) in order to enhance the capacity of report writing skills particularly about MoE’s 100 days reporting formats and MoE’s quarterly reporting format for Ministry of Economy.

• Each of the civil servants working on central level has been appointed as counterpart for the Monitoring and Reporting Specialists based on TNA results and are provided regular trainings (on the job training) to each one of them as per their training plan.

• In order to enhance the capacity of civil servants at provincial and district level, the monitoring and reporting department designed and conducted long term training (on the job training) on subjects including planning, monitoring and report writing for planning and district education staff. This training was conducted in 13 provinces and totally (325) officers including provincial planning department staff and district education officers were trained.

7. Key Achievements

As a result of the implementation of the last six months plan of the year 2016, the following outcomes are achieved:

7.1 Outcome/output

The following are the main outcomes:

• During last six months development process, two information systems (Mobile Application for learning assessment & Individual Student Registration) are developed and now in testing phase. Certificate information system is 70% revised based on new information added and now it is functional.

• Data collection for 1395 is completed and data entry is in progress in all provinces.

• Around 14,355 schools from three data sets of EMIS, Payroll & Tashkeel are now integrated through a unique school code from EMIS.

• GPS coordinates for 27 provinces are cleaned and entered into the EMIS server and GPS for the remaining 8 provinces are received from WADAN NGO and now in cleaning process.

• Overall 70 staff at the centre, 595 at provincial and 7,150 at district levels are trained for data collection for the year 1395.

• One of the major achievements of the M&R during the last six months of the year was updating and development of the M&R system, operational plan, monitoring system, results framework, performance indicators, central and provincial monitoring plan, formats for periodic and ad hoc reports and development of the different questionnaires for all related programs of the MoE.

• During the last six months, M&R unit has produced different reports based on Ministry’s operational plan (1394) and other ad hoc reports against requirement of the stakeholders such as; President Office, Chief of Staff Office, ministries, parliament and donors. As a result, all the reports are prepared and submitted to the concerned governmental and non-governmental (donors) organizations in due time.

• Capacity building is one of the priorities of the Monitoring and Reporting Department for filling capacity gapes of employees (civil servants) on central and provincial level on reporting, planning and coordination. As a result programs and provinces have prepared quarterly and annual progress reports.

8. Challenges

In respect to the activities completed during the last six months, the following challenges have been traced which have direct effects on the process and performance of activities:

• Due to lack of awareness from usage of modern technology as well as importance of information systems in education, implementation of information systems is complex given the current capacity of civil servants (end users);

• Low capacity of statistical data analysis and reporting capability at central and provincial level.

• Lack of availability of space and electricity at PEDs’ offices.

• Lack of capacity of district and schools staff in terms of filling out and understanding of the school questionnaires.

• Lack of IT equipments at provincial EMIS offices such as stationary, scanner, cartridge for printers and photocopier machines.

• Repetitive changes in procurement plan, EMIS/System development staff was not able to get planned capacity building training outside the country.

• Although the short-term training and workshops were conducted in order to enhance the capacity of civil servants employees on provincial level on planning, monitoring and reporting but still their capacity is not satisfactory.

• Lack of a suitable location and work environment for Monitoring and Reporting Department. It has delayed the implementation of the department's planned activities.

• Ad hoc and un-planned assignments have created hurdles in the implementation of the planned activities of the Department.

9. Recommendations

• Support EMIS in terms of provision of TAs, experts in statistics and advanced data analysts. They would train master trainers at central and provincial levels.

• Allocation of separate fund for procuring ICT equipments, transportation for data collection, verification and capacity building at central, provincial, district and school levels.

• Support EMIS in the implementation of five years strategic plan.

• Public awareness of EMIS stakeholders from EMIS activities as well as on the importance of information technology and role of MIS system in education management.

• Provision of full scale capacity building trainings to technical staff outside the country and to the civil servants at national and sub-national levels especially for school principals and district managers.

• Enhance the capacity of provincial civil servant staff (planning, monitoring and reporting staff) through the National Training Institute of educational planning and other related long term capacity building programs.

• Provision of suitable work place and environment for Monitoring and Reporting Department.

1. Future Plan/Activities

EMIS has been planned the following activities for next six months: (July till December, 2016)

TABLE 5.1: FUTURE PLANNED ACTIVITIES

S.

N Core Activities

Deadline Target

(%) From To

A. System Development Unit

1 Follow up on connectivity of provincial EMIS servers with

central server using reliable ICT infrastructure; 01-07-2016 31-12-2016 100%

2 Data integration and system development for EMIS, Payroll and

Tashkeel system. 01-07-2016 31-12-2016 100%

3 Development of Research & Evaluation-MIS system for planning

department. 01-07-2016 31-12-2016 100%

4 Mobile Application scale up to Learning Assessment

department. 01-07-2016 31-12-2016 100%

5 Development of information system for MoE official letters. 01-07-2016 31-12-2016 100%

6 Development of Inventory-MIS for MoE procurement

department. 01-07-2016 31-12-2016 100%

7 Development of project tracking system for HE minister office. 01-07-2016 31-12-2016 100%

8

Follow up on ToRs with procurement dept for the information

systems to be developed (HR-MIS, ISD-MIS, Web-Enabled GIS,

solar system).

01-07-2016 31-12-2016 100%

9 Mobile application development intermediate and advance

level training; 01-07-2016 31-12-2016 100%

10 Development of information system for MoE official letters. 01-07-2016 31-12-2016 100%

11 Follow up of the technical staff to develop systems according to

the prepared policy, procedures and standards. 01-07-2016 31-12-2016 100%

12

In reference to recommendation by third party, development of

validations, controls and constraints on School-MIS system data

entry interfaces.

01-07-2016 31-12-2016 100%

13 Configuring replication services for 8 provinces having

provincial connectivity to synchronize data online. 01-07-2016 31-12-2016 100%

14 Localization of School-MIS reporting system into Dari & Pashto. 01-07-2016 31-12-2016 100%

15 Development of Students registration system from grade 1-14 01-07-2016 31-12-2016 50%

16 Decentralization of certificate-MIS system to PEDs. 01-07-2016 31-12-2016 50%

17

Implementation of Construction management system,

estimation, BoQ, contract and running account bills MIS

systems for ISD department.

01-07-2016 31-12-2016 100%

18 Technical consultation and monitoring on the

usage/performance of functional systems. 01-07-2016 31-12-2016 100%

B. Capacity Building

1 Providing technical training for center, provincial & district staff

for data collection of cold season schools – 1395. 01-07-2016 31-12-2016 100%

2 Technical training abroad the country on mobile application

development for central staff. 01-07-2016 31-12-2016 100%

GIS, Statistical Data Collection and Analysis Unit

1 Data entry, cleaning and verification for 1395/2016 for cold

season. 01-07-2016 31-12-2016 100%

2 Cleaning and importing GIS coordinates for the rest of 8

provinces into the EMIS server. 01-07-2016 31-12-2016 100%

3 School mapping at district level. 01-07-2016 31-12-2016 100%

4

Providing data collection, entry & verification capacity building

training to provincial, district and school staff for hot season

schools of 1395.

