i | P a g e A S I P / A W P B 2 0 1 4 - 1 5
School Sector Reform Programme
Annual Strategies
Implementation Plan and
Annual Work Plan & Budget
2014-15 (2071/72)
Government of Nepal
Ministry of Education
Singhadurbar, Kathmandu
ii | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Abbreviation
ASIP Annual Strategies Implementation Plan
AWPB Annual Work Plan and Budget
CAP Consolidated Action Point
CAS Continuous Assessment System
CBO Community Based Organization
CBS Central Bureau of Statistics
CC Climate Change
CD Capacity Development
CDC Curriculum Development Center
CFS Child Friendly School
CLA Central Level Agency
CLC Community Learning Center
DDC District Development Committee
DEP District Education Plan
DoE Department of Education
DP Development Partner
DRR Disaster Risk Reduction
ECED Early Childhood Education and Development
EiE Emergency in Education
ELDS Early Level Development Standard
EPC Educational Policy Committee
ERO Education Review Office
ETC Education Training Center
FCBE Free and Compulsory Basic Education
FCGO Financial Controller General Office
FMR Financial Management Report
FoE Faculty of Education
FSP Flexible Schooling Program
FY Fiscal Year
GAAP Governance and Accountability Action Plan
GoN Government of Nepal
GPE Global Partnership for Education
GPI Gender Parity Index
HT Head Teacher
IA Institutional Analysis
ICT Information and Communication Technology
IEMIS Integrated Educational Management Information System
IGP Income Generation Program
IPR Implementation Progress Report
JAD Joint Appraisal Document
JCM Joint Consultative Meeting
JFA Joint Financial Agreement
KPI Key Performance Indicator
LINEM Literate Nepal Mission
LLL life Long Learning
LMBIS Line Ministry Budgetary Information System
LRC Lead Resource Center
M&E Monitoring and Evaluation
MDG Millennium Development Goal
MEC Minimum Enabling Condition
MoE Ministry of Education
iii | P a g e A S I P / A W P B 2 0 1 4 - 1 5
MoF Ministry of Finance
MoFALD Ministry of Federal Affair and Local Development
MoHP Ministry of Health and Population
MoI Medium of Instruction
MoWCSW Ministry of Women, Children and Social Welfare
MTBL Mother Tongue Based Literacy
MTEF Medium Term Expenditure Framework
MTR Mid Term Review
NASA National Assessment of Student Achievement
NCED National Center for Education Development
NCF National Curriculum Framework
NEB National Examination Board
NEGRSP National Early Grade Reading Skill Program
NER Net Enrolment Rate
NFEC Non-formal Education Center
NGO Non Governmental Organization
NPC National Planning Commission
OCE Office of the Controller of Examination
OoSC Out of School Children
PCF Per Capita Funding
PE Parental Education
PETS Public Expenditure Tracking Survey
PMEC Prioritized Minimum Enabling Condition
PRC Print Ready Copy
PTA Parent Teacher Association
RED Regional Education Directorate
RP Resource Person
SIP School Improvement Plan
SLC School Leaving Certificate
SMC School Management Committee
SS School Supervisor
SSRP School Sector Reform Plan
SWAp Sector-wide Approach
TPC Teacher Preparation Course
TPD Teacher Professional Development
TU Tribhuvan University
TVET Technical and Vocational Education and Training
VDC Village Development Committee
VEC Village Education Committee
VEP Village Education Plan
QRTC Quality Review and Training Centre
iv | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Table of Contents Contents
Part I: GENERAL INTRODUCTION
Part II: THE SSRP
Chapter 1: Early Childhood Education and Development (ECED)
Chapter 2: Basic Education
Chapter 3: Secondary Education
Chapter 4: Literacy and Lifelong Learning
Chapter 5: TVET/ Soft skills
Chapter 6: Teacher Professional Development
Chapter 7: Capacity Development
Part III: MONITORING AND EVALUATION
Page No
1
23
23
28
44
56
61
66
77
85
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List of Tables
Page no
Table1.1: Summary of the SSRP Key Performance Indicators (base year
status, progress status and targets)
4
Table1.2: Summary of education sector budget for the financial year 2011/12
to 2014/15
12
Table 1.3: Percentage of Subsector-wise budget allocation form FY 2010/011
to FY 2014/15
14
Table 1.4: Proposed total SSR pooled budget by different budget head 15
Table: 1.5 Nature wise Budget Allocation of Pool Fund FY 2014/15 16
Table 1.6 : Proposed Others different budget head programme (out of Pool
fund) under the DoE
17
Table 1.7: Indicative funding commitment (SSR pool budget pro- rata share
including FY 2014/15)
17
Table 1.8: Indicative non-pooling donor funding support to SSRP 18
Table 1.9: Total budget for SSRP activities by component, FY 2014/15 19
Table 1.10: Total budget for SSRP activities by themes, FY 2014/15 20
Table 1.11: Total budget for SSR programme by nature of activities, FY
2014/15
21
Table 1.12: Line item wise allocation of SSRP budget FY 2014/15 21
Table 2.1: Summary of current status in key performance indicators (ECED) 24
Table 2.1.1: Major Programme activities, target and budget allocation for the
FY 2014/15(ECED)
26
Table 2.2: Summary of current status in key performance indicators (Basic
Education)
28
Table 2.2.1: Major Programme activities, target and budget allocation for the
FY 2014/15(Basic education)
34
Table 2.3: Summary of current status in key performance indicators
(Secondary)
44
Table 2.3.1: Major Programme activities, target and budget allocation for the
FY 2014/15(Secondary education)
48
Table 2.4: Summary of current status in key performance indicators (Literacy) 56
Table 2.4.1: Major Programme activities, target and budget allocation for the
FY 2014/15(Literacy)
59
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Table 2.5: Major Programme activities, target and budget allocation for the
FY 2014/15(TVET)
63
Table 2.6: Summary of current status in key performance indicators (TPD) 67
Table 2.6.1: Major Programme activities, target and budget allocation for the
FY 2014/15(TPD)
73
Table 2.7: Major Programme activities, target and budget allocation for the
FY 2014/15(CD)
81
Table 3.1: Documentation sources & corresponding categories of analysis 85
Table 3.1.1: Major Programme activities, target and budget allocation for the
FY 2014/15(Monitoring & Evaluation)
90
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PART I
GENERAL INTRODUCTION Introduction
1. The Annual Strategic Implementation Plan (ASIP) has been developed within the
policy framework of the School Sector Reform (SSRP) and its extension document,
taking into accounts the provisions of the Interim Constitution of Nepal 2007 and
three year national plan (2013/14-2015/16). It is an operational plan for implementing
the SSRP for the Fiscal Year (FY) 2014/15, beginning from 17 July, 2014 and
concluding on 16 July, 2015. It maps out details of planned activities and sets out
targets along a time bound implementation schedule, monitoring plan and cost of
implementation. Planning of this ASIP has been building on the strengths and
opportunities from education reform initiatives of the past including the experiences
of implementing the School Sector Reform Plan (SSRP) in the past five years.
2. Remaining within the framework of the long-term objectives and strategies outlined
in the SSRP (2009/10-2015/16), the ASIP 2014/15 has endeavoured to streamline
strategic implementation of the SSRP extension programme for the fiscal year
2014/15 consistently and coherently with other ongoing education reform initiatives
and assistance as set out and identified in the Medium Term Expenditure Framework
(MTEF), SSRP extension document, Business Plan, key agreed actions of the Mid
Term Review (MTR) of SSRP and Joint Consultative Mission (JCM) 2013, Good
Governance Action Plan of Government of Nepal, Millennium Development Goal
(MDG), Education for All national plan of action, NPC provided budget ceiling,
guideline, budget speech and red-book, JFA, and agreement papers, Policy Matrix
and GAAP, Status Report 2013, IPR/FMR and Flash Reports, Education Research,
survey and monitoring reports, District level ASIP/AWPB and agreement with
teacher professional organizations and other stakeholders keeping adequate balance
among targets, activities and allocations.
Context of the SSRP
3. Consolidating the opportunities and strengths of education reform initiatives of the
past, the Government of Nepal (GoN), in collaboration with Development Partners
(DPs), developed the SSRP and its extension document, using a holistic approach to
school education development. The programme was initiated from the FY 2009/10. It
is jointly funded by the GoN and ten Pooling DPs (expected) together with Global
Partnership for Education (GPE). In addition, its implementation is supported by
various non-pooling DPs as well.
4. The SSRP aims at contributing to socio-economic development of the country
through strengthening its human resource capacity. It intends to ensure that all
citizens have the opportunity to become functionally literate, numerate, possess basic
life skills and knowledge required to pursue and enjoy a productive life. The
programme development objective of the SSRP included increasing access to, and
improving quality of school education, particularly of basic education (grade 1-8),
emphasizing inclusion of children from marginalized groups.
2 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
5. Key reform agendas of the SSRP include the implementation of Free and Compulsory
Basic Education (FCBE) for grades 1-8 and Continuous Assessment System (CAS);
implementation of secondary education for grades 9-12, National Assessment of
Students' Achievement (NASA) testing; strengthening teacher management; quality
improvement; ensuring Prioritized Minimum Enabling Conditions (PMECs),
implementation of early grade reading skills, etc.
6. The Joint Mid-Term Review (MTR) Mission of the SSRP was undertaken in 2012.
The overall objective of the MTR was to jointly review the SSRP progress in: (i)
meeting programme outcomes, (ii) legislative and financial actions, (iii) the use of
programme funds, and (iv) capacity development measures. The relevant
recommendations of the review also considered in the process of planning and
implementation.
7. The School Sector Reform Program/Sector Wide Approach (SSRP/SWAp) extension
document has been prepared for two year and approved by the Government of Nepal.
As such, the five-year commitment of funding for the SSRP has been completed by
the end of last fiscal year 2013/14, although the program targets and implementation
strategies remains as valid until 2015/16, in line with the seven-year SSRP core
document.
8. This is therefore, the first ASIP/AWPB under the endorsed SSRP/SWAp Extension
Plan (Extension Plan) and is thus a reflection on past performance and lessons learned
during the first five years of SSRP implementation period. The Extension Plan
comprises key priority areas for the next two years and also includes strategic
interventions and estimated financial resources required to implement these. In line
with the updated SSRP result matrix, the Extension Plan continues to consider the key
priority areas, results, and strategic interventions.
9. In the JCM 2013, the Consolidated Action Points (CAP) were jointly prepared and
have been implemented. The agreed points are: a) Develop a comprehensive equity
strategy with implementation plan, integrated scholarship guidelines and carry out a
study on identification of children with disabilities b) Finalization and publication of
grade 3 and 5 NASA report c) Finalization of National Early Grade Reading Skill
(NEGRS) program document d) Carry out a study on language issues related to MOI
e) Support to 20 % of schools not meeting 3 out of 5 PMECs f) Make provision of
four budget line items/subheads for textbooks, school physical construction, teacher
salaries and scholarships g) Distribution of teacher salaries through individual bank
accounts where bank facilities are available h) Finalization of PETS report i) Refund
of ineligible expenses as conformed by the FY 2011/12 audit report j) Establishment
of student scholarship database for grade 11 and 12 k) Hiring of survey firm for
verification of ILIs achievements l) Discussion on policy change to ensure the teacher
recruitment and deployment on a need basis m) Identification the need of technical
assistance n) Endorsement of the SSRP extension document.
3 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
The ASIP 2014/15
10. This ASIP 2014/15 provides a tool to facilitate education managers in transforming
the planned strategies into intended outcomes. It considers the amount of services to
be delivered within the year through different levels of operation with specified
targets and monitoring indicators. This ASIP encompasses both cost and non-cost
reform agenda of school education sector components.
11. Access, quality, equity and social inclusion in the school education are the overall
strategic priorities of the ASIP/AWPB. This time-bound action plan aligned with
resource allocation provides working guidelines to education managers and other
concerned stakeholders engaged in obtaining the overall objectives of the SSRP.
Similarly, the monitoring plan facilitates concerned managers to ensure that
programme management and planning remains on track, justifying cost and outputs of
the activity.
12. The structure of the ASIP is aligned with that of the SSRP. Each chapter presents the
component status, major challenges and issues, major reform agenda, strategic
priorities, major activities with targets, resource allocation criteria and
implementation arrangements.
ASIP preparation process
13. The ASIP/AWPB have been prepared through a participatory and bottom-up planning
approach, taking into accounts the SSRP and its extension plan documents; current
three year plan; guidelines and the budget ceiling provided by NPC, budget speech
from MoF and published Government Red Book for FY 2014/15; MTR of SSRP,
Consolidated Action Points (CAP), Policy Matrix, Joint Financing Arrangement
(JFA) and Aide Memoires (AM) of the joint meetings and reviews, the Medium Term
Expenditure Framework (MTEF), Flash Report I and II, district level ASIPs/AWPBs,
various approved Financial Management Implementation Action Plan (FMIAP) and
other action plans and annual progress review of the fiscal year 2013/14.
14. At the onset, each district prepared their district level ASIP/AWPB as per the
provided guidelines. Thereafter, the district ASIPs/AWPBs were discussed in five
regional workshops, organized by the respective five Regional Education Directorates
(REDs). Based on the suggestions and feedback in these workshops, each district
further revised its ASIP/AWPB and submitted this to the Department of Education
(DoE) through the respective RED.
15. Based on the analysis and compilation of the submitted 75 districts’ ASIPs/AWPBs
the DoE prepared the draft version of ASIP and AWPB, which was shared with MoE,
NPC, MoF and other concerned stakeholders and DPs for further inputs. After
receiving feedback and suggestions, the relevant suggestions were incorporated in the
ASIP/AWPB. The AWPB was prepared by using the Line Ministry Budgetary
Information System (LIMBS) developed by MoF. This ASIP/AWPB has been
finalized after the budget speech and publication of the GoN Red Book.
4 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Overall Progress Status
16. The progress is reviewed based on the SSRP Status Reports 2013, updated versions of
policy matrix, CAP, the latest Flash Reports and the progress reports of the fiscal year
2013/14. The base year status of the SSRP Key Performance Indicators (KPIs),
current progress status and targets for the current year and the next year are shown in
the table below.
Table1.1: Summary of the SSRP Key Performance Indicators (base year status, progress
status and targets)
Indicators
Base years
Targets and achievements
07
/08
08
/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16
T A T A T A T A T A T A T A
1.Education budget as share of GDP, %[1]
3.5 3.6 3.6 3.6 3.7 4.5
[2] 3.7 4.3 3.8 3.73 3.8 4.2 3.9 4
2. Education budget as share of
national budget, %[3]
16.6 16.51 16.3 17.11 16.6 15.67 15.65 13.92
3. Share in Education Budget[4]
Basic Education,
%
70 71 71 71 72 64 73 68.9 74 64.53 74 60.3 75 54.28 76
Secondary Education, %
9 9 9 9 9 16.94 9 16.7 9 17.87 9 19 9 19.89 9
4. Grade 1
New entrants with ECED experience, %
33 36 41 49.9 45 52.1 51 54.3 57 55.6 59 56.9 62 64
[5]
Gross Intake Rate, %
141 148 144 144 140 142.4 137 140.7 133 137.7 137
[6]
141.8 135 133
Net Intake Rate, %
78 81 83 86.4 86 89 88 90.7 91 91.2 94 91.6 95 96
5. Gross Enrolment Rate
ECED/Pre- primary, %
60 63 67 66.2 72 70 77 72.9 78 73.7 79 76.7 80 82[7]
Primary Education,%
142.8 141 139.5 135.9 130.1 135 136.8 133 131
Basic Education,
%
116 123 125 123 128 124.4 130 123.7 132 120.1 122 115.7 121 115[8]
Grade 9-10, %
65.7 66.3 70.1 71.7 73 68.7 76 80
Grade 11-12, %
23.6 26 28.9 31.6 34 32 37 40
Secondary
Education, %
36 40 43 44.7 47 46.2 52 49.4 53 51.7 55 50.4 58 61[9]
5 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
6. Net Enrolment Rate
Primary Education, %
89 92 94 93.7 96 94.5 97 95.1 98 95.3 96 95.6 98 100
[10]
Basic Education, %
71 73 75 83.2 77 86 80 86.6 82 87.5 87.7 86.3 88 90
[11]
Grade 9-10, %
40.8 46.5 52.1 54.3 56 54.9 57 60
Grade 11-12, %
6.8 7.8 9.4 10.4 15 11.5 17 20
Secondary Education, %
20 21 22 23.9 23 27.1 24 30.6 26 32.4 35 33.2 38 40
[12]
7. Gender Parity Indexl
Primary based on NER
0.98 0.98 0.99 0.99 0.99 0.99 0.99 1.00
Basic based
on NER 0.99 0.98 0.99 0.99 0.99 1.00 0.99 1.00
Secondary based on NER (G9-12)
0.98 0.98 0.99 0.99 0.99 1.00 0.99 1.00
8. Teachers with required qualification and training
a. For all schools
Basic Education, %
62 66 70 70.2 74 77 79 89.2 83 90.3 93 90.6 94 95
[13]
Grade 9-10,
% 79.7 85.1 86.7 87.1 88 87.6 89 90
Secondary Education, %
74 77 80 72.3 83 74.3 86 78.6 89 79.8 85 80.4 88 91
[14]
b. For community schools
Basic Education, %
62 66 70 75 74 79.3 79 91.1 83 91.9 93 92.5 94 95
[15]
Grade 9-10, %
84.8 87.9 90.1 91.5 93 92.2 94 95
Secondary
Education, %
74 77 80 73.9 83 75.3 86 80.3 89 82 85 82.8 88
91[
16]
9. Teachers with required Certification[17]
Basic Education, %
90 91 92 94 95 96 96.9 97 98.1 99 100
Secondary Education, %
90 91 92 94 95 96 98 99 98.7 99 100
10. Share of female teachers[18]
Primary education, %
35
39.6[1
9]/34.
5[20]
42.2
/37.
5
42.2/
37.5
41.5/
37.8 43
41.6
/37.
9
43/38.5 45/39
Basic education , %
36.5/
31.2
38.7/
33.7
38.9/
33.9
38.4/
34.1 39
38.5/
34.3 40/35 41/36
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Secondary education, %
13 12.0/
7.8
15.9/
13.3
16.5/
14.3
16.7/
14.7 17
16.8/
14.8 18/15.5 20/16
11. Pupil Teacher Ratio
a. for community schools based on approved teacher positions
Primary 43.
8 42 43 40 38 37 37 36 35
Basic Education, ratio
44 43 41 44 40 46 39 44 38 44 37 41 36 35
Grade 9-10, ratio
39 34 35 36 31 31 31 30 30
b. for community schools based on reported teacher positions [35]
Primary 39.5 37 34 31 29 27
Basic Education, ratio
39 37 34 32 30
Grade 9-10, ratio
35.5 36 31 31 31 31
Secondary Education,
ratio
31 28 28 27 26
c. for all schools based on reported teachers positions [36]
Primary 33.3 32 30 28 26 24
Basic Education, ratio
34 31 30 30 26
Grade 9-10,
ratio 27 27 24 24 24 23
Secondary Education, ratio
25 23 28 23 23
12. Repetition Rate
Grade 1, % 28 18 12 26.5 8 22.6 5 21.3 3 19.9 16 17.5 13 10
[21]
Grade 5, % 7 6.7 5.7 5.4 5 5.3 4.5 5.3 3.5 2.5
Grade 8, % 13 11 9 6.5 7 6.6 6 6 5 5.7 4 5.1 3 2
13. Survival Rate by Re-Constructive Cohort Method
Grade 5, % 54 58 61 77.9 65 80.6 70 82.8 74 84.1 86 85.4 88 90*
[22]
Grade 8, % 37 41 45 62 49 66 54 67.5 60 69.4 72 72.1 74 76
[23]
14. Completion rate(Primary and Basic level) [24]
Primary level (Grade 5), %
75 78 77.6 79 81
Basic level (Grade 8), %
60.8 64 63.8 67 70
15. Coefficient of Internal Efficiency
Basic Education, ratio
0.4
6 0.49 0.52 0.61 0.55 0.65 0.59 0.67 0.62 0.68 0.70 0.71 0.73
0.75
[25]
16. Learning Achievement (average score of students in core subjects)
Grade 5, % 50 53 56 60 63 67 68 69 70
Grade 8, % 44 46 48 49 51 54
44 (a)
and
63 (b)
55
44
(a)
and
63
(b)
56 57
7 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
17. Pass Rate
School Leaving Certificate, %[26]
60 62 64 64.3 65 55.5 67 47.7 69 41.6 45 43.92 51 55
Higher Secondary Education, %[27]
23 25 28 47.7 31 44 34 48 37 42.4 45 44.29 47 50
18. Literacy Rate[28]
Age Group 15-24, %
73 75 78 80 83 86 87 91 95
[5]
Age Group 6+ years, %
63
[29] 69 76** 63[29] 78 61[30] 80 65.9 83 65.9 84 65.9 85 85
Age Group 15+ years, %
52 56[31] 60** 56[31] 62 57[32] 64 57
[32] 67
57
[32] 70
57
[32] 66
75
[33]
19. Literacy
Gender
Parity
Index (15+
years), ratio
0.61 0.74 0.90
** 0.92
0.76
[34]
0.93 0.76
[34] 0.95
0.76
[34] 0.96
0.76
[34]
0.97 0.98
[1] Source for targets NPA and for achievements Economic Survey.
[19] All types of schools.
[2] 5.39 in Status Report 2012. [20] Community schools. [3] To be reported in Status Report based on approved budget. The figures above are based on budget speech.
[21] Revised downward based on progress made.
[4] To be reported based on approved budget in the Status Report. Achievements for FY11 and FY10 based on Status Report and FY 10 based on economic
[22] Original end target retained. Intermediate targets revised upward based on progress made.
