Evaluation of MoE/UNICEF`s

Transcription

Sida and the Norwegian Embassy in Kabul
Evaluation of MoE/UNICEF’s “Basic
Education and Gender Equality
Programme” for 2006-2008
Afghanistan
Anders Wirak
Janne Lexow
Kabul and Oslo 29 October 2008
Table of Contents
List of Tables ............................................................................................................................................ 3
List of Illustrations and Graphs ................................................................................................................ 3
List of abbreviations ................................................................................................................................ 4
Executive Summary ................................................................................................................................. 5
Introduction to the evaluation ................................................................................................................ 7
Note on education statistics ................................................................................................................ 8
Note on methodology ......................................................................................................................... 8
Answering the TOR questions ................................................................................................................. 9
The Programme ............................................................................................................................... 9
Community Based Schools (CBS) ................................................................................................... 24
Ownership and Transparency........................................................................................................ 25
UNICEF Country Office .................................................................................................................. 32
Discussion around the relevance, the effectiveness and the efficiency of the roll out of the BEGEprogramme. ........................................................................................................................................... 35
Main Conclusions and Recommendations ............................................................................................ 37
Recommendations ............................................................................................................................ 38
Annex 1 Terms of Reference ................................................................................................................ 40
Annex 2 Result table. The Log-Frame with UNICEF’s status for 2006 and 2007, and the evaluation
team’s comments of August 2008 (in blue and cursive) ....................................................................... 46
Annex 3 Itinerary of the team ............................................................................................................... 50
Annex 4 Number of CBS Students as of 30th of August 2008 ................................................................ 54
Annex 5 Community Based School (UNICEF/MoE) Status in 4 Regions ................................................ 55
Annex 6 Financial information ............................................................................................................. 56
Evaluation of MoE/UNICEF’s BEGE Programme in Afghanistan
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List of Tables
Table 1 Number of students in CBSs - all organisations ....................................................................... 13
Table 2 Some selected materials and services provided by MoE/BEGE ............................................. 17
Table 3 Disadvantages of Kushi in Education ...................................................................................... 19
Table 4 Literacy achievements from 2006 to mid 2008 (all female) ................................................... 21
Table 5 CBE Students - total (G1-3), 2008, August 30th ...................................................................... 54
Tabel 6 Community Based School (UNICEF/MoE) Status in 4 Regions................................................ 55
Table 7 Summary of Available Resources by Donor, PBA and Amount in USD. 2006 ......................... 56
Table 8 Country-specific Thematic Contributions Received for Girls’ Education in USD in 2005 ....... 57
Table 9 Total approved budget by funding type and amount in US$ for 2007 ................................... 58
Table 10 Summary of available resources by donor, PBA and amount in USD for 2007 .................... 58
Table 11 Country-specific Thematic Contributions Received in 2007 (in USD) ................................... 59
Table 12 Financial Summary 2007, from 1 January to 30 November (USD) ....................................... 59
Table 13 Summary of financial implementation for Basic Education and Gender Equality (2007)
(USD)...................................................................................................................................................... 59
Table 14 Financial implementation Rate All Resources 2008 (USD) ................................................... 59
List of Illustrations and Graphs
Diagram 1
Diagram 2
Diagram 3
Diagram 4
Diagram 5
Diagram 6
Diagram 7
Diagram 8
Enrolment in Primary School (G1-6) by gender .................................................................. 10
Student population and absentees during headcount ....................................................... 11
Students in G1 and G6 by gender ....................................................................................... 12
Teachers by gender and province (1386) ........................................................................... 14
Students at TTCs by gender and province (1386) ............................................................... 15
Students in pre-, and in-service teacher training 2007-2008 ............................................. 15
Teachers trained in INSET I (2006-2007)............................................................................. 16
MoE and UNICEF - Arenas and links of cooperation for the Programme ........................... 27
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List of abbreviations
AFA
AGEI
AI-FLI
ARTF
BESST
BRAC
CAS
CBE
CBS
CCA
CCT
CDCs
CRC
DED
DEO
DoL
CESC
ECG
EFA
EIC
EQUIP
EMIS
GER
GMO
GoA
GPI
HSI
IBE
IIEP
I-ANDS
MDG
MoE
MoF
MoLSAMD
MoPH
MRRD
NER
NESP
NGO
Norad
NSP
PACE-A
PED
PPO
PTA
SC-UK
SC-SN
SCA
Sida
SIP
SMC
TED
TEP
TTC
UNGEI
WASH
WPF
Afghanistan currency: the Afghani which is divided into 100 Puls
Afghanistan Girls’ Education Initiative
Afghanistan Integrated Functional Literacy Initiative
Afghanistan Reconstruction Trust Fund
Building Education Support for Teacher Training
Bangladesh Rural Advancement Committee, or Bringing Resources Across Cultures
Country Assistance Strategy
Community Based Education
Community Based School
Common Country Assessments
Core Curriculum Team
Community Development Councils
Child Rights Convention
District Education Department
District Education Officer
Department of Literacy, MoE
Cost Efficient School Construction
Education Consultative Group
Education for All
Education for Indigenous Children
Education Quality Improvement Project
Education Management and Information System
Gross Enrolment Rate
Grants Management Unit
Government of Afghanistan
Gender Parity Index
Healthy School Initiative
International Bureau of Education, Hamburg
International Institute for Educational Planning, Paris
Interim Afghan National Development Strategy
Millennium Development Goal
Ministry of Education
Ministry of Finance
Ministry of Labour, Social Affairs, Martyrs and Disabled
Ministry of Public Health
Ministry of Rural Rehabilitation and Development
Net Enrolment Rate
National Education Strategic Plan
Non Government Organisation
Norwegian Agency for International Development
National Solidarity Program
Partnership Advancing Community-based Education, Afghanistan
Provincial Education Department
Programme Plan of Operations - Basic Education for All 2006-2008
Parent Teacher Associations
Save the Children UK
Save the Children Sweden and Norway
Swedish Committee for Afghanistan
Swedish International Cooperation Agency
School Improvement Plans
School Management Committee
Teacher Education Department
Teacher Education Programme
Teacher Training College
United Nations Girls’ Education Initiative
Sustainable Water Sanitation and Hygiene
World Food Program
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Executive Summary
1. The clients for this evaluation; the Swedish and Norwegian governments have provided
substantial support to the Afghanistan’s Ministry of Education (MoE) and UNICEF Basic Education and
Gender Equality (BEGE) since 2006. The main purpose of this evaluation is to assess if UNICEF’s
stated objectives has been accomplished during the evaluated program period (2006-mid 2008).
2. The mandate for the evaluation included very specific questions, mostly of rather quantitative
nature. The report is organized according to the client’s request of strict adherence to these
questions.
3. Field work was carried out in Balkh, Faryab and Sar-e Pol Provinces, in addition to Kabul City from
10-27 August 2008. It should be noted that security concerns have to be high on the agenda for any
assignments in the prevailing circumstances in Afghanistan. The team conducted interviews with
MoE staff at central, provincial, district and school level, with UNICEF staff, representatives from
NGOs, UN organizations and bilateral donors to the education sector. The team visited one teacher
training course, literacy classes, remote community based schools and formal schools.
Representatives from the community “shuras”, elders, religious leaders and women were
interviewed.
4. The team concludes that UNICEF through the MoE/BEGE programme has successfully reached
most of the targets set and implemented the programme according to plans, and most of the initially
planned activities are still on the programme. There have been a few changes due to shifting
priorities or delays from MoE’s side.
5. Afghanistan has seen a colossal increase in enrolment at primary level over the last few years.
The number of girls enrolled has increased with 18,29% which is close to the targeted 20%. There
are, however, wide disparities between provinces. While figures are to some extent unreliable, girls
are still grossly underrepresented in some provinces. Many children are also reported as
permanently absent, despite being registered as enrolled.
6. UNICEF promotes its education activities through the concept “child-friendly schools”. In
Afghanistan this concept must be understood in context. There are still more schools without
buildings than schools with buildings, sanitation and water facilities are often non-existent, teachers
have poor qualifications and the pedagogical methods are traditionally based on route learning.
