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SCHOOL SECTOR REFORM PROGRAM (SSRP)

SECOND HIGHER EDUCATION PROJECT (SHEP) COMMUNITY SCHOOL CAPACITY DEVELOPMENT PROGRAM

EDUCATION FOR ALL SHISHU VIKASH KARYAKRAM

Status Report-2011

Government of Nepal Ministry of Education

Department of Education Sanothimi, Bhaktapur, Nepal

Publisher

Government of Nepal

Ministry of Education

Department of Education

Sanothimi, Bhaktapur

©All Rights Reservwd to publisher

Advisors

Dr. Lava Deo Awasthi. Director General, DoE

Mr. Mahashram Sharma, Director General, DoE

Mr. Tek Narayan Pandey, Director, DoE

Mr. Kamal Prasad Pokharel, Director, DoE

Working Team

Mr Dhana Singh Dhami, Deputy Director, DoE

Mr. Deepak Sharma, Deputy Director, DoE

Mr. Krishna Bahadur Khadka, Chief Finance Controller, DoE

Mr. Hari Prasad Khanal, Under Secretary, DoE

Mr. Krishna Prasad Dhungana, Under Secretary, DoE

Mr. Hom Nath neupane, Under Secretary, DoE

Mr. Shankar bahadur Thapa, Under Secretary, DoE

Mr. Hari Prasad Dahal, Section Officer, DoE

Mr. Shiva Raj Pokhrel, Section Officer, DoE

Ms. Nanda Maya Sitaula, CO, DoE

Printed at: Anamnagar Traders and Suppliers, Phone: 9841331251

Acknowledgements This report presents the overall status of program implementation in fiscal year (FY)

2010-11. The report also highlighted problems, efforts of resolving problems, issues and

lessons learned in the course of implementation of the programmes, viz. School sector

Reform Program (SSRP), Second Higher education Project (SHEP), Community school

capacity Development Program and Shisu Vikash program being implemented by the

Department of Education (DOE) in association with other central level Agencies during the

Fiscal year (FY) 2010-11.

This report is an outcome of collective, collaborative and continuous effort of many

professional and agencies. The primary sources of this report are the status reports,

progress reports and publications made by the districts. Likewise, all three divisions and

the different sections of DOE and central level line agencies are equally important for

preparing this report. It also received secondary data from the School Level educational

Statistics of Nepal: Flash Report I and II and other external sources.

The senior level managers, Technical Assistant group (TA) and Development Partners

(DPs) have also contributed by providing valuable feedback in the course of report

preparation.

We acknowledge the contributions of all who have been involved directly or indirectly

in the preparation of this report. As usual, we eagerly expect valuable suggestions from all

concerned agencies, personnel and organizations for the betterment of the report.

Acronyms ASIP Annual Strategic Implementation Plan

AWPB Annual Work Plan & Budget

CBO Community Based Organization

CDC Curriculum Development Center

CLC Community Learning Centre

CRC Camera Ready Copy

DEO District Education Office

DOE Department of Education

DTCO District Treasury Comptroller's Office

ECED Early Childhood Education and Development

EFA Education for All

EMIS Education Management Information System

FCGO Financial Comptroller General's Office

FMR Financial Monitoring Report

FPR Financial Progress Rate

FSP Flexible School Program

FY Fiscal Year

GoN Government of Nepal

GER Gross Enrollment Rate

GAS General Administration Section

GPI Gender Parity Index

IES Inclusive Education Section

INGO International Non Government Organization

IPR Implementation Progress Report

IGP Income Generating Program

JEMC Janak Education Material Centre

JFA Joint Financing Arrangment

MOE Ministry of Education

MOF Ministry of Finance

MTEF Medium Term Expenditure Framework

NER Net Enrollment Rate

NFEC Non-formal Education Centre

NGO Non Government Organization

NPR Nepalese Rupees

PPC Pre Primary Class

PPR Physical Progress Report

PTA Parent Teacher Association

RC Resource Centre

RED Regional Education Directorate

SIP School Implementation Plan

SOE Statement of Expenditures

SOP School Outreach Program

SMC School Management Committee

SSRP School Sector Reform Program

TOT Training of Trainers

TRO Teachers' Record Office

TYIP Three-Year Interim Plan

VDC Village Development Committee

VEP Village Education Plan

WEP Women Education Program

PCF Per Child Fund

FPR Financial Progress Report

DPs Donor Partners

TPD Teacher Professional Development

NPA National Plan of Action

CD Capacity Development

Executive Summary

The School Sector Reform Plan (SSRP) is the 7-year (FY 2009/10–FY2015/16)

strategic plan of the Government for achieving the EFA goals. The SSRP is funded by nine

pooling development partners and a number of non-pooling development partners. The

program is being implemented through a sector-wide approach. The SSRP aims to (i)

expand access and equity, (ii) improve quality and relevance, and (iii) strengthen the

institutional capacity of the entire school education system to improve system performance.

Some other programs such as Second Higher Education Project (SHEP), Sishu Vikash

Program, Literacy Campaign etc are also in operation and contributing to achieve the EFA

goals.

The overall achievement level of the programs, implemented in the fiscal year

2010/11, was satisfactory. The major programs implemented in FY 2010/11 were

construction (Physical Improvement), scholarships, PCF non-salary grant, free text books

and literacy.

Under the construction related activities; the ASIP targeted to construct 4530 new

classrooms, 5500 separate toilets for girls, 12 DEO buildings, to improve the external

environment of 4865 schools, to rehab 4864 classrooms/schools, to construct and

maintain the schools established before 2007 BS. In most of the activities related to

construction the progress exceeds slightly as targeted in ASIP.

Since, the number of children enrolled in the schools was decreased in fiscal year

2010/11; the target of the ASIP could not be achieved in the programs related to

scholarships, PCF non salary grant and distribution of free text books.

Similarly, in programs related to literacy, such as adult literacy, women literacy,

Income Generation Programs (IGP) and operation of Community Learning Centres (CLC),

the achievement was slightly lower than the target. It was because of delay on issuing of

authority letters to districts, low motivation of the participants, and lacks on selecting

pocket areas for the program.

The progress of central level programs was slightly lower than the programs

implemented in district level. The PPR and FPR of SSR central level program (65-3/4-428)

was 85 and 66 per cent respectively. Whereas, the PPR was 97 per cent and FPR was 96

per cent of SSR district level (65-3/4-815) programs. The progress of capital expenditure

was higher than that of recurrent expenditure. In central level programs, the Incentive and

Support program has the highest and the Capacity Development program has the lowest

PPR and FPR. In district level programs; capital budget heads has the highest PPR and FPR

whereas the school management and reporting program has the lowest PPR and FPR.

In Community School Capacity Development Program (65-3/4-426), the progress in

component I was very low, because the modality for introducing soft skills in school

curriculum was not finalized in time. The PPR and FPR of the Component I was 20 and 11

per cent respectively. While the PPR was 73 and FPR was 69 per cent in Component II.

In Shishu Vikash Program (ECED), the progress was nearly satisfactory. The PPR of

the program was 89 per cent whereas; the FPR was 68 per cent. Under the program, the

component ‘Improvement of Educational Quality’ has the highest PPR and FPR, whereas

the component ‘Literacy and Continuous Education’ has the lowest PPR and FPR.

Except few cases, most of the programs implemented in the districts were observed

satisfactory. A sort of enthusiasm, commitment and creativity has been reflected in the

district reports. A level of awareness on educational programs among stakeholders has

been increased due to the basic orientation of the program and the disclosure of

information on educational activities through multiple channels. Likewise, many DEOs

have begun to initiate reform in the process and practice of student assessment and

examinations. The facts and figures related to the enrolment and promotion has also

revealed significant progress in school education.

Despite these achievements, there are still some areas that need to be improved

substantially. The areas such as governance and accountability, internal control

mechanism, transparency, monitoring, evaluation, supervision and reporting are still to be

made more effective in order to make the system more functional. Likewise, the effort is still

needed to obtain reliable and valid data from schools. More focus is needed to improve the

quality of school education system.

Table of Contents

Acknowledgements.................................................................................... iii

Acronyms……………………………………………………………………………………………iv

Executive Summary……………………………………………………………………………..vi

Table of Contents……………………………………………………………………………….viii

CHAPTER I GENERAL INTRODUCTION ....................................................................................................................... 2

1.1 Background ............................................................................................................................................................. 2

1.2 Objectives of the Report ....................................................................................................................................... 3

1.3 Report Preparation Process ................................................................................................................................ 3

1.4 Remarks on Data Sources .................................................................................................................................. 3

1.5 Structure of the Report ........................................................................................................................................ 4

CHAPTER II SCHOOL SECTOR REFORM PROGRAM (SSRP)……………………………….5

PART I School Sector Reform Program (SSRP)……………………………………………6

2.1 The SSRP Context.................................................................................................................................................. 6

2.2 ASIP 2010-11 and AWPB 2010-11................................................................................................................... 6

2.2.1 Allocated Budgets in Education sector .................................................................................................................. 7

2.2.2 Total Education budget allocated in ASIP 2010-11 ................................................................................................ 8

2.2.3. Program Components ........................................................................................................................................... 9

2.3 Overall Accomplishment in 2010-11 ............................................................................................................. 10

2.3.1 Central Level Activities ......................................................................................................................................... 11

2.3.2 District Level Progress .......................................................................................................................................... 12

2.4. Component wise Annual Progress Analysis ............................................................................................... 14

2.4.1. Early Childhood education and Development (ECED) ........................................................................................ 15

2.4.2 Ensuring Access to School Education ................................................................................................................... 18

2.4.2.1 Basic Education ..................................................................................................................................... 19

2.4.2.2 Secondary Education ......................................................................................................................................... 25

2.4.3. Literacy and Continuous Education .................................................................................................................... 29

2.4.4. Improving Quality in Education........................................................................................................................... 32

2.4.4.1 Grants Support to School .................................................................................................................................. 35

2.4.4.2. Grants Support to Districts............................................................................................................................... 35

2.4.5. Teacher Professional Development .................................................................................................................... 36

2.4.6 Capacity Development ......................................................................................................................................... 39

2.4.7. School Management and Monitoring ................................................................................................................. 40

2.4.8. Incentive and Support ......................................................................................................................................... 43

2.4.9. Per Child Funding (PCF) based non-salary grant support to schools .................................................................. 45

2.4.10. Capital Expenditure (65-4-815) ......................................................................................................................... 46

2.4.11 Best Practices in center and district Level ......................................................................................................... 49

PART II………………………………………………………………………………………………54

2.5 Community school capacity Development Program (65-3/4-426) ...................................................... 54

2.5.1 Component I: General Vocational Skill (Soft Skill Test)........................................................................................ 54

2.5.2 Component II: District Targeted program ............................................................................................................ 55

2.6 Education for All (Shishu Vikash Karyakram (65-3-416) ...................................................................... 56

2.6.1 Early Childhood education and development ...................................................................................................... 57

2.6.2 Ensuring Access to all ........................................................................................................................................... 57

2.6.3 Literacy and continuous education ...................................................................................................................... 57

2.6.4 Improvement of Educational Quality I ................................................................................................................. 58

2.6.5 Improvement of Educational Quality II ................................................................................................................ 58

2.6.6 Teacher and education development .................................................................................................................. 58

2.6.7 Capacity development for the effective service delivery .................................................................................... 58

2.6.8 School management and follow up ..................................................................................................................... 58

CHAPTER III SECOND HIGHER EDUCATION PROJECT………………………………59

3.1 Introduction ........................................................................................................................................................... 60

3.2. Background .......................................................................................................................................................... 60

3.3 Current Status of Higher Secondary Education ........................................................................................ 60

3.4. Principle and Strategic Priorities on ASIP/AWPB 2010-11 .................................................................. 61

3.5 Component wise Budget Allocations in 2010-11 ...................................................................................... 61

3.6 Overall Progress of the Project ........................................................................................................................ 62

3.7 Progress by Components ................................................................................................................................... 62

3.7.1. Grants .................................................................................................................................................................. 62

3.7.2. Capacity Building ................................................................................................................................................. 63

3.7.3 Monitoring ................................................................................................................................................ 63

3.7.4. Pro-poor targeted secondary school stipend .................................................................................................... 64

3.7.5. Capital Cost ......................................................................................................................................................... 64

Strengths and Weaknesses of the program ........................................................................................................ 64

3.8 Best practices exercised by the Schools ................................................................................................ 64

3.8 Problems ........................................................................................................................................................... 65

3.9. Conclusion ............................................................................................................................................................ 65

CHAPTER IV SOCIAL AUDIT…………………………………………………………………66

4.1 Context ................................................................................................................................................................... 67

4.2 Legal Provision ...................................................................................................................................................... 67

4.3 The main features of the Guidelines (Karyabidhi) .................................................................................... 67

4.4 Purpose of the social audit ............................................................................................................................... 67

4.5 Present Status ...................................................................................................................................................... 68

4.6 Issues ....................................................................................................................................................................... 68

4.7 Conclusion ............................................................................................................................................................. 68

CHAPTER V CONTRIBUTION OF NOON-POOLED DPs AND OTHER AGENCIES IN

SSRP………………………………………………………………………………………………...69

5.1 Contribution of JICA........................................................................................................................................... 70

5.1.1 Support for the Improvement of Primary School Management (SISM): ............................................................. 70

5.1.2 The Project for the Construction of Primary Schools in support of EFA (2nd phase): .......................................... 70

5.1.3 School Health and Nutrition Project: ................................................................................................................... 70

5.1.4 Development of National Growth Monitoring Standard: .................................................................................... 70

5.1.5 New Attendance Register to All Districts: ............................................................................................................ 70

5.1.6 End-line Survey and Production of Documentary ................................................................................................ 71

5.1.7 Third Meeting of JCC ............................................................................................................................................ 71

5.1.8 Basic Package Replaces Minimum Package ......................................................................................................... 71

5.1.9 Meeting and Capacity Building Training .............................................................................................................. 71

5.1.10 Training at District and VDC level....................................................................................................................... 72

5.1.11 New Directors, Manager and Project Coordinator ............................................................................................ 72

5.1.12 Short-term Japanese Experts in Nepal ............................................................................................................... 72

CHAPTER VI CONCLUDING REMARKS…………………………………………………….73

REFERENCES…………………………………………………………………………………. …75

Annex I…………………………………………………………………………………………….76

Annex III……………………………………………………………………………………………..103

Annex IV……………………………………………………………………………………………..107

Annex V……………………………………………………………………………………………..110

Annex VI…………………………………………………………………………………………….112

Annex VII……………………………………………………………………………………………120

Coverage

CHAPTER I GENERAL INTRODUCTION

CHAPTER I

1. General

Introduction

2. Objectives

3. Process

4. Structure

5. Remarks on data

sources

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CHAPTER I

1.1 Background

Education is considered as one of the effective means of socio-economic development of the community. Education empowers people with essential knowledge and skills as well

as raises awareness among citizens for their indigeneous rights. Thus, development of education is tied up with poverty reduction, democratization of society and consolidatin of peace and stability. Therefore, the Government of Nepal (GoN) has located its priorities on

socially deprived communities through establishing more inclusive environment in the education system. Consequently, the existing socio-cultural equation of the country has

changed, resulting increased demands and expectations from all walks of life, particularly from disadvantaged and underserved groups.

The Ministry of Education (MOE) has been implementing various educational

programs to achieve national and international commitments, such as; Education for All: Dkar Framework of Action (2000-2015) and Millenium Development Goals (MDGs), emphasizing equitable access to education for all. The ultimate aim of all educational

programs is to ensure the opportunity for school education as a fundamental rights of all children with focus on marginalized sections of the population e.g. women, Dalits, children

with disabilities, and ethnic and linguistic minorities to improve their educational status. Basic and Primary Education Project (BPEP) 1997-2002, Basic and Primary Education Program (BPEP) 2002-2004, Education for All (EFA)-2004-2009 were the major programs

completed in education sector. Similarly, Secondary Education Support Program (SESP-2003-2008) supported by the Asian Development Bank (ADB) and Denmark, Teacher Education Project (TEP, 2002-2007) and, the Community School Support Program (CSSP)

were other important programs implemented in the country. With the strengths, opportunities and success stories of all these earlier educational

programs, the School Sector Reform Plan (SSRP) has been designed and Department of Education (DOE) has been implementing the program throughout the country. Similarly, Second Higher Education Project (HSEP, 2007-2014) has also been implemented with a

view to improve access and quality of higher education. DOE also has been implementing the School Health and Nutrition Project (SHNP) in Syanja and Sindhupalchok districts, with

the assistance of Japanese International Cooperation Agency (JICA). UNICEF is assisting DOE with various field level activities in 22 districts under the framework of Decentralized Actions for Children and Women (DACAW) while UNESCO has been supporting capacity

building aspects of the EMIS. The Department of Education (DOE) implements policies and programmes formulated

and set by MOE, coordinate with other central level agencies of MOE, and develop norms

and standards to ensure a working framework for regions, districts and schools. DOE is also accountable for facilitating and monitoring educational programmes and project

activities. Similarly, the DOE is the agency that leads the implementation of SSRP in dual

financing modalities, namely, pooled and non-pooled financing. The pooled funding is

guided by the Joint Financial Arrangement (JFA), agreed upon by the pooled financing Development Partners (DPs): GON, ADB, AusAid, EC, Denmark, Finland, Norway, UK,

UNICEF, and WB. The non-pooling DPs are Government of Japan, UNESCO, UNICEF and WFP. The DOE is coordinating with the National Centre for Educational Development (NCED), Curriculum Development Centre (CDC), Office of the Controller of Examination

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(OCE) and Non-formal Education Centre (NFEC), Higher Secondary Education Board (HSEB) for preparing, implementing, monitoring, supervising and reporting of these

programmes. Non-pool development partners have also been supporting the SSR programme,

especially on capacity building supported by UNESCO, quality and girls’ education by

UNICEF, day meal and nutrition program by WFP, while Save the Children Alliance, World Education and other I/NGOs have been providing complementary support to MOE’s regular

programs. In addition, DOE collaborates with various organizations and research institutions such as the Centre for Educational Research Innovation and Development (CERID) on various research activities.

The government has been working with I/NGOs, and UN agencies collaboratively for achieving the EFA targets and Millennium Development Goals (MDGs) in education sector. In this regard, consultations and collaborations with professional organizations such as

Community School National Network (CSNN), Teachers’ Union and Fronts, Private and Boarding Schools’ Organization Nepal (PABSON), N/PABSON, Parents Organization,

Journalists, continued in 2010-011 as well. 1.2 Objectives of the Report The objectives of this report are to:

o Analyze the overall status of the implemented programs by outlining the potential strengths and issues of the activities,

o Analyze the underlying problems, issues and constraints that has been faced during the implementation of the program, and

o Share the status of the programs and the best practices among the districts and

Central Level Agencies (CLAs) and the development partners 1.3 Report Preparation Process

The report utilized both qualitative and quantative information from multiple sources.

The first-hand information from the field and the second-hand information from districts and central level agencies was utilized while preparing the report. Seventy five District

Education Offices (DEOs) prepared district level Status Report and sent to the Department. Likewise, five Regional Education Directorates (REDs) also prepared Status Report in the same line and sent to the department. These reports has provided strong base for the

preparation of this status report. 1.4 Remarks on Data Sources

The Part two in chapter two presents Financial Analysis (FA). The FA was carried out on the basis of data obtained from the Financial Comptroller General’s Office (FCGO) whereas the data used in the physical progress analysis were the unaudited financial data

obtained directly from DEOs. Moreover, the financial data obtained from DEOs were used in the progress analysis for SSRP reporting since the FCGO data were not disaggregated as per SSRP components and activities. Consequently, the analysis was based upon financial

and physical data received from all 75 districts and CLAs. Calculations of financial and physical progress on both district and central level budget heads were conducted by using

the National Planning Commission (NPC) guidelines. DEOs managed to submit their Status Reports in time. Frequent field visits and

interactions with DEOs and schools, workshops like the Annual Strategic Implementation

Plan and Annual Work Plan and Budget (ASIP/AWPB) and the special workshop conducted in Dadeldhura, Nepalgunj, Pokhara and Kavreplanchok for the preparation of Financial

Monitoring Report (FMR) and Status Report has also contributed for timely reporting. The members of DOE’s FMR committee have also utilized every opportunity to discuss and

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highlight the importance of reporting on financial and physical status of the SSR to DEOs. Increased facilities, activeness of DEOs and various options provided by the centre in terms

of communication channels could be another reason for timliness of the reports. In this regard, it is interesting to note that a number of remote districts have been continuously using email and File Transfer Protocol (FTP) service to submit their data and reports in a

timely manner. 1.5 Structure of the Report

This report consists of five chapters. The Chapter one covers overall general information related to various programs and activities. Chapter two reflects the status of the SSR program and best practices of the districts. Similarly, Chapter three analyses

progress of Shishu Vikash Program. The Chapter four contains progress of Higher Education Component (HSEC) of Second Higher Education Project. The Chapter five presents a brief account of social and financial audits and Chapter six describes

contribution of Non-pooled DPs. Lastly, the annexes contain various detailed information for explanatory purposes.

This report basically focuses on analyzing the component-wise physical and financial progress against the targets outlined in the 2010-11 Annual Strategic Implementation Plan (ASIP) and Annual Work Plan and Budget (AWPB). It also looks at the current status of

progress towards the targets of the 15 national SSRP indicators.

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SSRP

CHAPTER II

SCHOOL SECTOR REFORM PROGRAM (SSRP)

Part I

1. SSRP Components (ASIP

and AWPB, 2010-11

2. Progress Analysis-Center

and Districts

3. Best Practices of Center

level and district level

Part II

1. Community school capacity

Development Program

2. Component I: General

Vocational Skill (Soft Skill

Test)

3. Component II: District

Targeted program

6

PART I School Sector Reform Program (SSRP)

This part contains an analysis of the SSR program interventions and achievements in the FY 2010-11. It also provides a comparative analysis of the allocated budgets in ASIP

and AWPB (FY 2007-08, 2008-09, 2009-10 and 2010-11) and analysis of component-wise annual achievement and a summary of SSRP performance indicators. 2.1 The SSRP Context

Universal Primary Education is one of the major Millennium Development Goals (MDGs) to which all member countries of the United Nations are committed. The World Education Forum in Dakar, Senegal in April 2000 embraced a holistic concept of

educational development and subsequently, declared the Education for All (EFA) to be achieved by 2015. Nepal, as a signatory member country of the forum, has shown its

commitments to achieve the EFA goals within the stipulated timeframe. In this regard, GoN has given the education sub-sector a high priority, and has allocated a significant share of its total national budget to this sector.

As EFA is a national priority program, the GoN prepared an Education for All - National Plan of Action (EFA- NPA) 2001-2015 with a focus on six EFA goals: expanding

and improving early childhood and care, ensuring access to all, meeting the learning needs of all children including indigenous peoples and linguistic minorities, reducing adult illiteracy, eliminating gender disparity, and improving all aspects of quality education.

Further, the targets of EFA-NPA are supposed to be achieved through EFA 2004-2009 and SSRP 2010-2015; the later part has been implemented as School Sector Reform Plan (SSRP). The SSRP (2009-2015) is a long term strategic plan to achieve the goals and

objectives of basic and secondary education through expanding access and equity, improving quality and relevance, and strengthening the institutional capacity of the entire

school education system to improve system performance, which the GON/MOE has envisioned for the years 2009-10 to 2013-14.

The plan comprises the key strategic interventions and the estimated financial

resources required to implement these key strategies and subsequently, it has been implemented with a sectoral approach across the country.

2.2 ASIP 2010-11 and AWPB 2010-11 The ASIP 2010-11 was guided by the SSR plan along with the spirits and policy

directions of the Three Year Interim Plan and Medium Term Expenditure Framework

(MTEF, 2006-2009) as well as other relevant policy directions. It was the main annual guiding program document for program interventions. The AWPB was derived from the ASIP to achieve its intended objectives and outcomes.

The MTEF provided the direction for resource allocation on the base of past experiences and also provided future perspectives to pave the way for comprehensive

educational planning for the sector. The ASIP 2010-11 endeavored to align resources in line with national polices and

strategies with a time-bound activity plan that included benchmarked outputs. It also

provided a framework for monitoring and tracking program progress. The main strategic priorities were to: i) Release budget to districts, than districts to schools on the following timeline;

o Send program and authority to districts before the end of August 15, 2010, including program implementation manual, action plan and other necessary

instructions required for the districts to implement programs effectively.

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o Release budget to schools from the districts after one month of receiving it from DOE.

o Implement a scheme of providing salary to teachers on monthly basis in consultation with teachers' professional organizations and other relevant stakeholders.

ii) Develop framework for the implementation of compulsory education in close consultation with Ministry of Local Development, Municipalities, other stakeholders,

I/NGOs and development partners. iii) Identify where the out-of-school children are, who they are, where they live, and how

they can be brought into and retained in school through focused interventions,

including the piloting of compulsory education. Start with the three pilot districts where school-mapping exercises have been completed.

iv) Analyze approved Education Act & Regulations and prepare implementation plan for

school restructuring and teacher management in keeping with new provisions. v) Specify roles and responsibilities of schools/SMCs, RCs, and DEOs in implementing the

provisions given in school operational guidelines for basic education. vi) Develop school operational guideline for secondary schools based on the Cabinet’s

executive order to pilot grade 9-12 secondary education.

vii) Ask all schools to prepare and submit data for creating a baseline on the current status against Minimum Enabling Conditions (MEC) indicators; and follow-up with compilation

of baseline report showing district and national level status. viii) Ensure that SIPs will be prepared based on information generated through school

accreditation, EMIS, audit recommendations, and MEC baseline; and with the aim of

meeting MECs by 2015/16. ix) Pursue and use feedback from stakeholders to update program implementation manual

and effectively communicate approved budgets, target groups, intended beneficiaries,

rules and norms to concerned agencies in a transparent manner. x) Facilitate the implementation of results-based organizational capacity development

plans for all service delivery agencies with an aim to improve the relevance, timeliness of and quality in education service delivery.

xi) Design and implement pilot activities for integration of TVET soft skills in curricula

secondary level students in consultation with key stakeholders and with a view to test methods of equipping secondary level students with TVET soft skills based on demand

and principles of affordability and sustainability. 2.2.1 ALLOCATED BUDGETS IN EDUCATION SECTOR

The ASIP/AWPB 2010-11 proposed NRS 59.467 billion education budget for the fiscal

year 2010-11. The GoN allocated 57.83 billion (16.3%) for that year. On calculating the share as per GDP, it becomes 5.39%. The government's contribution was 77.5% for the total education budget out of which 21.6% was expected from the grants and 0.9% from the

loan. Again the total school education budget was about 80% of the total education budget. The ASIP/AWPB clearly allocated about 64% of the total school budget in basic education

(see figure 2.1).

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Figure 2.1: Sub-sector wise budget allocation

2.2.2 TOTAL EDUCATION BUDGET ALLOCATED IN ASIP 2010-11

The table (2.1) below shows the component-wise budget allocation in ASIP/AWPB

and Red Book for FY 2010-11 under SSRP at central and district level. The component; ensuring access to (Basic and Secondary education) education got the biggest share of the

budget (29.01%) both in the ASIP/AWPB and Red Book. Likewise, the Per-child Funding (Non-salary) had the second biggest share.

Table 2.1: SSRP Budget as in AWPB, Red Book for FY 2010-11 NRs, 000

SSR Program Budget for F.Y. 2067/068

Components

Total Budget in ASIP

Central

Share

District

Share Total 65-3/4- 428 65-3/4-815

Early childhood Education and Development 40 0.01 680,365 4.0 680,405

Ensuring access to all 51,216 8.97 5,104,840 29.8 5,156,056

Literacy and Continuous Education 8,260 1.45 173,003 1.0 181,263

Improvement of Educational Quality 85,871 15.04 3,543,638 20.7 3,629,509

Teacher and Education Development 21,881 3.83 347,489 2.0 369,370

Capacity Development 326,283 57.15 11,625 0.1 337,908

School management and follow up 73,839 12.93 1,034,160 6.0 1,107,999

Incentive and Support 2,700 0.47 1,897,678 11.1 1,900,378

Per child funding Unit(Non-salary) 0 0.00 13,656,485 79.6 13,656,485

Others 0.00 709,252 4.1 709,252

Recurrent 432,915 75.82 11,898,158 69.3 12,331,073

Capital 138,025 24.18 5,260,377 30.7 5,398,402

Total 570,940 100.00 17,158,535 100.0 17,729,475

Source: AWPB, 2010-11

The table value shows that about 97% of the total budget was allocated for the districts and only 3% was allocated for the center. In the central budget head, the highest

9

share 57.2% was for the 'Capacity development' activity. In the district, the highest share (79.6%) was born by the Per Child Funding (PCF). Again, the recurrent activies took up the

higher share of 69.3% and the developmental activies received 30.7% budget in that FY.

2.2.3. PROGRAM COMPONENTS

The annual allocation and expenditure was made under the twelve budget heads of the pool budgets. The overall expenditure to annual allocation up to third trimester was satisfactory (92%). The progress of expenditure to annual allocation is presented in the

table 2.2. Table 2.2 Annual allocations and Expenditures of FY 2009-10/2010-11 (SSRP pooled)

F.Y. 2010-11 F.Y. 2009-10

Budget Head Nos.

Descriptions

Annual Budget Virement Adjusted Budget

Expenditures Up to Third Trimester

% of Expenditures

to Annual Allocation

Revised Annual

Allocations

Expenditures Up to Third Trimester

% of Expenditures

to Annual Allocation

65-3-140

Primary teacher's salary 17360589 410024 17770613 17273172.29 97.2 11,386,776.00 13,360,876.00 117.3

65-3-150 Teachers Salary LS 8980604 968087.5 9948691.5 8750397.1 88.0

65-3-167 NF education 7180 0 7180 6728.28478 93.7 6,293.00 6,136.60 97.5

65-4-167 NF Education 1300 0 1300 1191.057 91.6 300 179.1 59.7

65-3-169

Teacher Record Office 732360 325382 1057742 1052630.306 99.5 455,431.00 452,798.20 99.4

65-3-170

Special education Council 65450 0 65450 64056.27787 97.9 54,000.00 53,250.20 98.6

65-3-176

Teacher pension Facility 1824000 750000 2574000 2574000 100.0 640,000.00 540,000.00 84.4

65-3-426

Capacity building activities 174600 -40385 134215 27345.732 20.4 187,763.00 111,562.80 59.4

65-3-428 SSRP centre 432915 3156.25 436071.25 220612.4928 50.6 255,268.20 162,388.10 63.6

65-4-428 SSRP centre 138025 0 138025 128838.9821 93.3 10,250.00 1,669.30 16.3

Total 29717023 2,416,264.75 32,133,287.75 30,098,972.53 93.7 12,996,081.20 14,688,860.30 113.0

65-3-815 SSRP district 12599970 -316716 12283254 10591049.87 86.2 7,861,858.00 7,073,982.40 90

65-4-815 SSRP district 4558565 350000 4908565 4887515.112 99.6 3,629,850.00 3,179,605.00 87.6

65-3/4-815 Total dis 17,158,535. 33,284.00 17,191,819.00 15,478,564.98 90.0 11,491,708.00 10,253,587.50 89.2

65-3/4-428 SSRP (center) 570,940.00 3,156.25 574,096.25 349,451.47 60.9 11,757,226.20 10,417,644.90 88.6

Total pool budget 46,875,558. 2449548.75 49,325,106.75 45,577,537.50 92.4 34,290,109.20 34,729,006.80 101

Note: This finance information is FCGO data based

The Table 2.2 illustrates the following

o About 57% of the total pool budget was spent for the teacher's salary (Primary & lower secondary).

o The SSRP central level activities consumed 0.76% of the total budget o About 34% of the total allocation was spent for the district SSRP

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o Only 7.6% of the total adjusted budget was not spent on that year; however the highest balance was observed in SSRP center (65-3-428) indicating additional

reqirement of improvement in planning and implementation of the activities. o In FY 2010-11, timely adjustment was noted and the annual expenditure was

observed natural as compared with the the expenditure of the last year.

o In FY 2010-11, the allocation from pool budget was more by Rs 15,035 thousands than of the last year.