[5] Thirteenth plan target. WB Project Paper (PP) target 68%.
[23] Revised based on progress made.
[6] WB PP target adopted. [24] WB PP targets. [7] Target revised downward based on progress. This consistent with the downward revision of percentage
new entrants to grade 1 with ECED experience in the Thirteenth Plan.
[25] End target retained. Intermediate targets revised upward
based on progress made.
[8]Thirteenth Plan target [26] Based on Achievements made
[9] Revised downward based on progress made. [27] For grade 12 based on regular students appeared in examinations.
[10] Thirteenth Plan target. [28] To be reported based on census and NLSS, DHS and other household survey results.
[11] Thirteenth Plan target. WB PP target 92%. [29] Matches with Labor Force Survey 2008 results
[12] Thirteenth Plan target. [30] Source NLSS.
[13] WB PP target adopted. [31] Matches with labor Force Survey 2008.
[14] Revised downward based on progress made. [32] Source NLSS.
[15] WB PP target adopted. [33] Thirteenth Plan target also.
[16] Revised downward based on progress made. [34] Source Population census 2011.
[17] Currently not reported in Flash. But will be reported from the next report onward.
[35 and 36] Targets not set for all schools and community schools with the reported number of teachers, since the program’s inputs are associated with community schools for ther teachers in Approved and Rahat positions only.
[18] Based on reported number of teachers. * From NPA, EFA, **Interim Plan
8 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Overall Issues and Challenges
1. Early Childhood Education and Development (ECED): There is a lack of
overarching cross-sector coordination of ECD, recognizing the holistic scope that is
needed to ensure children’s overall development. Improving the overall management
including scientific mapping based re-location of the existing centres within VDCs and
district is a concern. Effective coordination, collaboration and support between and
among different Ministries and district level authorities with local bodies and concerned
stakeholders are crucial. In addition to there is insufficient capacity to undertake
adequate monitoring and control of quality standards in ECED centres that are privately
run or with the support of I/NGOs. It has equally been seen as a challenge to ensure
sufficient human and non-human resource management.
2. Lifelong Learning: Ensuring access to effective literacy and lifelong learning
programmes for marginalized communities with low literacy rates has been a challenge.
The association of literacy programs with Income Generating Program (IGP) is the need
of newly literate but reaching remote and marginalized groups and offering locally
appropriate programs, relevant to diverse local needs, including languages, culture and
local knowledge and value system has been a challenge.
3. Access and Quality: Identification and ensuring equitable access to out-of-school
children is a challenge. Restructuring of schools’ structure, ensuring PMECs and
MECs and quality of curricular transaction in classroom settings is a major challenge.
In the same way, usage of curriculum and learning materials: ensuring availability and
use of learning materials and textbooks in the classrooms and schools is also a major
concern. In addition to this enhancing learning achievement and reading skills of basic
level children is the challenge to the government. Similarly, in spite of several efforts of
the government, dropouts and repetition rates of grade one are still as high. This
indicates that enhancing internal efficiency of schools has been an ongoing challenge.
The government has developed the consolidated equity strategy with the view to
provide education to children of all sectors with special intervention. However, the
resource gap is a huge challenge to incorporate program and activities in this fiscal year
suggested by the strategy. Despite the timely and regular reporting of data, further effort
is required to ensure the reliability of reported data.
4. Teacher Management and Development: Teacher management, recruitment of
qualified teachers in schools in regular basis, qualification upgrading of the existing
teachers, deployment and redeployment have been still remained challenging tasks.
Studies indicated that the system needs to make efforts to deliver priority areas such as
continuous assessment of students, classroom action research, local curriculum
development etc. Similarly, it is challenging to ensure that teachers translate the skills
received during training in the curricular transaction. Continuous opportunities to learn
and sharing is vital for teachers’ professional development. This would require
appropriate coordination among resource centres, school supervisors and training
institutions.
5. Financial Management: The government is implementing a Financial Management
Implementation Action Plan (FMIAP) to improve the financial management system.
The internal audit system is supposed to be an important tool to maintain fiscal
discipline, internal control and the standard of programme outcomes by suggesting and
correcting flaws and mismatches immediately. Though the monitoring and reporting
system is in place, improvement in the internal audit system is a crucial concern. The
9 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
IEMIS system is a crucial tool for planning, financing, service delivery and reporting.
Appropriate resource allocations, proper utilization, quality auditing and timely
reporting are the major concerns of financial management and monitoring.
6. Capacity and Institutional Arrangement: The effective implementation of the SSRP
depends upon the capacity of all concerned actors at all level as well as clear-cut
implementation tools and adequate infrastructure support. Infrastructure development
and capacity enhancement of the system is a challenge. Effective service delivery
requires capable human resources and well functioning institutions. Due to the lack of
adequate capacity development and limited motivation the system is facing many
challenges. The MOE has prepared a institutional arrangement strategy implementation
plan and developed incentive scheme and different capacity development related
initiatives for the capacity development and to encourage and motivate front line
organization and personnel and these initiatives that requires additional funding and
proper planning and implementation. Therefore, detailed planning, effective
implementation and additional fund management is also a critical concern.
7. Accountability: The SSRP extension document stresses the need for accountability and
responsibility of all stakeholders at all levels. There is a need for further improvement
to persuade all players to carry out their roles as expected through establishing a strong
internal control mechanism. In order to make effective and efficient implementation of
SSRP provisions, there is a need to make all stakeholders accountable through
developing such mechanism linking responsibilities and authorities to further strengthen
the public accountability and transparency mechanism.
8. Technical Education and Vocational Training (TVET): The implementation of
TVET as a separate stream is yet to be materialized. Management and preparation of
required human resource, infrastructure development and expansion of the programme
are crucial concerns for technical education. Similarly, the effective implementation and
coordination and collaboration between and among government, non-government and
private sectors are also a challenge.
9. Monitoring: Several issues and challenges are associated with the existing monitoring
and evaluation system in the education sector. The share of resources channelled to
schools is continuously increasing. Proper utilization of resources including account
keeping, reporting and public disclosure of provided funds is a crucial concern. The
establishment of result-based monitoring as an integral part of educational planning and
management is also a critical concern. Enhancing the quality monitoring and school
supervision at the school and classroom level is crucial for better learning.
10. Resources: The SSRP extension document proposed a number of actions to be
implemented in the two-year period for effective implementation of SSRP. The
implementation of key agreed actions needs further efforts, additional resources and
priorities.
Overall Strategic Priorities
1. Early childhood development centres (ECDCs) will be expanded and relocated to
address the equity concern by mapping of current status. Collaboration will be
10 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
improved with the local bodies, communities and NGOs in the establishment,
operation, quality enhancement and regular monitoring of ECDCs.
2. The implementation of Free and Compulsory Basic Education (CBE) will be
strategically implemented in a phased manner with the special needs-based
intervention to deprived communities (Raute, Chepang, Mushahar, Badi) whose
significant numbers of children are out of school in close coordination with concerned
ministries, local authorities, I/NGOs and other stakeholders.
3. The current incentive scheme at both basic and secondary levels will be continued to
support schooling of girls, Dalits, children with disabilities including other
disadvantaged and marginalized communities.
4. NCED will develop and run teacher-training programmes in MLE and disabled-
friendly teaching and learning along with Teacher Professional Development.
5. A comprehensive policy on Medium of Instruction (MoI) including the use of the
mother tongue, Nepali, and English will be formulated.
6. The results and recommendations of the NASA reports will be implemented to
improve the quality of school education.
7. CDC will set up the minimum achievement level of students in each grade with
specific focus on reading levels among students in grade 1-3. For this the Government
will implement the National Early Grade Reading Program (NEGRP). Similarly,
learning achievement of community schools will be improved by encouraging
interschool partnership to ensure equity in learning achievement. ICT solutions will
be explored for further enhancement of student’s learning outcomes.
8. The institutional capacity of REDs, DEOs RCs and schools will be further
strengthened. The role of School Supervisors (SSs) and Resource Persons (RPs) will
be further specified and they will have performance contracts. The DoE will develop
performance indicators to monitor the performance of RPs and SSs.
9. Equitable access in secondary level education, including science education (9-12) will
be provided based on mapping, and gradually expanded. Integration of grade 9-12
education policies, curriculum, examination and trainings will be carried out in line
with the new Education Act.
10. PMECs will be ensured at all levels with focusing on functioning girls’ toilets, library
and science laboratory at secondary level.
11. The existing supervision and monitoring system will be further strengthened for
providing general and instructional support to integrated secondary schools. The
initiative will be taken to establish result-oriented monitoring from central level to
community and school level.
12. After publication of SLC results, each district, each RED and the DOE will review the
11 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
results and take necessary remedial action for further improvement of SLC results.
District level indicators and targets will be set on improvement of SLC results through
interventions.
13. Basic literacy classes under LINEMC in each district will be concentrated in targeted
VDCs/ Municipalities so they can be declared fully literate.
14. On-going Vocational programs such as annexes in community schools, trade schools
in selected districts with specialized trade/skills, skills development and training and
certification programs will continue. Introduction of the TVET stream in secondary
education will be continued in 100 schools. CDC, in collaboration with CTEVT, will
develop and enforce National Vocational Qualification Framework in the country.
Based on experience gained from implementing soft skill curriculum in the lower
secondary level education, necessary preparation will be made for integrating soft-
skills in secondary curriculum.
15. In order to ensure the appropriate utilization of provided funds, the practices of
financial and social auditing will be tied up with the trimester fund release to the
schools as a mandatory provision.
16. Governance, accountability and transparency in the textbook printing and distribution
system will be further improved at all levels on a regular basis. Other actions
specified under the FMIAP will continue to be implemented to further strengthen the
overall financial management system and practices in the education sector.
12 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Financing
Estimated education budget and pooled fund
The total allocated education budget for the Fiscal Year 2014/15 is NPR 86.03
billion (US$ 891.41 million) (exchange rate US$ 1= NPR 96.59), of which the
contribution in SSRP pooled funding of the Government of Nepal (GoN) is
NPR.60.17 billion (US$ 623.49 million) and US$ 96.18 million is commitment from
the Development Partners (DPs).Total budget and contribution of government and
DPs for the year 2014/15 is based on the MTEF, NPC ceiling, DPs commitments, and
dialogue with new possible DP on pooled fund. The total estimated National budget,
education sector budget and pooled funding (including GoN and DPs) for the
financial year 2014/15 and is given in the table 1.2 below.
Table1.2: Summary of education sector budget for the financial year 2011/12 to 2014/15
SN Description
Allocation FY 2011/012
Allocation FY 2012/013
Allocation FY 2013/014
Allocation FY 2014/015
Amount % Amount % Amount % Amount %
1 Total national Budget
384900000 100 404824700 100 517240000.00 618100000.00
2 Education Sector Budget
63918839 16.61 63431397 15.67 80958080.00 15.652 86034055.00 13.92
3
Education Sector Budget in USD million
891.41 13.92
4
Total SSR Pooling Budget in total education sector
budget( in Nrs 000)
51926210 81.24 51984824 81.95 67098704.00 82.88 69458515.00 80.73
5
Pooling Budget total in USD million
721.2 81.42 604.47 81.95 771.25 82.88 719.67 80.73
6
Government share on pooling (in
Nrs.)
39577416 76.22 41779177 65.87 52282177.00 77.92 60175753.00 86.64
7
Government share on pooling USD million
549.69 76.22 485.80 65.87 600.94 77.92 623.49 86.64
8
DPs share on pooling Budget in Nrs.
12348794 23.78 10205647 19.63 14816527.00 22.08 9282762.00 13.36
9
DPs share on pooling Budget USD million
171.51 23.78 118.67 19.63 170.30 22.08 96.18 13.36
Figure No. 1 describes education sector budget for FY 2014/15, percentage from national
total budget, SSRP pooling budget compare to total education budget, and Government of
Nepal and DPs’ contribution in SSRP pool fund.
13 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Figure: 1
14 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Sub-sector wise budget allocation
The sub-sector wise budget allocation in comparison to total education sector budget for
different Fiscal years including the estimation for FY 2014/15 is depicted in the table and pie
chart given below.
Table 1.3: Percentage of Subsector-wise budget allocation from FY 2010/11 to FY 2014/15
Education sub-sector 2010/11 2011/12 2012/13 2013/14 2014/15
ECED - - - - 1.78
Basic Education 63.99 68.86 64.53 60.3 54.28*
Secondary Education 16.94 16.69 17.87 19.0 19.89*
TVET 3.41 3.62 3.34 3.6 4.37
Tertiary Education 13.79 9.02 9.32 9.1 8.19
Education Management and Administration
1.82 1.77 2.54 2.5 2.30
Literacy and lifelong - - - - 1.46
Teacher pension and retirement Facilities
- - - - 7.08
Others 0.05 0.04 2.4 5.6 0.65
Total 100 100 100 100 100.00
* In the above table budget for basic and secondary education sector has been presented in disaggregated form. More specifically, in the past the
allocation of budget for ECED, Literacy and lifelong and Teacher pension and retirement facilities were calculated mostly in basic education sector
and some amount in secondary education sector. If sub sector is calculated in the previous train that is shown 62.60% in basic and 21.89% in
secondary
subsector.
Figure: 2
15 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Total estimated programme cost of SSRP
During the project design, the total cost of the SSRP for the five year period was estimated to
be US$2.626 billion. The estimated funds available from the GoN for the programme were
US$2.002 billion and the pledge made by the DPs was US$0.5 billion, requiring additional
funding of about US$0.125 billion. FTI Catalytic Funds as agreed on 7 December, 2010
covered an additional US$120 million.
As per SSRP/SWAP extension document, estimated cost for FY from 2014/15 to 2015/16 is
estimated to be US$ 1581 million with GoN’s share US$ 1374.22 and DPs’ share US$
206.78.
For the FY 2014/15, of the total education sector budget, SSRP pool budget heads amounts to
NRs 69458515.00 thousands (86.64%) of the total education sector budget (NRs 86034055.00
Thousand) whereas around US$ 719.67 million is the pool budget heads in school education.
The following table No 1.4 & bar chart No 3 show the SSRP pool budget by budget sub-
heads.
Table 1.4: Total SSR pool budget by different budget head (in NPR.'000)
SN Budget
Head Program
FY
2011/12
FY
2012/13
FY
2013/14
FY 2014/015
1 3500163 Primary Education 20066630 21490798 25903854.00 28883975.00
2 3500173 Lower secondary/secondary education 9764438 10513013 13505396.00 15407005.00
3 3500213 Non formal education 7261 8659 10999.00 12020.00
4 3500214 Non formal education 450 150 1210.00 1953.00
5 3500223 Teacher record office 786751 1181676 1355651.00 40938.00
6 3500233 Special Education 67000 69402 100000.00 102995.00
7 3500263 Teacher Pension facilities 2300000 3299993 3500000.00 6053352.00
8 3501053 School Capacity Building (Soft skills) 174600 180475 318290.00 511128.00
9 3501054 Community school Capacity Building 0 0 880.00 0.00
10 3501213 SSRP- Center 348034 236299 340914.00 271392.00
11 3501214 SSRP- Center 33400 32389 53060.00 2970.00
12 3508033 SSRP- Districts 18330401 14899286 21923900.00 18092488.00
13 3508034 SSRP- Districts 47245 72684 84550.00 78299.00
Total NRs. 51926210 51984824 67098704.00
69458515.00
Total US$ in million 721.2 649.8103 771.25
719.67
16 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Figure: 3 Nature wise i.e. recurrent and capital pool fund budget
Recurrent and capital budget distribution is calculated as follows.
Table No 1:5 Nature wise Budget Allocation of Pool Fund for FY 2014/15
Pool fund NRP USD Million share %
Recurrent
69375293.00 797.42 99.88
Capital
83222.00 0.96 0.12
69458515.00 798.37 100.00
Figure: 4
SSRP Non Pooling Fund
Expected non-pooling donors funding support to the SSRP for the FY 2014/15 are given in
table and the comparison between pooling & non pooling fund is given in a pie chart below.
17 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Table 1.6 : Other budget sub head wise programme (out of Pool fund) under the DoE
SN Budget Head Program FY 2012/13 FY 2013/14 FY 2014/15
1
350108
Higher Secondary Education ( Teachers Grant) 969159
1149266.00 2297436.00
2
350116 Second Higher Secondary Education Project( Component 3 and PPTS) 109432
30050.00 0.00
3
350118
EFA- Child development Programme 29625
230129.00 497000.00
4
350138
Early grade Reading 0
0.00 111720.00
Total NRs in Thousand 1108216 1409445
2906156.00
Total USD Million 12.89
16.20 30.09
Pro-rata share of SSRP pooling fund
On the basis of commitment made, upcoming pooling partner’s share, balance from
committed amount, pro rata share of SSRP pooling partner’s is share as shown in the table below and shown also in the pie chart.
Table 1.7: Funding commitment (SSR pooled budget pr- rata share)
SN Organization
Allocation
F.Y.2011/12
Allocation
F.Y.2012/13
Allocation F.Y.2013/14 Allocation
F.Y.2014/15
Amount in
Pro rata
share in %
Amount Pro rata share in
%
Amount Pro rata share in
%
Amount Pro rata share in
% (in US$ million)
(in US$ million)
(in US$ million)
(in US$ million)
1 ADB 40 23.36 31.45 19.40% 20.00 11.74% 10.00 10.40 %
2 Aus AID 4 2.34 4.08 2.50% 4.20 2.47% 1.86 1.93 %
3 Denmark 11 6.43 18.85 11.70% 0.00 0.00% 0.00 0.00 %
4 EU/DFID 14 8.18 19.59 12.10% 14.00 8.22% 16.57 17.23 %
5 GPE 50 29.21 32.00 19.80% 5.00 2.94% 2.30 2.39 %
6 Finland 6.5 3.8 3.75 2.30% 9.10 5.34% 6.81 7.08 %
7 Norway 8 4.67 10.00 6.20% 2.30 1.35% 10.20 10.61 %
8 UNICEF 0.3 0.18 0.5 0.30% 0.50 0.29% 0.50 0.52 %
9 World Bank 37.4 21.85 41.50 25.70% 40.00 23.49% 45.00 46.79 %
10 JICA 2.94 3.06 %
11 Funding Gap 75.20 44.16%
Total 171.2 100 161.72 100.00% 170.30 100.00% 96.18 100.00 %
Total NRS' 000 11974794 14069788 14645800 9290410
18 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Figure: 5
Non Pooling development partners’ support
Non pooling development partners are significantly contributed in order to achieve SSRP goals and objectives. In this regard, non poll partners contribution for FY 2014/15 from non pooling partners is
calculated as given table below and shown also in the pie chart.
Table 1.8: Non-pooling development partners’ funding support to SSRP
Organizations Amount (in US$ million)
Remarks
UNICEF 1.74 Cash Grants support
( Targeted district)
WFP 5.60
Including food value
JICA 3.04
SISM 2 and Kind support
DFID 3.40
Girls toilet & drinking water
USAID 1.16
EGR program excluding TA
Total 14.94
I/NGOs' and other international agencies also supported to the SSRP program. Among them Save the
children support NRs. 3.46 million education program selected districts.
Figure: 6
19 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SSR Programme Component and theme wise Budget
As mentioned above, the SSRP pooled funding includes altogether 13 budget heads.
Of these budget heads, seven budget heads (3500163, 3500173, 3500213, 3500214,
3500223, 3500233 and 3500263) are recurrent in nature, meaning that these are for
paying the salary of personnel and teachers with their pension facilities and some non-
formal regular budget. The other six budget heads (3501053, 3501054, 3501213,
3501214, 3508033 and 3508034) are for the developmental activities.
The activities given in the AWPB of SSRP 2014/15 are grouped under nine different
components. Although some of the activities will be implemented in the centre, most
of the activities will be implemented in the districts. Therefore, separate budget heads
for the centre and districts are used in order to track the progress and expenditure. The
details on these activities, both central and district levels, are given in the AWPB. The
following tables show the component wise, theme wise, nature wise and Line item
wise allocations under the developmental budget heads 3508033/4 and 3501213/4 of
the SSRP.