UNICEF has, through assisting the MoE/BEGE programme contributed to create a foundation for
more child friendly schools through teacher training, provision of materials and textbooks,
construction of schools and to some extent improved health, water and sanitation.
7. A main focus of BEGE has been to establish education opportunities for primary school age
children in very remote areas where no other school exist. These community–based schools (CBSs)
teach the regular primary school curriculum for Grade 1-3. MoE/UNICEF CBS schools are now found
in 28 provinces in the country, catering for nearly 150,000 children, with a fairly 50:50 % distribution
between girls and boys. UNICEF finances training and incentives for teachers, textbooks and supplies
and support the MoE in monitoring of these schools. Women with educational background are
usually hard to find. A total of 2,409 teachers have been recruited and trained for the CBSs as a
result of the programme. Only 10% of them are women. It is without doubt that having access to a
school close to home has greatly improved possibilities for girls to participate in school. It is also
culturally acceptable for girls at a young age to have a male teacher, and for the age group in
question, this factor does not seem to deter parent from sending their daughters to school.
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8. A major step forward has been the formalization of the CBSs and the recognition of these schools
as part of Afghanistan’s regular formal primary school system. This can be greatly attributed to the
programme. Before 2006 these schools were considered as emergency responses and gap filling.
Teaching and learning were carried out in an often ad-hoc and unstructured manner, often by NGOs
with weak coordination and follow-up from MoE. Today these schools have become linked to the
nearest formal primary school. This primary school serves as a hub for up to ten CBSs. The hub
system, which is recently developed, will facilitate distribution of materials, training and monitoring,
as well as making transfer to Grade 4 easier. A common monitoring form has been developed by
MoE, in consultation with other stakeholders that support CBSs. When put in use, this will facilitate
government’s oversight of the system. To date UNICEF has strengthened the monitoring capacities at
provincial and district level, through workshops on monitoring and joint monitoring exercises. There
is particularly a need to improve monitoring to identify drop-outs and non-functional teachers more
consistently.
9. Another focus of the programme has been to provide literacy training for women. So far
achievements of this component have by far exceeded the targets. This component is undoubtedly
very critical for empowerment of women. By mid-2008, 194,124 women had participated in a nine –
month course. More than 7,000 centers had been established, all with one facilitator who had
received training. With a few exceptions, the majority of these facilitators were women. In the
remote areas there is a huge demand for literacy classes. Communities are mobilized and involved to
a great extent and it is the communities’ responsibilities to provide room and select facilitators.
UNICEF provides material support to the classrooms, and has produced a textbook which is
distributed to all learners. This textbook was considered by the MoE Department of Literacy to be
more relevant in content and easier to use than other textbooks. It should be noted that there are
many stakeholders in literacy programme, and apparently several different textbooks in use.
10. In terms of curriculum development, UNICEF’s stronger point has been to assist MoE in
decentralizing the curriculum framework to the provinces, schools and teachers through training and
production of textbooks. More than 50,000 teachers (of which nearly 40% women) have received
orientation of new textbooks as a direct result of the programme. INSET I is based on a cascade
model where core teachers have been trained in Kabul to train provincial staff who then give training
to the teachers. The weak part in this component is that little has been done so far to investigate
how teachers translate what they have learned into practical classroom behavior.
11. So far UNICEF has not been very much involved in policies and curriculum with the aim to make
the system inclusive for all children. There have been pilot schemes for both nomad and children
with special needs, but these have not yet been institutionalized within the MoE. However, UNICEF
has assisted MoE in developing curriculum for special courses for female students at the TTCs.
12. UNICEF is spearheading girls’ education on many fronts, including participating actively in
mainstreaming gender issues into the current curriculum. According to MoE this work resulted in
changing text and pictures. UNICEF has the secretariat function of AGEI (Afghanistan Girls’ Education
Initiative), which is chaired by MoE and has all the major partners in education including donors,
NGOs, UN agencies, as its members. AGEI was intended as a platform to influence policies and
decisions. However, the effective functioning of AGEI has been questioned by UNICEF, as it has been
difficult to work out common strategies and to attract senior decision-makers to the meetings.
13. There is no doubt that UNICEF plays a crucial role in the development of the education system in
Afghanistan. Highlights which have led the team to this conclusion are as follows:
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UNICEF is working through the government and not in parallel structures. Planning,
monitoring and reviews are done jointly with the central, provincial and district levels. There
is transparency and mutual accountability for both MoE and UNICEF. There is no doubt,
however, that ownership was clear: MoE recognizes BEGE as its own programme.
UNICEF has placed its resources strategically. The volume of aid is not huge compared to
some donors, but through the strengthening of the capacity at various levels of the
administration, UNICEF support seems to have prepared the grounds for expansion of MoE’s
absorption capacity for larger programmes.
UNICEF maintains a nation–wide perspective. This is very important under the prevailing
conditions in Afghanistan where many major international actors earmark their funds to
specific geographical areas. And it is critical for MoE’s efforts to achieve its equity goals as
put down in EFA and MDGs.
UNICEF is perceived as a neutral partner, with no hidden political, cultural or economic
motives. UNICEF has a long history in the country and has delivered educational support
under shifting regimes. UNICEF is seen as a credible and strategic partner.
UNICEF has demonstrated that it can assist MoE in delivering positive outcomes for children
and women. There is a reasonable balance between access issues and quality issues. Most
other programmes focus more on access. The various components are relevant and will for
the most continue to be so for a long time to come. The staffs are committed and motivated
and although there are vacancies by and large the competencies of staff seem to match the
requirements.
14. As a result of incomplete reporting, donors to UNICEF and other stakeholders have not acquired
the accurate and full impression of programme activities and achievements. Monitoring and
thematic reporting remain weak points. Improvements have been made, but there is scope for
further streamlining of reporting systems and following up of effects of activities in the field.
15. A main recommendation is that the programme, with some modifications, should receive
continued support, preferably with longer time frames than three years.
Introduction to the evaluation
16. Afghanistan has been plagued by conflicts and war for almost three decades. Destroyed
infrastructure, fragmented governmental institutions and uneven and non available social services
have been the result. Although significant results have been achieved over the last few years, the
security situation remains frail and in parts of the country even worsening. UNICEF (August 2008)
reported that 40% of the country was inaccessible for its staff due to insecurity1. In addition, there
are other calamities such as successive years with drought and dramatic crop failures in large parts of
the country.
17. The context under which the BEGE is operating, is determining limitations as to what can be
done. Schools, teachers and students, in particularly girls, are still under insurgent attacks in many
parts of the country. Schools have been burnt, teachers and students killed in provinces such as
Kunduz, Kandahar, Helmand, Paktia, Khost, Wardak and Farah. Ambitions for what can be
accomplished must be set accordingly.
1
While inaccessible to UNICEF staff, MoE and usually continue its work in these areas.
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18. Most actors involved in development work in Afghanistan seem to agree on the importance of
the education sector, and not least for educating girls. The evaluation team was informed that also
Taliban, in order to obtain popular support, now promises to provide education for girls if they come
back to power. The demand for education exceeds the capacity of supply. Before 2001 there were
fewer than one million children in school, and almost no girls in mainstream education. Today there
are about 6 million pupils, enrolled in basic education (Grades 1-12), with almost 35% being girls.
MoE has now developed the National Education Strategic Plan (NESP) which has been endorsed by all
main stakeholders. This represents an important milestone, and together with new curriculum,
textbooks, teacher training, school building activities, improvements in statistical overviews due to
the EMIS2, Afghanistan and MoE has a much stronger basis today for reaching the aim of providing
quality education for all.
19. The clients for this evaluation; Sida and the Norwegian Embassy in Kabul have provided
substantial support to UNICEF and MoE BEGE Programme for the period from 2006 to 20083. The
main purpose of this evaluation is to assess if UNICEF’s stated objectives have been accomplished
during the evaluated program period. More information about the clients, the background for the
BEGE programme and motives for undertaking this evaluation are found in Annex 1 – Terms of
Reference.