01-07-2016 31-12-2016 100%

5 School mappings for academic supervision and UNESCO at

district and school levels. 01-07-2016 31-12-2016 100%

6 Preparing statistical analytical report for 1393/1394 01-07-2016 31-12-2016 100%

7 5% of 1395 Data verification by EMIS and Academic supervision. 01-07-2016 31-12-2016 100%

A. Monitoring and Reporting Unit

1 Receive and enter provincial data on a monthly basis 01-07-2016 31-12-2016 100%

2 Review and follow-up on provincial quarterly and annual

reports (1395) 01-07-2016 31-12-2016 100%

3 Collect data for national annual operational plan reports(1395) 01-12-2016 31-12-2016 100%

4 Prepare MoE national annual operational plan implementation/

progress report(1395) 01-12-2016 31-12-2016 100%

5

Sharing draft MoE national annual operational progress report

with programs and related directorates for review and

comments

End of Dec

2016 100%

6 Finalize and Disseminate national annual report(1395) on MoE

website 01-07-2016 31-12-2016 100%

7 Prepare MoE Achievements report(1395) for Presidential Office 01-12-2016 31-12-2016 100%

8

Prepare MoE Second and third 100 days plan implementation

report for Presidential Office and Chief Executive Office of the

Afghanistan Islamic Republic Government

01-07-2016

31-12-2016

Based on

schedule

100%

9 Prepare development projects annual(1395) and quarterly

reports(1395) for Ministry of Economy 01-07-2016 31-12-2016 100%

10 Develop annual(1395) and quarterly progress reports for the

Ministry of Finance 01-07-2016 31-12-2016 100%

11 Prepare annual progress (Gender) report (1395) for the

Ministry of Women Affairs 01-12-2016 31-12-2016 100%

12

Conduct central monitoring and verification/validation missions

for the implementation of MoE annual operational plan(1395)

and second and third 100 days plan with programs

01-07-2016 31-12-2016 100%

13 Conduct provincial monitoring and verification/validation

missions 01-07-2016 31-12-2016 100%

B. Capacity Building

1

Train Ministry staff (heads and planning and reporting officers

of the programs in center) on how to develop reports through

on-the job-training

01-07-2016 31-12-2016 100%

2

Train provincial planning units' staff, programs staff, districts'

education staff in order to enhance capacity on monitoring and

reporting of NESP activities through on-the job-training

01-07-2016 31-12-2016 100%

3

Conduct specific workshops for programs staff (planning and

reporting staff) to introduce 100 days plan reporting formats,

ministry of economy reporting formats and other related

reporting formats

01-07-2016 31-12-2016 100%

C. Not Planned Activities/ Ad hoc Reports and capacity building trainings based on requirement

INTERNAL AUDIT

1. Internal audit key objectives and core activities: The key objective of this department is to ensure accuracy, reliability and timeliness of financial, managerial, and operational information, to assure compliance with policies, procedures, laws and regulations and to check that resources are economically acquired, efficiently used adequately protected and to bring continuous improvements in MoE’s internal control systems. To attain the mentioned objectives, audit department has categorized and performs its activities in the following three main areas:

I. Audit of MoE development budget II. Capacity building of civil servant (internal auditors)

III. Internal Audit System Development

2. Activities Planned for the Period [January-June, 2016] Based on Internal Audit [IA] Department’s annual plan, the following audit assignments were planned for the period [Jan - Jun 2016].

I. Audit of finance, procurement and EQUIP development budget for FY 2016 including all the deputy ministries and directorates.

II. Audit of EQUIP for the year 1391, 1392, and 1393 (Special assignment based upon request of top management (H.E. Minister of Education)

III. Audit of AWDP (1393 and 1394), ASDP and Discretionary Budget (finance and HR units) at DM-TVET IV. Capacity Building of Civil Servants (On the job training) V. Special Assignments

3. Tasks/Activities Completed for the Period [January-June, 2016] Based on Internal Audit [IA] Department annual plan, the following audit assignments were conducted for the period [Jan - Jun 2016]

I. Audit of procurement and services departments II. Audit of AWDP (Afghanistan Workforce Development Program) for the year 1393 and 1394 (Finance

and HR units) at DM-TVET III. Audit of ASDP (Afghanistan Skills Development Program) for the year 1394 at DM-TVET IV. Audit of Discretionary Budget for the year 1394 V. Capacity Building of Civil Servants (On the Job Trainings)

VI. Special Assignments

Audits conducted as special assignments are listed in the table below:

LIST OF SPECIAL ASSIGNMENTS CONDUCTED DURING [JAN - JUN 2016]

NO AUDIT ASSIGNMENT LOCATION PROGRESS

1 SPECIAL ASSIGNMENT BASED ON GUTAMBERG PRINTING PRESS

COMPLAIN FOR NOT AWARDING THE CONTRACT TO THE PRINTING

PRESS AS A WINNER

PROCUREMENT, MOE, KABUL PROVINCE

COMPLETED

2

SPECIAL ASSIGNMENT FOR PHYSICAL CHECK OF PROJECTORS, AND IT

EQUIPMENTS AT TED (TEACHERS EDUCATION DIRECTORATE)

REFERRED BY ATTORNEY GENERAL’S OFFICE

TED, KABUL CITY

COMPLETED

3 SPECIAL ASSIGNMENT FOR PHYSICAL CHECK OF IT EQUIPMENTS AT

MOE REFERRED BY ATTORNEY GENERAL’S OFFICE IT DIRECTORATE MOE,

KABUL CITY

COMPLETED

4

SPECIAL ASSIGNMENT REGARDING FAKE BANK GUARANTEE PROVIDED

BY RUSTUKHAIL CONSTRUCTION COMPANY (RESENT BY ATTORNEY

GENERAL’S OFFICE FOR REINVESTIGATION)

PROCUREMENT

DIRECTORATE MOE, KABUL CITY

COMPLETED

5

SPECIAL ASSIGNMENT ON HIGHER CONTRACT AMOUNT SIGNED

BETWEEN ILO (INTERNATIONAL LABOUR ORGANIZATION) AND ASDP

(AFGHANISTAN SKILLS DEVELOPMENT PROGRAM) REFERRED BY

ATTORNEY GENERAL’S OFFICE

ASDP – DM-TVET,

KABUL CITY

COMPLETED

6 SPECIAL ASSIGNMENT ABOUT 9 ISSUES IN ZABUL PROVINCE (RE-SUBMITTED 3 OUT 9 ISSUES BY ATTORNEY GENERAL’S OFFICE FOR

RE-INVESTIGATION)

PED, ZABUL PROVINCE

COMPLETED

7 SPECIAL ASSIGNMENT REGARDING TICKET ISSUES OF EQUIP’S DUBAI

MISSION AND PHYSICAL CHECK OF EQUIPMENTS (RE-SUBMITTED

BY ATTORNEY GENERAL’S OFFICE FOR RE-INVESTIGATION)

EQUIP, KABUL CITY

COMPLETED

8 SPECIAL ASSIGNMENT, REGARDING FAKE TICKETS FOR TRAININGS IN

DUBAI BY NINE EMPLOYEES IN EQUIP (RE-SUBMITTED BY

ATTORNEY GENERAL’S OFFICE FOR RE-INVESTIGATION)

EQUIP, KABUL CITY

COMPLETED

9 SPECIAL ASSIGNMENT REGARDING FRAUD AND CORRUPTION IN 3

CASES IN EQUIP (RE-SUBMITTED BY ATTORNEY GENERAL’S OFFICE

FOR RE-INVESTIGATION)