Again, the figure 2.2 adds more clear information of the expenditure scenario between the FY 2009-10 and 2010-11.

Figure 2.2: Expenditure in F.Y. 2009-10 and F.Y. 2010-11 by budget heads

The figure illustrates that the more progress was marked in SSRP district level

activies as compared to the last year expenditure, however, the proportion of progress was observed lower in SSRP central level activities.

2.3 Overall Accomplishment in 2010-11 The overall analysis of the total expenditure of the allocated recurrent budget head,

as compared to previous years’ expenditure, shows that there was a satisfactory utilization

as per the allocations in the AWPB. The status of physical progress, compared with AWPB activities, both for the central

and district level activities were also observed satisfactory. As mentioned earlier, the overall status in terms of physical progress of above mentioned budget heads were calculated using the formula prescribed by NPC’s Monitoring Guidelines (See annex 1, 2, 3, 4 and 9).

The distribution of the budget allocation to the central level and the district level was about 3% and 97% (ASIP). In the capital budget head, the proportion of budget allocation for centre capital budget heads (65-4-428) and district capital budget heads (65-4-815)

were 3% and 97% respectively. The overall central activities were accomplished with 85% Financial Progress Rate (FPR) and 66% Physical Progress Rate (PPR) while it was 75% and

97% respectively in the last year. The district activities were accomplished with 97% FPR

11

and 96% PPR. The district level achievement in terms of physical progress has gone up by 5% in comparision with the last year progress (92% PPR and 96% FPR). Slightly reduction

was noted in central level progress in terms of both PPR and FPR. The separate analysis of central level and district level program is briefly mentioned below. 2.3.1 CENTRAL LEVEL ACTIVITIES

The central level activities were designed to facilitate the district level program activities. Specifically, these activities aimed to provide technical, managerial and

administrative support and guidance to the district level activities. The proportion of budget allocation at the center and district level was 3% and 97% respectively (ASIP/AWPB-2010-11).

The overall physical progress rates on the central level recurrent and capital budget heads (65-3/4-815) in FY 2010-11 was 85% and financial progress was 66% (see annex I), whereas it was 97% and 75% last year. In case of recurrent budget, the overall physical and

financial progress rates were 79% and 59% for FY 2010-11, whereas it was 98% and 76% respectively in the previous year, which showed a low accomplishment rate in that year.

The figure 2.3 illustrates more information on it. Figure 2.3: Comparison of Progress Rate in central Level

The figure 2.3 above clearly shows slight reduction in PPR on recurrent heads and

remarkable increament on capital heads as compared to the previous fiscial years.

Likewise, the similar scenario was observed for the Finacial Progress Rate (FPR). This indicated that there was significant progress on implementing activities under capital budget heads or more activities of constructions were accomplished in this year.

Table 2.3 Component wise progress on recurrent heads SN Components Annual Progress 2010-11 (%)

PPR FPR

Recurrent Total (65-3-815) 79 59

1 Early Childhood Education and Development 100 28

2 Ensuring access to school education 97 80

3 Literacy and continuing education 98 80

4 Improvement of educational quality 73 65

5 Teacher Education and Development 100 83

6 Capacity Development for the effective service delivery 63 35

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7 School Management and Follow up 91 67

8 Incentive and Support 100 99

9 Capital expenditure (65-4-815) 100 72

Total 85 66

The figure 2.4 depicts the component wise implementation rates more clearly. It also shows the variation between physical and financial progress rates.

The separate analysis of the physical and financial implementation rates indicated

that most of the components possessed higher PPR than the FPR except in the component 'Incentive and Support' in which both of the attainment rates were approximately equal

(100% PPR and 99% FPR). The tabulated value (2.3) also suggested that the lowest progress rates were achieved in 'Capacity Development for the effective service delivery' component where both of the attainment rates are 63% (PPR) and 35 % (FPR).

The high variation between PPR and FPR was observed in the component 'Early Childhood Education and Development(ECED), whereas the PPR and FPR were at the same

level in 'Incentive and Support'. In terms of variation between PPR and FPR, two components namely 'Teacher Education and Development' and ' Improvement of Education Quality' had less variations. A more detailed analysis of each components are discussed in

section below. Figure 2.4 illustrates the overall scenario of the accomplishment rates. Figure 2.4: Central Level Annual Progress 2067/068

2.3.2 DISTRICT LEVEL PROGRESS

The overall physical and financial implementation rates of the recurrent and capital

district budget heads (65-3/4-815) in the FY 2010-11 were 97% and 96% (See annex II) respectively which were 96% and 92% last year.

On considering separately, the PPR on recurrent budget head was 96%, whereas the FPR was 95%. Likewise, the both implementation rates (PPR & FPR) for the capital budget head (65-4-815) were closer to 100% while it was 99% (PPR) and 98% (FPR) last year. On

comparing the progress rate of capital head of this fiscal year, it was observed that the PPR has gone up by 1% and FPR by approximately 2% (For detail see annex II). Likewise, the

achievement rate of recurrent budget head has also been improved significantly this year in comparision with last year (see table 2.4 and figure 2.6). When the progress rate of both capital head and recurrent head of this fiscal year were compared with the one of the last

year, the results indicated that the attainment rates have increased (PPR by 1% and FPR by approximately 4%).

13

Table 2.4 Comparision of District Progress Rate by budget heads in F.Y 2009-10 & 2010-11 Expenditure Heads

Annual Progress F.Y 2009-10 Annual Progress F.Y 2010-11

PPR FPR Gap PPR FPR Gap

Recurrent 94 90 4 95.8 94.6 1.2

Capital 99 98 1 99.8 99.6 0.2

Total 96 92 4 97 96.1 0.9

Figure 2.5: A comparative progress scenario (progress) between two fiscal years

The figure 2.5 above demonstrates the information presented in the table 2.4.

Again figure 2.6, below, illustrates the variation between PPR and FPR. As the figure indicates, the variation has decreased remarkably this year than in the previous year which suggests closeness or same level of attainment of physical and financial progress rates.

Figure 2.6: Variation between PPR and FPR

In terms of geographical distribution of achievement, Jajarkot had a highly

encouraging financial progress rate of 100 % (i.e. 100% each in recurrent and capital heads). Likewise, other 72 districts achieved quite satisfactory progress that was in between

90% to 100%. Only three districts Manag, Mustang and Mugu achieved moderate achievement that was in between 80% to 90%. Manag was the least achiever (82.1% FPR) among 75 districts (See annex III for details)

In case of physical progress, it was found that Panchthar, Nuwakot, Parsa, Gulmi, Dolpa, Jajarkot and Kailali had achieved 100%, a highly satisfactory progress, while other

64 districts achieved a satisfactory progress rate i.e. in between 90% to 100%. Only four districts namely Rautahat, Manang, Mugu and Banke achieved moderate progress rate that

14

was in between 80% to 90%. Mugu (80%) was the least achiver in terms of capital budget heads among four districts as aforementioned.

While analyzing the progress rate of Regional Education Directorates (REDs), four REDs achieved satisfactory progress both in recurrent and capital budget heads i.e. in between 90% to 100%. However, RED, farwestern achieved moderate satisfactory financial

progress (86%). In case of capital budget heads, it was observed that four REDs had achieved 100% progress and RED Midwestern achieved quite satisfactory PPR 91% and

FPR 99%. Map 2.1: The Overall Physical Progress by Districts

2.4. Component wise Annual Progress Analysis

Before presenting detailed component wise analysis of central and district level budget heads (i.e.65-3/4-815), a brief overview of physical and financial accomplishment

rates of each SSR component has been presented in table 2.5 (See annex II for Details). Table 2.5 Component wise annual physical and Financial Progress Rates of district level activies

Components Annual Progress 2010-11

PPR FPR

Early Childhood and Education Development 100 97

Ensuring Access to school Education 91 85

Literacy and continuing education 94 90 Enhancing Educational quality 97 96 Teacher Education and Development 93 93 School management and Monitoring 83 76

Incentive and Support 95 95

PCF non-salary grant support to school 97 98

Total Recurrent 96 95

Total Capital 100 100

Grand Total 97 96

Note: Both the physical and financial data is based upon DEOs. Therefore the financial data might not resemble precisely with FCGO based data presented in the section two.

The figure 2.7 as presented below shows that most of the component achieved more than 90% progress in terms of physical and financial progress rates. The capital head

achieved excellent progress approximately 100% for both PPR and FPR. Comparatively, the sixth component i.e. 'School Management and Monitoring' was observed with less progress

rate than other components; however, it was moderately satisfactory (around 80%). Figure 2.7: Component wise-Progress rates of district level activities in F.Y. 2010-11

15

Figure 2.8 Componentwise progresses with varaiton between PPR and FPR

In FY 2010-11, no more variations between PPR and FPR were observed. The figure

2.8 illustrates that the PPR and FPR achieved by the districts were approximately close to each other.

Likewise, the variations between PPR and FPR seemed approximately in small

circular line indicating similarities of each component. However, the sixth component 'School Management and Monitoring' and the second component ‘Ensuring Access to

School Education’ was observed a bit more variations between PPR and FPR. This year no remarkable varaions between PPR and FPR were observed. It concludes that the physical target and expenditure was matched and attained together at the same level.

2.4.1. EARLY CHILDHOOD EDUCATION AND DEVELOPMENT (ECED) The SSR plan has continued the spirit of expanding and improving early childhood

esucation for fostering children's alround development. The Government of Nepal (GoN) has

acknowledged the growing evidence of the effects of ECED programs and believes that it is a foundation for basic education, offering opportunity for promoting retention and completion

rates in basic education which ultimately contributes to increase internal efficiency. To this end, the DoE has been implementing this program in collaboration with

I/NGOs, Community Based Organizations (CBOs) and local government bodies. Two forms

16

of programmes in ECED are continued in operation since 2004-05. They are community based ECED and school based PPCs. Accordding to the Flash Report 2011, there were

altogether 31,089 ECED/PPCs in the country. Total 26,773 (86%) ECED/PPCs were running uder community based and community school based and rest (14%) were running under institutional schools. As the main strategy was to consolidate and increase the

number of ECED and PPCs to ensure access for children of the most vulnerable and marginalized communities and due considerations were given to community mobilization

and parental education in running ECED program. The ASIP 2010-11 had set the following major activities:

o Continue support for the operation of 26,773 existing ECD centres,

o Establishment and and operation of 2,000 new ECED centres. o Preparation of 75 district level master trainers.

About 4.4% of the total SSR budget was allocated for the ECED component in FY

2010-11. The plan (ASIP) also made criteria for the establishment of new ECED centers focusing disadvantaged and vulnerable communities with low enrolment, high drop-out and

repetition rates with due priority to those VDCs or communities where there were no ECD/PPCs established at that moment.

Due to the meaningful effort of GON, the expansion of ECED has been remarkably

increased. This year 2,000 ECED centers were established specially to ensure the access for children of the most vulnerable and marginalized community. HDI was the basic criteria

made for the establishment of the new ECED centers. As the Flash Report I (2011) shows that the overall Gross Enrollment Rate (GER) of

children in ECED/PPC has continued to increase and has reached to 72.9% GER (with

72.1% for girls and 73.6% for boys) which was lower than the intended SSRP target 77% for 2010-11. Similarly, the percentage of new entrants in grade one with ECED/PPCs experiences has been 54.3% (with 55.2% for girls and 53.5% for boys), which was 4.4%

more than the previous year (by 2.8% for girls and 1.6% for boys). It is believed that the continuously increasing trends of ECED/PPC experienced

children in Grade One has contributed to reduce the repetition rates, drop out rates and has increased the retention rates. Table 2.6 below shows the scenario of SSRP indicators regarding the ECED component. It shows that both GER and percentage of new entrants in

Grade I with ECED/PPC experiences was noted higher than the intended SSRP target for 2010-11.

Table 2.6 Targets and achievement on ECED over years

Indicator

Baseline

Status Status Target of

SSRP Status

/Achievement Target

2007-08

2008-09 2009-10 2010-11 2011 2013-

14 2015-16

GER of ECED/PPCs 60 63 70 72 72.9 87 99

% of new entrants in Gr.1 with at least 1-year ECED experience *

33% 36% 49.9% 45% 54.3% 64% 80%

Similarly, table 2.7 presents the status of enrollment of the children by social groups with the proportion of Dalit and Janajati children in the school year 2010-11. Of the total enrollment of 1,056 thousand children in ECD/PPCs, 17.4% were Dalit and 36.4% were

Janajatis. Among the Dalit students enrolled, 18% were girls and 16.7% were boys. Likewise, for the Janajatis, 36.8% were girls and 36% were boys in total enrollment. The

Gender Parity Index (GPI) of enrollment in total, Dalit and Janajati were 0.92, 1.1 and 0.96

17

respectively, which shows higher level of participation of Dalit girls in comparison to the total and Janajati girls. The data indicated that the gender balance was attained among the

Dalit children and it also improved among the Janajati children but there was still a gap among the overall enrollments. The figure 2.9 shows the share of enrollment in ECD/PPCS. Table 2.7: ECD/PPC enrolment by sex and social groups (Number of children in ECED/PPC)

Students Total Dalit Janajati Others

Girls 508,027 91,478 186,890 229,659

Boys 548,403 91,832 197,296 259,275

Total 1,056,430 183,310 384,186 488,934

Source: Flash Report I, 2011

Figure 2.9 Share of Dalit, Janajati and others in total entollment in ECD/PPC classes

Achievement against SSRP indicators

At the central level, only one activity 'Meeting for ECD council and networking' was planned under the ECED component in the AWPB for FY 2010-11. The attainment rate of this component was 100% Physical and 71% financial. The reason for lower financial

progress was due to low expenditure in the allowances for 'Meeting for ECED council", because no all members of the council were interested to take allowances for that purpose.

At the district level, there were two sub-components and eight activities under the

component. The overall physical and financial progress of this component was observed 100% and 97% respectively that appears consistent as compared to last year (FY 2009-10).

Under the sub-component 'Existing ECED', each of three activities were accomplished with 100% Physical progress, where the Financial progress were 97% to 98%. Likewise, in the sub-component two 'New ECED center' there were altogether five activites, out of them, four

activites were accomplished with 93% to 94% physical progress, whereas one activity was accomplished with 88% physical progress. The financial progress rate of these components

were between 80% to 92%. In terms of geographical distribution, 62 districts had achieved excellent physical

progress of 100%, while other 13 districts had achived highly satisfactory physical progress

between 97% and 99%. In terms of financial progress, 33 districts achieved encouraging progress of 100%

and 33 districts had achieved highly satisfactory progress between 96% and 99%. Four

districts namely Saptari, Mahottari, Sarlahi, Rautahat and Bara with moderately satisfactory progress rate between 80% to 89%. Only one district namely Sarlahi achived

less than 80% (i.e. 73%) progress (see annex IV for details).

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Map 2.2 Physical Progress of Early Childhood Education and Development (ECED) by

district.

STRENGTH AND WEAKNESSES Strength

o ECED program has contributed in increasing retention and promotion in grade I,

o ECED program has made children more energetic, curious and interactive and thus has contributed on promotion of quality aspects of school education system.

Weaknesses

o Low Retention of ECED facilitators. It was the common issue that all 75 districts have raised and reported,

o Lack of handbooks or any other useful manual for those newly recruited ECED facilitators,

o The allocated budget (1,000 NRs per year) for the teaching and learning materials for

each centre was reported as low and negligible, o Establishing new ECED centers in targeted areas was more difficult due to the lack of

awareness among such communities. Lesson Learned

o Active participation of local government and local bodies (from planning to

implementation) would be more effective, o Regular monitoring and follow up could help improving the quality of ECED program, o Refresher training to ECED facilitators might contribute to conduct necessary

activities in ECED centers. 2.4.2 ENSURING ACCESS TO SCHOOL EDUCATION

This component has two major sub-components namely: 'Basic Education' and 'Secondary Education'. Ensuring equitable access to quality education through a right based approach and promotion of child friendly environment in schools has been the goal

of basic education. Likewise, meeting the national development needs by producing competent and skilled human resources and providing a sound foundation for tertiary

education is one of the goals of secondary education.

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To this end, providing comprehensive literacy, numeracy and basic competencies for imparting fundamental skills and life related values to all children have been the objectives

of Basic Education. Likewise, developing students' knowledge, skills and competencies, equipping with life skills and preparing them for the world of work has been the objectives of secondary education. In line with the goals and objectives stated above, the activies were

designed under the basic education, focused on expanding equitable access and improving quality from Grade I to VIII, where as the activities under the secondary education were

designed to focus on grade 9 and 10 as well as on grade 11 and 12 in some extent. 2.4.2.1 Basic Education

The ASIP (2010-11) emphasized on implementation of free basic education as the GON has decided in 2009-10. It has planned to implement some major interventions to ensure the free basic education. Improving minimum enabling conditions in schools,

improving equity and social inclusion, increasing quality and relevance and strengthaning school governance and management were the major interventions categorized in ASIP 2010-

11. The ASIP 2010-11 has stated the following key strategic priorities in order to ensure free basic education.

o Providing schools with access to the necessary technical backstopping to prepare and

implement SIPs, o Identifying the out-of-school children and the subsequent development of practical

actions to bring those children into school and retain them, o Improving access through the construction and rehabilitation of schools and

classrooms,

o Ensuring cost-free services for admission, textbooks, tuition and examinations, o Continuation of efforts for strengthening transparency and accountability

mechanisms in school education system,

o Initiating the review and development of curriculum and textbooks to increase their relevance in both formal and non-formal teaching learning situations,

o Developing and implementing of the Continuous Assessment System (CAS) over the coming year,

o Strengthening the cooperation with religious institutions in the areas of student and

teacher support as well as in supporting management and planning in Madrasas, Gumbas, and Gurukuls.

Target and Major Focus for ASIP 2010-11 For ensuring access to quality basic education MOE/DOE planned to improve

physical facilities of the schools and to provide scholarships and management cost to the

schools.The major targets, planned in ASIP/AWPB 2010-11 were as follows. a) School physical facility improvement

o Construction of 4,530 new classrooms,

o Construction of 5,500 Girls' toilet. o Rehabilitation of 4,864 classrooms /schools

o Improvement of 4,865 school's external environment o School safety (Retrofitting)- 15 schools o Conctruction of DEO building

Similarly, the ASIP/AWPB targeted the following for the scholarship o Scholarship for 1,133,835 Dalit students (Grade 1-8), per unit cost NRs 400 o Girls' scholarship for 2,293,744 girls (Grade 1-8) including Students from Karnali

zone, per unit cost NRs 400

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o Scholarship for 65,830 disabled students (Grade 1-8) o Scholarships for 108,046 children from marginalized groups, Per unit cost NRs 490

b) PCF non-salary grant support to schools From the SSRP budget head, 4,256,010 students of primary level, 1,366,348

students of lower secondary level and 73,000 students of secondary level were targeted to

be benefitted from the PCF non-salary grant scheme in FY 2010-11. c) Target for textbook and management cost distribution

The ASIP/AWPB had also planned to distribute free textbook for 56,22,358 children of grade 1-8 this year. Likewise, it was estimated that 18,710 promary schools and 3,734 lower secondary schools could receive management cost.

Observation from Flash I Report 2010-11 Table 2.9, below, shows the number of schools, excluding the religious schools, by types and levels in the school year 2011. At primary level, out of the total 33,881 school

levels, 28,898 were community and 4,983 were institutional schools. Similarly, at lower secondary level, out of the total 13,791 school levels, 10,474 were community and 3,317

were institutional school levels. Among 34,066 basic education levels 29,063 were under community and 5,003 were under the institutional management. Again, the table 2.10 exhibits the number of religious primary and lower secondary schools by types, units and

levels. Out of the total 835 reported religious schools, 823 were primary levels, 43 were lower secondary levels, and 835 were basic education levels. The Madarasas were mainly

located in Terai, the Gumbas in Hill and Mountain, and the Ashrams were both in Hill and Terai belts. The Flash Report I documented that the numbers of schools, both religious and non-religious, have continued to increase and thus the access of school going age children

has increased at all levels (Primary, Lower Secondary and Basic) in recent years. Table 2.8 Number of schools by levels (Excluding religious schools)

Levels of Schools Community Institutional Total

Primary level (Grades 1-5) 28,898 4,983 33,881

Lower Secondary level (Grades 6-8) 10,474 3,317 13,791

Basic level (Grades 1-8) 29,063 5,003 34,066

Source: Flash I, 2011

The table 2.9 illustrates that there were 835 religious institutions till date of Flash Report I. In terms of numbers, Madarsas were ranked first and Gurukuls were the least.

Some of those schools were mainstreamed institutions which has begun teaching of community school curricula including the religious books. The number of such religious institutions was increasing year by year. There were only 766 such institutions last year.

Table 2.9 Distribution of religious schools by units and levels

Religious Schools Total number of schools (in Unit) Number of schools by levels

Primary Lower Secondary Basic

Madarasa 714 712 24 714

Gumba/Vihar 78 77 4 78

Ashram/Gurukul 43 34 15 43

Total 835 823 43 835


Table 2.10 illustrates the gender equality in terms of enrolments. It was almost a

reality as the share of girls was 50.4% at primary level, 51.7% at lower secondary level and 50.7% at basic level. These encouraging data indicated a considerable improvement on the

21

share of girls’ enrolment than in the last school year (i.e. 50.4% at primary level, 49.9% at lower secondary level and 50.2% at basic level). In the report, it has also been documented

that the national average of School Student Ratio (SSR) at primary level is 1:141 (i.e., on average, a Primary Level school was serving 141 children). Similarly, the SSR at Lower Secondary was 1:131and at Basic Education level it was 1:194. In general, the SSRs

showed enormous progress in access of education to the children at all of the three levels. Table 2.10 Total number of enrolments at primary, lower secondary and basic levels

by sex in 2011 Level Girls Boys Total % of girls' enrolment

Primary (Grades: 1-5) 2,411,849 2,371,036 4,782,885 50.4

Lower Secondary (Grades: 6-8) 799,301 747,346 1,546,647 51.7

Basic (Grades: 1-8) 3,211,150 3,118,382 6,329,532 50.7


Again, the report presents that the enrolments share of Dalit in the total population was at around 12%, at primary level the share of Dalit students was 21.7%, whereas the shares at lower secondary and basic levels were 17.2% and 20.6% respectively. When

comparing to the last year’s status, a slight increase of 3% at Primary Level and an increase of 1% at Lower Secondary Level were noted. Similarly, the share of enrolment of Janajati

students, in the total population, was at around 40%. As the number has continued to increase, the share at Primary Level has slightly decreased (from 38.6% to 38.2%) in this school year, whereas there has been a slight increase at lower secondary (from 41.7% to

41.8%). The share at basic level was 39.1%. A more detailed description of SSR indicators at the Primary, Lower Secondary and Basic Education levels are presented in the table 2.11

below. The data in the table indicates the progress being achieved in recent years. Table 2.11 SSRP indicators at Primary, Lower Secondary and Basic Education Levels

Indicators 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2011

Achievement Achievement Target Achievement

GIR at G1 122.9 101.3 117 125.9 148.1 148.1 145.2 147.7 144 142.4 140 140.7

NIR at G1 51 74 76.1 NA NA NA NA 83.1 86.4 89 86 90.7

GER

Grades 1-5 124.

7 118.4 126.7 130.7 145.4 138.8 138.5 142.8

141.4 139.5 135.9

Grades 6-8 63.2 57.5 60 80.3 76 71.5 78.8 80.1 88.7 94.5 100

Basic (Grades1-8)

123.3 124.4 128 123.7

NER

Grades 1-5 81 82.3 83.5 84.2 86.8 87.4 89.1 91.9 93.7 94.5 96 95.2

Grades 6-8 39.4 40.4 42.9 43.9 46.5 52.3 52.9 57.3 63.2 69.3 70

Basic (Grades 1-8)

86 77 86.6

Source: Flash I, 2011, Status Report 2010 & SSR 2009-15

The figures 2.10, 2.11, 2.12 and 2.13, below, add more information regarding the SSRP indicators at Primary, Lower Secondary and Secondary Levels. The figure 2.10

explains the GER and NER trends in recent years at Primary Level. As the figure suggests, GER was inconsistent and was fluctuating, whereas a high GER was noted in 2005 since

than it was, almost, in decreasing trend. In case of NER, it was in increasing trend in almost of the school years. As it was observed, the gap, between the two, was widest in 2005, since than the gap was becoming narrower. This trend was remarkably noted in

school year 2011 against last year. It indicated that the problem of overage and underage children in primary level education have been addressed in gradual manner.

Figure 2.10 Gross Enrolment Rate (GER) and Net Enrolment Rate NER at Primary Level in 2011

22

Based on the total number of new enrolment in Grade One and the total number of 4

years’ group population, the overall GIR for Grade One was 140.7% in the school year 2011

(Figure 2.11), which is lower than the last school year by 1.7%. However, it was still high and this indicated a late entrance of children into Grade One. This was likely to be affecting the overall internal efficiency of primary education. Again, based on the total number of 4

years’ age group, new enrolment in Grade One and the 5 year’s age group population in 2011, the overall NIR in Grade One was 90.7%. Compared with the NIR in the last year, it

has increased by 1.7 percent points. The figure 2.11 illustrartes the decreasing trends of GIR and satisfactorily increasing trends of NIR. It also indicated that the increment in NIR was even higher than the SSRP target for this year.

Figure 2.11: Trends of Gross Intake Rate (GIR) and Net Intake Rate (NIR) in Grade One

The Figure 2.12 shows that the total GER at the Basic level, which was 123.7% in the

school year 2010-11. While comparing with the status of the previous year (124.4%), the GER, in total, has decreased this year by 0.7%. Similarly, the total NER was 86.6%. When

compared to the status of the previous year (69.3%), the scenario of this year indicated a dramatic improvement (more by 17.3%). Yet, the present NER suggested that, enrolment in basic level has been increased since the SSRP was initiated and made basic education free

for all. Figure 2.12: Trends of Gross Enrollment Rate (GER) and Net Enrollment Rate (NER) in Basic Level

23

Source: Flash I, 2011, Status Report, 2010 and SSRP core doc

Figure 2.13 shows the GER and NER rates at the lower secondary level, which were 100% and 70% respectively. When compared with the status of the previous year (94.5%),

the GER in total has increased remarkably and reached up to 100%. In terms of NER, it has increased only by 0.7% against the NER of the last year (69.3%). As the figure illustrates, the GER line is rising diagonally upwards and the NER line appears straight line

in some extent. It was evident that, almost 30% of the lower secondary age group population was not attending in that level or if attended, not on the appropriate age.

Figure 2.13: Trends of Gross Enrollment Rate (GER) and Net Enrollment Rate (NER) in Lower Secondary Level

Achievements against Annual Targets: Central Level Activities

In FY 2010-11’s AWPB, six sub-components were planned under the component 'Ensuring Access to school Education' at the central level, where altogether thirty-two activities were planned under these sub-components. The overall physical and financial

progresses rates of this component were 97% and 81% respectively. The overall physical and financial progress rates of the first sub-component (Alternative provision for ensuring

24

access in Basic Education) were 100% and 63% respectively. Likewise, the third sub-component 'Flexible School Program' (FSP) contained of three activities and was

accomplished with 100 % and 83% PPR and FPR respectively. Similarly the fourth sub-component ‘Open School Program’ achieved 100 % PPR and 94% FPR. Similarly, the fourth sub-component (Open school Program) achieved highest rate of progress among all

components i.e. 100% PPR and 80% FPR. The fifth sub-component ‘Non-formal Primary school education for the adult women’ was accomplished only with 45% PPR and 32% FPR.

Particularly, the low achievement in this sub-component was caused due to low progress rate in both activities designed under this sub-component. The activity no. 2.5.1 was about the ‘Training of Trainers’ (TOT) for non-formal Basic school facilitators which couldn't be

implemented. Likewise, the second activities ‘Development, printing and distribution of curriculum, manual’ was also not implemented fully. Moreover, the sixth and seventh sub-component ‘Inclusive Education Program and Alternative Provision for access improvement

in secondary school education’ accomplished with 99% and 100% PPR. In trms of FPR, these two sub-component achieved 88% and 83% respectively.

District Level Activities At the district level, there were two major sub-components i.e. ‘Basic education’ and

‘Secondary education’ with thirty six activities altogether, planned in ASIP/AWPB 2010-11,

where only six activites were planned under the Secondary Education sub-component. The overall PPR of this component was 91% and the FPR was 85%. When the progress rates of

the sub-components were analyzed separately, 91% PPR and 85% FPR were achieved in the first sub-component i.e., in ‘Basic Education’, whereas 89% PPR and 87% FPR were achieved in the second sub-component i.e., in Secondary Education. The progress scenario

for those two components is presented briefly in the table 2.12 below. Table 2.12 Overall accomplishment rates of main activities planned under the subcomponents.

Component Subcomponents Main activities PPR (%) FPR (%)

Ensuring Access

to School

Education

Basic Education

92 85

Alternative provision for Basic Education 91 85

Inclusive education program 95 89

Piloting compulsory Basic Education 100 100

Grants support to Religious Schools 81 70

Secondary

Education

89 87

Alternative provision for Secondary Education 89 86

Secondary Education: Inclusive 90 89

Under the ‘Alternative provision of basic education’ activity, there were nine activities

planned in that year, such as ‘School outreach program (Existing) and ‘School outreach program (New), ‘Flexible schooling program (Existing and New), ‘Open school operation level 1 (Grades 6-8), ‘Open school operation level 2 (Grades 6-8), ‘Non-formal primary school:

Education for adult women (Grades: 1-8), 'Operation of Mobile Schools', and ‘School welcome program’. Some of these activities, again, had consisted of some other sub-

activities as well. The progress rates of these 10 activities are presented below (See annex 2 for details). Table 2.13 Overall progress rates of the activities under the ‘Alternative provision for

Basic Education’

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Main activities 10 Activities PPR (%) FPR (%)

Alternative provision of basic

education

School outreach program (Existing) 100 97

School outreach program (New) 99 92

Flexible schooling program (Existing) 89 88

Flexible schooling program (New) 83 77

Open school operation level 1 (Grades: 6-8) 82 80

Open school operation level 2 (Grades 6-8) 91 88

Non-formal primary school: Education for adult women (Grades: 1-8)

90 81

Operation of Mobile schools 100 100

School welcome program 100 98

Most of the activities were performed with 90% or above physical and financial

progress rates. However, one activity i.e. ‘Flexible school Program (new)’ was implemented with relatively low 77% FPR. The activity 'Operation of mobile schools' achieved excellent

progress rate of 100% both in PPR and FPR. 2.4.2.2 SECONDARY EDUCATION Major Strategic Priorities in ASIP 2010-11

The ASIP 2010-11 set following major strategic priorities for secondary education o Free secondary education, including the provision of access to at least free services of

admission and tuition fees, and free textbooks for all Dalit students, students from

marginalized communities and students studying in Karnali zone will be a priority for 2010/11.

o The continued expansion and strengthaning of alternative programs, such as open and distance learning, and flexible schooling aimed at addressing diverse needs on a cost-sharing basis, will be a priority.

o The provision of guidance and support to schools in their efforts to develop and implement SIPs aimed at meeting minimum enabling conditions by 2015/16 will

remain a strategic priority. o Improving the physical facilities in secondary schools so as to meet MECs and

stimulating learning environment is a strategic priority. Scholarships to agreed target

groups will be continued. o SMCs will be empowered to manage schools and ensure a smooth day-to-day

operation of school facilities.

o School operational guidelines for secondary education will take into consideration the Data received from the school mapping exercises. MOE/DOE will develop

guidelines for setting secondary education standards. Besides minimum qualifications, teacher preparation course will be made mandatory for appointment for teacher positions and refresher training will be provided to in-service teachers.

o Piloting of structural integration in secondary education (Grade 9-12) will be carried out over the coming years. (ASIP, p.28) i) The capacity of districts to conduct Grade 8 examination will be further enhanced

with a view to award the certification at grade 8 on the basis of individual subjects passed.

ii) Additional learning resources will be made available for students wishing to attend SLC exam, including Radio Programs and newspaper articles. .

iii) Enhancing the capacity of district and regional offices in conducting and

managing district and regional level examinations will be a priority.