Note on education statistics
20. Over the years unreliable educational (and other) statistics for Afghanistan have hampered
proper planning and reporting. Data have been incomplete and erroneous. With among others
UNICEF support, collection of information for an EMIS was undertaken in 2007 and the first report
was published in January 2008. This has greatly improved the basis for planning. When the
MoE/UNICEF BEGE programme was planned in 2005/06 one had to base both baseline and
projections on data which were much more uncertain. Hence the issue of inaccurate data and
statistics has been a considerable challenge for planning and reporting throughout the BEGE
programme and also for the current evaluation.
Note on methodology
21. Due to considerations both to Ramadan and the clients’ request for reporting deadline, the
evaluation had to be conducted at a time which was not ideal. At the onset of the assignment,
schools were still closed due to vacation, and many key stakeholders in the international community
had left for holidays. Security concerns limited the range of places which could be visited and the
length of time that could be spent in each place. Security threats to the international community,
closed down UN offices for days in a row. The tragic loss of three international aid workers and the
severe loss of French troops just outside Kabul, clearly influenced mobility. A life attack on the
Minister of Education happened the same day as the team was scheduled to meet him. Delays,
change of flight schedules and other obstacles became the order of the day.
22. In spite of this, the team visited three provinces, four districts, and several villages and met with
MoE and UNICEF staff at the relevant levels. One INSET teacher training course, six Literacy Classes,
three CBSs in remote areas and two formal schools were visited. To a large extent the evaluation
decided which routes to take and sites to visit. Rather than rushing to many places the evaluation
team preferred to stay for some time in each locality with the intention to collect more qualitative
information from beneficiaries and stakeholders. Meetings with PoE, for instance, lasted for several
2
Education Management Information System. The first report from this countrywide collection of school based
statistics (in 2007) was issued in 2008: ”1386 (2007) School Survey Summary Report”
3
Major donors to the programme are Sweden, Norway, Canada, Japan, UNICEF Nat. Committee Germany,
Netherlands, UK and US.
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hours, and also visits to individual Literacy Classes took considerable time. In most instances
representatives from the villages, elders and Mullahs were present. Representatives from eight
NGOs, three UN organisations and several donors were interviewed. As Annex 3 illustrates a large
number of persons were contacted and met during some hectic days in Afghanistan during August
2008.
23. The team would like to draw attention to the narrow perspective of this evaluation. It is not a
broad study of all problems and issues in the education sector. The short time available (2 persons
and 4 weeks) and TOR’s restriction of main report only to be 30 pages long, allowed only for strict
adherence to the TOR questions posed in the TOR.
Answering the TOR questions
24. The main part of the TOR consists of specific questions, often related to the BEGE Programme’s
results and achievements. The clients for the evaluation have requested that these questions should
be replied to one by one. The consultants appreciate this approach, and, consequently, this report is
organized in accordance with the TOR questions.
The Programme
1. To what extent has the programme been successful in achieving its planned results4?
25. Despite of the large challenges and difficulties facing development organisations in Afghanistan it
is concluded that MoE/UNICEF has been relatively successful in implementing its plans and targets
set for the BEGE programme. Some results are achieved better than intended, some more or less as
planned, some activities have been taken out of the programme and some activities are new
compared to the original programme plan. In total, however, and after line by line check of the
programme’s Log-frame the current evaluation concludes positively in relation to its assessment of
the totality of the programme’s achievements.
2. Has the gross enrolment in basic education for girls increased by 20%?
26. In 2005 1.64 million girls were enrolled in basic education (grades 1-9). According to the EMIS
statistics collected in 2007, the number had increased to 1.94 million5. This represents an increase
for girls of 18.29% which is a fairly satisfactory result. Gross enrollment data are, however, very rude
and un-precise indicators. There are wide disparities between the provinces. Helmand, Zabul and
Uruzgan have female enrolment in primary schools below 20%.
27. It should be noted that documents related to the BEGE programme contain some
inconsistencies in information of what is expected at this level of measurement:
 In PPO (page 11) the specific objective to achieve by December 2008 is “to increase of
primary school net enrolment for girls by 20% “. Since the baseline was 40% the objective is
read by UNICEF’s Education Division as 48%.6
 The document is however also referring to CCA indicators7 (page 6) where “net
enrolment rate in primary education of 7-12 year olds is 40,5 (in 2003?).
4
As presented in the UNICEF and MoE programme document. “Basic Education for All 2006-2008” and
UNICEF “Programme Plan of Operations”, these documents are the baseline to assess all achievements and
results.
5
Islamic Republic of Afghanistan, MoE: 1386 (2007) School Survey, Summary Report, January 2008, (p. 10).
The number for 2007 is a sum of Primary and Lower Secondary.
6
Information from UNICEF’s Education Head 22 August 2008
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 One of the UNDAF indicators is given (page 8) as “20-percentage-points increase in net
enrolment rate in primary education for girls (goal=66%)”.
 The “Expected outcome of “Basic Education for All” Programme” is then specified (for
this item) as “1.8 million girls are enjoying child-friendly schools” (page 9).
From this one can conclude that this target was ambiguously interpreted from the start.
3. How many girls and boys respectively are enjoying child-friendly schools and have
attained acceptable level of basic competences?
28. According to the EMIS (2007), there are 5,950,455 students registered in MoE and Community
Based Education delivering primary and secondary education. Approximately two-thirds were male.8
There were 2,116,234 female students representing 35.56% of the student population, and the
number of male students was 3,834,221.
29. The graph below shows huge provincial differences in primary school enrollment. Primary school
female enrolment varies between 8.78% in Hilmand province as the lowest to nearly 90% in central
areas. Figures may not be totally reliable, but confirms nevertheless that girls are severely
underrepresented in primary schools in many provinces.
Diagram 1 Enrolment in Primary School (G1-6) by gender
9
30. Official figures for enrolment do not always give true picture of actual attendance in the class. A
headcount conducted as part of the EMIS School Survey process shows that only 75.5% of the
students were present in the class. Of these 555,764 (or 9.6%) were absent at the day of head
counting and as many as 855,548 (14.8%) were “permanently absent”.10 This concept is defined by
the EMIS report as students who are enrolled but have been absent from the starting of the school
year till the survey was conducted.11 The survey report did not split absentee data into gender
7
Common Country Assessments draws extensively its core indicators on various official reports by different
agencies of the Government. In the absence of statistics from the Government, other contributors include UN
Agencies, local and international NGOs and others.
8
MoE 1386 (2007) School Survey Summary Report – ”EMIS Report”
9
Source: School Survey 1386 table 6
10
This includes both the General and Islamic Education Programmes
11
Op cit page 12
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categories. Many actors in the education sector were of the opinion that girls constitute the majority
of those who were permanently absent.
Diagram 2 Student population and absentees during headcount
555764
Absent on day of
counting
855548
4539143
Permanently
absent
Present
31. The concept of “child friendly school” is usually associated with quality learning environments
(adequate classrooms, clean water supplies and sanitation facilities, health and safety, quality
teaching-learning processes, policies which prohibit corporal punishment of children, quality
outcomes with defined learning in a broad sense of knowledge, attitude and skills) and which is
inclusive and gender-sensitive throughout. In the present context of Afghanistan, one has to lower
the ambitions quite considerably. Basic requirements for school buildings, access to water and
sanitation, qualifications of teachers are far from being met. An overcrowded “school” for girls
visited during the evaluation gave brief reality check on schools. Hundreds12 of girls had to study in
the open air without any protection from sun and rain. In Afghanistan schools without buildings
(4,956) still outnumber schools which have a building (3,704)13. Girls talked to said that for them a
friendly school, and a prerequisite for their possibility to attend, was a wall to protect them from the
public gaze. The number of girls’ schools without a surrounding wall was 935 (table 58). Mixed
schools (boys and girls in separate shifts during the day) seldom had walls. MoE school construction
design does not include walls.
32. The BEGE Programme has moved some way down the road to create a foundation for a “child
friendly “ school:
 Improvement and expansion of teacher training.
 Provision of teaching-learning materials for all students.