EQUIP, KABUL CITY

COMPLETED

10 SPECIAL ASSIGNMENT REGARDING 5 CASES OF PURCHASES IN EQUIP

REFERRED BY ATTORNEY GENERAL’S OFFICE EQUIP, KABUL, PROVINCE

COMPLETED

11

SPECIAL ASSIGNMENT REGARDING CASES OF FRAUD DETECTED IN

PROCUREMENT DIRECTORATE REFERRED BY ATTORNEY GENERAL’S

OFFICE

MOE, PROCUREMENT

DIRECTORATE, KABUL

CITY

COMPLETED

12 SPECIAL ASSIGNMENT REGARDING (3,475,000 AFS) CORRUPTION

COMMITTED BY ZIAUL HAQ SAFAI, SAQIB, SHERIN AGHA, AND ABDUL

SATAR IN FINANCE DIRECTORATE REFERRED BY IA DIRECTORATE

MOE FINANCE

DEPARTMENT, KABUL CITY

COMPLETED

13

SPECIAL ASSIGNMENT REGARDING CORRUPTION IN BAGHLAN

PROVINCE BY PED DISTRICT MANAGER, NAHRAIN, BAGHLAN, REFERRED BY IA DIRECTORATE

PED RESPECTIVE

DEPARTMENT, NAHRAIN, BAGHLAN PROVINCE

COMPLETED

14 SPECIAL ASSIGNMENT REGARDING ROBBERY OF TEACHERS SALARIES

FOR THE MONTH OF JADI, 1394 IN BAGHLAN PROVINCE REFERRED

BY IA DIRECTORATE

PED, BAGHLAN PROVINCE

COMPLETED

15 SPECIAL ASSIGNMENT ON PERFORMANCE EVALUATION SCHOOL

MANAGER HASAN TAL CENTRAL BAGLAN DISTRICT BAGHLAN

PROVINCE, REFERRED BY IA DIRECTORATE

PED - BAGHALAN

PROVINCE

COMPLETED

16 SPECIAL ASSIGNMENT REGARDING COMPLAIN OF ADNAN ASIL

CONSTRUCTION COMPANY PED – KUNAR PROVINCE

COMPLETED

17 SPECIAL ASSIGNMENT REGARDING COMPLAIN OF HOTAK BROTHERS

CO, AS A WINNER OF THE SUPPLIER OF TENTS, AND OTHER RELATED

GOODS

PED – BAGHLAN

PROVINCE

COMPLETED

18 SPECIAL ASSIGNMENT REGARDING CONSTRUCTION OF HOSTEL FOR

300 STUDENTS PED – KAPISA PROVINCE IN PROGRESS

19 SPECIAL ASSIGNMENT REGARDING PURCHASES OF 500 UNITS

DESKTOP COMPUTERS, TRAVEL OF H.E. DM-TVET TO AUSTRALIA

AND OTHER ISSUES BASED ON COMPLAIN OF STUDENTS

DM-TVET, KABUL

PROVINCE IN PROGRESS

4. Plan for the Next Six Months [Period Jul - Dec 2016] Based on Internal Audit [IA] Department annual plan, the following audit assignments are planned for the next two quarters [Period Jul - Dec 2016]

I. Audit of finance and HR department (GPE – Global Partnership for Education) II. Audit of HR department (Development Budget)

III. Capacity Building program for Civil Servants. IV. Special Assignments

5. Challenges/Risks I. The majority of the counterparts are lacking in higher and relevant education which makes it difficult

to grasp the trainings provided to them. II. Lack of staff and excessive work load

III. Limitation of scope due to lack of funds and insecurity for provincial audits IV. Excessive number of Special assignments are affecting the scope and process of IA assignments V. Disbanding of audit committee will affect independence of IA Unit

VI. Lack of audit manuals create confusion in conducting certain audits

6. Recommendations I. In order to maintain effectiveness and efficiency of IA unit, and to enable IA unit to perform its

activities on time and/or as planned, we strongly recommend the management to pay more attention to hire new internal auditors in headquarter and provinces with relevant education and qualifications i.e. at least bachelor’s degree in the relevant field.

II. Management should focus on capacity development of provincial internal audit civil servants to enable them to conduct the audit of provincial education directorates in an efficient and effective manner

III. We request the management to increase the funds for all and/or provide security assurance for conducting provincial audits.

IV. We request the management to re-establish audit committee in order to assure independence of IA unit.

V. We request the management to develop an audit manual for IA unit based on which it will perform its audit assignments

VI. We recommend the management to hire an international advisor for IA unit in order to help the unit in various audit related procedures, techniques and development of audit manuals, and charter.

COMMUNICATION & PUBLIC AWARENESS

EQUIP Communication Unit has continued to provide updates and in-depth stories by publishing EQUIP Newsletter, every two-months, EQUIP Semi Annual Narrative Reports, Brochures and organizing Public Awareness Events (PAEs). Similarly in the last six months, the unit also held public awareness activities which included development of variety of materials for a public education campaign, preparation of scripts for radio and TV spots, preparations of newspaper articles, editorials, and talking-points for media-round tables and standard speeches for awareness gatherings. In addition, provincial field visits were also conducted in this reporting period with the aim to evaluate model schools, assess teachers’ performance and issues, improve coordination between PED, the school administration and Shura, assess schools security, visit construction sites, assess the schools from the environment and social safeguard perspective and etc.

Key Achievements

1.1. Printing and Publishing

Developed Public Education messages about Gender and female participation in particular

Collected and published success stories from provinces

Translated various communication materials into Dari, Pashtu & English

1.2. Public Education

Prepared speeches and developed messages for Public Awareness and Public Education events

Held regular meetings with Information and Publication Department of MoE and Education Radio Television about Public Education activities.

Raised public awareness about the EQUIP provincial budgets and provincial education profiles in all 9 provinces where visits were carried out through local media.

1.3. Public Awareness

Organized Public Awareness Events in 9 provinces. The participants of these events included scholars, tribal elders, people’s representatives, education workers and the national traders.

Held meetings with MPs and influential figures from Paktia, Khost, Logar, Nangarhar and Laghman about improving quality of education in the mentioned provinces. In addition to this, meetings are also held with MPs from all 34 provinces at the Parliament House and discussed the security and education promotion agendas.

Held meetings with School Management Shuras of Kabul City. These meetings were held in order to let the Shuras do their own monitoring of EQUIP projects, collect more contribution for the schools, eradicate violence, reduce students absenteeism, reduce dropout and improve girls attendance in schools.

A conference was held at the Presidential Palace where around 500 journalists from all 34 Provinces and Kabul City were invited to discuss violence, student absenteeism and dropout reduction, closed school re-opening and female school enrollment. EQUIP team had also participated in this huge event. At the end of the event, all journalists were requested to write awareness messages on the above mentioned subjects and share them with the public through their media channels. It was a general awareness raising campaign focusing on importance of education.