Table 1.9: Total budget for SSRP activities by component, FY 2014/15
SN Component wise budget allocation
Actual Budget Allocation
Center Districts Total
Total Share
%
Total Share
%
Total Share
% NPR ‘000 US$
million NPR ‘000
US$ million
NPR ‘000 US$
million
1 Early Childhood
Education and
Development
1215261.2 12.59 7 % 7900 0.08 3 % 1223161.2 12.67 7 %
2 Ensuring Access to all 4657383.23 48.26 26 % 59807 0.62 22 % 4717190.23 48.88 26 %
3 Literacy and continuous
education
201058 2.08 1 % 0 0.00 0 % 201058 2.08 1 %
4 Improvement of
educational quality
4470136.24 46.32 25 % 68286 0.71 25 % 4538422.244 47.02 25 %
5 Teacher and education
Development
430641 4.46 2 % 47776 0.50 17 % 478417 4.96 3 %
6 Capacity Development
for the effective service
delivery
160087 1.66 1 % 19570 0.20 7 % 179657 1.86 1 %
7 School management
and follow up
1302539 13.50 7 % 71023 0.74 26 % 1373562 14.23 7 %
8 Incentive and support 1948858 20.19 11 % 0.00 0 % 1948858 20.19 11 %
9 Per child funding unit
(Non salary)
3784823.64 39.21 21 % 0.00 0 % 3784823.64 39.21 21 %
Total 18170787 188.27 100 % 274362 2.84 100 % 18445149 191.11 100 %
20 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Figure:7
Table 1.10: Total budget for SSR program activities by themes, FY 2014/15
SN
Theme wise budget allocation
Actual Budget Allocation
Districts Center Total
Total Share
%
Total Share
%
Total Share
% NPR ‘000 US$ NPR ‘000
US$ million
NPR ‘000 US$ million
1 ECED 1 359 185 14.08 7 % 7900.00 0.08 3 % 1367085.31 14.16 7 %
2 Basic Education 9968474 103.28 55 % 80854.00 0.84 29 % 10049327.94 104.12 54 %
3
Secondary
Education 5466497 56.64 30 % 54586.00 0.57 20 % 5521083.07 57.20 30 %
4
Literacy and life-
long learning 201 058 2.08 1 % 0.00 0.00 0 % 201058.00 2.08 1 %
5 TEVT soft skills 0 0.00 0 % 0.00 0.00 0 % 0.00 0.00 0 %
6
Teacher
Professional
Development 430 641 4.46 2 % 7880.00 0.08 3 % 438521.00 4.54 2 %
7
Capacity
Development 140 477 1.46 1 % 38556.00 0.40 14 % 179033.00 1.85 1 %
8
Other
management
costs 604455 6.26 3 % 84586.00 0.88 31 % 689041.00 7.14 4 %
Total 18170787 188.27 100 % 274362.000 2.84 1.00 % 18445149.314 191.11 100 %
21 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Figure: 8
Table 1.11 .Total budget for SSR programme by nature of activities, FY 2014/15
Nature District % Center % Total %
Recurrent 18092488 99.57 271392 98.92 18363880 99.56
Capital 78299 0.43 2970 1.08 81269 0.44
Total 18170787 100% 274362 100% 18445149 100%
Table 1.12: Line item wise allocation of SSRP budget FY 2014/15
SN Line Item
Budget Allocation
District Centre Total
Budget in NRs,000 Share%
US$ in million
Budget in NRs,000 Share%
US$ in million
Budget in NRs,000 Share%
US$ in million
1
21111 0.00 % 0.00 24333.0 8.87 % 0.25 24333.0 0.13 % 0.25
2
21114 39 790.2 0.22 % 0.41 0.00 % 0.00 39790.2 0.22 % 0.41
3
21119 222.0 0.00 % 0.00 500.0 0.18 % 0.01 722.0 0.00 % 0.01
4
22122 0.00 % 0.00 800.0 0.29 % 0.01 800.0 0.00 % 0.01
5
22212 1 600.0 0.01 % 0.02 1000.0 0.36 % 0.01 2600.0 0.01 % 0.03
6
22313 8 800.0 0.05 % 0.09 200.0 0.07 % 0.00 9000.0 0.05 % 0.09
7
22311 0.00 % 0.00 1500.0 0.55 % 0.02 1500.0 0.01 % 0.02
8
22412 331 949.3 1.83 % 3.44 0.00 % 0.00 331949.3 1.80 % 3.44
9
22512 267 280.0 1.47 % 2.77 88631.0 32.30 % 0.92 355911.0 1.93 % 3.69
10
22411 0.00 % 0.00 24900.0 9.08 % 0.26 24900.0 0.13 % 0.26
11
22522 687 802.2 3.79 % 7.13 81145.0 29.58 % 0.84 768947.2 4.17 % 7.97
12
22412 0.00 % 0.00 11763.0 4.29 % 0.12 11763.0 0.06 % 0.12
22 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
13
22511 0.00 % 0.00 11920.0 4.34 % 0.12 11920.0 0.06 % 0.12
14
22521 0.00 % 0.00 8100.0 2.95 % 0.08 8100.0 0.04 % 0.08
15
22611 35 817.8 0.20 % 0.37 7500.0 2.73 % 0.08 43317.8 0.23 % 0.45
16
26412 11 232 857.4 61.82 % 116.38 9100.0 3.32 % 0.09 11241957.4 60.95 % 116.48
17
26423 3 343 500.0 18.40 % 34.64 0.00 % 0.00 3343500.0 18.13 % 34.64
18
27211 2 142 869.6 11.79 % 22.20 0.00 % 0.00 2142869.6 11.62 % 22.20
19
29221 36 000.0 0.20 % 0.37 0.00 % 0.00 36000.0 0.20 % 0.37
20
29231 15 000.0 0.08 % 0.16 0.00 % 0.00 15000.0 0.08 % 0.16
21
29311 4 299.0 0.02 % 0.04 0.00 % 0.00 4299.0 0.02 % 0.04
22
29511 23 000.0 0.13 % 0.24 2670.0 0.97 % 0.03 25670.0 0.14 % 0.27
23
29712 0.00 300.0 0.11 % 0.00 300.0 0.00 % 0.00
Total
18170787.47 100 % 188.27 274362.00 100 % 2.84 18445149.47 100 % 191.11
23 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
PART II
The SSRP
Chapter 1: Early Childhood Education and Development (ECED)
Introduction
1. The SSRP intends on expanding the system to ensure improvements on efficiency
indicators. It has been established that grade one children with ECED experience have
lower dropout rates, higher completion rates, and are better prepared cognitively,
emotionally, linguistically and socially for schools. The Government of Nepal (GoN)
has acknowledged the evidence of positive impacts of programme in improving the
access and quality of basic education.
2. The primary goal of ECED is to foster children's all round development by providing
a firm foundation for basic education. The objectives have been to expand access to
children within four years of age to quality services fostering preparations for their
basic education.
Present status
3. In the FY 2013/14, altogether 34,622 ECED centres/Pre Primary Classes (PPCs) are
operating in the country of which 4,588 are pre-primary classes operating in
institutional schools and 30,034 schools-based/community-based centres are
supported by the programme. And 500 additional new centres are supported under the
SSRP in FY 2014/15. Hence 30,534 centres are supported.
4. In the past, the increasing number of ECED centres/ PPCs and the consolidation of
operating programmes for increasing access for children belonging to marginalized
communities were strategized. The overall progress on the SSRP Key Performance
Indicators (KPI) was found satisfactory (Table 2.1). The Flash 1 report (2012/13)
recorded the overall Gross Enrolment Rate (GER) of 72.9% (girls72.1%) in /PPCs.
Similarly, the percentage of new entrants in Grade one with PPC experiences has been
54.3% (girls 55.2% and boys 53.5%).
5. The Department of Education (DoE) prepared the National Minimum Standard for
ECED centres in 2010 to maintain the minimum standard of services and to support
the quality enhancement of the existing programme. Positive impacts of the initiative
have been traced using the efficiency indicators of primary education. The Flash
Report has highlighted a reduction of dropouts and repetition and an improvement of
retention in grade 1 over the years.
24 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Table 2.1: Summary of current status in key performance indicators (ECED)
Indicators
Base years Targets and achievements
07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16
T A T A T A T A T A T A T A
New entrants with ECED experience, %
33 36 41 49.9 45 52.1 51 54.3 57 55.6 59 56.9 62 64[5]
ECED/Pre- primary, %
60 63 67 66.2 72 70 77 72.9 78 73.7 79 76.7 80 82[7]
* The progress status of 2012/013 shows that the targets have already been achieved. Therefore, sustainability of the achievement and improvement in the quality of provision are now more
important.
Issues and challenges
1. There is a lack of overarching cross-sector coordination of ECD, recognizing the
holistic scope that is needed to ensure children’s overall development. As a result,
services aimed at children of a pre-primary age remain disconnected across different
sectors and therefore are unable to sufficiently respond to the needs of children,
especially those that are most deprived. As a result, coordination and partnership with
different Ministries like MoE, MoFALD, MoHP, MoWCSW and other partner
organizations for the effective arrangement of ECED programme remains a major
concern.
2. ECED is a strong indicator for increased access, participation and learning outcomes
at basic education level. Most deprived children of pre primary age are expected to
benefit most from attending ECED in terms of strengthening their school readiness.
Yet, the 30,534 ECED facilities that receive government support are currently not
available on a needs base in terms of prioritizing areas with high prevalence of out of
school children. Improving the overall management, including mapping based re-
location of the existing centres within VDCs and district remains a challenging task.
3. The Government lacks sufficient capacity to undertake adequate monitoring and
control of quality standards in ECED centres that are privately run or with the support
of I/NGOs. It has equally been seen as a challenge to ensure sufficient management
and coordination within community-based ECED centres.
4. The impact of ECED services largely depends upon the ownership of communities
and local bodies. In addition, the management of centres varies depending upon the
awareness level of concerned communities. Therefore, capacity of the management
committee needs to be enhanced in order to manage the centres effectively through
mobilizing community and local resources.
5. Effective ECED for all requires a large amount of additional resources in the current
situation. Furthermore, ECED provision is suffering lack of capacity of facilitators to
implement child friendly education methods, as well as a high staff turnover, and
appropriate educational resources. One of the main causes for the high turnover
25 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
amongst ECED facilitators is the continuing low remuneration, which prevents them
from viewing ECED as a long-term career option.
6. The availability of educational materials for children with disabilities and or special
needs, mother tongue facilitation and child friendly environments are still other major
concerns.
7. Effective coordination, collaboration and support between district level authorities
with local bodies and concerned stakeholders will be strengthened with regards to
operation of ECED centres.
8. The lack of meeting basic needs, such as food security in highly marginalized areas
and amongst severely deprived groups within the society makes that children cannot
be retained in ECED in these areas.
9. There is a lacking of disaster preparedness within ECED facilities, making them
vulnerable to emergencies.
10. Especially within communities that have low educational attainment, parents feel
limited ownership or the need to become actively involved in their children’s
education, starting with ECED.
Strategic priorities
1. Support will be continued for maintaining the national minimum norms and standards.
The quality enhancement of the existing programme will be further strengthened.
2. Mapping of programmes will be continued in the remaining districts. Based on the
findings of the mapping priority will be given to relocate and open the centres to
address the equity concern. Priorities will be given to recruitment for the local female
facilitators.
3. To motivate them an effective coordination, collaboration and support mechanism
will be established.
4. The strategy of affiliating community-based centres with the nearest community
school will be continued to improve the management and operational support, channel
resources and monitoring. The strategies of building partnership and collaboration
with concerned government agencies, I/NGOs and private providers will be continued
in the view of sharing expertise and resources.
5. The quality of service delivery and assessment of performance outcomes will be
continuously monitored and the information will be used to improve the performance
of centres for the delivery of quality services.
6. Efforts will be made to make materials available by mobilizing government
organizations, communities and non-government resources. Support to ECED centres
through non-salary PCF grants will be reviewed and further strategy will be designed
accordingly. Local bodies and communities will be encouraged to support centres in
terms of financial and non-financial resources.
26 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
7. Mid-day meal provisions to all the school-based ECEDs in the Karnali Zone will be
continued. For the other 14 districts where day meal provisions exist at the school
level, home-grown food practices and a cost-sharing modality will be promoted. The
existing refresher training materials will be revised incorporating the contents of early
stimulation, EIECD/DRR and ELDS.
8. Model ECD centres will be developed within policy guidelines ensuring the minimum
standards of ECED are met. The criteria of the Model ECED centre will be
developed and incorporated in the DOE’s Programme Implementation Manual.
9. Parental education and awareness programme will be organized for the parents of
marginalized and disadvantaged groups by the facilitators. A tool will be developed
for change monitoring (parents’ knowledge before the PE and after the PE).
Facilitators will conduct assessment based on the tool.
10. The existing basic and refresher-training programme will be organized for the existing
and new facilitators respectively. The National networking meeting will be
regularized for better coordination among concerned Government and Non-garment
organizations.
11. Half-yearly progress-sharing and interactive meetings for facilitators will be
organized at RC level.
Table no 2.1.1: Major programme activities, target and budget allocation for the FY
2014/015(ECED)
Major programme activities and estimated costs are given below and details of all activities
and budget are given in AWPB. (SSRP budget head 350803, 350121 and 350118)(AWPB -
Annex-I, II and IX)
SN Activities Unit
Allocated
Budget
Target Budget
1 Remuneration for ECD facilitator Person 30,534 1,179,
527
2 Managerial cost for educational material to ECD centers
(Including newly established ECD) Center 30,534 30,534
3 Training for newly appointed facilitator Person 500 2,000
4 Refresher training for ECED facilitator Person 15,267 30,534
5 Piloting three modules of parental education District 5 1,000
6 Conduction of ECED Networking meeting Region/
District 80 1,200
7 ECD national council/Network meeting Times 1 400
8 Printing and distribution of ECD refresher training
package Copy 3,000 3,000
9 Printing and distribution of ECD training package Number 1 500
10 Printing and distribution of revised ECD curriculum
2062 Copy 3,000 3,000
11 Develop and distribution of ECD related audio visual Number 1 700
27 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit
Allocated
Budget
Target Budget
materials
14 ECD related research based Booklet publication Copy 1 300
15
Collaboration with local bodies, communities, Private
sector and I/NGOs for the establishment, operation,
training and regular monitoring of ECDCs.
16 Mobilization of I/NGOs for ECDC mapping
17
Formulation of Mother group and aware them for the
importance of home grown food and use as of Mid day
meal in coordination with I/NGOs .
Implementation roles and responsibilities
Management Committee: Management committees will be responsible for planning
implementing and monitoring the different activities by mobilizing support from their
communities. The management committees will be responsible for the overall management of
services including the generation and mobilization of resources. The committee will also
encourage community involvement to support service provision. Monitoring of the ECD
centers will be in line with Early Learning Development Standard (ELDS) and six learning
corners. 1. Facilitator: To act as a member secretary of the management committee, ensuring a
joyful learning environment for students and reporting progress to the mother school.
2. Mother School: The role of the mother school will be the timely channelling of
resources, monitoring the performance of schools and submitting reports to the
concerned.
3. Village Development Committees (VDCs)/Municipalities: The VDCs/municipalities
will have the role to plan services for their jurisdictions in coordination with the
District Education Office (DEO) and within the policy directions of the DoE.
4. Resource Centres (RCs): In addition to the mother school, the RCs will also be
responsible for overall monitoring and on-site technical support.
5. DEOs: The DEO will have the responsibility to: i) coordinate the programme at a
district level; ii) provide feedback on monitoring and assessment reports; iii) mobilize
potential resources; and iv) report to the concerned agencies. The DEO will also have
the responsibility of reviewing the distribution of resources and linking community
based centres to schools.
6. RED: The RED will be responsible for reviewing assessment, monitoring reports,
providing feedback to districts, and reporting to the DoE and concerned central level
agencies for policy review.
7. DoE: The DoE will provide overall policy directions for the program, allocate
resources, develop and distribute operational guidelines, carryout coordination
functions and monitor the performance.
8. MoE: The MoE will be responsible for policy formulation, performance evaluation
and coordination among line Ministries and other relevant agencies.
28 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Chapter 2: Basic Education
Introduction
2.1 The overall goal of basic education is to ensure equitable access to quality education to
children deprived of attending schools due to geographical, socio-economic-cultural
reasons including disability and HIV/AIDS through right-based approach and
establishing child friendly learning environment in schools. The Government of Nepal
has been implementing free and compulsory education up to grade eight. The provision
of free basic education includes the waving of admission, tuition and examination fees
and the cost of textbooks. The government has also been implementing several incentive
schemes to support schooling of children. Ensuring minimum enabling conditions in
long terms and fulfilling prioritized minimum enabling conditions (PMECs) in all
schools for quality delivery of education within some years is the priority of the
government. Similarly, Early Grade Reading Program has been initiated to improve the
reading skill of primary children. The basic level curriculum and textbooks have also
been revised with the view to provide quality education to our children.
Present status
2.2 The achievements at basic level have been encouragingly improved during the SSRP
period. The gender parity is also achieved at primary level (grade 1-5) and at basic level
(1-8). The Gender Parity Index (GPI) in NER at all primary, lower secondary, and basic
levels is 0.99. However, learning achievement at this level in accordance with NASA has
not been seen satisfactory. The table below shows the current status of progress as
compared to selected KPI.
Table 2.2: Summary of current status in key performance indicators (Basic education)
Component: Basic Education –
To ensure equitable access and quality basic education for all children in age group 5-12
Indicators
Base years Targets and achievements
07/08 08/09
09/10 10/11 11/12 12/13 13/14 14/15 15/16
T A T A T A T A T A T A T A
Grade 1
Gross Intake Rate, %
141 148 144 144 140 142.4 137 140.7 133 137.7 137[6] 141.8 135 133
Net Intake Rate, %
78 81 83 86.4 86 89 88 90.7 91 91.2 94 91.6 95 96
Gross Enrolment Rate
Primary Education,%
142.8 141 139.5 135.9 130.1 135 136.8 133 131
Basic Education, %
116 123 125 123 128 124.4 130 123.7 132 120.1 122 115.7 121 115[8]
Net Enrolment Rate
Primary Education, %
89 92 94 93.7 96 94.5 97 95.1 98 95.3 96 95.6 98 100[10]
29 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Basic Education, %
71 73 75 83.2 77 86 80 86.6 82 87.5 87.7 86.3 88 90[11]
Gender Parity Index
Primary based on
NER
0.98 0.98 0.99 0.99 0.99 0.99 0.99 1.00
Basic based on NER
0.99 0.98 0.99 0.99 0.99 1.00 0.99 1.00
Repetition Rate
Grade 1, % 28 18 12 26.5 8 22.6 5 21.3 3 19.9 16 17.5 13 10[21]
Grade 5, % 7 6.7 5.7 5.4 5 5.3 4.5 5.3 3.5 2.5
Grade 8, % 13 11 9 6.5 7 6.6 6 6 5 5.7 4 5.1 3 2
Survival Rate by Re-Constructive Cohort Method
Grade 5, % 54 58 61 77.9 65 80.6 70 82.8 74 84.1 86 85.4 88 90*[22]
Grade 8, % 37 41 45 62 49 66 54 67.5 60 69.4 72 72.1 74 76[23]
Completion rate(Primary and Basic level) [24]
Primary level (Grade
5), %
75 78 77.6 79 81
Basic level (Grade 8), %
60.8 64 63.8 67 70
Coefficient of Internal Efficiency
Basic Education, ratio
0.46 0.49 0.52 0.61 0.55 0.65 0.59 0.67 0.62 0.68 0.70 0.71 0.73 0.75[25]
Learning Achievement (average score of students in core subjects)
Grade 5, % 50 53 56 60 63 67 68 69 70
Grade 8, % 44 46 48 49 51 54
44
(a)
and
63
(b)
55
44
(a)
and
63
(b)
56 57
Issues and challenges
1. The findings of NASA study of grade eight are not encouraging. The report shows that
class eight student achievement and reading skill is low compared to international level.
Therefore, enhancing learning achievement and reading skills of basic level children is
the challenge to the government.
2. The GoN is committed to implement free and compulsory basic education in the country.
To implement this commitment fully it needs to map of out of school children in order to
facilitate designing strategies and mechanisms to mainstream these children. Arranging
and mobilizing adequate resources to mainstream a potentially big mass is the challenge
at this level. Similarly, developing age-specific condensed courses within National
Curriculum Frame (NCF) to facilitate their entry in to appropriate grades is also crucial.
Arrangement of legal provisions has affected the implementation of free and compulsory
basic education.
3. In spite of several efforts of the government, repetition rates of grade one are still as high
as 17.5%. This indicates that enhancing schools’ internal efficiency has been an ongoing
challenge.
30 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
4. Ensuring Minimum Enabling Conditions (MECs) for all schools is necessary to bridge the
resource gap in schools. It helps schools to enhance quality education at basic level.
5. The government has developed the consolidated equity strategy with the view to provide
education to children of all sectors with special intervention. However, the resource gap is
a huge challenge to incorporate program and activities in this fiscal year suggested by the
strategy.
6. Printing and distribution of free textbooks in timely manner is also seen the challenge of
the education sector. Similarly, involvement of the private sector in printing and
distribution of quality textbooks throughout the country has also been an issue.
7. Access to basic education is encouraging. However, key challenge at this level is how to
improve the quality of learning. This includes the problem of weak reading skills, the use
of teacher center teaching methods, limited use of child-centered pedagogy and use of
training skills in the classroom practice. This leads to low efficiency and effectiveness of
the system with high dropout rates at grade one, high repetition and poor learning
achievements.
8. In addition, IEMIS needs to be further strengthened. Despite the timely and regular
reporting of data, further effort is required to ensure the reliability of reported data.
9. Preparing implementing School Improvement Plan, conducting social audit, and financial
audit, mobilizing community is not at the satisfactory level at school. Therefore, capacity
building of HTs, teachers, and SMCs is also the crucial issue of the education system.
10. Relationships between students, teachers and parents are the most important factor in
school education that could contribute to build trust between and among students,
teachers and parents. Similarly, community participation in community schools has an
important role in schools’ overall development. Therefore, it is strongly felt that steps
should be taken to create harmonious relations between school and community.
11. Establishment of baseline learning level of subject, school, resource centre and district
level is also necessary to improve the quality of community schools. However, it has not
been appeared as the core job at all levels. So it is a challenge to make it systematic and
regular job of teachers and all other related personnel.
Strategic Priorities
Improving Access and Equity
1. Free and Compulsory Basic Education (FCBE) will be implemented in a phased
manner. DEOs will provide technical and logistic support in line with the CBE model
and according to the eligibility criteria provided by DOE to interested VDCs and
Municipalities. I/NGOs and CBOs will be actively engaged in aligning their
commitments and support at district level and VDC level with the CBE model and the
prioritized VDCs, as identified by the DEO in the districts.
2. I/NGOs, will orient, in close coordination with DEOs, VDCs/VECs that have large
numbers of OoSC on seeking the support of DOE/DEO through the CBE model.
Additional needs-based interventions will be provided to strengthen enrolment and
participation in education to severely deprived communities, such as Raute, Chepang,
Mushahar, Badi.
31 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
3. At the outset, the selected VDCs, where CBS data has showed that there are
significant numbers of OOSC, will be supported as per the need identified through
mapping of OOSC. This will exclude districts and VDC that already have intensive
support through other programs, such as the Karnali zone and CBE districts/VDCs.
