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Contents

ABBREVIATIONS AND ACRONYMS .........................................................................VI

GLOSSARY .............................................................................................................VIII

EXECUTIVE SUMMARY ...........................................................................................X

TEACHER EDUCATION ............................................................................................2IN-SERVICE PROGRAMS ...........................................................................................................2

Summary Analysis of Average Pre and Post Test Scores ........................................................... 9PRE-SERVICE PROGRAMS .........................................................................................................11

TTC Curriculum Reform and Development ............................................................................... 11Gender and Quality Grants for TTCs ......................................................................................... 12Analysis of the items in the proposals for Quality and Gender Grant: ..................................... 12Regional Allowances ................................................................................................................. 14TTC Monitoring ......................................................................................................................... 15

CHALLENGES ............................................................................................................................15NEXT STEPS: ............................................................................................................................15

SOCIAL MOBILIZATION ..........................................................................................17INTRODUCTION: ......................................................................................................................17PROGRESS: ..............................................................................................................................18

Social Awareness and Mobilization .......................................................................................... 18Community Contribution: ......................................................................................................... 19Conflicts Resolution: ................................................................................................................. 19Quality Enhancement Grant (QEG): .......................................................................................... 19CITIZEN CHARTER NATIONAL PRIORITY PROGRAM (CCNPP): .................................................. 20UNICEF: ..................................................................................................................................... 21GOLDEN VILLAGE (GV): ............................................................................................................. 21WEEKLY IRON AND FOLIC ACID SUPPLEMENTATION (...) .......................................................... 21NEW YORK UNIVERSITY (NYU): ................................................................................................. 22AFGHAN CHILDREN READ (ACR): .............................................................................................. 22NORWEGIAN AFGHANISTAN COMMITTEE (NAC): .................................................................... 23CAPACITY BUILDING (TRAINING): ............................................................................................. 23Objectives of the Training: ........................................................................................................ 24

FUTURE PLANS: .......................................................................................................................25CHALLENGES: ...........................................................................................................................25RECOMMENDATIONS: ..............................................................................................................25

GENDER .................................................................................................................27CAPACITY BUILDING:................................................................................................................27

Management Internship Program (MIP) Progress-[July-December 2016]: ............................... 27Gender Training ........................................................................................................................ 27

MODEL SCHOOL IMPACT STUDY: ..............................................................................................27SUPPORT TO PUBLIC AWARENESS TEAM: .................................................................................28SUPPORT TO ENVIRONEMENT & SOCIAL SAFEGUARD TEAM: ...................................................29

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INFRASTRUCTURE SERVICES ..................................................................................31CORE ACTIVITIES OF ISD DURING JULY -1DECEMBER 2016 ,31 ..................................................31

Key Achievements for the above core actives during the reporting period: ............................ 31PROGRESS OF EQUIP SUPPORTED PROJECTS: ...........................................................................31

Progress Of Old CC & NCB Projects, December 2016 ,31 ......................................................... 31Progress of New CC & NCB Projects, December 2016 ,31: ....................................................... 32

DETAILED PROGRESS BY MAJOR ACTIVITIES PLANNED FOR THE REPORTING PERIOD ...............32Activity 1: Environment Management Unit (EMU)/Safety Management Unit (SMU) .............. 32Activity 2: Design Department .................................................................................................. 33Activity 3: Third Party Monitoring by MSI ................................................................................. 35Activity 4: Updates on M&E: ..................................................................................................... 35Activity 5: Updates on Database: .............................................................................................. 35

CHALLENGES: ..........................................................................................................................36FUTURE PLANS/STRATEGIES (SIX MONTHS): ............................................................................36RECOMMENDATIONS: .............................................................................................................37SUCCESS STORIES: ....................................................................................................................37

EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) ..................................40CORE ACTIVITIES: .....................................................................................................................40

Sub-Activities ............................................................................................................................ 40Activity 1.2: Progress of System Development Unit ................................................................. 43Activity 1.3: Progress of Statistical Data Analysis and GIS Unit ................................................. 47Activity 1.4: Progress of Monitoring and Reporting Unit .......................................................... 49CAPACITY BUILDING: ................................................................................................................. 50

KEY ACHIEVEMENTS ................................................................................................................51CHALLENGES: ...........................................................................................................................52RECOMMENDATIONS ...............................................................................................................52FUTURE PLANS/ACTIVITIES ......................................................................................................53

LEARNING ASSESSMENT ........................................................................................57MONITORING TRENDS IN EDUCATIONAL GROWTH (MTEG) ......................................................57Key Objectives: ........................................................................................................................57ACTIVITIES ACCOMPLISHED DURING THE REPORTING PERIOD: ................................................57

Communication with Regional Learning Assessment Organizations ........................................ 57LAU Capacity Building within Afghanistan: .............................................................................. 58Quality of Education, Assessment Types .................................................................................. 58Learning Assessment System in France: ................................................................................... 58Citizen-Led Assessment (CLA): .................................................................................................. 58Program for International Student Achievements (PISA): ........................................................ 58Capacity Building facilitated by the International Consultant: ................................................. 59Link Study Paper Based Students’ Reponses: ........................................................................... 60Grade 9 Items Development: ................................................................................................... 60Reporting: ................................................................................................................................ 60

INTERNAL AUDIT ...................................................................................................62INTERNAL AUDIT KEY OBJECTIVES AND CORE ACTIVITIES: ........................................................62

Planned Activities for the Period [July – December, 2016]: ...................................................... 62

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Tasks/Activities Completed for the Period [July – December, 2016]: ........................................ 62Audits conducted as special assignments are listed in the table below: .................................. 63Plan for the Next Period [January – June, 2017]: ...................................................................... 63

CHALLENGES/RISKS: ................................................................................................................64RECOMMENDATIONS: ..............................................................................................................64

EQUIP II EVALUATION ............................................................................................66INTRODUCTION: ......................................................................................................................66ACCOMPLISHED ACTIVITIES FROM JULY- DECEMBER, 2016 .......................................................66

Education Joint Sector Review (EJSR, 2015) .............................................................................. 66Coordination of Afghan Children Read (ACR) Projects: ............................................................. 67Coordination of NYU Project: .................................................................................................... 67Contributing to the development of Strategic Plan III: ............................................................ 67

THE R&EU PLANS FOR THE FUTURE: .........................................................................................67CHALLENGES: ...........................................................................................................................67RECOMMENDATIONS: ..............................................................................................................68

ANNEXES: ..............................................................................................................70Annex-A: Province Wise Targets Achievements ........................................................................70Annex-B: Number of Schools for Data Verification–2016/1395 .................................................71

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ABBREVIATIONS AND ACRONYMSACER Australian Council for Educational ResearchACR Afghan Children ReadASER Annual Status of Education ReportBC Budget CircularBoQ Bill of QuantityCBE Community Based EducationCC Community ContractsCCDC Cluster Community Development CouncilCDC Community Development CouncilCLA Citizen Led AssessmentCMIS Construction Management Information SystemCCNPP Citizen Charter National Priority Program DED District Education DirectorateDM-TVET Deputy Ministry-Technical and Vocational Education and TrainingDoPE Directorate of Planning and EvaluationDSA Daily Subsistence Allowance DSMS Directorate of Social Mobilization & ShurasDTC District Teaching CollegeEFA Education for AllEGR Early Grade ReadingEJSR Education Joint Sector ReviewEMIS Education Management Information SystemEMU Environment Management UnitEQRA Education Quality Reforms in AfghanistanEQUIP Education Quality Improvement ProgramERP Enterprise Resource PlanningESPA Education Support Program for AfghanistanESS Environment & Social SafeguardGIS Geographical Information System GPE Global Partnership for EducationGPS Global Positioning SystemGV Golden VillageHR Human ResourcesHRMIS Human Resources Management Information SystemIA Internal AuditICT Information Communication TechnologyIDLG Independent Directorate of Local GovernanceIFA Iron and Folic AcidINSET In-service Education for TeachersISD Infrastructure Service DirectorateLAU Learning Assessment UnitLA Learning AssessmentLAN Local Area NetworkMAIL Ministry of Agriculture, Irrigation and LivestockM&E Monitoring & EvaluationM&R Monitoring & Reporting

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MIP Management Internship ProgramMoE Ministry of EducationMoF Ministry of FinanceMoPH Ministry of Public HealthMoWA Ministry of Women AffairsMSI Management System InternationalMRRD Ministry of Rural & Rehabilitation DevelopmentMTEG Monitoring Trends in Educational GrowthNAC Norwegian Afghanistan CommitteeNCB National Competitive BiddingNEQMAP Network on Education Quality, Monitoring in the Asia PacificNESP National Education Strategic PlanNGO Non-governmental OrganizationNNS National Nutrient SurveyNYU New York UniversityPACE Prathom Arora Center for EducationPAL People’s Action LearningPED Provincial Education DirectoratePISA Program for International Student AchievementsPPE Personal Protective EquipmentQEG Quality Enhancement GrantR&EU Research and Evaluation UnitSDG Sustainable Development GoalsSIP School Improvement PlanSM Social MobilizationSMS School Management ShuraSMTWG Social Mobilization Technical Working GroupSMU Safety Management UnitSRS Software Requirement SpecificationsTA Technical AssistantTDC Teacher Development CentreTED Teacher Education DirectorateToR Terms of ReferenceTTC Teacher Training CollegeTVET Technical Vocational Education & TrainingTWG Technical Working GroupUNESCO United Nations Educational, Scientific and Cultural OrganizationUNICEF United Nations International Children’s Emergency FundUNHCR United Nations High Commissioner for RefugeesUSAID United States Agency for International DevelopmentWADAN The Welfare Association for the Development of AfghanistanWASH Water, Sanitation & HygieneWIFS Weekly Iron & Folic Acid SupplementationWMU Western Michigan University

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GLOSSARYThis 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

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.

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.

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).

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 organiza-tional 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.

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.

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.

The EQUIP Environmental and Social Safeguard (ESS), integrated in school construction and social mo-bilization 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 haz-ards, facilitation of safe drinking water, health and hygiene arrangements/facilities in schools are some of the essential components.

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, in-ternal controls, and governance processes.

EQUIP Communication Unit is responsible to provide updates and in-depth stories by publishing EQUIP

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Newsletter, every two-months. Public awareness activities including development of variety of ma-terials 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.

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EXECUTIVE SUMMARYThe World Bank supported Education Quality Improvement Program (EQUIP) of the Ministry of Edu-cation 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.

Similarly, the World Bank after extensive review approved the official request from the Ministry of Fi-nance for the extension of the closing date of the Project till December 31, 2017. The time extension has been granted to allow the Ministry of Education for the completion of Civil Works and other activ-ities under the Project.

Summary of EQUIP Activities and Achievements [July - December, 2016]

During the second half of the year 2016, the core trainers are deployed to implement and facilitate training of Master Trainers in the provinces. The numbers of master trainers were identified based on the target number of teachers in each province. The master trainers were mainly consisted of TTC and TDC lecturers and they were selected and identified by TTC directors for implementation of the program. In the final layer of the cascade, 71,338 teachers out of which 23,065 are female received IN-SET-6 training. Each of the participants received 12 days training from 8:00 AM to 4:00 PM in 4 sessions and each session lost 90 minutes. All the training sites in the center of provinces and districts were closely monitored by provincial monitoring officers, academic members and TED senior staff to ensure quality of teaching as well as quantity of participants in the training.

During the reporting period, TED completed the process of 40 title textbooks development for TTCs by academic experts from Kabul and Education Universities and Science Academy. TED has also completed the development of detailed guidelines and syllabi and as well as instructional materials for students (textbooks) for educational subjects. During 2017, these textbooks will be translated into both official languages and will be printed and distributed across Afghanistan. TED will also train the TTC faculties to orient them to new and modern pedagogy.

Quality Grants have been transferred to 48 TTCs and 190 TDCs in 34 provinces and Gender Grants were provided to 44 TTCs and 137 TDCs. TED also provided monthly allowance to lecturers who worked in TTCs that are located in disadvantaged, insecure and remote areas. A total of 1,654 faculty members in 26 provinces benefitted from the regional allowance.

During the reporting period, 23 main TTCs are monitored; during this round the monitoring teams interviewed 23 TTCs’ Directors, 483 lecturers and 1633 students. Beside the interview, the monitoring teams have directly observed the teaching process of 483 lecturers in TTCs.

During this reporting period, 38 SMSs were established and 78 SIPs were developed, thus reaching to 14,864 SMSs and 14,652 SIPs in total. During the period, 13,651 SMSs were evaluated and categorized

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into four levels; 7,077 SMSs as (Active SMSs) were found managing the schools effectively as per their ToR; 4,777 SMSs as Semi-Active, 1447 SMSs as Weak and 350 SMSs as In-active. In addition an amount of 685,787 USD has been contributed to education in this reporting period. Meanwhile, 105 conflicts have been resolved and about 80 schools are re-opened through increased community motivation, sensitization and participation thus providing opportunity for 22,993 students consisting of 13,856 boys (60%) and 9,137 girls (40%) finding access to the education in 2016.

In this reporting period, DSMS has actively taken part in all meetings and workshops of CCNPP and has helped CCNPP in selecting of NGOs for CCNPP implementation and in developing of its ToRs. Also, participated in five day training workshop arranged by UNICEF where the DSMS staff is trained on var-ious skills. The DSMS Bamyan Provincial Staff also visited and held meetings with the GV communities where 333 girls were identified as school age children and all were enrolled in schools.

Similarly, in this reporting period, DSMS actively took part in raising awareness about the importance of IFA tablets and supervised the distribution of IFA tablets in all girls’ schools in all provinces in which WIFS is being implemented. In addition, DSMS participated in around 10 meetings with NYU, in which various points of views were exchanged about the mechanism on how to build the capacity of DSMS staff and SMS members.

During the period, a five day workshop was launched on 30th of October, 2016 under the name of “Artistry of Social Engagement and Social Mobilization” at the Intercontinental Hotel, Kabul, with full financial support of UNICEF. The aim of this workshop was to generate leadership ability among the DSMS Directorate and Provincial DSMS teams to motivate, mobilize and capacitate School Manage-ment Shuras to effectively mobilize and engage communities in order to increase the enrollment of out-of-school children.

Gender Unit of EQUIP continued its focus on analytical work in order to address the gender gaps within the education sector. The Second round of EMIS sex-disaggregated data analysis is initiated for the year 2016 and 35 indicators were selected. The findings of the first round of analysis were well reflected in NESP III and EQRA Concept Note.

The Management Internship Program (MIP) is extended for 6 more months. Currently 11 girls out of 15 received jobs in MoE. The program extension to provinces is planned for EQRA Project to further en-hance program service deliveries to deprived female students in provinces in particular in rural areas. Gender Unit also delivered gender trainings in 8 provinces. A successful pilot (4 days training) has been implemented in Kabul for 32 EQUIP Officers in March 2016. Similarly, Gender trainings were provided to 8 individual provinces in this reporting period. The purpose of these trainings was to carry out gen-der awareness, build the capacity of the provincial staff and mainstream gender into education system to uplift the women participation in the education sector.

A detail impact evaluation study was undertaken for model schools and general education schools in 12 provinces. The purpose of the study was to understand the differences in terms of quality and stu-dents’ preferences for studying. The recommendations of the study would be helpful in guiding policy changes in MoE strategy for Model School concept.