Provincial EQUIP Officers are trained from all 34 provinces about Gender and its implications

1.4. Future Plans

Continue preparing EQUIP Semi Annual Narrative Report for January-June & July-December, 2016

Continue Publishing EQUIP bi-monthly Newsletter in local languages in 3 editions

Design and print Public Education messages, particularly about girls’ participation in education, for provinces across the country;

Hold meetings with scholars, tribal leaders, civil society, media representatives and education activist about importance of public education and improving people’s participation and ownership and increasing enrolment;

Prepare media reports of key EQUIP seminars/workshops/conference;

Collect EQUIP Success Stories from 34 Provinces and publish them in the media

Collect Annual Activity Reports from the 34 Provinces and perform its analysis

Provide Training to the Provincial EQUIP Officers about Reporting and Techniques of Professional Photography

Launch EQUIP Website – for EQUIP advocacy

Conduct Gender and Public Awareness trainings in 19 provinces

Provincial Field Visits: During the last six months many provincial visits have been carried out and these are reflected in the following paragraphs.

Herat Provincial Visit:

Academic discussion took place on Model school book contents with PED, DED and School staff. Model schools were visited and sustainability assessment was carried out along with teachers’ performance if improved. In addition, female teachers and Shura members coordination meeting was facilitated to further improve the coordination between Shura members and female teachers. Provincial level coordination meetings were facilitated for PED and staff including EQUIP Officers and SM Supervisors to discuss the communication challenges and find applicable solutions for further improving the coordination.

MoU is signed with Atifi Foundation where they are agreed to endow greenery for 10 schools. Similarly, Model School Books were distributed to 50 schools and 50 teachers were trained on Model School Book.

Kandahar Provincial Visit:

Public awareness meetings were held and school exhibition was facilitated where about 20 schools had participated in March 2016. About 66 acre lands were awarded for 37 schools and 46 million AFS support is promised by local businessmen for 20 schools as Model Schools. Mr. Mahmood Karzai brother of former President Hamid Karzai promised to allot houses to 2,400 teachers. Mr. General Abdul Raziq also promised to re-open 25 closed schools in Kandahar and it was reported in public awareness meeting that all these schools re-opened.

Parwan Provincial Visit:

Visited Model School by the name of Hura Jalali where problems were found and identified. The problems were related to toilets and drinking water. The report was submitted to EQUIP Central Office and the ISD. In spite of few problems, this Model School serves as role model for other provincial schools where increase in student’s enrollment is reported. Students from private schools have moved to this school for the reason that his school has led to improved learning environment.

Deh-Sabaz District Visit:

Visited Pule Sangi Girls School. The building of the school was properly handed over to DED however, the boundary wall was noticed to be lower than one meter in height, no latrines and no drinking water facilities were available (not constructed – despite spending 4.7 million AFS). The construction site was not hygienic, waste existed everywhere and the school building had

no main gate to protect the outsiders or animals from entering the school. The school had no chairs and tables available for students, teachers and administration staff. There was no watchman/guard at school as well. The final copy of the report is submitted to the Ministry leadership for final decision and actions.

Baghlan Provincial Visit:

Visited Model School and general public schools and assessment is carried out in Baghlan province besides EQUIP and PED staff coordination meeting. Similarly, Baghlan city school shura meetings were facilitated for the purpose of bringing improvement in schools security.

Khost Provincial Visit:

The team visited nine construction projects. Progress and updates are reported to EQUIP. These projects were ongoing however were stopped for long time. Few of the schools are also visited in Tanni, Nadir Shah Kot and Gurbaz districts and as well as Khost City. In addition, a coordination meeting was also held between EQUIP, Governor and the PED.

Paktia Provincial Visit:

The visit included Ahmadaba, Waze Zadran, Tera and Sayed Karam districts of the Province. The team visited different schools in these districts and submitted its detailed report to EQUIP Management on progress of ongoing construction projects. A coordination meeting is also held with the Governor, PED and Paktia Press club and future public awareness strategy is discussed.

A meeting is also held with Paktia University teachers where it was discussed on how to help in training school teachers for better teaching.

Logar Provincial Visit:

A coordination meeting is held with the Governor of Logar Province, Logar PED and the Provincial EQUIP Officer where transportation issue is discussed and steps were taken for its tackling it on urgent basis.

Laghman Provincial Visit:

Visited Model school and held coordination meeting with the PED’s Deputy Director, school teachers and PED staff. The meeting was coordinated in order to listen to school teachers’ issues and bring about strong coordination between the PED, EQUIP and the School Administration.

Panjshir Provincial Visit:

Visited schools in Paryan, Rokha, Unaba and Bazarak districts of the Province and held meetings with the school administration and Provincial EQUIP Officer for improving coordination between these actors.

EQUIP II EVALUATION

The Directorate of Planning & Evaluation (DoPE) of the Ministry is responsible to provide policy options for the policy and decision makers, and research based data and information for the planners. It is also, responsible for preparation of National Strategic Plans and Operational Plans at different levels for Education and Education Joint Sector Reviews. For the aforementioned purposes, the DoPE’s Research and Evaluation Unit has been established with a clear mandate of preparing evidence based data and information for the policy and decision makers to formulate sound policies and the planners for planning. The Research and Evaluation Unit (R&EU) under the direct supervision of Director for Policy and Strategic Planning in the Ministry of Education (MoE) is tasked to coordinate and facilitate Research and Evaluation projects regarding Education in Afghanistan. This can be done either through conducting Research and Evaluation activities by the R&EU and/or outsourcing the Research and Evaluation projects. The main objectives of the Unit are to improve and expand the evidence base for Educational Planning in Afghanistan through:

Identifying Research and Evaluation priorities of MoE (agendas); Providing Policy briefs and research summaries; Preparing aide-memoire of review processes for implementation; Conducting research and evaluation of MoE programs and projects; Facilitating externally funded projects’ evaluation and research works; Coordinating analytical work within MoE and with the partners Disseminating of findings of analytical pieces. Managing the evaluations and reviews conducted by Third Parties Carrying out field visits to evaluate the core competencies of MoE across Afghanistan with particular

reference to EQUIP Components at district level. Designing, conducting and reporting Education Joint Sector Review Designing and leading Educators-Learners’ Dialogue at schools level Coordinating and managing the Early Grade Reading with international partners. Facilitating/ contributing the process of Education Sector Analysis

The main Strategy that Research and Evaluation Unit applies in conducting Research and Evaluation work is utilization of available capacity at the Unit as well as external capacities through commissioning analytical works, and defining joint efforts. Senior Evaluation Specialists recruited in Research and Evaluation Unit has managed to provide technical assistance to the unit and provide technical feedback. They have managed to assist the entire work and relevant processes in the unit. It merits mentioning that Senior Evaluation Specialists have made the Research and Evaluation self-reliant regarding many tasks particularly Education Joint Sector Review that used to be conducted by external experts was rendered indigenously by the Research and Evaluation Unit for 2015.