 Provision of teaching and learning materials as well as textbooks for MoE/UNICEF CBSs.
 Construction of 340 “cost effective schools” (139 schools’ construction completed) with
WASH facilities for over 180,000 children.
 And HSI is being implemented at 1,415 schools at the moment, providing protective and
healthy learning environment for 342,699 children in 34 provinces.
12
13
The number of girls students at Qarashaikhi Girls School was 777
Source: School Survey Summary Report, p.14
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Diagram 3 Students in G1 and G6 by gender
14
Students in G1 and G6 by gender
500000
0
Grade 1
Grade 6
Boys
Boys
408808
393596
Girls
Girls
315895
200523
33. It should be noted that overall the school population was much lower when the current sixgraders started their school career six years ago. But it is still of great concern that many children do
not complete primary education. Exam results show that already in Grade 1 more than 20% of the
children fail the exam. In Grade 4 35% and in Grade 6 another 25% fail the exam., many after having
sit for a “second chance” exam. There is no information about repetition, but there can be no doubt
that many children are far from having “attained basic competencies”.
4. How many learning spaces (CBS) have been provided for girls and boys respectively
in remote areas?
34. Learning spaces in CBS can be a room in a private house, a tent, the mosque and similar
structures. A total of 3,724 CBSs are currently functioning under the MoE/UNICEF programme 15
which provides education for a total number of 148,340 children. 74,026 are girls and 74,314 are
boys. A large majority of the CBSs are located in remote areas. The MoE/UNICEF CBSs are found in 28
provinces. (The names of these provinces are given in Annex 5).
35. A major achievement in the programme has been that CBSs are now formally recognized primary
schools offering the lower grades (1-3 and sometimes 4). Each CBS or more correctly “outreach
school” has become linked to a formal primary school. This school will serve as a hub for several
CBSs. This system is assumed to have several advantages:
(1) Easier transfer of children from Grade 3 to Grade 4 in the hub school.
(2) Hub school will serve as a center for distribution of textbooks and other material
(3) Monitoring will be facilitated as the hub school headmaster will also formally be
responsible for the outreach school, and
(4) Conditions and provisions will be streamlined and thereby making the system more fair
and equitable.
(5) Information on performance of CBSs will be improved as information and statistics will be
transmitted from the CBS, via the “hub schools” and to the District and Provincial MoE Office and up
to central levels of both UNICEF and MoE.
36. One can also add that as a result of the facilitators of CBSs receiving monetary incentives for their
work, the monitoring and reporting system seem to have improved considerably.
14
Source: School Survey 2007
UNICEF data of 27th August 2008, but based on information collected by PEDs. Includes 9 CBS for Grade 4.
See annex 5.
15
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Table 1 Number of students in CBSs - all organisations
16
PACE-A
BRAC
SCA
SC-SN
UNICEF/MoE
SCUK
Total
Total
45879
71154
30728
11631
148172
5362
312926
Per cent
14,7
22,7
9,8
3,7
47,4
1,7
100,0
37. This table presents number of students in CBSs under various organisations. UNICEF/MoE is by
far the largest with almost half of the students, while the second largest is BRAC. With more than
310 thousand students in CBSs, these schools have definitely been established as important
providers of education in Afghanistan. It should be noted that organizations remunerate teachers
differently. SC-SN pays AFA 2,750, BRAC 1,000, SCA 3,000. In comparison MoE/UNICEF programme
pays AFA 1,750 per month17.
38. There is contrasting information with regards to the persistence of CBSs over time. The intention
behind MoE/UNICEF CBSs is to enroll a batch of children in Grade 1 and then follow this group
through Grade 2 and 3 (typical a CBS has only one class). The team observed that of the 2,385 CBSs
which were established for Grade 1 in 2006, only 1,446 CBSs taught at Grade 3 level in 200818. 98,016
students started Grade 1 in 2006, but only 41% made it to Grade 3. Apparently there are many
reasons for this and there are also observations suggesting that the CBSs have fewer drops out than
formal schools.19 Data on drop out from formal schools are not entirely reliable (students once
registered in G1 may still appear on the list for G3 enrollment despite having dropped out due to
inaccuracy of the registration system). UNICEF explained that many of the children who had
“disappeared” from the CBS had become enrolled in formal schools as these become more accessible
and more attractive. Some CBSs had been closed because teachers had not been given financial
incentives in the first year. Furthermore, quite a few children had moved. Finally, some children may
also have dropped out or pulled out by their parents for various reasons. Counting of students in the
CBSs visited during fieldwork largely confirmed that conventional dropout is quite rare. Teachers
with whom this issue was brought up could usually explain individual students’ absence from school,
but there has been no systematic follow up of this point.
16
Data received from MoE in August 2008. There are slight differences in numbers for the UNICEF/MoE
category from different sources.
17
Information from MoE, August 2008
18
This figure for number of CBSs Grade 3 in 2008 (1446) was presented by UNICEF in at table ”Community
Based School Status in 4 Regions for 2008. Updated as of 30 June 2008”. The evaluation has observed that there
are inconsistencies in numbers when comparing this with the Annex 5 table (which gives 1603 CBSs)
19
Also as observed by Karlsson, Pia and Shirin, Khan (2007)
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5. How many teachers, male and female respectively, have been recruited and trained
and are still working?
Diagram 4 Teachers by gender and province (1386)
20
39. Based on the School Survey only Kabul City has more female teachers (12,504) than men (5,608).
Most other provinces have severe female under-representation among its teaching staff. This is a
serious obstacle for girls’ education. Teachers in general education (G1-12) have much poorer
qualifications than required to become permanently employed by MoE. For primary school teachers
a minimum of G14 is required. Only 10% of the total teaching force for general education has this
level. 48.9% of the male teachers and 43.3% of the female teachers have G12 only and 12.7% men
and 9.8% of the female teachers have qualifications corresponding to G7-11 (School Survey table 41).
There are wide geographical disparities. The majority of female teachers with Grade 14 work in Kabul
city. In Uruzgan there are no female teachers with such qualifications. The few female teachers
present are in the G7-11 category of education background.
40. Recruitment of teachers to formal schools is the responsibility of MoE and outside UNICEF’s
direct sphere of influence. However UNICEF is supporting MoE in its efforts to recruit teachers for
the CBSs. They become contracted as CBS teachers by MoE, and are supported financially from
UNICEF. These incentives were included when it was found that many teachers stopped working
because the communities could not support them as intended. Furthermore UNICEF is assisting MoE
and communities in selecting facilitators for the literacy centers. UNICEF is supporting the training of
these facilitators as well as training of CBS teachers and formal school teachers.
41. Within MoE the Department for Teacher Training is responsible for national teacher training
policies, programmes and recruitment issues. This department also manages the Teacher Training
Colleges (TTCs) in the provinces. Most TTCs are in urban areas and it is very difficult for female
students to move away from their villages and attend TTCs.
20
Source: School Survey: Table 35. The graph shows total for General Education (Grade 1-12)
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14
Diagram 5 Students at TTCs by gender and province (1386)
21
42. A total of 14,294 students were enrolled in 2007, 36% of them women. The largest number of
females is found in Kabul City. This is the only place where female students significantly outnumber
men. In several TTCs there are hardly any female students at all. Balkh, Nuristan, Ghor, Paktika,
Zakul and Kabul Province established TTCs in 2007/08. Recent figures obtained from the Teacher
Training Department show a significant increase in number of students at the TTC.
22
Diagram 6 Students in pre-, and in-service teacher training 2007-2008
12000
10000
8000
6000
4000
2000
0
Pre-Service
In-Service
Pre-Service
2007
In-Service
2008
Men
5816
6655
9793
9376
Women
1922
4757
4181
9387
43. The above graph shows progress on many fronts with regards to teacher training. The total
number of students in 2008 is exceeding 32,000 enrolled in 34 TTC. According to Teacher Training
Department (TED) staff this is a significant jump from 2005, when only 2,000 students were enrolled
in 4 TTCs. Recent development show that the gender gap is closing. In 2007 there was a GPI of 0.33
for pre-service training and 0.70 for in-service training;23 the GPI for 2008 was 0.40 for pre-service
training and a clear 1.0 for in-service training. With the support of several stakeholders including
UNICEF, the MoE/TED attributed these positive results to:
21
Source: School Survey 1386 table 8.