ISD has finalized the projection phase for both 110 and 415 projects and importantly 110 are included in the revised procurement plan and will be submitted to Procurement Department for bidding process till the end of January 2017. The 110 projects will be covered under World Bank budget and 415 proj-

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ects will also be submitted to procurement department once the funding source is specified. Similarly, validation and renewal of expired contracts and finalization of funding source strategy for the incom-plete CC schools are the other most important activities performed during the period.

In this reporting period out of the total of 1,347 Old CC Projects planned under EQUIP I & II, 794proj-ects have been completed by ISD. The partially completed projects are 525, while 3 are ongoing and 25 projects are not yet started. Similarly, Out of the total of 305 Old NCB projects planned under EQUIP I & II, 251 projects have been completed by ISD, 6 are still ongoing, 15 are stopped and 20 projects are not yet started while about 13 projects are terminated due to issues in land acquisition & insecurity, incapability of contractors, delay in construction by the contractors and etc.

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, 106 are completed, 6 are still ongoing and 3 are not yet started due to the budget not transferred to Shuras yet. In addition, 9 projects are stopped due to insecurity, social problems and lack of budget. Similarly, out of the total of 1,561 NCB Projects planned, 708 are completed, 236 are still ongoing and 132 are not yet started due to land, social and change of material problems. Further, 280 projects are stopped due to amendment and insecurity issues, 1 is demolished and 9 are terminated while the remaining 195 are under procurement process.

During the reporting period (July–December 2016), EMIS Directorate within the Ministry of Education has carried out the core activities including school data collection, cleaning & entry for 1395 for cold season, data and information systems integration, GIS data cleaning & school mapping, information systems development, monitoring & reporting against NESP and Ministry of Education’s national op-erational plan (1395), capacity building in terms of usage & maintenance of information system, data collection, cleaning, entry, monitoring and reporting at national and sub-national levels.

Learning Assessment team established a proper focal point for communicating with regional learning assessment organizations namely People’s Action Learning (PAL), Prathom Arora Center for Education (PACE), Annual Status of Education Report (ASER), Network on Education Quality, Monitoring in the Asia-Pacific (NEQMAP) and other regional organizations for engaging them in Afghanistan’s learning assessment. Relevant documents and a copy of the future strategy were exchanged with the respec-tive organizations. The Western Michigan University (WMU) was also contacted for their cooperation in building the capacity of the Learning Assessment Team members.

The Link Study of grades 3-6 students, 4-5 grades was administrated and completed by LAU within 20 schools, 40 sections (2 sections from each school) where 30 students from each section were selected randomly and the total students in both national languages based on gender equality were selected and assessed.

During the period, the LAU staff started translating all those documents that were relevant to the learning assessment of grade 6 (Proficiency Report). Fortunately, 60 % work has been accomplished. The LAU has also initiated to prepare items for the learning assessment of grade 9. These items will be used during Pre-pilot, pilot, and field trail later in 2017.

In addition, a proper training strategy was made for enhancing the capacity of the Learning Assessment Team through the assistance of the newly hired International Consultant. Several training workshops were organized by the Consultant where various topics including but not limited to research design, data collection tools, data analysis, developing conceptual framework and research methodologies

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were focused and discussed.

During the last half of the year 2016, the Internal Audit conducted audit assignments of Finance and HR Department of Global Partnership for Education (GPE), HR Department of Development Budget, built capacity of the civil servants through on the job training and carried few special assignments. It also performed audit of EQUIP Project for the year 1391, 1392, and 1393 respectively.

During the reporting period, the Research and Evaluation Unit (R&EU) of the Directorate of Policy & Evaluation took the lead regarding Education Joint Sector Review (EJSR, 2015) and prepared its design, terms of reference and relevant tools for the review. Research and Evaluation Unit also facilitated and coordinated the tasks and functions of ACR by assigning one TA for each working group. The inputs from R&EU were deemed more significant by ACR for the success of their program.

Similarly, R&EU coordinated NYU Project activities where its staff actively participated in the field visits conducted in Parwan, Herat, Kapisa, and Bamyan Provinces and collected data for the survey designed by ALSE2. The survey first was conducted as a pilot in which, R&EU staff were involved where they improved the tools and then jointly conducted the survey with NYU staff. R&EU facilitated the data collection through focus group discussion and interviews.

In addition, R&EU contributed to the development of Strategic Plan III and also conducted and facilitat-ed the zonal workshops on how to develop situation analysis in terms of girls’ education and policies and provided a brief summary from each zone.

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TEACHER EDUCATION

IN-SERVICE PROGRAMSAs it was reported, that in first half of the year TED has devel-oped a training plan for over 70,000 teachers across Afghani-stan and all necessary administrative steps were taken includ-ing processing and transferring of funds to provinces, printing and procuring training materials and stationery for the train-ing. The above mentioned training plan was developed in con-sultation with TTCs Directors. The training was planned to be implemented in three layers cascade module. The first layer of the cascade was implemented in April-Jun 2016, around 120 core trainers were trained in TED headquarter to facilitate training of Master trainers in the provinces.

As far as the training of Core Trainers is foundation layer of the cascade, about three months were allocated for their train-ing. The core trainers were assessed and provided with useful feedback by TED General Director and for some of them fol-low up training was delivered.

It is worth mentioning that the Core Trainers mainly consisted of Provincial Monitoring Officers, Academic Members of TED, Lecturers of National Academy and Sayed Jamaluddin TTC.

TTC directors in consultation with Provincial Education Direc-tors (PEDs) identified and prioritized districts and number of teachers to be trained in those districts and an orientation and consultation workshop was held for PEDs by TED for effective implementation of the training.

In the second half of the year the core trainers deployed to implement and facilitate training of Master Trainers in the

Picture 1: Training of Core Trainers

My name is Mina Mosawi, I am one of the teacher at BiBi Fatimah High School and teaching at first cy-cle of primary level. I attended 12 days INSET-6 training at Hajani Ma-lika training site. During the train-ing, I studied and learned different topics such as, self assessment and evaluation, critical thinking, reflec-tive teaching, teaching standard and teaching competencies, giving feed-back, personal and individual devel-opment plans. Also we learned and discussed the six level of learning (Bloom Taxonomy).

This workshop is different to the pre-vious workshops not only from con-tents view, but the implementation of the program has some positive points. Transportation, food and re-freshments are provided to partici-pants, the Trainers are high qualified and we are satisfied from their facili-tation and lectures, they manage the training classes in the best way. We learned a lot of issues that are useful in the daily classroom practices.

Finally I hope for continuation of such kind of training and shall cover all teachers of schools.

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provinces. In this stage TTC lecturers have participated in 12 days ToT training. The numbers of Master trainers were identified based on the target number of teachers in each province. The Master trainers were mainly consisted of TTC and TDC lecturers and they were selected and identi-fied by TTC directors for implementation of the program.

Picture 1: Training of Core Trainers

Picture 2: Training of Master Trainers in Jozjan Province

Prior to starting of final layer of the training, a training manual with clear guidance for delivery of each session and additional training materials were designed and de-veloped under the close supervision of TED General Di-rector. These materials were printed and transferred along with other training materials to the provinces. Below is a sample of these materials.

My name is Enayatullah Shirzad, teach-er at BiBi Ayeshah High School. In the

past, besides the INSETs, we participated in many trainings regarding teaching methods and teaching add. I participated in all INSETs (1, 2, 3, 4, 5), all these trainings were so use-ful, contents of the previous INSETs mainly focused on teaching methods, teaching plan, teaching add, pedagogy and learning and teaching theories.

In comparison to previous trainings the IN-SET-6 is completely different from contents and implementation point of view. In previ-ous trainings some of the trainers were fresh graduates and they didn’t have enough ex-perience, but now the TTC lecturers who are experienced and qualified are selected as trainers. In addition to that some incentives like session preparation, transportation fee, food and refreshments are also provided to the participants.

Above all, the contents of the book is so sig-nificant, it mainly focused on reflective and critical thinking, self assessment, teaching competencies and standards and so on. By receiving of INSET-6, teachers become able to criticize and assess their own teaching and make a realistic plan for their professional development.

I decided to practice and implement what I learned during the course in the daily class-room activities to receive positive and effec-tive results in the teaching process. Finally I hope such kind of programs shall be continued and more attention also paid to pedagogical content knowledge.

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Figure 1: Training materials provided for each training classIn the final layer of the cascade, 71,338 teachers out of which 23,065 are female received training of INSET-6, the contents of the book 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 assess-ment and meta-cognition skills.

The following diagram shows actual achievement in each layer of the cascade.

71,338 Teachers

2,005 Master Trainers (TTC and TDC Lecturers)

120 Core Trainers

Figure 2: Different level of cascade

Each of the participants received 12 days training from 8:00 AM to 4:00 PM in 4 sessions, each session lost 90 minutes. During the training sessions, besides the transportation, refreshments and lunch were also pro-vided to the participants.

All the training sites in the center of provinces and dis-tricts were closely monitored by provincial monitoring officers, academic members and TED senior staff to ensure quality of teaching as well as quantity of par-ticipants in the training.


For learning assessment of the participants pre and post test were prepared and every participants was taken these tests in the beginning and end of the class. At the end of each test feedback was provided to the participants. It is worth mentioning that the score and results of Tests along with registration forms and exit forms are brought to TED for entering into the data-base and analysis.

Although in some provinces the security situation was not good, TED successfully achieved 97% of its total target in 34 provinces in the limited time frame; it im-plicates that TED has the capacity to implement any kind of capacity building and training programs for teachers in the country.

The following chart shows overall target and achievement of the program

Target

Achivement

73,200 71,338

Target vs Acheivement

Series1

Figure 3: Overall target and achievement

As the total target of INSET-6 (73,200) was smaller than the total number of teachers, so it was impos-sible to cover all teachers in the provinces, in coordination with TTC directors and provincial education directors; priorities of participation was given to female teachers.The province wise achievement disaggregated by gender is available in first attachment.

In some of the provinces in comparison to male teachers, more female teachers are benefited and participated in INSET-6 training. The highest percentage (76 %) of female participation is in Kabul City, while the lowest (0 %) is seen in Paktika Province. The following chart shows provinces with high fe-male teachers participating in INSET-6

Picture 3: TED staff during the compiling of registration forms and Test sheets


68%

32%

Gender Proportion

Male

Female

Figure 4: Gender Proportion

0%10%20%30%40%50%60%70%80%90%

100%

44% 46% 36% 41% 48% 48% 24%

49%

56% 54% 64% 59% 52% 52% 76%

51%

Provinces with High Female Participants

Female

Male

Figure 5: Provinces with high female participation

At the end of workshop, participants were given exit form to get their feedback regarding their satis-faction and different aspects of training. The participants were asked about usefulness of the training program, and almost all of the participants were satisfied with the way the training was conducted and they found the content very useful except a small number (2%) of the participants in Ghazni Province said the training was not useful.Question: How useful was the training in general?


0%10%20%30%40%50%60%70%80%90%

100%

2% 0% 0% 0% 0% 0% 0% 0% 2% 1% 2% 2% 0% 1% 6% 11%

96% 99% 98% 98% 100% 99% 94% 89%

Usefullness of INSET-6 Training in General

Not Useful

Partly useful

Very Useful

Figure 6: Views of participants about the usefulness of training

Then the trainees were also asked about the contents and topics of INSET-6. More than half of the respondents (52%) said that most of the topics were new for them and they didn’t have prior knowl-edge. About half of them responded that all the topics were new and they discussed and learned new knowledge which is so useful for their daily classroom practices and professional development. Only a small number of trainees (1%) and (4%) responded that they had some knowledge of the topics or some knowledge regarding some of the topics of INSET-6.

Question: How different the topics of INSET-6 were from your previous knowledge? (Sample size 12,986)

1% 4%

52%

43%

Pre Knowledge Regarding the Topics

had pre knowledg about thecontens

I had some knowledge regardingsome of topics

most of the topics were new

all topics were new for me

Figure 7: Pre knowledge of participants about the topics

Generally the topics and contents of INSET-6 were more interested to female trainees than male. In comparison to male respondents, more female respondents said the contents of the training were absolutely new for them and they didn’t have pre knowledge about the topics.

The participants were also asked about the applicability and usage of the techniques and methods they learned in their daily classroom practices. More than three quarters of respondents said they were absolutely applicable and usable. More than one in ten (12%) said about half of the techniques


were usable in daily teaching practices. Only a small number of trainees (5%) responded that these methods and techniques were not applicable.

Question: How much you can use the techniques and methods you learned in the training in your daily classroom practices? (Sample size: 12,986)

5% 9% 12%

37%

38%

Applicability of Methods and Techniques

Not applicable at all

Somehow applicable

Half of them applicable

Mostly applicable

Absolutely applicable

Figure 8: Applicability of methods and techniques

TED was able to get feedback of participants regarding their interest in the future training. Forty one percent (41%) of the respondents said they are interested to receive more pedagogical trainings in the future, while more than one third (35%) said the subject based training would be more useful for them. Only 13% of the respondents said they want management trainings in order to manage their class, school and trainings in better manner.

Question: what other type of trainings do you think will be most useful in your work? (Select only one)

35%

41%

11%

13%

Which type of training do you want in future

More subject training

More pedagogical training

More management training

Others

Figure 9: Required training in future

As shown in the chart below, there is difference between views of male and female respondents re-garding upcoming trainings. High percentage (49%) of female participants said more pedagogical train-ings will be more useful in their work, while (34%) of male respondents believed so. Alternatively high percentage (41%) of male participants said more subject base trainings will be better for their teaching.


41%

34%

16% 9%

28%

49%

6%

17%

0%

10%

20%

30%

40%

50%

60%

More subject training More pedagogicaltraining

More managementtraining

Others

Which type of training do you want in future

Male

Female

Figure 10: Required training in future disaggregated by male and female views

Summary Analysis of Average Pre and Post Test ScoresDuring the implementation phase the monitoring teams of TED used various type of monitoring tools to ensure effectiveness of training implementation and to gauge the real progress of participants indi-vidually. The collected data are entered into the system and data of 14,470 teachers from 13 provinces are organized and analyzed as sample. The results of pre and post test of the participants of 13 prov-inces are shown in table below.

Overall results indicate that there is no significant difference between provinces in the scores of pre training exams. The averages of pre test in the provinces are 33.

Average Pre & Post TEST Provinces Pre Test Avg Post Test Avg Difference

Zabul 31 70 40 Samangan 33 73 40 Panjsheer 33 77 44 Paktika 32 73 41 Paktia 34 71 37 Logar 33 74 31 Laghman 31 68 37 Ghoor 29 73 44 Ghazni 38 75 37 Farah 31 75 44 Bamyan 34 74 40 Badghees 34 78 44 Badakhshan 35 77 42

Total 33 74 41


Moreover, the highest pre-test average score (38) is observed in Ghazni Province while the lowest (29) is seen in Zabul Province. Overall average of post test score in the above listed provinces is (74), while the highest (78) is seen in Badghees and the lowest (68) is observed in Laghman Province. It indicates that the INSET-6 training as a whole had positive influences on knowledge level of the participants.

All required steps were taken to decrease the loss of knowledge between the layers of cascade. As shown in the following chart that Master Trainers and Teachers on average basis progressed 47% and 43% accordingly. The average score of Master Trainers in Pre Test is 40 and Post Test average is 87, while the average score of Pre and Post test of trainees are 31 and 74. Taking the education and experi-ence of Master Trainers into account, it is safe to say there isn’t any loss between the second and third layers of the cascade which are teachers.