Research and Evaluation Unit has accomplished the following objectives from January-June, 2016:

Accomplished Activities from January- June, 2016:

Education Joint Sector Review (EJSR, 2015)

Research and Evaluation Unit of DoPE took the lead regarding Education Joint Sector Review (EJSR, 2015) and prepared its design, Terms of Reference and relevant tools for the review. The review was designed differently for 2015 comparing the previous years when foreign experts used to carry out the review and Research and

Evaluation Unit only used to facilitate the process. Research and Evaluation Unit designed review for 2015 in 2 phases that encompassed the review of both Support functions at the beginning of the year and programs in the last half of the years. First Phase (Support Functions):

The design, tools, ToRs and all other essential items were developed by the Senior Evaluation Specialists and other officials of the Research and Evaluation Unit. Some provinces were selected as samples and Senior Evaluation Specialists visited Nangarhar, Kapisa, Panjsher, Bamyan and Ghazni to conduct the review in the initial stage. Field visits were completed and Senior Evaluation Specialists came up with their findings with the shape of separate reports for each Support Functions. The reports were compiled into national reports by the Senior Evaluation Specialists with due assistance from Senior Research and Evaluation Manager. The reports were finally presented to the leadership of General Directorate of Planning and Evaluation. Second Phase (MoE Core Programs):

The second phase of the review was designed by the Research and Evaluation Unit Senior Evaluation Specialists and rest of the officials under the supervision of Senior Research and Evaluation Manager. Tools were indigenously developed by the Research and Evaluation Team and Laghman, Kandahar, Mazar e sharif and Farah were selected as sample provinces for visit. Each Senior Evaluation Specialist led a team of 8 to 10 people that were comprised of representatives of all MoE programs, Directorates and Departments. Missions visited their respective provinces and came up with the individual reports of all 5 core programs of each province. Senior Evaluation Specialists compiled their reports and shared them with the Senior Research and Evaluation Manager for his feedback. All of the reports were later converted into national reports as each Senior Evaluation Specialist was assigned each selective program to develop its national level program. All Senior Evaluation Specialists prepared their selective program report first in Dari and later in English language in close liaison with their selective programs at national level. The Final reports were later shared with relevant stakeholders at MoE for their final comments and then with Development Partners. All relevant stakeholders gave their comments and their comments were later incorporated into the report. It merits mentioning that EJSR 2015 penultimate report was presented by Senior Research and Evaluation Manager in HRDB Meeting and later on it was decided that a single whole could be dedicated for the report at the embassy of the United States of America to deliver the findings and challenges of the Education sector in a bigger platform. Finally, each Senior Evaluation Specialist presented his selective section in a special meeting at the embassy of USA based in Kabul to the all relevant national and international stakeholders and partners. It merits mentioning that the efforts of Research and Evaluation Unit were widely appreciated by all national and international actors of education in Afghanistan. Educators-Learners’ Dialogue

Research and Evaluation Unit in the backdrop of H.E President of Afghanistan directives designed Educators-Learners Dialogue process and piloted its first in some of the schools in Kabul City. Senior Evaluation Specialists and rest of the employees under the supervision of Senior Research and Evaluation Manager prepared the concept note and design of the dialogue program and conducted several rounds of meetings with various schools officials and their views were incorporated in the draft design.

The design also encompassed some key and additional questions that were focused over teaching, learning, textbooks, learning environment, community and parental engagement and other essential that contribute in quality of education. Having concluded the draft design for Educators-learners’ Dialogue, all concerned schools at different Police Districts of Kabul were identified and Research and Evaluation Unit staff members under the supervision of one of the Senior Evaluation Specialists were deputed to 11th districts of Kabul city. The pilot phase was conducted to the mentioned district and based on the finding and recommendation the guidelines and tools were updated. The findings from the dialogue was prepared and presented the planning officials.

The approach for the implementation of the dialogue was made in 3 phases. First phase focused over educators’ and students’ dialogue with each other and subsequently among educators and students in the office Police District Education Manager. Later on the representative students who represented their respective schools would lead the same process of dialogue in classrooms and teachers at school level. In all phases the findings from the dialogue are recorded in the specific notebooks available along with the guidelines of the dialogue. The findings from dialogue could further be used for decision making processes and policy formulation. Coordination of Early Grade Reading Assessment (EGRA) - Chemonics International

Research and Evaluation Unit facilitated the tasks and functions of Chemonics International regarding Early Grade Reading and Senior Evaluation Specialists shared their comments regarding the project documents of Chemoincs International off and on. One of the Senior Evaluation Specialists acted as a focal point to coordinate the affairs of Chemonics with MoE. The inputs from Research and Evaluation Unit were deemed more significant by Chemonics International for the success of their program. Research and Evaluation Unit staff also participated in some of the workshops organized by Chemonics international and led the process there. Coordination of Afghan Children Read Program (Early Grade Reading- Creative Associates)

Creative Associates which is an Implementing partner of USAID wants to commence a 5-year long program for improvement of reading skill in early grades. Senior Evaluation Specialists at Research and Evaluation Unit under the supervision of Senior Research and Evaluation Manager expressed their technical and expert comments regarding project documents of Creative Associates and facilitated their processes. Research and Evaluation Unit is also acting as a liaison among Creative Associates and MoE and facilitated their process. Staff members also participated in the workshop organized by Creative Associates and led small groups during workshop. The project is still in progress and more work is yet to be done. Education Sector Analysis Research and Evaluation Unit facilitated the process of Education Sector Analysis Report and coordinated the affairs of an external consultant who was hired to prepare education sector analysis report. Senior Evaluation Specialists from Research and Evaluation Unit facilitated the consultant in language translation while he was meeting some of the officials from MoE and as well as provision and collection of data for him.

Response to Investigative Reports by Monitoring and Evaluation Committee

Research and Evaluation Unit Senior Evaluation Specialists responded and commented over two reports generated by Monitoring and Evaluation Committee regarding EQUIP and Teacher Recruitment. Finalization of Policy Questions regarding Technical and Vocational Education

Senior Evaluation Specialists reviewed policy questions regarding grades 13th and 14th of Technical and Vocational Education and analyzed by comparing them with the systems of neighboring countries and other countries that have compatibility with the context of Afghanistan and gave their recommendations to the senior management. EQUIP Related Meetings:

Senior Research and Evaluation Manager along with one of the Senior Evaluation Specialists participated in a meeting held in Kabul regarding EQUIP Program Evaluation. R&EU’s Currently Ongoing Activities:

Coordination of Afghan Children Read Program implemented by Creative Associates Provision of technical support on behalf of MoE to Creative Associates regarding Afghan Children Read

Program (EGR) Preparation of Concept note, Review Log frames for Programs and Business Process Mapping for

Support Functions Opining about various reports shared for review and comments with Research and Evaluation Unit Facilitating the payment process for external consultants in line with terms of contract upon the

approval of their reports and following up their payments with Procurement Department. Development and finalization of MoUs

R&EU’s Future Plans:

Conduct field visits to two provinces by Senior Evaluation Specialists for Evaluation for the first phase of Education Joint Sector Review (EJSR, 2016)-Support Functions

Develop a comprehensive Review Report at the end of EJSR, 2016 Support Functions. Conduct field visits to two more provinces by the Senior Evaluation Specialists for the second phase

regarding MoE programs Develop a comprehensive report regarding MoE programs Implementation of Educators-Learners’ dialogue across the country Development and finalization of MoUs Revision of Education Sector Analysis Report for 2016 Target-based evaluation of MoE programs Finalization of all previously developed guidelines Assessment and capacity building of staff and departments regarding evaluation Finalization of Policy questions and convening discussion sessions Development of Concept note for decentralization of system of teachers’ recruitment Coordination for research and evaluation reports Recording evaluation reports in system

Challenges:

Red-tapism makes intra-ministerial coordination and task completion difficult and creates hurdles The volatile security conditions in most of the provinces causes delay in field visits

Delay in the process of release of payment to the external consultants due to tiring approval sequence Reluctance of MoE Senior Officials to provide data to external consultants on timely manner Ambiguity in figures from different sources of MoE which makes the Evaluation Report of External

Consultants more challenging Limited number of technical staff who are not commensurate with the load of work in the unit

Recommendations:

Research and Evaluation Unit staff members should be facilitated with Per diem and transportation while visiting field.