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o Make adequate provisions for enhancing the capacity of district and regional offices in conducting and managing district and regional level examinations.

Achievements against Annual Targets: Central Level Activities

In this year's program of SSRP, only four activities were designed under the seventh

sub-component 'Alternative provision for access improvement in secondary school education' as included in the AWPB. It included 'SLC support program' (2.7.1),

'Improvement of external environment at DOE' (2.7.2) 'Piloting compulsory basic education as a model' (2.7.3) and 'Teacher Capacity Development and Materials Preparation for Newly Opened Schools' (open schools 9-10) (2.7.4). This sub-component was implemented with

satisfactory progress rate (100% physical and 83% financial progress rate). Other activities related to secondary education were also accomplished under the fourth component ‘Improvement of educational quality’ in FY 2010-11.

District level Activities In the district level program in FY 2010-11, Basic education and secondary education

sub-component falls under the component 'Ensuring Access in School Education component'. The secondary Education sub-component comprised of two major programs namely ‘Alternative Provision for secondary education’ and ‘Secondary Education: Inclusive

Education Program’. The first major program had four activities. Likewise; the second major program consisted of only two activities. The over all progress of the Secondary education

sub-component was 89% PPR and 87% FPR respectively.

Map 2.3: Physical Progress of Ensuring Access to School Education by districts

Observation from Flash Report I (2011)

Status of access and enrollment: The flash data has indicated that over the past

few years the access of secondary (9-10) education has significantly expanded. According to the report, there are 4,946 community and 2,306 institutional secondary schools (9-10) in the country. Likewise, 766 religious schools are also in operation. The secondary school (9-

10) student ratio comes to be 1: 112 in the school year 2010-11. Table 2.14: Current status of GER, NER and other indicators

Indicators 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Target

2010/11 Ach.2011

GER(9-10) 43.8 44.8 46.4 50.4 49.3 56.7 55.9 59.5 65.7 66.3 70.1

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NER(9-10) 25.5 27.5 29.5 32 32.4 34.7 35.3 36.4 40.8 46.5 52.1 GER(9-12) 36 40 46.2 43 49.4 NER(9-12) 20 21 27.1 22 30.6 P/T(9-12) 42 39 37 34 1:23 SLC Pass 60 62 67

Target in 2009-10(SSRP), DE= Dalit Enrollment, GE= Girls Enrollment Ja= Janajati, Dis=Disabled, Both, the NER and GER are in increasing trends. The GER of secondary level (9-10)

has increased from 66.3% to 70%. Moreover, the NER of the secondary level (9-10) has increased significantly from 46.5% to 52.1%. It was the highest increment in enrollment over the years (2001 to 2010). The enrollment rate of girls, Dalit and Janajatis was also

found increasing since 2001. The figure 2.14 shows that the GER of secondary level (9-10) has been in increasing trend; however it shows a sort of rising and falling trend in 2004 and 2005. Moreover, the ratio of increment in GER was observed high in 2008 and 2009.

Figure 2.14: Trends GER and NER at Secondary level (9-10)

After the implementation of SSRP, the secondary education comprises of grades 9

to12. On comparing the SSRP targets of GER and NER in the reference of Flash Report I 2009-10, for secondary level (9-12), it was observed that the current achievement (GER and

NER) has surpassed the target set for the year 2009/10. On analyzing the data of 2008, 2009 and 2009-10, it was observed that the progress in NER and GER was approximately more than 2%. The figure 2.15 shows comparison with the set target of SSRP indicators.

Figure 2.15: Target of SSRP and current status of Progress in GER & NER by 2011 in Secondary Level (Grade 9-12)

Data Source: Flash Report I, 2068, SSRP Core doc, 2009 and Status Report 2010

School Leaving Certificate Examination (SLC)

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SLC is accepted as a national standard examination and main exit point of school level education since the beginning of modern education in Nepal. The total educational

achievement of the students and the effectiveness of the educational programs are assessed on the basis of SLC results. The GoN has already implemented SSRP making Grade 9-12 as secondary education and the provision of NEB, however, it is yet to be legalized and

institutionalized and the SLC is still in high priority. The last eight years SLC result (Regular) is illustrated in the figure 2.16.

It depicts that the promotion rate in SLC was reduced remarkably in 2061 and than gradually increased in the following years. In 2065 B.S. it was the highest of all years. Since then, it was gradually decreased. It was even lower than 60% in 2067 B.S. The gap between

boys and girls seemed to be decreasing which shows good symptom of girl's enrollment and achievement rate in secondary education. It indicated that the improvement in quality aspect was eqully important along with the increment in access in secondary education.

Figure 2.16: SLC Result by year (from 2061 to 2067)

Strengths and weaknesses (Based on district report)

Strengths o Awareness is increased among adult women for education,

o SOP/FSP has contributed in increasing the enrollment rate in grade IV, o Alternative modes of education have contributed in streamlining the marginalized

children in education,

o Welcome to school Program is effective for reaching to the unreached, o Special need children have received opportunity of education,

o Grant to religious institution has attracted children to the school education and these

institutions are being mainstreamed. Weaknesses

o Some DEOs have reported that the physical infrastructure and educational materials for the inclusive education resource classes were found insufficient. Similarly, they have asked for the professional support program for the inclusive education in terms

of resource teachers and technical staffs, o Grant to religious schools was found miss-used in some extent. These institutions

also practiced on reporting fake number of children in order to receive SIP and other

29

grants. Same children were found enrolled in formal schools and religious schools in some cases,

o No clear classification or certification of disabled children was found, thus scholarship was distributed only to D class certificates.

o Grants to religious schools were found motivating factor for establishing more and

more religious schools, o It has been complained that there was no provision of providing training to the

facilitators of Non-formal women schools. Lessons Learned

o As the other sub-sectors of education have experienced the valuable contribution from

collaboration and partnership with I/NGOs, an effort of collaboration in this sub- component might be useful,

o Alternative education for adults and women need to be assessed and expanded on

demand based approach, o A strong mechanism for monitoring alternative mode of education is required.

2.4.3. LITERACY AND CONTINUOUS EDUCATION Literacy and Continuous Education preserves the rights to basic education for all

children as well as the right to education for all adults and youths between 15 and 45 years

of age. The objective of this component has been to provide the comprehensive literacy and basic competencies for imparting life related values and skills that improve quality of life

leading to prosperity. Nepal has narrowed its adult illiteracy from 70% in 1990 to 46% in 2001.

Particularly, the 2001 census (The detail disclosure of 2011 census has not been done yet)

revealed that Nepal's literacy rate to be 54% (male 65% and female 43%) at the age group of 6+ while only 48% at 15+ age group. Increasing adult's literacy to 75% by 2015 is a great challenge and it demands meaningful efforts and devotion of the system.

A geographical analysis of the literacy rates by districts also shows that the literacy level is unevenly distributed with an overwhelming majority of Terai districts in Central and

Eastern development regions, whereas, hills and mountain districts in the Midwest and Far West development regions have the lowest literacy levels.

Currently, adult literacy, women literacy and functional literacy programmes

including skill based training for income generation (IG) are in operation and a programme for drop outs through CLC is being carried out. Literacy campaign is the intensive program

that is being implemented since 2009 continiously. Strategic Priorities of ASIP 2010-11 Based on the Non-formal Education Policy, the ASIP 2010-11 has focused on implementing

the following strategic priorities: o Establish database at each VDC to facilitate planning of both formal and non-formal

education;

o Base planning exercises on participatory social mobilization and detailed needs and resource assessment;

o Mobilize political, professional and social groups for the implementation and management of literacy;

o Mobilize print and electronic media to facilitate national as well as local level literacy

campaigns s; o Apply various modes of delivery (e.g., radio, ICT, TV, printed materials or oral

approach) to meet the specific learning needs of different target groups;

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o Introduce income generating programs targeting women, Dalits, ethnic minorities and other marginalized groups along with neo-literacy and life-long learning through

an integrated approach; o Develop standardized functional literacy and numeracy test; conduct strategic and

representative sample surveys, and develop baseline for current literacy and

numeracy levels; o Use mother tongue as medium of instruction in neo-literacy;

o Certification to successful candidates shall be aligned with socio-economic opportunities for encouraging ‘hard to reach’ target groups’ participation in the programs;

o Incorporate post-literacy and life-long learning programs into existing DEPs and VEPs;

o Ensure that targeted interventions respond to the diverse needs of clientele groups in

regard to language, culture, life skills and income generating activities; o Ensure access to available lifelong learning opportunities through horizontal links

with the formal systems and through locally managed CLC arrangements; and o Target post literacy programs such as life-skill trainings and micro-credit schemes to

disadvantaged groups.

The ASIP also emphasized learner-centered instruction with adaptation of curriculum and instructional materials. Moreover, it signalled on the necessity of family literacy

programs and workplace literacy programs as the new avenues to be explored in the future. Achievements against SSRP Indicators

According to the 2001 Population Census, there was a gender gap of more than 20

percentage points in the youth literacy rate (15 to 24 years), literacy rate (6+), and adult literacy rate (age 15 and above). Gender inequality was strikingly apparent in the adult literacy rate, where only 35 percent of females were literate compared to 63 percent of

males. The Nepal Labour Force Survey (NLFS) 2008 provided an updated status for literacy

levels among the development regions and the ecological zones and is illustrated in table 2.14. The literacy rate is lowest in the mountains across all development regions. It has revealed that about 55.6% of the total 15+ population are literate. Literacy rate among male

is (70.7%), higher as compared with female (43.3%). The Western hill region, which includes the Pokhara Valley, has the highest literacy, while the Midwestern and Far-

western mountain districts have the lowest rates of literacy. The literacy rate of mountain region (46.4%) is the lowest and the rate of literacy in Terai (51.3%) is also below the national average.

Table 2.15: Literacy percentage of 15+ ages by Development Region, Ecological Zone

Source:

Nepal Labor

Force Survey, 2008, CBS

Development Regions

Male Female Total

East 71.9 45.2 57.2

Central 70.5 41.8 55.1

Western 70.4 48.1 57.5

Mid-western 68.1 39 52

Far-western 72.5 40.4 54.1

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The same survey has also revealed that among urban areas, Kathmandu Valley has the highest (85.2%) and West Terai has the lowest (68.8%) literacy rate. Likewise among the

rural areas, Eastern hill area has the highest (61.1%) and Central Terai has lowest (42%) literacy rate. Central Level Activities:

At the central level, the component ‘Literacy and continuous education’ contained

one sub-component ‘Non-formal/Literacy Education’, which, again, consisted of eleven

activities altogether. This component was accomplished with satisfactory physical progress (98%), whereas the financial one was, comparatively, a bit low (80%). Relatively, a very low financial progress (59%) was achieved in the eighth activities i.e., ‘Development and

printing of reference materials of IGP’, moreover the second activity ‘Development and printing, distribution of references materials for CLCs’ was not accomplished this year. Those were the main causes for achieving low financial progress in the component, whereas

other activities were accomplished with the financial progress ranging between 73% and 97%.

District Level Activities At the district level, this component contained of four sub-components such as

‘Operation of CLCs’, ‘Adult literacy II’, ‘Women literacy II’ and ‘Income generating program’.

The last three sub-components consisted of 17 activities altogether. The overall physical and financial progress rates of this component were 94% and 90% respectively. Among the

planned activities, most of them were accomplished with highly satisfactory physical and financial progress rates ranging between 82 % and 99%. The overall scenario of the trends of the progress rates of the subcomponents are shown below. Table 2.16: Comparison on physical progress rates in 2007-08, 2008-09 and 2009-10

Name of the programme

2008-09 2009-10 2010-11

Physical Target

Achievement (% of

progress

Physical Target

(persons) Achievement

(% of progress

Physical Target

(persons) Achievement

(% of progress(PPR)

Women Literacy Program-I 40,000 39,860 99.6

Adult literacy II 60,000 56,800 94.6 60,000 5,600 90

Women Literacy Program-II 40,000 39,740 99.3 60,000 58,800 98 60,000 53,800 90

Skill/Income generating Training 1670 1644 98.4 2500 groups

2,448 98 2,500 grps

2,444 gps

98

Operation of 206 CLCs 206 198 96

Data source: ASIP, 2010-11& Status Reports 2009-10

In terms of geographical distribution, 35 districts achieved 100% financial progress (See annex IV for detailed information), while other 33 districts achieved satisfactory

progress, i.e. between 71% and 98%, other seven districts were with less than expected progress rate. Rautahat was at the bottom with respect to the progress made.

Like in other components, the physical progress rates in this component were

encouraging. Fifty-eight districts achieved 100% progress rates. Again other 9 districts achieved satisfactory progress rates, i.e. between 82% and 99%. As the diagram indicates, 8

districts were recorded with low progress rates. Rautahat ranked at the lowest (9%) and Dhanusha (15%) fell on the second lowest rank.

Ecological Zones

Zone Male Female Total

Mountain 65 31.2 46.4

Hill 76.5 50.2 61.9

Terai 66.3 38.9 51.3

Total 70.7 43.3 55.6

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Map 2.4 Physical Progress of Literacy and Continuous Education by distirct

Strengths and weaknesses Strengths

o Non-formal and continuing education has encouraged the adults to continue their study;

o Income generating Program (IGP) is being effective for participating target group in

literacy education and IGP. It has also contributed to promote awareness of savings; o Community Learning Centers (CLCs) are appropriate wings to conduct NFE classes

and other community related activities for the people and by the people; and

o Women Literacy classes have developed awareness among female or targeted group. Weaknesses

o Most of the districts have claimed that Textbooks for NFE classes such as Women Literacy II, NFE adult classes are not available timely. It has de-motivated adults in the classes. It has been continuous and conventional problem in the system;

o Literacy campaign and other regular NFE classes are running for the same adults; o Program for loan and saving has not been found effective as expected. Peoples of

marginalized and poor community are unwilling for saving programs. Once they join, they quit immediately the process;

o Low and no concern of Local government bodies and stakeholders in NFE Program

have made the implementation of the programs ineffective. Lessons Learned

o Income generating activities might be helpful for establishing linkage between literacy

program and functional literacy program; o CLCs need to be made common platform as a cooperative functional organization and

taking lead to search the market for the production of income generating activities; o The contextual and need based training materials are important to explore the local

skills and knowledge; and

o Literacy program would be better if it is implemented in demand based approach. 2.4.4. IMPROVING QUALITY IN EDUCATION

Basically, this component focused on improving quality aspects of education, though it was not the specific component of SSRP. Ensuring quality learning relates to assuring opportunities to schooling for all school aged children in a congenial learning atmosphere

entailing appropriate curriculum goals followed by relevant contents, intensive use of time and effective delivery techniques. This also involved on careful use of instructional language and a sound assessment policy.

33

Quality aspect of education system is as important as providing opportunity of access to all school age children to schools. Without effectiveness of education system, it will suffer

from huge wastages and low efficiency resulting low achievement and completetion rates in primary education.

The DOE has been considering providing the opportunity for a holistic development

and learning through ensuring at least four basic elements in the school whic are supposed to be indispensable: such as teachers, textbooks/instructional materials, the learning

environment and the school management. Achievements against SSRP Indicators:

The SSRP framework measures learning outcomes in literacy, numeracy and

essential life skills. As discussed above, data on literacy and numeracy rate is based on the NLFS, 2008, available from CBS. However, there are other SSRP indicators that give indications about the quality of education system.

One of the indicators of measuring the quality of education system is the repetition rate. The repetition rate for Grade One was in decreasing trend (table, 2.17), and has

decreased from 39% in 2001 to 29.8% in 2006, 29.5% in 2007, 28.3 in 2008, 26.5% in 2009, 22.6% in 2010 and 21.3% in 2011.

However, the repetition rate for Grade 5 was rather fluctuating. It increased, steadily,

from 2001 to 2003 and reached at 13.5% in 2003, since then the decreasing trend has been occurred. The current status of the repetition rate in Grade 5, in the school year 2011,

has been noted as 5.4%. Figure 2.17 provides further information for comparisioin. The table 2.17, below, depicts more information on other SSRP indicators.

Figure 2.17 shows the trends of repetition rates of Grades One, Five and primary

level students from 2005 to 2011. The more visible reduction (by 3.9%) has been occurred in 2009 to 2010 for the Grade one. Likewise, the repetetion rate in Grade five was reduced remarkably in 2007(by 2.6%).

Table 2.17: Indicators indicating quality aspects

Indicators 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Achievement

Repetition rate G1 39 36.8 34 NA 30.4 29.8 29.5 28.3 26.5 22.6 21.3

Drop out in GI 20.9 16.1 11.2 9.9 8.3 7.9

Promotion Rate in GI 49.3 54.5 60.5 63.5 69.1 70.7

Repetition rate G5 9 11 13.5 NA 11.5 10.4 7.8 7.3 6.7 5.7 5.4

Drop out in GV 14.8 10.2 9.1 7.4 6.5 6.2

Promotion Rate in GV 74.8 82 83.5 85.8 87.8 88.4

Drop out in Primary 15 12.4 8 6.5 6.0 5.4

Promotion Rate in Primary

65.6 70 76.3 79.1 81.9 83.1

Repetition rate in Primary

20.7 19.5 17.2 15.7 14.4 12.1 11.5

Again, the significant reduction in repetition rates in Primary level could be noticed

in 2007 and 2010. Since then, a rapid falling trend has been in case of Grade one, whereas there has been a gradual falling in the case of Grade five and primary level. It could be because of the liberal promotion policy, child friendly school environment which has been

implemented in recent years, behind the scene that has contributed to incredible declining of Grade One and Grade five repetition rates.

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Figure 2.17: Trends of repetition rate in Grades One, Five and Primary Level

Figure 2.18: Trends of drop out rate in Grades One, Five and Primary Level

The figure 2.18 also illustrates the status of drop out in Grade one of seven years. It

depicts that the drop out rate has fallen rapidly from 2005 to 2008. Since then, it has been

falling in a gradual manner. The system has been tending to close the drop out in Grade five and the in Primary level as a whole. It also justifies the importance of various

interventions such as scholarships, mid-day meal, free textbooks, enrollment campaign and other various awareness program and activies. Achievements against Annual Targets

At the central level, there were altogether fifty-six activities under this component.

The overall physical and financial implementation rates of the component were 73% and 66% respectively. Almost of the activities (about 71%) were completed with 100% physical

progress, and three of the activities were satisfactorily completed with physical progress rate between 75% and 95%. The activity ‘Networking and updating of regular educational

programme, monitoring, financial and budget management, emails, web based etcs' achieved lowest progress rate (15%). Altogether six activities (see annex for detailed) were not accomplished this year which caused a bit reduction in overall progress rate.

In terms of financial progress, 17 activites were recorded highly encouraging progress of 100%, while other 13 activites attained satisfactory progress between 90% and 99%. Other ten activies were accomplished with moderately which has achieved the progress rate

between 70% and 90%. The three activies were observed below 70% progress rate. Moreover, 6 activites (4.18, 4.31, 4.37, 4.42, 4.44 and 4.54) were not implemented this

year. The activity no 4.17, 4.53 and 4.56 were accomplished with least progress rate that

35

was below 60%. The activity no. 4.22 ‘Networking and updating of regular educational programme, monitoring, financial and budget management, emails, web based etcs'

achieved very nominal progress of 2%, since the budget allocated for this activity was purposed to be implemented from other sources.

At the district level, this component contained two sub-components namely 'Grants

support to school' and 'Support to districts', where the first component had contained 15 activities accompanied with other ten sub-activities and the second one had contained 8

activities. The overall physical progress on this component was 97%, whereas the financial one was 96%. Taking the sub-components separately, the sub-component 'Grants support to school' was accomplished with 97% physical progress and 96% financial progress

respectively, and another sub-component 'Support to districts' was accomplished with 99% physical progress and 98% financial progress. 2.4.4.1 GRANTS SUPPORT TO SCHOOL

This sub-component had twelve activities and ten sub-activities. Six of seventeen activities (Activity nos. 4.1.1, 4.1.2, 4.1.7, 4.1.9, 4.1.14 and 4.1.15) were accomplished with

excellent progress rates (100% for both PPR and FPR). One of them (Activity no. 4.1.5) was performed with 100% physical progress and the financial progress of 99%. Again, rest of the activities had highly satisfactory progress rate (Progress rate between 90% and 99%).

The activity no 4.10 ‘Grants to school’ (grade 1-5) for free textbook based on PCF also comprised of other five subordinate activies. The activity was segmented for the grant for

gradewise textbook distribution. It was observed that 646,238 students of grade 1-5 received textbooks against the target (795,841). This activity had achieved 96% physical progress rate and 95% financial progress rate. Similarly, the activity no 4.11 was the grant

to school for grade (6-8). It was observed that total 219,771 students of those grades were benefitted from this program. The overall physical and financial progress on this activity was 98%. Again the activity 4.1.12 was grant for free textbook for grade 9-10 school

children. About 105 hundread thousand students received free textbooks in that level. It was implemented with satisfactory level of progress rate, which was 92% PPR and 91% FPR

(See annex II for details). In the same way, the activity no. 4.13 was free textbook for grade 11-12 children of targetted groups. The attainment rate measured in this activity was 96% physically and 93% financially. Similarly, the activity no 4.14 (PCF salary: grant support to

schools grade 1-8 and 9-10 ) were accomplished with excellent progress rates (100% for both PPR and FPR).

2.4.4.2. GRANTS SUPPORT TO DISTRICTS Seven activities were planned under this sub-component. The activities in that sub-

component were accomplished with highly satisfactory level of progress rate (99% PPR and

98% FPR). Four activies, among 7 activies, achieved 100% progress rate physically. Rest three activies were accomplished with 98% PPR. In terms of financial progress rates, all seven activies were measured higly satisfactory progress rate, which was in between 97%

and 99%. Among seven activities, the activity no 4.2.7 ‘Public Private Partnership Program’ achieved excellent progress rate of 100% in both PPR and FPR.

While analyzing the implementation status of the individual districts, it was found that 18 distrcits (Morang, Solukhumbhu, Sarlahi, ramechhap, Dolakha, Rasuwa, Parsa, Kapilbastu, Gorakha, Jumla, Puthan, salyan, Bardiya, Jajarkot, Kailali, darchula, baitadi

and Dadeldhura) had achieved highly encouraging physical and financial progress rates of 100% each, while other 55 distrcts had obtained highly satisfactory progress rates between

80% and 99%. Particularly Syanja (76% PPR and 89% FPR) and Lalitpur (46% PPR and

36

99% FPR) were ranked as the low achiever in comparision with others (See annex IV for details).

Map 2.5 Physical Progress of Improving Quality in Education by distirct

STRENGTHS AND WEAKNESSES

Strengths o Allocation for the publication and dissemination of Flash I and II, FMR and status

report has made districts and REDs more informative and regular reporting is thus became possible;

o Participation of journalists, NGOs and guardians in district orientation program has

developed ownership to the schools and has also contributed promoting transparency;

o Day meal program has remarkably increased enrollment and attendance of children in the schools; and

o Orientation program on local curriculum at district and resource center level has

increased the concerns over it and the schools were reported being engaged in its preparation and implementation.

Weaknesses

o Most of the districts have still facing the difficulty in verification of data obtained from schools. Collection of reliable data and information of students is problematic

due to the student based distribution of SIP, PCF, and textbooks grants; o Some districts like Bajura and Mugu have complained for not timely available of

textbooks;

o DEO Rasuwa has complained for not providing textbook grant to newly established schools; and

o DEO Rasuwa and others have complained for not receiving guidelines for the management and distribution of day meal program.

Lessons Learned

Continued monitoring and supervision could promote quality of education in schools; and

Continuous follow up and discussion on how to use Flash data on education endeavour would contribute to producing more reliable and authantic data.

2.4.5. TEACHER PROFESSIONAL DEVELOPMENT Teacher professional development is another component of SSRP that aims at

providing teachers with the knowledge and skills that requires them to facilitate effectively

37

students learning processes, where as contributing to improved performance of teachers through tailoredand results oriented professional training has been its immediate

objectives. Targets and Major Focus of ASIP for FY 2010-11

The ASIP aimed at fulfilling the following major activities and targets for FY 2010-11:

o Teacher recruitment process will be decentralized to the local level and will be recruited from among the licensees as per the guidelines provided by the central

level. Teacher licensing practices will be further strengthaned. o Two separate professional career paths will be offered: one for basic and one for

secondary teachers.

o The minimum qualifications for teachers will be: (i) higher secondary education or I.Ed. Qualifications with relevant teacher preparation course for basic education, (ii) M.Ed. or Master's degree qualifications with relevant teacher preparation course for

secondary level. However, serving teachers with minimum academic qualification will also be eligible to teach at the initial grades of the respective levels.

o Two separate professional career paths will be offered to basic and secondary teachers. There will be four stages (beginner, experienced, master and expert) for both basic and secondary level teachers. Provisions will be made to upgrade teachers

based on indicators such as time on task, seniority, qualification, training and students' achievement in their respective career path.

o Every interested candidate is mandatorily required to complete special one-year Teacher Preparation Course (TPC) on top of the minimum academic qualification before applying for teaching both at the basic and secondary level.

o The TPC for the basic level will be offered to prepare teachers for at least three subjects and the TPC for the secondary level is to prepare for two subjects.

o Government will remain responsible for teacher development functions. In order to

keep abreast of new developments in teaching and learning practices, teachers must acquire one month in-service training at least in every five years.

o Provision will be made to accredit the short term trainings to link with teacher career development.

o Head-teacher's minimum qualification will be B. Ed. and M. Ed. with head-teacher

preparation courses for basic and secondary schools respectively. Achievements against the Annual Targets

At central level, this component contained of sixteen activities for FY 2010-11 and

the activities were accomplished with 100% physical and 83% financial progress rates. All sixteen activities were implemented with 100% physical progress. Eleven activies had

achieved excellent progress of 100% PPR and FPR indicating encouraging implementing status of the program. Again three activies were acoomplished with high satisfactory progress rate between 85% and 99%. One activity 'Enhancement and developmental

program of teacher professionals quality enhancement for Basic and secondary Level' achieved relatively low financial progress rate (27%) 'Revising management training

materials and development and conduct refresher training materials for all levels' also achieved only 78% (second lowest) financial progress rate.

At district level, only two activies, namely; 'Conduction of TPD module at RC Level’

(10 days) and 'TPD training module at RC/LRC level’ (10 days) were planned under this component. This component was implemented with highly satisfactory level of progress

rates of 93% both in terms of PPR and FPR.

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In terms of geographical distribution of achievement, it was found that 34 districts had highly satisfactory level of progress rate of 100% in both physical and financial aspect,

whereas, 50 districts achieved excellent progress in terms of physical progress. Likewise, 39 districts were measured with 100% financial progress. Most of the districts achieved satisfactory physical and financial progress (between 80% and 99%). It showed the

excellent implementing status of the districts. However, Mahottari was at the bottom with respect to the progress made (only 30% progress).

On analyzing the progress made by Regional Education Directorate, it was found that RED Midwestern ranked in the first (99% PPR and 92% FPR) and other REDs had also accomplished the activities with satisfactory progress rates both in terms of physical and

financial progress. The diagram 2.6 also exhibits the progress scenario by the districts. Map 2.6 Physical progress of Teacher Professional Development Component by districts.

STRENGTHS AND WEAKNESSES Strengths

o Teachers were engaged in developing skills and habits of preparing relevant materials for utilizing in the classroom; and

o It has addressed immediate needs of the teachers in local level. Weaknesses

o No training for roaster instructor;

o No training of English teaching for Primary Teachers; o Teachers have less interest in training;

o The junior teachers are teaching in upper classes, whether they are to be trained according to their level or teaching level is a crucial issue;

o The output of training is still questionable in terms of classroom implication; and

o Most of the districts have complained for not providing basic and refresher training for the Rahat teachers.

Lessons Learned

o Grass-root level institutions should be developed as a subject specific (language, math-science, social study, management etc.) training institutions to play lead role in

specialized subject areas; o All teachers are to be informed about the training program and school

administrations are required to orient for the necessity of the training;

o Training can be organized in the time of vacation but all teachers should be convinced for the schedule; and

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o Training is needed to be made more practical and regular monitoring and follow up is equally necessary to ensure its use in the classrooms.

2.4.6 CAPACITY DEVELOPMENT Capacity development is one of the components of SSRP, which aims to contribute to

a sustained improvement in the learning achievements of the students. The immediate

objective of this component is to improve the service delivery system of the MOE as well as at the school level and develop the capacity of the agencies/ personnel involved in the

system. Targets and Major Focus of ASIP for FY 2010-11

The ASIP (2010-11) stated that the CD (Capacity Development) activities should be

carried out both at systemic and individual levels. At systemic level, both in-house exercise and institutional networks within and outside the country would be mobilized. Likewise, it emphasized on developing managerial as well as professional skills of personnel at

individual level. The ASIP 2010-11 emphasized on identification of performance gap for intervening

possible capacity development measures. The core intention of CD is on quality service delivery combined with the increasing institutionalization of results-based management principles. It proposed to ensure that all schools meet the agreed Minimum Enabling

Conditions (MECs), set by the MOE, by mid 2015/16. o Development of technical support systems at district and resource centre level to

facilitate low performing schools in their preparation and implementation of quality improvement initiatives aimed at improving year-on-year school level performance (this is an activity under the basic education component);

o Development and conduction of independent agency-wise Client Satisfaction Baseline Study, that will map out the current menu of services and products offered by each agency, the clients use of and satisfaction with each these services and products, and

the clients expression of needs for adjustment to the current menu of services and products as well as need for new services and products, currently not offered;

o Development of practical guidelines and provision of technical assistance to coordinate and facilitate agencies preparation of results-oriented and aligned organizational capacity development plans; and

o Preparation of agency-wise, results-oriented organizational capacity development plans aimed at improving service delivery and client satisfaction rating over time.

Achievements against the Annual Targets At the central level, the component 'Capacity development for the effective service

delivery' contained altogether forty activities. The attainment rate in this component was

observed less satisfactory (PPR 63% and FPR 35%). Of the total activities, 100% physical progress were in twenty eight activities, where one activity ‘Regional Level Workshop for

Program Officers for preparing Status/FMRs' was implemented with 95% PPR. Regarding the financial progress rates, the overall implementation rate was 35%, while there existed a wide range of financial implementation rates from 9% to 100%. Of the total activities, the

progress rates of fourteen activities were 100% each, while the other six activities laied between 30% and 80%. One activity 'Capacity building at DOE Level' achieved very low progress (PPR 15% and FPR 9%). The study visit program designed by DOE could not go

into operation due to technical difficulties. Since it born 0.67% weightage of the total budget, it has significantly affected the total progress of this component.

In district level, the capacity development program was designed and provided separately under the budget head 65-3-426. It will be discussed brifly in next section.