0%

20%

40%

60%

80%

100%

Teachers Master Trainers

31% 40%

74% 87%

Progress of Teachers and Master Trainers

Average Pre TEST

Average Post Test

According to result of pre and post exams, the average progress in each of the cascade layers are much closer and it shows a stable situation of learning progress in cascade because majority of the trainees are TTC graduates.

1%

24%

65%

10%

Education Level of Participants

under 12

12 grade

TTC

BA

It is also worth mentioning that there aren’t any important differences in the progress level of partic-ipants with different qualification background and it was confirmed in the exit form as well that the content and concepts covered in INSET-6 package were new to participants. As shown in the chart below the average progress of each qualification group is 41%


31%

72%

32%

73%

33%

74%

0%10%20%30%40%50%60%70%80%

Pret Tes Avg Post Test Avg

Pre and Post test Average of Trainees according to Qualification

Under grade 12 trainees

Grade 12 trainees

TTC and above graduates

PRE-SERVICE PROGRAMS

TTC Curriculum Reform and DevelopmentDuring the reporting period, TED was able to complete the process of 40 title textbooks development for TTCs by academic experts from Kabul and Education Universities and Science Academy. These ex-perts and professors have current knowledge of the curricula in their fields, possess experience teach-ing those concepts, well experienced in using contemporary textbooks and instructional materials in the classroom on a daily basis and have experience in developing instructional materials and doing student learning assessments, as well as writing their scholarly papers, monographs, and textbooks in their academic areas. TED in consultation with the textbook developer came up with a comprehensive textbook development process which the authors had to follow and below diagram illustrates all the steps required for textbook development.

Example of these textbooks include, Organic Chemistry II Pashto, Solving Problem of Analytical Chem-istry Dari, Experiment of Chemistry Dari, Organic Chemistry I Dari, Organic Chemistry I Pashto, Linear Algebra II Pashto, Statistics Pashto, History Teaching Methods Pashto, History of Afghanistan (Modern and Contemporary Centuries) Pashto, History of Europe (Modern and Contemporary Centuries) Pash-to, History Of America (Modern and Contemporary Countries) Pashto, History of Neighboring Coun-tries Pashto, History of Neighboring Countries Dari, Regional Geography of Europe and America Pashto, Biogeography Pashto, Pashto Syntax (Nahw), Irfanic Literature Pashto, Tasawof Dari, Pashto Language Teaching Methods, World literature and etc.


During 2016, TED was also able to reform the teacher training curriculum and developed all the instruc-tional materials or textbooks for educational subjects such as Methodology I (Instruction Process and Skills), Methodology II (Instruction Process, Skills and Materials), Educational Psychology II (Teaching and Learning Process), Foundation of Education and Psychology (Understanding Child Development) by international consultant. These textbooks were developed based on detail guidelines and syllabi which were previously developed by the same consultant in the light of our competency framework. TED has completed the development of detailed guidelines and syllabi and also instructional materials for students (textbooks) for educational subjects by now. During 2017, these textbooks will be trans-lated into both official languages and will be printed and distributed across Afghanistan. TED will also train the TTC faculties to orient them to new and modern pedagogy.

Gender and Quality Grants for TTCsThe TTC grants project is a component of the Girls Scholarship Program of the Teacher Education Gen-eral Directorate. The program is implemented in 34 provinces .The program’s objective is to strengthen the quality of TTC program and increase participation of female students, through improving the learn-ing environment and provision of facilities.

During the reporting period, Quality Grants have been transferred to 48 TTCs and 190 TDCs in 34 prov-inces and Gender Grants were provided to 44 TTCs and 137 TDCs. These grants were actually part of a previous year plan which was implemented in 2016.

Picture 4: TTC of Nimroz

Grants TTCs DTCs Amount Spent in %

Quality 48 190 86%

Gender 44 137 89%

Analysis of the items in the proposals for Quality and Gender Grant:As the pie chart below illustrates the bulk of the items requested in the proposals for Quality Grant are office and class room’s equipments which include chairs and tables for students - water cooler, office furniture, and cupboards. The new technology equipments which included laptop computers, photo-copier, camera, ID card machine, UPS, and printers are the second most proposed items. The Teaching


materials items which are the third most proposed items included books, cupboard for books, projec-tors, lab equipments, white board and stationery etc.

Technology Equipments

23%

Communication 4%

Electronic 7%

Teaching Materials 14%

Water Supply related 3%

0% Container for storage

2% Motor Cycle 3%

Rehabilitation (Teaching Class room)

1%

Construction and Reconstruction

2%

Solar system 13%

Office and class room equipments

28%

Figure 11: Items proposed through Quality Grant in %

New Technology Equipments

22%

Teaching Materials 4%

Electronic Equipments

20%

Sport Equipments 1%

0%

Daycare Related Items

2%

Women Laterine 1%

Sun Shades 1%

Office equepments 23%

stationery 11%

Motor bike 1%

0%

Construction and reconstruction

7%

Warehouse 7%

Figure 12: Items proposed through Gender Grant in %

The analysis of the items proposed for gender grants re-flects a higher portion of the items related to office and class room’s equipments which includes cupboard, chairs and tables, gas heater. New technology equipments are the second most proposed items and the third most pro-posed items are Electronic Equipments including freezer, Generator, fans, Electronic wire and etc.


Regional AllowancesThis monthly allowance is provided to lecturers who work in TTCs that are located in disadvantaged, insecure and remote areas. These lecturers receive an allowance of 10,000 Afghanis per month in ad-dition 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.

During the reporting period, 1,654 faculty members in 26 provinces benefitted from the regional al-lowance.

The following table shows number of regional allowance beneficiaries disaggregated by gender and province.

Table 1: Beneficiaries of Regional Allowance

No Description Beneficiaries Remarks Male Female Total

1 TTC Salary Daikundi Province 37 4 41

2 TTC Salary Bamyan Province 63 5 68

3 TTC Salary Saripul Province 47 4 51

4 TTC Salary Panjshir Province 53 0 53

5 TTC Salary Kunar Province 77 1 78

6 TTC Salary Ghor Province 41 2 43

7 TTC Salary Logar Province 56 1 57

8 TTC Salary Khost Province 57 0 57

9 TTC Salary Farah Province 31 6 37

10 TTC Salary Badghis Province 16 0 16

11 TTC Salary Nooristan Province 31 0 31

12 TTC Salary Paktia Province 81 1 82

13 TTC Salary Paktika Province 30 0 30

14 TTC Salary Kandahar Province 61 4 65

15 TTC Salary Nimroz Province 15 1 16

16 TTC Salary Helmand Province 31 3 34

17 TTC Salary Uruzgan Province 14 0 14

18 TTC Salary Zabul Province 21 0 21

19 TTC Salary Ghazni Province 89 8 97

20 TTC Salary Laghman Province 65 0 65

21 TTC Salary Kunduz Province 101 9 110

22 TTC Salary Wardak Province 73 0 73

23 TTC Salary Badakhshan Province 116 21 137

24 TTC Salary Baghlan Province 84 7 91

25 TTC Salary Takhar Province 98 15 113

26 TTC Salary Nangarhar Province 162 12 174

Total: 1550 104 1654


TTC MonitoringTED has strengthened the processes and system as well as frequency of the TTC monitoring in an effort to improve the quality and support to TTC management and facul-ty members in their practices through providing on the ground support and guidance. During the reporting period, 23 main TTCs are monitored; during this round the monitoring teams interviewed 23 TTCs’ Directors, 483 lecturers and 1633 students. Beside the interview, the monitoring teams have directly observed the teaching process of 483 lecturers in TTCs. Organizing and analysis of data is under the process and the descriptive analysis will be presented upon the monitoring of remaining TTC and TDCs

CHALLENGES (Insecurity slows down the transfer of grant amount to provinces and makes obstacle toward comprehensive monitoring (e.g. Kundoz, Urozgan, Faryab Provinces) (Lack of sufficient and effective coordination between PEDs and TTCs in some provinces due to political affilia-tion. (Panjsher, Balkh, Herat…..)

NEXT STEPS: (TED Provincial Monitors will monitor the implementation and effectiveness of the Quality and Gen-der Grants in the related provinces during 2017. (TED will collect data on teacher mapping from the remaining 68 districts and will analyze and com-plete the report for teacher mapping and share it with all stakeholders. (TED will translate the curriculum and student resource materials developed by international con-sultant in both official languages. (TED will conduct training for over 12,000 teachers and 1,400 TTC faculties. (TED will analyze the data from TTC monitoring and will prepare a comprehensive report which will include status of teaching in TTCs. (TED will conduct a survey (classroom observation) of teachers in all 34 provinces. (TED will assess competencies of teachers who have not gone through a pay and grade process. (TED in consultation and close collaboration with General Education and Human Resource Depart-ment will develop a teacher recruitment policy. (TED will process the printing of 40 TTC text books of which the development was completed last year. (TED with collaboration from procurement department will complete the printing of 2.6 million TTC text books and will distribute it in all TTCs and TDCs across Afghanistan.

SOCIAL MOBILIZATION

17 70of

SOCIAL MOBILIZATION

INTRODUCTION:The main goal of Directorate of Social Mobilization & Shuras (DSMS) is to strengthen and expand com-munity ownership of education throughout Afghanistan in order to offer children safe, well-function-ing schools that are conducive to quality teaching, learning, and 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 DSMS is to provide equitable access to quality education for both girls and boys through mobilizing and establishing the gross roots of communities and School Management Shuras (SMSs) among the communities. DSMS 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 school and overseeing the planning and expending of the grant.

Moreover, DSMS supports in building/developing capacity of the shuras formed to enable them to manage their schools based on the local priorities and in organizing public education and awareness campaigns for securing public support for achieving Education For All (EFA) goals, with a focus on re-ducing gender disparities, and strengthening capacity of school ‘shuras’ for implementation and mon-itoring of CC projects, Model Schools and QEG in proper way.

Furthermore, the social mobilization activities support communities (men and women) to participate in education and school improvement and are mobilizing communities for empowerment, equity, action and social change. 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. DSMS facilitates the process of:

(Awareness-raising about importance of education; (Establishment of SMSs and developing their capacities in participatory planning and implementa-tion through SIPs based on situation analysis; (Support implementation, monitoring and liquidation of CC projects; (Ensuring effective utilization of QEG items, community contribution and efficient participation; (Reducing dropouts, absenteeism of teachers/students, increasing enrollment (especially school aged students) and maintaining retention of the students especially girls children; (Strengthening of coordination among education stakeholders; (Embedding attention to gender, environment, and social safeguards as cross-cutting issues.

In general, DSMS participates in all aspects of quality improvement of education through SMSs, in-cluding 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.

18 SOCIAL MOBILIZATION70of

PROGRESS:

Social Awareness and MobilizationIt is the main responsibility of DSMS to provide management and supervision support to schools, to ensure increasing com-munity participation & enrollment, reducing dropout, and to create an environment to ensure children have equal access to quality education in schools.

To achieve this objective, 38 SMSs were established and 78 SIPs were developed during the reporting period, thus, reaching to 14,864 SMSs and 14,652 SIPs in total. To address the needs identified, funds are made available and utilized to fulfill these needs. The social mobilization activities were not confined to the new formation/establishing of SMSs.

In this reporting period, an evaluation exercise was carried out by DSMS to check the functionality of SMSs. During the period, 13,651 SMSs were evaluated and categorized into four levels; 7,077 SMSs as (Active Shuras) were found managing the schools effectively as per their ToR; 4,777 SMSs as Semi-Active, 1447 SMSs as Weak and 350 SMSs as In-active. Social guidance, ca-pacity development and training, identification of issues, man-agement of conflicts, backstopping to provincial teams, initia-tion of training workshop and exclusive action plans are some corrective measures adopted by DSMS. The team is still faced with cultural limitations, insecurities and lack of female SMSs for equal and equitable educational opportunities.

The 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 1,507 6,078 The collective figures from beginning of

the Program implementation till

now is not calculated

2 Public Awareness Gatherings

314 38

3 Community Contribution(Land, Labors, Classrooms, maintenance &Cash

4,008,995 USD

685,787 USD

4 SMS Meetings 21,460 21,231

5 Conflicts Resolved 92 105

6 SIPs 136 78 14,652

7 SMS Newly Formed 142 38 14,864

8 SMS Revised through Election

329 150 5,114

9 School Visits 1800 7,865

10 Closed Schools re-opened

44 36 163 With reopening of 36 closed schools, 12,387

students consisting 7,092 boys (57%) and

5,295 girls (43%) found access to education.

19SOCIAL MOBILIZATION 70of

Community Contribution:The social guidance and mobilization provided by DSMS results in increased participation in education and ownership of edu-cation development process on behalf of respective communi-ties of school catchment area. The community contributes at least 10% of the total project cost in QEG, CC and Model School Projects, while DSMS provides the rest as grant.

The feeling of ownership and the participation in education was also expressed and an amount of 685,787 USD has been contributed to education in this reporting period e.g. Land, classrooms, cash, equipment, library, laboratory books, com-puters, greenery, chairs, tables, rooms, construction, repairing doors & windows, etc.

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

Moreover, the increased community motivation, sensitization and its participation in education has resulted in reopening of 80 closed schools providing opportunity for 22,993 students consisting of 13,856 boys (60%) and 9,137 girls (40%) finding access to the education in 2016.

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, 105 conflicts have been resolved in this reporting period through SMSs formed by DSMS in 34 provinces.

Quality Enhancement Grant (QEG):Social mobilization and QEG allocated and disbursed till now has been re-ally 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, Labora-tories, Libraries, teaching and learning materials etc.) purchased through QEG in two tranches (1st and 2nd generation) as per identified school needs. This has resulted in increasing enrollment of school age children & reducing of students’ dropout, thus 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 these item in this reporting period:

The 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 746,741

Male Female

8,466 7,118 372,822 (50%)

373,919 (50%)

2 Laboratories

Total No. of Laboratories

Total No. of Laboratories Utilized by Students

Total No. of Students Utilized the Laboratories

1,416,049

Male Female

5,732 5,026 639,521 (55%)

776,528 (45%)

3 Computers

Total No. of Computers

Total No. of Computers Utilized by Students

Total No. of Students Utilized the Computers

407,804

Male Female

6,275 5,800 220,289 (54%)

187,515 (46%)

CITIZEN CHARTER NATIONAL PRIORITY PROGRAM (CCNPP): Citizen 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. This national program involves MRRD, MoPH, MAIL, MoE, IDLG and MoF which will jointly implement the program.

The Citizen 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 Deliv-ery” 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.

CCNPP has been finalized during last six months and presented to H.E Dr. Mohammad Ashraf Ghani the President of Islamic Republic of Afghanistan by the World Bank, representatives of the respected ministries and the IDLG. DSMS of the Ministry of Education will play a key role in CCNPP Implementa-tion of which preliminary stages has been started in October, 2016 and will be implemented in 2017. In this reporting period, DSMS has actively taken part in all meetings and workshops of CCNPP and has


helped CCNPP in selecting of NGOs for CCNPP implementation and in developing of its ToRs. DSMS has submitted the list of 4,629 schools (1,712 high schools, 1,241 middle schools & 1,676 elementary schools) from 117 districts of 34 Provinces plus Kabul City and are selected for CCNPP implementation as a first phase.