Findings from Evaluation reports should be utilized in future decision making and policies. MoE Senior Officials should facilitate the external evaluation and provide timely information and

opportunity for in person meetings with external consultants. The data at MoE departments should be symmetrical and could be shared externally after mutual

coordination Finance and Accounting Department of MoE should relieve the process of payment and expand their

area of endorsements to avoid unnecessary delay in the process of payment.

ANNEXES:

Annex#1: Data Verification by Academic Supervision

1.1 Annex A: School (GE)

S.No Province District Academic

Supervision EMIS

% (AS - EMIS) Deviation

1 Bamyan Yakawlang 61 61 0% 0

2 Badakhshan YaftalPayaan 30 32 -3% 1

3 Balkh Mazar 89 88 1% 0.5

4 Paktia Gardiz 55 59 -4% 2

6 Ghazni Khwaja Umar 12 14 -8% 1

7 Hirat Guzra 82 89 -4% 3.5

8 Wardak Said Abad 78 82 -3% 2

9 Daikundi Shahristan 65 66 -1% 0.5

10 Jawzjan Shabarghan 91 93 -1% 1

Total 563 584 -2% 10.5

1.2 Annex B: Students (GE)

S.No Province District Academic Suppervision EMIS %

Deviation (AS - EMIS)

1 Bamyan Yakawlang 27,772 27,613 0.30% 80

2 Badakhshan YaftalPayaan 16,967 16,738 0.70% 115

3 Balkh Mazar 207,474 200,088 1.80% 3,693

4 Paktia Gardiz 53,409 49,612 3.70% 1,899

6 Ghazni Khwaja Umar 5,650 6,092 -3.80% 221

7 Hirat Guzra 57,725 61,271 -3.00% 1,773

8 Wardak Said Abad 35,572 37,053 -2.00% 741

9 Daikundi Shahristan 25,560 27,591 -3.80% 1,016

10 Jawzjan Shabarghan 75,517 77,414 -1.20% 949

Total 505,646 503,472 1087

1.3 Annex C: Teachers (GE)

S.No Province District Academic

Supervision EMIS

% Deviation

(AS - EMIS)

1 Bamyan Yakawlang 599 665 -5% 33

2 Badakhshan YaftalPayaan 464 454 1% 5

3 Balkh Mazar 5,619 5,561 1% 29

4 Paktia Gardiz 812 988 -10% 88

6 Ghazni Khwaja Umar 176 117 20% 30

7 Hirat Guzra 1,066 1,161 -4% 48

8 Wardak Said Abad 819 881 -4% 31

9 Daikundi Shahristan 657 566 7% 46

10 Jawzjan Shabarghan 2,063 2,036 1% 14

Total 12,275 12,429 -1% 77

1.4 Annex D: Data Verification by Third Party (ARTS)

Key Indicators General Education

ARTS MoE Variance

Enrolled Students 1,002,017 998,140 0.40%

Passed Students 734,105 742,062 1%

Failed Students 43,915 37,657 -14%

Permanent Absent Students 187,130 176,129 -6%

Dropout Students 62,377 58,710 -6%

Distributed Books 4,698,807 4,957,519 6%

Students Age by Province 826,728 951,614 15%

Ajeer 3,681 3,285 -11%

Employee 1,954 956 -51%

Teacher 26,469 23,622 -11%

Teacher's Qualification 26,555 23,725 -11%

Annex #2: List of Schools for Data Verification (EMIS)– 1395/2016

S.No Province Primary Secondary Upper Secondary Islamic Teacher Training Total

26 1 3 6 5 11 والیت کابل 1

17 1 2 3 3 8 ارزگان 2

25 1 1 4 7 12 بادغیس 3

19 1 1 6 7 4 بامیان 4

33 1 2 14 9 7 بدخشان 5

28 1 2 10 9 6 بغالن 6

36 1 2 13 12 8 بلخ 7

24 1 3 6 6 8 پروان 8

20 1 1 3 3 12 پکتیکا 9

20 1 1 5 4 9 پکتیا 10

10 1 2 2 2 3 پنجشیر 11

35 1 2 11 7 14 تخار 12

21 1 1 7 6 6 جوزجان 13

23 1 1 8 4 9 خوست 14

21 1 1 10 5 4 دایکندی 15

10 1 1 2 2 4 زابل 16

22 1 2 5 7 7 سرپل 17

15 1 1 4 4 5 سمنگان 18

39 1 3 19 8 8 کابلشهر 19

35 1 2 14 7 11 غزنی 20

44 1 2 8 10 23 غور 21

28 1 2 6 8 11 فاریاب 22

20 1 1 5 5 8 فراه 23

14 1 2 4 4 3 کاپیسا 24

28 1 3 6 5 13 کندهار 25

27 1 3 7 8 8 کندوز 26

26 1 3 4 5 13 کنر 27

16 1 1 7 3 4 لغمان 28

16 1 1 4 6 4 لوگر 29

49 1 6 15 6 21 ننگرهار 30

13 1 1 1 4 6 نورستان 31

11 1 1 2 2 5 نیمروز 32

55 1 2 16 15 21 هرات 33

20 1 2 5 4 8 هلمند 34

24 1 2 6 6 9 وردک 35

Total 313 208 248 66 35 870

ANNEX A: A DETAILED BREAKDOWN OF COMMUNITY CONTRIBUTION (JAN- JUNE), 2016 OF 33 PROVINCES:

Ministry of Education

Directorate of Social Mobilization & Shuras

Community Contribution via SMSs,(Jan-June),2016

S/No.

Provinces

Land Building Repairing Labor Items

Cash

Total Remarks Jereb

Pric

e (Afs)

No. of Classrooms

Pric

e (Afs)

Type of Repairing

Pric

e (Afs)

No

. Days

Price (Afs)

Type of Items

Pric

e (Afs)

1 Nooristan -

-

-

-

Rep

airing o

f

Scho

ol, C

eiling,

Water P

ipes,

Win

do

ws, an

d

Pain

tings etc…

21

4,4

50.0

0

-

-

Wo

od

s for

Heatin

g &

Co

nstru

ction

of

Scho

ol B

uild

ing

16

1,6

00.0

0

81

,70

0.00

45

7,7

50.0

0

1 Jereb

= 20

meter

squ

are

2 Faryaab 2

.00

40

0,0

00.0

0

4.0

0

12

9,0

00.0

0

Rep

airing o

f

Do

ors,

Classro

om

s,

Water P

um

p

etc...

10

9,1

40.0

0

-

-

TV, Fu

rnitu

re, C

amera,

Cu

rtains, Tree

Plan

tation

s, C

arpets etc…

25

8,3

60.0

0

-

89

6,5

00.0

0

3 Jawzjan 1

6.0

0

1,9

60,0

00

.00

1.0

0

12

,00

0.00

-

-

2.0

0

5

,60

0.0

0

Water

Reservo

ir, C

on

structio

n

Materials

12

,00

0.00

24

,00

0.00

2,0

13,6

00

.00

4 Saripul -

-

-

-

Rep

airing o

f B

ou

nd

ary

Wall, W

ater w

ell,

Win

do

ws

etc...