4. MOE will coordinate with the MOFALD where possible to mobilize its resources
through DDC and VDC/Municipalities to support effective implementation of free
and compulsory education in VDCs and Municipalities. MOE will consistently
follow-up with the MOFALD and MOF for the allocation of at least 20% of the local
funds to be spent in education development within each VDC/municipalities
5. Based on identified need by DEOs, schools with residential facilities for those OOSC
children will be provided in districts where mainstreaming measures are not feasible.
In addition, residential schools will be run in Manang, Mustang, Upper Dolpa,
Rasuwa, Upper Mugu, Upper Humla districts on model basis.
6. Alternative modes of schooling will be strengthened in areas with high OOSC to
address the learning needs of those children who are unlikely to be enrolled in school
due to their age. Within this, partnerships and collaboration with GOs, I/NGOs and
other providers will be initiated to share expertise, experiences and resources in
implementing these programs.
7. DEOs will promote Community Learning Centers (CLCs) in collaboration with local
NGOs and VDCs and Municipalities for working children and street children to
develop the profile of such children.
8. Efforts will be made to improve the enrolment and pass rates and to reduce dropout
and repetition rates by strengthening child-friendly school (CFS) learning
environment, ensuring PMECs and child-centered learning practices in schools.
9. Incentives will be provided to community schools that meet 100% retention (no
dropout and no repetition) in grade one and achieve over 95% cycle completion rate at
the end of grade five. In addition, DEO will publicly felicitate SMC members of
schools that meet 100% retention.
10. In areas where seasonal migration is a common phenomenon, mobile schools will
continue to operate.
11. Incentives and scholarship schemes will be continued to support schooling of girls,
Dalits, children with disabilities including other disadvantaged and marginalized
communities. Increasing access and promoting equity and social inclusion in school
education will be at the core of the incentives and scholarship program. For further
alignment, integrated Scholarship Guidelines will specify the distribution mechanisms
and the targeting criteria for scholarships and other incentives to strengthen a targeted
need based approach. Scholarship distribution and monitoring mechanisms will be
strengthened through a ‘one door’ system. In districts where Poverty Cards have been
issued, all children of poverty cardholders will receive scholarships. In other districts,
intermediate ways will be developed to support children belonging to poor families,
regardless of their ethnicity, until poverty cards have been issued.
12. A comprehensive package for Parenting Education will be developed. The package
will be run in partnership with I/NGOs in the district, prioritizing districts/VDCs with
high numbers of OOSC. Such parenting education will focus on providing parents
32 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
with basic literacy and numeracy and on making them aware of the value for
education and how to establish an education-enabling learning environment at home.
13. NCED will develop and run teacher-training programs in MLE and disabled-friendly
teaching and learning for school teachers as per identified need. The opportunities for
demand-based multilingual education will be expanded by developing MLE capacity
of teachers and providing teaching and learning materials in mother tongue. The
development of a comprehensive language policy including the use of the mother
tongue, Nepali, and English will be pursued, based on a joint study on the challenges
and opportunities with regards to Medium of Instruction (MOI) in Nepal.
Quality and relevance
1. School mapping, IEMIS data, SIP/VEP and PMECs survey reports will be used to
determine a school’s physical and educational needs and will be supported to meet
these needs accordingly.
2. Mandatory provision and regular use of book corners in all community schools will
be enforced by providing appropriate resources and training to teachers on use and
purpose of book corners which they can use for teaching learning activities.
3. Action plans for reform interventions based on the national assessment of student
achievement (NASA) findings will be prepared and implemented to strengthen
learning outcomes. The results and recommendations of the NASA reports will
inform the relevant priority areas in the ASIP/AWPB. The implementation of the
national assessment of student achievement (NASA) will be continued. For the
coming fiscal year, NASA for grades 3 and 5 will be carried out. Further
institutionalization of NASA will be pursued through an action plan.
4. Minimum standards for educational environment will be implemented for improving
quality of education at all levels by focusing on student-centered learning/teaching
methods. In order to foster quality and relevance, performance-based incentives for
schools and teachers will be reviewed and implemented. The schemes will be
annually updated based on critical M&E on their effectiveness and impact. The
teacher-student ratio will be reviewed for the recruitment and (re)deployment of
teachers.
5. The Continuous Assessment System (CAS) will be further strengthened with CDC
developing grade-specific remedial courses and NCED developing a more
comprehensive training package focusing on CAS and remedial classes. All teachers
will receive CAS and remedial training.
6. CDC will develop grade-wise minimum achievement levels of students with specific
focus on reading levels among students in grade 1-3. For this purpose, EGRA tools
will be reviewed and adjusted to measure students learning outcomes accordingly and
meet the needs for early grade reading assessment. EGRA tools will be used to assess
students’ reading competency in early grades (1-3). DEOs with the support from ERO
will annually assess students’ progress in reading levels and will award teachers that
score the highest reading level in the district. The Government will implement
National Early Grade Reading Program (NEGRP) focused on strengthening literacy
skills in grades 1-3. Within the next two years, MOE/DOE will develop a
33 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
comprehensive program on NEGRP and will pilot a few models of interventions in
selected districts and schools.
7. School mapping activities will be completed to facilitate restructuring, including
merging, downsizing, and use of multi-grade teaching for ensuring cost effectiveness
of school operations. In line with this, incentive schemes will be introduced to
encourage schools located in sparsely populated areas for their registration as multi-
grade schools as part of a strategy to strengthen cost effective education to in sparsely
populated areas while ensuring quality of education.
8. In order to enhance health, nutrition and overall development of children, clean water
and adequate sanitation facilities will be ensured in public schools in a phased
manner, prioritizing schools in VDCs with highest OOSC.
9. Learning achievement of community schools will be improved by encouraging
interschool partnerships to reduce inequitable low learning achievement in public
schools.
Governance and management
1. The provision of head-teachers’ appointments on a contract basis will be implemented
in all basic education (grades 1-8) schools.
2. The institutional capacity of REDs, DEOs and RCs will be further strengthened.
3. The role of School Supervisors and Resource Persons will be specified and they will
have performance contracts. Their capacity will be further developed and effectively
mobilized in order to improve school performances. The DoE will develop school
based performance indicators for RPs/SSs. Based on this each RP and SS will plan
their support to schools.
4. Release of RC and inspection zone management grants will be subject to submission
of progress reports and assessment of progress.
5. Individual members of the SMC will be assigned with specific tasks such as student
enrolment, early dropout, school infrastructure, teacher management, learning
achievement, school community relationships, etc. To support this, SMC members
will be provided with necessary orientation to perform their roles and duties
effectively. The best performing SMC/PTA members will be publicly rewarded.
6. The SMCs, HTs and Teachers will be encouraged to utilize the Flash/CBS
information in planning their School Improvement Plans (SIPs) prioritizing
interventions where improvement is felt necessary.
7. DEOs will identify low performing schools in districts using school accreditation and
MEC indicators and will prioritize facilitating these schools devising SIPs, targeting
quality improvement initiatives aimed at enhancing school performance. Key priority
indicators and standards of Child Friendly School (CFS)/MEC will be incorporated in
the School Improvement Plan (SIP) guidelines.
8. MOE will constitute a team of senior education experts to initiate the dialogue and
consultations at the national level to develop the concept/contours of Education in
Beyond 2015 in the context of Nepal.
9. The MOE will assess, retrofit and reconstruct 464 school buildings, of which 255 are
located in the earthquake prone Kathmandu Valley.
34 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
10. The short term activities of equity strategy will be implemented in the current fiscal
year.
Table no 2.2.1: Major programme activities, target and budget allocation for the FY
2014/15 (Basic Education)
1. Major programme activities and estimated costs are given below and details of all
activities and budget are given in the AWPB of the SSRP budget head (AWPB-
Annex: I and II ).
SN Activities Unit Allocated Budget
Physical Target Budget
1 Support for FSP Center 290 11,250
2 Support for Open school
(grade 6-8) Center 37 4,099
3
Support for Non-formal
adult school (adult
women) grade 1-8
Center 333 29,970
4 Operating cost for Mobile
schools school 7 2,450
5
Student enrollment,
retention and quality
improvement program
Region/District 80 2,000
7
Management cost for
residential Resource
Centre
Center 380 31,540
8
Grants for Educational
materials for newly
established Resource
Centre
Center 380 3,800
9 Operation Cost for
Assessment Centre Center 62 3,100
10 Extra-curricular activities
for disabled student Center 74 1,480
11
Training for teachers
working at deaf resource
classes and schools.
School 20 1,000
12 Support for computer
Education at blind school School 3 450
13
Support for computer
Education at deaf
secondary school
School 3 450
14
Management cost for
gender related issues,
meeting and network
strengthening.
Region/District 80 800
15
Programme for Free and
Compulsory basic
education (Including
FCBE declaration)
VDC 2,160 162,000
16
Implementation of Free
Children
12,000
96,000
35 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
and Compulsory basic
education
17
Special focused
programme for
marginalized groups
(Raute, Badi, Mushahar,
Chepang and others)
Children 1,875 15,000
18
Grants For Basic level
Religious School
(Gurukul, Ashram,
Madrasa, Gumba and
Bihar) Grade 1-8
Center 1,335 47,65,75
19
Grants to schools (grade 1-
5) for free textbooks
(based on PCF)
Student 3,724,043 726,193
20
Grants to schools (grade 6-
8) for free textbooks
(based on PCF)
Student 1,544,658 684,096
21
Management support for
multi-grade schools
(Including newly
identified schools)
School 479 19,830
22
Management support for
multi-lingual Schools
(Including newly
identified schools)
School 124 1,860
23
Mid-day meal for Karnali
zone students (based on
number of students
(ECED and grade 1-5)
Student 105,531 28,49,34
24
Mid-day meal (based on
the quota of students) in
14 districts' targeted areas
and children from
marginalized community
(ECED and grade 1-5)
Student 307,500 66,42,00
25
Strengthening student
evaluation & Continuous
Assessment System (CAS)
(for new enrollment of
class 1)
Student 908,570 4,54,29
26
Strengthening and
conducting grade 8
examination (including
supplementary provision)
Student 504,970 55,547
27
PCF Salary grant (based
on teacher student ratio)
Basic Level
Student 1 460,765
36 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
28
Test Administration cost
for Learning achievement
of grade 3 & 5 (National
Assessment of Student
Achievement, NASA)
Student 48,000 4,800
29
New classroom
construction (including to
fulfill the PMEC need and
community managed
schools)
Number 994 367840
30 Girls toilet construction
(to fulfill the PMEC need) Number 2500 625,000
31 Item Bank preparation for
class 8 Number 3,000 6,000
32 Item Bank preparation for
class 5 Number 1,800 3,600
33 Scholarship for disabled
students (grade 1-8) Student 62,000 248,000
34 Scholarship for all Dalit
children (grade 1-8) Student 1,030,126 412,050
35
Girls' scholarship for
grade 1-8 ( Karnali Zone1-
10)
Student 2188472 954253
38
Scholarship for basic level
students from targeted
groups (22 Janajati
including marginalized
groups)
Student 121,918 60,959
39
PCF non-salary Grant for
Book corner /ECED
Learning material for
school to fulfill the PMEC
need
Student 584,440 58,444.0
40
PCF non-salary Grant for
Book Corner/ Primary
level Learning material for
school to fulfill the PMEC
need
Student 3,724,043 595,846.9
41
PCF non-salary Grant for
Book corner/ Lower
Secondary Learning
material for school to
fulfill the PMEC need
Student 1,544,658 278,038.4
42 Operating cost for Schools
Primary Level school 18,421 221052
43 Operating cost for Schools
Lower secondary Level school 5,046 75690
37 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
44 Curriculum Dissemination
of grade 8 Teacher 21,702 108,510
45
School Personnel
Management Cost for
basic Level
school 23,467 1,73,16,45
46
Implementing activities
based on the baseline of
student learning
achievements and
preparation of projection
plan for quality Education
RC 1,053 15,795
47 TOT for Pre-service
training to FSP 1st phase Person 30 750
48 Refresher training for FSP
2nd phase Person 60 1,200
49
Dissemination on
inclusive education for HT
of inclusive schools
Person 60 720
50
Meeting and management
cost for National
multilingual steering
committee
Times 1 150
51
Preparation of minimum
standard for multilingual
schools and
mapping/identification
Times 1 350
52
Interaction for
stakeholders, linguists &
linguistic organizations
Times 2 600
53
Development of working
policy & strategy for
safety schools
Times 1 500
54
Identification of district
level multilingual
programs
Times 1 150
55
Development, printing and
distribution of 4 mother
tongue textbooks (Magar
for class 4, Dimal for class
5, Bajjika and Kulung for
class 3)
Subject 4 1,200
56
Development of Teacher
Guide of music for grade 6
& 7 and computer for
grade 7 & 8)
Subject 2 600
57
Development, printing &
Copy
1
750
38 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
distribution of free &
compulsory education
guidelines
58
Identification, publication,
broadcasting of good
practices of district &
regions
Copy 1,500 225
59
Printing & transportation
of textbook, training
manual, facilitators
handbook & reference
books of FSP phase I & II
Copy
3,000
60
Revision of curriculum,
textbook & facilitators,
and assistants guidelines
of open school (grade 6 &
8)
Number 37 444
61
Printing & distribution of
1st level textbook,
facilitators guidelines of
open school (Grade 6 & 8)
Copy 1,850 1,480
62
Printing & distribution of
Braille Text (Class 1 to
10)
Copy
4,500
63
Textbook development of
4 subjects of grade 7
(Nitisastra, Falit Jyotish,
Nepali, Samajik,
Adhyayan)
Subject 6 1,200
64
Development & printing
of Flash I & II reports, and
integration of scholarship
database, PMEC status of
teacher salary through
bank accounts to flash
software
Copy 1 1,500
65
Development, printing &
distribution of "Saikshik
Samachar"
Copy 500 400
66
Development &
distribution of MGML
Teachers' handbook
Copy 1 1,200
67
Development &
distribution of MGML
Textbooks
Copy 1 3,000
68
69
Six day training for Math
Person
815
39 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
/Science teachers of
resource classes for blind
70
Compliance monitoring
for status of teacher
salary/scholarship through
bank account
District
1,900
71
Consultant service for
qualitative technical
assistance (ERO/NASA,
including performance
audit)
Times 1 5,000
72
National consultant
service for National
quality Audit (NASA for
grade 3 & 5)
Times 1 5000
73 Meeting cost for textbook
monitoring committee Times 2 400
74
Sectoral performance audit
(Including selection of
examiner, Orientation,
reporting)
Times 1 2,100
75
Development & testing of
Tactile materials for Deaf-
blind children
Times 1 300
76
Policy formulation on co-
curricular activities and its
dissemination
Times 1 500
77
Policy formulation on
educational Counseling
and its dissemination
Times 1 500
78
Networking among the
organization working in
the field of music, arts,
and national education
Times 1 300
79
Development and
dissemination of teacher
training material regarding
educational and
psychosocial counseling
Times 1 800
80 Formation of educational
Counseling Network Times 1 300
81
Updating & publication of
teachers profile (district-
wise & comprehensive
profile)
Copy
350
82
Collaboration with
Times
1
500
40 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
research related institution
for formative research
83
Broadcasting of
educational programs to
make people aware about
the policy and program via
Nepal Television
Times 12 2,400
84
Production and
broadcasting of education
program (Siksha ko
Chautari via Radio Nepal)
Times 1 500
85
Preparation and
publication of school-
related educational
activities on Gorkhapatra
Times 24 2,400
86
Implementation of Local
curriculum and study of its
effectiveness
Times 1 500
87
Revision of grade 1-5
textbooks with newly
introduced punctuation
Times 1 500
88
Development of teachers
handbook regarding
project-based learning
Times 1 400
89
Formulation of curriculum
of "Sanskrit Aayurbeda"
for grade 6 to 8
Subject
200
90
Development of reference
material for mentally
disabled students
Number
500
91
Development &
distribution of audio
materials of basic level
curriculum for blind
teachers
Number 200 400
92 Develop textbook of
music for grade 8 Subject 1 300
93
Workshop on updating and
development of
questionnaire for class3 & 5
Times 5 500
94
Revision and printing of
NASA guidelines and
testing tools and reporting
Copy
500
95
Development of audio-
materials of English for
basic level grade 1 to 5
Times
450
96 Development of additional Times
300
41 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
textbooks management
guidelines
97
Development and printing
of disability awareness
handbook
Copy 200 500
98
Printing, dissemination &
distribution of sign
language dictionary
Copy
300
99
Development & printing
of inclusive education
related information
materials
Copy 1,500 450
100
Revision and printing of
testing tools and
guidelines related to
ERO/NASA
Times 4 500
101
Collaboration with Nepal
"Journalists" federation for
effective implementation
of SSRP and awarding
scheme
Times 1 1,000
102
Interaction for physical
facilities extension
program (for newly joined
engineers & sub
engineers)
Person 180 2,700
103
Analysis of school
mapping data received
from GIS and update of
school mapping
Times
1000
104
Interaction, for effective
implementation of school
education on religious
schools
Person
600
105
Development, printing &
dissemination of volunteer
mobilization guideline and
public private partnership
guidelines
Times 1 400
106
Material support to special
schools supported from
special education council
times 34 510
107 Orientation on skill for
walking movement Person 30 450
108 Skill oriented training for
teachers Times 5 1500
109 Support to school for sport school 1 200
42 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
program for mental &
physical development of
disable
110
Development of library
and model resource center
for disable
school 1 2000
111
Collection of feedback and
finalization of curriculum
for mentally disabled
times 1 200
112
Development and printing
of educational materials
for deaf and mild-hearing
students
Copy 200 500
113
Incentive grants for
community managed
schools (taken
management
responsibilities)
School 300 30,000
114
Scholarship for disable in
residential schools
supported from special
education council
Student 1885 9425
43 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Implementation roles and responsibilities
1. Schools and SMCs: Schools and SMCs, will be responsible for the preparation and
implementation of SIPs, ensuring free basic education of acceptable quality and
meeting the MECs by 2015/16. Decisions regarding local curriculum, performance
targets, school calendar, classroom organization, and instructional methods will be
made at the school level and reflected in the SIPs. Schools and SMCs will be
responsible for making participatory and transparent decisions and disclosure of the
expenditure in major programme headings such as textbooks, scholarships, physical
construction and PCF funding. Headteachers (HTs) will also be responsible for the
timely submission of reports to the concerned agencies.
2. RC: The RCs will prepare their action plan and ensure effective delivery of services to
schools including development of PMECs baseline for schools and facilitation to SIP
preparation, implementation and monitoring; capacity strengthening of SMCs; data
verification for improving EMIS; and delivering support to professional teacher
development. RCs will also be responsible for timely preparation and submission of
reports to the concerned agencies.
3. DEO: The DEO will be responsible for the implementation of the SSR programme at
the district and school level in line with the Programme Implementation Manual
(PIM) and other relevant directives. DEOs will be responsible for assisting schools to
implement SIPs in general and providing technical backup and facilitation to SMCs as
well as financial and social audit functions, and other functions relating to quality
improvement. DEOs will have reporting responsibilities to subsequent levels.
4. RED: The REDs will be responsible for the monitoring of programme implementation
in districts and reporting to the DoE. REDs will prepare a comprehensive monitoring
plan based on the monitoring plan of the respective districts.
5. Central Line Agencies (CLAs): CLAs (CDC, NCED, NFEC, and OCE) will have the
responsibility to provide overall technical support to the system such as development
of the curriculum and curricular materials, teacher development, alternative basic
education provisions, and examination functions.
6. DoE: The DoE will be responsible for the coordination and facilitation of
implementing activities given in the ASIP. It allocates and channels resources,
ensures utilization of allocations and programme outputs as planned by mobilizing
monitoring mechanisms, and facilitates the MoE to update and formulate policy
options.
7. MoE: The MoE will be responsible for ensuring an enabling environment for
implementing the ASIP at all levels. This will include the revision and development
44 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
of policy options, legal and regulatory and resource frameworks required for the
smooth implementation of the ASIP. The MoE will also be responsible for
communication and coordination with development partners and line ministries, and
overseeing the monitoring and evaluation of programme progress towards national
policy goals and strategic objectives.
45 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Chapter 3: Secondary Education
Introduction
3.1 The overall goal of secondary education is to respond to national development needs
by producing competent and skilled human resources and provide a sound foundation
of tertiary education. The objective of secondary education is to improve equitable
access to quality and relevant school education. The policy direction of secondary
education is towards expanding free secondary education ensuring opportunities to
equitable participation in all aspects of secondary education.
Present status
3.2 Access to secondary education has been improving over the years. The NER and GER
at secondary levels are increasing. Similarly, the enrolment rates of girls, Dalits and
Janajatis have also increased significantly. The pass percentage rate of students in
SLC examination including supplementary examination of the last academic year was
47.65%. Table 2.3.1 below shows the current status of progress as compared to
selected KPI.