UNICEF:UNICEF has been supporting Ministry of Education in providing quality education services to Afghan Children, especially girls in Afghanistan for many years. This support is not confined to Kabul Province only, but has been expanded to other 13 Provinces across Afghanistan. In 2016, UNICEF and Directorate of Social Mobilization and Shuras (DSMS) begun their joint efforts to support and strengthen social mobilization through School Management Shura (SMS) in the imple-mentation of the Golden Village Program and distribution of Folic Acid Tablets to girl students.

In this reporting period, UNICEF carried out a five day training (30th October till 3rd of November, 2016) for DSMS both contracted and permanent employees (Tashkeel staff). A Total of 63 participants had taken part in this event, out of which 11 were core team members including 4 females and 51 were provincial staff including 2 females from 13 provinces in order to build their technical capacities and skills. The trained employees will then provide training to 3,250 SMSs which are promised with the financial support of UNICEF in 2017.

GOLDEN VILLAGE (GV):UNICEF had initiated the golden village program in early 2016 and started its implementation as a pilot in Bamyan Province in this reporting period. The relevant ministries of Education, Public Health, labors and Social Affairs will be mobilized to expand the program throughout the country. The main objec-tives of this program are to equip a village with these qualities: a) all infants under one year are com-pletely 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 DSMS is to mobilize and motivate the community to achieve the above mentioned objec-tives.

In this reporting period, Azhdar Meyana, Rekshad Payeen, Qafila Bashi and Sar Asyaab golden villag-es in Bamyaan, were visited by Bamyaan provincial staff and held meetings with GV committees and communities. During this visit, 333 girls were identified as school age children and all were enrolled in schools but only 12 girls dropped the schools due to several reasons including economical problems, domestic displacement, sickness and etc.

WEEKLY IRON AND FOLIC ACID SUPPLEMENTATION PROGRAM FOR ADOLESCENT GIRLS (WIFS):This program started its functions since 2015 and is officially launched in March 2016 for the first phase. 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 Survey (NNS) 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 inter-generational cycle of anemia and introduced the Weekly Iron Folic Acid Supplementation (WIFS) as the main intervention and 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 supplementa-tion of IFA (Iron & Folic Acid) tablets for adolescent girls (10-19) years old, administered in grades/class 5-12, and as well as for 30% out of school adolescent girls.

The main role of DSMS in WIFS is a) the supervision of IFA tables’ distribution in schools through SMSs and b) Social awareness about WIFS.In this reporting period, DSMS actively took part in raising awareness about the importance of IFA tablets and supervised the distribution of IFA tablets in all girls’ schools in all provinces in which WIFS is being implemented.

NEW YORK UNIVERSITY (NYU):An American University called “New York University” is working on a research known as “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, DSMS participated in around 10 meetings with NYU, in which various points of views were exchanged about the mechanism on how to build the capacity of DSMS staff and SMS members and it was decided that DSMS provincial staff will be trained in Hirat and Bamyan Provinces. Keeping in view the importance of the training, DSMS has developed draft training materials for its Staff and SMS trainings.

The NYU has also planned to build the capacity of DSMS Core Staff, Provincial Staff (13 Tashkeell Staff & 11 TAs) and 1,800 SMS members from 120 SMSs containing CBEs in their catchment areas in the year 2017 in the above mentioned provinces.

AFGHAN CHILDREN READ (ACR):Creative Associates International has lately showed its interest to support MoE through ACR program. Afghan Children Read is a USAID funded primary education initiative designed to improve equitable access to education and generate evidence based measurable reading outcomes for girls and boys in Afghanistan. ACR will support education delivery, through building the capacity of MoE to provide evi-dence based early grade reading (EGR) program in Dari & Pashto languages for grade/class 1-3 students in both formal and Community Based Education (CBE) schools. Objectives of ACR are a) to promote community support and participation for ACR/EGR and improve home child friendly and educational environment, b) to increase communities and parents awareness on importance of and significance of education and allocation of time and resources for development of their children with support and assistance from SMSs in targeted provinces under ACR program and c) to increase equitable access and improve quality education in early grades through community and SMSs’ engagement in targeted districts.

This program will be implemented in 22 districts of Nangarhar, Hirat and Kabul Provinces by ACR as a pilot which will take three years as a first phase. In second phase, MoE will be responsible for ACR implementation.


To implement this program, MoE has assigned a Social Mobilization Technical Working Group (SMTWG), being led by DSMS consisting of 13 members where 6 are from MoE and the rest from USAID/ACR.SMTWG holds meetings twice per month to discuss set priorities and agenda for specific period and regularly attends TWGs one day workshop.

DSMS along with the working group developed ToRs for SMTWG, ACR Questionnaire, Training Need Assessment Questionnaire for DSMS’s provincial staff and SMSs. Moreover, DSMS prepared and shared training materials with ACR and also a list of 1,090 schools (409 in Nangarhar, 583 in Hirat & 98 in Kabul Province) from 22 districts of mentioned provinces in which ACR program is going to be implemented.

NORWEGIAN AFGHANISTAN COMMITTEE (NAC):In this reporting period, NAC also showed its interest in DSMS and promised to support DSMS in im-proving capacity of SMSs. The NAC is a member- based solidarity organization doing development and humanitarian works in Afghanistan and information and advocacy in Norway. NAC strives to improve the quality of life of Afghan in rural and hard- to-reach areas through its focus on integrated rural de-velopment and education of female health workers.

NAC tries to contribute to an Afghanistan free of poverty where equality, democracy, human rights and respect serve as the bases for political action and development. The cornerstone of this organization is the fundamental belief in freedom, independence, democracy, human rights and a better life for all.

In this reporting period, 4 persons from DSMS joined a training held by NAC for capacity building pur-poses. Moreover, to further capacitate SMS members; NAC conducted one day training for 42 SMS members from 12 schools in Gul Dara District of Kabul Province on 27th of October, 2016.

CAPACITY BUILDING (TRAINING): A five day workshop was launched on 30th of October, 2016 under the name of “Artistry of Social Engagement and Social Mobilization” at the Intercontinental Hotel, Kabul, with full fi-nancial support of UNICEF.

The aim of the workshop was to generate leadership ability among the DSMS Directorate and Provincial DSMS teams to motivate, mobilize and capacitate School Management Shuras to effectively mobilize and engage communities in order to in-crease the enrollment of out-of-school children.

The Workshop was launched with the welcome speech of DSMS Director -Mr. Ziaul Haq Safi. He highlighted to the audience the DSMS achievements and School Management Shuras’ related activities. He appreciated UNICEF and mentioned that Interna-tional Community, especially UNICEF has helped considerably in the education sector in the past 16 years and has played im-portant role in education especially for girls and artistry of so-cial engagement and social mobilization. He further added that UNICEF has tried its best to encourage the parents to send their children, especially girls to schools.


He also mentioned that recently, as per the MoE direction, DSMS, as a result of an initiative worked and coordinate together with UNICEF. For example, WIFs and Golden Village programs were coordinat-ed jointly by UNICEF office and DSMS.

The workshop was inaugurated by Minister of Education H.E Dr. Asa-dullah Hanif “Balkhi”. The Minister in his inaugural speech appreci-ated the initiative of DSMS and UNICEF and expected to have long-term results from the workshop and the provincial and core staff of DSMS would be able to practice the capacity and the skills they learn in this workshop.

Mr. Luc Chauvin, Deputy Representative of UNICEF –Afghanistan accompanied by 11 persons of his national and international staff, appreciated DSMS activities and emphasized on the artistry of social engagement and social mobilization and promised to continue its support to DSMS of the Ministry for strengthening the capacities of School Management Shuras (SMS) through launching trainings in the provinces. He added that UNICEF is ready to finance and support the training of School Management Shuras in 13 provinces namely Ghor, Badghis, Herat, Farah, Helmand, Urozgan, Kandahar, Zabul, Paktika, Paktiya, Bamyan, Daikoondi and Nangarhar in its first phase in 2017 and will try to nationalize it. He reflected that strengthening SMSs is very vital and important for the qualified and balanced education both for girls and boys in the country.

DSMS and UNICEF jointly launched the workshop. The participants of the workshop were 52 in total, consisting 27 of Tashkeel staff and 25 TA staff form 13 above cited provinces. In addition 57 female SMS members and 74 male members also took part in this event.

Moreover, many other education stakeholders, parliamentarians and MoE authorities e.g. Deputy Ministers & Directors, SMSs, representatives of UNICEF, MRRD, Ministry of Works and Social Affairs, International and national NGOs also participated in this immense event.

On the last day of the Workshop, the concluding speeches were de-livered by his Excellency the Deputy Minister for General Education Dr. Ibrahim Shinwari and Dr. Attaullah Wahidyar. The speeches were very encouraging and mobilizing, and the participants were asked to practice and exercise practically what they learned in the workshop and finally the certificates of participation and appreciation were given away to the participants.

Objectives of the Training:Following were the main objectives of the training:

(Refresh and update the knowledge and skills of participants on Artistry of Social Mobilization & Social Engagement (Introduce participants to different learning styles and approaches (Strengthen the participants existing knowledge and learning from UNICEF presentations (Familiarize participants with Social Mobilization Methodologies


(Guide participants to learn and handle difficult situations in training (Improve participants’ facilitation skills for the modification of attitudes (Gain input/feedback from their fellow participants in the practice sessions and group presentations

FUTURE PLANS: (Capacitating SMSs :

• Conduct training for 372 SMSs by ACR/Creative Associates International/USAID to be able to implement ACR program in Nangarhar, Hirat and Kabul Provinces.

• Capacitate 455 SMSs of 455 Schools regarding QEG issues.• Conduct basic training for 825 SMSs as per NESP III • Conduct training for 813 SMSs by UNICEF in 13 Provinces (Hirat, Badghis, Ghor, Farah,Hilmad ,

Kandahar, Urozgan, Zubul, Paktika , Paktyaa, Nangarhar, Bamyaan and Daikondi).• Conduct training for 117 SMSs by NYU in Bamyaan , Daikondi, Ghor, Hirat, Kapisa and Parwan

Provinces.

(Public Awareness and Community Mobilization:• 1 National Conference• 3 Regional Conferences• 15 Provincial Level Conferences

(Establish 75 SMSs (Revise 300 SMSs through election process (Develop 75 School Improvement Plans (SIPs) (Revise 300 School Improvement Plans (SIPs) (Coordinate, Cooperate and supervise MoE portion in implementation of CCNPP (Supervise ACR program

CHALLENGES: (Insecurity (Unavailability of budget (Late release of fund for on time Implementation of planned activities (Inadequate staff strength for DSMS (Unavailability of appropriate office space and equipment for provincial staff (Unavailability of DSA for SM Supervisors within respective provinces and districts (Unavailability of transportation facilities both for center and provinces

RECOMMENDATIONS: (Budget should be re-allocated (Timely release of money (Approval of DSA for Provincial SM Staff (Appropriate Office space in Provinces (Re-recruitment of DSMs and SM- Supervisors for implementation and monitoring of CCNPP

GENDER

27 70of

GENDER

CAPACITY BUILDING:

Management Internship Program (MIP) Progress-[July-December 2016]:Management Internship Program (MIP) completed its second phase for its 4 interns from March till end of December-2016. The Management has the plan to retain theses interns for further six months so that their capacities are further developed and enhanced. Out of the total of 15 interns, these 4 interns will receive permanent jobs within MoE. Currently, these interns are receiving regular capacity building trainings in EQUIP.

Gender TrainingSince the successful delivery of gender training to 28 provinces collectively and to 8 provinces individ-ually in 2016, the gender team has prepared detailed gender training plan for all 34 provinces individ-ually. The training materials and gender training guide has been shared with all provinces in both Dari and Pashto languages.

Based on the evaluation of the two rounds of the gender trainings, the training methodology is revised for the 3rd round as it is assumed that all PED staff requires “behavior change” in delivering gender based trainings despite of only gender related information sharing. Many of the PED staff knows about gender mainstreaming, gender budgeting, gender planning etc; however, the lack of support to gender is based on gender sensitivity and ignorance.

Based on the understanding, EQUIP Gender Team had focused on developing gender training materials within religious and cultural perspective focusing more on practical steps rather than theory. It is worth to mention that the gender data analysis training was very much valued by the participants because managing sex-disaggregated in education sector is very significant for better planning to avoid gender disparities at the sub national level. The training to all 34 provinces will be delivered by December 2017.

MODEL SCHOOL IMPACT STUDY:EQUIP Gender team also assisted EQUIP in carrying out a comprehensive study on Model School Im-pact evaluation. Model school impact evaluation study is carried out in 12 Provinces including Nan-garhar, Kunar, Laghman, Nooristan, Khost, Kunduz, Jawzjan, Daikundi, Badakhshan, Kandahar, Parwan and Kabul City. The study aimed to assess model schools’ impact on education system in Afghanistan. This research aimed to facilitate an impact evaluation between model schools and regular general ed-ucation schools in order to identify the impact of the model schools on education and society. Finally, the recommendations of the study would help Ministry of Education to further revise the strategy for investment in education sector.

The study had following sub-objectives: (To understand differences between model and regular general education schools (Quality of edu-cation) (To identify challenges in regular general education schools (Supply and Demand) (To identify quality impact of model schools on education and society (To understand what role model schools play in motivating societies for improving school environ-

28 GENDER70of

ment (To provide evidence based recommendations to the Ministry of Education for future investment in education sector

In total 288 questionnaires were distributed in 48 schools in 12 provinces among students from grade 6 to 12. The purpose of this interaction with students was to measure the differences between model and regular general education schools from students’ perspectives.

The following Research Questions were used: (How does model school improve education environment through investing in school structure and human capacity? (What key challenges/disparities exist in regular general education schools from resources and gen-der perspective? (What role does model school play in community motivation in contributing to education sector?

The purpose of this study was to provide clear evidence based recommendations to the Ministry of Education and other concerned donors and implementing partners to re-consider any decision in lim-iting and or expanding model school concept in Afghanistan. Most recently, the Deputy Ministry of general education has also decided to promote model school concept however with more changes in the existing concept and with the plan to implement this model in all 34 provinces. This study presents evidence based recommendations for the model school project expansion beyond 2017.

Since the Model School project initiated in Afghanistan, some challenges hindered the smooth imple-mentation of the project for example, lack of well-defined criteria for model school selection, national level advocacy and lack of proper familiarity and awareness. Since last three years, communities large-ly contributed in promoting model school concept in Afghanistan by supporting 127 additional regular general education schools as model schools. Communities’ contribution and model school success were not well reflected by the Ministry in its advocacy campaign.

This study also reflected the key differences between model schools and regular general education schools. It is very much crucial to report the successes achieved through Model School Project to pro-vide evidence based information to the Ministry of Education and its concerned partners regarding the expansion of Model School. There were many challenges faced during the data collection – following are some of the main chal-lenges

(Insecurity (Lack of response from MoE provincial offices (Questionnaire checking and re-scheduling the interviews (Intense telephonic conversations (Quantitative data collection – EMIS data (Incentive demand from the school management staff in regular general education schools

SUPPORT TO PUBLIC AWARENESS TEAM:EQUIP Gender team also assisted Public Awareness team in proposing gender messages during public awareness campaigns in Kabul Province including Kabul City and 14 districts. In addition, the gender team also assisted the Public Awareness team in event management and reporting.