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o Capacity development of the system for quality service delivery is essential; o This program has contributed on rising awareness among stakeholders; and o SMCs/PTAs, RCs, school supervisors and DEC (District Education Committee)

members could share their experiences which may help in decision making in district, RC and school level.

Weaknesses o Need assessment is difficult and takes time; and o Awareness and orientation is still formal and thoritical.

Lessons Learned o Need assessment is essential before designing the program; and o Orientation needs to be practical.

2.4.7. SCHOOL MANAGEMENT AND MONITORING One of the major components of SSRP is monitoring and evaluation (M&E), which is

recognized as an integral part of program implementation to achieve expected outcomes. To this end, the ultimate goal of the M&E activities under the plan is to facilitate effective implementation of the programs through a system that supports informed decision making

by providing timely and accurate information on implementation status of the program against the objectives. Its immediate objective is to monitor program inputs, processes and

outputs and evaluate the impact of the plan. Major Focus of ASIP for FY 2010-11

Based on the concept of SSRP the ASIP 2010-11 had set the following key priorities for

the Fiscal Year 2010-11. o Continue the efforts to develop the EMIS in general and the capacity of districts and

schools to monitor and report on progress of approved activities in particular. The

end quality of monitoring reports will depend upon the cooperation and timely submission of data and information from all partners, ranging from schools over

districts to central level agencies. o Strengthen communities’ capacity to monitor the implementation of the SIP,

including whether funds have been used towards the intended end. This priority will

primarily include efforts to improve the quality and community use of financial and social audits to increase transparency and accountability in the use of public funds

and for the delivery of agreed results. o Development of a baseline for schools’ current status vis-à-vis the approved

Minimum Enabling Conditions (MECs) is a key priority for the coming year. The

purpose is to create a baseline against which to measure progress over the coming years.

o Conduct learning assessment study with a view to establish the status of children’s

learning achievements as compared to those of other children in the region. The ASIP 2010-11 has also depicted roles of different institutions such as schools, RCs,

DEOs, REDs, DOE and other Central Level Agencies (CLAs) and MOE in relation to Monitoring and Reporting. It has also made budgetary provision for the involvement of third party in monitoring. Expected roles of the different agencies or institutions are expected as

below. Schools: Each school will prepare its monitoring plan. This plan will help monitor the

implementation of activities given in the School Improvement Plan (SIP) involving parents and CBOs at local level.

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Resource Centers (RC): Resource Centers within its catchment area will develop their action plan on the basis of SIPs, implement them and report to concernd agencies.

District Education Offices (DEOs): DEOs, which are considered the key agencies for implementing the program activities, will prepare and implement a monitoring plan as per the district ASIP through School Supervisors (SS) and Resource Persons (RPs).

Regional Education Directorates (REDs): At regional level, REDs will make their own action plans and conduct M&E activities within the region.

DOE and Central Level Authorities: The DOE and CLAs will undertake monitoring of the implemented programs and make reports on the basis of information obtained from the performance and progress monitoring.

Ministry of Education: The MOE will review progress of program implementation at intervals and provide feedback to concerned agencies for review.

Achievement against ASIP/AWPB 2010-11

ASIP 2010-11 integrated monitoring activities with school management component and allocation was made under this title as well. Therefore it includes grants support for

management and monitoring. Central Level Activities

At the central level, under this component, there were altogether twenty two

activities planned in the AWPB and 14.52% of the total budget was allocated. The overall progress rates were recorded as 91% PPR and 67% FPR. Eight of the activities were

implemented with 100% financial progress, while two activities viz 'Program Monitoring" and '10 days job induction training for the newly appointed class three officers of educational service' were implemented with 93% and 95% FPR respectively. Other activities

were accomplished with the moderate financial progress rate, which was in between 60% and 90%. However, the activity 'Consultation meeting with various agencies in different times as required' achieved the lowest progress rate in terms of financial progress, which

was only 26%. In terms of physical progress, ninteen activies attained 100% progress rate, while two

of the activities viz. 'Management and implementation of ICT in Education' and 'Improvement and strengthening the financial management" achieved 75% and 65% progress rate. Only one activity ''Advocacy Program through Mass Media' was at the bottom

(50%) of the progress ladder. District Level Activities

At the district level, the component consisted of three sub-components (‘Districts’,

‘Resource centers’ and ‘Schools’) with altogether thirteen activities. The overall physical progress rate at this level was 83% and the financial one was 76%.

Under the district sub-component, there were ten activities, where 98% PPR and 87% FPR were achieved. Five activities were implemented with 100% PPR, while others ranged between 83% and 99%. In terms of financial progress, only one activity achieved 100%

progress rate and other seven activies were accomplished with highly satisfactory level of progress rate, which was in between 90% and 99%. Two activities, viz.

'Remuneration/allowances for RP substitute teachers, engineers and sub-engineers' and 'Allownces for SS, RP teachers, engineers and sub-engineers' achieved satisfactory progress rate of 87% and 79% respectively.

The sub-component 'Resource Center' contained only one activity ‘Support for strengthening supervision and monitoring to RCs/RPs and SSs and RPs’, which was

accomplished with 93% PPR and 94% FPR. The last sub-component consisted of three activities viz. 'Incentive grant support for decentralized school management transfer’, ‘Grant

42

support for school audit’ and ‘Grant support for Capacity building of community managed schools'. The first one was implemented with 56% PPR and 49% FPR. The low rate of

progress in the activity was obtained due to a low number of school management was transfered to the community i.e. out of 2,520, only 1,405 schools’ management was transfer to the community in FY 2010-11. The second activity was implemented with high

satisfactory progress rate of 97% PPR and 95% FPR. Similarly, the third activity achieved highly satisfactory progress rate of 98% PPR and 94% FPR.

The progress report of the districts shows that Taplejung, Sarlahi, Parsa and Humla had achived highest physical and financial progress of 100%. The highest physical progress (100%) was observed in 9 districts. Most of the districts had achieved progress rate in

between 70% and 98% except Sunsari, Sindhuli, Mustang, Mugu, Salyan, Banke, Bardiya, Surkhet, Doti, Dandheldhura and Kanchanpur. These districts were the low achiever in terms of progress made in this component. Banke ranks in the bottom (54% PPR and 49%

FPR) among the low achiever (See annex IV for detail information) districts. The diagram 2.7 clearly illustrates the scenario of the progress.

Map 2.7: Physical Progress of School Management and Monitoring by districts


o All districts have practiced on preparing ASIP/AWPB, status reports and submitted

in DoE; o About 40% districts have published bulletin regularly. Such bulletin has contributed

for better communication with all stakeholders and promoting transparency;

o Resource centers are playing key roles in coordination and communication between districts and schools;

o Program for innovative activities based on district level proposals including incentive support to the districts has promoted decentralized practices on program preparation and impletation;

o Budget for RCs and School Supervision is appropriate beginning for strengthening school supervision;

o Some districts have begun software based financial management; o DEO Illam has developed teacher training package in Rai-vantaba language and have

oriented to the concerned teachers; and

o Many DEOs like Ilam, Kaski, Dhading, Synja, Baglung, etc have developed their own website.

Weaknesses

o M&E is still found a weaker activity in some districts;

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o Some districts have complained that the proposed activities in district ASIP are hardly reflected in central level ASIP;

o Some districts have also complained that they are receiving limited support from teacher union for tranfering school management to the community;

o Some DEOs have complained that they have no effective measures for proper

utilization of potentialities of School Supervisors and Resource persons; o Most of the DEOs have realized that the effective monitoring is needed to monitor the

use of PCF and other grants to schools but it is not the case; and o Most of the DEOs have complained that there was no specific rules and guidance for

the appointment of RPs.

Lessons Learned o Budgetary provision for publishing journal/bulletin for the districts helps developing

the awareness and transparency both in DEOs and schools;

o Allocations for action research needs to be proposal based and demand driven; o Regular monitoring and follow up are crucial to improve the implementation at the

districts; and o Team monitoring and follow up upgrade the quality service delivery at local levels.

2.4.8. INCENTIVE AND SUPPORT

‘Incentive and Support’ was the 8th component of ASIP/AWPB 2010-11. In one way or other, the component supported to second component ‘Ensuring access to basic and

secondary education’. Achievement against ASIP/AWPB 2010-11

Like in other components, this component also has activities at both central and

district level, which are analyzed in separate headings below. Central Level Activities

At the central level, this component had one activity namely 'Development of norms,

standards for the implementation of multi-grade teaching and piloting to develop model school'. This activity was performed with excellent progress rate of 100% PPR and FPR.

District Level activities At the district level, this component was divided into two sub-components ‘Basic

Education’ and ‘Secondary Education’ respectively. The component was implemented with

95% physical and financial progress rates (See annex II for details). The first sub-component i.e., ‘Basic Education’ had contained two activities;

‘Scholarship for Dalit (Grades 1-8), ‘Girl's scholarship (Grades 1-8) including Karnali package’. The overall progress rates were 97% PPR and 96% FPR. On the whole, 11,00,349 Dalit children (out of 11,42,777) from Grades 1 to 8 received scholarship, while 22,6,102

girls (out of 22,95,753) from Grades 1-8 received the scholarship including all girls of Karnali Zone.

Similarly, the second sub-component i.e., ‘Secondary Education’ had contained

eighteen activities. The overall PPR of these activities was 89% and the FPR was 92%. High financial progress and relatively low physical progress indicated some mismatch in budget

allocation and distribution criteria. It was observed that about 132 thousands secondary level students get benefitted

from the various types of scholarship and grants in FY 2010-11. Some activities like

'Support for internet connectivity’, ‘ICT in education’ and ‘matching fund based computer and library to schools’ were useful for the improvement of learning environment in the

school.

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Map 2.8: Physical Progres of Incentive and Support Component by Districts

In terms of geographical distribution of achievement, it was observed that 14 districts

had a highly satisfactory level of progress rates with 100% in both physical and financial

progress, whereas, other districts were in the level of high satisfactory progress rates, i.e. between 85% and 99%. Thirty five districts had achieved 100% PPR, whereas, 13 distrcits

attained 100% progress financially. Relatively the moderate progress was observed in Sunsari (84% PPR and 80% FPR) and only one district Manag was at the bottom with respect to the progress made (66% both in PPR and FPR)(See annex IV for detail).

While analyzing the progress scenario of five REDs, it was found that all REDs accomplished their activities with highly satisfactory level of progress rates i.e, 90% and

above, moreover RED Western was placed at the top by achieving 99% PPR and 96% FPR. STRENGTHS AND WEAKNESSES Strengths

o Access of targetted groups in education has been increased due to scholarship programs;

o Participation of stakeholders is more effective for the successful implementation of the

programs; and o Schools are benefitted from the utilization of computers in educational activities in the

classrooms. Weaknesses

o Lack of reliable data of targeted groups;

o Amount of scholarship for targeted children is seen inadequate in some districts; o Most of the districts have complained that delay in budget release has created

complexity for the timely implementation of the programs; o Schools are requested to distribute scholarships amid the formal program in the

presence of guardians, but most of them are not following the instruction and

guardians are still unaware about it; and o Some districts has highlighted the need for CD programs for SMCs so that they could

properly utilize PCF non-salary grant in the schools.

Lessons Learned o Timely release of budget and ‘letter of authority’ would ensure timely implementation

of all activities.

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2.4.9. PER CHILD FUNDING (PCF) BASED NON-SALARY GRANT SUPPORT TO SCHOOLS PCF non-salary grant support has been the funding modality continued in the

ASIP/AWPB 2010-11. Major Activies The following were the major activities of the component:

o Primary Level grants to schools; o Lower Secondary Level grants to schools;

o Secondary Level (free education for Dalit, Karnali Zone, and 22 Janajatis) grants to schools;

o Secondary Level (general) grants to schools; and

o School Management Cost Achievement against ASIP/AWPB 2010-11

There was no activity set under the ‘Per Child Funding (PCF) based non-salary grant support to schools’ at the central level in FY 2010-11.

At the district level, there were seven activities planned under this component. The

overall physical accomplishment rate was 97% and the financial one was 98%. While the progress rates of the individual activity were analyzed separately, the first activity ‘the PCF grants to Primary Level schools’ was implemented with 94% PPR and 96% FPR, the second

activity ‘the PCF grants to Lower Secondary Level schools’ with 99% PPR and FPR and the third one ‘Secondary Level (free education for Dalit, Karnali Zone and 22 Janajatis) grants

to schools’ with 95% PPR and FPR. Similarly, the fourth activity ‘Secondary Level (general) grants to schools’ was accomplished with 98% PPR and FPR (See annex II for more details). Lastly, the school management cost (cost of Promary, lower secondary and secondary) sub-

component was accomplished with 99% physical and 98% financial progress rate. Conclusively, this ninth component was accomplished with highly satisfactory level of

progress rates both in terms of physical and financial progress.

In terms of geographical distribution of implementation, it was found that 30 districts had performed with 100% physical and financial progress rate , whereas, 31 districts

achived 100% financial progress. In terms of physical progress, 51 districts achieved 100% progress. Moreover, other districts, except Banke, Morang and Rautahat, were noted with high satisfactory progress rate (between 90% and 99%) both in terms of physical and

financial progress. Banke achieved moderately satisfactory progress of 83% (PPR and FPR), while Morang achieved only 77% physical progress. Rautaht was at the bottom with respect

to the progress made in terms of physical one (47%). On analyzing the progress made by REDs, it was observed that all REDs achieved highly satisfactory progress rates. Moreover, RED Farwestern region put other regions behind with the highest progress rate (99%) both

in terms of physical and financial progress rate. Map 2.9: Physical Progress of PCF by districts

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STRENGTHS AND WEAKNESSES

Strengths o Improvement in managerial aspect of the schools; o Contributed for the improvement in learning achievement and quality in some extent;

and o Developed ownership of guardians in the schools.

Weaknesses

o Lack of human resources; o Lack of monitoring to identify the utilization of the grant; and

o Call for more budgetary allocations. Lessons Learned

o Regular monitoring and follow up along with the interactions with stakeholders

would encourage the schools for making the realistic SIP; and o More emphasis on social and financial audits would ensure intended use of funds.

2.4.10. CAPITAL EXPENDITURE (65-4-815)

The capital expenditures under the SSR program meant to ensure the access of school age children to school education for which there were some activities set at both the

central and district levels in the FY 2010-11. The progress rates, issues and challenges, and strengths along with lesson learned and best practices exercised at the districts are presented in the sections below.

Central level There were three component; ‘Ensuring Access’, ‘Improvement of educational quality’

and ‘Capacity Development’ under the capital budget head in central level. The overall physical and financial progress rates of the activities under the central level capital budget head were 100% and 84% respectively. The implementation rates in this budget head were

observed quite satisfactory. District level

In districts, the budget head had only one component i.e. ‘Ensuring access to school

education' under which 'Physical Facilities Improvement' was planned as a sub-component. Rehabilitations, reconstruction, improvement of external environment of schools,

construction of new classrooms, construction of DEO buildings, and procurement of furniture for DEOs and REDs were the major activities set in the sub-component. The overall physical and financial progress rates were 100%. In particular, all activities were

accomplished with the excellent progress rates. Table 2.18 below gives a comparative picture of the progress rates in 2009-10 and 2010-11. Some of the construction activites

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were different from the last year such as construction of school building (prioritizing for science), maintenance of school building, school earthquake safety program, grants to

reconstruction or maintenance of school established before 2007 B.S, separate toilet for girls and rehabilitation of DEOs etcs. The table shows that most of the construction activies had achieved 100% progress.

Table 2.18: Construction activities in, 2009-10 and 2010-11

Activities

SSRP

2009-10 2010-11

Target Progress Target Progress

Physical

Financial

Physical Financial Physical

Financial

Physical Financial in 000 in 000

New Classrooms construction 2,630 726,625 100 98 2,670 879,490 100 100

Target and budget for community managed schools 1,920 528,000 100 99 1864 608,190 100 100

Construction of school building 300 3,00,000 100 100

Maintenance of school building 300 1,50,000 100 100

School Earthquake Safety Program 15 19,605 100 93

Grants for construction and maintenace of school established before 2007 133 2,34,000 100 100

Target and budget as per cost sharing proposal 1,055 870,375 100 100

School rehabilitation( Regular Cost sharing) 4,500 450,000 100 98 6,019 6,01,900 99 99

External environment improvement 4,500 675,000 100 99 4,884 9,65,800 100 100

Construction of DEOs 12 34,875 50 24 12 32,800 92 96

Furniture/furnishing for REDs & DEOs 80 7,440 100 100 73 7,440 73 100

Construction of central level RC at CDC 1 2500 0 0

Separate toilet for girls 5,500 11,00,000 100 100

Rehabilitation of DEOs

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The table above shows the construction activities performed in FY 2009-10 and 2010-11. It was observed that there was considerable increment in progress in FY 2010-11.

The comparative analysis of FY 2009-10 and 2010-11 is also shown in figure below. It depicts only those activies which were continued for FY 2010-11too. All construction activities had higher progress rates than that of previous year.

Figure 2.19: Comparison of Progress rates between FY 2008-09 and 2010-11

In terms of geographical distribution of implementation, most of the districts

achieved 100% progress in both physical and financial aspects, however the progress rate of Khotang,, Dhading, Lalitpur, Manag, Mugu, Rolpa and Banke were around 100% (not

exactly 100%). The total progress was so approximately 100% for all. Map 2.10: Physical Progress of Capital Cost by districts

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STRENGTH AND WEAKNESSES Strengths

o Construction of building as per fixed formed and standard; o Development of community ownership; o Improvement in teaching learning activities;

o Schools of remote areas also get benefitted; o Separate toilet for girls is better strategy for increasing their enrollment, regular

attendance and safety in the schools; and o Grants for the historical schools have contributed to revive the infrastures for further

development.

Weaknesses o Very few quotas to meet the local demand;

o Per classroom cost is not matching with current market price; o Construction of new building is being more difficult in urban areas especially in

Kathmandu valley; and

o Due to delay in budget release, no construction of historic schools completed within the FY 2010-11.

Lessons learned

o Collaborations between DOE and I/NGOs for the management of school physical facilities, and for supervision and monitoring of school building construction have

been more effective; o Use of local raw materials in school building may be cost effective; and o Early release of budgets to schools will help smooth implementation of the activity.

2.4.11 BEST PRACTICES IN CENTER AND DISTRICT LEVEL Central Level

Best Practices exercised in the center o Office of Controller of Examination (OCE) has developed the capacity of printing SLC

questions in the country this year;

o Non-formal Education Center conducted household survey in order to identify illiterate and out of school children;

o Curriculum Development Center developed curriculum and textbook on twenty

mother language so far; and o Department of Education (DoE) accomplished third party monitoring in 66 districts

in order to monitor the implementing status of the programs.

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District Level Many districts have tried to accomplish creative works by mobilizing limited resources.

Their best effort is briefly mentioned below. These practices are taken from the Status Reports and other documents obtained from the concerned districts. The best practices practiced in the districts are mentioned below:

o Website is developed for strengthening communication and promoting transparency (Ilam, Terahthum, Dolakha, Kaski, Jhapa, Makawanpur and Rasuwa);

o Development of training package in Rai-vantava language for the training purpose (Ilam);

o All schools are urged to submit monthly report in DEO (Darchula);

o RCs are empowered as Ilaka office of DEO. Most of the decisions (related to schools and teachers) are done in the participation of RPs (Dang);

o DEO, Dolakha declared 27 points circular to the schools for the good governance in

education and quality promotion in schools; o DEO has strictly moved forward the camp[aign for the eradication of Duplicate

teacher (Dolakha); o Preparing school profile with photos (Bajura and Aachham);

o Development of website and documentary related to educational development (Aachham),

o Development and distribution of ‘Bayabasthapan Sahayogi Pustika’ (A guide for

school management) to the schools in order to make uniformity in educational activities (kailali);

o Participation of all political parties in program dissemination (Most of the districts); o Detail profile of disable children has been developed (Rolpa); o District Monitoring Network is formed and mobilized in monitoring activity (Rolpa);

o Child tracking in grade one is initiated for the longitudinal study of student flow (Dailekha);

o DEO, Dolpa highly mobilized its human resources in monitoring and supervision of

the schools; o Educational survey is conducted in order to collect basic educational data (Jumla);

o Formation of network of SMC chairperson for solving various problems and malpractice in the schools (Dang);

o DEO, Salyan conducted survey of and identified 2,450 out of school children. They

were encouraged to enroll in schools and consequently 1023 of them were enrolled; o Coordination with Teacher's organization (most of the districts); o Program implementation manual was developed for the schools and RCs and

distributed in the course of program orientation (Banke); o Agreement with DDC and VDCs for allocation of 30% of the total budget in education

sector (Banke); o Grant was released only after verification of students (Banke); o Software based financial transaction is begun (Surkhet);

o DEO Rupandehi used Mobile Ring back Tone in school welcome and enrollment campaign. It also initiated provision of compulsory education in five VDCs of the

districts; o Survey based literacy class distribution (Gorkha); o List of grant released to the schools is published in the bulletin (Most of the districts);

51

o Some districts have continued to develop educational calendar which have contributed to make uniformity among the schools for the execution of administrative

and developmental tasks; o Development of at least one child friendly school in each VDCs and municipalities

(Tanahu);

o Twelve day English teacher training is conducted in technical support of British Council (Kaski);

o DEO kapilvastu converted 52 Madarasa into community schools; o Formation of Village Education Committee is undergoing in all VDCs (Manang); o District Curriculumn Coordination Committee (DCCC) is mobilized in surveying

availability of textbooks in schools (Mustang & Bhojpur); o Development of action plan for the improvement of SLC after analysis of the result in

active participation of Head Teachers (Mygdi);

o Some DEOs like Myagdi, Parbat, Dolpa, Gulmi, Kaski, Ilam etc higly encouraged on team supervision in the schools and it was found fruitful for the quality

improvement; o DEO, Baglung made documentary based on the good practices exercised in the

schools. It also reached on agreement on allocating 24% of DDC's budget in

education sector; o DEO parbat has initiated academic supervision which observed 600 classes of the

teachers; o Organization of work shop on development of educational materials of science

(Arghakhanchi);

o Preparation of profile of disable children with its types and provided identity card (Sunsari);

o Conduction of teacher training focusing on child friendly and NVT in schools with the

cooperation and sharing of I/NGOs (Morang); o DEO, Udayapur has implemented compulsory basic education in 11 VDCs and one

municipality; o Organization of refresher training for ECED facilitators in co-working with ECEC

(Dhankuta);

o Rewarding best performing teachers with in the RC (RCs of Jhapa); o Each schools of Jhapa has kept class wise Shujhab Pety (Suggestion box), where

student can drop complain freely; o DEO, Makawanpur printed pamphlets on Chepang, Tamang and Nepali language for

the enrollment campaign;

o Literacy campaign in Mkawanpur was concentrated in only 2 wards of Hetaunda municipality and six VDCs with the aim of illuminating illiteracy in those areas;

o DEO, Makawanpur has also formed Education Network in the districts;

o DEO, Bara intensively monitored and identified the Jhole Vidyalaya (Nowhere school) and took action against it. It also cancelled 30 fake Rahat distribution letter;

o DEO Kathamandu has planned Mission to Distinction from the academic year

2068 BS; o Village Education Committee (VEC) is fully formed and functioning (Dadeldhura); o DEO, Dadheldhura is using cash book (Nagadi Kitab) for updating grants releasing to

the schools;

52

o DEO, Gulmi has managed to conduct Shaikshik Sansar Program through local FM once in a week on Saturday. It has contributed much on awaring stakeholders about

the educational program; o DEO, Kavreplanchok and Sindhupalchok have exercised to develop at least one

model school in each Resource centers (RCs). It has also developed social map and

flex print of all schools; o DEO Dolakha organized a story reading competition 'Ma Hunuko Katha' for

motivating women and children in education; o DEO Dhading has developed three years planning on physical improvements; o DEO, Lalitpur has implemented CAS in grade 1-5 and managed to conduct (Mauka

Parikhshya) opportunity exam for other grade; and o DEO, Mahottari has coordinated with political parties, expert, civil society members

and CA members for the necessary assistance in development of education.

SSRP Indicator and Achievement

Table 2.19: A Summary of SSR performance Indicators, Status and targets

Indicators

Unit

Base Years

2007/08

2008/09

2009-10

2010-11(Target)

2010-11

1.Share of Education budget

GNP % 2 2.1 2.1 2.2 NA

GDP % 3.5 3.6 3.6 3.7 5.39

2. Share in Education budget

Basic Education % 70 71 71 72 63.99

secondary Education % 9 9 9 9 16.94

3. Enrolment at Grade 1

New entrants with ECED experience % 33 36 41 45 52.1

Gross intake Rate % 141 148 144 140 142.4

Net Intake Rate % 78 81 83 86 89

4. Gross Enrolment Rate

ECED/Pre Primary % 60 63 67 72 70.0

Basic Education (1-8) % 116 123 125 128 124.4


5. Net Enrolment Rate

Primary Education % 89 92 94 96 94.5

Basic education % 71 73 75 77 86


6. Teachers with Required Qualification and

training

Basic Education % 62 66 70 74 79.3


7. Teachers with Required Certification

Basic Education % 90 91 92 94 95

secondary Education % 90 91 92 94 95

8. Pupil Teachers Ratio

Basic Education

Rati

o 44 43 41 40 30

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Indicators

Unit

Base Years

2007/0

8

2008/0

9

2009-

10

2010-

11(Target)

2010-

11

secondary Education

Rati

o 42 39 37 34 44.4

9.Repetition Rate

Grade 1 % 28 18 12 8 22.6

Grade 8 % 13 11 9 7 6.6

10. Survival Rate by cohort Method

Grade 5 % 54 58 61 65 80.6

Grade 8 Basic(1-8)

% 37 41 45 49

66

11. Coefficient of Efficiency

Basic education

Rati

o 0.46 0.49 0.52 0.55 0.65

secondary Education

Rati

o 0.3 0.33 0.36 0.39 NA

12. Learning Achievement

Grade 5 % 50 53 56 60 49.6

Grade 8 % 44 46 48 49 43.5

13. Pass rate

SLC % 60 62 64 65 55.5

Higher Secondary(11-12) % 23 25 28 31 41

14. Literacy rate

Age group 15-24 % 73 75 78 80 NA

Age group 6+ years % 63 69 76 78 NA

Age group 15+ years % 52 56 60 62 NA

15. Literacy GPI (15+) ratio 0.61 0.74 0.92 0.92 NA

The SSRP indicator Table 2.19 illustrates the following

The achievement in indicator of enrollment at Grade one is enthusiastic and has

surpassed the target set by the plan.

GER in ECED/Pre-primary and secondary education (9-12) is higher than the target

set, but the GER in basic education (1-8) is still lower than the set target in F.Y. 2010-11.

The NER part in Primary, basic and secondary education is significantly increased and gone beyond the target for basic and secondary education, however; NER in

primary level is slightly less (by 0.5%) than the target.

Pupil teacher ratio is significantly decreased as compared with the target set by the

plan.

Repetition at grade 8 is met in 2011, but the repetition rate at grade one is still far

behind the target.

The result of SLC examination is fluctuating and in decreasing trend

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PART II 2.5 Community school capacity Development Program (65-3/4-426)

The SSR framework has offered soft skill course in the school education and has provided

policy direction for vocational components in secondary education to expand the opportunity for skill development. It requires numerous preliminary efforts for the preparation and

implementation of vocational and technical education in secondary level. In ASIP/AWPB 20010-11 set two major strategies i.e. integration of soft skills in school curricula and Piloting/testing in schools.

The ASIP/AWPB also outlined following programs that was supposed to be developed in the consultation of stakeholders.

o Finalization of the concept paper and plan of action for piloting soft skills in school education;

o Development of curricular framework and guidelines for the teachers: Revisit

curricula of grade (1-5) and develop manual to facilitate teachers in delivering incorporated TEVT soft skills; development of curriculum and Teacher Guides (TG)

for grade (6-8) on profession, occupation and technology subjects; development of curriculum and TG for grade (9-10) on vocational subjects;

o Development of Textbook: Development, printing and distribution of textbooks for

grade (6-8) and grade (9-10) in the above mentioned subjects; o Capacity building programs: Training program and workshop/seminars for

curriculum developers, Development of teacher training packages, Development of

orientation package to the schools, short term training/orientation to the School supervisors, RPs, Head teachers, SMC members etc; and

o Implementation of piloting programs: Selection of schools, teacher training, pilots the designed program, observation, monitoring and follow-up. Based on the strategies and priorities mentioned above, two components (general

vocational Skill or soft skill test) and District targeted program were designed. The status of progress of both of these components is briefly discussed below.

2.5.1 COMPONENT I: GENERAL VOCATIONAL SKILL (SOFT SKILL TEST) There were nine major sub-component activities targeted under this component. The

physical and financial achievement rates, on the whole, were 20% and 11% respectively. Of

the activities under this component, only four major sub-component activities were implemented. The first sub-component activity i.e. Coordination had only one activity; Formation of Coordination Committee and operation cost'. It was not implemented this year

due to the time constraints. Likewise, the second sub-component activity i.e. ‘Concept Paper' had two activities and these were also not implemented. The development of concept

paper is under the process and expected to be accomplished within the early months of next fiscal year. The third sub-component was ‘Capacity Development Program’. It had eight acclivities altogether and was accomplished with 76% physical progress, whereas the

financial implementation rate was only 40%. Out of eight activities, three activities (Orientation workshop on TEVT soft skills for curriculum Developers/subject expert, Short

term training program for curriculum developers and expert, Long term training for curriculum developers and expert) were not accomplished this year. The third activity namely 'Orientation workshop on TEVT soft skills for curriculum developers/ subject

experts and teachers of the respective' was implemented as targeted but the budget was not spent and it has also caused to reduce the financial achievement rate.

55

Again, the fourth sub-component was Inclusion of TEVT soft skill and development of Teacher's guide and it had two activities. It was also not implemented in FY 2010-11. The

fifth sub-component was 'curriculum, textbook, TG development for grade (6-8) on profession, occupation and technology subjects'. It had two activities. It was accomplished with 73% progress rate. In terms of financial progress, it also achieved only 44%. The first

activity (Revising and Integration of TEVT soft skills in all remaining subjects) was not implemented.

The sixth sub-component had again two activities, but none of them were implemented this year. The seventh activity namely 'Implementation of Piloting programs' was accompanied with two subordinate activities and six other activities. It had born

highest weightage of the total budget. Only three Small activities were implemented and very nominal progress was observed. The eighth and ninth activities were also not implemented (For detail see annex IV).

2.5.2 COMPONENT II: DISTRICT TARGETED PROGRAM The second component of the program had six sub-component and twenty one

activities. The physical and financial achievement rates, on the whole were 73% and 69% respectively (see annex V for detail). The status of each sub-component activity is briefly discussed below.

The figure 2.20 illustrates status of progress of all sub-components indicating that the second sub-component was at the bottom with respect to the progress rates.

Figure 2.20: Progress by component in F.Y. 2010-11

1. Quality Development Targeted program This sub-component had four activities. Three activities were implemented. The

progress rates of the sub-components were analyzed separately and revealed that the PPR and FPR were 86% and 72% respectively. It achieved moderately satisfactory level of progress in comparison with others. One activity 'Development of curriculum and

Textbooks in Awaadhi mother tongue (grade6-8)' was not implemented in the fiscal year 2010-11.

2. Teacher Professional Development related Program This sub-component was comprised of six activities. Four activities were implemented

this year. It was noted 30% physical progress rate, whereas it achieved 26% financial

progress. The first activity '10 days professional capacity development training for the teachers of multi-lingual teaching schools' had born 17.36% of the total budget being the

56

largest one among four activities and it was not implemented . So it caused the low progress rate in general. Likewise, the second largest weight bearer (among four activities)

activity i.e. '10 days training for all teachers of multi-grade teaching schools (identified by DoE) on the basis of existing multi-grade teaching materials of grade 1 & 2' was also not implemented.