32

,70

0.00

2.0

0

2

,40

0.0

0

Trees, Do

ors

of

Classro

om

s

etc...

15

8,4

00.0

0

5,0

00

.00

19

8,5

00.0

0

5 Kanahar 3

.00

2,1

00,0

00

.00

1.0

0

40

,00

0.00

Pain

ting o

f Labo

ratory

Ro

om

, Classro

om

s and

Rep

airing o

f Ch

airs

78

8,2

50.0

0

-

-

Black b

oard

s, Bo

oks,

Carp

ets, Ch

airs,

Cem

ents, lap

top

s, ,

Win

do

w G

losses , H

and

Screw

Driver

1,2

72,9

66

.00

76

,00

0.00

4,2

77,2

16

.00

6 Heart 1

0.0

0

6,0

00,0

00

.00

-

-

Rep

airing o

f W

ater Tarp,

Classro

om

s, Electricity N

etw

ork,

leveling o

f Scho

ol

grou

nd

39

1,9

70.0

0

22

0.0

0

8

8,0

00.0

0

-

68

0,6

98.0

0

75

,50

0.00

7,2

36,1

68

.00

7 Badakhsh

an

1

2.7

5

3,2

49,0

00

.00

21

.00

4,1

86,0

00

.00

Rep

airing o

f

Furn

iture,

Do

ors,

Bo

un

dary W

all, C

lassroo

ms

27

5,1

50.0

0

16

1.0

0

1

40

,700

.00

Ch

airs,

Win

do

ws, G

as B

alloo

n an

d

Carp

et

62

5,1

00.0

0

13

1,5

00.0

0

8,4

75,9

50

.00

8 Kundoz 3

.00

68

0,0

00.0

0

11

.00

21

2,0

00.0

0

Rep

airing o

f Ro

ofs

of Sch

oo

ls and

Leveling o

f Scho

ol

,Pu

rchasin

g of

Carp

ets, Water

Reservo

ir, Diggin

g of

Water W

ell

56

3,2

00.0

0

-

2

1,0

00.0

0

Do

ors, W

ind

ow

s,

Tents P

ow

er G

enerato

r, Electric

Too

ls

40

2,7

10.0

0

-

1,8

78,9

10

.00

9 Nimroz 0

.25

75

,00

0.00

7.0

0

23

6,2

80.0

0

Rep

airing o

f

Furn

iture, W

ind

ow

G

lasses,

Co

nstru

ction

of

Playgro

un

d

83

2,3

60.0

0

12

.00

2

4,0

00.0

0

Clo

ths, C

emen

ts,

Trees, and

Electric

Too

l & in

strum

ents

47

1,5

05.0

0

-

1,6

39,1

45

.00

10 Takhar 1

.50

31

,57

5,00

0.00

28

.00

2,1

60,0

00

.00

Rep

airing o

f

Furn

iture,

Bo

un

dary W

all

and

Scho

ol B

b

uild

ing

2,4

98,2

00

.00

-

Foo

d, Text

Bo

oks

1,3

15,0

00

.00

-

37

,54

8,20

0.00

11 Laghman 1

5.1

5

3,5

60,0

00

.00

3.0

0

38

0,0

00.0

0

Co

ncretin

g of

grou

nd

and

con

structin

g of 6

0

m B

ou

nd

ary Wall

87

9,0

90.0

0

-

5

,00

0.0

0

Station

ary , Solar

Bo

ard, W

ater P

um

p an

d Text

Bo

oks

33

1,2

00.0

0

1,5

00

.00

5,1

56,7

90

.00

12 Kabul City

30

.00

35

,28

7,50

0.00

Classro

om

s,

Bo

un

dary W

all

and

Scho

ol

Gro

un

d

1,9

25,6

75

.00

Text Bo

oks,

Tables, C

abin

ets,

Electric Too

ls and

instru

men

ts , Trees

4

,41

5,24

3.0

0

41

,62

8,41

8.00

13 Helmand -

-

10

.00

3,4

90,5

88

.00

Rep

airing o

f

Water Screw

D

river, Scho

ol

Gate an

d

Furn

iture

20

7,0

00.0

0

35

.00

3

2,0

00.0

0

Bo

oks,

Furn

iture,

Water P

um

p,

Carp

et, Trees etc...