29GENDER 70of

SUPPORT TO ENVIRONEMENT & SOCIAL SAFEGUARD TEAM:EQUIP Environment and Social Safeguard team was supported in data entry for complaints and land acquisition data collected and analysis of the data from the gender perspective.

INFRASTRUCTURE SERVICES

31 70of

INFRASTRUCTURE SERVICES

CORE ACTIVITIES OF ISD DURING JULY 1-DECEMBER 31, 2016 (Submission of 110 and 415 CC Projects to Procurement Department (Interview and selection of all applicants who have undertaken written tests for various positions (Validation and renewal of the Expired Contracts (Finalization of funding source strategy for the Incomplete CC Schools (Carrying routine construction supervision tasks

Key Achievements for the above core actives during the reporting period:1. ISD has finalized the projection phase for both 110 and 415 projects and importantly 110 projects

are included in the revised procurement plan and will be shared with Procurement Department for bidding process till January 2017. The 110 projects will be covered under the World Bank budget and 415 projects will be sent to procurement department once the funding source is specified.

2. All the required and vacant positions are filled through an open competition process and currently they support ISD-EQUIP program.

3. Validation and renewal of contracts is a continuous process as many expired contracts were re-newed and got time extensions during the reporting period. ISD pledges for providing more exten-sions to those projects legally and authentically needing time extension.

4. World Bank has agreed to provide financial support to 110 incomplete CC projects which are al-ready included in the revised Procurement Plan and these projects will be shared with Procure-ment Department till end of January 2017.

5. Construction supervision task is also a continues process for ISD and this is regularly carried out for supervising and monitoring all the ongoing projects in the site through M&E central engineers and as well as provincial engineers in order to meet the deadline and quality control.

PROGRESS OF EQUIP SUPPORTED PROJECTS:

Progress Of Old CC & NCB Projects, December 31, 2016

S. No

Proj

ects

Type

Tota

l Plan

ned

Proj

ects

Co

mpl

eted

Ongo

ing

Parti

ally

Com

plet

ed

Stop

ped

Not S

tarte

d Ye

t

Term

inat

ed

Dem

olish

ed

Rem

arks

1

EQUIP I-II (Old CC)

1347

794 (1st July-31st Dec-2016)

3 525 (110+415

)

0 25 0 0 1347 Old

762 (1st Jan- 30th June-2016)

35

525 (110+415

)

0 25 0 0

2

EQUIP I-II (Old NCB)

305

251 (1st July-31st Dec-2016)

6 0 15 20 13 0 305 Old NCB

246 (1st Jan- 30th June-2016)

3 0 0 25 31 0

32 INFRASTRUCTURE SERVICES70of

Progress of New CC & NCB Projects, December 31, 2016:

S. N

o

Tota

l Co

ntra

cted

/ Pl

anne

d Pr

ojec

ts

Com

plet

ed

Ong

oing

Not

Sta

rted

Ye

t

Reas

ons

(P

robl

ems)

St

oppe

d

Reas

ons

(P

robl

ems)

Te

rmin

ated

Rem

arks

1

124 Contracted (New-CC-Additional Financing)

106 6 3

(Not

Con

trac

ted)

Budg

et is

not

tr

ansf

erre

d to

SM

S ye

t 9

Unp

aid

third

in

stal

lmen

t, se

curit

y,

soci

al p

robl

ems a

nd

lack

of b

udge

t

2

1561 Planned (New NCB- Additional Financing)

708 236

132

(new

ly c

ontr

acte

d)

Land

, soc

ial,

tech

nica

l pr

oble

ms a

nd c

old

wea

ther

and

cha

nge

of

mat

eria

ls

280

and

1 is

dem

olish

ed

Secu

rity

and

amen

dmen

t

9 (D

ue to

am

endm

ent)

th

ese

are

unde

r re-

desig

ning

pro

cess

195

unde

r pro

cure

men

t pr

oces

s

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 were not included in the original contact. By now, they are included in the new procurement plan out of which 20 are completed, 13 are stopped due to cold weather and security, 14 are not started yet due to cold weather, security and some are newly contracted, and 49 are ongoing.

70

unde

r pr

ocur

emen

t pr

oces

s

DETAILED PROGRESS BY MAJOR ACTIVITIES PLANNED FOR THE REPORT-ING PERIOD

Activity 1: Environment Management Unit (EMU)/Safety Management Unit (SMU)Safety Management UnitTo assess the compliance monitoring of contractors, the provincial staff on Quality Assurance and En-vironmental and Social Safeguard, have carried out several visits to monitor the environmental and social safeguard parameters during the project execution. The detail is shown in the following;

33INFRASTRUCTURE SERVICES 70of

Projects Monitoring and follow up schedule in five zonesZONE NO OF PROJECTS INSPECTED /ANALYZED BY ESS TEAM

1st Period, 2016

Tota

l

2nd Period, 2016

Tota

l

STATUS OF

General

Construction

DEVIATIONS

/OBSERVATION

S

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Center 5 0 0 10 60 75 13 8 30 65 80 47 243 Projects are

followed up by

the team since

last August

South 10 9 8 26 32 85 39 24 35 32 24 26 180

East 4 0 11 11 27 53 13 2 22 39 28 46 150

West 14 3 3 4 7 31 10 10 30 40 20 22 132

North 6 0 6 9 28 49 11 4 23 24 38 52 152

Total 39 12 28 60 154 293 86 48 140 200 190

193

857

Deviations in terms of non compliance to ESS regulations were observed among which Personal Pro-tection Equipments (PPEs) the major deviations were found in 50% school construction sites. Material storage were found to be improper for 50% 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 , Period 2016 2nd, Period 2016 STATUS OF ESS

DEVIATIONS

/OBSERVATIONS

Jan

Feb

Mar

Apr

May

June

Jul

Aug

Sep Oct

Nov

Center 1 0 1 0 2 3 2 2 3 0 2 Sent to provincial senior engineers for

taking corrective actions accordingly

South 2 1 2 1 3 1 0 2 0 3 1

East 1 0 1 0 1 3 1 2 3 2 1

West 1 0 1 1 0 0 3 1 2 1 3

North 1 0 1 3 3 2 3 1 1 1 3

Total 6 1 6 5 9 9 9 8 9 7 10

Activity 2: Design DepartmentUndertaken Site Plans and Projects:The site plans for 33 schools in Kunar Province were completed during the reporting period. Site plans for the amendment of 3 boundary walls in Kapisa, 2 Takhar, 1 Badghis, 1 Jowzjan, 2 Panjshir, 2 Saman-


agn, 3 Kandahar, 2 Ghor, 15 Kabul, 6 Parwan and 12 in Maidan Wardak Provinces were completed.

The project preparation which includes check lists, BoQs and drawings took place for various projects in different provinces as below:

42 projects components like boundary walls, doors, toilets, garbage collection points, water wells in Daikundi Province under Old CCs 524 In completed Components. 15 projects for Panjshir, 26 for Kan-dahar, 20 for Takhar, 22 for Balkh, 17 for Kapisa, 7 for Nooristan and 40 for Faryab Provinces under Old CCs 524 Incomplete Components. 33 Projects for Kunar Province are terminated under EQUIP 11 ADD PP S-M-NCB 32 , Lot ( 1,2,3,4,5,6,7,8,9 )

Similarly, ISD also carried out various functions of estimation for extra and deduction work for the re-porting period and these projects are reflected in the following paragraphs.Estimation for Extra Work:

2 schools in Maidan Wardak, 1 water well in Kabul, 1 project and 6 boundary walls in Kabul, 2 boundary walls in Kundoz, 1 boundary wall in Daikundi, 26 water wells in Urozgan, 3 boundary walls in Balkh, components for 1 school and a boundary wall in Samangan, 8 sets of toilets in Badakhshan and electri-cal systems for 35 schools and 13 projects in Kapisa Provinces.Estimation of Deduction Work

1 water reservoir and 1 water well in Daidkundi, 1 boundary wall in Baghlan, 1 water well and 4 bound-ary walls in Kabul, 26 water wells in Urozgan, 1 boundary wall in Samangan, 13 boundary walls in Parwan, 1 boundary wall and 1 garbage collection point in Balkh, 8 sets of toilets in Badakhshan and electrical systems for 35 schools and 13 projects in Kapisa Provinces.

Estimation:3 boundary walls in Baghlan, 1 project in Kunar, 1 project in Paktia for the remaining work, 5 toilets in Kabul, 2 projects and one boundary wall in Kunar for the remaining work, 1 dormitory in Kabul, 40 projects under Old CCS 524 Incomplete Components & 1 remaining of work in Faryab and 1 project for the remaining work in Kapisa Provinces.Cost Estimation:During the reporting period the cost estimation has been performed for the following projects.11 projects and 1 play ground for basketball and volleyball in Kabul province, 23 CC missing projects for Urozgan and Paktia provinces, arrangement of cost estimation for 24 water wells in Urozgan province for 24 projects, 51 missing projects (electrical system) in Samangan and Bamyan provinces, 1 car park-ing in Kabul province, 1 depot of MoE, 44 missing projects in Urozgan province and 1 school in Takhar province.


Activity 3: Third Party Monitoring by MSI

MSI-Third Party Monitoring July 1- November 30, 2016

Reporting Period: 1st July till 30th November, 2016

Total Visits

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

Need Actions 33

Taken Actions 33

Activity 4: Updates on M&E:As a regular practice, ISD-M&E department observes the World Bank projects in all targeted provinc-es for quality control. Both EQUIP and non-EQUIP projects are being monitored as well as evaluated during 50% and 100% of working progress. ISD take actions when recommended from the provincial engineers during their visits to the sites. The recruitment of sufficient monitoring and some senior regional engineers has really triggered the smoothness in the progress of the projects. In the past only site engineers were monitoring the projects, but now the senior engineers also monitor the projects and provide their feedback to ISD Main Office for possible actions. M&E department of ISD collects the updated reports from the sites. As of now 719 NCB and 72 CC reports have been received from the provinces of Afghanistan during the last six months. ISD has already shared these reports with the World Bank on a monthly basis.

Activity 5: Updates on Database:ISD is planning to have online web application for Construction Management Information System (CMIS). This will help in data & documents insertion, deletion, updating and viewing in no time. It will be accessible from everywhere to authorized users only. By now, ISD has hired two Database Special-ists and their activities undertaken are listed below:1st Report1. Previous system functional study2. Previous system code study3. Information gathering for old system re-engineering4. Old system re-engineering data analysis5. Old system re-engineering design for packages, lots and projects6. Implementation of packages, lots and projects7. Old system re-engineering design for components and component details8. Implementation of component and component details9. Design and implementation of activities for component details10. Inserting components and component details data from excel to SQL Server database11. System study and data gathering for expired-projects-tracking-system2nd Report1. Data analysis and system design and system development for expired-projects-tracking system. In


this system, all the expired projects will be displayed and assigned to (Provincial Engineers, Review Committee, Plan Department and finally to MoE Procurement Department) for their further ac-tions in order to extend the projects.

2. Expired-projects-tracking system integration with projects tracking and management system.In general database, when any project expires, system automatically displays it in expired projects list and displays a small notification for user.

3. Dashboard that contains: (Expired Projects Financial Report based on departments (Expired Projects Process Status Lot Wise (List of Projects Based on Donor (Total Project Status Wise

4. Inserted 34 provinces with their districts and villages for each district into SQL Server databases.5. Inserted 190 packages and their related provinces into database6. Inserted 319 lots and linked with their related packages in database.7. Extracted 319 lots cost from other data in excel format and assigned to their related lots in web

application database8. Inserted 1736 projects general data into web application database.9. Developed hierarchical view of donor-packages-lots-projects system to view all these categories

data in one page10. Studied Projects Survey phase system data and designed database for it.11. Studied Projects design phase system data and designed database for it.12. Studied Projects procurement phase system data and designed database for it.13. Planned Projects phase tracking system.14. Currently working on development of survey, design and procurement phases and tracking them

in each phase.

CHALLENGES: (Due to delays and slow procurement process, ISD could not be able to meet the deadline by De-cember, 2017 to complete all the planned projects. (There are security threats in some provinces. (Amendments of the projects (boundary walls etc.) (Long payment and time extension process.

FUTURE PLANS/STRATEGIES (SIX MONTHS): (Submit remaining portion for 110 CC projects to procurement department. (Finalize the development of construction management information system and make it functional by giving training to ISD central and provincial engineers. (Perform construction monitoring and supervisions to ensure the projects are completed within quality, time and budget and to comply with revised schedule as provided to the World Bank during January mission 2017. (Finalize preparatory phase of smooth transition of ISD to the Ministry of Urban Development and Housing.


(Conduct provincial senior engineers’ performance evaluation on competency basis for effective service delivery and productivity. (Finalize the financial mechanism for 415 incomplete CC projects with USAID, WORLD BANK, MINIS-TRY of Finance and Ministry of Education. (Conduct EES Training to PED staff in 19 Provinces (3 Regions, Central, South and North). (Hold ESS Essential Assessment issues trainings in various schools of Kabul, Parwan, Logar, Maidan Wardak and Panjshir Provinces.

RECOMMENDATIONS: As soon as the procurement department awards the projects, ISD will be able to complete the proj-ects within the time period extended. It is clear that delay in the procurement process will definitely limit the implementation time. The projects’ contracts submitted to the Procurement Department for renewal also takes more than a month which should be reduced as well. The payment as well as the project extension process also needs to be speeded up to help the contractors complete the projects within the deadline.

SUCCESS STORIES:1. Basir Khan Girls Middle School is located in Ismail Khel Mondozai

district of Khost Province. The total number of students is 512 with 13 teachers of which 2 are male and 11 female. This 8 clas-rooms school is constructed by EQUIP through SMS in 2012. In addion, it has 4 admin rooms, a set of latrines, water well and a new boundary wall. Our Provincial Engineer had visited this school and had asked some students regarding the construction of this school. Both students and teachers have showed their happiness and statisfaction from the MoE and the World Bank for their efforts for education devlopment. Sudents expressed their feelings by saysing, “ Once we didn’t have the school buidling and other facilities which had really affected our lessons especially during rainy and windy days. Sometimes we were even unable to join classes for 15 consecutive days due to seasonal raining. Besides, the adult girls were not satis-fied and were mostly thinking about their hijab when there was no boundary wall and even some fathers didn’t allowe their daughters to go school for there was no protection. Now we feel safe and satisfied and with the construction of this school, we are now enjoying studying with eagerness.’’

2. Kochiano Boys School is located in the center of Khost Province and is constructed by EQUIP through World Bank financial sup-port by the SMS in 2013. This school consists of 8 classrooms, a computer lab, four admin rooms , water well, boundary wall and a set of latrines. There are 880 students in this school. Our Provincial Engineer had visited this school on 6th of December, 2016 and he had interviewed students about the construction of this school and the responses are reflected below:

How do you feel now as compared to the past when you ddidn’t have school buidling and other facilities like boundary wall, la-


trines, water well and computer labe?Students recorded their responses by saying that “When we didn’t have school building, we had to face a lot of obstacles as our school was located in a place even with no trees, so the only place for studying during the winter season was the shadows of a wall near to the school. In additin, we were unable to attend the classes during rainy and windy days as there was no protection. Now by having a well constructed school building, we study with full eagerness and calmness and enjoy all the available facilities. We thank and appreciate the MoE and the World Bank for its continued support to educatoin.