Table 2.3: Summary of the status of key SSR indicators (Secondary Education)
Component: Secondary Education - Improve access, equity, and quality and relevance of secondary schooling
Indicators
Base years Targets and achievements
07/08 08/09
09/10 10/11 11/12 12/13 13/14 14/15 15/16
T A T A T A T A T A T A T A
Gross Enrolment Rate
Grade 9-10, %
65.7 66.3 70.1 71.7 73 68.7 76 80
Grade 11-12, %
23.6 26 28.9 31.6 34 32 37 40
Secondary Education, %
36 40 43 44.7 47 46.2 52 49.4 53 51.7 55 50.4 58 61[9]
Net Enrolment Rate
Grade 9-10,
% 40.8 46.5 52.1 54.3 56 54.9 57 60
Grade 11-12, %
6.8 7.8 9.4 10.4 15 11.5 17 20
Secondary Education, %
20 21 22 23.9 23 27.1 24 30.6 26 32.4 35 33.2 38 40
[12]
Gender Parity Index
Secondary based on NER (G9-12)
0.98 0.98 0.99 0.99 0.99 1.00 0.99 1.00
Teachers with required qualification and training
Secondary Education, %
74 77 80 72.3 83 74.3 86 78.6 89 79.8 85 80.4 88 91[14]
b. For community schools
Secondary
Education, % 74 77 80 73.9 83 75.3 86 80.3 89 82 85 82.8 88 91[16]
46 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Teachers with required Certification[17]
Secondary Education, %
90 91 92 94 95 96 98 99 98.7 99 100
Share of female teachers[18]
Secondary education, %
13 12.0/7.8 15.9/13.3 16.5/14.3 16.7/14.7 17 16.8/14.8 18/15.5 20/16
Pupil Teacher Ratio
Grade 9-10, ratio
39 34 35 36 31 31 31 30 30
b. for community schools based on reported teacher positions [35]
Grade 9-10, ratio
35.5 36 31 31 31 31
Secondary Education, ratio
31 28 28 27 26
c. for all schools based on reported teachers positions [36]
Grade 9-10, ratio
27 27 24 24 24 23
Secondary Education, ratio
25 23 28 23 23
Pass Rate
School Leaving Certificate, %[26]
60 62 64 64.3 65 55.5 67 47.7 69 41.6 45 43.92 51 55
Higher
Secondary Education, %[27]
23 25 28 47.7 31 44 34 48 37 42.4 45 44.29 47 50
Issues and challenges
1. Ensuring the minimum number of teachers with required qualifications for subjects
taught in grades 9-12 is a major concern. With regard to teacher management, a
teacher’s career path is yet to be designed to address the need of grade 11-12 teachers.
2. Integrated curriculum is principally agreed, however further effort is required to
establish vertical and horizontal in curriculum. Establishing linkage and transition
provisions from general to vocational and vice versa is yet to be spelled out clearly in
operational terms.
3. Vocational streams also require more resources for workshop, laboratory, tools and
equipment, teacher management and capacity building.
4. The expansion of at least one grade 11-12 school with a science subject in each
constituency and equipping these schools with the minimum requirements (laboratory,
library, qualified subject teacher, buildings etc.) needs further interventions which
demand huge resources. Besides them other schools are also facing the constraints of
minimum infrastructure such as buildings, laboratory, library etc. Capacity
enhancement of HTs, teachers, students, PTA and SMCs is necessary to prepare
school level planning, implementation and monitoring.
5. School integration requires wider consensus between and among concerned agencies,
which also needs legal backup for i) facilitating the transition of human resources
involved in the Higher Secondary Education Board; ii) integrating of the curriculum
47 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
and examination functions; and iii) strengthening the supervision and teacher support
system including the establishment of a National Examination Board.
6. Improving access, equity, social inclusion and quality are major issues in secondary
education. Strengthening the management of alternative and open learning
programmes is necessary to facilitate access for females, ethnic groups, Madhesis,
Dalits, disabled, Muslims and students from other marginalized communities to
secondary education.
7. In the recent years the SLC examination pass rate is not satisfactory, therefore,
improvement of the pass rate of SLC examination is a major concern of all the
stakeholders and MoE.
8. In order to build a common understanding of the programme among all stakeholders
wide interaction, sharing exercise and consolidations of model building experiences
demands much more time than expected.
Strategic priorities Access and Equity
1. Necessary preparations will be made to implement integrated secondary education system
(grade 9-12). Integration of grade 9-12 education policies, curriculum, examination and
trainings will be carried out in line with the new Education Act.
2. Guidelines will be developed for secondary schools on establishing minimum enabling
environment for students with different types of disabilities and schools will be oriented
on this.
3. Equitable access in secondary level education (9-12) will be delivered based on mapping,
and gradually made free including science education.
4. MOE/DOE will assess the effectiveness of and review the existing support scheme for
students of Karnali zone and of, marginalized and disadvantaged communities.
5. The current incentive scheme will be continued to ensure access to and completion of
secondary education especially for Dalits, marginalized groups, disabled students, girls,
and children from economically poor households.
6. MOE/DOE will implement a ‘one-door’ system for effective scholarship distribution.
Especially in the secondary level scholarships will be distributed to students through
individual bank account where bank facilities are available. When the government issues
Poverty Cards, it will be utilized for scholarship distribution.
7. The integrated scholarship distribution guidelines will be updated and implemented.
Alternative and open learning programmes will be continued to facilitate access and
participation of female, ethnic groups, Madhesis, Dalits, disabled, Muslims and other
marginalized communities to secondary education.
8. MOE will constitute a team to look into ways and means to promote partnerships with
private providers to safeguard access to quality secondary education in areas that are not
48 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
well served with educational services. Attractive packages will be developed to attract
such partnerships in mountain districts and remote hilly areas.
9. Private public partnerships will be emphasized for sharing best practices in quality
improvement. In addition to this, partnerships will be developed between better
performing and low performing schools, particularly private to public schools.
Quality and Relevance
1. The guidelines developed by MOE for setting secondary education standards will be
reviewed and all secondary school will be required to meet them by 2015.
2. Within PMECs, special considerations will be given to ensuring that all community
secondary schools have a functioning library and science laboratory.
3. Provision for incentives to best performing two secondary schools in each district will be
awarded with amount of Rs 500,000 each. The best performing schools will support weak
performing schools to obtain better results.
4. MOE/DOE will provide special incentives as well as provisions to acquire qualified,
competent science and mathematics teachers including temporary waiver on teaching
license to teach for specified time period.
5. Necessary preparation will be made for the integration of soft-skills in secondary
curriculum and teacher training curriculum content for the piloting purpose those schools
that have received basic education level soft-skills curriculum.
6. Introduction of the pre-vocational stream in secondary education will be continued in 100
schools.
7. CDC in collaboration with CTVET will develop and enforce National Vocational
Qualification Framework in the country.
8. An integrated framework of alternative/open learning will be developed and
implemented. National curriculum framework of grades 9-12 including vocational
education will be developed.
Learning and Evaluation
1. Learning achievement in community schools will be improved by encouraging
interschool partnerships to ensure equity in learning achievement.
2. Remedial support programs will be launched in schools targeting students lagging behind
in acquiring minimum learning achievements.
3. There will be a minimum of eight teachers (through teacher redeployment, PCF salary
support and local resource mobilization) in identified integrated secondary level schools
(grade 9-12) in pilot districts. Attention will be given to deploying teachers by
considering the school as a unit.
49 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
4. Student learning will be supported through enhancing ICT in education. Community
involvement will be promoted through advocacy and awareness.
5. The existing supervision and monitoring system will be further strengthened for
providing general and instructional support to integrated secondary schools.
6. The existing capacity of RED will be reviewed and strengthened with a view to
increasing their role enabling them to manage the grade 10 examination at the regional
level.
7. Performance contracts with HTs will be made by the DEO. In this connection, better
performing headteachers and teachers will be provided additional incentive.
8. Schools’ achievement and performance will be linked with the RPs, SSs and DEOs while
evaluating the performance of those officials.
9. After publication of SLC result, in each district, each RED and at central level, review
workshops will be organized to take necessary remedial action for further improvement of
SLC results.
10. District level indicator and target set to improve SLC results and interventions will be
initiated in all districts.
11. Separate head-teachers in all secondary schools will be made available by 2015/016 on a
performance contract basis.
12. A National Examination Board (NEB) will be established and put into operation after the
enactment of the Education Act.
Table no 2.3.1: Major programme activities, target and budget allocation for the FY
2014/15(Secondary Education)
A summary of the main activities with targets, unit costs and associated budget are given
below and the detail of physical targets, unit costs and the total budget allocated for this
component are given in below (Detailed programme in Annex I and II)
SN Activities Unit Allocated Budget
Physical Target Budget
1 Grants for Open School
education (grade 9-10) Center 84 9,240
2
Grants for special need
students studied schools
(blind schools - 6 and deaf
schools - 6)
Center 12 7800
3
Grants for Non-formal adult
school (adult women) grade
9-10
Center 50 7500
4
Grants for secondary level
Religious School(Gurukul,
Ashram, Madarsha, Gumba
Center 20 12040
50 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
and Bihar) Grade 9-10
5
Promoting of 5 open school
conducting grade 9-10 for
run the grade 11-12 open
school module.
Center 5 550
6
School building
construction (Continuation
of FY 070/71 )
Classroom 720 1,008,000
7 School Building
construction Classroom 415 415000
8 School building
maintenance Classroom 540 270000
9 School earthquake safety
program (Retrofitting) Classroom 204 272640
10
School earthquake safety
program (New Building
construction)
Classroom 10 17000
11
Repair and maintenance of
classroom and furniture
management
Classroom 1000 200000
12 Schools environmental
improvement School 600 150000
13 RC building maintenance Classroom 50 10000
14
Rehabilitation and
reconstruction for natural
disaster effected school
Classroom 40 8000
15
Grants to schools (grade 9-
12) for free textbooks
(based on PCF)
Student 885864 554576
16
PCF Salary grant (based on
teacher student ratio of
Secondary Level
Teacher
789,235
17 Scholarship for the children
of martyrs Student 99 2,970
18 Scholarship for Mukta
Kamlahari Student 8,103 36464
19 Hostel management cost for
Mukta Kamlahari Center 17 3400
20 Scholarship for conflict
affected children Student 8,000 95998
21
Scholarship for remote
mountain residential school
students
Student 482 14,460
22 Scholarship for feeder hostel
students Student 400 12,000
23 Scholarship for model
schools students Student 437 12,435
51 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
24
Scholarship for model
residential students in
remote mountain
Student 180 5,400
25
Scholarship for
Marginalized children
residential hostel students
Student 200 6,000
26 Hostel management cost for
remote mountain hostel Center 482 3374
27 Hostel management cost for
feeder hostel Center 400 2800
28 Model schools management
costs Students 437 4820
29 Hostel management cost for
mountain residential school Center 180 1,800
30
Hostel Management cost for
Marginalized children
residential hostel
Student 200 2,000
31 Secondary Education
Scholarship (Grade 7-10) Student 6000 102,000
32 Dalit Scholarship (Grade 9-
10) Student 70,000 35,000
33 Scholarship for disabled
students (grade 9-10) Student 5,666 19,831
34
Scholarship for
marginalized and targeted
students (Mukta Kamiya,
Badi, Haliya, Charuwa etc.)
Student 12,900 21,930
35
Scholarship for the student
of science stream (out of
district studied) at grade 11
and 12
Student 104 3,120
36 Intensive support for the
HSS of science stream Student 4000 20000
37
Incentive for best performer
schools having performance
contract based on
performance evaluation
Student 3,159 15,795
38
PCF non-salary Grant for
Book corner/ Secondary
Learning material for school
to achieved the PMEC
(including Targeted
students)
Student 727,014 167,213
39
PCF non-salary Grant for
Book Corner/ Learning
material for Higher
Secondary School
Student 297,397 89,219
52 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
40
Operating cost for
Secondary and Higher
Secondary Level
Student 5,805 139320
41
School Personnel
Management Cost for
Secondary Level
Student 5,805 428355
42
Innovative activities based
on district level proposal
including incentive support
to the districts based on
performance evaluation of
REDs
Region/District 80 16,000
43
Assessment of current
physical facilities of RED's
DEO's & ETC's for need
identification
Region 5 2,500
44 Establishment of Science
lab at Secondary schools School 857 557050
45
Computer/smart board
support for computer
education running schools
School 1,000 140,000
46
Orientation to the oral
examiner/monitors for
English
Person 1,748 2,622
47
Library/e-library
establishment at School for
improvement of Reading
skills on matching/
partnership model
School 1000 100000
48 Establishment of library &
information center at DEO's RCs 80 8,000
49
Development, printing and
distribution of good
practices of community
managed schools
Copy 500 250
50
Development, printing and
distribution of indicators of
quality education,
determinants of learning
achievement and projection
Times 1 300
51
Revision and printing of
hostel & scholarship related
guidelines
Times 1 300
52
Development of structure to
provide scholarship for
grade 11 & 12 through bank
and profile/database
preparation
Times 1 500
53 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
53
Activities related to students
evaluation in coordination
with universities
Times 1 200
54
Development of digitized
materials to collaboration
with I/NGOs enhance ICT
education
Times 1 1,000
55
Re-totaling, Analyzing,
reporting and dissemination
of SLC exam result
Times 1 350
56
Result analysis &
publication of report of SLC
exam 2070
Times 1 350
57 Establishment of SLC item
bank and analysis Times 1 900
58
Finalization printing &
distribution of Norms &
standards for effective
educational service delivery
Copy 1 700
59
School wise performance
audit (including selection of
examiner, orientation,
reporting)
Times 1 3,100
60
Discussion with
professional organization of
teachers & other
stakeholders on
contemporary educational
issues
Times 3 300
61
Printing, dissemination &
distribution of private
school norms & operation
guidelines 2069
Copy 1 600
62
Interaction for role of local
stakeholders on private
schools
Times 1 500
63
Implementation of different
program based
understanding of DPs
mission
Center
1500
64
Dialogue and collaboration
with stakeholders to
facilitate teacher
redeployment process
Times 1 1,000
65 Development of Grid of
Falit Jyotish for class 10 Subject 1 100
66 Development & testing of Sub 6 3,000
54 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
textbook of 6 compulsory
subject for grade 9
67
Development of teachers
handbook regarding ICT-
based teaching
Copy
500
68
Pre-testing of questionnaire
and updating question bank
(including questionnaire
printing, transportation,
monitoring, marking,
scrutinizing and analyzing
of grade 8)
Copy
3,000
69
Development of printing
and distribution of
guidelines regarding
development of school
library/e-library, and
management of minimum
educational materials
Copy
500
70 Development & printing of
multi textbook policy Copy
300
71 Handbook Development for
ICT based teaching Times
300
72
Development, printing and
distribution of SLC
prototype items
Copy
1,200
73
Revision of social audit
guideline and dissemination
of compiled social audit
report of 75 districts
Times 1 500
74
Development and printing
of resource person
management guidelines
Copy
500
75 Talent hunt and motivation
program Times 4 1,800
76
Policy-related activities for
social dialogue and teacher
management
Times
350
77
Program implementation
related to school
restructuring/merging
program and dissemination
of its guidelines
Times 1 500
78
Conduction of program in
collaboration with media
stakeholder concerning
educational awareness,
Times 1 2,800
55 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit Allocated Budget
Physical Target Budget
improvement of school
management and
enhancement of ICT
79
Collaboration with national
organizations of teachers
and students for
development of school
education
Times 1 400
80
Programs implementation
for institutional
restructuring and
management (including
national education board)
Times 1 10,000
81
Development and
distribution of audio
textbook of class 9 to 12 for
blind students
Copy 1000 400
82 Residential scholarship for
disabled (Grade 1 to 10) Student 500 2000
83
Grant for residential school
construction for Deaf and
mild-hearing students 1/1 in
mid west and far west
region
School 2 20000
Implementation roles and responsibilities
1. Schools and SMCs: Schools and SMCs will be responsible for planning and
implementing SIPs, aiming at quality delivery of secondary education by ensuring
MEC for their schools required for securing intended learning outcomes of students
including achievements on specified performance indicators. The schools will also be
responsible to devise performance indicators for students, teachers, HTs a SMC and
devise and implement action plans, monitor the process and progress, put reform
initiatives as and when necessary, and report the status in the Flash through RCs to
DoE within scheduled time.
2. RCs: RCs will be responsible for preparing their action plan based on their
performance indicators to support delivery process of schools to attain the SIP targets;
facilitate ensuring MEC requirements of school delivery; planning and
implementation of SIP; capacity building of SMC to ensure effective school
management including data verification for EMIS and producing progress reports.
3. DEO: The DEOs will be responsible for assisting schools to implement SIPs in
general and providing technical backstopping and facilitation of SMCs and other
functions relating to quality improvement. DEOs will have reporting responsibilities
to subsequent levels. The DEOs together with their extended technical wings, the RCs
and lead resource centres, will be responsible for assisting schools in implementing
their SIPs in general and for providing technical backup and capacity development
facilitation targeted at the SMCs. The DEOs will be responsible for the financial and
56 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
social audit functions, timely preparation and submission of reports to the concerned
agencies and inclusive participatory process in the model building exercise.
4. RED: The REDs will be responsible for the monitoring of programme implementation
in districts and reporting to the DoE. The REDs will prepare a comprehensive
monitoring plan based on the monitoring plan of the respective districts and report to
the DoE accordingly.
5. Central Line Agencies (CLAs): The CLAs (CDC, NCED, NFEC, and OEC) will
have the responsibility to provide overall technical support to the system such as
development of curriculum and curricular materials, teacher development, alternative
basic education provisions, and examination functions.
6. DoE: The DoE will be responsible for coordination and facilitation of implementing
ASIP. It allocates and channels resources, ensures utilization of allocations and
programme outputs as planned by mobilizing monitoring mechanisms, and facilitates
the MoE updating and formulating policy options. DoE will be responsible for the
arrangement of joint monitoring of the programme and other technical and managerial
support.
7. The MoE will be responsible for ensuring an enabling environment for implementing
the ASIP at all levels. This will include the revision and development of the policy
options, regulatory and resource frameworks required for a smooth implementation of
the ASIP. The MoE will also be responsible for communication and coordination with
DPs, line ministries, and overseeing the monitoring and evaluation of programme
progress towards national policy goals and strategic objectives.
57 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Chapter 4: Literacy and Lifelong learning
Introduction
4.1 The literacy goal of the SSRP is to go beyond achieving 3R skills to literacy and
lifelong learning and develop, among illiterate youths and women, life skills facilitating
competency in communication and use of social service institutions to address their
own, family as well as community issues of daily life.
Present status
4.2 Despite targeted interventions made in education sector including NFE subsector after
2008, literacy rate has increased with slow pace during the later years. According to the
national population census 2011 (2068 B.S.), overall literacy rate (for population aged 5
years and above) has increased by 2.7 percent points from 2008 to 2011. Similarly,
adult literacy (for population aged 15 and above years) over the years also has increased
by 4 percent point. Overall literacy rate ranges from the lowest 41.7% in Rautahat to the
highest 86.3% in Kathmandu where as adult literacy ranges from the lowest 37% in
Mahottari to the highest 84% in Kathmandu.The table 2.4.1 below shows the current
status of progress as compared to selected key performance indicators.
Table 2.4: Summary of current status in key performance indicators (Literacy)
Indicators
Base years Targets and achievements
07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16
T A T A T A T A T A T A T A
Literacy Rate[28]
Age Group 15-24, %
73 75 78 80 83 86 87 91 95[5]
Age Group 6+ years, %
63[29] 69 76
**
63
[29] 78
61
[30] 80
65.
9 83 65.9 84 65.9 85 85
Age Group 15+ years, %
52 56[31]
60
**
56
[31] 62
57
[32] 64
57
[32] 67 57[32] 70 57[32] 66 75[33]
Literacy Gender Parity
Index (15+ years), ratio
0.61 0.74 0.90
**
0.9
2
0.76[
34]
0.93 0.76
[34] 0.95 0.76[34] 0.96 0.76[34] 0.97 0.98
4.3 The census also reports disparities in literacy rates between men and women, urban
and rural areas, among caste and ethnicity, and different regions showings low
literacy rate for aged 5+ in the mountain (60.45%) and Terai region (61.1%) compared
to hill region (72%). The census has also reported 17.7 percent point gap between males
(75.1%) and females (57.4) and 19.74 percent point gap between rural (62.48%) and
urban (82.22%) for the age group 5 and above years. In case of adults, the rate for
female lags 22.9% behind the male.
4.4 According to the household survey conducted in 2011, number of adults remaining
illiterate was found to be 51,73,979 out of which 3,435,336 were women. Among them,
total 2,033,471 persons have been reached by literacy program by 2013 and additional
58 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
1,693,165 persons are targeted to reach in this year 2014. So, remaining total number of
illiterate adults to receive basic literacy is estimated to be 1,745,334 by the end of this
year.
Issues and challenges
1. Opportunities for post literacy courses, income generation and continuous learning
programs could support literacy program graduates to retain and enhance their
knowledge and ability. Linking literacy programs with Income Generating Program
(IGP) has demonstrated positive results but reaching remote and marginalized groups
and offering locally appropriate programs, relevant to diverse local needs, including
languages, culture and local knowledge and value system has been a challenge.
2. Community Learning Centers (CLCs) are found instrumental for implementing
lifelong learning programs integrating literacy, open learning programs, mainstreaming
unschooled children and awareness raising activities. However, ensuring the reach of
interventions to pockets of marginalized communities, the real target population of the
program, has been still a challenge. Capacity building needs of CLCs to help
performing their roles effectively – planning, programming, implementing,
monitoring, evaluating, documenting experiences and recycling the process by
incorporating successful experiences – is strongly felt.
3. It has been evidenced that community-based management and context-specific
learning materials developed at local levels incorporating language, culture, social and
economic issues including the indigenous knowledge and practices of target population
facilitate effective learning. Centrally developed learning materials are not so effective
to respond to the learning needs of varied cultural, religious and social contexts of
diverse group within society.
4. Local level planning, program designing and implementation based on evidence and
updated data with mapping of pockets of disadvantaged community help ensure to
reach the program to the real needy group. However, institutionalizing accountable
mechanism down at the local level responsible for undertaking these functions has still
been a challenge.
Strategic priorities
1. Literacy and lifelong learning programs will be targeted in pockets of marginalized
communities. Basic literacy classes under Literate Nepal Mission (LINEM) in each
district shall be concentrated in targeted VDCs/ Municipalities in order to declare them
fully literate. Number of such VDCs/ Municipalities will be scaled up each year.
Various implementation modalities depending upon the context of each district will be
expedited. Post literacy, IGP and other livelihood related skill development training
programs will also be concentrated in the same VDCs/MCs targeting to the pockets of
marginalized, and poverty-ridden and conflict-affected women.