67

7,3

50.0

0

-

4,4

06,9

38

.00

14 Kunar 3

.50

1,9

20,0

00

.00

11

.00

39

9,0

00.0

0

Rep

airing o

f Foo

t P

at , lawn

, Ro

of

Plasterin

g

1,5

83,2

87

.00

20

0.0

0

7

0,0

00.0

0

Solar B

oard

s, Tab

les, Battery, an

d

Solar to

ols,

Station

ary, Tents,

Fans, R

ugs, etc…

95

3,9

76.0

0

64

9,4

74.0

0

5,5

75,7

37

.00

15 Logar 2

.40

2,6

00,0

00

.00

-

-

Rep

airing o

f Lab

orato

ry Ro

om

,

Classro

om

s, do

ors,

Pain

ting o

f

classroo

ms,

Pu

rchasin

g of R

ug

48

1,8

00.0

0

-

-

Solar B

oard

,

Water p

um

p, W

ater P

ipe, 5

00

Ch

airs and

rop

e

56

7,6

40.0

0

31

6,0

00.0

0

3,9

65,4

40

.00

16 Balkh 3

.50

1,9

00,0

00

.00

7.0

0

64

0,0

00.0

0

Rep

airing o

f Ch

airs, Ten

ts, and

Pain

ting

of C

lassroo

ms

62

,00

0.00

-

-

Water P

um

p,

Water R

eservoir,

prin

ter, Heater,

Carp

et, and

bricks

20

4,3

20.0

0

16

8,7

00.0

0

2,9

75,0

20

.00

17 Nangarha

r

-

-

1.0

0

40

,00

0.00

Water W

ell &

Reservo

ir,

Gen

eral Gate,

Rep

airing o

f

Walls an

d C

ricket

Playgro

un

d

1,5

40,2

00

.00

-

-

Hu

t, Lawn

, C

hairs, C

oo

ler,

Fan, C

om

pu

ter,

Pro

jector, P

rinter

etc…

2,4

02,6

00

.00

4,0

00

.00

3,9

86,8

00

.00

18 Samangan

-

-

1.0

0

20

0,0

00.0

0

-

-

-

-

-

-

-

20

0,0

00.0

0

19 Maidan Wardak

1

4.7

5

2,0

30,0

00

.00

37

.00

1,5

11,4

93

.00

-

83

,00

0.00

38

1.0

0

1

86

,350

.00

P

ho

toco

pier,

Co

nstru

ction

Materials,

Timb

ers

45

9,7

01.0

0

71

5,9

80.0

0

4,9

86,5

24

.00

20 Urozgan 1

2.5

0

3,4

00,0

00

.00

-

-

Rep

airing o

f Sch

oo

ls, Gate

, Co

mp

uters

and

plasterin

g of

Ro

ofs

14

5,0

00.0

0

-

-

Trees

24

0,0

50.0

0

-

3,7

85,0

50

.00

21 Parwan -

-

-

-

Rep

airing o

f

Water

Reservo

ir an

d W

all

14

6,0

00.0

0

5

1,2

00.0

0

Bo

oks,

Po

wer

Gen

erator,

Carp

et and

C

abin

et

25

4,8

40.0

0

7,8

60

.00

45

9,9

00.0

0

22 Bamyaan 1

6.0

0

2,7

10,0

00

.00

2.0

0

11

0,0

00.0

0

-

-

13

4.0

0

6

8,6

50.0

0

Heatin

g

materials an

d

Carp

ets

4,1

00

.00

76

4,0

00.0

0

3,6

56,7

50

.00

23 Ghazni 4

.33

30

,50

0,00

0.00

62

.00

6,2

81,8

92

.00

-

76

3,5

50.0

0

-

-

-

1,1

13,6

12

.00

98

0,0

00.0

0

3

9,6

39,0

54.0

0

24 Paktyaa 1

9.0

0

5,4

80,0

00

.00

25

.00

4,7

50,0

00

.00

Plasterin

g o

f Walls an

d

roo

fs

12

5,0

00.0

0

25

.00

2

5,0

00.0

0

12

07

Trees

10

9,8

41.0

0

-

1

0,4

89,8

41.0

0

25 Paktika 1

1.0

0

1,1

80,0

00

.00

12

.00

85

0,0

00.0

0

Rep

airing o

f

Ch

airs and

Plasterin

g of

Ro

ofs

55

,00

0.00

15

.00

7

,50

0.0

0

Solar B

oard

,

Carp

et,

Water P

um

p

15

4,0

00.0

0

61

,00

0.00

2,3

07,5

00

.00

26 Zabul 1

.00

22

0,0

00.0

0

-

-

-

-

-

-

-

88

,00

0.00

30

8,0

00.0

0

27 Khost 4

8.0

0

58

,76

5,76

0.00

27

.00

2,6

45,0

00

.00

Rep

airing o

f Classro

om

s an

d P

lastering o

f scho

ol

roo

fs

1,2

45,6

00

.00

20

.00

5

,00

0.0

0

Po

wer G

enerato

r, D

ynam

o, W

ater Barrel,

Prin

ter, Trees, Ch

airs,

Co

mp

uters Lab

orato

ries,

Clo

ths fo

r Scou

ts

1,0

85,1

30

.00

15

2,0

00.0

0

63

,89

8,49

0.00

28 Kabul

Province

-

-

-

-

-

-

-

-

Tree P

lantatio

n

45

8,5

40.0

0

45

8,5

40.0

0

29 Ghor 5

.00

23

0,0

00.0

0

8.0

0

40

0,0

00.0

0

Rep

airing

of W

ind

ow

s

and

do

ors

47

,25

0.00

2.0

0

7

00

.00

Trees and

Leveling o

f

Gro

un

d

87

,50

0.00

-

76

5,4

50.0

0

30 Panjshir

Gam

e too

ls an

d

Instru

men

ts,

Ch

airs , Trash

Bin

53

6,0

00.0

0

-

53

6,0

00.0

0

31 Farah 2

.50

87

0,0

00.0

0

9.0

0

29

4,8

50.0

0

Rep

airing o

f

Scho

ol B

uild

ing,

Bo

un

dary W

all,

Do

or, W

ind

ow

s etc...

11

6,9

50.0

0

-

1

02

,600

.00

Station

ary,

Ru

gs, Plastic

Carp

ets, Solar

Bo

ard, Trees

16

4,0

30.0

0

57

5,3

86.0

0

2,1

23,8

16

.00

32 Baghlan

13

.00

1,3

27,0

00

.00

Rep

airing o

f

Do

ors,

Win

do

ws

and

Glo

sses

92

7,7

00.0

0

Tree P

lantatio

n

10

3,6

00.0

0

-

2,3

58,3

00

.00

33 Kapisa 2

.00

1,0

00,0

00

.00

-

-

Rep

airing o

f

Furn

iture, d

oo

rs ,

Water W

ell and

P

aintin

g Classro

om

s

36

6,6

40.0

0

-

-

Carp

et, Ch

airs, W

ater Pip

e, Flow

er

Po

ts, Text Bo

oks,

Co

mp

uters, Trees,

Electric too

ls

65

1,9

50.0

0

29

8,3

00.0

0

2,3

16,8

90

.00

Total

20

9.1

3

1

62

,40

4,7

60

.00

3

31

.00

6

5,5

82

,60

3.0

0

-

1

6,4

06

,16

2.0

0

1

,20

9.0

0

8

35

,70

0.0

0

-

2

0,3

33

,56

2.0

0

5

,17

5,9

00

.00

2

70

,60

7,1

87

.00

4,0

08

,99

5 $

ANNEX B: A DETAILED BREAKDOWN OF TREE PLANTATION IN SPRING OF 2016, FOR 32 PROVINCES:

Ministry of Education

Directorate of Social Mobilization & Shuras

Table of Tree Plantation in Schools (Spring of 2016)

S/NO. Province Total No. of Trees

Planted Green Area(Meter

Square) Approximate Cost (Afg) Remarks

1 Kabul City

8,448.00

8,983.00

583,390.00

2 Kabul Province

9,851.00

16,014.00

458,540.00

3 Parwan

2,551.00

4,295.00

192,690.00

4 Kapisa

1,505.00

61,333.00

63,500.00

5 Bamyaan

15,756.00

2,041.00

802,440.00

6 Maida Wardak

10,613.00

26,412.00

415,390.00

7 Logar

640.00

8,350.00

192,890.00

8 Paktya

1,207.00

3,678.00

109,841.00

9 Khost

4,087.00

-

216,200.00

10 Paktika

6,913.00

19,062.00

248,040.00

11 Ghazni

11,482.00

137,220.00

416,822.00

12 Zabul

810.00

710.00

88,000.00

13 Urozgan

1,916.00

33,550.00

143,990.00

14 Kandahar

880.00

5,660.00

187,500.00

15 Helmand

760.00

-

382,000.00

16 Nimroz

1,270.00

7,184.00

103,605.00

17 Farah

5,470.00

811,800.00

246,150.00

18 Heart

10,740.00

21,480.00

537,000.00

19 Ghor

17,729.00

8,629.00

166,515.00

20 Badghis

4,780.00

55,000.00

510,200.00

21 Faryaab

3,864.00

18,591.00

249,853.00

22 Jawzjan

1,418.00

36,000.00

56,720.00

23 Balkh

4,735.00

25,000.00

142,050.00

24 Samangan

2,569.00

19,470.00

153,660.00

25 Baghlan

10,167.00

8,100.00

1,758,600.00

26 Kundoz

6,447.00

88,400.00

209,900.00

27 Takhaar

7,757.00

120,517.00

328,800.00

28 Badakhshan

14,890.00

66,227.00

337,710.00

29 Nangarhar

7,025.00

183,870.00

502,300.00

30 Kunar

2,090.00

-

38,290.00

31 Laghman

12,678.00

106,414.00

384,375.00

32 Nooristan

858.00

27,900.00

11,100.00

Total

191,906.00 1,931,890.00 10,238,061.00 151,674.98 $

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