EMIS

4070of

EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS)

CORE ACTIVITIES:During the reporting period (July–December 2016), EMIS Directorate within the Ministry of Education has carried out the core activities including school data collection, cleaning & entry for 1395 for cold season, data and information systems integration, GIS data cleaning & school mapping, information systems development, monitoring & reporting against NESP and Ministry of Education’s national op-erational plan (1395), capacity building in terms of usage & maintenance of information system, data collection, cleaning, entry, monitoring and reporting at national and sub-national levels.

Sub-ActivitiesSub-activities planned for last six months along with their deadlines and status has been illustrated in the following table:

Table 1.1: Planed Activities progress & Status

S.N Core Activities Deadline Target (%)

Achieved From To

System Development Unit A. System Development

1 Follow up on connectivity of provincial EMIS servers with central server using reliable ICT infrastructure;

01-07-2016

31-12-2016

100% 100%

2 Data integration and system development for EMIS, Payroll and tashkeel system

01-07-2016

31-12-2016

100% 100%

3 Development of Research & Evaluation-MIS system for planning department.

01-07-2016

31-12-2016

50% 50%

4 Mobile Application scale up to Learning Assessment department.

01-07-2016

31-12-2016

100% 100%

5 Development of information system for MoE official letters.

01-07-2016

31-12-2016

100% 100%

6 Development of Inventory-MIS for MoE procurement department.

01-07-2016

31-12-2016

100% 100%

7 Development of project tracking system for Minister Office.

01-07-2016

31-12-2016

100% 100%

8 Follow up on ToRs with procurement department for the information systems to be developed (HR-MIS, ISD-MIS, Web-Enabled GIS, and Solar System).

01-07-2016

31-12-2016

100% 100%

9 Development of information system for MoE official letters.

01-07-2016

31-12-2016

100% 100%

10 Follow up of the technical staff to develop systems according to the prepared policy, procedures and standards.

01-07-2016

31-12-2016

100% 100%

11 In reference to recommendations made by the third party, development of validations, controls and constraints on School-MIS system data entry interfaces.

01-07-2016

31-12-2016

100% 100%

12 Configuring replication services for 8 provinces having provincial connectivity to synchronize data

01-07-2016

31-12-2016

100% 100%

41EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) 70of

online.

13 Localization of School-MIS reporting system into Dari & Pashto.

01-07-2016

31-12-2016

100% 100%

14 Development of Students registration system from grade 1-14

01-07-2016

31-12-2016

50% 50%

15 Decentralization of certificate-MIS system to PEDs. 01-07-2016

31-12-2016

50% 50%

16 Implementation of construction management system, estimation, BoQ, contract and running account bills MIS systems for ISD department.

01-07-2016

31-12-2016

100% 100%

17 Technical consultation and monitoring on the usage/performance of functional systems.

01-07-2016

31-12-2016

100% 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% 100%

2 Technical training abroad the country on mobile application development for central staff

01-07-2016

31-12-2016

100% 0%

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% 100%

2 Cleaning and importing GIS coordinates for the rest of 8 provinces into the EMIS server.

01-07-2016

31-12-2016

100% 100%

3 School mapping at district level. 01-07-2016

31-12-2016

100% 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% 100%

5 School mappings for academic supervision and UNESCO at district and school levels.

01-07-2016

31-12-2016

100% 100%

6 Preparing statistical analytical report for 1393/1394 01-07-2016

31-12-2016

100% 100%

7 Data verification of 5% for 1395 by EMIS and Academic supervision.

01-07-2016

31-12-2016

100% 100%

Monitoring and Reporting Unit

A. Monitoring and Reporting 1 Receive and enter provincial data on a monthly

basis 01-07-2016

31-12-2016

100% 100%

2 Review and follow-up on provincial quarterly and annual reports (1395)

01-07-2016

31-12-2016

100% 100%

3 Collect data for national annual operational plan reports (1395)

01-12-2016

31-12-2016

100% 100%

4 Prepare MoE national annual operational plan implementation/ progress report (1395)

01-12-2016

31-12-2016

100% 100%

42 EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS)70of

5 Sharing draft MoE national annual operational progress report with programs and related directorates for review and comments

- End of Dec 2016

100% 100%

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

01-07-2016

31-12-2016

100% 90%

7 Prepare MoE Achievements report (1395) for Presidential Office

01-12-2016

31-12-2016

100% 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% 100%

9 Prepare development projects annual (1395) and quarterly reports (1395) for Ministry of Economy

01-07-2016

31-12-2016

100% 100%

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

01-07-2016

31-12-2016

100% 100%

11 Prepare annual progress (Gender) report (1395) for the Ministry of Women Affairs

01-12-2016

31-12-2016

100% 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% 100%

13 Conduct provincial monitoring and verification/validation missions

01-07-2016

31-12-2016

100% 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% 100%

2 Train provincial planning units' staff, program 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% 100%

3 Conduct specific workshops for program 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% 100%

C. Un-Planned Activities/ Ad hoc reports based on requirement 1 Prepared MoE's report based on commitments of

London Conference During third quarter

of 2016 Completed

2 Prepared and compiled monthly reports of central directorates and shared with the Chief of Staff Office of the MoE.

During third & fourth quarter of 2016

Completed

3 Prepared MoE's progress reports based on commitments at the provincial level and shared with ministries' council

During third and fourth quarter of

2016

Completed


4 Prepared UNICEF implementation progress reports at the provincial level and shared with the concerned departments


2016

Completed

5 Prepared MoE's BC2 report for Ministry of Finance During third and fourth quarter of

2016

Completed

6 Prepared MoE's achievements report based on the provided questionnaire for the office of the representative of H.E. The President of Afghanistan


2016

Completed

7 Prepared MoE's achievements report for the Informational Directorate of the Presidential Office


2016

Completed

8 Prepared progress report on implementation of Afghanistan National Plan, UNHCR 1325 on Women, Peace and Security


2016

Completed

9 Prepared MoE's statistical survey (1395/2016) report and shared with the concerned departments


2016

Completed

10 Prepared MoE's report on the implementation of H.E. the President's orders in four related areas


2016

Completed

11 Prepared General Directorate of Planning and Evaluation compiled progress report for the year of 1395/2016.


2016

Completed

12 Finalized ESPA I and ESPA II Completion reports and shared with the Danish Embassy.


2016

Completed

Activity 1.2: Progress of System Development UnitThis portion covers narrative details (progress) against planned activities. There are some activities which are still in the progress and need to be continued in the next cycle of plan as mentioned below.

1.2.1 Follow up of Provincial EMIS Servers Connectivity with Central Server using ICT InfrastructureIn order to connect provincial EMIS servers with the central server for online data entry/replication, EMIS directorate has closely worked with ICT directorate for connecting all the provincial sites with the main site. The ICT directorate has built Local Area Network (LAN) in 16 Provincial Education Director-ates (PEDs) and connected 30 PEDs to MoE main data center via E1 connectivity. Amongst 30 provinc-es, EMIS has replicated 20 provincial servers with the central server where these servers automatically communicate with main server.

1.2.2 Data Integration and System Development for EMIS, Payroll and Tashkeel SystemAs per the instruction of H.E The President of Islamic Republic of Afghanistan, MoE/EMIS is envisaged to develop a standard platform to integrate the Tashkeel, Payroll and EMIS system; this will make sure that data is retrieved from these three system based on a unified platform.

The data sorting and data integration of all the three systems is completed; MoE is securing the ser-vices of a third party to develop an integrated system so that EMIS can manage data of these three systems based on the mentioned integrated system.


1.2.3 Information Systems DevelopmentA. Development of Research & Evaluation-MIS system for planning department:

The Research and Evaluation system was planned to be developed in two iterations, the first iter-ation of this system is developed and the second iteration is still pending because the database developer who was working on this system has resigned from his position and we are yet to hire another professional who should resume the system.

B. Mobile Application scale up to Learning Assessment department:Since the Learning Assessment team had an assessment ongoing therefore instead of the Learn-ing Assessment system, EMIS developed a mobile app for students learning; this app enables student to read the primary school subjects and improve grade 3 students’ abilities. However the basic requirements have been collected for the development of Learning Assessment System.

C. Development of information system for MoE official letters (Indicator System):The indicator system has been developed according to needs of the Planned and Evaluation Gen-eral Directorate. This system is currently in use and once it is tested in Planning General Director-ate then this system will be deployed to all the departments of MoE.

D. Development of Inventory-MIS for MoE procurement department The Inventory-MIS has been developed for the inventory unit (امریت جنسی) of Procurement Direc-torate. This system enables the inventory unit to store and manage all inventory related informa-tion in a proper way.

E. Development of project tracking system for H.E. Minister OfficeThe Project Tracking system has been developed in accordance with the requirements given to EMIS by H.E The Ministers Office. This system tracks all the projects “donor funded and ordinary budget projects”. The system is currently been used by the strategic coordination and Minister’s advisory unit.

F. Follow up on ToRs: (Web-Enabled-GIS system: This system enables us to show the EMIS data on Afghanistan map thus im-proving the data dissemination mechanism and supporting informed decision making for MoE. The system will have many interesting features aiming to make the data easier to access by having the data mapped on geographical location of the entities (Schools, Districts, Provinces and other locations). The first draft of this system is ready and available through: http://eaa.beyondsolutions.co/ This system is awarded to a third party. As per the contract, the inception report for Software Re-quirements Specifications (SRS) is completed. The system is expected to be completed by 4th April, 2017. (ISD-MIS system: For this system, the procurement process was in progress; this system has entered the final negotiation stage but due to the request from ISD department, this system outsourcing has been canceled and now the ISD department is using internal capacity to develop and deploy this system. (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 SQL Server licenses and no compa-ny had applied for Arc GIS lot. The evaluation of this project has been completed and no company met the requirements so both lots of this project will be re-announced. This project is dropped from EQUIP Procurement Plan


(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 one company has met the requirements, so both lots of this project will be re-announced. The technical document of this system is ready and as the Procurement Plan has been approved, this project has been submitted to the procurement for re-announcement. (HR-MIS system: It is already negotiated with the World Bank that based on the limited deadline given by the H.E. the 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 of procurement process is already started of getting NoL from the World Bank to award the assignment to consultancy.

G. Mobile application development intermediate and advance level training:This training aims to build the capacity of the EMIS technical team in terms of advanced tech-niques of Mobile App development. EMIS shared the plan with EQUIP team but due to late re-sponse, the payment was not done on time therefore this training has been shifted to 2017.

H. Follow up of the technical staff to develop systems according to the prepared policy, procedures and standards The EMIS technical team has been fully aware of the information systems development policy, standards and procedures and during past six months it has been assured that all the systems developed are in line with policy, procedures and standards.

I. In reference to recommendation made by the third party, development of validations, controls and constraints on School-MIS system data entry interfaces: As per the standard statistical guidelines, MoE planned to add certain important controls over the MoE statistical data on different levels. These controls and validations have been applied to the School-MIS through different software engineering techniques; Controls! for example: Once the data is entered and finalized at provincial level, then this data is locked at that stage and the pro-vincial EMIS team cannot bring any changes to the data unless the central team find errors in the data and gives rights to the provincial team to change the data accordingly. Similarly, certain more interesting and useful features are added to the system.

J. Localization of School-MIS reporting system into Dari & PashtoThe School-MIS reporting system has been localized, but this is not deployed yet as we had re-quests to include WASH and SDG4 (201502030) indicators into the EMIS system, this will affect lo-calization of the reporting system as well. Once these indicators are included in the system, then the same changes will be brought to the localized system and after that only the localized system will be deployed.

K. Development of Students registration system from grade 1-14:This system actually aims to register all the students from grade1 to grade 14 in a manageable manner. Recently, MoE has developed an automated system (CMIS) for managing the Certificate printing process which stores the student profile related data. The Students registration system from grade 1-14 has been added to CMIS which means that MoE will target collection of student profile and registration data of grades 10, 11 and 12 which has the basic need for printing of 12th grade certificate. Once this system is implemented in all provinces, then we will implement the same system for grades 1-14 in all the PEDs.

L. Decentralization of certificate-MIS system to PEDs: This system decentralization needs huge


amount of work to be done prior to starting this assignment, these include:1. Providing equipments i.e. computers, scanners and network facility at the certificate units of

each PED2. Maintain enough technical capacity for using and maintain the CMIS system

EMIS in close coordination with H.E Deputy Minister General Education received support from a third party in the mentioned areas and decentralization of CMIS has been started. A total of 87 data entry professionals will be hired and each certificate unit in all the 35 PEDs will be equipped with required technical equipments and then the data entry and replication will be started. The CMIS is actually a platform to verify cross-check, validate and enter the data at provincial level and the same data will be transferred to central EMIS system and a scan copy of the same data will be stored on the network stor-age. This will enable the certificate to be printed using an automated and computerized system in very short time; the system will also immensely reduce corruption and bring in efficiency and accountabil-ity to the process. A 50% of this activity was planned to be completed, main problems included huge distance between EMIS server and certificate unit in PEDs which needs a connection, lack of technical capacity and non availability of enough space, computers, scanners and electricity in most of the PEDs. M. Implementation of Construction management system:

Estimation, BoQ, contract and running account bills, MIS systems for ISD department, all these modules are developed and now in implementation phase.

N. Technical consultation and monitoring on the usage/performance of functional systems:A part from above systems, the EMIS team is regularly monitoring and maintaining all the devel-oped systems

1.2.4: Unplanned activities of System Development unitA part from the above activities, the System Development unit has delivered some unplanned activities as instructed by MoE management; below is the list:A. Preparing concept and initial plan for Enterprise Resource Planning (ERP):

MoE is instructed by H.E The President’s Office to prepare a concept and plan for implementing ERP in MoE; as this is a technical activity that is why this activity has been assigned to EMIS and EMIS has prepared the concept and initial plan for implementing the same system.

B. Changes in the Teacher Box system: The teacher box unit has proposed several changes in the system asking EMIS for adding new features and a new module in the existing system, this has been completed and the end users are satisfied with it.

C. Development of Complaint System: This system was proposed by the office of the chief of staff and has been developed and de-ployed.

D. Supporting the USAID data verification project: USAID data verification project was not a part of the System Development unit plan however the unit did support this in terms of providing data and EMIS level support.

E. Supporting the MRRD data verification project: Ministry of Rural Rehabilitation and Development (MRRD) was instructed by the president’s Office to verify the EMIS data on sampled bases. EMIS was thoroughly involved throughout this assignment and it has played a key role towards different stages of this project.


F. Training four interns from Finance and accounting institute (14th grade graduates) These trainees (fresh graduates from 14th grade) were trained in terms of office management, and software project management. This was also unplanned activity.

Activity 1.3: Progress of Statistical Data Analysis and GIS UnitPlanned Activities:Report of the Activities Planned:Data collection, entry and verification for 1395/2016 are completed. A 5% schools per province are also verified based on random sampling for data verification. List of schools verified is attached as (An-nex B) at the end of this report. Similarly, MRRD has verified 1007 schools data for which the report is available.

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 a cycle, an analytical statistical report is prepared and the preparation of this report is in progress by statistical.

Data entry, cleaning and verification for 1395/2016 for cold season:The cold season data entry, cleaning and verification for 1395/2016 has been completed and reports are prepared based on this activity.

Cleaning and importing GIS coordinates for the rest of 8 provinces into the EMIS server: This activity has been completed as per the plan and all the GIS coordinates collected are cleaned for these 8 provinces.