3. One month skill development training for neo-literates from literacy campaign This program was targeted to the neo-literates from literacy campaign program. It

was planned to organize one month training on skill development. It consisted of some expenditure such as allowances for participants, instructors, coordinators and other necessary personnel. This program was implemented with excellent physical and financial

progress rate (100% both). 4. District orientation for neo-literates

The sub-component was accomplished with excellent progress rate both in terms of

physical and financial progress rate. Altogether 176 such classes were operated in the districts.

5. Monitoring and supervision of skill training of neo-literates in districts It was the sixth sub-component and was designed to monitor the training activities

conducted for the neo-literates as aforementioned. It had achieved 100% progress both in

terms of physical and financial progress. 2.6 Education for All (Shishu Vikash Karyakram (65-3-416)

This program was desined in financial assiatance of UNICEF USAID. This program has basically focused on Early Childhood Education and Development (ECED). There were eight major activities under the recurrent budget head (65-3-416). The overall attainment

rate of this program was noted 89% physical and 68% in terms of financial progress rate. The figure2.21 below illustrates the total scenario of the progress of this program. Figure 2.21: Progress Status by component

The figure indicates that the highest attainment rate was observed in fifth component

i.e. ‘improvement of educational quality II’. Likewise, the component 'Teacher education and Development' was observed in the second and again ‘improvement in quality I’ ranked in

57

the third. In terms of physical progress rate, the ECED also had achieved highest position, but the financial progress rate status lies on moderate position (See annex VI for detail).

The detail progress analysis by component is discussed below. 2.6.1 EARLY CHILDHOOD EDUCATION AND DEVELOPMENT

There were two sub-components and ten activities with thirty six subordinate

activities designed in the FY 2010-11. The first sub-component (ECED I) was comprised of four major activities and had achieved 100% Physical progress rate, but its financial

achievement rate was only 87%. Under the sub-component ECED II, there were four activites. Only three activities were accomplished. One activity 'Training of trainers on ECD partnership' was not implemented this year due to the insufficient time for technical

preparation. The second title of the same component achieved with 91% physical progress rate

and 64% financial progress rate. It had ten major activities which again consisted of thirty

two subordinate activities. The major activies and their accomplishment rates are given below.

Seven major activies (among ten) achieved 100% physical progress, where the activity 1.2.7 ‘ECED mapping’ attained 90%. The activity ‘development of children's book’ was not implemented this year. The activity no 2.6 ‘Parental education to enhance child

development and monitor the progress’ was at the bottom. In terms of financial progress rate, most of the activities had achieved satisfactory progress rate between 60% and 98%.

However, The activity no 2.6 ‘Parental education to enhance child development and monitor the progress’ was noted only 22% progress tate (see annexVI for detail). 2.6.2 ENSURING ACCESS TO ALL

It was the second component of the Shishu Vikash Program. Altogether, five activities were designed under this component. The overall implementation rate of this component was 89% physically, whereas the financial implementation rate was 82%. Most of the

activities were accomplished with satisfactory progress rate. Three activities namely 'Development of Parental Awareness Package', 'Strengthaning of Girls Education

networking', 'Developing training materials by incorporating elements of peace, human rights, civic education in open education social studies and orientation for facilitator' were accomplished with perfect attainment rate of 100% (in terms of both PPR and FPR). Other

activities were also accomplished with highly satisfactory level of progress rate between 70% and 97%.

2.6.3 LITERACY AND CONTINUOUS EDUCATION This is the third component of the program having 14 activities altogether. It had

basically focused on non-formal education, alternative education, CLCs, child friendly

education etc. The physical and financial achievement rates on the whole, were 42% and 43% respectively. The accomplishment rates were not as expected, because eight of the forteen activities were not implemented this year. Such activities were as 'Establishing

network and incorporating the elements of peace, human rights, civic education in alternative/open schooling social studies curriculum’ (guidline development and

orientation), 'Monitoring/Supervision and the development of reporting system (monitoring tools development, Joint monitoring by the civic society and the high livel', ‘Networking and cooperation with the organizations working in non-formal education program’ (NGOs,

INGOs,UN agencies, Media), ‘Provide the fund for computer and printer for capacity building of community development centre’, ‘Child friendly materials distribution’,

‘Development of audio-vedio aids of English and Maths of Lower Secondary Level open education and piloting in three districts’, ‘Capacity building training for non-formal

58

education material development specialist and concern staff’, ‘Improvement, experiment and orientation (textbook, reference materials and teaching learning materials development)

with the coverage of peace human rights. Those activities as aforementioned were not implemented due to the time constrains.

2.6.4 IMPROVEMENT OF EDUCATIONAL QUALITY I This component was segmented into two parts. The first part had seven activities

altogether. It had achieved 98% physical progress rate, where the financial progress rate was 91%. One activity 'Assessment of gender responsive budget coordination with MoE and UNESCO' was not accomplished this year.

2.6.5 IMPROVEMENT OF EDUCATIONAL QUALITY II This component contained of seven activities. Four activities were implemented this

year. The overall physical and financial progress rates were 100% and 98% respectively.

The activity 'Effectiveness study of peace and human rights education implication on primary level', 'Development of HIV and AIDS awareness school level resource material' and

‘Printing and distribution of Life skills based teacher resource material' were not implemented. 2.6.6 TEACHER AND EDUCATION DEVELOPMENT

This is another component of Shishu Vikash Program. This component contained six activities for this fiscal year and the activities were accomplished with 99% physical

progress rate, while the financial progress rate was 97%. Three activities achieved 100% progress rate both in terms of physical and financial progress. However, one activity 'Monitoring and technical backstopping' was not implemented this year.

2.6.7 CAPACITY DEVELOPMENT FOR THE EFFECTIVE SERVICE DELIVERY It places highest importance to the sustained improvement in the learning

achievement of students. It can play crucial role in building capacity of the system too. It

has aimed to improve service delivery system of concerned institutions or organizations. Four activities were planned under the component but only two activities were

implemented. It had achieved 56% physical and 36% financial progress rate. It ranked at the bottom with respect to the progress made among all other activities (see annex). The activity 'Strengthan the capacity of DOE, RED, DEO and NGO to collect, document and

utilize the school level data for developing DEP' and 'Capacity development training for textbook writer and editor' was not accomplished this year due to technical constraints.

2.6.8 SCHOOL MANAGEMENT AND FOLLOW UP It is the eighth and last component of the program. It contained seven activities and

almost all activities were accomplished in FY 2010-11. The accomplishment rate was noted

83% physical and 69% financial progress respectively.

59

Coverage

CHAPTER III SECOND HIGHER EDUCATION PROJECT

IDA Grant H2740-NEP

CHAPTER III

Second Higher

Education Project

(SHEP)

1. Progress Analysis

2. Best Practice

3. Problems

60

3.1 Introduction This chapter provides an account of the overall status of the implementation of

Higher Secondary Education Component (component no.3) of the Second Higher Education Project (SHEP II) for the FY 2010-11. The physical and financial progress against the annual targets has been analyzed, and the challenges and constraints along with the steps

taken to mitigate them have also been discussed. The financial information contained two sets of sources; viz. FCGO and DOE as well as HSEB, therefore they do not facilitate to

compare one in terms of other. 3.2. Background

Nepal and international Development Association (IDA) reached on financing

agreement in January 17, 2007 with the purpose of improving access and quality to higher secondary education. The total cost was US $ 60 million for the project duration and the amount for Higher Secondary Education Component was US $ 13 million (for seven years).

Department of Education (DOE) has been made responsible for coordinating the implementation and reporting of the higher secondary education component of the project.

The major components of the projects are; o Reform grants; o Student financial assistance;

o Higher Secondary Education; and o Strengthening system capacity.

The project was seen necessary to; o Permit a better functioning of universities by phasing out PCL programs; and o Allow higher secondary schools to expand their capacity and increase access to

students living in rural areas. In line with the above intent, the project has provisioned the activities for providing

grants to eligible community secondary schools selected based on certain agreed criteria,

which are; o Basic Grants

o Performance Grants o Matching grants and o Others

3.3 Current Status of Higher Secondary Education The higher secondary education in Nepal has been continuously expanding in the

country. As documented in Flash I, 2011, there are 8,233 higher secondary (Grades 9-12) schools in operation. According to the latest record of DoE, there are 2,498 community higher secondary schools in the country. According to the HSEB source (www.hseb.edu.np,

affiliated schools), 3,382 schools (both institutional and community) are affiliated to run higher secondary classes. The Flash I reveals that the school student ratios at Higher Secondary (Grades 11-12) and Secondary (Grade 9-12) levels are recorded 1:104 and 1:146.

They were 1:50 and 1: 125 last year. Similarly, the shares of girls in total enrollment are 50.15% at Secondary (Grades 9-12) and 51.2% at Higher Secondary (Grades11-12) levels.

Moreover, the percent of enrollment of Janajati and Dalit girls are 50% and 47% respectively. It shows the encouraging participation of girls in secondary education. The trends of enrollment have been seen positive.

The scenario of the NER and the GER at both Secondaty and Higher Secondary Levels are shown in Table 3.1. The average NER at secondary level is 30.6%, of which

30.3% is for girls and 30.9% is for boys. Likewise, the average GER at the Higher Secondary Level is 28.9%, of which 30.2% is for girls and 27.6% is for boys. Also the NER at this level

http://www.hseb.edu.np/

61

is 9.4%, out of which 9.7% NER is for girls and 9.1% NER is for boys. Compared to the status of the previous school year at the secondary level, both the GER and the NER have

increased (GER from 46.2% to 49.4% whereas the NER from 27.1% to 30.6%). The figure 2.22 illustrates the comparative figure of GER and NER between the last year and this year. It depicts that the GER and NER is increasing significantly within one year. In higher

secondary level, the more GER and NER in observed for girls indicating better participation of girls in higher secondary schools (see Table 3.1). Despite the fact that more attention is

needed to be pay for the expansion of the opportunities of education for Secondary and Higher Secondary level school going age group of population. Table 3.1 GER and NER at secondary and higher secondary level

Level GER NER

Boys Girls Total Boys Girls Total

Secondary(Grades 9-12) 48 50.8 49.4 30.9 30.3 30.6

Higher Secondary(Grades 11-12} 27.6 30.2 28.9 7.6 7.9 7.8

Source: Flash Report I, 2011 Figure 2.22: GER and NER in Secondary and Higher secondary Level of F.Y 2009-10

and 2010-11

3.4. Principle and Strategic Priorities on ASIP/AWPB 2010-11 The principle and strategic priorities for fiscal year 2010-11 were;

o Enhance quality and relevance of higher secondary education; o Provide formula based funding to the higher secondary schools; and o Strengthen the community support to the schools.

It had also designed the following activites of the program o Performance and matching grants for community higher secondary schools; o Strengthening examination system (including questions bank);

o Strengthening curriculum; o Training for community higher secondary level school teachers; and

o Support for community higher secondary schools for running science stream 3.5 Component wise Budget Allocations in 2010-11

There were four components and twenty six activities under the recurrent budget

head (65-3-411) and only one activity under the capital budget head (65-4-411) planned in the ASIP/AWPB (See annex VII for deatail). table 3.2 below, shows the allocations by

components.

62

Table 3.2 : Allocation of component-wise budget allocation FY 2010-2011

SN Component wise budget breakdown Total Share

% NRs 000 US$ m

1 Grants 260,000 3,714.29 64.5

2 Capacity Development 78,890 1,127.00 19.6

3 Monitoring 3,500 50.00 0.9

4 Pro- Poor Targeted Secondary School Stipend activities 58,258 832.26 14.5

5 Capital cost (65-4-411) 2,200 31.43 0.5

Total 402,848 5,754.97 100.0

Source: ASIP/AWPB, 2010-11

3.6 Overall Progress of the Project

The allocation for the recurrent activies was 99% of the total allocation (capital heads and recurrent heads). The overall physical progress for the recurrent activities was 96% and the financial one was observed 78%. It was 97% and 93% last year. In case of capital

budget head (65-4-411), the physical and financial progress rates were noted as 100% and 91% respectively. 3.7 Progress by Components

The physical and financial progresses made in each component are discussed below. Figure 2.23: Annual progress by components

Figure 2.23 reveals the status of progress by component. It illustrates that the

excellent achievement was made on 'Monitoring' component. Likewise, the 'Capital'

component ranked in the second and the least progress was observed in PPTS component. The component wise analysis is briefly mentioned below. 3.7.1. GRANTS

"Grants' was the first component of the program holding 64% weightage of the total budget. There were two activities namely 'Basic grants and Performance grants’ and

matching grants' under this component. The physical progress of the component was 100%, whereas the financial one was 77%. The first activity (basic grant) was accomplished

63

with highly satisfactory level of progress rate i.e. 100% physical progress and 96% financial progress rate. Likewise, the second activity was completed with 100% physical progress

rate and 60% financial progress rate. It indicated that 161 higher secondary schools received grant in FY 2010-11.

Basic grants, performance grants and matching grants had contributed significantly

in the expansion and operation of higher secondary classess. Some major strengths and underlying weaknesses are bulleted as below.

Strengths o Most of the newly established higher secondary schools have utilized the grant in

physical improvement such as making library and establishing laboratory and even

in constructing buildings; and o The support has encouraged stakeholders for their contribution.

Weaknesses

o Inadequate monitoring to ensure proper use of funds; o SMCs and PTAs are not actively involved as expected; and

o High degree of dependency has been increased among higher secondary schools. 3.7.2. CAPACITY BUILDING

There were 14 activities targeted under the component. The overall physical and

financial achievement rates of the component were 96% and 95% respectively, which were 97% and 96% last year. The status of each activity under this component is briefly

discussed below. This component comprised of fourteen activities. Five activities were implemented

with excellent progress rates i.e. 100% physical and financial progress rates. Nine activies

had highest physical progress rate (100%), whereas, five activities achieved 100% in terms of financial progress rate. One activity, ‘capacity enhancement of DoE and HSEB officials’ had achieved highly satisfactory level of progress rate (100% Physical and 96% financial).

Some activities such as 'Steering committee meeting and taskforce allowances’, ‘International study tour to observe and study the best practices of secondary and higher

secondary education’ and ‘Revising Programme Implementation Guidelines for program implementation' were not implemented this year. One activity namely 'School Maping of Higher Secondary Schools' was at the bottom with respect to the progress rate (25% PPR

and 17% FPR). The activity 'the donor mission (activity no 2.8)' had high variation (83%) in physical and financial progress. The physical target was met but the amount spent was

very nominal since the huge expenditure was made from other sources. The strengths and weaknesses noted are mentioned below. Strengths

o Continuous improvement in question setting conducting examination in free and fair manner;

o Useful in developing capacity of SMC chairpersons;

o Mapping of higher secondary schools have begun; o Schools are getting opportunity of conducting science stream in 10+2; and

o Making profile of higher secondary schools have begun. Weaknesses

o Lack of necessary coordination between HSEB and DEOs resulting information gaps

in the districts; o No active involvement of DEOs in fixing centers and conducting examination; and

o Mushrooming growth of higher secondary schools without any concrete base. 3.7.3 Monitoring

64

There was only one activity (Monitoring and reporting) under this component in the AWPB 2010-11. It had born 1% weightage of the total budget. The physical and financial

progress of this activity was excellent (i.e. 100%). Strengths

o Monitoring activities have made schools more alert, sincere and informative; and

o DEOs are keeping attention in monitoring higher secondary schools. Weaknesses

o Monitoring is not plan based; o Monitoring is merely being inspection; and o Districts are still being unable in reporting the monitored activities.

3.7.4. PRO-POOR TARGETED SECONDARY SCHOOL STIPEND The component comprised of ten activities. It bore 15% share of the total budget. The

overall physical and financial progress rates were 76% and 61% this year, whereas it was

85% and 57% last year. Most of the activities planned under this component were implemented, however, the amount of stipend as allocated for the pro-poor students were

not expended as targeted. Likewise, the amount allocated for the Incentive grants for feeder and recipient school was also not fully expended. It caused remarkable reduction in FPR. Strengths

o Poor and marginalized students are getting benefited in enrollment and completion of higher secondary level.

Weaknesses o No effective studies have been done to identify the effectiveness of the program; o Distribution of scholarship and its reporting is based on the NGO.

3.7.5. CAPITAL COST Under the capital head, only one activity namely 'Procurements of laptop and scanner

(MOE, DOE and HSEB)' was planned for this year. This activity was implemented with highly satisfactory level of progress rate (i.e. 100% PPR and 91% FPR). Strengths and Weaknesses of the program

Strengths o This program has contributed in developing record keeping system; and

o The poor and marginalized sections of the community get benefitted from the program.

Lesson Learned

o Monitoring, reporting and documentation needs to be consolidated; and o Focus should be given on the selection of real poor students.

3.8 Best practices exercised by the Schools

Most of the schools get benefitted from the program of second higher education. The following scenario was drawn from the monitoring report of more than 100 schools.

o Efficient teacher is recruited and good result is achieved; o Qualified teachers from the local campuses are hired; o Regular inspection from school management committee;

o Code of conduct and regulation is developed and issued by students; o Computer class is conducted in some schools;

o Some schools have begun using white board and marker for the safety of pupil and teachers;

o Some HSS are conducting examination in each month as a measure of quality

improvement; o Schools have begun preparing and implementing SIP;

65

o Access to science stream has been expanded for poor and middle class students; o Result of grade 11 and 12 examination is continuously improving;

o Good relation with community and political parties; o Some schools have begun English medium classes and frequent door step programs; o Merit list based teacher selection;

o Number of Dalit students increased due to scholarship, free textbook etc; o Substitution classes in absence of subject teacher;

o English medium learning environment; o Provision of extra and coaching class (Gokundeshowr HSS, Dhankuta); o Provision of weekly class observation (Chure HSS, Bardiya);

o Educational opportunity for free of cost schooling to dalit and poor students; o Operation of annex programe (Simpani HSS, Khotang); o Publication of smarika and other relevant journals;

o JTA and open school programme (Shiva madan HSS, Arghakhanchi); and o Well managed furniture and good fund collection (Champawati HSS, Khotang).

3.8 Problems o Increasing enrollment of students caused inadequate physical infrastructure such as,

furniture, classrooms, space etc. (Satyawoti HSS Tanahu, Narayan HSS, Parbat);

o Lack of resources for the conduction of science classes (Krishna Ratna Ganga HSS, Sindhupalchok);

o Lack of hostel, drinking water and problem of bearing teachers salary (Ranabhumeshowri HSS, Nuwakot);

o Lack of library and drinking water facility (Adarsa HSS, Dhading);

o Inadequate financial support from government and lack of classroom (Adarsh HSS, Dhading);

o Lack of community participation (Triyuga HSS, Udayapur);

o Lack of building and compound wall (Janta Krishna HSS, Sarvajanik HSS, Nepal Rastriya HSS and Siva Madan HSS, Arghakhanchi);

o Lack of coordination between HSEB and schools (Biddhyodaya HSS, Khotang); o Lack of capacity of SMC to run higher secondary school (Harinagara HSS,Sunsari);

and

o Most of the schools have complained for over financial and managerial burden to the school.

3.9. Conclusion SHEP has significantly contributed on expanding opportunities for higher secondary

education and promoting the quality of education in higher secondary education. However,

timely release of program budget with the authority letter would result better performance of the program. Likewise, the development of capacity of SMCs, schools and concerned institutions may contribute to implement the program more effectively.

66

Coverage

CHAPTER IV

SOCIAL AUDIT

CHAPTER IV

Social Audit

Context

Legal Provision

The main features of the

Guidelines

Purpose of the social audit

Present Status

Issues

Conclusion

67

4.1 Context After the introduction of new education system plan in 1971, communities were

found less supportive toward the school education system; because they felt that the schools were of the government. To retrieve the community support to the schools as before, to develop the feeling of ownership, to increase accountability and transparency

as well as to strengthen good governance for quality education from the school, an innovative approach ‘social audit’ system was initiated in the school education system of

Nepal. Different scholars have their different views on social audit, however, strengthening good governance through a process which promotes transparency and accountability is ‘social audit’ (Charles Medoiver). A social audit is a systematic means

of measuring the social performance of an organization. It is a planning tool, a management tool, and a communication tool for an organization. Essentially, it is a dialogue designed to find out what is important to the organization and its stakeholders,

to measure what is important and then to report on both the dialogue and the measurement. It is taken up for the purpose of enhancing local governance, particularly

for strengthening accountability and transparency in local bodies. 4.2 Legal Provision

The Education Regulations (Including third amendment) 2062, regulation article no.

171 'Ka' mentions that the social audit of school activities has to be done each year. To conduct the audit there is a six-member social audit committee on the coordination of the

Parent Teacher Association (PTA) chairperson in school. The other members of the committee are two persons selected by the PTA among the respective school students' guardians including one female, chairperson of respective Ward in which the school is

located, intellectual (Buddhijeebee) 1 person selected by the PTA, teacher staff one person selected by Head teacher.

There is also a provision of inviting one boy and a girl from the highest grade in the school as invitees. To implement the above mentioned provision of Education Regulations, the GoN has approved and implemented a School Social Audit Guideline (Karyabidhi) 2005

(2062), on 2006 February and amended it in 2008. 4.3 The main features of the Guidelines (Karyabidhi)

o Compulsory provision of performing social audit annually i.e. in September (end of bhadra);

o Provision of evaluating school activities through a social audit committee;

o Provision of table of subject matters with 31 components of school activities to facilitate the task of social audit; and

o 3 layers of reporting mechanism, School to School Supervisor (SS), SS to District Education Offices (DEO) and DEOs to Regional Education Directorate (REDs) and Department of Education (DOE).

On the basis of the provisions of social audit guideline, schools (Early childhood Education Development, Primary, Lower secondary, Secondary and higher secondary)

throughout the country are undertaking Social audits since last 3 years. 4.4 Purpose of the social audit Following are some important purposes of the social audit:

o To boost up the level of concern and participation of stakeholders on school activities; o To maintain transparency and responsibility of activities in school administration; o To help and regularize the school activities and proper use of resources available in

school; o To establish supportive relationship between school and community;

68

o To provide future guidelines for betterment of the school operation; o To help developing plan and proper implementation of it;

o To enhance the frequency of involvement of stakeholders in school related activities; and

o To develop feeling of ownership among stakeholders towards school.

4.5 Present Status o Social audit report has been considered as the requirement for each and every school

to receive the first trimester fund release; therefore, the DEOs are actively tracking the schools for performing the social audit. It is performed on the basis of guidelines;

o DOE had organized an orientation and feedback collection workshop. Stakeholders

during the interaction reflected their views on inadequacy of orientation; o Progress and feedback collection workshops were conducted by DOE with the

participation of DEO officers and REDs' personnel

o Every year, notice is published through national news papers to accelerate the submission of report to the respective authorities;

o Mainly community schools are focused; o 82.7 % community schools had reported that they have conducted social audit (Flash

II 2009/10);

o Still only 7 districts submitted the compiled social audit report followed by social audit guideline (2008);

o Most of the districts education offices (DEOs) issued notice of social audit for the all community schools to carry out social audit by the July 1st. The schools complete their social audit as per the provision or guidance provided. Most of the districts have

(in their status report) mentioned that the reports of social audit were being obtained. 4.6 Issues

o Still, participation of all the stakeholders and other community people is found

inadequate during the Social Audit in the schools; and o The quality aspect of the Social Audit is forund less satisfactory.

4.7 Conclusion Social audit provision in every organization is very important tool to ensure team

spirit, ownership, accountability, transparency and to strengthen good governance. The

open discussion with key stakeholders is necessary for the betterment of an organization. Particularly in schools it is seen prominent activity to increase good relations with parents

as well as community people for the development of school and quality education.

69

Coverage

CHAPTER V CONTRIBUTION OF NOON-POOLED DPs AND OTHER AGENCIES IN SSRP

CHAPTER V

Contribution of Non-Pooled

Donors

70

5.1 Contribution of JICA Department of Education and Concerned District Education Offices with support of

Japan/JICA have been implementing different Programs/Projects in order to improve Access, Quality and Management aspects of school education system . 5.1.1 SUPPORT FOR THE IMPROVEMENT OF PRIMARY SCHOOL MANAGEMENT (SISM):

It was the three year’s Technical Cooperation Project completed in February 2011. The project covered nearly 100 schools in pilot areas. The program supported almost 700

schools in Rasuwa and Dhading districts by providing SMC/PTA training through RPs/SS, preparing realistic School Improvement Plans (SIP) based on the findings of the self-review by using School Self Assessment Checklist. The support aimed to strengthan school

management through community participation. Some of the useful guidelines and documents have been prepared and shared among concerned stakeholders at different levels during the project period. Some of the examples of such documents are Training

Guideline for SIP updating, Training Guide for SMC/PTA Training. The training guide is uploaded in the DOE’s website and also provided orientation in the regional level

workshops. Based on the experiences of the piloting, the SIP preparation guideline is being revised; review of implementation of SIP has been continued. The major findings and recommendations are being discussed among different stakeholders at different level for

further follow-up and possible adoption in SSRP. DOE/MOE has been discussing with JICA to have 2nd phase project and follow-up activities as well.

5.1.2 THE PROJECT FOR THE CONSTRUCTION OF PRIMARY SCHOOLS IN SUPPORT OF EFA (2ND

PHASE): Construction of 740 classrooms with necessary furniture, 87 toilets, and 112

drinking water facilities in 8 different districts completed last year. Now, MOE/DOE is in consultation with JICA to have another Grant in Aid for the improvement of school physical facilities combining some software components for school management.

5.1.3 SCHOOL HEALTH AND NUTRITION PROJECT: The project is being implemented in selected areas of Sindhupalchowk and Syangja

districts since June 2008 and will be continued until May 2012. This project is jointly implemented by Ministry of Education/DOE/DEOs and Ministry of Health and Population/DoHS/DHOs. The Major achievement made so far includes development of

School Health and Nutrition (SHN) Basic Package. This package includes SHN Orientation, Physical Check-up, De-worming, First Aid Services, SHN Checklist including daily

attendance sheet, weekly and monthly checklist, Child participation, and monitoring and Supervision of SHN activities.

Until the third year of implementation, the SHNP activities were implemented in 110

schools of 15 VDCs of Sindhupalchowk and 114 schools of 15 VDCs of Syangja. In 2011 the SHNP activities are expanded in all the schools of both the districts. Key activities conducted in 2010/11 are mentioned below.

5.1.4 DEVELOPMENT OF NATIONAL GROWTH MONITORING STANDARD: PHIDReC, a research institute was assigned to conduct a survey to develop National

Standard for Growth Monitoring as per the weight and height through physical check up of the school children. The PHIDReC has already conducted the survey and submitted a report after monitoring the weight and height of 6,887 school children aged between 5 to 19

years from 70 schools of 15 districts from three ecological regions Hill, Mountain and Terai.

5.1.5 NEW ATTENDANCE REGISTER TO ALL DISTRICTS:

71

Under SHNP, daily and weekly check up is being conducted to know the health and nutrition status of school children. Ministry of Education, Department of Education has

already circulated an instruction to all the districts to use newly developed and approved Attendance Register including daily and weekly check lists as prescribed to check. Department of Education and the SHN Project have already provided orientation to all

District Education Officers (DEOs) at the five Regional levels in this regard. 5.1.6 END-LINE SURVEY AND PRODUCTION OF DOCUMENTARY

SHN Project is currently in fourth year of its implementation. A Baseline Survey was carried out immediately after the launching of the Project in Syangja and Sindhupalchowk. An End-line Survey has recently been carried out to know the changes brought out by the

Project during its implementation. Youth for World, Nepal (YWN), a private research institute, was contracted out to carry out the endline survey. The institute has already conducted the survey in Sindhupalchowk and Syangja districts and currently engaged in

preparation of the report. Likewise, a documentary containing project activities in order to document and

produce an audio visual material has also been completed during this period. Watchdog Media Services Pvt. Ltd was selected for the work. The production work is reported as it is at its final stage.

5.1.7 THIRD MEETING OF JCC The Third Meeting of Joint Co-ordination Committee, popularly known as JCC, has

also been convened under the chairpersonship of Dr. Y. V. Pradhan, Director General of Department of Health Services on May 24, 2011. The meeting was co-chaired by Dr. Lava Deo Awasthi, Director General of Department of Education.

The meeting reviewed the progress of all the SHNP activities implemented in the past and approved the proposed annual action plan prepared for the year 2010-11. Key stakeholders including Ministry of Health and Population, Ministry of Education, Ministry

of Local Development, National Planning Commission, Japanese Embassy to Nepal and JICA Nepal were among the participants of the meeting.

5.1.8 BASIC PACKAGE REPLACES MINIMUM PACKAGE The Minimum Package developed by the SHN Project last year has been revised and

replaced with a new name: ‘Basic School Health and Nutrition Program’ (Package) that

encompasses five major programs. The Introductory section imparts information about National School Health and Nutrition Strategy and the basic programs. The second section

is related to School Health and Nutrition Services Programs that encloses De-worming, First Aid, Physical Check up and Mid-day Meal programs. Third section contains behavioral change programs in which SHN Check list including use of Attendance Register and

celebration of SHN Week while the fourth section deals with mobilization of Child Clubs under child participation. The fifth section cites about the preparation of Action Plan for School Health and Nutrition activities under School Health and Nutrition system including

monitoring and supervision program. The SHNP has also developed and published second edition of the implementation manual of Basic School Health and Nutrition Program

(Package) imparting all these programs. 5.1.9 MEETING AND CAPACITY BUILDING TRAINING

A joint meeting of central and district level representatives was convened in 14

February 2011 that had reviewed the progress of SHNP activities, identified solutions of the problems encountered during program implementation, discussed the ways to make the

activities much effective and prepared and presented a joint Plan of Action. The Joint Plan of Action was furthered to the national workshop, collected and incorporated suggestions

72

received during the national workshop to submit it to the Department of Health Services and Department of Education as the 5-Year Plan of Action. The SHNP can gradually be

scaled up in other districts too if the Plan of Action is approved. Mr. Top Bahadur Shrestha and Mr. Mukti Singh Thakuri, District Education Officers

of Syangja and Sindhupalchowk respectively, and Mr. Krishna Bahadur Mijar, Public

Health Officer of Sindhupalchowk had participated in training on SHNP organized from 22 August to 7 September, 2011 in Japan.

5.1.10 TRAINING AT DISTRICT AND VDC LEVEL The Project has conducted a training on School Improvement Plan (SIP) at district

and VDC levels in both the SHNP pilot project districts in the month Baisakh 2068 (April

2011). At the district level, Focal Persons of DHO and DEO, Resource Persons, School Supervisors and representatives from PHC/HP/SHP of the project VDCs participated in the training while Focal Teachers, Teachers, Head Teachers and representatives of SMC and

PTA of schools under concerned Resource Centers participated in the training conducted at the Resource Centers of selected VDCs.

5.1.11 NEW DIRECTORS, MANAGER AND PROJECT COORDINATOR During this Period, Mr. Murari Bahadur Karki has been appointed as the Director of

Administration Division, Department of Education and Dr. Shyam Raj Upreti has been

appointed as the Director of Child Health Division, Department of Health Services. Both the senior officers had also born the charge of the Directors of SHNP. Dr. Upreti had also

served as the Director of the Division in the past years too. Likewise, Ms. Sangita Regmi has been appointed as the Deputy Director of Department of Education, Education Materials Management Section. She was also the Program Manager of SHNP.