2. The CLCs will be strengthened with capacity-building activity, resources and
technology to make them able to implement literacy and lifelong learning programs
and to complementing the national literacy program, run under LINEM. All CLCs, in
phase wise manner, will be provided support to establish reading centre/library and
ICT facilities to promote reading culture and sustain literacy among neo literates.
Additionally, they will also be provided support to develop profile of respective VDC/
MC that will help them for literacy mapping, assessing local needs of people and
planning the relevant continuous learning programs based on the information of the
profile developed.
59 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
3. The success stories of piloting Mother Tongue Based Literacy (MTBL), Trilingual
literacy programs will be expanded to more districts in which, local experts will be
collaborated to develop contextual learning materials. Ownership of program
management will be shared with communities, and information based planning,
programming and decision-making will be encouraged. Print and electronic media will
be mobilized to facilitate national as well as local level literacy campaigns.
4. In order to promote mother tongue literacy, the CRCs of literacy materials developed
so far in different mother tongues will be made available to all the districts. As per the
demand of concerned linguistic groups, the supply of these materials will be ensured.
New mother tongue based materials will also be developed based on availability of
funds.
5. Literacy programs will be aligned with IGP, vocational/apprenticeship training (on the
job) and ICT programs to the extent possible in public private partnership in
collaboration with local government. Apart from NGOs and Community Based
Organisations (CBOs) partnerships shall also be built with schools, political,
professional and social groups in planning, managing, implementing, monitoring and
evaluating literacy and skill training programs. Partnerships with local government,
NGOs and other providers has proved an effective strategy to sharing expertise,
resources, experiences, which in turn contributes to accelerated program efficiency.
6. CLCs will be made responsible for managing, implementing and monitoring the basic
literacy, post literacy and IG programs. Required training and other support will be
provided to the CLCs to facilitate them for undertaking the given activities. To further
expand the continuous learning opportunity for the neo literates, some modules of
continuous learning will be tested in some CLCs as pilot and model building.
7. Capacity of DEOs, CLCs and NFEC with regard to effective program design,
implementation and monitoring will be strengthened based on the Capacity Needs
Assessment Exercise and in-depth study of CLC carried out by NFEC. Efforts will also
be concentrated on strengthening and capacity building of CLCs rather than expanding
their number.
8. Based on the data of Population Census 2011, pockets where OOSC are concentrated
CLCs and schools will be mobilized to run alternative schooling programs. Present
allocation/distribution of Alternative schooling Programs (Flexible Schooling, Adult
Non Formal Schools & Open Schooling) and their location site will be revisited and
reallocated to the identified pockets to ensure these program serve real needy
population. Along with this, curricula materials, implementation modalities, existing
period of completion level will also be revisited and appropriate model will be
developed.
9. Income generation program (IGP) will be targeted on pockets with high prevalence of
OOSC, targeting their mothers to encourage them to enrol their children into schools
or ASP. An integrated package including IGP scheme to the mother of OOSC and ASP
to the children will be introduced in the districts with the highest prevalence of OOSC
in the first phase as pilot. Post-literacy and income-generation schemes will be
concentrated in the same pockets where basic literacy is conducted.
10. In order to establish linkage among various initiatives such as literacy, post-literacy,
non-formal adult school, open school; an integrated framework and implementation
guidelines will be developed. Involvement of different institutions (e.g. NCED, NFEC,
DOE) in their implementation will also be revisited.
60 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
11. Strengthening existing NFE MIS in coordination with DOE will be initiated.
Continuity will be given to updating the household data collected in previous year.
12. Schools and CLCs will work in a coordinated way to supplement one another for
implementing formal as well as non-formal education program including literacy at
local level. CLCs will utilize the surplus of physical infrastructures at schools because
of school mergers and other reasons.
13. Frameworks and mechanisms will be developed for certifying and accrediting of NFE,
informal learning and education. Initiatives for assessing literacy skills of neo literates
will be piloted.
14. To supplement the activities mentioned in ASIP, additional activities will also be
undertaken mobilizing the fund available from other sources.
Table no 2.4.1: Major programme activities, target and budget allocation for the FY
2014/15(Literacy)
The major physical targets for the year are as follows. The detail of physical targets,
unit costs and the total budget allocated for this component are given in AWPB.
SN Activities Unit
Allocated Budget
Physical
Target Budget
1 Training on micro credit and saving for
IG Group Center 5000 3100
2 Thematic training Center 5000 16800
3 Seed money for IG group Center 2,500 25,000
4 Training for facilitators of Post literacy
Programs Person 12,000 24,000
5 Incentive allowance for facilitators of
Post Literacy program Person 12,000 72,000
6 Monitoring through CLC Center 1,200 9,000
7 Stationary cost Person 240,000 24,000
8 Transportation cost Center 12,000 2,400
9 Text books cost Number 240,000 24,000
a) Major program activities under Non-pool fund
LINEM will cover major program activities related to the basic literacy and lifelong
learning. In fiscal year 2014/15 total 1,745,334 illiterate adults throughout the country
will receive the basic literacy course under the literacy campaign. 2199 CLCs will
receive grant support for its functions and out of them 400 will receive support for
establishing reading centre in CLCs.
Fifteen CLCs will be provided support for developing village profile and running
alternative learning centers for OOSC and neo-literate women.
Altogether 600 neo-literates and CLC members will receive demand-based livelihood
and vocational skill training.
DPs contribution through the non-pool fund also will be continued. Mainly the
support will be focused on materials development, establishing the database of out of
school children, developing innovative program for flexible schooling, introducing
vocational skill training and providing alternative education to out of school children
in order to mainstreaming them in education.
61 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Implementation roles and responsibilities
1. Communities: The communities shall have the responsibility to cooperate with CLCs,
schools and RCs to social mobilization; generate demands; assess needs; and support
to plan programs; manage, implement, monitor, and evaluate literacy programs in the
community.
2. VDCs: The VDCs shall have the responsibilities to carry out social mobilization;
assess needs; plan comprehensive VEP; generate resources for implementing literacy
programs; coordinate and support to CLCs and schools; establish data base
encompassing both formal and informal/open education and produce reports based on
set indicators.
3. CLCs: The CLCs will be given responsibility to undertake and monitor literacy
classes in their catchment areas in cooperation with schools. From this year, they will
be given special responsibilities for executing and monitoring post-literacy and IG
programs.
4. RCs: RCs will be responsible for providing technical support to the program
implementing agencies as well as the program facilitators with regard to program
management and education delivery.
5. Schools: Literacy classes under LINEM will be conducted in coordination of schools
running highest grades within the VDC. They will also be made responsible for
monitoring literacy classes, coordinating other schools and CLCs, facilitating literacy
educators and determining the location site of literacy classes within their catchment
area. They will also be encouraged to mobilize teachers and students to organize
literacy to the illiterate adults in their catchment areas. Schools and CLCs in the
location where OOSC are concentrated will be made responsible to track down the
OOSC, developing their profile and managing ASP for them.
6. DEO: DEOs will be responsible to provide resources and allocate quotas for
literacy/non-formal education in the VDCs considering the literacy data of household
survey and VEP needs; provide technical support to program implementation; monitor
to ensure that resources are being utilized and results produced as planned; and
maintain district database.
7. NFEC: The NFEC shall have the overall responsibility to provide resources and
allocate quotas for basic literacy based on the literacy data collected through household
survey including policy formulation; devising operational guidelines; coordination
with relevant central level as well as district level agencies including I/NGOs;
monitoring and evaluating program implementation; and facilitation and professional
support to program providers at district and central levels.
8. DOE: DOE will be responsible for allocating funds for targeted programs, overall
coordination, monitoring and resource management.
62 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Chapter 5: Technical and Vocational Education and Training/Soft skills
Introduction
5.1 The SSRP aims at strengthening relevance and mainstreaming soft skills, i.e. enabling
skills that support students to apply knowledge in their life and society, within basic
curriculum. Based on pilots undertaken in grade 6 and 7, curriculum in those grades
has been revised to ensure competence-based curriculum with soft skills incorporated.
In addition, the competence-based curriculum will expand to grade 8 this year based
on the experience gained from the pilot. Similarly, soft skills are being incorporated in
secondary level curriculum.
5.2 The SSRP has provided policy directions for both general and technical streams in
secondary education so that the opportunities of skills development will be expanded
across the country. The Technical and Vocational Education and Training (TVET)
component of SSRP aims to provide work-oriented soft skills to secondary level
students. Moreover, it aims to equip students with employable skills, which will assist
and accelerate their transition from school to work and help them explore a variety of
career opportunities that are available in Nepal as well as in the global market. Based
on the experience gained from piloting TVET, further expansion will be undertaken in
secondary schools, and expansion of higher secondary level is being explored.
However, expansion and consolidation of TVET programmes require a significant
level of resource mobilization for technical capacity building; and teacher preparation
and management including infrastructure development in schools.
Present status
1. Basic soft skills and introductory contents on vocational skills have been integrated in
grades 6 to 8 curriculum. In addition, a separate subject viz. Profession, Occupation
and Technology is being introduced in basic level (grade 6-8). The curriculum and
textbooks of grade 8 are being piloted in 100 selected schools, across 18 identified
districts, while it is mainstreamed in grade 6 and 7. Officials of DEO, head teachers,
teachers, SMC members and other concerned stakeholders of pilot districts and schools
have been oriented and trained on revised soft skills curriculum and textbooks. A
training manual on soft skills has been developed for lower secondary level teachers.
The expertise of CDC and NCED has been mobilized to follow up the piloting
activities.
2. Curriculum Development Council has recently approved the TVET curriculum
framework, which will pave the way for development of TVET component for
integrated secondary level (9-12 grades) and MOE has selected 100 community
schools to implement vocational stream at school level. The five year estimated cost
for TVET programme implementation under SSRP is about US$15.45m.This
63 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
estimated cost covers curricular integration, piloting different schemes, trades and
skills, and introduction of TVET stream in 100 community secondary schools.
3. Moreover, ANNEX programme in community schools; trade schools in selected
districts with specialized skills and Training and Certification programmes are in
operation through CTEVT.
Issues and challenges
4. There is a gap between the capabilities of young people finishing their education and
the demand from the labour market and a large-scale migration of young people to
often be employed in low-skilled labour abroad. The education system currently faces
difficulties in responding to the changing demands and opportunities in the
(inter)national labour market.
5. Establishing a fully-fledged quality educational stream requires substantive resource
allocation and capacity development of teachers and educational managers.
6. There is still lack of conceptual clarity on what these skills entail and how they should
be trained and measured. This brings about the risk of soft skills implementation
lacking relevance and clarity when being introduced by teachers at school level.
7. The range of the TVET and soft skill sector is less clearly defined in comparison to
other SSRP components. As such, coordination among agencies such as DOE, CDC,
CTEVT involved within this component and linkage with those that provide TVET
related programs beyond the SSRP scope remains challenging. For example, linkage
with the existing TVET ANNEX schools remains to be done.
8. Performance indicators are currently not included within the Monitoring and
Evaluation model of the SSRP. It is yet to be clarified how to measure the attainment
of soft skills amongst students in an effective way. As such, the establishment of an
adequate mechanism for Quality Assurance and Accreditation of secondary TVET
subjects and soft skills remains to be done.
9. The current school based plans with regard to introducing a vocational stream and soft
skills do not reach the out of school children that are the most in need of acquiring
enabling skills that will help them to (re)connect to the labour market.
Strategies
10. The piloting of the soft skill curriculum and textbooks in grade 8 will be continued and
the fully-fledged delivery of the revised curriculum, based on experiences gained from
the similar pilot in grade 6 and 7 in 100 schools, will be continued.
11. Sufficient professional development will be provided to teachers to continue the
implementation of the revised curriculum for secondary level in 100 schools.
12. The responsible officers that are appointed in MOE, DOE, CDC NCED and the DEOs
to coordinate the mainstreaming of soft skills incorporated curriculum will be
64 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
supported to further increase their capacity in strengthening institutionalization across
all levels of the education system.
13. The selected TVET/SS pilot schools will receive continued support through allocation
of adequate funding to enable them to provide salary to instructors and sub instructors,
management and monitoring and for their teachers to undertake action research as
envisioned under the TSSP program.
14. A TVET policy will be developed that will clearly specify the roles and responsibilities
of the different government agencies that are responsible for the implementation of
programs within the TVET school sector. In addition, this policy will identify the
linkages with agencies that operate under the CTEVT with regards to providing TVET
programs beyond the scope of the SSRP. Annex schools in community schools and
skills development and training and certification programs will continue under the
framework provided by TVET policy.
15. MOE will collaborate with different line ministries and agencies such as Ministry of
industry and Commerce, Ministry of Agriculture, Ministry of labour, Poverty
Alleviation Fund, FNCCI, I/NGOs and business house to prioritise running alternative
education programs to address diverse vocational educational needs in areas with high
prevalence of (lower) secondary aged out of school children.
16. Based on experiences from the revision of the grade 6, 7 and 8 support to soft skills
enhancement of the grade 9 and 10 curriculum will be initiated. This will include soft
skill enhancement of all subject curricula. Priority will also be given to the piloting of
school based approaches to improved curriculum implementation.
17. Community engagement, utilizing existing local professional structures and linking to
initiatives undertaken by other ministries in this field and networks will be explored for
the roll out of the vocational stream.
18. CDC will continue the process of integrating soft skills in compulsory subjects in
grades 6-10.
Table no 2.5: Major programme activities, target and budget allocation for the FY
2014/15 (TVET)
The major programme activities are given in table below. Details are given in the AWPB-
Annex III.
SN Activities Unit
Allocated Budget
Physical
Target Budget
1 Salary/allowances for Instructors and
assistant Instructors Person 240 120203
2
Orientation about technical &
vocational education in soft skill
program piloted districts for teachers
District 18 1500
3 Identification of local and indigenous
technologies (3 districts) District 3 600
65 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
SN Activities Unit
Allocated Budget
Physical
Target Budget
4
2 days orientation for focal person of
district level technical & vocational
education
Person 80 2000
5 Orientation for trainers regarding "on
the job training" of grade 10 school 100 2500
6
Meeting/Management cost for TVET
centre steering committee and other
technical & administrative committees
Times
500
7
Meeting/Management cost for TVET
districts level program implementation
committees.
District 75 1125
8 Interaction for strengthening TVET
program Center 1 100
9 Study on effectiveness of TVET
Program Times 1 2500
10
Development and printing of practical
handbook of vocational & technical
subjects based on classroom and field
based activities (Grade 6, 7, 8)
Times 1 500
11
Development of digital materials of six
subjects including vocation and
technical subjects
Subject 6 900
12
Development, printing & distribution
of self learning materials of vocational
& technical subjects
Copy 1000 500
13
Revise with integration of soft skill of
5 subjects of secondary level (hotel
management, traditional medicine
system, floriculture, office
management 7 accounting, anchoring)
Subject 5 1500
14
Development, Printing & distribution
of handbook including action research,
case study, project work regarding
technical & vocational education
Copy 1000 600
15 Support for lab materials School 100 10000
16 Management cost for on the job
training School 100 50000
17 Grant for alternative energy based on
PPP School 100 20000
18 Collaboration with various agencies
support TVET programs in schools School 100 10000
19 Grant for selected school based on
proposal on the basis of piloting School 10 5000
66 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Implementation roles and responsibilities
1. Schools and SMCs: selected Schools and SMCs will be responsible for carrying out
tasks while piloting as prescribed in directives/circulars.
2. DEOs: DEOs, the RCs and lead resource centres will be responsible for assisting
schools to pilot and document successful experiences for consolidation; prepare status
report of the piloting and report to the REDs and DoE.
3. RED: The REDs will have the responsibility to monitor the programme and report to the
DoE.
4. CLAs and DoE: CDC as well as CTVET will be responsible for the development of
guidelines for teachers and the development of teachers guide and textbooks. The
NCED will be responsible for teacher training. The DoE will be responsible for
facilitation of the process through ASIP interventions.
5. MoE: MoE will be responsible for providing an enabling policy environment for
implementation of the programme by ensuring overall coordination and policy
directions.
67 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Chapter 6: Teacher Professional Development
Introduction
6.1 The professional development of teachers is one of the key factors to improve the
opportunities for teachers have a significant positive effect on students’ achievement
and learning. Thus, the SSR has aimed to increase students’ learning and to improve
their performance through developing the professional capacity of the teachers.
6.2 The TPD course is being implemented based on the guidelines approved from the
Ministry in January 2011. In line with this guidelines, NCED has designed and is
implementing the Teacher Professional Development (TPD) programme. The TPD
course comprises three independent modules of 10 days each to constitute
certification of 30-day training course. The TPD course primarily aims at addressing
immediate pedagogical needs of the teachers and at providing them with continuous
learning opportunities. According to the policy, every working teacher irrespective of
his or her terms of tenure will get an opportunity to participate in all three TPD
modules within the five years period of time (2009/2010-1013-14). The TPD design
summary is presented in the table below.
6.3 Every training module is designed on the basis of triangular needs that combine
individual teachers' needs (reported by themselves), organization's (school) needs and
system's (national priorities/policies/plans/curriculum.) needs. Certification of each
module is accumulated to the TPD certificate. With regard to the implementation
arrangement, the Resource Centres (RCs) have been authorized and empowered for
conducting TPD modules for basic level teachers and Lead Resource
Centres/Educational Training Centres have been authorized and empowered for
running the course for secondary school teachers. From the point of view of location
where the training is occurred, the TPD programme is theoretically characterized as
TPD design summary
1. Part-1: Training cum workshop (face-to-face event to be conducted at the training hub(RCs for Basic level and
ETCs/LRCs for secondary level) runs for 5 days)
2. Part-2: Self-study exercise (school-based event upon completion of the part-1 course runs for 30 days’ gross
period by engaging the participants independently in the structured sets of
assignments and counted towards credits of 3 days equivalent)
3. Part-3: Instructional Counseling (school-based even upon completion of the part-2 course runs for 2 days under
complete guidance of the same set of trainers invariably mobilized to check and
collect the assignment and to provide on-site professional support)
{Whole module combines input/training event (part-1) followed by application and
constructive learning (part-2) and on-site follow up support (part-3)}
68 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
"field-based" teacher training model, which is based on combined approach of two
popular models like school-based and cluster-based training.
Present status
6.4 The teacher capacity building efforts of National Centre for Education Development
(NCED) have started demonstrating positive impacts on learning achievements of
students and efficiency of school performance. Flash reports recorded following status
in the key indicators of the SSRP teacher professional development component.
Table 2.6: Summary of the status of key SSR indicators (TPD component related)
Indicators
Base years Targets and achievements
07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16
T A T A T A T A T A T A T A
Teachers with required qualification and training
a. For all schools
Basic
Education, %
62 66 70 70.2 74 77 79 89.2 83 90.3 93 90.6 94 95[13]
Grade 9-10, %
79.7 85.1 86.7 87.1 88 87.6 89 90
Secondary Education, %
74 77 80 72.3 83 74.3 86 78.6 89 79.8 85 80.4 88 91
[14]
b. For community schools
Basic Education, %
62 66 70 75 74 79.3 79 91.1 83 91.9 93 92.5 94 95
[15]
Grade 9-10, %
84.8 87.9 90.1 91.5 93 92.2 94 95
Secondary Education,
%
74 77 80 73.9 83 75.3 86 80.3 89 82 85 82.8 88 91
[16]
Teachers with required Certification[17]
Basic Education, %
90 91 92 94 95 96 96.9 97 98.1 99 100
Secondary Education, %
90 91 92 94 95 96 98 99 98.7 99 100
10. Share of female teachers[18]
Primary
education, %
35 39.6[19]/34.5[20] 42.2/37.5 42.2/37.5 41.5/37.8 43 41.6/37.9 43/38.5 45/39
Basic education , %
36.5/31.2 38.7/33.7 38.9/33.9 38.4/34.1 39 38.5/34.3 40/35 41/36
Secondary education,
%
13 12.0/7.8 15.9/13.3 16.5/14.3 16.7/14.7 17 16.8/14.8 18/15.5 20/16
Pupil Teacher Ratio
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a. for community schools based on approved teacher positions
Primary 43.8 42 43 40 38 37 37 36 35
Basic Education, ratio
44 43 41 44 40 46 39 44 38 44 37 41 36 35
Grade 9-
10, ratio 39 34 35 36 31 31 31 30 30
b. for community schools based on reported teacher positions [35]
Primary 39.5 37 34 31 29 27
Basic Education, ratio
39 37 34 32 30
Grade 9-10, ratio
35.5 36 31 31 31 31
Secondary Education, ratio
31 28 28 27 26
c. for all schools based on reported teachers positions [36]
Primary 33.3 32 30 28 26 24
Basic Education, ratio
34 31 30 30 26
Grade 9-10, ratio
27 27 24 24 24 23
Secondary Education, ratio
25 23 28 23 23
Issues and challenges
1. It is challenging to provide a 30-days TPD course to all working teachers within the
year of against the total targets of the five-year SSRP programme.
2. Reflecting the priorities areas of the systemic reforms, as provisioned in the SSRP, in
the demand driven module of TPD is still remaining the challenges because
appropriate training need has not been realized by the concerned teachers. Mainly
this includes continuous assessment of students, classroom action research, local
curriculum development, use of ICT and CFS.
3. Four years' experiences shows that RCs could not address the need of the subject
based training of those teachers, particularly those teaching in grades 6 to 8.
Therefore, properly addressing the need of such teachers through the demand-driven
exercise still remains a challenge.
4. Integration of the training of facilitators working in the Early Childhood Development
Centres (ECDs) also remains a challenge.
5. In many resource centres, there is no training-friendly environment due to the lack of
availability of training rooms, equipment and other appropriate training materials.