School mapping at district level:In order to map the MoE data on Afghanistan maps, the GIS team inside the statistical unit has worked on preparing a proper platform to map the schools. This activity is successfully completed.

Providing data collection, entry & verification capacity building training to provincial, district and school staff for hot season schools of 1395:In order to successfully collect, enter, verify and disseminate the MoE statistical data, the statistics unit of EMIS in close coordination with System development unit has given training on the same subject to provincial, district and school level staff about data collection, entry and verification.

School mappings for academic supervision and UNESCO at district and school levels:School maps are provided to different entities and stakeholders based on their requests. A total 200 school maps were provided to UNESCO and Academic Supervision. These maps are used for statistical analysis.

Preparing statistical analytical report for 1393/1394:The statistical analytical report for 1393/94 is prepared and shared with all the stakeholders.

Data verification of 5% for 1395 by EMIS and Academic Supervision:In order to ensure the quality of EMIS data, it is important that the data is verified every year. There-fore, 5% of school level data has been verified on sample bases and report is available.


Figure 1.1 Data Management Life Cycle

GIS UnitThe 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 during last six months include, providing MoE/GPE and academic supervi-sion 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 is in clean-ing process. By now, EMIS have school coordinates in system and able to generate school mapping at different levels. Figure below shows a sample of Pur Chaman district schools map of Farah Province which shows location of schools and villages.


Figure 1.2: Pur Chaman District Schools’ Map

Unplanned Activities Report of Statistics Unit:A part from above, the statistical unit has delivered the following activities:1. Preparing school profiles for 17,000+ schools2. Installing school profiles in EMIS server and 500 tablets3. Preparing statistical posters

Activity 1.4: Progress of Monitoring and Reporting UnitMonitoring and ReportingDuring the last six months of the year 2016, a standard reporting procedure is implemented; MoE operational plan progress reports of 1395 were prepared and received from all provinces around the country. The planning, monitoring and reporting officers collected data on the operational plan indi-cators. 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 also was verified by the head quarter 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:Monthly, Quarterly, Semi-Annual and Annual Reports of the MoE based Operational Plan (1395/2016): The mentioned reports were prepared in all 35 provincial education directorates and moreover, a na-tional level (compiled report) report is also prepared and is shared with stakeholders on timely manner.

Report required by Administrative Office of the President: The presidential office report was pre-


pared 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. The reports (Semi- annual and annual) were prepared based on MoE’s approved results based plan (1395/2016) and shared with the presidential office in due time.

MoE’s Second, Third and Fourth 100 days Plan Implementation Report for Presidential Office and Chief Executive Office of the Government of Islamic Republic Afghanistan: The reports were prepared based MoE’s approved 100 days plans and shared in due time.

Reports for the Ministry of Economy: Ministry of economy also requires report on some of the specific indicators of the MoE’s development projects. They want to know progress made against the develop-ment projects and expenditures. During the reporting period, one quarterly (third quarter) and annual (1395) reports were prepared, finalized with close coordination of concerned departments of the MoE. The reports were shared with Ministry of Economy in due time.

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 (third and annual report of 1395/2016) were prepared and shared in due time.

Gender Report for the Ministry of Women Affairs: Monitoring and Reporting department has pro-duced MoE’s gender report (1395/2016) and has shared with MoWA and other concerned organiza-tions for their kind information.

Conduct Monitoring of NESP Indicators: Monitoring and Reporting Specialists have conducted central monitoring visits of program in order to ensure progress against NESP related indicators and MoE’s 100 days plan (Result based plan). The verification process of the data and information was successfully ac-complished and reports were prepared. The monitoring visits in central and provincial level have been conducted and required data and information has been collected. The data is analyzed and the reports are prepared and findings have been shared with the relevant departments for necessary changes and improvement.

Ad hoc Reports of the Ministry of Education: In addition to the planned activities, Monitoring and Reporting department has produced different types of ad hoc reports based on the requirement of the stakeholders and shared in due time.

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, monitor-ing and reporting as well as data collection, cleaning and analysis. The following trainings have been conducted at central and provincial levels:

(Provided technical training for center, provincial & district staff for data collection of cold season schools – 1395: Central Statistical and academic supervision staff is trained on the revised school management system in the center as master trainers for the provinces and in return these master trainers trained around 17 academic supervision staff in each PED and similarly, they trained a total of 7 academic staff in each DED and DED staff trained school principles. As a result the 1395 data


was collected on timely manner. (A two days workshop is arranged by M&R unit for MoE program staff (Planning, Monitoring and Re-porting) in order to enhance the capacity of report writing skills particularly regarding MoE’s result based achievements reporting and quarterly progress reporting formats for Ministry of Economy. (Each of the civil servants working on head quarter level has been appointed as a counterpart with the Monitoring and Reporting Specialists. A TNA had been conducted by these specialists and based on their training gap analysis; they have conducted regular trainings (on the job training) to each one of their counterparts based on 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 planning, monitoring and report writing for planning and district education staff. This training was conducted in 18 provinces and totally (450) officers including provincial planning department staff and district education officers participated in the training. As a result the participants prepared and submitted their plan, annual statistical data and quarterly and annual progress reports of their related prov-inces and districts. (Due to lengthy process of procurement plan as well as not getting approval of procurement plan from the World Bank, EMIS technical staff didn’t get required training outside the country and is still waiting to get NoL from the World Bank. This training is very important for further development of mobile applications.

KEY ACHIEVEMENTSAs a result of the implementation of last six months plan, the following are the main outcomes:

(During last six months’ development process, two information systems (Mobile application for learning assessment and individual student registration) are developed and now are in testing phase. Certificate information system is 70% revised based on new information added and now functional. (Data collection, data entry and 5% data verification for 1395 is completed 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 is now in cleaning process. (Overall 70 staff at central, around 595 at provincial and around 7,150 at district levels is trained for data collection of 1395. (During last six months, Monitoring and Reporting department has produced different reports based MoE’s operational plan (1395) and requirement of the stakeholders such as; H.E. the President Of-fice, H.E. Chief of Staff Office, Ministry of Finance, Ministry of Economy, Ministry of Women Affairs, Ministry of Foreign Affairs, Ministry of Cultural and Information, Ministry of Justice, 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. (A part from above, Monitoring and Reporting department has produced different types of ad hoc reports based on the requirement of stakeholders and shared in due time. (Capacity building is one of the priorities of the Monitoring and Reporting Department for filling


capacity gaps of employees (civil servants) at central and provincial level on reporting, planning and coordination. As a result, programs and provinces have prepared their quarterly and annual progress reports.

CHALLENGES:In respect to the activities completed during the last six months, the following challenges have been identified which had 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. (Lack of capacity of district and school staff in terms of filling out and understanding of the school questionnaires. (Lack of IT equipments in provincial EMIS offices such as stationery, scanner, cartridge for printers and photocopier machines. (Repetitive changes in procurement plan, thus EMIS/System development staff was not able to get planned training outside the country. (Although the short-term training and workshops were conducted in order to enhance the capacity of civil servants at provincial level on planning, monitoring and reporting, but still the capacity of these civil servants is not satisfactory. (Lack of a suitable location and work environment for Monitoring and Reporting Department has suspended the implementation of the department’s planned activities. (Workload and huge business of non-planned tasks have suspended the implementation of the Monitoring and Reporting department’s work plan.

RECOMMENDATIONS (Support EMIS in terms of providing TAs, experts in statistics and advanced data analysis. They would train master trainers at the center and provincial levels. (Allocation of separate fund for procuring ICT equipments, transportation for data collection, verifi-cation and capacity building at central, provincial, district and school levels. (Support implementation of the EMIS five years strategic plan. (Public awareness of EMIS stakeholders from EMIS activities as well as on the importance of infor-mation technology and role of MIS system in education management. (Support full scale capacity building trainings for technical staff outside the country and to the civil servants at national and sub-national levels especially for school principals and district managers. (The capacity of provincial civil servants staff (planning, monitoring and reporting staff) can be en-hanced through the National Training Institute of educational planning and other related long term capacity building programs (It is proposed, to provide suitable work place and environment for Monitoring and Reporting De-partment.


FUTURE PLANS/ACTIVITIESEMIS has planned the following activities for next six months from 1st January till 30th June, 2017:

Table 5.1: Future Planned Activities

S.N Core Activities Deadline Targe

t (%) From To A. System Development Unit

1 Follow up on decentralization of Certificate system (CMIS) 01-01-2017

31-06-2017 100%

2 Review and change in the annual statistical forms of the School-MIS module of EMIS system

01-01-2017

31-06-2017 100%

3 Development of unified and integrated platform for Tashkeel, Payroll and EMIS systems

01-01-2017

31-06-2017 100%

4 Preparing the preliminary documentation for ERP system 01-01-2017

31-06-2017 100%

5 Concept for development of mobile app for ACR, mobile app for out of school children and teacher attendance

25-03-2017

31-05-2017 100%

6 Development of admin system for Planning and Evaluation General Directorate

01-01-2017

31-06-2017 100%

7 Design: Cover pages, Banners and interface as per the request from MoE departments and programs

01-01-2017

31-06-2017 100%

8 Follow up on development and implementation of Web based GIS system (Online GIS Atlas)

01-01-2017

31-06-2017 100%

9 Review and fix changes in the CBE-MIS forms 01-01-2017

31-06-2017 100%

10 Maintenance and technical support to all the developed systems and other technical issues

01-01-2017

31-06-2017 100%

B. Capacity Building 1 Providing technical support and training for central,

provincial & district level staff for data collection of schools – 1396.

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

2 Technical training outside the country on mobile application development for EMIS technical staff.

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

GIS, Statistical Data Collection and Analysis Unit 1 Data entry, cleaning and verification for 1396/2017 for cold

season 01-01-2017 31-06-2017 50%

2 Supporting the academic supervision in terms of distributing tablets, data collection, synchronization and dissemination

01-01-2017 31-06-2017 100%

3 Providing data collection, entry & verification capacity building training to provincial, district and school staff for schools for 1396 data collection

01-01-2017 31-06-2017 100%


4 Providing district and school level maps for academic supervision, UNESCO and other stakeholders

01-03-2017 15-05-2017 100%

5 Follow up of the development of Online GIS system 01-01-2017 31-06-2017 100%

Monitoring and Reporting

A. Institutional Analysis and Development

1 Develop Field (Provincial) Reporting format based on MoE operational plan

01-02-2017 30-02-2017 100%

2 Design and finalize monthly, quarterly and yearly reporting formats for each MoE program

01-02-2017 30-02-2017 100%

3 Prepare data collection formats, used as annexes in narrative reports

01-01-2017 30-01-2017 100%

4 Establish filing system for all donor funded programs particularly EQUIP

01-01-2017 30-01-2017 100%

5 Review of MoE M&E and reporting framework (indicators, procedures, formats)

01-03-2017 30-03-2017 100%

6 Update annual operational plan in system (operational plan management information system for 1396)

01-03-2017 30-03-2017 100%

7 Develop monitoring plan including provincial visit plan for the unit

01-03-2017 07-03-2017 100%

8 Develop annual department and individual work plan 01-01-2017 07-01-2017 100%

9 Develop reporting schedules for the year 01-01-2017 07-01-2017 100% B. Monitoring and Reporting

1 Receive and enter provincial data on a monthly basis 01-01-2017 30-06-2017 100% 2 Review and follow-up on provincial reports (1395) 01-02-2017 15-02-2017 100%

3 Collect data for national annual operational plan reports (1395)

01-01-2017 15-02-2017 100%

4 Prepare MoE national annual operational plan implementation/ progress report (1395)

10-02-2017 30-02-2017 100%

5 Share draft MoE national annual operational progress report with programs and related directorates for their review and comments

01-03-2017 15-03-2017 100%

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

15-03-2017 30-03-2017 100%

7 Prepare MoE Achievements report (1395) based os result based plan of the Ministry for the Presidential Office and Chief Executive Office of the Government of Islamic Republic of Afghanistan

01-01-2017 15-02-2017 100%

8 Prepare MoE's development projects annual (1395) and quarterly reports (1396) for Ministry of Economy

01-01-2017 05-04-2017 100%

9 Prepare MoE's annual (1395) and quarterly progress reports (1396) for the Ministry of Finance

01-01-2017 05-04-2017 100%


10 Prepare annual progress (Gender) report (1395) for the Ministry of Women Affairs

01-02-2017 07-02-2017 100%

11 Conduct central monitoring and verification/validation missions for the implementation of MoE annual operational plan (1396) and result based plan with programs.

24-02-2017 30-02-2017 100%

12 Conduct provincial monitoring and verification/validation missions

01-04-2017 30-06-2017 100%

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

01-01-2017 30-06-2017 100%

2 Train provincial planning unit' staff, program staff and district education staff in order to enhance their capacity on monitoring and reporting of NESP activities through on-the job-training

01-04-2017 30-06-2017 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

01-01-2017 30-06-2017 100%

LEARNING ASSESSMENT

57 70of

LEARNING ASSESSMENT

MONITORING TRENDS IN EDUCATIONAL GROWTH (MTEG) Monitoring, assessing and reviewing the students learning through different periods based on the contemporary approaches has been one of the key objectives of the Learning Assessment Unit (LAU) during the last four years. In order to determine the performance and students’ learning achievements for collective growth and transferring the objective grounds into a favorable environment has been another key objectives.

After its establishment in 2013, the LAU has been performing dif-ferent tasks along assessment. Translating grade 6 proficiency report, other manuals of international leading assessment en-tities, striving for sketching roadmaps for upcoming assessment and most specifically, working on its capacity building for paving a way to its pioneer role in leading student learning assessments of other grades are some of the activities the LAU has been car-rying out.

It is also being discussed that the LA team will work together with other international organizations working on student learning assessments in different parts of Afghanistan. Several international or-ganizations have shown interest in collaborating in the area of student learning assessments in the future..

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. (To instruct the policy makers and top management for establishing a directorate of Learning As-sessment within Ministry of Education

ACTIVITIES ACCOMPLISHED DURING THE REPORTING PERIOD:

Communication with Regional Learning Assessment OrganizationsA Proper focal point was established for the communication with PAL (People’s Action Learning), PACE (Prathom Arora Center for Education- India), ASER (Annual Status of Education Report- India), NEQ-MAP (Network on Education Quality, Monitoring in the Asia-Pacific) and other regional organizations for engaging them in Afghanistan’s learning assessment. It was planned to collaborate with them on different agendas for enhancing the current capacity and capability of carrying different tasks by LAU in Afghanistan. Relevant documents and a copy of the future strategy were exchanged with the respec-tive organizations.

The WMU (Western Michigan University - USA) was contacted for their cooperation in building the ca-pacity of the Learning Assessment Team members. They agreed to help in building the capacity of the Ministry of Education staff, especially the capacity of the LAU staff.

58 LEARNING ASSESSMENT70of

LAU Capacity Building within Afghanistan: The following items were considered in determining the roadmap for pursuing the international and regional tools and methods for learning assessment in different countries. A learning workshop was conducted and all the LAU team members were assigned different tasks for understanding the regional and international assessments in different countries around the world.

Quality of Education, Assessment Types (Formative, Summative, Diagnostic and Eval-uative Assessment): An intensive discussion was carried out on the Quality of Education, Assessment Types (Formative, Summative, Diagnostic and Evaluative Assessment). The LAU team members prepared presentations about the various types of learning assessments carried out in different countries around the world. These presentations greatly helped the staff to enhance their knowledge and skills about the learning assessments. Learning from others and tailoring and adapting it to local conditions is very valuable.