Ms. Naoko Ishii, SHN Project Coordinator, has been returned after completing her tenure of three years in June 2011 and replaced by Ms. Masayo Otani who joined her office in July 2011. Mr. Narayan Sreshtha, Field Project Coordinator of SHNP, has resigned from

his post from 15 September, 2011. 5.1.12 SHORT-TERM JAPANESE EXPERTS IN NEPAL

Three Japanese short term experts provided their expertise to SHNP during this period: Ms. Mayumi Katsube, Mr. Sohei Kokudo and Dr. Sachi Tomokawa. Ms. Mayumi Katsube assisted the Project in revising Monitoring and Supervision Guidelines, while Prof.

Kokudo worked to draft a legal framework for SHNP in Nepal. Dr. Tomokawa was responsible to review and suggest National SHNP Strategy and its Implementation

Guidelines. Prof. Kokudo has prepared a draft Legal Framework and submitted it to the

concerned authorities. Likewise Dr. Tomokawa reviewed the National SHNP strategy and its

Implementation Guidelines and shared it among high ranking officials and SHN Network member organizations and has proposed for revised version.

73

Coverage

CHAPTER VI CONCLUDING REMARKS

CHAPTER VI

Concluding Remarks

74

From the experiences, lessons learned from the field, and activities implemented through BPEP, PEP, EFA, SESP and other major programs, the SSRP has been designed and implemented throughout the country. EFA and SESP programs significantly contributed to improve the access to school education. Now SSRP has focused on quality education by improving learning achievement of students through improved teaching learning activities. In order to quality assurance, teacher's professional development, restructuring and revisiting RC's functions and responsibilities, capacity development at all levels, particularly at the local level have been the main priority of SSRP which was clearly reflected in ASIP/AWPB in the last fiscal year and in this report as well. Similarly, out of school children are the main concerns of the ministry. In the direction of addressing these issues; important activities such as operation of mobile schools, alternative education programs (SOP & FSP), mainstreaming of religious schools has been implemented and gained momentum at the district level. ECED program has contributed to reduce drop out rate and to increase retention in grade I. Likewise, the scholarship scheme has motivated hard core group children towards school education.

Despite the achievement aforementioned, there are still some challenges. About 4.5% of the school age children are still out of schools. They belong to the hard core group families and communities. It's a major challenge to bring them in the system.The following aspects need to be addressed in coming days. i) Enrollment of children in schools has improved significantly; however children from

hard core group are still out of school and they need to be identified and enrolled in the school. For this purpose, local government and local bodies need to be mobilized in the process of preparing Village Education Plan (VEP) and School Improvement plan to make it more practical and realistic.

ii) Scholarships have had a positive impact on enrollment and retention of children; but the voice is being raised from the stakeholders to make it need based, pro-poor targeted and more practical.

iii) The mainstreaming of religious schools is being seen encouraging; but the further expansion of the religious schools needs to be scrutinized critically.

iv) There is growing interest among schools and parents for the development of ECED. More efforts are needed to make ECED centers more functional.

v) The progress status of programs and activities implemented in the districts has improved significantly; but there is a need for intensive monitoring to assess the quality aspects regularly.

vi) Timely release of budget with authority letter accelerates the implementation of program both in the center and the districts level. Thus, there is the need to adapt the practice of releasing the budget on time.

vii) More than 90% of the budget goes to the schools which have had a positive impact on improvement of teaching learning situation at the school level; however the effective supervision and monitoring is still lacked at the local level.

viii) SSRP is already initiated in the country, but it is still to be carried out within the legal framework.

ix) Expansion of higher secondary school is rapid at present, but the question of quality and sustainability is equally raised and need to be addressed.

x) Supplies of teachers are met thgrough Rahat and PCF grants; however it has created a sort of confusion and incertainity among teachers. There is more pressure of creating approved positon for the settlement of the problem.

xi) Data verification needs to be more focused and practical and make special team for this purpose in the districts. Likewise, a high level team from center level needs to be mobilized for the same purpose.

75

REFERENCES

World Bank (2007). Document of The World Bank (for official use only (Human Development Unit, South Asia Region, January 17, 2007)

DOE (2064). Second Higher Education Project, Karya Pranali Nirdeshika. Sanothimi: Author

DOE (2010). Status Report. Sanothimi: Author.

DOE (2009). Annual Strategic Implementation Plan, Annual Work Plan and Budget, Fiscal year 2010-11. Sanothimi: Author.

MOE (2009). School Sector Reform Plan. Kathmandu: Author. DOE (2010). Financial Monitoring Report 2010-11. Sanothimi: Author. DOE (2008). Social Audit Guideline 2008. Sanothimi: Author

DOE (2010). Flash Report 2011, Sanothimi: Author. DEO, Dang (2068 B.S.). ShaiKshik Samachar: Author DEO, Dolakha (2068 B.S.). Shiksha Prawaha: Author.

DEOs, 71 districts (2068 B.S). Status Report: Author DEO, Ilam (2068 B.S). Progress Report of Innovative work: Author

76

Annex I Ministry of Education

Department of Education Sanothimi, Bhaktapur

Central Level Progress F.Y. 2067/068

BHN: 65-3/4-428

SN

Activities

Unit

Physical Annual Progress

Target

Physical

Budget Weightage Physical Progres expen

Financial Progress Weightage Target

Recurrent costs 370541 72.86 79 219943.38 59 57.39

1 Early Childhood Education and Development

40 0.01 100 28.44 71 0.01

1.1 Meeting for ECD council and networking Times 4 40 0.01 100 28.44 71 0.01

2 Ensuring Access to all

51216 10.07 97 41703.18 81 9.74

2.1 Alternative Provision for ensuring the access in Basic Education

300 0.06 100 190 63 0.06

2.1.1 Laingik Samabikash (journal) Publication Copy 1,000 200 0.04 100 90 45 0.04

2.1.2 Meeting for girls education networking Number 3 100 0.02 100 100 100 0.02

2.2 School Outreach Programme (SOP)

0 0

0

0

2.2.1 Five days training of trainers on alternative schooling program for district level officers

Person

0 0

0

2.3 Flexible School Programme(FSP)

4274 0.84 100 3536 83 0.84

2.3.1 Printing and distribution of textbook, teachers' guide, training manual and reference materials of FSP

Set 77,000 4074 0.8 100 3336 82 0.8

2.3.2 Development and revision of FSP Pre-service training Manual

Set 1 100 0.02 100 100 100 0.02

2.3.3 Development and revision of FSP reference materials Set 2 100 0.02 100 100 100 0.02

2.4 Open School Programme (Grade 6-8)

2377 0.47 100 1911 80 0.47

2.4.1 Development of Audio-Visual materials for Open schools grade 6-8 in English, Math and Science

Subject 3 728 0.14 100 699 96 0.14

2.4.2 Subjectwise Training on open education of Lower secondary level

Person 96 582 0.11 100 495 85 0.11

2.4.3 Printing and distribution of curriculum and teachers' guide of open school grade 6-8 (Level 'I' and 'II' )

Set 2 485 0.1 100 153 32 0.1

77

SN

Activities

Unit


Target

Physical Budget Weightage Physical Progres

expen Financial Progress

Weightage

2.4.4 Program Orientation for Teachers/HT of New Open Schools

Person 96 582 0.11 100 564 97 0.11

2.5 Nonformal primary school education for the adult women

2716 0.53 45 859 32 0.24

2.5.1 ToT for Non formal basic school facilitators (grade1-8 and 9-10)

Person 808 1746 0.34 50 737 42 0.17

2.5.2 Development, printing and distribution of curriculum,training manual and facilitators guides for nonformal basic level school teachers

set

3 970 0.19 35 122 13 0.07

2.6 Inclusive Education Programme

12154 2.39 99 10742.89 88 2.36

2.6.1 Orientation programme for the assessment centre co-ordinators and head teachers

Centre 40 480 0.09 100 473.58 99 0.09

2.6.2 Workshop on Inclusive Education for Resource Teachers

Person 60 702 0.14 100 549.32 78 0.14

2.6.3 Printing and ditribution of braile books for grade 5

1000 0.2 100 892.98 89 0.2

2.6.4 One week workshop on Sign language for resource teachers of deaf resource classes

Person 40 600 0.12 100 531.81 89 0.12

2.6.5 Inteaction programme for head teachers, SMC members of 'Gurukul, Ashram, Gumba /Bihar and Madrasas

Institution 3 600 0.12 100 450 75 0.12

2.6.6 Development, printing and distribution of textbooks in seven different mother tongue (Rajbhanshi, Sunuwar, Yakka, Mugali, Tamang, Dhimal and Magar)

Set

7000 1500 0.29 100 1500 100 0.29

2.6.7 Development, printing and distribution of reference materials in three different subject except the national framework of grade 3 of madarsha and grade 1 of Gurukul

Set

3 1000 0.2 100 1000 100 0.2

2.6.8 Printing and distribution of curriculam of grade 6-8 of Gurukul and grade 1-8 Madarsas.

Set 1500 728 0.14 100 728 100 0.14

2.6.9 Welcome to school and enrolment campaign programme (material development, programme design, workshop)

1200 0.24 100 889.63 74 0.24

2.6.10 Conduction of Madarsa's council meeting Time

700 0.14 75 409.07 58 0.1

78

SN

Activities

Unit


Target



Weightage

2.6.11 Conduction of Gumba/Bihar's council meeting Time

700 0.14 100 700 100 0.14

2.6.12 Conduction of Gurukul/Ashram's council meeting Time

700 0.14 100 638.58 91 0.14

2.6.13 Development, printing & distribution of Brossure (gender, inclusive, ECD, PCF, community managed school pomplet etc)

437 0.09 100 329.88 75 0.09

2.6.14 Five days orientation programme on MLE Programme implementing to the Stakeholders

Person 50 450 0.09 100 384.14 85 0.09

2.6.15 Primary level achievement test programme for the special needs children

3 485 0.1 100 436.6 90 0.1

2.6.16 Development, printing and ditribution of Grid for Sanskrit compulsary Subjects of grade 10

Subject 4 582 0.11 100 582 100 0.11

2.6.17 Development and printing Guideline of Multi Textbook

Number 500 290 0.06 100 247.3 85 0.06

2.7 Alternative provision for access improvement in secondary school education

29395 5.78 100 24464.29 83 5.78

2.7.1 SLC support program (Preparation of Support materials for Students and make available for private sector)

Subject 75 475 0.09 100 475 100 0.09

2.7.2 Improvement of external environment at DOE Number

1000 0.2 100 997.1 100 0.2

2.7.3 Piloting Compulsory basic education as a Model (Education gurantee scheme implementation program )

27350 5.38 100 22422.19 82 5.38

2.7.4 Teacher capacity development and materials preparation for Newly Opened Schools (Open school 9-10)

Centre 75 570 0.11 100 570 100 0.11

3 Literacy and continuous education

8653 1.7 98 6938 80 1.66

3.1 Non-formal/literacy education

8653 1.7 98 6938 80 1.66

3.1.1 Development and printing, distribution of reference materials for CLCs

Set

200 0.04 0 0 0 0

3.1.2 Printing and distribution of post literacy programme material ( Women II)

Set 60,000 4365 0.86 100 3947 90 0.86

3.1.3 Training of trainers of Post literacy and Women Literacy II for district level officer

Person 30 290 0.06 100 216 74 0.06

79

SN

Activities

Unit


Target



Weightage

3.1.4 Training of trainers of Women Literacy II new for district level officer

Person 30 485 0.1 100 443 91 0.1

3.1.5 Mother tounge (Tamang, Newar, Bhojpuri) textbook development of women literacy II programme

Set 3 290 0.06 100 290 100 0.06

3.1.6 Revising of Textbook of women literacy program Times 1 100 0.02 100 100 100 0.02

3.1.7 Development and printing the Record book for trainee of nonformal education training

Set 1 100 0.02 100 100 100 0.02

3.1.8 Printing and distribution of adult post literacy programme material

set 3,000 1455 0.29 100 769 53 0.29

3.1.9 Development and revision of textbook and reference materials for Adult Post literacy program

Set 2 290 0.06 100 280 97 0.06

3.1.10 Printing and distribution of ledger, pass-books for saving and credit group

Copy 1 878 0.17 100 641 73 0.17

3.1.11 Development and printing of reference material of Income Geneerating Program

Time 2 200 0.04 100 152 76 0.04

4 Improvement of educational quality

82479 16.22 73 54053.18 66 11.82

4.1 Research in different areas as follows: Subject

5 3700 0.73 100 2874.08 78 0.73

(a) Study of effectiveness on community managed schools (10 lakhs)

(b) Study on the EMIS ( 10 Lakhs)

( c) Study on girls' scholarship ( 6 lakhs)

(d) Other two areas as identified by the DOE ( 11 Lakh)

4.2 National Assessment for Grade 10 program 2400 0.47 100 1964 82 0.47

4.3 Procurement of services (Experts, Techinical support etc.)

1583 0.31 100 1506.12 95 0.31

4.4 Management of networking, email, internet, antivirus, databank update, and webhosting facilities including FTP, intrenet and web based software

1100 0.22 100 1089.18 99 0.22

4.5 Preparation/development and printing of flash report I and II

Copy

600 0.12 100 600 100 0.12

80

SN

Activities

Unit


Target



Weightage

4.6 Printing and distribution of guidelines, programme implementation guidelines, research reports FMR report, school record keeping format, Smarika, yearly reports,school textbook distribution guideline, mid day meal directive, community managed school concerned guideline of DoE

Copy

2400 0.47 100 2299.07 96 0.47

4.7 Workshop and Orientation programme for region and district on flash I, II data entry and report preparation , HW, SW, antivirus etc

Person

180 2200 0.43 100 2200 100 0.43

4.8 Finalization of competency based curriculum of grade 6-8 including content elaboration

Subject 8 1785 0.35 100 1785 100 0.35

4.9 Printing and distribution of 5 subjects teachers guide of grade 5 for Karnali zone

Copy 25000 1358 0.27 100 1358 100 0.27

4.1 Program monitoring costs for CDC

400 0.08 100 400 100 0.08

4.11 Strengthing library of CDC Centre 1 485 0.1 100 483.8 100 0.1

4.12 Program management for CDC Time

776 0.15 100 776 100 0.15

4.13 Revision, printing and distribution of Trainer's guide and resource material of trainers/student on oral exam management for English (distribution of CRC for private sector)

Person

2000 388 0.08 100 343 88 0.08

4.14 Two days Trainer's training for RED monitors on oral exam management for English SLC

Person 100 582 0.11 100 577 99 0.11

4.15 Two days Orientation programme for the district level trainer/teachers on oral exam of English

1600 2134 0.42 100 1592.31 75 0.42

4.16 Five days Workshop on test item writing for the question settors

Person 300 1455 0.29 95 1040 71 0.27

4.17 Public Private partnership programme for enhancement of educational management

Time

900 0.18 75 533.27 59 0.13

4.18 Strengthaning of Information display centre at the DOE

Centre

100 0.02

0 0

4.19 Improvement of Performance Management System (PMS) of DOE , RED and DEOs

Centre

400 0.08 100 400 100 0.08

81

SN

Activities

Unit


Target



Weightage

4.2 Bulletin and educational newsleter publication (12 Times) for the purpose of information knowledge sharing

Copy

770 0.15 90 577.03 75 0.14

4.21 Support to school mapping programme District

7742 1.52 100 7039.8 91 1.52

4.22 Networking and updating of regular educational programme, monitoring, financial and budget management, emails, web based etc

7200 1.42 15 175 2 0.21

4.23 Preparation currriculum framework for Grade 9-12 (Technical/General and Sanskrit, Gurukul and Gumba)

Subject 20 1000 0.2 100 1000 100 0.2

4.24 Revision, Printing and distribution of Grade 6 textbook for Piloting

Subject 8 2037 0.4 100 2037 100 0.4

4.25 Development of resource material for curriculam development and implementation

Time

290 0.06 100 290 100 0.06

4.26 Printing, distribution and dissimination of Grade 6 textbook for Piloting

Subject

2425 0.48 100 2425 100 0.48

4.27 Development of textbook Austrology of grade 10 and grade 6 compulsory sanskrit grammar

3 582 0.11 100 582 100 0.11

4.28 development of ECD minimum enabling conditions indicator for district level.

75 300 0.06

0 0

4.29 Research of grade 9-10 textbook practice on inclusion aspect

Subject 3 500 0.1 100 449.4 90 0.1

4.3 Social science teacher resource material development

Subject 1 200 0.04

0 0

4.31 Development, printing and distribution of local curriculum , resource and training maerials ; Technical support for the preparation and implementation of local curriculum

Person

100 1500 0.29 100 1500 100 0.29

4.32 Workshop for writers on textbook writing Person

485 0.1 100 366.4 76 0.1

4.33 Local technique collection and publication Times 1 290 0.06 100 240.3 83 0.06

4.34 Local games audio video material production Times 1 200 0.04 100 189.9 95 0.04

4.35 Grade1-5 textbook digitaization and uploading to websites

Subject

1164 0.23 100 1112 96 0.23

82

SN

Activities

Unit


Target



Weightage

4.36 Practical resource material development(Math,scienceand nepali) secondary level

Subject 3 970 0.19 100 909.4 94 0.19

4.37 Grade1-3 english audio visual material development Set 3 200 0.04

0 0

4.38 Update National Curriculum Framework as per SSRP context (Competency based)

Time 1 1000 0.2 100 937.5 94 0.2

4.39 Development of English reference material for Multigrade teaching

Time 1 290 0.06 100 290 100 0.06

4.4 Development of the school education standards based on the NCF

Time 1 300 0.06 100 285.7 95 0.06

4.41 Transportation cost (DOE) 1 300 0.06 100 281 94 0.06

4.42 Digitization of SLC question Bank Person

194 0.04

0 0

4.43 3 days orientation for markers and scrutinizers Person 1000 2425 0.48 100 2425 100 0.48

4.44 Feasibility study on Letter Grading System Time 1 275 0.05

0 0

4.45 Orientation at 5 region for strengthaning of Grade 8 examination

Person 80 776 0.15 100 545 70 0.15

4.46 Workshop for the question settors of Grade 8 examination at district level

Person 75 3880 0.76 100 3178.31 82 0.76

4.47 Annual publicaition "Parikchhya" Time 1 100 0.02 100 100 100 0.02

4.48 Analysis of subject test item used in grade 8 exam 6 388 0.08 100 320 82 0.08

4.52 Strenthaning of library at OCE (Books related Examination)

Times 1 200 0.04 100 184 92 0.04

4.53 Development of strategies paper on the educational material and extra currucular activities

Times 1 350 0.07 75 180.5 52 0.05

4.54 Program for the developemnt of quality standards for school education and child friendly school indicators

Person

4000 0.79

0 0

4.55 Colaboration with journalist about quality education and sharing of good practices of schools initiatives

400 0.08 100 281.12 70 0.08

4.56 National Assessment on Student Achievement (NASA) ( Achievement test of grade 3, 5 and 8)

15000 2.95 30 4331 29 0.88

5 Teacher and education development

23481 4.62 100 19420.23 83 4.62

83

SN

Activities

Unit


Target



Weightage

5.1 Development of teacher training curriculum, materials and for the teachers of special needs education

Type 3 285 0.06 100 285 100 0.06

5.2 RC based TPD module Multilingual teacher training programme (development of training material also)

Centre 150 800 0.16 100 721.74 90 0.16

5.3 Teacher training and examination record update, management, examination of long term training

Person 17067 863 0.17 100 862.03 100 0.17

5.4 Research study on NCED restructuring / performance based system (continuation of last FY)

1 950 0.19 100 939.09 99 0.19

5.5 Research study on institutional capacity and restructuring

Type 1 475 0.09 100 475 100 0.09

5.6 Program management cost for NCED and ETCs Centre 35 4500 0.88 100 4500 100 0.88

5.7 Publication of Newsletter and Journal from NCED Time 1 760 0.15 100 760 100 0.15

5.8 Teacher management program in the context of SSRP

Times 1 400 0.08 100 348.83 87 0.08

5.9 Development of 10 model reference materials for TPD/HT training Hub

Type 10 950 0.19 100 949.99 100 0.19

5.1 Enhancement and developmental program of teachers proffessional quality enhancement for Basic and Secondary Level

Time 1 5125 1.01 100 1366.89 27 1.01

5.11 Development of Training course framework of 10 month in-service training for Institutional School's Teachers for conducting by Private Agencies

Time

1 475 0.09 100 475 100 0.09

5.12 Product and broadcast the 10 months educational training by distance mode for remaining 1.8% teachers

Person 1,000 713 0.14 100 637 89 0.14

5.13 Development and conduct online/offline proffessional development course for RC/Roaster/Traininer (Upto 3 months)

Person 20 475 0.09 100 475 100 0.09

5.14 Materials development to conduct training for MLE teacher at ETC/RC

Type 0 0 0

0

5.15 Revising management training materials and development & conduct refresher training materials for all level

Type 10 375 0.07 100 290.9 78 0.07

84

SN

Activities

Unit


Target



Weightage

5.16 Printing and transportation of different types of Training/Planning/Research materials

Type

4025 0.79 100 4023.78 100 0.79

5.17 On the spot technical support for training at ETC/RC by NCED/RED

Type 75 2025 0.4 100 2025 100 0.4

5.18 Development and Revision of training resouce materials for Traditional Schools (Gumba, Madarsa, Gurukul) as TPD module

Type 2 285 0.06 100 285 100 0.06

6 Capacity development for the effective service delivery

128133 25.19 63 45385.46 35 15.78

6.1 Education Review Office Centre

6000 1.18 100 5039 84 1.18

6.2 Development, printing and distribution on certificate management

Person 5 200 0.04 100 200 100 0.04

6.3 Capacity building at DoE level Centre 1 3400 0.67 15 304.19 9 0.1

6.4 Framework preparation Capacity development of MOE

1 100 0.02 100 100 100 0.02

6.5 Capacity building at NCED and ETC level Centre 31 2700 0.53 100 2700 100 0.53

6.6 Physical facilities improvement of NCED Centre 1 950 0.19 100 943.22 99 0.19

6.8 Technical meeting, workshop, seminar for the Purpose of planning, programming, implementation

Centre 2 1500 0.29 100 1485.67 99 0.29

6.9 Strengthaning the library of NCED Centre 1 475 0.09 100 422.73 89 0.09

6.1 Institutional capacity development of CDC Centre 1 388 0.08 35 115.1 30 0.03

6.11 Institutional development of OCE Centre 1 700 0.14 100 696 99 0.14

6.12 Institutional development of NFEC Centre 1 200 0.04 100 200 100 0.04

6.13 Organization of donor mission Time 2 300 0.06 100 248.87 83 0.06

6.14 Management training (30 working days) programme for the class III officers under MOE

Person 40 1444 0.28 100 1439.74 100 0.28

6.15 Highe class seminar on educational Issues Person 50 475 0.09 100 475 100 0.09

6.16 Management training (30 working days) programme for the class II officers under MOE

Person 20 760 0.15 100 226.96 30 0.15

6.17 Development, printing and distribution of CAS Orientation manual for the teachers at RC level

Copy 75 1600 0.31 100 1557 97 0.31

85

SN

Activities

Unit


Target



Weightage

6.18 Continuous maintenance of electronic equipment of DOE (photocopier, fax, computer etc)

700 0.14 100 700 100 0.14

6.19 EMIS for MOE Copy

400 0.08 100 400 100 0.08

6.2 Coordination and Technical support utilization ( FACS MOE)

300 0.06 100 300 100 0.06

6.21 Progress report preparation and orientation for MOE Copy

150 0.03 100 150 100 0.03

6.22 Follow up and monitoring (MOE) Time

150 0.03 100 150 100 0.03

6.23 Preparation of annual program and MTEF (MOE) Time

500 0.1

500 100 0

6.24 Development, distribution and dissimination of material, CRC preparation SIP, School mgmt, audit, monitoring, (for RP, SS, DEC's members etc.)

3500

0 0

6.25 Printing and orientation of resource material for SMC members, SIP, School management, audit, school accounting system, management and monitoring

46000

0 0

6.26 (a) Restructuring of Basic education and incentives for school merging

18250 3.59 0 0

6.26 (b) Piloting Integrated Secondary education (9-12) as per SSRP 5 districts

31250 6.14 100 14116.4 45 6.14

6.27 Policy and regulation reform program as per the SSRP:

850 0.17 100 417.93 49 0.17

a) Development of Integrated Act ( 2 lakh)

b) Integrated Exasmination system framework development ( 1.5 Lakh)

c) Development the regulatory framework/guideline for the institutional schools (1.5 lakh)

d) Facilitation for the teacher redeployement for 5 districts (5 lakh)

6.28 Preparation for Higher secondary school integration

400 0.08

0 0

6.29 Teacher management (Record update, data verification)

300 0.06 100 286.18 95 0.06

6.3 Grants for targeted community HSS on physical development (Class 11-12)

0

0

6.30.3 Scholarship for science students for target

45000 8.85 50 9100 20 4.42

86

SN

Activities

Unit


Target



Weightage

6.31 Implementation of Institutional Capacity Building (ICB) action plan, Preparation guideling to conduct expanding PMS based on Client Satisfaction Survey (CSS), Additional proffessional training.

Type

2 950 0.19 100 840.65 88 0.19

6.32 Development resource materials to conduct leadership development training for Teacher's Organizations representatives

type 2 190 0.04 100 190 100 0.04

6.33 One week refresher training for the 2nd and 3rd Class officers working under MOE

Person 20 285 0.06 100 198.85 70 0.06

6.34 Central and Regional level orientation on Procurement plan

Time 2 350 0.07 100 140.6 40 0.07

6.35 Regional level Workshop for Program Officers for preparing Status/FMRs

Time

900 0.18 95 691.83 77 0.17

6.36 School acrediation guidelines simplification, SIP/Head Teacher guidelines, School Management orientation program

Person

1300 0.26 50 431.91 33 0.13

6.37 Orientation program on the school physicaL facilities improvement

Person

300 0.06 100 300 100 0.06

6.38 Orientation school erthquake safety program for Engineers/Sub-Engineers, Teachers, SMC members etc

Number

2000 0.39 100 317.63 16 0.39

6.39 Rectofitting materials printing

300 0.06

0 0

6.4 Consultancy service for rectofitting

2116 0.42

0 0

7 School management and monitoring

73839 14.52 91 49741.02 67 13.24

7.1 Development, printing and distribution of Program monitoring indicators, complience and performance, monitoring guideline etc.( DEO,RED, RC, School)

500 0.1 100 443.49 89 0.1

7.2 Programme monitoring

17862 3.51 100 16611.34 93 3.51

7.3 ASIP/AWPB preparation and programming Time 1 200 0.04 100 200 100 0.04

7.4 Improvement and strengthing the financial management

Programme

270 0.05 65 149.16 55 0.03

7.5 10 days job induction training for the newly appointed class three offices of education service

Person

475 0.09 100 449.3 95 0.09

87

SN

Activities

Unit


Target



Weightage

7.6 Periodic review and progress report on the programs ( Social audit, Scholarship distribution, Classroom construction, Textbooks distribution, PCF, School accrediations, financial audit, program monitoring, Inclusiveness, implementation of the recommendations of reports, Performance evaluation ECD and other)

Person

1300 0.26

0 0

7.7 Advocacy programme through mass media Times

8500 1.67 50 3307.66 39 0.84

7.8 Programme for DoE to organize workshops at different levels , orientiation, review meetings, planning, programming, thematic workshop, taskforce, networking with partners, council, central level agencies also

Time

3 11900 2.34 100 6105.14 51 2.34

7.9 Consultation meeting with various agencies as in different time as required (NPC, MOE, CLA etc.)

300 0.06 100 77.94 26 0.06

7.1 Allowance/salary for the employees appointed in the contract basis

Person

5500 1.08 100 3937.77 72 1.08

7.11 Salary for the permanent personnel deputed as project/development employee, SSR scretariate

Person

6607 1.3 100 4868.86 74 1.3

7.12 Salary and allowances of program support staff of NCED

Person

12500 2.46 100 7239.92 58 2.46

7.13 Management and implementation of ICT in education

Person

3500 0.69 75 2151.18 61 0.52

7.14 Program for working jointly with Journalists for the implementation of SSRP

500 0.1 100 500 100 0.1

7.15 Program management cost Time

1800 0.35 100 1793.61 100 0.35

7.16 English Language Teaching Survey Time 1 500 0.1 100 500 100 0.1

7.17 Free textbook management and monitoring committee meeting

Times

100 0.02 100 100 100 0.02

7.18 Fee monitoring, report preparation and dissemination Times

200 0.04 100 173.55 87 0.04

7.19 Status report and FMR Preparation (FMR 3 times, Status Report 1 times)

500 0.1 100 500 100 0.1

88

SN

Activities

Unit


Target



Weightage

7.2 Project account preparation Times 4 175 0.03 100 174.1 99 0.03

7.21 Formative research program Times

500 0.1 100 308 62 0.1

7.22 Teacher management (school education section MOE)

Times

150 0.03 100 150 100 0.03

8 Incentive and support

2700 0.53 100 2673.88 99 0.53

8.1 Development of norms, standards for the implementation of multi-grade teaching and piloting to develop model school

Copy

2700 0.53 100 2673.88 99 0.53

9 PCF Non salary recurrent costs

0 0

0

Capital costs(65-4-428) 138025 27.14 100 116518.15 84 27.11

1 Early Childhood Education and Development 0

0

2 Ensuring Access to all 850 0.17 100 723.52 85 0.17

2.1 Procurement of equipments for the central level agencies, (DOE, CDC)

Set

600 0.12 100 473.52 79 0.12

2.2 Procurement of Laptop for MOE set 150 0.03 100 150 100 0.03

2.3 Procurement of equipments for NFEC 1 100 0.02 100 100 100 0.02


0


1675 0.33 90 1446 86 0.29

4.49 Procurement of LCD projectors for OCE 1 100 0.02

0 0

4.5 Procurement of Laptop for OCE District 1 75 0.01

0 0

4.51 Establishment of Rack for Answersheet of SLC exam Schools

1500 0.29 100 1446 96 0.29


0


135500 26.64 100 114348.64 84 26.64

6.1 Furniture for the RED, DEO, DOE

5000 0.98 100 4669.52 93 0.98

6.2 Procurement ot Vechiles Number 10 25000 4.92 100 24999.12 100 4.92

6.7 Mentainance of equipment of NCED Centre 1 500 0.1 100 500 100 0.1

6.3 Grants for targeted community HSS on physical development (Class 11-12)

0

0

89

SN

Activities

Unit


Target



Weightage

6.30.1 Physical facilities development

50000 9.83 100 42905 86 9.83

6.30.2 Establishment of Library and science lab

55000 10.81 100 41275 75 10.81

Total

508566 100 85 336461.53 66 85

Total EXP A+B 336461.53

PPR 85

FPR 66

90

Annex II Ministry of Education

Department of Education Sanothimi, Bhaktapur District Level Progress

F.Y. 2067/068 BHN: 65-3/4-815

SN

Developmental Activities

Unit

Target of F.Y. 2067/068 Annual Progress

Physical target

Budget Weight

Physical % Financial

Ü Weightage

Recurrent Expenditure(65-3-815)