6. Limited capacity of Headteachers (HTs) Resource Persons (RPs) and roaster trainers
for collecting, verifying and analyzing the demands and developing courses
accordingly is also a challenge.
7. There are huge challenges to mobilize the roster trainer as provisioned in the TPD
training framework. Senior and expert teachers are used as a roster trainer but school
do not show a willingness to leave the roster trainer for instructional counselling.
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8. Qualification upgrading of the teachers as per the reform agenda of SSRP has been
one of the more challenging tasks in this component.
9. TPD course for grade 11-12 teachers yet to be finalized in line with the integrated
secondary education. Expansion of secondary schools from 9-10 to 9-12 would
require more competent teachers for the higher grades which do not seem to be
available at the moment. Therefore, enhancing professional capacity of teachers for
meeting shortcoming of teachers has been a challenge.
10. It is challenging to ensure that teachers translate the skills received during training in
the curricular transaction.
11. Continuous opportunities to learn and sharing is vital for teachers’ professional
development. This would require appropriate coordination among resource centres,
school supervisors and training institutions.
Teacher Management
Issues and challenges
1. Issues with regard to minimum qualifications and validity period of teachers’ licenses
remain to cause challenges in teachers’ management and require an amendment in
acts and regulations.
2. There remains a disconnect between centre and local level with regard to teacher
management, as the TSC has not been institutionalized at regional level to carry out
functions such as teacher promotion, teacher recruitment and monitoring teacher
recruitment at district level.
3. There is a need to further strengthen the recruitment of new teachers based on
identified need and at the district level.
4. The recruitment of additional teachers is currently not done in line with the academic
school year timeline. This causes newly recruited teachers to not be effectively
utilized for filling the vacant positions from the start of the school year.
5. Head teachers are to be made more accountable through being locally appointed and
the gender parity at head teacher level needs to be further strengthened towards the
recruitment of more female head teachers.
6. Temporary teachers are yet to receive similar secondary benefits such as leave
benefits.
7. The current shortage of Science, Math and English teachers, as well as in Vocational
and Technical Subjects such as Accountancy, Computer Science, and Agriculture has
a direct effect on challenges faced in learning outcomes and low pass marks in these
subjects.
8. There is a lack of a provision of awarding marks on acquired academic qualification.
9. Redeployment of teachers is yet to be expanded and expedited to and in critical
districts.
10. It is reported that some districts continue to have surplus teachers positions. It remains
a concern that there is yet to be put a system in place that allows transferring of
teachers from surplus district to other districts.
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Strategic priorities
Teacher Professional Development
1. Field-based TPD modules will be further strengthened by creating continuous
learning opportunities for addressing immediate pedagogical problems of teachers.
SSs, RPs and roster trainers will be jointly mobilized for close monitoring and on-site
support to teachers.
2. The targets of teacher training will be increased for FY 2013/014 as much as possible
to provide the training for remaining teachers.
3. ETCs and LRCs will be mobilized to provide the subject-based training for grade 6-8
teachers. RCs will be responsible for basic level grade 1-5 teachers.
4. Piloting of training modules on the CAS, curriculum, ECED training, training for
grade 11-12 teachers will be conducted.
5. The Child Friendly Schools (CFS) training module will be developed to integrate in
the regular National Centre for Educational Development (NCED) teacher training
framework.
6. The ongoing collaboration programme between NCED/FOE will be continued to
upgrade the qualification of teachers in collaboration with universities.
Implementation of Teacher Preparation Course (TPC) will be expanded in
collaboration with TU/FOE.
7. The physical setting and training environment of ETCs/LRCs/RCs will be
strengthening by considering the minimum prerequisites of the training institutions.
8. Institutional coordination and linkages among RCs, LRCs, ETCs, and DEOs, and
channel support system for effective implementation of the TPD programmes.
9. The ongoing programme relating to the capacity development trainings and
institutional performance management system with improved design for distance/open
learning programmes, managers shall be continued.
10. The findings of the teacher development study will be utilized for the betterment of
teacher management. Based on the findings of the study a system will be developed
for teacher selection and career development.
Teacher Management
1. Excellent educational achievers will be motivated to join the teaching profession. In
collaboration with the TSC, MoE will make a provision through revisiting the existing
recruitment criteria.
2. A mapping exercise will be conducted to determine current teacher vacancies and
redistribution of teacher posts. The district education committee (DEC) will conduct
teacher transfer/re-deployment based on STR and school mapping. Teachers will be
transferred from surplus districts to other districts where teacher shortages exist using
the concept of a national pool. MoE will make a provision to convert one level teacher
position to another level within the district.
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3. TSC will revise teaching license, curriculum and examination grids, making provision
for the candidates to acquire a minimum 50% mark in the examination.
4. In collaboration with the TSC, DoE will make provision to be a candidate in the
competitive temporary/contract recruitment process in the teachers’ vacant position of
Science, Maths, English and Vocational and Technical Subjects such as Accountancy,
Computer Science and Agriculture teachers if license holder candidates are not
available. Newly recruited teachers appointed through this provision should be able to
receive a teaching license within three years of their appointment.
5. Adequate distribution of teachers to achieve and maintain envisioned teacher student
ratios.
6. Teacher Service Commission will conduct a competitive exam and publish the list of
successful candidates for permanent teacher positions and publish the additional
teachers' list as a roster for temporary school appointments. The list will be published
on a subject basis for lower secondary and secondary levels.
7. SMCs will identify candidates for teacher selection only from the pool created by the
ZTSC. Where candidates with required qualifications are not available within the pool
(such as Science, Accounting, Mathematics and English teachers), SMCs will request
the DEO that the ZTSC can initiate a district-wide search for appropriate candidates.
In doing this, strict adherence to the merit list will be ensured.
8. Teacher unions/professional organizations will be involved in more professional
activities and will be invited to serve on the teacher licensing body (Teachers'
Council) as proposed.
9. A separate management position for head teachers will be created at basic and
secondary level and the promotion mechanism for head teachers and development of a
professional career path will be explored.
10. Generally, all transfers will be done under a schedule, either at the start or end of
school year to minimize the burden on the system or during the vacation period to
avoid any academic loss for children.
11. Teachers working in out-of-subject assignments (for example a history teacher
teaching mathematics) will be given first consideration for subject vacancies as they
occur.
12. A school-based pedagogical support system will be developed with a leading role of a
leader school within the VDC. The leader school will be the highest level school.
13. Necessary preparation will be carried out to link the four categories of teacher
envisaged in the SSRP for the purpose of career development and promotion.
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14. Considering the decrease in student numbers especially in remote areas, a single
teacher school concept will be piloted. The MGML concept can also be applied in
such circumstances.
15. Each district will develop teacher profiles to include all administrative and academic
information, such as qualifications, training, existing professional needs, appointment,
postings, transfers, performance appraisal results, promotions.
16. Necessary preparation will be made for all permanent teachers to be required to
successfully complete the courses and programmes for promotion at each level. They
must achieve at least 50% score for Beginner level, 60% for Experienced Level, 75%
for Master Level and 80% for Expert Level.
17. Teacher performance appraisal, course completion, qualification and years of
experience will be taken into consideration for promotion.
18. Clear job descriptions and responsibilities in line with the existing teacher
professional code will be provided for all teachers (permanent and temporary) to
create a more accountable system and form the basis of the appraisal and monitoring
of teachers’ performance.
19. Highly qualified, trained and competent teachers/facilitators will be recruited for
primary and pre-primary level.
20. Teacher will be sufficiently prepared by providing opportunities for training and
qualification upgrading In addition to this, the existing curriculum and contents for
license examination, pass marks and the validity period of the license will be
reviewed.
21. All temporary teacher recruitments in approved positions will be guided by a central
policy stipulating minimum salary scale and leave benefit as per with permanent
teachers.
22. The teacher licensing provision will be waived for the recruitment of vocational and
soft technical skills, science, mathematics, computer science and traditional school
teachers where there are no provisions of teacher education programme.
23. Once the TSC recruits teachers annually, the grant-based teacher positions (rahat
teachers) will have the option to apply and participate in an open competition and be
mainstreamed.
24. Considering the increased number of schools per RC/LRC, monitoring follow up
visits, and their roles and responsibilities, an institutional analysis/study will be
carried out to explore future modality, linkage and coordination mechanism.
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Table No 2.6.1: Major programme activities, target and budget allocation for the FY
2014/15(TPD)
The major activities of the SSRP central budget head 350121 for the F.Y 2014/15 are given
below and details are given in the AWPB attached in the annex I & II.
SN Activities Unit
Allocated Budget
Physical
Target Budget
1
ICT training for lower secondary and
secondary level teachers (who have
using the computers in the schools)
Through ETCs and LRCs (10 days)
Person 1000 5000
2 Teacher training on action research
through ETCs Person 8000 48000
3
Online-Offline professional
development training for School
supervisor/Resource Persons/ Roaster
trainers
Person 100 1500
4
Documentation of online materials,
procurement of relevant books and
enhancement of computer-based library
ETCs 29 4350
5 Refresher training for trainers and
roaster trainers on TPD Person 3146 37752
6
Teacher training on Continuous
Assessment system through ETCs and
LRC
Person 8000 32000
7
Training for basic level school teachers
on English as a medium of Instruction
(10 days)
Person 7000 28000
8
Teacher professional development
training for basic level teachers on
multi lingual teaching ( those who
teaches in a multilingual class setting)
and mother tongue as a subject teaching
(10 days)
Person 1500 6600
9
Teacher Professional development
training for grade 1-5 teachers through
resource centre (10 days)
Person 10000 40000
10 Multi grade multi level teacher training Person 125 1875
11
Teacher training for traditional
education system (gurukul, gunpa and
madarsa) based up on TPD frame
Person 150 2250
12
Teachers Professional Development
Program for lower secondary level
teachers (grade 6-8) through ETC and
LRC (10 days)
Person 15000 75000
13 Trainers training on Continuous
assessment system (5 days) RCs 1053 6318
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SN Activities Unit
Allocated Budget
Physical
Target Budget
14
Job induction training for newly
appointed teachers (basic and secondary
level)
Person 9100 45500
15
Teacher training for visually impaired
teachers working in the community
schools (basic and secondary level)
Person 50 750
16 TPD training (10 days) for secondary
level teachers (through ETCs) Person 5000 25000
17
development , printing and distribution
of TPD modules for secondary and
basic level (6 in total) by the ETCs
ETCs 29 5800
18
Development and publication of
Newsletter to disseminate the progress
and improve the implementation process
ETCs 29 1450
19
Conduction of Teacher Service
commission preparation classes for
female in the district where the number
of female teacher low
Person 200 1000
20 High level seminar for class I officer Times 1 1100
21 Resource Teachers Training for open
schools (Per schools 2 teachers) Person 168 2520
22
Interaction and consultative workshop
on teacher and trainers competency
framework
Times 3 900
23 Orientation program for Open School's
Head teacher Person 84 1260
24 Training for Teacher on special deaf
school Person
850
25 Capacity development program on
monitoring and evaluation Person 40 1200
26 Workshop on program orientation and
progress review Person 200 5000
27 Validation of developed materials of
NCED Times 1 300
28
Translation of executive Summary of
research report (past 2 year) in Nepali
language
Times 1 300
29
Study of developed materials of NCED
from various perspectives (Gender,
inclusive, right based)
Times 1 1000
30
Conduction of different coordination
and workshop (Progress sharing,
updating implementation guideline,
revising TPD manual, development
ASIP/AWPB etc)
Times
750
31 Multi-Grade Multi-Level Trainer Person 20 600
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SN Activities Unit
Allocated Budget
Physical
Target Budget
Training
32 Revision of disability training materials
and conduction of trainer's training Person 20 700
33 Development of training materials for
blind and trainer training for blind Person 20 600
34
Revision of training materials of
multilingual education and trainers
training
Person 20 700
35
Trainers Training program for grade 11
and 12 subject teachers training (Nepali
and English)
Person 40 1200
36
Development of Training Resource
materials and trainers on Disaster Risk
Management
Person 25 750
37
Management and updating of
competency based 10 month training
data of lower secondary and secondary
teachers
Times 1 300
38 Establishment and enhancement of E-
library Times 1 500
39 Development and publication of Journal
and Newsletter Times 6 1200
40
Development and distribution of an
integrated certificate issue of mark
sheet, and equivalent certificate
Times 1 300
41 Digitization and update of scripts and
web based materials Times 1 600
42
Production and broadcasting of
educational radio program (close
collaboration with private media)
Times 108 3456
43 Management and enhancement of studio Times 1 1000
44 Development and broadcasting of Tele
Education Program Times 10 1000
45 Printing and distribution of different
materials Copy
6000
46
Development of Training Curriculum
for different disability sector and
training materials for blind
Times 2 400
47 Development and distribution of
educational information bulletin Times 3 1050
48 Development, printing and distribution
of NCED Directives Times 1 500
49 Development of an integrated activities
book for grade 3 Times 1 300
50 Development of an integrated
procedural guideline of NCED Times 1 400
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SN Activities Unit
Allocated Budget
Physical
Target Budget
51 Revision of Online and Offline
professional Training Package (5 theme) Theme 5 300
52 Revision of Training Package of
Teacher Leaders Training Times 1 200
53
Development of workbook on English,
Mathematics and science for open
schools learners
Subject 3 600
54 Preparation of CD and their distribution
in training center Times 1 600
55
Development of resource materials for
Teachers Professional Development and
Head teacher
Types 3 750
56 Development of educational portal for
Trainers and Teacher Types 2 600
57
Development and broadcasting of audio
visual materials (science and English
subject ) open schools learners (20 per
subject)
Times 40 1000
58
Development distribution of Audio an
Audio Visual materials to enhance the
English language capacity of basic level
teacher
Times 1 300
Implementation roles and responsibilities
1. RC is responsible for the needs analysis, course preparation and conducting the face to
face training as well as instructional counselling at resource level for the professional
development of teachers working at basic level.
2. LRC/ETC is responsible for needs analysis, course preparation and conducting the face
to face training as well as instructional counselling at resource level for the
professional development of subject teachers working at basic level (grade 6-8) and
secondary teachers. ETCs are also responsible for the management training for school
heads and the capacity building programme of RPs. ETCs and LRCs will be
responsible for identifying and preparing trainers at local levels, developing local
needs specific courses; training materials and action research.
3. DEO and Training coordination committee will be responsible for the planning, quality
control of training courses and overall management of the training at the district level.
DEO also will be responsible to release teacher for training and building a conducive
environment at schools.
4. NCED will be responsible for the overall of coordination and monitoring TPD
activities of NCED, ETCs and L/RCs. It will also be responsible for developing
training materials, and carrying out long-term teacher training for backlog clearance.
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Chapter 7: Capacity Development
Introduction
7.1 Capacity Development in the context of the SSRP is focused on the institutional
capacity of the system and thereby the overall capacity to successfully implement the
SSRP and meet its goals and objectives. It should be acknowledged that strengthening
teachers to provide quality education or local level educational managers to provide
efficient leadership and management to enable quality education is just as much
capacity development. Human Resource Development Plan (HRDP 2002-06), SSRP
core and program documents (2009-014), the Institutional Analysis (2013), CD
guidelines (2011) all aimed to accomplished the intended SSRP goals through quality
service delivery at all levels. The Mid-Term assessment report of the SSRP (2012) also
highlighted several developed capacities, and capacity gaps and the possible areas of
capacities.
7.2 Presently, a human resources gap in the district is observed because of the promotion
of most of the service delivery level staff in the district, for example the assistant level
staff, like technical assistants and school supervisors. Also, the central level education
institutional system has not been restructured in the past 21 years but there has been an
unprecedented increase in the service delivery institutions and learners.
7.3 Capacity is also understood in terms of strengthening infrastructure capacity within the
education system, in terms of disaster risk reduction (DRR) and resilience against the
negative effects of Climate Change (CC). Not only are large parts of Nepal situated in
earthquake prone areas but also erosion and fluctuations in the weather have caused
flooding on numerous occasions in the plains and prevented children from accessing
education in safe conditions.
Present Status
1. Taking schools in the focus and aiming at achieving the SSRP goals and targets the
MoE has prepared capacity development framework and guidelines. Both documents
expected that individual organizations at each level would follow the templates and
guidelines to prepare their own capacity development plan. Based on the CD
framework and guidelines, several activities have been implemented with the view to
facilitate the SSRP implementation, ranging from schools over district to central
level agencies.
2. Various guidelines and support materials have been prepared and distributed to
concerned agencies and units for effective implementation. Generally, the CD
activities like school management training for the headteachers, orientation
programme for the SMC/PTA members, accounting training programme for the
headteachers and teachers/accountants of schools, programme orientation for the
DEO personnel and district level concerned stakeholders, procurement training of the
concerned officials of central agencies to district level, EMIS, educational
management training for the RED and DEO personnel, orientation programme on
school safety for the engineers, sub-engineers, headteachers and SMC members,
monitoring training for the RED officials etc are being implemented. In addition, the
79 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
organizational level capacity development has also been considered by supporting
vehicles, equipment, office buildings, furniture, maintenance, administrative and
management support which eventually contribute to create minimum working
environment. In addition, training in English language, report writing and attitude
change have also been effective to strengthen service delivery of the DOE.
Issues and challenges
1. It is crucial to develop the capacity of all implementing agencies to formulate,
evaluate, and translate policies into action as well as the capacity to perform assigned
roles and responsibilities under the SSRP extension plan.
2. It is critical to assess performance gaps in the delivery of educational services and to
design and implement relevant interventions for the effective implementation of the
SSRP.
3. The Mid-Term Review of SSRP highlighted a visible gap in the capacity of local
levels including schools, resource centres and districts to effectively implement the
SSRP. One of the challenges is to sufficiently develop local capacity to appropriately
meet the highly decentralized model of SSRP.
4. This is particularly important to ensure adequate systemic, agency-wise and
individual capacities to facilitate a smooth transition from a grade 1-5 to a grade 1-8
system while continuously improving the quality of educational services and
increasing learning achievements. This reorientation represents one of the most
serious challenges.
5. Overall CD Strategy is needed to provide a more holistic approach to ensure that all
aspects of CD are sufficiently considered in strengthening capacity at all levels of
SSRP implementation and management.
6. The survey report of PMEC 2013 shows that a significant gap of classrooms,
furniture, separate toilets, sanitation and learning materials in the community schools
especially in the remote areas and some part of urban areas. Assurance of the support
programme to school also requires a huge amount of resources.
7. Ensuring Minimum Enabling Conditions for classroom and school construction, as
well as the on-going efforts to school safety and retrofit schools for Disaster Risk
Reduction (DRR), capacity is needed at all levels to implement and ensure these
standards during construction.
8. Ownership and serious commitments from the stakeholders at all levels is required for
securing the necessary technical and financial resources to complete the process.
9. Creating synergy between different interventions that are truly result-oriented and
fully aligned with the overall SSRP goals is necessary.
10. A large amount of education budget is channelled to schools, therefore, it requires a
robust M&E monitoring is needed for financial auditing, social audit and financial
tracking. In this regard, without having adequate support facilities like the vehicles,
equipment, office buildings, furniture, maintenance, administrative and management
support at all levels especially at the regional, district and resource centre is still
crucial.
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11. Ensuring systemic enhancement to establish accountability framework is also a
concern.
12. Periodic review of institutional arrangement a need of performance-linked evaluation
and rewarding mechanism is crucial for ensuring better service delivery.
13. Effective implementation of an incentive scheme to encourage achieving better results
at organizational, team and individual levels is also challenging.
14. Some of the districts are recognized as low performing because of inadequate human
and non-human facilities. Therefore, basic support to be ensured for low performing
schools and district to upgrade their capacity.
Strategies
1. Capacity development programs to strengthen efficiency and effectiveness of the
education system will be linked with results. Providing pperformance-based rewards will
be initiated in the DOE with the approval from concerned agencies.
2. Further initiatives will be taken to develop effective accountability mechanisms to
ensure improved quality of education at all levels.
3. Integrating information and communication technology as an inalienable component
of the overall education system will reduce the ‘digital divide’.
4. DOE will take the initiative to prepare a library operation support book and organize
the capacity development programmes for the responsible teaching and non-teaching
staff on operation and management of school libraries, in a phase wise manner. An
effective coordination mechanism will be developed with the National Library, other
libraries and partner organizations to mobilize expertise and resources.
5. The focus of the CD programme at all levels, especially at school and local level, will
be to enhance the capacity of planning, implementation and monitoring. CD activities
will cover i) enabling conditions, ii) organizational strengthening and iii) individual
competencies (gender equality at all levels, inclusive education, ICT in education,
digital literacy, school improvement plan, social audit, quality school support for the
attainment of the intended learning outcomes, coaching and mentoring, etc.)
6. To assure the quality of service delivery, identified gaps will be addressed in line with
the prepared action plan based on recommendations of the Institutional Analysis and
Capacity Development study (IACD) and other studies to respond to the expanded
tasks and functions of SSRP.
7. The demonstration projects under MOE, agencies and non-governmental partners’
organizations will be mobilized to collate and share lessons learned, best practice and
next practice on strengthening management and planning at school level.
8. A robust capacity development programme will be conducted for all RPs to support
schools in the area of gender issue, inclusive education, ICT in education including
digital literacy, education planning, school governance, financial record keeping,
school improvement plan, social audit, school safety, students learning analysis skill,
coaching counselling and mentoring, etc. to enhance quality, management, efficiency,
transparency and accountability.
9. Over the course of two years, all 46 Lead Resource Centers (LRCs) will be upgraded
to Quality Review and Training Centers (QRTCs).
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10. Capacity of all central to district offices, i.e. MOE, DOE, NCED,CDC, NFE, ERO,
OCE, REDs, DEOs, RCs and schools will be further strengthened by providing
human and non-human resources in order to develop and implement proposed
programmes.