Learning Assessment System in France:The educational system, curriculum and course contents of France were discussed and a comparative discussion was made on the learning assessments in France and in Afghanistan.

Citizen-Led Assessment (CLA):Fortunately, two key members of the Learning Assessment Unit participated in the workshop that was conducted by ASER & NEQMAP for enhancing the understanding of the participants about the Citizen-Learning Assessment in India. The method, theory, tools, protocols and other materials related to the Citizen Led Assessment were discussed and the practical ways of leading the Citizen-Led Assess-ment were explained to the participants.

Program for International Student Achievements (PISA): Since the establishment of the Learning Assessment Unit in 2013, the team members have been striving to overcome their problems of becoming independent in carrying out their works in conducting assessments in Afghanistan. Studying and reviewing different as-sessment programs across the world has been very fruitful.

This means knowing about international assessments was given pri-ority by the LAU staff. Therefore; a comprehensive discussion, and comparison of studies were discussed in the workshop and all the relevant items of interest were explained for the members’ concen-tration. Meanwhile, learning assessment, educational systems, and comparative studies in education of Russia, Pakistan, China, Japan, India, United Kingdom, the United States and Iran were discussed in details.

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Capacity Building facilitated by the International Consultant: A proper training strategy was made for enhancing the capacity of the Learning Assessment Team through the assistance of the International Consultant. Dr. Samuel J. Striker from Western Michigan University was hired as the Learning Assessment International Consultant.

Dr. Striker arrived in Kabul on 8thOctober, 2016. He organized several training workshops for the ca-pacity building of the learning assessment team members. Some of the key topics included:

(Introduction to Research, from Start to Finish (Research Design (Data Collection Tool Design (Data Collection (Analysis (Terminology & Structure (Research Questions (Common mistakes in research & Practical Examples

For making clear the concept of research in general, the International Consultant focused on the fol-lowing topics for conducting a productive research in Education.

(Developing Conceptual Framework for research (Conceptual Framework examples (Conceptual Framework socio-economic variables (Research Methodology (The components of Methodology; measurement instrument, variables, participants, setting, sam-ple size and power and something technical contents were discussed with LAU

A proper training was also led by the International Consultant and the major points of discussion were the following;

(Instrument for research (Protocols (Research tool (Quantitative Collection Methods (Structured) (Qualitative Data Collection Methods (What questions do we want answered? (What variables will answer that question? (Across demographics

After building the basic competency of the LAU, the International Consultant continued his works through imparting knowledge of complex domains like:

(Introduction to statistics (Mode (Range (Mean (Median

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(Visual data utilization and work (Practical application (Use Excel to evaluate the numbers in the worksheet ( Pie chart (What statements can we make if the number represent ages of children at a school? (What if they measure level of education in a district of Herat?

Link Study Paper Based Students’ Reponses:The Link Study of grades 3-6 students, 4-5 grades was administrated and completed by LAU within 20 schools, 40 sections (2 sections from each school) where 30 students from each section were selected randomly and the total students in both national languages based on gender equality were selected and assessed. The Link-Study was taken in two different ways; tablet based and paper based. All the data received on tablets (Mini Computers) from students in math and reading domains was immedi-ately uploaded from the field to the ACER server in Melbourne, Australia.

There were a total of 108 students response examples in Dari, 108 in Pashto for reading module and 36 students response examples for mathematics which were translated from Dari and Pashto to English and sent to the ACER (Australian Council for Educational Research) of grades 3/6 items and its respons-es of the Link Study in order to train the LAU staff for coding the students’ responses. This means there were 252 students’ responses which were translated from Dari & Pashto into English language and then later sent to the ACER for their better understanding and creating criteria for coding or marking the students’ responses.

The data of the grade 3 Main Survey in raw and filtered forms was saved, stored in hard and soft forms in the Central Office of LAU-EQUIP for future check and utilization. Grade 6 Reports Translation: It was planned to inform the policy makers and stakeholders about the findings of grade 6 on national level across Afghanistan in order to generate awareness among the respective staff of the MoE and the relevant International stakeholders.

For this reason, the LAU staff started translating all those documents that were relevant to the learning assessment of grade (Proficiency Report). Fortunately, 60 % work has been accomplished.

Grade 9 Items Development: While keeping in mind the current basic educational competencies or national objectives of the Minis-try of Education of the Islamic Republic of Afghanistan, the LAU has initiated to prepare items for the learning assessment of grade 9. These items will be used during Pre-pilot, pilot, and field trail later in 2017.

Reporting: All the weekly reports and work plans have been regularly prepared and shared with the Top Man-agement on timely basis. A brief Work Progress Report was also prepared by the Learning Assessment for the World Bank and shared in November, 2016. An eight page report on workshop in Aurangabad (Citizen Led Assessment) was also prepared and shared with the Top Management of the Ministry of Education in July, 2016.

INTERNAL AUDIT

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INTERNAL AUDIT

INTERNAL AUDIT KEY OBJECTIVES AND CORE ACTIVITIES:The key objective of this department is to ensure accuracy, reliability and timeliness of financial, man-agerial, and operational information, to assure compliance with policies, procedures, laws and regu-lations and to check that resources are economically acquired, efficiently used, adequately protected and to bring continuous improvements in MoE’s internal controls systems. To attain the mentioned objectives, audit department has categorized and performs its activities in the following three main areas:

A. Audit of MoE development budget B. Capacity building of civil servant (internal auditors)C. Internal Audit System Development

Planned Activities for the Period [July – December, 2016]:Based on Internal Audit [IA] Department’ annual plan, the following audit assignments were planned for the period [July-December, 2016].

A. Audit of Finance and HR department of Global Partnership for Education (GPE)B. Audit of HR department (Development Budget)C. Capacity Building of the Civil Servants.D. Special Assignments

Tasks/Activities Completed for the Period [July – December, 2016]:Based on Internal Audit [IA] Department’s annual plan, the following audit assignments were conduct-ed for the period [July – December, 2016].

A. Audit of Finance and HR Department of Global partnership for education (GPE)B. Audit of HR Department of Development BudgetC. Capacity Building of Civil Servants.D. Special AssignmentsE. Audit of EQUIP for the year 1391, 1392, and 1393 (Special assignment based upon request of Top

Management (H.E. Minister of Education). This assignment is almost 80% completed.

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

LIST OF SPECIAL ASSIGNMENTS CONDUCTED DURING [JULY - DECEMBER 2016]

NO AUDIT ASSIGNMENTS LOCATION PROGRESS

1 SPECIAL ASSIGNMENT ON 5 MONTHS’ SALARY OF ENG. OMER

KHAN, TECHNICAL ADVISOR NOT PAID, AUDITED BASED ON H.E.

OFFICE DECREE 26/4/1395

KABUL PROVINCE COMPLETED

2 SPECIAL ASSIGNMENT ON BID SECURITY OF AFGHAN SABZ CC

SENT FROM ATTORNEY GENERAL’S OFFICE


3 SPECIAL ASSIGNMENT ON CONTRACT BETWEEN MALK SHARAF

CONSULTANCY FIRM AND ASDP FOR TRANSLATION OF

DOCUMENTS COSTING (2,331,600 AN) SENT FROM ATTORNEY

GENERAL’S OFFICE


4 SPECIAL ASSIGNMENT ON EQUIP SENT FROM ATTORNEY

GENERAL’S OFFICE


5 SPECIAL ASSIGNMENT ON CONSTRUCTION OF TECHNICAL

CENTRE RELATED TO DM-TVET SENT FROM ATTORNEY

GENERAL’S OFFICE


6 SPECIAL ASSIGNMENT BASED ON COMPLAINS OF FIRMS

REGARDING EMPLOYEES OF DEVELOPMENT BUDGET DUE TO

DELAY IN THEIR ALLOTMENTS.


7 SPECIAL ASSIGNMENT BASED ON COMPLAIN OF ASIA CATLOG

CC FOR DUE AMOUNT WITH DM-TVET


Plan for the Next Period [January – June, 2017]:Based on Internal Audit [IA] Department’s annual plan, the following audit assignments are planned for the next two quarters [Period January-June, 2017]. A. Audit of Procurement DepartmentB. Audit of Finance Department C. Audit of HR department (Development Budget)D. Audit of DMTVET (ASDP – AWDP – and Discretionary Budget) E. Audit of Kabul City Education DirectorateF. Capacity Building of Civil Servants.G. Special Assignments

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CHALLENGES/RISKS: (The majority of the counterparts are lacking higher and relevant education which makes it difficult to grasp the trainings provided to them. (Lack of staff and excessive work load. (Lack of staff on supervisory and managerial level. (Limitation of scope due to lack of funds and security for provincial audits. (Excessive numbers of Special assignments are affecting the scope and process of IA assignments. (Disbanding of audit committee will affect independence of IA Unit. (Lack of audit manuals creates confusion in conducting certain audits.

RECOMMENDATIONS: (In order to maintain effectiveness and efficiency of IA unit, and to enable IA unit to perform their activities on time and/or as planned, IA strongly recommend the management to pay more atten-tion to hire new internal auditors in headquarter and provinces with relevant education and quali-fications i.e. at least bachelor’s degree in the relevant field. (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. (We request the management to increase the funds for all and/or provide security assurance for conducting provincial audits. (The management is requested to re-establish audit committee in order to assure independence of IA Unit. (The management is requested to develop an Audit Manual for IA Unit based on which the IA will perform its audit assignments. (The World Bank and MoE management is kindly requested to promote an IA Officer to Supervisor position for better management and to bring effectiveness and efficiency in IA activities.

EQUIP IIEVALUATION

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EQUIP II EVALUATION

INTRODUCTION:The Directorate of Policy and Evaluation (DoPE) 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(R&EU) has been established with a clear mandate of preparing evidence based data and infor-mation for the policy and decision makers to formulate sound policies and the planners for planning.

The 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 ed-ucation 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:

(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 evaluation and research projects; (Coordinating analytical work within MoE and with the partners (Managing the evaluations and reviews conducted by third parties (Designing, conducting and reporting Education Joint Sector Review

The main strategy that R&EU applies in conducting research and evaluation work is utilization of avail-able capacity at the Unit as well as external capacities through commissioning analytical works, and defining joint efforts.

Senior evaluation specialists recruited in the R&EU have managed to provide technical assistance to the unit and provide technical feedback. The senior specialists are responsible to develop annual pro-posals and tools and come up with the final review reports for specific MoE programs. In addition to that, they are expected to ensure the quality of evaluations conducted by external parties. The specialists are responsible to improve other staff capacity to the extent that they can do their tasks independently while maintaining the accepted quality. Moreover, the specialists need to focus on their specific areas; for example, gender specialists provide gender analysis report and they review and eval-uate MoE plans, project, and programs from gender perspectives.

ACCOMPLISHED ACTIVITIES FROM JULY- DECEMBER, 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 the foreign experts used to carry out

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the review and R&EU only used to facilitate the process. To accomplish the, (Proposal and framework for EJSR were developed and finalized at program levels. (Data collection tools developed (Both qualitative and quantitative data collected (Field visits in the eleven provinces, 22 districts, and 33 education centers were planned and con-ducted (Data are analyzed (The review reports prepared for the programs: Islamic Education, General Education, Teacher Edu-cation, TVET, Literacy; and supportive processes: Supervision process, Procurement process, Plan-ning, HR, Curriculum development, Budgeting and financing process.

Coordination of Afghan Children Read (ACR) Projects:Research and Evaluation Unit facilitated the tasks and functions of ACR by assigning one TA for each working group. The inputs from R&EU were deemed more significant by ACR for the success of their program. Research and Evaluation Unit staff also actively participated in the workshops/meetings or-ganized by the ACR project.

Coordination of NYU Project:R&EU staff actively participated in the field visits conducted in Parwan, Herat, Kapisa, and Bamyan, collected data for the survey designed by ALSE2. The survey first was conducted as a pilot in which, R&EU staff were involved where they improved the tools and then jointly conducted the survey with NYU staff. R&EU facilitated the data collection through focus group discussion and interviews.

Contributing to the development of Strategic Plan III: R&EU has been involved in leading the team of access and has developed the strategies. Also, it has contributed to the management team by developing the framework and policies and strategies.Reviewing the UNICEF Annual Work Plan:Conducted and facilitated the zonal workshops on how to develop situation analysis in terms of girls’ education and policies and provided a brief summary from each zone. Also, R&EU has collected data for gender analysis leading to preparing the final report.

THE R&EU PLANS FOR THE FUTURE: (Finalize the EJSR reports (Conduct study on out of school children (Develop and finalize the proposals for the next EJSR (Conduct field visits for EJSR (Prepare the gender analysis report (Coordinate and facilitate ACR project activities (Complete CBE study and hand over strategy

CHALLENGES: (The volatile security conditions in most of the provinces that causes delay in field visits (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

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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. (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

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ANNEXES:

Annex-A: Province Wise Targets Achievements

No Province Total Planned

Target Achieved Total Male Total Female Total

1 Helmand 2000 1474 437 1911 2 Kandahar 2800 2039 584 2623 3 Zabul 500 417 55 472 4 Urozgan 500 445 23 468 5 Ghazni 2800 1717 803 2520 6 Hirat 8500 3608 4539 8147 7 Badghis 500 214 250 464 8 Farah 500 332 115 447 9 Ghore 1000 804 146 950 10 Nimroz 1000 350 619 969 11 paktia 2000 1744 156 1900 12 Logar 2000 1482 377 1859 13 Wardak 2000 1811 71 1882 14 khost 2200 2048 126 2174 15 Paktika 500 470 0 470 16 Balkh 6000 2320 3383 5703 17 Samangan 500 325 151 476 18 Faryab 1000 734 239 973 19 Saripul 1500 831 566 1397 20 Jozjan 2200 963 1031 1994 21 Kunduz 2800 2004 665 2669 22 Takhar 2800 1752 849 2601 23 Badakhshan 2000 919 981 1900 24 Baghlan 1000 833 104 937 25 Nangarhar 8000 6133 1415 7548 26 Kunar 2800 2445 173 2618 27 Laghman 2000 1742 197 1939 28 Nooristan 500 430 53 483 29 Kapisa 2000 1528 349 1877 30 Kabul City 3000 2136 2891 3000 31 Kabul 1800 1235 556 1791 32 Parwan 2000 1510 371 1881 33 Panjshir 500 353 97 450 34 Daikundi 1000 436 461 897 35 Bamyan 1000 689 232 921

Total 73,200 48,283 23,065 71,338

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Annex-B: Number of Schools for Data Verification–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 بذخشان 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 جىزجان 13 23 1 1 8 4 9 خىست 14 21 1 1 10 5 4 دایکنذی 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 شهر کابل 19 35 1 2 14 7 11 غسنی 20 44 1 2 8 10 23 غىر 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 کنذهار 25 27 1 3 7 8 8 کنذوز 26 26 1 3 4 5 13 کنر 27 16 1 1 7 3 4 لغمان 28 16 1 1 4 6 4 لىگر 29 49 1 6 15 6 21 ننگرهار 30 13 1 1 1 4 6 نىرستان 31 11 1 1 2 2 5 نیمروز 32 55 1 2 16 15 21 هرات 33 20 1 2 5 4 8 هلمنذ 34 24 1 2 6 6 9 وردک 35

Total 313 208 248 66 35 870

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Documents

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