Source: TED Aug.2008
23
”Pre-service” is the ordinary two-year full-time course which gives graduates the possibility to become regular
permanent teachers. “In-service” – is a combination of courses, mostly associated with multi-donor INSET-TEP
programme.
22
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i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Continuous advocacy to promote women teachers
Accelerated program where possibilities are given to teach on a contract basis and at the
same time obtain a 12 grade certificate (in 23 provinces)
Support (jointly with GTZ) a special teacher course for females with lower qualifications than
Grade 12 (from G 9)
Recruitment of Grade 12 women (3,000) in Kabul city, providing them with a one-month
crash-course and facilitating their in-service training at a TTC so that they eventually will
become formal teachers
Establishment of decentralized small satellite TTCs at district level to make access easier for
women. Only 5,714 students (majority males) have access to dormitory facilities.
UNICEF and GTZ support to develop a curriculum to train core teachers
Improved infrastructure with UNICEF‘s support to nine TTCs.
Support to the two-year pre-service teacher education. 30 books for the first semester have
been developed and 60 books for the second and third semester is soon to be completed.
Diagram 7 Teachers trained in INSET I (2006-2007)
22385
Male
31890
Female
Source: UNICEF Thematic annual reports 2006 & 2007
44. The INSET 1 package is divided in a three week module split in three parts: orientation in the new
curriculum and textbooks, pedagogical methods (13 days), practice (7 days) and refresher course (8
days). UNICEF’s focus is on training those teachers in CBSs which are supported in the programme.
The training is based on a cascade model. A team of master trainers from provinces are trained in
Kabul by a number of core trainers from Teacher Training Department. 120 master trainers from
provinces have been trained in Kabul through this support programme. The master trainers will
then train in the provinces and then those people from the province will train the teachers in the
districts. So far in the programme 1,395 provincial trainers have been trained, approximately 40% of
them are women. In this programme there are also many support staffs in logistics, finance, and
administration. 108 staffs have for example been trained in finance and logistics. All of these were
men.
45. The 2007 teacher training programme of 48,000 teachers in INSET 1 was postponed due to
delays in textbooks for Grade 3 and 6. This delay affected implementation of plans for all
stakeholders in the TEP programme, and these plans had to be pushed forward to the 2008 annual
work plan. The training of the remaining teachers is supported by USAID and the World Bank. The
training package used by these donors, however, has been provided by MoE with the support of
UNICEF.
46. UNICEF reports that teachers trained to teach in the MoE/UNICEF community based schools total
2,409. Out of these 226 or just under 10% are women. Women are always considered first priority.
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Very often it is impossible to find women with acceptable educational background. In such cases
educated men is second priority with Mullahs coming as a third priority.
47. Most male teachers are Mullahs. They usually enjoy considerable prestige and are often the only
literate persons in the communities. UNICEF has long experience, in cooperation with the Mullahs, to
use the Mosques as arena for information and communication. UNICEF has found that Mullahs often
become agents of change in the communities after they have received training which also includes
child rights issues in the context of Islam. Mullah teachers observed in class by the evaluation team
were asking girl students to sing, recite poems and come to the blackboard. Whether this was
representative for many Mullah Teachers is of course not known. Other NGOs such as SC-SN,
confirmed that they have been inspired by UNICEFs approach to involve religious leaders in the
education system and has consequently picked up a similar approach for their own programme.
48. There are still many challenges with regards to teacher training:
1) It is culturally unacceptable for women to travel unescorted by male relatives to training courses at
the TTCs in many rural communities.
2) It is easier to recruit female teachers and students in the urban areas, and very difficult to motivate
them go to rural areas after graduation. It is a lot more than money which is at stake in this. Teachers’
salaries are indeed poor and partly de-motivating, but prevailing cultural perceptions that women
cannot seek employment in areas where they cannot be chaperoned by their family, seems to matter
more. The current strategy of decentralizing the teacher training opportunities to make them
accessible in rural areas seems to be the right way to go.
3) TTCs have few female teachers. Of a total of 788 lecturers employed at the TTCs in 2008, only 22 %
(173) were women. 22 TTCs had no female lecturers at all.
4) Cascade training always constitutes a risk of diluting messages as one move down to the districts. Too
little is done to find out whether the teachers actually implement what they have learned after some
time, or whether they relapse into old habits of route learning.
5) The need for new teachers is growing day by day. In the five year National Education Strategic Plan
(1385-1389) MoE estimates a need to increase its teaching numbers by a minimum of 95,000.
6) The school survey (EMIS) does not survey teacher retention or numbers of teaching days the teachers
are absent.
6. Have the following been distributed and arranged: teaching-learning materials, sports
equipment and games, health education, recreational facilities, awareness
campaigns, teacher and management training? Has UNICEF specified standards for
the quality of these materials, equipment and services? Are they up to these
standards?
Table 2 Some selected materials and services provided by MoE/BEGE
Teaching and learning
materials
Sport equipment and
games
Health education
In 2006: Distributed to 2.71 million children and 61,780 teachers
24
2007: Distributed to 5.16 million children and over 96,428 teachers
25
2008: Distributed to 2.16 million children and 85,787 teachers as of March
UNICEF reports that these items are incorporated in the emergency education kits
and are not yet distributed. There are examples, however, that MoE through
UNICEF support has established play grounds around some schools. In 2007
1,000 recreational kits were bought for 1,000 schools and about 200,000 children.
In 2008: more 1,500 recreational kits, including sport materials are being procured
for the distribution to 2,500 schools (all the primary and lower secondary schools)
in 13 provinces as part of the psychosocial support.
De-worming activities delivered as part of the Healthy School Initiative. The largest
problem is said to be lack of coordination between water and sanitation engineers
24
These are information from UNICEF 2008 08 21. The 2007 ”Thematic Report” however gives 110,312
teachers
25
Information from UNICEF 2008 08 21
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Recreational facilities
Awareness campaign
Teacher and
management training
in Govt. 2007 (Annual Report): HSI – Training manual for teachers developed, 6
national facilitators, 68 master trainers and 2,200 teachers trained on the package
National de-worming for 5.6 mill grades 1-9 children completed.
Pilot project on Inclusive Education started in 3 schools. 34 teachers and head
teachers trained.
See above under “sport equipment and games”
UNICEF has in many instances in previous years been among the most visible
actors in terms of supporting and implementing campaigns. The “Back to School”
and “Meena” have become famous in this regard. Currently campaigns have been
modified in order to reduce attacks on schools. Instead of traditional campaigns
there has been more focus on posters/booklets and mass media. UNICEF is also
giving financial support to MoE to organise School Days and Literacy Days.
See answer to Question 5 in the main text.
This is one of the main areas of UNICEF’s support.
Management training has not been so much covered.
49. Setting of educational standards is the responsibility of the MoE. There are, however, continuous
discussions and communication about standards and norms between MoE and UNICEF and UNICEF is
reckoned to be among the most important contributors in this context (including establishing of
criteria, norms, policies, strategies). In addition to staff at its Country Office, UNICEF can utilize
resources in regional offices and centrally as well as involve Technical Assistance staff from other
countries. For international purchases UNICEF relies on regulations and routines defined by the head
quarter and the services provided by the Copenhagen Office.
50. For books and other printed material UNICEF in consultation with MoE specifies quality of the
materials before printing or procurement, as a standard procedure. Some textbooks examined were
glued instead of being stitched. Even normal handling of these textbooks by children may easily
result in reduced life-time for the books because pages can easily fall out.
51. UNICEF procures printing of books through its own procurement system. MoE staff felt that this
was a wise decision, in order to reduce delays. Distribution of books through the regular MoE system
appears to be rather problematic. The team was told that usually, books were piled up in MoE’s
central warehouse for very long time. UNICEF follows a system of prepositioning books in the
districts before the winter, so that books can be distributed on time when schools reopen. Some
stakeholders raised the concern that public procurement and distribution of books appeared to be
vulnerable to corruption and that UNICEF’s hands on approach had minimized such problems.