11. The Education Review Office (ERO) will link to the quality sections in all ETCs and
the QRTCs to provide guidance on measuring the quality of education in districts.
12. Capacity of EMIS section will be strengthened in the development and management
of on-line database systems.
13. NASA findings and recommendations will be utilized to prepare an implementation
plan for the relevant central to district and school level organizations to improve the
current situation and student learning.
14. The ICT master plan and directives will be considered in the process of planning and
implementation through infrastructure development, internet connectivity, training
and digital content development and use for teachers, trainers, management and
policy level personnel.
15. Media will be mobilized to share information and best practice, to raise awareness,
and to enhance school management, governance and learning.
16. A periodic review of institutional arrangements and performance-linked evaluation
and rewarding mechanisms will be further strengthened to ensure better service
delivery. In addition to this, an incentive scheme will effectively be implemented to
encourage concerned implementation actors to achieve better results at organizational,
team and individual levels.
17. TA needs will be identified and listed in a document aligned with the ASIP/AWPB.
Strategic priorities for FY 2014/015
1. CD component is structurally included in SIP development
2. Capacity building on Soft-skills, vocational training and ICT, disability, and
inclusivity.
3. Developing a CD plan to specifically address gaps at central level and in the linkage
between central and district level.
4. Strengthening ERO’s and EPC’s capacity to review quality of educational institutions
and schools and student assessment and in policy functions respectively.
5. Strengthening capacity of EMIS section in the development and management of on-
line database system
6. To assure the quality of service delivery, the identified gaps need to be addressed in
line with the recommendations of the Institutional Analysis (IA) with regard to
restructuring of the system to enable sufficient capacity within the system to respond
to the expanded tasks and functions within the implementation of SSRP.
7. To build on the findings and recommendations that have been presented under the
implementation of the NASA.
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8. The ICT master plan and directives that have been developed needs to be
implemented taking into account the learning from ICT based training to the teachers,
policy level personnel. Mobilization of agencies I/NGOs to collate and share these
practices and lessons learnt to strengthen management and planning at school level.
9. The more practical CD activities will be implemented especially focusing local level.
The priority areas will be linkage from central to local level, gender equality at all
levels, inclusive education, ICT and digital literacy, quality school support for the
attainment of the intended learning outcomes, coaching and mentoring, school
improvement planning, school safety, social audit, financial record keeping etc.
10. The Education Review Office (ERO) will link to the quality sections in all ETCs and
the QRTCs to provide guidance with regard to measuring the quality of education in
the districts.
11. Dissemination of CD-related existing guidelines, tools and manuals to districts, RCs
and schools will be carried out with providing basic orientation for its effective
utilization.
12. Communication and use of mass media to inform school communities of changes in
the school system through SSRP.
13. Ensuring systemic enhancement to establish accountability framework is also a
concern.
14. Periodic review of institutional arrangement a need of performance-linked evaluation
and rewarding mechanism is crucial for ensuring better service delivery.
15. The RPs capacity will be further strengthened to support school for planning based on
the PMECs and CFS criteria, social audit and other contemporary issues.
Table no 2.7: Major programme activities, target and budget allocation for the FY
2014/15(CD)
Major activities are given below and details are given in annex I and II
SN Activities Unit
Allocated Budget
Physical
Target Budget
1 Capacity Development for SS/RP's on
SIP Person 1550 7750
2
Prepare/Update of SIP & 3 days capacity
development on school accounting,
school construction, disaster
management, SIP, VEC, social audit and
other relevant contents for the
stakeholders of schools including SMC,
PTA, VEC, RCMC, HTs and CBOs
School 29272 102452
3 Capacity development support for
restructuring and merging of the schools school
1500
4
Capacity development for the
implementation of integrated secondary
education (class 9-12) (piloting)
Region 5 7500
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SN Activities Unit
Allocated Budget
Physical
Target Budget
5
Workshop by MOE, DOE & other CLAs
for REDs and DEOs officials for
educational related issues, annual
program and budget, various thematic
issues, and other contemporary issues
(including cost for various taskforce,
meeting and thematic workshop)
Times 2 6200
6 3 days orientation to the
Markers/Scrutinizers through REDs Person 1000 3500
7 Orientation for the superintendent of
SLC examination Person 1748 1748
8 Workshop for teachers on "development
of ICT based teaching materials" Times 1 500
9 Capacity development on LMBIS Times 1 1000
10 Action research evaluation and report
preparation Region/District 80 1600
11 Workshop for questionnaire development Times 1 600
12 2 days orientation for section officer
working at examination section of RED Person 15 300
13 2 days orientation for Markers and
Scrutinizers Person 60 600
14 Procurement of Laptop and LCD
Projector Number 193 19300
15 In-service training for Resource persons
(Through ETCs) RCs 1053 16848
16
Teacher training for higher secondary
level teachers (grade 11 -12) through
ETCs
Person 400 6000
17 Trainers training on action research
through ETCs Person 527 7905
18
Professional development training (30
working days) for school headteachers
including institutional school (Through
ETCs)
Person 725 10875
19
Leadership development training for
leaders from different professional
teachers unions
Person 250 3000
20
Leadership development training (7
days) for headteachers of the institutional
schools
Person 250 750
21 Job induction Training for newly
appointed class 3rd officers Person 25 450
22 Training for Personnel (except education
service) working under MoE Person 20 600
23 Development of capacity on ICT Person 40 2400
24 Capacity development program on Person 20 600
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SN Activities Unit
Allocated Budget
Physical
Target Budget
financial and procurement management
25 Educational Management Training (In
service) for class 2nd and 3rd officers Person 60 2700
26 In service Training for (Non Gazetted
1st) Technical Assistant Person 20 800
27 Capacity development program for
NCED personnel Times 1 1500
28 Training of Trainers an Action Research Person 25 750
29
Capacity development program on
production and broadcasting of radio
program
Times 15 150
30
Workshop for capacity development for
implementation of ICT plan and
utilization of software & website
automation status
Times 1 1800
31 Capacity development of ERO including
IRT training Person 1 200
32 Capacity development program for result
based planning & monitoring Times 1 1600
33
Orientation for leadership development
regarding inclusive education to Head
Teacher(5 days)
Person 100 1200
34 Orientation for coordinator of assessment
center (5 days) Person 62 744
35 Symposium/seminar regarding education
research Times 1 500
36 Workshop for school supervisors on
contemporary issues Person 450 5400
37
Capacity development for library
management in coordination with
national library
Times 1 1,000
38 ASIP, DEP, VEP, SIP updating and
facilitation Region/District 80 8,000
39 Capacity development for personnel
(qualification upgrade) Person 100 2000
Implementation roles and responsibilities
1. Schools: Each school will be made responsible for preparing and implementing
SIPs with clearly described and costed quality improvement actions. The reporting
functions will also be expected.
2. DEOs: DEOs will be responsible for preparing district level results-based CD plans
that will be included with DEPs. They will also be responsible for facilitating RCs
support to schools with adequate finances and technical backstopping.
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3. REDs: REDs will be responsible for monitoring early signs of the impact of
capacity development activities on learning achievements. This will be done on a
sample basis and in connection with their role in administering examinations. The
work will also include analysing and reporting on trends in learning achievements
and comparing these with improvements in quality standards.
4. CLAs: Central level agencies are responsible for preparing and implementing their
own results-based CD based interventions and for monitoring and the reporting of
progress and improvements in performance.
5. DoE: The DoE will be responsible for coordinating overall CD interventions of
SSRP and ensuring their implementation, monitoring and reporting. It will provide
support to REDs, DEOs, RCs and schools.
6. MoE: The CD coordination mechanism in the MoE will develop a framework and
guidelines for the school-level and agency-wise and CD plans and for their
implementation. This mechanism will facilitate the preparation and implementation
of CD plans by providing agencies with access to technical expertise, knowledge
networks and financial resources and through regular meetings to establish
progress and identify opportunities for inter-agency cooperation that could improve
cost-effectiveness. This mechanism will also work on developing appropriate
channels for receiving feedback from the clients on the service delivery system.
Finally, the CD coordination mechanism will be responsible for compiling,
summarizing and preparing the MoE's annual capacity development report.
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Part III
Monitoring & Evaluation
Introduction
1. The Monitoring & Evaluation (M&E) system plays a crucial role in identifying whether
educational plans and programmes are implemented as per the pre-defined set of norms
and quality standards, quantity, timeliness, etc. by ensuring timely access to relevant and
reliable information in order to provide strategic options for improving efficiency,
effectiveness, sustainability and the quality of service delivery. It also promotes
transparency and accountability at all levels. In addition, it collects information on the
impact of the programmes on the living standard of the people which eventually
contributes to informed policy decisions and factual strategic options in planning and
budgeting. Key outputs of the monitoring component reflect a number of forms, such as
the FMR, Flash reports, Status reports, research reports etc. Result-based Monitoring is a
high priority of the government focusing on the achievement of the results at various
levels.
Present status
1. Compliance, performance and progress monitoring are in practice in the education
sector. The Flash reporting mechanism serves the monitoring system by providing
primary information regarding the implementation status of educational plans and
programmes on a timely basis. It contributes to assessing performance against SSRP
and the Millennium Development Goals.
2. IPR/FMRs are produced at the district to central level. These reports contribute to
assessing the programme implementation status including expenditure, compliance,
and financial norms and standards.
3. The Status Report provides information on the progress of ASIP and AWPB
activities.
4. Monitoring and reporting mechanism and practices are in place from schools to
ministry level.
5. The table below summarizes the current monitoring reports produced, their frequency,
information focus and intended target group.
Table 3.1: Documentation sources and corresponding categories of analysis
Types of reports Frequency Goal &
Outcome
Status
Physical
Progress
(output
delivery)
Financial
Progress
(expenditure
vs. budget)
Problems and
their causes
and effects
IPR/Financial
Monitoring Report Trimester
Progress report (NPC
framework)
Monthly,
bimonthly
, trimester
wise and
annually
87 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
Types of reports Frequency Goal &
Outcome
Status
Physical
Progress
(output
delivery)
Financial
Progress
(expenditure
vs. budget)
Problems and
their causes
and effects
EMIS Consolidated
Report and Flash
Reports
Annual,
Bi-Annual
Status Report Annual Audit Report Annual Annual Review Aide
Memoirs (JCM and
JAR)
Annual
Current issues and challenges
1. The main purpose of monitoring is to ensure better results from the implementation of
educational plans and programmes with a special focus to better learning of the
students at the school level. However, several issues and challenges are associated
with the existing monitoring and evaluation system in the education sector which have
yet to be further strengthened and linked with the learning achievement of students as
well as with programme results and institutional performance.
2. The share of resources channelled to schools is continuously increasing. Different
kinds of funds such as free textbooks, scholarships, school construction, salary and
non-salary PCF grants are being channelled to schools. Proper utilization of resources
including account keeping, reporting and public disclosure of provided funds is a
crucial concern.
3. Establishing baseline data regarding some KPI in order to assess the progress as per
the set targets of SSRP is still a big challenge.
4. Efficiency of automation with FCGO needs to be further strengthened and sustained
for producing IPRs/ FMRs on time.
5. A timely reporting mechanism capturing every aspect of educational service delivery
has not been taking place properly.
6. A monitoring plan and specific monitoring indicators in line with the SSRP priority
sector is to be developed and implemented.
7. Monitoring actions carried out by various agencies under MoE have to be streamlined
in order to minimize the duplications and ensure the proper utilization of resources as
per the national priority.
8. Result-based monitoring has to be established as an integral part of educational
planning and management.
9. Enhancing the quality of monitoring and school supervision at the school and
classroom level is crucial for better learning. There is a need to further strengthen the
capacity of districts, RCs and school levels for this purpose.
10. Institutionalizing evaluation of the implementation of educational plans and
programmes within the system on a regular basis during implementation is still a
challenge in terms of resource and Human Resource Capacity.
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11. A comprehensive and integrated educational database is still lacking.
Strategies
1. The initiative will be taken to establish results-oriented monitoring from central level
to the community and school levels. Job performance will be linked with rewards.
2. A clear linkage between planning and monitoring activities will be established and
level-wise set of monitoring indicators will be reviewed and utilized. Findings and
recommendations of the monitoring reports will be utilized in programme
implementation and for informed decision making processes at various levels. The
resource allocation will also be tied up with the monitoring plan.
3. Central level and other agencies under MoE will be further encouraged to prepare and
implement M&E plan in line with the ASIP/AWPB in order to reduce duplication and
to ensure the efficiency, effectiveness, sustainability, timeliness of service delivery to
better serve the beneficiaries.
4. Performance evaluation of Resource Persons and Headteachers will be linked with
learning achievement of the students. The best performers will be incentivized and
weak performers will also be encouraged for better performance.
5. Learning achievement score will be disaggregated according to subject, teacher, level
and class and analyzed in order to ensure accountability.
6. Institutional cooperation with I/NGOs will be further strengthened at both central and
district levels in line with SSRP goals and priorities.
7. A joint monitoring mechanism will be further strengthened comprised of key
stakeholders, journalists, CSOs, etc. in order to ensure the transparency,
accountability, sustainability, timeliness, efficiency, and effectiveness of the
implementation of educational plans and program at the district, RC and School level.
8. Existing EMIS system will be further strengthened by utilizing the recommendations
of IEMIS assessment report.
9. Performance audit and monitoring results will be utilized for the evaluation and
informed decision.
10. The approved tools for DEO and school performance review will be used to review
the educational quality.
11. HTs and RPs are made more accountable for the ensuring accurate educational data as
well as for planning , classroom practices, supervision and monitoring,,.
12. Monitoring unit at schools comprising of head teacher, parents, SMC/PTA members
will be established for regular monitoring of teaching and learning activities.
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13. A financial module will be developed and installed from DOE to district level to
improve existing financial management system.
14. Improving internal control and compliance mechanisms at the DEO and schools
through improved accounting procedures at the school level.
15. A simplified accounting record-keeping formats with instructions will be developed
and implemented in community schools.
16. In order to ensure the appropriate utilization of provided funds, the practices of
financial and social auditing will be tied up with the trimester fund release to the
schools as a mandatory provision.
17. Governance, accountability and transparency in the textbook printing and distribution
system will be further improved at all levels on a regular basis.
Strategic priorities
1. EPC and other concerned agencies and authority review the annual reports of NASA
and other reports produced by ERO.
2. An integrated monitoring mechanism will be developed among central level agencies
(CLAs) to make the monitoring more comprehensive, effective, efficient and check
compliance. Proper cooperation among CLA will be made to reduce the duplication
in monitoring activities.
3. Establishing a clear linkage between planning and monitoring the programme
activities will be prioritized.
4. Strengthening participatory monitoring approach at school level by mobilization
SMC, PTA, child clubs, parents and students focusing on teacher and student
regularity.
5. Central level and other agencies under MoE will be encouraged to prepare and
implement M&E plan in line with the ASIP/AWPB in order to reduce duplication and
to ensure the efficiency, effectiveness, sustainability, timeliness of service delivery to
better serve the beneficiaries. The ASIP/AWPB will be used as one of the basic
instruments for performance and progress monitoring against the stated priorities,
targets, and budgets.
6. Assessing the school level status against SSRP indicators is the key priority of
monitoring and reporting.
7. The Flash Reporting system, NASA reports, the NFEC, HSEB, OCE database and the
census report will be considered as a foundation for reviewing and revising the KPI of
SSRP to make it more contextual.
8. Capacity development activities from school to central level will be further
strengthened in order to enhance the quality of monitoring, supervision and reporting
mechanisms. In this regard the human resources capacity in monitoring and review
function will be developed.
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9. REDs will be strengthened to carry out the monitoring activities on a regular basis and
support the district for the proper implementation of educational plans and
programmes.
10. The capacity of School Supervisors and RPs will be enhanced to carry out supervision
activities in order to ensure professional support to the teacher.
11. Resource allocation will be tied up with the monitoring plan.
12. Subject-wise, teacher-wise, level-wise, class-wise average achievement scores will be
calculated and compiled in order to ensure accountability mechanism at all level.
13. In order to ensure the appropriate utilization of provided funds, the practices of
financial and social auditing will be tied up with the trimester fund release to the
schools as a mandatory provision.
14. A preparatory action will be carried out for establishing a financial management
information system in the education system at the central, regional and district level.
Updated FMIAP will be effectively implemented to improve the financial
management and governance system.
15. Monitoring reports will be utilized for timely adjustments in programme
implementation and for informed decision-making processes at various levels.
16. IEMIS will be strengthened by improving and integrating existing databases
introducing technological innovations. Improving and integrating existing databases
introducing technological innovations will strengthen IEMIS. In addition to this the
key results indicators will be revised and use to follow up as stipulated in the SSRP
extension document.
17. Improving internal control and compliance mechanisms at the DEO and schools
through improved accounting procedures at the school level.
18. A simplified accounting manual will be developed and implemented for schools and
training will be conducted on the new accounting manual for the teacher/staff who
looks after the school accounts.
19. Financial and Social Audits will be carried out on a regular basis. An independent
review of the school level financial audits will be conducted working very closely
with REDs on a sample basis to improve the quality of school audit reports.
20. Governance, accountability and transparency in the textbook printing and distribution
system will be improved at all levels on a regular basis.
21. The recommendations made by the comprehensive study of textbook policy and
practices that have recently been commissioned will be duly considered as a reference
to take corrective actions in order to enhance the textbook printing and distribution
system.
22. Institutional cooperation with I/NGOs will be formalized at both central and district
levels in line with SSRP goals and priorities to strengthen service delivery.
23. A joint monitoring mechanism will be introduced and strengthened comprised of key
stakeholders, journalists, CSOs, etc. in order to ensure the transparency,
accountability, sustainability, timeliness, efficiency, and effectiveness of the
91 | P a g e A S I P / A W P B 2 0 1 4 - 1 5
implementation of educational plans and programmes at the district, RC and School
level.
Table no 3.1.1: Major programme activities, target and budget allocation for the FY
2014/15(M&E)
Major activities are given below and details are given in AWPB (Annex- I and II)
SN Activities Unit
Allocated Budget
Physical
Target Budget
1 Monitoring (by the ETCs) the TPD
training program conducted by the LRC RCs 1,053 6,318
2
Technical auditing and monitoring
resource centre level TPD training
delivery by the DEO and approval of the
training modules by the training
coordination committee including the
tasks of monitoring the training
District 75 4,500
3 Preparation of Annual Status and
Monitoring Report Times 2 300
4 Orientation, data entry & report
preparation regarding flash I & II Times 2 4,100
5
Updating IEMIS, Publication and
Dissemination of Flash Report, FMR
Report, Status Report, Teacher record
digitization, verification report, student
database.
Region/district 80 30000
6 Strengthening RCs and supervision
Clusters Person 1,470 73,500
7 Update of integrated result based
monitoring & evaluation system Times 1 400
8 Monitoring and evaluation at district level Region/district 80 16,000
9 Publication of trimester wise monitoring
report Times 3 600
10 Publication of bulletin and
comprehensive report Times 1 500
11 Strengthening IEMIS system including
publication of report and bulletin Times
600
12 Monthly progress review of DOE and
other CLAs Times 12 720
13 Developed integrated monitoring plan
and monitoring tools Times 1 400
14 Preparation of annual status report and
IPR Times 3 800
15 Program Monitoring cost –center level Times
8800
16 Publication of educational newsletter and
bulletin Region/district 80 2,400
17 Support to the schools for financial audit School 29772 29772
18 Study and reporting on the status of
financial and social audit through RED Region 5 2,000
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SN Activities Unit
Allocated Budget
Physical
Target Budget
(in sample basis)
19
Fund flow tracking survey (effectiveness
and management) and reporting through
RED
Region 5 1,000
20
Identification, publication and
dissemination of the best practices of
REDs and districts
Region/District 80 2,400
21 Publication of educational bulletin and
monthly newsletter for DOE Times 12 480
22 Preparation of FMR and project account Times 4 600
23
Development, Printing & distribution of
supervision and monitoring resource
materials
Times
500
Monitoring roles and responsibilities
1. Schools: Schools will prepare their monitoring plans to implement the activities
reflected in the SIP. Schools will report their data through Flash reporting via RCs.
Schools will carry out social and financial audits annually. Reports from both
financial and social audits will be disseminated for public information in view of
improving both transparency and accountability.
2. RCs: RCs will prepare their own action plans to monitor school activities and monitor
accordingly. Based on the monitoring RPs will compile reports then submit them to
the DEOs. RCs will provide feedback through head teacher meetings. RCs will
collect, verify and analyse school-level EMIS data and send it to DEO. Social audit
reports of schools will be collected and compiled at RC level and reported to the
DEOs.
3. DEOs: DEOs will prepare and implement a monitoring plan. The status of progress of
programme implementation and monitoring activities will be prepared on a trimester
basis and forwarded to the REDs, DoE and other concerned agencies. The District
Education Office will also report input, process, output and outcome level results
through Flash reports, status reports, and IPR/FMRs.
4. REDs: REDs will prepare and implement a monitoring plan to monitor the progress
on programme implementation and performance at district and regional levels. The
REDs will provide technical support to the districts and policy feedback to the centre.
REDs will also review the quality of social and financial audit reports on a sample
basis.
5. DoE/CLAs: DoE/CLAs will prepare and implement a monitoring plan to undertake
regular monitoring activities and report both on performance and progress monitoring.
The DoE will also undertake regular and purposive monitoring activities and prepare
monitoring reports. DoE will continue the joint monitoring practices.
6. MoE: MoE will provide policy backup and review progress of programme
implementation periodically and provide feedback to concerned agencies. Similarly,
independent research studies will be undertaken for guiding decision makers. The
MoE will also coordinate with the I/NGOs, Academic Institutions, University
Faculties, Research Institutions and DPs for generating additional information and
obtaining feedback for updating the polices.