IAU Collaborative Workshop

Higher Education

for

Attaining EFA

Kathmandu

7 Dec 2012 Lava D Awasthi, PhD

DG/DoE

1

Content Outlines Features of EFA Implementation Institutions, Accountability and Functions Key Instruments/ Resourcing Sectoral achievements Opportunities Challenges Areas of Collaboration Collaborative Process

2

3

Holistic perspective: school as competent unit Integrated Approach: ECED, 1-8, 9-12 Open and flexible learning opportunities TEVT soft and work experience Vertical - Horizontal links Foundation for higher education Governance, Management and Delivery Institutional Capacity and HRD interventions

Features of EFA Implementation

Institutions, Accountabilities and Functions MoE for Policy, Resourcing and Regulating DoE and CLAs, Enabling and Facilitating RED and Districts, RCs and Schools SMC/ Parents and Local Government SMC and HT and Teachers Key indicators, results frame and

performance contracts

4

Key Instruments/ Resourcing SSRP Policy and Plan Joint framework for funding 2.6B USD Resource Envelope (NR70 Arab Per Annum) 23% DP Support EMIS and Flash Data ASIP/ AWPB/ SIP/ DEPs CD Plan, with focus on school CAS, NASA, NEB, ERO, Standards and Benchmarks

5

Sectoral achievements

Grade 1 entrants with ECED background is now 55.6%

Primary education NER 95.3% (4.7% out of school population)

Girls have outnumbered boys in primary schools.

Basic education NER has reached 87.5% More than 90% teachers are trained and have

required qualifications

6

Sectoral achievements contd… Repetition rates in grade one have fallen from now 19.9%

Survival rate of grade 5 is 84.2% Likewise, survival rate of grade 8 is 69.6% Learning Levels are below 50% in learning

competencies Literacy rate of 6+ reported in the Census

Report is at 65.9% (cf Male Female gaps) Grade 5 Survival Rate 84.2

7

Opportunities National consensus on ed agenda (Sector

Plans, Periodic Plans) Parents’ Commitment Robust system in place (Gov, Mgt, deliv) Diversity as resource Competent workforce in universities Favourable global and regional

environment Partnerships with NGOs/ CSOs

8

Challenges Focus on learning, quality in clssrooms – teacher

absenteeism Delivery, with limited results Flash/ EMIS (PCF funds) Eroding trust in public schools/ ins Capacity gaps: Schools, RCs, District Engaging staff in self learning Transforming Universities into Learning Centres Targeted: need based interventions Public – Private engagements Working in difficult circumstances 9

Areas of Collaboration Gaps in EFA Goals/ Interventions –

Students’ retention in class one Learning (quality in classrooms) Literacy, ECED, Early Grades Reading IT Application Special Needs Education - disability Inclusiveness (MoI, local curricula) Teacher Development (Ref NASA) Terai and interior pocket

Early Childhood Education and Devt Non-formal Education Special Needs Education Quality and Learning 10

Collaborative Process

MoU between University and MoE Whole district and setting targets Research and inputs for Reform Internships and Thematic Roles RC capacity Building – Models Devt Institute of Education and TPD Skills Development – soft and hard Team monitoring and Capacity Build

11

THANK YOU

12