7. Assess to what extent and how UNICEF has supported MoE in developing policies
for girls’ education and for education of disadvantageous children including nomad
children? Asses what have been accomplished.
52. UNICEF is perceived in MoE and among other education stakeholders to be spearheading gender
issues. Various working groups are operational to influence decision-making process in the MoE and
higher levels to ensure that girls' education is getting priority. One arena for gender issues is the
education working group, which has been convened 3 times so far in 200826. UNICEF's role has been
to mainstream gender issues in policy areas, but it is not possible to trace any policy to UNICEF in
particular. In addition, UNICEF has promoted specific activities for girls’ education. A noticeable
result of UNICEF's own actions has been the launching of AGEI (Afghanistan Girls' Education
Initiative) in March 2007, as a girls' specific policy platform. This is a policy forum for MoE and the
partners in education, including donors, NGOs, UN agencies, to follow up progress and achievement
in the area of girls' education specified in the National Education Strategic Plan (NESP) which was
launched in December 2006. The NESP is the five-year guiding framework for all educational
activities throughout the country. AGEI is the institutional setting for exchange and development and
26
As per October 2008
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as a network it has political backing from the Minister himself. AGEI has 21 members, including all
major donors to the education sector. AGEI is supposed to serve as a network and information hub.
AGEI has conducted a situation analysis on girls' education in Afghanistan, drafted the ECE policy,
developed girls’ education communication strategy and is according to its TOR expected to review
the government's work and provide linkages between the NESP and Education for All, the MDGs, the
I-ANDS and so forth. AGEI is supposed to meet monthly and is chaired by the gender focal point in
the MoE.
53. To the team's knowledge, AGEI has so far not evolved to its full extent according to intention.
AGEI is an example of the advantage for UNICEF to draw upon its global agenda for the United
Nations Girls' Education Initiative (UNGEI). UNGEI is a 10-year inter-agency initiative to which UNICEF
has been designated as the lead agency. However, following the initial euphoria after the
establishment of AGEI, some problems have emerged. The number of organizations financing
activities under the AGEI is still limited. Meetings tend to be attended by a mixture of representatives
with various positions from partners including staff in junior positions, which is a weakness in leading
to policy level discussions and coming up with decisions in the meetings. Its membership base has
proven to be very wide, and is difficult for all members to be represented. Members are also often
too busy with implementing their own planned activities. Another problem is that there are too
many working groups with little power to influence decisions in own agency or MoE. It has proven to
be difficult to take AGEI to the provinces. A sharpened focus around a few areas may be a solution to
this.
54. Policy development for other disadvantageous children including nomads has been less visible on
the part of UNICEF. UNICEF is experimenting a model schools and literacy courses (through special
CBSs and women’s literacy centre) for Nomad children and women in Northern region to influence
policy decision. UNICEF is also supporting implementation of inclusive education in small scale in
Kabul, with technical support from UNESCO and UNDP to influence policy decisions of MoE. Among
the UN agencies, UNESCO seems to have been the active agency in inclusive education. On the other
hand, UNICEF has accomplished much in emergency education, where curriculum is in the process of
being developed. This work takes place in the newly established Emergency Education Cluster
chaired by MoE. Whereas supply issues have been, and still are very focused in emergency education
activities, this work is now including a more structured and streamlined approach to training of
teachers in psycho-social issues, gender sensitive approaches and other quality measures.
55. The Kuchis are nomadic pastoralists (an estimated 1.5 million people) and are traditionally
dependent upon livestock and migration for their livelihood. In terms of school enrolment (age 6-9)
the Kuchis are particularly disadvantaged.
Table 3 Disadvantages of Kushi in Education
27
Group Female % Male % All %
Kuchi
5
5.8
5.4
Rural
20.1
28.8 24.6
Urban
34.7
34.9 34.8
All
21.2
28.4 24.9
56. Two CBSs for Kuchi children have been established in the Northern region. So far, no initiative
has been taken as part of UNICEF’s current programme to develop specific policies or initiatives for
the Kuchi population. For those Kuchis that have been settled, the children are likely to attend
ordinary classes in the formal or community-based schools.
27
Source: World Bank staff estimates based on 2005 National Risk and Vulnerability Assessment (NRVA)
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57. UNICEF has supported MoE in development of textbooks for ethnic minority group languages:
Uzbaki, Turkmani, Pashayee, Nooristani, Baluchi and Pamiri. This has improved the education
opportunities for ethnic minorities.
58. The overall issues of inclusive education are currently given attention within the MoE. One
expert in inclusive education is financed by UNESCO and Inclusive Education Working Group, in which
UNICEF is active, has been established. A Needs Assessment has recently been undertaken and
results will be presented at an international conference on inclusive education in Geneva (Autumn
2008). The intention is that this Needs Assessment will feed into the ongoing policy work within MoE.
UNICEF is involved in this work through a few pilot projects in Kabul City. 100 children have been
enrolled in ten schools, and their teachers and parents have received training (one month). UNICEF’s
intention is to collaborate with the Swedish Committee for Afghanistan which has considerable
experience in this regard, but this collaboration has not yet been formalized.
8. Assess to what extent and how UNICEF has supported MoE in developing new
gender sensitive curriculum and textbooks, improving teaching-learning
methodologies and introducing assessment systems. Assess what have been
accomplished.
59. It is necessary to draw attention to the fact that the framework curriculum for primary education
was completed in 2003. The general view among stakeholders is that the whole process of
developing the curriculum was done rapidly, with enthusiastic MoE staff and with critical technical
assistance e.g. from UNICEF. The process, which was lead by MoE, was perceived as interactive,
participatory and involved major donors in the process. UNICEF’s contributions in this process have
been crucial, although UNESCO was directly engaged by MoE to drive the process forward. UNICEF
recruited and financed 15 technical experts (from Teacher College at Colombia University) and
financed several workshops both in Afghanistan and abroad (Jordan). The outcome of this process
was that gender equality became one of the 6 cross-cutting issues. According to MoE’s curriculum
experts, UNICEF has been, together with UNESCO, the two agencies which have assisted MoE in
developing the texts. 44 titles have been completed. 8 texts (for example the text for religious
education) remain. In terms of gender content all texts, pictures and other materials have been
scrutinized to remove possible unbalanced or discriminatory parts.
60. Key partners to MoE in this process have been USAID, IIEP, UNESCO, IBE, UNICEF and Danida.
The major role UNICEF has played in “curriculum development” in the programme, has been to “take
the curriculum to the provinces and schools” as it was put by MoE staff. This has been critical. After
the initial drive to develop the curriculum, the whole process seemed to have come to a standstill.
Very few schools and teachers knew about the new curriculum and little was done to make it
generally know, or to develop syllabi and textbooks aligned with the new curriculum28. UNICEF’s
major accomplishments in BEGE has been to assist MoE to disseminate the curriculum and
decentralize it to the provinces, districts and schools levels through orientation workshops, training,
and provision of materials. In 2006, MoE also embarked on the challenging task of developing a
curriculum for lower and upper secondary education. This has been one of the key areas for
UNICEF’s work in curriculum development in the BEGE programme.
61. UNICEF has also played a critical task to assist the Teacher Training Department (MoE) with the
development of the specific condensed training programme for female teachers. By and large
28
Dakman Georgescu UNESCO IBE expert for curriculum development to MoE. In ”Prospects 2007”. 37:427448
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UNICEF is perceived as a consultative partner in all curriculum development activities, but that
UNESCO has played a more direct role through provision of technical expertise.
62. Assessment of learning achievements of learners is in progress with UNICEF support and the
Department of Training of MoE is working on it. It was unclear to the team when results can be
expected, but it was apparent that possibilities for continuous assessment have been improved. All
texts in all subjects are accompanied by questions which should assist the teacher to grasp who have
learned what.
9. Assess how many women have attended learning centres and if they have gained
functional literacy skills as a result of UNICEF activities.