11,137,237.84 69.45

96 10,535,441.63 95 66.52


680,629.60 4.24

100 662,649.85 97 4.23

1.1 Existing ECEDs Center

656,396.00 4.09

100 642,656.59 98 4.09

1.1.1 Remuneration for facilitators (Mountain regions)

Person 1,116 29,005.60 0.18 1,116 100 28,183.20 97 0.18

1.1.2 Remuneration for facilitator (Others) Person 25,667 600,607.40 3.75 25,655 100 588,021.16 98 3.74

1.1.3 Educational materials management cost

Centre 26,783 26,783.00 0.17 26,672 100 26,452.23 99 0.17

1.2 New ECED centre Centre

24,233.60 0.15

91 19,993.26 83 0.14

1.2.1 Remuneration for facilitator (Mountain regions)

Person 60 357.60 0.00 56 93 291.61 82 0.00

1.2.2 Remuneration for facilitator (others) Person 1,940 10,476.00 0.07 1,709 88 7,532.73 72 0.06

1.2.3 Establishment cost Centre 2,000 2,000.00 0.01 1,883 94 1,787.89 89 0.01

1.2.4 Educational materials management cost

Centre 2,000 2,000.00 0.01 1,863 93 1,768.00 88 0.01

1.2.5 Facilitators' training Person 2,000 9,400.00 0.06 1,879 94 8,613.03 92 0.06

2 Ensuring access to school education

326,433.05 2.04

91 278,150.79 85 1.86

2.1 Basic Education 291,931.05 1.82

92 248,251.28 85 1.67

2.1.1 Alternative provision for basic education

101,348.53 0.63

91 86,201.22 85 0.57

2.1.1.1 School outreach program (Existing)

Centre 398 13,955.90 0.09

100 13,519.40 97 0.09

2.1.1.1.1 Remuneration for facilitators Centre 403 10,006.00 0.06 403 100 9,883.06 99 0.06

91

SN


Unit


Physical target

Budget Weight


Ü Weightage

2.1.1.1.2 Textbooks and SIP Supports to mother school based on no. of student

Student 8,021 3,949.90 0.02 7,920 99 3,636.34 92 0.02

2.1.1.2 School outreach program (New) Centre - - -

-

-

2.1.1.2.1 Remuneration for facilitators Centre - - - -

-

0.00

2.1.1.2.2 Textbooks and SIP Supports to mother school based on no. of student

Student - - - -

-

0.00

2.1.1.2.3 Training Centre - - - -

-

0.00

2.1.1.2.4 Establishment cost Centre - - - -

-

0.00

2.1.1.3 Flexible schooling program (Existing)

Centre 698 23,328.60 0.15

89 20,594.18 88 0.13

2.1.1.3.1 Remuneration for facilitators Centre 698 16,558.00 0.10 653 94 15,307.98 92 0.10

2.1.1.3.2 Textbooks and SIP Supports to flexible school based on no. of student

Student 13,960 6,770.60 0.04 10,960 79 5,286.20 78 0.03

2.1.1.4 Flexible schooling program (New) Centre 168 4,208.84 0.03

83 3,226.05 77 0.02

2.1.1.4.1 Remuneration for facilitators Centre 168 1,008.00 0.01 137 82 619.10 61 0.01

2.1.1.4.2 Establishment cost Centre 168 336.00 0.00 141 84 282.00 84 0.00

2.1.1.4.3 Textbooks and SIP Supports to flexible school based on no. of student

Student 3,360 1,629.60 0.01 2,740 82 1,274.85 78 0.01

2.1.1.4.4 Training Centre 168 1,235.24 0.01 142 85 1,050.10 85 0.01

2.1.1.5 Open school (grade 6-8) operation Level 1

Centre

5,385.30 0.03

82 4,330.77 80 0.03

2.1.1.5.1 Remuneration for resource teachers Centre 37 2,131.20 0.01 35 95 2,016.00 95 0.01

2.1.1.5.2 Head teachers allowance Centre 37 222.00 0.00 35 95 210.00 95 0.00

2.1.1.5.3 Remuneration for assistant Centre 37 266.40 0.00 35 95 251.60 94 0.00

2.1.1.5.4 Stationary cost for students Centre 37 370.00 0.00 35 95 350.00 95 0.00

2.1.1.5.5 Stationary cost for schools Centre 37 185.00 0.00 35 95 175.00 95 0.00

92

SN


Unit


Physical target

Budget Weight


Ü Weightage

2.1.1.5.6 Educational materials Centre 37 185.00 0.00 35 95 170.28 92 0.00

2.1.1.5.7 Support to school for the management of library to ensure every student access to textbooks for level I and II

Centre

37 740.00 0.00 35 95 723.89 98 0.00

2.1.1.5.8 Text book for open schools(per student)

student 1,486 1,285.70 0.01 600 40 434.00

0.00

2.1.1.6 Open school (grade 6-8) operation Level 2

Centre

1,272.80 0.01

91 1,119.40 88 0.01

2.1.1.6.1 Remuneration for resource teachers Centre 37 532.80 0.00 33 89 474.40 89 0.00

2.1.1.6.2 Stationary cost for students Centre 37 370.00 0.00 34 92 325.00 88 0.00

2.1.1.6.3 Stationary cost for schools Centre 37 185.00 0.00 34 92 160.00 86 0.00

2.1.1.6.4 Educational materials Centre 37 185.00 0.00 34 92 160.00 86 0.00

2.1.1.7 Nonformal primary school: Education for adult women (grade 1-8 )

Centre 758 50,622.10 0.32 683 90 40,875.42 81 0.28

2.1.1.8 Operation of mobile schools School 2 700.00 0.00 2 100 700.00 100 0.00

2.1.1.9 School welcome program District 75 1,875.00 0.01 75 100 1,836.00 98 0.01

2.1.2 Inclusive education program

150,698.52 0.94

95 134,103.07 89 0.90

2.1.2.1 Existing Resource class operation Class 360 17,950.00 0.11 358 99 17,155.30 96 0.11

2.1.2.2 Assessment centre operation Centre 62 1,922.00 0.01 61 98 1,865.57 97 0.01

2.1.2.3 Scholarship for disabled students (grade 1-8)

Person 66,635 75,973.98 0.47 62,282 93 64,723.81 85 0.44

2.1.2.4 Scholarship for primary level students from targetd groups (from 22 janajati including marginalized groups)

Student

108,046 52,942.54 0.33 104,157 96 48,615.65 92 0.32

2.1.2.5 Management cost for Gender Subject District 75 450.00 0.00 68 91 378.00 84 0.00

2.1.2.6 Co curricular activities for disabled student

Student 73 1,460.00 0.01 69 95 1,364.73 93 0.01

93

SN


Unit


Physical target

Budget Weight


Ü Weightage

2.1.3 Piloting compulsory basic education including educational program for guarantee scheme and support to needy children

Student

1 130.00 0.00 1 100 130.00 100 0.00

2.1.4 Grants support to religious institutions (Gurukul, Ashram, Madarsha, Gumba and Bihar) - only for those institutions having less than 50 students

Number

1,529 39,754.00 0.25 1,234 81 27,817.00 70 0.20

2.2 Secondary Education

34,502.00 0.22

89 29,899.51 87 0.19

2.2.1 Alternative Provision for Secondary Education

22,534.00 0.14

89 19,280.44 86 0.12

2.2.1.1 Grants for open education (grade 9-10) operation

School 85 9,350.00 0.06 82 96 8,972.14 96 0.06

2.2.1.2 Grants for schools for special need students (blind schools - 6 and deaf schools - 7)

School 13 3,409.00 0.02 13 100 3,388.30 99 0.02

2.2.1.3 Nonformal secondary education for adult women (grade 9-10)

Center 50 3,500.00 0.02 36 72 2,068.00 59 0.02

2.2.1.4 Grants support to religious secondary schools (Gurukul, Ashram, Madrasha, Gumba and Bihar)

School

60 6,275.00 0.04 48 80 4,852.00 77 0.03

2.2.2 Secondary Education : Inclusive Education Program

11,968.00 0.07

90 10,619.07 89 0.07

2.2.2.1 Partnership between high performing and low performing community schools for improving the SLC results of low performing schools

School

418 10,603.00 0.07 370 89 9,254.07 87 0.06

2.2.2.2 Survey of Physically disabled student ( Kailali District)

School 1 1,365.00 0.01 1 100 1,365.00 100 0.01

3 Literacy and continuing education

172,950.75 1.08

94 156,312.01 90 1.01

3.1 Operation of community learning centre

Center 206 10,300.00 0.06 198 96 9,499.00 92 0.06

3.2 Adult literacy II Class 3,000 30,377.25 0.19 50.0 90 26,686.98 88 0.17

94

SN


Unit


Physical target

Budget Weight


Ü Weightage

3.2.1 Training Class 3,000 5,859.00 0.04 2,800 93 5,300.36 90 0.03

3.2.2 Remunaration for facilitators Class 3,000 293.25 0.00 2,580 86 238.93 81 0.00

3.2.3 Incentive allowance Class 3,000 18,000.00 0.11 2,680 89 15,822.00 88 0.10

3.2.4 Remunaration for local motivators Class 3,000 1,125.00 0.01 2,560 85 937.50 83 0.01

3.2.5 Stationary cost Class 60,000 4,500.00 0.03 53,600 89 3,878.19 86 0.03

3.2.6 Transportation cost Class 3,000 600.00 0.00 2,640 88 510.00 85 0.00

3.3 Women literacy II Class 3,000 51,000.50 0.32

90 43,430.25 85 0.29

3.3.1 Training for volunteers Class 3,000 5,862.00 0.04 2,770 92 5,388.85 92 0.03

3.3.2 Training for local motivators Class 3,000 289.50 0.00 2,600 87 237.53 82 0.00

3.3.3 Incentive allowance Class 3,000 36,000.00 0.22 2,690 90 30,325.32 84 0.20

3.3.4 Remunaration for local motivators Class 3,000 2,250.00 0.01 2,660 89 1,829.25 81 0.01

3.3.5 Stationary cost Class 60,000 6,000.00 0.04 53,800 90 5,142.30 86 0.03

3.3.6 Transportation cost Class 3,000 599.00 0.00 2,690 90 507.00 85 0.00

3.4 Income generating program Group 2,500 81,273.00 0.51

98 76,695.79 94 0.49

3.4.1 Training for Saving and loan Group 2,500 7,670.00 0.05 2,418 97 7,336.59 96 0.05

3.4.2 Subjective Training Group 2,500 42,030.00 0.26 2,440 98 40,005.44 95 0.26

3.4.3 Seed Money Group 2,500 25,000.00 0.16 2,444 98 23,350.00 93 0.15

3.4.4 Remunaration for motivators Group 250 6,448.00 0.04 247 99 5,891.76 91 0.04

3.4.5 Materials for motivators Group 250 125.00 0.00 243 97 112.00 90 0.00

4 Enhancing educational quality

3,560,240.13

22.20

97

3,406,143.72

96 21.63

4.1 Grants support to schools for

3,505,403.83 21.86

97 3,352,396.99 96 21.29

4.1.1 Management of multi-grade teaching in identified schools

School 25 1,250.00 0.01 25 100 1,250.00 100 0.01

4.1.2 Management of multi-lingual education in identified schools

School 21 210.00 0.00 21 100 210.00 100 0.00

4.1.3 Grants for basic school having inadequate minimum learning environment

School -

-

-

-

- 0.00

95

SN


Unit


Physical target

Budget Weight


Ü Weightage

4.1.4 Grants for the better performing basic schools

School - - - -

-

0.00

4.1.5 Management of mid day meal based on number of students - Karnali zone

Student 28,408 85,224.00 0.53 28,408 100 83,967.00 99 0.53

4.1.6 Management of mid day meal based on number of students - 14 districts

Student 239,500 574,800.00 3.58 236,410 99 512,045.32 89 3.54

4.1.7 Strengthaning school nutrition program in partnership with other agencies

School 14 140.00 0.00 14 100 140.00 100 0.00

4.1.8 Strengthaning of student evaluation & continuous evaluation/ assessment

Student 3,000,000 150,000.00 0.94 2,821,390 94 140,836.14 94 0.88

4.1.9 Strengthaning grade 8 examination Student 386,659 34,799.31 0.22 387,579 100 34,631.59 100 0.22

4.1.10 Grants to schools (grade 1-5) for free textbooks based on PCF

Student

748,141.38 4.67

96 713,548.34 95 4.46

4.1.10.1 Grants to schools (grade 1) for free textbooks based on PCF

Student 1,373,149 195,784.46 1.22 1,250,251 91 182,207.38 93 1.11


Student 864,963 123,776.37 0.77 832,417 96 117,653.69 95 0.74


Student 760,403 133,180.69 0.83 740,516 97 127,567.57 96 0.81


Student 714,275 149,776.44 0.93 691,811 97 144,327.52 96 0.90


Student 642,501 145,623.42 0.91 632,223 98 141,792.17 97 0.89


Student

513,505.19 3.20

98 504,564.60 98 3.14


Student 513,810 192,427.76 1.20 501,252 98 189,979.39 99 1.17


Student 445,082 167,077.43 1.04 438,049 98 163,810.01 98 1.03


Student 421,317 154,000.00 0.96 414,572 98 150,775.21 98 0.94

96

SN


Unit


Physical target

Budget Weight


Ü Weightage


Student

377,693.17 2.36

92 344,846.88 91 2.17


Student 384,987 213,871.42 1.33 354,005 92 194,536.93 91 1.23


Student 325,037 163,821.75 1.02 300,802 93 150,309.95 92 0.95


Student 17,441 12,643.82 0.08 16,655 95 11,712.62 93 0.08

4.1.14 PCF salary: Grant support to schools (based on teacher student ratio grade 1-8)

Student 162,887 435,415.95 2.72 162,842 100 434,953.41 100 2.71

4.1.15 PCF salary: Grant support to schools (based on teacher student ratio grade 8-10)

Student 195,616 571,581.01 3.56 195,066 100 569,691.09 100 3.55

4.2 Support to districts for

54,836.30 0.34

99 53,746.73 98 0.34

4.2.1 The management of Flash Report, FMR Report, Status Report preparation and dissemination

District 80 16,600.30 0.10 80 100 16,454.59 99 0.10

4.2.2 Program orientation at district level in patnership with Journalists, Teacher organizations, NGOs, CBOs, PTAs)

District

75 7,500.00 0.05 75 100 7,303.77 97 0.05

4.2.3 Management cost of District Curriculum Committee

District 80 2,100.00 0.01 78 98 1,997.39 95 0.01

4.2.4 Orientation to school teachers on local curiculum at district/resource center level

District 692 692.00 0.00 692 100 672.00 97 0.00

4.2.5 Orientation program for school teachers on grade 5 curriculum and CAS

Person 25,120 25,000.00 0.16 24,651 98 24,466.98 98 0.15

4.2.6 Support to the RED and district for Action research

District /Region

80 1,600.00 0.01 78 98 1,508.00 94 0.01

4.2.7 Public Private Partnership program in school education

48 1,344.00 0.01 48 100 1,344.00 100 0.01

97

SN


Unit


Physical target

Budget Weight


Ü Weightage

4.2.8 Learning achievement of grade 3, 5 and 8 (National Assessment of Student achievement, NASA)

- - - -

-

0.00

5 Teacher Education and Development

269,949.14 1.68

93 252,018.78 93 1.56

5.1 Conduction of TPD module at RC Level (10 days)

Person 86,901 251,268.18 1.57 80,665 93 234,140.58 93 1.45

5.2 Leadership development training for HT including institutional schools - 30 days

Person - - - -

-

0.00

5.3 Capacity development program for the teachers of newly established secondary level open school

Person

- - - -

-

0.00

5.4 TPD training module at RC/LRC level -10days

Person 5,523 18,680.96 0.12 5,141 93 17,878.20 96 0.11

5.5 ToT program on TPD for the leadership development of HT

Person - - - -

-

0.00

5.6 Technical Backstopping/ Post training support by the resource person and rosters of ETC and LRC

Person

- - - -

-

0.00

5.7 Updating of Regional TPD plan from ETC A

Person - - - -

-

0.00

5.8 Printing and distribution TPD module / ETC hub material for the 6 training hub from ETC A

Person - - - -

-

0.00

5.9 Field based technical audit and monitoring support to TPD/HT by DEO in Hub cluster.

Person - - - -

-

0.00

5.10 Piloting of basic level ICT training for the teachers

Person - - - -

-

0.00

5.11 Multilingual teacher training at ETC level

person - - - -

-

0.00

5.12 Action research and design on different subject about training in ETC level

ETC - - - -

-

0.00

98

SN


Unit


Physical target

Budget Weight


Ü Weightage

5.13 Journal and Bulletin Publication at Training Center

ETC - - - -

-

0.00

5.14 TPD module based training for the religious schools (Gumba Madrasa, Gurukul etc)

Person - - - -

-

0.00

5.15 10 days Teacher training for the multigrade schools -ETC selected by DOE

Person - - - -

-

0.00

5.16 10 days refresher training for resource person of special need school at ETC level - selected by DOE

Person

- - - -

-

0.00

6 Capacity development for the effective sevice delivery

- -

-

-

6.1 ICBP and Training implementation of Action plan, Extension of PMS based on CSS Client Satisfaction Survey, preparation of guideline

ETC

- -

-

0.00

6.2 Physical facilities improvement of NCED and maintenance

- - - -

-

0.00

6.3 Procurement of different goods and maintenance

ETC - - - -

-

0.00

6.4 Conduction of workshop for TPD and HT training implementation with DEOs.

ETC - - - -

-

0.00

6.5 Procurement of Books for ETCs centre - - - -

-

0.00

6.6 Training for Teacher Professional Union 's members and leadership development.

Person - - - -

-

0.00

6.7 One month training for technical assistance

Person - - - -

-

0.00

7 School management & monitoring

730,723.22 4.56

83 553,342.54 76 3.77

7.1 Districts

322,017.22 2.01

98 281,352.01 87 1.97

99

SN


Unit


Physical target

Budget Weight


Ü Weightage

7.1.1 Support for the monitoring and evaluation from the districts

District/ RED

80 5,298.00 0.03 80 100 5,258.47 99 0.03

7.1.2 Planning and pogarm preparation (ASIP, DEP, VEP, SIP)

District/ RED

80 8,000.00 0.05 80 100 7,655.54 96 0.05

7.1.3 Support to districts for the publication of educational bulletin and newsletter

District 80 2,400.00 0.01 79 99 2,348.32 98 0.01

7.1.4 Support for the management of email, internet and Antivirus program

District 80 1,600.00 0.01 80 100 1,561.42 98 0.01

7.1.5 Support for pilot districts on ICT in education

District 6 1,200.00 0.01 6 100 1,200.00 100 0.01

7.1.6 Remuneration/allowances for RP substitute teachers, engineers and sub engineers

Person 1,237 220,929.14 1.38 1,230 99 192,655.79 87 1.37

7.1.7 Allowances for SS, RP teachers, engineers and sub-engineers

Person 1,654 52,460.08 0.33 1,507 91 41,645.42 79 0.30

7.1.8 Innovative activities based on district level proposal includng incentive support to districts based on ranking identified by REDs

District

80 22,650.00 0.14 78 98 21,637.15 96 0.14

7.1.9 Management cost for Lead Resource Centers

Center 46 3,680.00 0.02 44 96 3,632.38 99 0.02

7.1.10 Program management cost to districts

District 75 3,800.00 0.02 75 100 3,757.52 99 0.02

7.2 Resource Center

73,500.00 0.46

93 69,264.36 94 0.42

7.2.1 Support for strengthaning, supervision and monitoring to RC/RP and Supervisors

Center /person 1,470 73,500.00 0.46 1,363 93 69,264.36 94 0.42

7.3 School

335,206.00 2.09

66 202,726.17 60 1.38

7.3.1 Incentive grant support for decentralized school management/transfer

School 2,520 252,000.00 1.57 1,405 56 124,100.00 49 0.88

7.3.2 Grants support for school audit School 27,198 27,174.00 0.17 26,242 96 25,858.17 95 0.16

100

SN


Unit


Physical target

Budget Weight


Ü Weightage

7.3.3 Grants support for Capacity building of community managed schools

1,648 56,032.00 0.35 1,613 98 52,768.00 94 0.34

8 Incentives and support

1,803,197.37 11.24

95 1,719,456.61 95 10.69

8.1 Basic Education

1,378,577.80 8.60

97 1,327,036.17 96 8.34

8.1.1 Scholarship for Dalit (grade 1-8) Student 1,142,777 460,294.20 2.87 1,100,349 96 442,008.40 96 2.76

8.1.2 Girls' scholarship (grade 1-8) including karnali package

Girls 2,295,753 918,283.60 5.73 2,236,102 97 885,027.77 96 5.58

8.2 Secondary Education

424,619.57 2.65

89 392,420.44 92 2.35

8.2.1 Scholarship for the children of martyrs

Student 48 3,024.00 0.02 38 79 2,929.54 97 0.01

8.2.2 Capacity development and Scholarship for Kamlari

Student 6 24,629.00 0.15 5 83 19,539.80 79 0.13

8.2.3 Scholarship for Conflict affected children

Student 73 50,828.00 0.32 68 93 49,312.86 97 0.30

8.2.4 Scholarship for Remote Mountain hostel students

Student 437 7,866.00 0.05 413 95 7,434.00 95 0.05

8.2.5 Scholarship for feeder hostel students Student 400 6,000.00 0.04 400 100 5,917.55 99 0.04

8.2.6 Scholarship for model schools students

Student 148 3,514.00 0.02 148 100 3,496.00 99 0.02

8.2.7 Scholarship for model residential students in remote mountain

School 280 2,520.00 0.02 220 79 2,016.00 80 0.01

8.2.8 Remote Mountain hostels Operation costs

Student 7 1,323.00 0.01 7 100 1,323.00 100 0.01

8.2.9 Feeder hostels Operation costs Student 15 3,740.00 0.02 15 100 3,403.45 91 0.02

8.2.10 Model schools Operation costs Student 101 1,184.00 0.01 101 100 1,184.00 100 0.01

8.2.11 Operation cost for Mountain Boarding School hostel

School 7 1,323.00 0.01 7 100 1,323.00 100 0.01

8.2.12 Secondary Education Scholarship Student 61,198 104,036.20 0.65 58,836 96 100,789.21 97 0.62

8.2.13 Dalit Scholarship (Grade 9-10) Student 55,687 27,844.00 0.17 53,702 96 26,854.16 96 0.17

8.2.14 Scholarship for disabled students 4,940 4,940.00 0.03 4,494 91 4,215.20 85 0.03

8.2.15 Secondary level (free education for dalit, karnali zone, 22 janajati)

Student 21,012 74,508.37 0.46 13,595 65 62,003.80 83 0.30

101

SN


Unit


Physical target

Budget Weight


Ü Weightage

8.2.16 Support for Internet connectivity program in school

Student 201 8,000.00 0.05 199 99 7,898.87 99 0.05

8.2.17 ICT in education ( Internet facilities and teaching through computer system)

District 352 49,480.00 0.31 310 88 43,320.00 88 0.27

8.2.18 Grants support to schools for computer and library based on the matching fund

School 1,000 49,860.00 0.31 983 98 49,460.00 99 0.31

9 PCF- non salary grants support to schools

3,593,114.58 22.41

97 3,507,367.34 98 21.75

9.1 Primary Level Student 4,257,387 1,070,045.46 6.67 3,996,139 94 1,029,657.43 96 6.26

9.2 Lower secondary Student 1,367,129 463,081.46 2.89 1,350,965 99 457,429.31 99 2.85

9.3 Secondary Level (targeted group) Student 73,135 75,974.67 0.47 69,568 95 72,039.04 95 0.45

9.4 Secondary Level (in General) Student 583,424 99,652.99 0.62 573,951 98 98,054.47 98 0.61

9.5 School management Cost

1,884,360.00 11.75

99 1,850,187.09 98 11.58

9.5.1 Primary Level School 18,741 787,122.00 4.91 18,406 98 768,977.90 98 4.82

9.5.2 Lower secondary School 3,762 361,242.00 2.25 3,703 98 358,049.79 99 2.22

9.5.3 Secondary Level (targeted group) School 4,658 735,996.00 4.59 4,605 99 723,159.40 98 4.54

10.0 Remaining program 9.01 ( Including free Textbooks for grade 9-10, Internate facilities in community schools as per the govt. decision)

-

Capital Expenditure(65-4-815)

4,899,225.00 30.55

100 4,881,370.05 100 30.49

2.0 Ensuring access to school education

4,899,225.00 30.55

100 4,881,370.05 100 30.49

2.3 Physical facilities improvement Program

School

4,899,225.00 30.55

100 4,881,370.05 100 30.49

2.3.1 Construction of New classroom 2,438 793,650.00 4.95 2,438 100 793,650.00 100 4.95

2.3.2 Construction of New classroom(remote)

Student 232 85,840.00 0.54 232 100 85,840.00 100 0.54

2.3.3 Construction of New classroom in community managed schools

Student 1,782 577,850.00 3.60 1,782 100 577,850.00 100 3.60

102

SN


Unit


Physical target

Budget Weight


Ü Weightage

2.3.4 Construction of New classroom in community managed schools(Remote)

Student 82 30,340.00 0.19 82 100 30,340.00 100 0.19

2.3.5 Construction of school building Student 300 300,000.00 1.87 300 100 299,651.00 100 1.87

2.3.6 Maintenace of school building 300 150,000.00 0.94 300 100 149,775.97 100 0.94

2.3.7 School Earthquake safety Program(3 districts)

School 15 19,605.00 0.12 15 100 18,183.00 93 0.12

2.3.8 Constrcution of class rooms based on cost sharing

School - - - -

-

0.00

2.3.9 Rehabiliation of classroom/schools School 6,019 601,900.00 3.75 5,982 99 594,400.00 99 3.73

2.3.10 Procurement of furniture for DEOs Dist/region 73 7,440.00 0.05 73 100 7,439.78 100 0.05

2.3.11 Improving external environment of schools

School 4,884 965,800.00 6.02 4,881 100 961,000.00 100 6.02

2.3.12 Costruction of DEO building DEO 12 32,800.00 0.20 11 92 31,390.30 96 0.19

2.3.13 Construction of Girl's toilet number 5,500 1,100,000.00 6.86 5,489 100 1,097,850.00 100 6.85

2.3.14 Grants for construction and maintenance of schools established before 2007BS

School 133 234,000.00 1.46 133 100 234,000.00 100 1.46

Total

16,036,462.84

100.00 97

15,416,811.68

96 97.01

103

Annex III Ministry of Education


District and Region Wise Progress F.Y. 2067/068

SSR Program BHN: 65-3/4-815

S.N

District ECED

Ensuring Access to

All

Literacy and

contineous Ed.

Educational Quality

Teacher and

Education Dev

School Mgmt and Monitiring

Encentive and

support PCF

Recurrent Cost

Capital cost Developmental Grand

Total

Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin

1 Taplejung 100 100 100 100 100 100 90 90 100 100 100 100 96 95 100 100 97 97 100 100 98 98

2 Panchthar 100 100 100 100 100 100 100 99 100 100 98 94 100 100 100 100 100 99 100 100 100 99

3 Ilam 100 99 100 76 100 99 100 99 100 99 83 73 100 95 100 97 98 94 100 100 99 96

4 Jhapa 100 100 94 94 100 100 100 99 99 100 88 85 88 88 101 99 97 96 100 100 98 97

5 Sankhuwasabha

100 98 97 87 100 93 100 99 100 97 73 71 99 100 93 93 94 93 100 100 96 96

6 Terhathum 100 98 75 74 100 100 100 99 100 97 74 71 98 98 100 100 96 95 100 100 97 97

7 Bhojpur 100 100 78 75 66 66 98 98 100 99 72 61 95 95 98 98 95 94 100 100 97 96

8 Dhankuta 100 100 100 78 100 94 97 96 84 99 82 79 94 93 97 97 95 93 100 100 97 96

9 Sunsari 99 99 96 91 100 83 100 99 100 99 59 52 84 80 101 96 96 93 100 100 97 95

10 Morang 100 100 94 99 91 89 100 100 34 100 75 76 100 97 77 100 90 98 100 100 92 99

11 Solukhumbu

100 99 78 78 100 100 100 100 121 100 89 77 100 99 100 100 98 96 100 100 99 97

12 Khotang 100 99 93 82 100 89 82 82 100 100 92 83 100 99 100 97 95 92 100 98 97 94

13 Udayapur 100 100 97 95 97 95 100 99 74 100 77 77 99 95 100 100 97 97 100 100 98 98

14 Okhaldhunga

100 99 97 72 100 99 94 93 99 94 84 68 74 95 37 97 68 93 100 100 98 95

15 Saptari 98 89 96 87 100 100 90 90 100 100 87 68 100 100 100 100 94 93 100 100 96 94

16 Siraha 100 98 98 54 100 91 97 71 100 100 90 59 89 89 100 99 97 81 100 100 98 86

17 RED Dhankuta

100 100

100 100

100 100

100 100

18 EDR 100 98 96 87 97 94 97 92 91 99 83 76 94 94 94 98 94 94 100 100 96 96

104

S.N

District ECED

Ensuring Access to

All

Literacy and

contineous Ed.

Educational Quality

Teacher and

Education Dev


Encentive and

support PCF

Recurrent Cost


Total


19 Dhanusa 96 95 96 91 24 15 100 98 100 100 75 70 100 98 100 99 98 96 100 100 98 97

20 Mahottari 95 80 59 59 100 99 100 99 30 30 93 90 100 95 100 100 96 93 100 99 97 95

21 Sarlahi 100 73 100 98 100 100 100 100 100 100 100 100 94 90 100 100 99 96 100 100 99 97

22 Sindhuli 100 99 100 99 100 97 100 95 100 59 69 62 93 93 97 95 95 92 100 100 97 94

23 Ramechap 100 100 100 100 100 100 100 100 100 100 85 71 102 98 100 100 99 97 100 100 99 98

24 Dolakha 100 98 100 99 100 100 100 100 95 99 100 94 95 96 100 100 99 99 100 100 99 99

25 Sindhupalchowk

100 98 100 98 98 94 100 98 97 100 82 77 100 100 100 99 99 97 100 100 99 98

26 Rasuwa 100 97 96 93 100 100 100 109 127 100 83 77 100 99 100 99 99 99 100 100 99 100

27 Dhading 100 100 100 100 100 100 93 98 100 100 64 62 100 100 100 100 95 97 100 96 97 96

28 Nuwakot 99 98 100 80 100 88 99 98 100 100 99 96 99 99 100 99 100 98 100 100 100 99

29 Kathmandu 100 95 79 79 100 100 93 89 100 89 100 70 96 93 99 99 96 91 100 100 97 94

30 Lalitpur 100 100 99 97 100 98 46 99 100 100 77 70 89 98 100 97 85 95 99 97 91 96

31 Bhaktapur 100 99 94 83 84 77 100 91 96 78 87 85 96 88 100 94 97 90 100 100 98 94

32 Kavrepalanchok

100 98 99 98 100 100 100 99 100 100 80 80 100 100 100 100 98 98 100 100 99 98

33 Makawanpur 100 100 100 86 100 100 100 89 100 100 66 68 100 87 98 98 97 92 100 100 98 94

34 Rautahat 98 90 72 74 9 9 93 93 100 93 81 78 94 94 47 96 78 92 100 100 85 94

35 Bara 100 81 100 97 100 100 100 96 100 100 70 68 100 100 100 100 99 96 100 100 99 97

36 Parsa 98 98 91 91 100 100 100 100 100 100 100 100 99 99 100 100 99 99 100 100 99 99

37 Chitwan 100 100 81 80 74 74 102 96 100 100 76 76 99 98 101 100 98 96 100 100 98 97

38 RED Dhankuta

100 100

100 96

100 97

100 97

39 CDR 99 94 89 87 89 87 98 97 97 92 83 77 98 96 97 99 96 95 100 99 97 97

40 Nawalparasi 100 99 101 93 100 100 100 92 75 73 70 68 107 98 98 97 99 93 100 100 99 95

41 Rupandehi 100 97 76 72 100 99 100 98 100 92 90 63 98 98 100 99 98 96 100 100 99 97

42 kapilvastu 100 94 75 35 59 44 100 100 63 99 99 96 99 98 100 70 98 90 100 100 99 92

43 Argakhachi 100 97 96 94 99 94 99 95 69 98 83 67 100 99 100 89 97 91 100 100 98 94

105

S.N

District ECED

Ensuring Access to

All

Literacy and

contineous Ed.

Educational Quality

Teacher and

Education Dev


Encentive and

support PCF

Recurrent Cost


Total


44 Palpa 100 99 100 99 100 96 96 88 100 98 82 77 100 97 98 97 97 94 100 100 98 96

45 Gulmi 100 100 92 90 100 100 100 95 100 100 100 91 100 95 100 97 100 96 100 100 100 97

46 Syanja 100 100 88 87 64 63 76 89 99 99 82 79 95 94 98 98 91 93 100 100 94 96

47 Tanahu 100 100 99 92 100 99 90 89 100 82 97 91 100 100 99 98 97 95 100 100 98 97

48 Gorkha 100 100 96 95 100 99 100 100 49 91 91 85 100 96 100 98 98 97 100 100 99 98

49 Manang 99 99 56 57 100 95 86 85 97 92 53 53 66 66 91 92 78 77 88 91 81 82

50 Lamjung 100 100 100 97 100 99 100 99 62 69 65 58 100 98 100 98 94 92 100 100 96 95

51 kaski 99 99 94 86 60 58 94 88 95 87 97 68 96 96 98 98 96 91 98 98 97 93

52 Parvat 100 100 100 100 100 98 93 92 68 99 79 63 101 98 96 96 94 93 100 100 96 95

53 Baglung 100 100 96 94 100 100 94 92 100 92 83 75 90 90 95 95 93 92 100 100 96 95

54 Myagdi 100 100 100 97 100 100 95 92 120 100 70 65 97 97 99 99 95 93 100 100 97 96

55 Mustang 98 96 78 78 69 30 93 81 100 90 58 56 93 91 95 94 83 78 100 100 90 87

56 RED Pokhara

100 100

75 74

78 76

78 76

57 WDR 100

99

87

79

91

87

97

95

86

91

84

74

99

96

99 95

96

93

100

100

97

95

58 Mugu 100 100 77 77 98 98 32 94 100 100 66 62 97 97 100 100 73 93 98 79 80 89

59 Dolpa 100 97 90 89 98 98 100 99 247 100 82 71 97 52 100 99 101 87 98 100 100 92

60 Humla 100 100 100 97 100 100 99 99 273 100 100 100 55 80 100 100 93 96 100 100 94 97

61 Jumla 100 100 83 94 100 100 100 100 172 100 85 97 99 92 100 100 99 98 100 99 99 98

62 Kalikot 100 100 100 79 100 100 100 99 100 100 77 70 100 98 100 97 99 97 97 97 99 97

63 Rukum 100 100 85 71 100 100 100 100 100 100 100 96 95 95 100 100 99 98 100 100 99 99

64 Rolpa 100 100 72 67 100 92 100 91 81 97 98 96 100 100 100 100 99 96 97 97 99 96

65 Pyuthan 99 99 99 94 53 53 100 100 100 75 97 66 100 100 100 100 99 96 100 100 99 97

66 Dang 100 99 83 80 100 64 100 99 46 100 77 73 100 93 100 97 98 96 100 100 98 97

67 Salyan 100 99 100 99 100 100 100 100 100 100 54 72 100 100 100 96 97 96 100 100 98 97

68 Banke 100 99 72 74 100 99 81 86 79 79 54 49 86 82 83 83 82 83 98 98 86 87

106

S.N

District ECED

Ensuring Access to

All

Literacy and

contineous Ed.

Educational Quality

Teacher and

Education Dev


Encentive and

support PCF

Recurrent Cost


Total


69 Bardiya 100 99 96 95 100 100 103 100 100 74 61 59 98 96 101 99 98 97 100 100 99 98

70 Surkhet 100 100 99 93 100 100 99 98 100 92 74 58 99 99 98 98 97 96 100 100 98 97

71 Jajarkot 100 100 100 100 100 100 100 100 100 100 98 93 100 100 100 100 100 100 100 100 100 100

72 Dailekh 100 100 94 91 100 97 87 95 100 100 86 84 99 99 94 94 93 95 100 100 95 96

73 RED Surkhet

100 100

100 100

100 100

100 100

74 MWDR 100 99 88 85 97 94 97 97 99 92 83 77 90 94 98 97 95 95 99 99 96 96

75 Kailali 100 100 100 100 100 100 100 99 100 100 79 79 100 98 100 100 99 99 100 100 100 99

76 Doti 100 99 94 80 99 62 100 98 94 65 67 59 52 98 98 98 87 92 100 100 92 95

77 Achham 100 99 100 100 100 97 100 100 100 100 83 83 100 100 100 100 99 99 100 100 99 99

78 Bajura 100 99 100 100 100 97 100 100 100 100 85 84 100 100 100 100 99 99 100 100 99 99

79 Bhajhang 100 98 100 91 100 100 96 98 100 71 98 96 90 90 96 95 96 95 100 100 97 97

80 Darchula 100 100 100 100 100 100 100 99 100 100 73 65 100 99 100 100 97 95 100 100 98 97

81 Baitadi 99 99 100 100 100 100 100 100 65 99 100 76 100 100 100 100 99 98 100 100 99 99

82 Dadeldhura 100 99 100 80 100 100 100 97 100 100 56 52 100 98 100 100 96 94 100 100 97 96

83 Kanchanpur 100 97 87 98 98 98 100 94 99 91 57 49 100 94 100 97 98 94 100 100 99 95

84 RED Dipayal

100 97

100 85

100 86

100 86

85 FWDR 100 99 99 94 100 94 100 98 96 92 80 72 95 97 99 99 97 97 100 100 98 98

86 GRAND TOTAL

100 97 91 86 94 90 97 96 93 93 83 76 95 95 97 98 96 95 100 100 97 96

107

Annex IV Ministry of Education

Department of Education Sanothimi, Bhaktapur Capacity Development

F.Y. 2067/068 Soft Skill Development Program

B.H.N-65-3-426 Component No I

SN Activities Unit

Annual Target of 2067/068 Annual Progress

Physical target

Unit cost

Annual Budgeyt

Weightage Physical Physical Progress

Expenditure Financial progress

Weight

1 2 3 4 5 6 7 7 8 9

Recurrent costs

64182 100.0 1388 20 7073 11 20

Component no 1 General Vicational Skill(Soft Skill Test)

64182 100.0 1387.5 20 7072.50 11 20.41

1 Coordination

100 0.16 4 80 0 0 0.12

1.1 Formation of coordination committee ( Meeting and operational cost)

Times 5 20 100 0.16 4.00 80

0 0.12

2 Concepat Paper

1500 2.34 0 0 0 0 0

2.1 Finilisation and printing of the concept paper of soft skills Copy 500 1 500 0.8

0

0 0.00

2.2 Discussion and Dessimination workshop Times 1 1000 1000 1.6

0

0 0.00

3 Capacity Building Program

13571 21.14 1381

5415.56 40 16.04

3.1 Orientation program at center level Person 100 1 100 0.2 100 100 94 94 0.16

3.2 Orientation at district level Person 350 1.5 525 0.8 350 100 223 43 0.82

3.3 Orientation workshop on TEVT soft skills for curriculum developers/ subject experts and teachers of the respective schools

Times 5 500 2500 3.9 5 100 587 23 3.90

3.4 Development, poprinting and distribution of soft skill orientaion manual

Copy 100 1.5 150 0.2 100 100 86 58 0.23

3.5 Orientaion to the concerned school teachers on TEVT soft skills

Person 826 8.5 7021 10.9 826 100 4425 63 10.94

3.6 Orientation workshop on TEVT soft skills for curriculum developers/ subject experts

Person 50 5 250 0.4

0

0 0.00

3.7 Training program for curriculum dev elopers/ subject experts Shot term

Person 15 35 525 0.8

0

0 0.00

3.8 Training program for curriculum dev elopers/ subject Person 10 250 2500 3.9

0

0 0.00

108

SN Activities Unit


Physical target

Unit cost

Annual Budgeyt



Weight

experts long term

4 Inclusion of TEVT soft skill and development of Teacher's guide.

300 0.47 0 0 0 0 0

4.1 Workshop on identifying competencies and revisiting the grade 1-5 different subject curricula

Package 1 150 150 0.2

0

0 0.00

4.2 Revisit curicula of grade (1-5) and develop manual to facilitate teachers in delivering incorporated TEVT soft skills

Package 1 150 150 0.2

0

0 0.00

5 curriculum, textbook, TG development for grade (6-8) on profession, occupation and technology subjects

1100 1.7 2

486.3 44 1.25

5.1 Revising and Integration of TEVT soft skills in all remaining subjects

1 300 300 0.5

0

0 0.00

5.2 Curriculum, textbook, TG development on profession, occupation and Technology subjects (including printing and distribution)

Package 2 400 800 1.2 2.00 100 486 61 1.25

6 curriculum, textbook, TG development for grade (9-10) on profession, occupation and technology subjects

200 0.31 0 0 0 0 0

6.1 Revising and Integration of TEVT soft skills in all remaining subjects

100 0.2

0 0.00

6.2 Curriculum, textbook, TG development on profession, occupation and Technology subjects (including printing and distribution)

100 0.2

0 0.00

7 Implementation of Piloting programs

41010 63.9 0.5

22 0.1 0.28

7.1 Development of Manual 1 300 300 0.5

0

0 0.00

7.1.1 Teacher pre test manual development (grde 1-5 & Grade 6-8(Development, printing and Distribution)

Set 2 355 710 1.1 0.5 25 22 3 0.28

7.1.2 Incentive/suppose package to school School 100 400 40000 62.3

0

0 0.00

7.2 Teacher Training

4401 6.86

1148.644 26 2.72

7.2.1 Training course and reference material development (Three types)

Set 1 500 500 0.8 1 100 200 40 0.78

7.2.2 Teacher Training(training for Grade 6 teachers of 100 piloting schools)

Person 200 12 2400 3.7

0

0 0.00

7.2.3 Teacher Training technical support Center 8 32 256 0.4

0

0 0.00

109

SN Activities Unit


Physical target

Unit cost

Annual Budgeyt



Weight

7.2.4 MTOT for Resource Persons Person 15 83 1245 1.9 15.00 100 949 76 1.94

8 Monitoring, supervision and Follow up Cont

2000 3.1

0

0

9 Program yet to be developed component no 1

20033 31.2

0

0

Total 64182 100.0 20 7073 11 20.4

110

Annex V Ministry of Education


F.Y. 2067/068 Soft Skill Development Program

B.H.N-65-3-426 Component No II

SN Activities Unit


Physical target

Unit cost

Annual Budgeyt



Weight

1 2 3 4 5 6 7 7 8 9

Component no 2( District Targetted program)

29715 100

73 20440 69 73.2

1 Quality Development targetted program

6,720 22.61

86 4,857 72 19.4

1.1 Development of local curriculumn, orientation and implementation in district level

2

3,336 11.23 2 100 3282 98 11.23

1.2 Conduction of intensive CAS School 30

917 3.09 30 100 299 33 3.09

1.3 Development of curriculumn and textbook in mother tongue (Grade 6-8) (Awadhi language

Subject 1

967 3.25

0

0 0.00

1.4 Printing and distribution of textbooks of grade 1-5 in Awadhi language

Subject 5

1,500 5.05 5 100 1276 85 5.05

2 Teacher professional development related program

9,989 34

2,577 26 10.1

2.1 10 days professional capacity development trainingf for the teachers of multilanguage teaching schools

Number 1,720

5,160 17.36

0

0 0.00

2.2 Development of training materials and training guideline for MLGrade teaching teachers

Types 4

700 2.36 4 100 622 89 2.36

2.3 10 days training for all teachers of multigrade teaching schools(identified by DoE) on the basis of existing multigrade teaching materials of grade 1 & 2.

number/person 573

1719 5.78

0

0 0.00

2.4 Use of multigrade materials developed by DoE and development of training guideline and training materials related with CAS. types

2

400 1.35 2 100 190 48 1.35

2.5 Conduction of Mother language teaching training, MLGT teacher traing and 7 days multiclass teacher training. Number

61

610 2.05 50 82 440 72 1.68

111

SN Activities Unit


Physical target

Unit cost

Annual Budgeyt



Weight

2.6 Technical support and monitoring from central level expert for training of MLT training, MLGT teacher training and TOT.

types 3

1400 4.71 3 100 1325 95 4.71

3 One month skill development training for neoliterates from literacy campaign

12106.4 40.7

12106.2 100 40.7

3.1 Participants allowances number 5220

7920 26.65 5220 100 7920 100 26.65

3.2 Allownces for instructor Class 176

1238.4 4.17 176 100 1238 100 4.17

3.3 TADA for Instructor Class 176

40 0.13 176 100 40 100 0.13

3.4 Coordinator of training Class 176

206.4 0.69 176 100 206 100 0.69

3.5 Allownces for assistanbce staffas Class 176

166.4 0.56 176 100 166 100 0.56

3.6 Tiffin hgf 5280

2167.2 7.29 5280 100 2167 100 7.29

3.7 Staitonary Class 170

72 0.24 170 100 72 100 0.24

3.8 Lmaterials for experiments Class 176

296 1.00 176 100 296 100 1.00

8 District orientaion for neoliterates Class 176

300 1.01 176 100 300 100 1.01

9 Monitoring and supervision of skill training of neoliterates in districts

Class 176

600 2.02 176 100 600 100 2.02

10 Program yet to be developed (component no 2)

20285 68.26

Total

29715 100.00

73 20440 69 73.2

112

Annex VI Ministry of Education


F.Y. 2067/068 B.H.N-65-3-416

EFA, ECED Program (Shisu Vikash Karyakram)

SN Activities Unit


Physical target

Annual budget

Actual Budget

Weitage Physical Progress

Financial Percentage Weight

1 2 3 4 6 7

Recurrent cost (65-3-416)

157,085 123,871 100.00 89 84,022 68

89


6,100 1,745 1.41 100 1,518 87

1

1.1 Early Childhood Education and Development

6,100 1,745 1.41 100 1,518 87

1

1.1.1 Developing, design printing and piloting parenting education package

Set 2 2,500 589 0.48 100 451.84 77

0.48

1.1.2 Development of standards and content validation of pre primary/early learning as per the ageof child

Times 1

-

#DIV/0!

0.00

1.1.3 MTOT for ensuring quality and minimum standards of ECD centers

Person 150 1,400 356 0.29 100 306.98 86

0.29

1.1.4 Development, production and distribution of material for advocacy and awareness

Times 2 800 800 0.65 100 758.98 95

0.65

1.1.5 Training of trainers on ECD partnership Person 30 1,400

-

#DIV/0!

0.00

1.2 Early Childhood Education and Development

97,787 85,172 68.76 91 54,241 64

63

1.2.1 Educational and learning materials: Toolkits distribution and material preparation

7,338 4,407 3.56 100 2,785 63

4

1.2.1.1 Observation and consultation with the experts and practioners to identify the tool kits materials

Centers 11 220 220 0.18 100 220.00 100

0.18

1.2.1.2 Procurement and distribution of tool kits Sets 350 2,100 2,100 1.70 100 1260.00 60

1.70

1.2.1.3 Orientation on the use of tool kits at the district level for district level trainers

Persons 42 588 588 0.47 100 406.00 69

0.47

113

SN Activities Unit


Physical target

Annual budget

Actual Budget



1.2.1.4

Orientation on the use of tool kits for ECED facilitators and Resource Persons/supervisors/heda teachers at the district levels

Persons

475 3,800 869 0.70 100 797.42 92

0.70

1.2.1.5 Monitoring on the use of toolkits (to be carried out by the DOE, REDs, DEOs and Resource Persons/Supervisors)

Monitoring unit 42 630 630 0.51 100 101.19 16

0.51

1.2.2 Three days training to Head teachers and Grade one teachers

16,645 16,530 13.34 100 10,040 61

13

1.2.2.1 Preparation of 80 trainers (one trainer in each DEOs)

DEOs/REDs

80 1,120 1,120 0.90 100 1036.00 93

0.90

1.2.2.2 Production and distribution of training materials for Head teacher and Grade 1 teachers training

Sets 15,000 525 525 0.42 100 525.00 100

0.42

1.2.2.3 Conduction of training to head teachers and grade one teachers

Persons 15,000 15,000 14,885 12.02 100 8478.92 57

12.02

1.2.3 Orientation to ECED management committee

13,550 11,238 9.07 100 10,960 98

9

1.2.3.1 Preparation of guideline and manual for ECED management committee

Copies 1,000 50 50 0.04 100 50.00 100

0.04

1.2.3.2 Orientation on manual/guideline at the DEO level and Resource Center levels for the member of ECD management committee

Persons 15,000 13,500.0 11,188.2 9.03 100 10909.91 98

9.03

1.2.4 Developmenet of Children's workbook

4,720 0 -

0 00

0

1.2.4.1 Expert consultation at the central level to map out the design of Children's workbook

Time 1 200

-

00

0.00

1.2.4.2 Workshop to prepare children's workbook for ECED facilitators (to be conducted at the regional levels)

Persons 80 1,120

-

00

0.00

1.2.4.3 Revisting, editing, proof reading and preparing illustration on the children's workbook prepared at the regional levels and CRC preparation

Sets 10 300

-

00

0.00

1.2.4.4 Printing and distribution of Children's workbooks Number 1,000 300

-

00

0.00

1.2.4.5 Development, printing and distribution of children's Copies 28,000 2,800

-

00

0.00

114

SN Activities Unit


Physical target

Annual budget

Actual Budget



work books at the district and sub-district levels.

1.2.5 Awareness and advocacy

4,858 3,950 3.19 100 2,986 76

3

1.2.5.1 Broadcasting ECED related materials and messages through the local F M radio

Times 52 208

-

00

0.00

1.2.5.2 Development of audio-visual advocacy materials (video clips)

Types 3 450

-

#DIV/0!

0.00

1.2.5.3 Interaction at the national level on the ECED related issues

Times 2 200 200 0.16 100 200.00 100

0.16

1.2.5.4 Interaction/workshop at the district level on the ECED related issues and aspects

Districts 80 4,000 3,750 3.03 100 2786.19 74

3.03

1.2.6 Parental education to enhance child development and monitor the progress

16,375 16,000 12.92 53 3,586 22

7

1.2.6.1 Five-days workshop to pepare a manual/guideline on parental education

Modules 2 1,000 1,000 0.81 100 112.76 11

0.81

1.2.6.2 Printing of developed parental education manual/guidelines

Sets 75 375

-

00

0.00

1.2.6.3 Orientation on the developed materials at the school levels

Schools 15,000 15,000 15,000 12.11 50 3473.15 23

6.05

1.2.7 ECED mapping

1,500 1,500 1.21 90 1,011 67

1

1.2.7.1 ECED mapping Districts 15 1,500.0 1,500 1.21 90 1011.29 67

1.09

1.2.8 ECED graduate certification

300 300 0.24 100 293 98

0

1.2.8.1 Printing and distribution of certificate for ECED graduatse

Child 30,000 300 300.0 0.24 100 293.16 98

0.24

1.2.9 Monitoring

9,296 9,546 8 100 7,334 77

8

1.2.9.1 Establishing monitoring system at the Resource Centers

Resource Centers

1,050 1,470 1,720 1.39 100 1144.82 67

1.39

1.2.9.2 Monitoring and reporting by the DEOs and district level stakeholders

Districts 75 6,000 6,000 4.84 100 4742.48 79

4.84

1.2.9.3 Monitoring and reporting by the REDs REDs 5 500 500 0.40 100 253.73 51

0.40

1.2.9.4 Monitoring and reporting by the DOE DEOs/RED 75 750 750 0.61 100 617.40 82

0.61

115

SN Activities Unit


Physical target

Annual budget

Actual Budget



s/ECEDs

1.2.9.5 ECD monitoring tools printing and distribution copy 57625 576 576 0.47 100 576.00 100

0.47

1.2.10 ECD facilitators refreshers training

23205 21702 17.52 100 15245 70

18

1.2.10.1

District level TOT of refresher training for ECD facilitators

Person 1825 6798 5112 4.13 100 3250.94 64

4.13

1.2.10.2

Printing and distribution of ECD facilitators refresher package

copy 3000 300 300 0.24 100 164.50 55

0.24

1.2.10.3

Refresher training for 13000 ECD facilitators Person 13000 16107 16290 13.15 100 11829.98 73

13.15

2 Ensuring Access to all

2,400 2,250 1.82 89 1,840 82

2

2.1 Orientation on Guidance and Counseling Package for girls

Times 30 300 300 0.24 100 290.47 97

0.24

2.2 evelopment of Parental Awareness Package copy 1 500 500 0.40 100 500.00 100

0.40

2.3 Strengthaning of Girls Education networking Times

200 200 0.16 100 200.00 100

0.16

2.4 Finalize the Madarsa grade 1-5 curriculum and development of grade 2 textbook of madarsa

Subject 3 1,000 1,000 0.81 75 599.13 60

0.61

2.5 Developing training materials by incorporating elements of peace, human rights, civic education in open education social studies and orientation for facilitator

Times

1 400 250 0.20 100 250.00 100

0.20


14,510 6,720 5.43 42 2,860 43

2

3.1 Establishing network and incorporating the elements of peace, human rights, civic education in Alternative/open schooling social studies curriculum (guidline development and orientation)

Time

1 250 250 0.20

0

0.00

3.2 Improvement of the coursebook of non-formational primary education level 1 and the development of teacher's guide and reference materials for the extention of primary education program

Times

1 750 750 0.61 100 744.00 99

0.61

116

SN Activities Unit


Physical target

Annual budget

Actual Budget



3.3 Capacity building for non-formal education providers in the areas of English, Maths and Science as an experiment in five districts

Subject 3 300 300 0.24 100 300.00 100

0.24

3.4 Regional workshop of locial officials on planning on non-formal education

region 5 2,200 600 0.48 30 600.00 100

0.15

3.5 Developing the framework of alternative schooling implementation for the out of school/non-schooling children

Times 1 1,950 1,950 1.57 20 295.00 15

0.31

3.6 Monitoring/Supervision and the development of reporting system (monitoring tools development, Joint monitoring by the civic society and the high livel officials of MoE)

Contd.

1,475 300 0.24

0

0.00

3.7 Networking and cooperation with the organizations working in non-formal education program (NGOs, INGOs,UN agencies, Media)

Times 1 780 500 0.40

0

0.00

3.8 Effective study on non-formal education (by the third party)

Times 1 780 780 0.63 100 668.00 86

0.63

3.9 Privide the fund for computer and printer for capacity building of community development centre

Center 40 1,950

-

#DIV/0!

0.00

3.10 Child friendly materials distribution Times 1 585

-

#DIV/0!

0.00

3.11 Development of audio-vedio aids of English and Maths of Lower Secondary Level open education and piloting in three districts

Subject 2 390 390 0.31

0

0.00

3.12 Capacity building training for non-formal education material development specialist and concern staff

Times 1 1,500

-

#DIV/0!

0.00

3.13 Improvement, experiment and orientation (textbook, reference materials and teaching learning materials development) with the coverage of peace human rights,and civic education in the materials(textboook, teacher's guide, training kits) of non-formal education, adult education and woman education

Times

1 1,200 500 0.40

0

0.00

117

SN Activities Unit


Physical target

Annual budget

Actual Budget



3.14 Workshop on nonformal education policy update Times 1 400 400 0.32 100 253.00 63

0.32


11,520 10,470 8.45 98 9,479 91

8

4.1 Programme for childfriendly activities guarintee Times

3,000 3,000 2.42 100 2741.84 91

2.42

4.2 Plan preparation on the basis for quality education indicator

Times 1 1,200 1,200 0.97 100 1200.00 100

0.97

4.3 Material printing, update and dissemination of multigrade teachig

Times 1 3,570 3,570 2.88 100 3476.53 97

2.88

4.4 Childfriendly school environment awarness for the special needs children

Times 1 700

-

#DIV/0!

0.00

4.5 Media mobilization for DAG community to reach education goals

Times

1,200 1,200 0.97 80 774.38 65

0.78

4.6 Interaction at the district level on the SSR Times 1 1,500 1,500 1.21 100 1286.40 86

1.21

4.7 Assement ofgender responsive budget coordination with MoE and UNESCO

Times 1 350

-

#DIV/0!

0.00


3,275 1,300 1.05 100 1,274 98

1

5.1 Development and printing of Gyan-kosh in two subjects

Subject 4,000 300 300 0.24 100 298.21 99

0.24

5.2 Incorporate peace, human right education on grade 6 social studies

Subject 1 400 400 0.32 100 376.00 94

0.32

5.3 Effectiveness study of peace and human rights education implecation on primary level

Times 1 500

-

00

0.00

5.4 Development of HIV and AIDS awarness school level resource material

Set 1 400

-

00

0.00

5.5 Printing and distribution of Lifeskills based teacher resource material

Copies 8,000 800

-

00

0.00

5.6 Grade 10 optional ECD subject finalization Subject 1 300 300 0.24 100 300.00 100

0.24

5.7 Teacher data base preparation and publication Times 1 575 300 0.24 100 299.73 100

0.24


9,043 8,674 7.00 99 8,422 97

7

6.1 Development of technical concept document for alignement of peace and human rights education on HT , higher level officials seminar and

Times

1 250 250 0.20 100 250.00 100

0.20

118

SN Activities Unit


Physical target

Annual budget

Actual Budget



management training

6.2 Conduction of Resource person/Trainers training on peace and human rights education through the TPD model at 20 districts

Person 500 1750 1750 1.41 100 1748.00 100

1.41

6.3 Developmen, of model childfriendly teaching resource material and practice book

Times 1 200 200 0.16 100 200.00 100

0.16

6.4 Printing and distribution of model childfriendly teaching resource material and practice book

Copies 11200 1128 1128 0.91 100 1102.19 98

0.91

6.5 3 days training for RP/Trainers on childfriendly teaching learning at LRC/ ETC level

Person 1875 5346 5346 4.32 98 5122.00 96

4.23

6.6 Monitoring and technical backstopping Times 1128 369

-

00

0.00


5300 2500 2.02 56 903 36

1

7.1 Strengthan the capacity of DOE, RED, DEO and NGO to collect, document and utilize the school level data for developing DEP

Person 350 2,800

-

00

0.00

7.2 Support activities for Education in Emergency plan, networking training

Times 1 350 350 0.28 100 156.40 45

0.28

7.3 Support for continue Education in Emergency situation at district level

Districts 21 1,050 1,050 0.85 100 746.75 71

0.85

7.4 Capacity development training for textbook writer and editor

Person 90 1,100 1,100 0.89

0

0.00

8 School management and follow up

7,150 5,039 4.07 83 3,485 69

3

8.1 Joint Monitor and Supervision Times

1,350 950 0.77 100 950.00 100

0.77

8.2 Program monitoring and reporting Times

800 800 0.65 50 246.95 31

0.32

8.3 Teacher orientation on CAS( 5 days) Person 150 1,000 1,000 0.81 100 834.63 83

0.81

8.4 CAS tools printing and distribution copies 6,000 600 600 0.48 100 533.23 89

0.48

8.5 Intensive monitoring for programme Times 3 600 600 0.48 20 95.76 16

0.10

119

SN Activities Unit


Physical target

Annual budget

Actual Budget



implementation

8.6 Centrelevel workshop on Mine Risk Education Times 1 800 800 0.65 100 541.00 68

0.65

8.7 Workshop on Mine Risk Education at district level Districts 21 2,000 289 0.23 100 283.64 98

0.23

Total

157,085 123,871 100.00

84,022 68

88.58

120

Annex VII Ministry of Education


Annual Progress Report F.Y. 2009-10

Name of Program/Project: Second Higher Education Project Annual Budget: 285558 BHN: 65-3/4-411

SN Activities Unit

Target for F.Y. 2067/068

Annual Progress

Physical target

Annual budget

Weightage PPR Financial

exp FPR Weightage

1 2 3 4 6 7

Recurrent cost (65-3-411)

393228 99.4 96 307988 78 95

1 Grants

253382 64 100 194485 77 64

1.1 Basic grants to schools Student 30000 120000 30.3 100 114776.91 96 30.35

1.2 Performence grants and matching fund to schools School 161 133382 33.7 100 79708.15 60 33.73

2 Capacity Development

78588 20 96 74530 95 19

2.1 Examination strengthining (Includinng questions bank strengthining)

Set 0 600 0.2

0 0.00

2.2 Curriculum strengthaning Subject

1240 0.3 100 1036.35 84 0.31

2.3 Strengthining of educational stastistics ( DOE/HSEB)

500 0.1 100 350.00 70 0.13

2.4 Steering commitee meeting and task force allowence Time 10 100 0.0

0 0.00

2.5 Higher secondary level teacher/HT traning in coordination with NCED and HSEB

Number

2400 0.6 100 2400.00 100 0.61

2.6 Status report, monitoring report preparation and printing

Time 4 400 0.1 100 400.00 100 0.10

2.7 International study tour to observe and study the best practices of secondary and higher secondary education

Person

2000 0.5

0 0.00

2.8 Donar mission conduction Time 1 100 0.0 100 17.33 17 0.03

2.9 3days workshop for SMC member and Headteacher of community managed HSS

Time

2298 0.6 100 2298.00 100 0.58

2.10 Grant Support to community higher secondary school for science lab and equipments

School

65000 16.4 100 65000.00 100 16.44

2.11 Revising Programme Implementation Guidelines for program implementation

Times 1 200 0.1

0 0.00

121

SN Activities Unit

Target for F.Y. 2067/068

Annual Progress

Physical target

Annual budget

Weightage PPR Financial

exp FPR Weightage

2.12 DoE and HSEB officials capacity enhancement Person 20 2500 0.6 100 2403.86 96 0.63

2.13 School maping of higher secondary schools Times 1 750 0.2 25 124.86 17 0.05

2.14 School profile preparation of higher secondary schools

School 2512 500 0.1 100 500.00 100 0.13

3 Monitoring

3500 1 100 3500 100 0.89

3.1 Monitoring and report preparation (Monitoring from DOE, HSEB and districts )

Times

3500 0.9 100 3500.00 100 0.89

4 Pro- Poor Targeted Secondary School Stipned activities

57758 15 76 35473 61 11

4.1 Pro- poor targeted secondary school stipned (scholarship)

Person 12500 37500 9.5 65 22124.78 59 6.16

4.2 Incentive grants for feeder and recipeint schools school

5908 1.5 88 3273.81 55 1.32

4.3 Program orientation for District and RED personel Person

500 0.1 94 500.00 100 0.12

4.4 Media mobilization and informatic materials preparation

Time 1 500 0.1 100 500.00 100 0.13

4.5 Program management Cost Continue

500 0.1 100 500.00 100 0.13

4.6 Consultancy Service- A Continue

8100 2.0 100 4142.36 51 2.05

4.7 Consultancy Service -B Continue

3300 0.8 100 3296.71 100 0.83

4.8 Feedback collection and consultation workshop for stakeholder

Times 1 1000 0.3 100 685.00 69 0.25

4.9 Integrated guidelines preparation for scholarship Times 1 300 0.08 100 300.00 100 0.08

4.9 Dissimination of reports findings Times 1 150 0.0 100 150.00 100 0.04

5 Capital cost (65-4-411)

2200 1 100 1994 91 0.56

5.1 Procurements of laptop and scanner (MOE, DOE, HSEB)

Number 10 2200 0.6 100 1993.60 91 0.56

Total

395428 100 96 309982 78 95.63

school sector reform program (ssrp) second higher education … · 2016. 6. 26. · efa education...

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