29
Table 4 Literacy achievements from 2006 to mid 2008 (all female)
No of courses/centres
Eastern Region
Northern Region (NER)
Western Region
Central Region
Southern Region*
Total UNICEF
National target
UNICEF target
No of learners
1788
2061
1075
1689
569
7182
7000
44570
53233
30681
48609
17031
194124
375000
90000
* Southern Region not reported 2008
63. UNICEF started supporting MoE’s 9 months literacy program for women in 2006. UNICEF has
provided training of facilitators and supervisors, monthly incentives and materials. Achievements in
terms of number have exceeded the target. Literacy is singled out as a separate programme
(Programme 7) in the NESP. Programme 7 does not point out specific indicators for functionality as a
result of the literacy training, and neither the DoL nor UNICEF have yet established any mechanism
for following up of longer term effects for the learners.
64. The literacy programme relates to functional literacy in the sense that all examples and lessons
are dealing with reading, writing and numeracy using examples related to participants’ daily lives.
The content and learning process is more related to the social benefits (health issues, community
issues, children, life skills, pregnancy, motherhood, and societal issues) than economic benefits such
as vocational skills or income generating activities.
65. Random tests during the field work of the participants’ ability to read, write and do simple
arithmetic on the blackboard, confirmed the impression that women were devoted learners. Many
women expressed that knowing how to read a sign outside a store in the village was a fantastic new
experience for them. Learning symptoms of serious health issues were also clearly benefiting them.
Many women looked forward to be able to use a mobile phone and send messages to friends and
relatives.
10. Assess how many decision-makers and communities have been mobilized by
UNICEF in favour of adult literacy in general and women’s literacy specifically.
29
Source: UNICEF Provincial Reports.
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66. It should be noted that MoE staff in general has a very favorable opinion of UNICEF’s support for
community mobilization. It was, for example, noted by previous leadership in EQUIP, that UNICEF
had been the principle advocate for bringing the community into all decisions regarding school
development.
67. Communities in which a literacy centre has been established require significant mobilization for
adult and women literacy. This does not, however, take form of a special sub-committee within the
local governance system. The communities are mobilized for 1) Allocation of a room (often a private
home) which can serve as a classroom 2) door-to door advocacy to obtain husbands’ consent for
wives’ participation 3) annual celebration of International Literacy Day.
68. It is evident that the close interaction between the Department of Literacy’s focal point and the
communities has generated general awareness and enthusiasm for literacy in general and women’s
literacy in particular. The demand is high and exceeds the capacity for the facilitators to take on more
than 20 participants in a course. In one village visited in Faryab, the team was told that it would be
no problem of increasing the number of participants three-fold. From discussions with women, it
was quite clear that participants never before had been part of an education opportunity.
69. A short answer to the question is that a large number of local decision-makers and communities
have been mobilized, and the proof is the impressive scale of activities which would not have taken
place otherwise. And as a consequence of the great interest for literacy work, the number of
mobilized decision-makers is growing fast, also at central governmental levels.
11. Assess how many learning centres with female teachers have been provided by
UNICEF. Assess the teaching materials of these centres.
70. There is no exact number of female teachers (hereafter called facilitators), although it is
estimated over 80%. Male facilitators are only found in Nangarhar and Bulkh provinces. The
facilitators are often high school students or primary school teachers who take on this task to earn a
little extra (25$) monthly. All facilitators are provided with 6 days training, which includes elementary
training in how to organize a lecture, how to interact with the participants and how to use the
textbooks. Facilitators interviewed were content with the training, but less content with the low level
of the incentive.
71. UNICEF has supported MoE in developing a special textbook which is in line with the national
literacy policies30. All participants in centers visited had received a package containing the book,
notebooks and stationary. The centers are supplied with blackboards and floor mats. Facilitators
receive stationary and guides.
72. MoE/Department of Literacy staff reported that the UNICEF-supported textbooks were
considered comparatively better than textbooks used in other literacy programs. Quality was
measured in the relevance of content, that text and pictures corresponded, and that the books were
easy to use and comprehend. The team noted that the life-time of the books was expected to be a
minimum of two years, and preferably three. This makes the textbooks more cost-efficient, but in
order to sustain literacy after the completion of the course, a more ideal situation would be if the
women could take the books (or other material) back home to read.
73. Other organisations are now coming on board to take a lion’s share of the responsibility for
support to literacy programmes. The MoE has succeeded in securing other large-scale support to its
30
UNESCO’s programme LIFE (Literacy Initiative for Empowerment) has been chosen as the national
framework for literacy.
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literacy programmes (e.g. USAID through UN-HABITAT). It is not clear as yet how these programmes
will roll out, and whether or not one might find duplication of work. The programme will be
implemented by relative massive technical assistance (20 persons to MoE). It is clear, however, that
UNICEF’s support to MoE in literacy is being considered as having strategically built the system’s
absorption capacity.
12. Assess to what extent and how has UNICEF increased the capacity (management
and monitoring) at the Department of Literacy and 34 Provincial Education Offices.
Asses what have been accomplished
74. UNICEF is supporting one advisor to the Department of Literacy to provide overall guidance to
the department and on the job-training of its staff to develop capacity to manage literacy
programmes. There have been two rounds of management training for 68 provincial and central
staff of the Department of Literacy. This training has focused on the importance and process of
monitoring, reporting, how to ensure community involvement in the centers affairs, and assisting the
facilitators at the centre. At central level staff expressed that its monitoring activities had been
greatly improved and that staff undertook monitoring visits to the provinces and districts at least
three times a year. Literacy officers and monitors had gained competence to collect, analyze and
disseminate data on literacy from literacy centers to province and to the central Department of
Literacy in Kabul. Staffs were able to prepare monitoring plans, including their costing, actual
monitoring and reporting. UNICEF has supported the central Department of Literacy with computers,
printers, scanner and photocopying equipment. The major units within the department were linked
electronically and this had facilitated information sharing. The documented results were available
only in Dari.
75. At provincial levels the monthly education meetings do provide a good deal of capacity building
for the provincial and district staff. UNICEF has also arranged special thematic meetings on topics
such as the Child-Rights Convention (CRC). There has been no session related to gender equality
issues. There are no systematic efforts to support a staff-development plan for provincial and district
personnel.
13. How many campaigns and seminars have been arranged for local communities by
UNICEF and have the topics of these been relevant?
76. UNICEF does not arrange campaigns or seminar for local communities. This is under the
responsibility of MoE but often with support from UNICEF. Campaign-strategies under the
programme have been significantly more modest than the very successful “Back to School “campaign
in 2002. UNICEF supports various events that involve high rank officials, community leaders, school
children and teachers in connection with National School Day and International Literacy Day. It has
not been possible to arrange big events at community levels because of fear of disturbances. In this
programme period, UNICEFs main emphasis has been advocacy through the media. The cartoon
series “Meena” which runs on TV and radio in both Dari and Pashtu is assumed to have been
particularly useful as a tool for promoting girls’ education. It has become popular and attracts a wide
audience. Three radio and TV spots have been aired though the major national media outlets as
planned. UNICEF is in the process of completing a women’s literacy media programme. 300 banners
with messages focusing on literacy have been displayed in major cities and public spaces. Placing
banners across the streets has gradually been reduced as effects in areas where literacy levels are
low are questionable.
14. To what extent is the UNICEF education programme coordinated with the joint
Healthy School Initiative (which includes the special Sida support to Sustainable
Water Sanitation and Hygiene (WASH) and to what extent have the results of the
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Healthy School Initiative been seen to sustainable contribute to the results of the
education programme, especially in terms of increased girl’s enrolment?
77. MoE staff reported that a weak point in the system is the lack of coordination between MoE and
MRRD (under which the WASH programme belongs), both at central and provincial levels. So far
there has been little success to incorporate WASH aspects (water and sanitation) in the design and
construction of schools at MoE level. The national education programme, EQUIP, has not included
water and sanitation systematically. There are currently 4,400 schools without water facilities (well
and hand pumps). In the BEGE UNICEF has supported 492 schools to install water and separate
toilets for girls. Linkages between these investments and girls’ enrolment are believed to be positive,
but have not been verified through actual following up.
78. Other health related areas have progressed better, i.e. hygiene education and distribution of deworming tablets to the children. There has been much better climate for inter-ministerial
collaboration in these activities. For example, the course for teachers on health education and childfriendly schools has been developed as a collaborative result between MoE, MRRD, MoPH and other
UN agencies. UNICEF hired a consultant to help developing the material into a six-day course to be
held first for national facilitators who in turn trained facilitators at provincial levels. All national and
provincial trainers were drawn from MoE’s own staff. It appears that UNICEF has played a major role
in also motivating a number of NGOs to take on HSI projects.
79. No study or analysis has been undertaken which proves the linkages between the health
activities and girls’ enrolment.
Community Based Schools (CBS)31
15. Assess the quality and accuracy of the available UNICEF CBS data.
80. Statistics related to CBSs in general, their number and number of students, and distribution on
gender, have been unreliable for several years. This is attributed to the following factors:





Lack of security has made flow of information from the ground difficult
In many Districts CBSs are recently introduced and there have been scanty routines for
collection of data.
The proliferation of stakeholders and NGOs involved over the last few years, with
multiple systems and different monitoring systems. It has been difficult for MoE to keep
a complete oversight.
Quite a few CBSs have been terminated of different reasons32. Such information is not
always reported to MoE.
There is too few staff specifically designated to CBS at provincial levels. The CBS Focal
Points (who are supported by UNICEF) have the responsibility for monitoring tasks, but
this is an overwhelming task for one person alone.
31
Karlsson, P, and Khan, S (2007) propose to use the concept ”CBE” (E for education) and not ”CBS”. As CBS
seem to be the most common name; as these small units actually are ”schools” – with students, classrooms and
teachers; as ”education” normally is a much boader concept and as the TOR for the current evaluation is refering
to CBS, this concept is utilised in this report.
32
Karlsson, P, and Khan, S (2007) indicate following reasons for closure, among which the following are
mentioned: a) teachers have quit since they do not receive payment; b) community participation is weak; c) the
CBE class has been upgraded to a primary school; d) the CBE class has been merged with a primary school; e)
monitoring and coordination have been weak.
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
A general phenomenon is that data very often are presented without mentioning of
source or of time of data collection. Updating of data seems often simply to be made by
adding new figures into former tables, and the result is often very confusing.
81. There are reasons to believe that the statistics have become more trustworthy and reliable
during the last months for the following reasons:



With the introduction of incentives for the instructors at CBS schools the reporting
system has improved significantly.
The structure where CBS schools are connected as “satellite” schools to a “hub” formal
school represents an enhancement in the potential for statistics to get better.
The “culture of statistics” is improving within the education sector as a consequence of
the EMIS. (And for the next School Survey CBSs will be incorporated).
82. MoE at central and provincial levels were optimistic with regard to prospects of obtaining more
correct information in the future. One major step forward, is the development of a common, unified
monitoring form for all CBSs. This form, which has been developed in the monthly meetings held
between MoE and donors, will be filled in and signed by representatives of CBS and HUB schools, and
the District Education Officer. UNICEF has participated actively in the process of developing the new
forms.
83. It is MoE’s responsibility to produce statistics on CBSs. For those CBSs supported in the BEGE
programme, monitoring which produces the basis for statistical information is done jointly with MoE
and UNICEF staff. In 2007, UNICEF took the initiative to carry out a survey or physical verification of
the CBS. Structures which did not function were closed down.
84. The new system requires verification of data by District Education Offices and Provincial
Education Offices before reporting to MoE central level. MoE is also in the process of hiring
monitoring staff to provinces and districts. While concrete results remain to be seen, at least the
mechanisms currently being introduced put MoE and its partners in a better position to produce
more accurate and reliable data.
Ownership and Transparency
16. Assess to what extend UNICEF has worked within the framework of the MoE
management system with regard to administration and financing of programme
delivery.
85. Ownership issues must be understood in the historic context of aid delivery in Afghanistan where
much of the support to education has been implemented outside MoE’s own system. This has not
been the case in BEGE. MoE claims full ownership of the programme and underlines the equality
which is built into the partnership between MoE and UNICEF.
86. Representatives of UNICEF underlined that in addition to the policy of the organisation to work
through Government, it is in practice not possible to operate independent from MoE and other
ministries’ representatives at Central, Province or District levels. The Governmental offices at local
levels are handling the relationships with beneficiaries and local communities. In addition to working
within the MoE system of administration and financial rules, UNICEF helps to strengthen weak areas
that affect implementation, and technical support is provided when required in order to improve
quality of implementation.
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87. Transparency is ensured through the joint planning and review meetings between MoE and
UNICEF. These meetings, held at zonal level, involve district and provincial education officials and
culminate at the national level with open debates on progress and shortfalls. Based on inputs from
the provincial levels, MoE’s Focal Points of each project plan the implementation of the activities
with the UNICEF counterpart, and based on these plans, required fund for their implementations are
transferred to the MoE. Funds are transferred at national level or provincial levels as appropriate as
per request. MoE or its provincial/district office then implement the project activities following
MoE's standard policy/procedures. MoE has to account for the funds and submit implementation
report as per UNICEF’s rules and regulations.
88. Financial flows for the BEGE Programme are as follows:
 Cash assistance is channeled through the MoE and its departments
 Supply items are procured following UNICEF’s standard procedures through UNICEF
Copenhagen (for offshore items) and following standard procedures by Supply and
Procurement Section of UNICEF (for local procurement). MoE provides details of items
required including the specifications of items and its distribution list.
 Joint planning and budget according to projects and activities as well as implementation
timeframe prepared jointly with the MoE.
 The cash and supply requests are prepared by the respective departments of MoE and
are submitted to UNICEF through MoE Financial/Administration Department with official
letter and other relevant documents.
89. UNICEF staffs assess their financial control system to be very tight and that incidences of
economic irregularity are extremely rare. A lot of staff time and efforts are put into ensuring that all
receipts are collected and to double check that supplies have reached the intended beneficiaries and
not disappeared on the road.
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Diagram 8 MoE and UNICEF - Arenas and links of cooperation for the Programme
17. To what extent and in what way is UNICEF building capacity of the MoE?
90. Based on assessment of information from many different sources the evaluation team concludes
that UNICEF is assisting in building capacity of the MoE in Kabul as well as at the government
education offices at Provincial and District levels. Provision of assistance takes many forms and is
processed through different channels, some of it being direct and some more indirect. Probably one
of the most important ways of assisting a government is to strengthen its own capacity to define
need for capacity development. Then capacity will have a chance to be enduring and sustained.
91. The following broad categories indicate capacity building of MoE
1) Upgrading of Teachers: teacher training, TEP (13 days), refresher, practice. This is targeted
capacity building directed at MoE/UNICEF’s supported schools, CBS, literacy centers.
2) Support to MoE central, PEO and DEO offices through workshops, conferences.
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3) Sector strengthening- advocacy at national and local levels
4) Technical assistance such as staff from Colombia University teacher college to do technical
support to curriculum development
5) Technical experts (5) in MoE on curriculum, literacy, procurement and
communication/media.
6) Linking up with relevant MoE staff for monitoring, reviews, assessments
7) Close interaction between designated staff within UNICEF-MoE. Knowledge and exchange.
92. The specific number of variables of the above is very high, and it is not possible to produce
accurate figures for all those events. In view of the team, there is a need for more specific training in
systematic improvements in staff development at provincial and district level. It was also noted that
there had been no orientation or training in gender issues at provincial level.
93. A general observation of UNICEF’s work in Afghanistan is that many activities and achievements
are not appropriately reported to the donors (or other stakeholders). The evaluation team, while not
able to identify many issues in periodical reports and papers, got relevant information when UNICEF’s
staff was questioned directly.
94. A very direct and essential way of building capacity in the education sector and among the most
important categories of MoE staff is to enhance the competence level of teachers. UNICEF has
assisted MoE in Teacher education and training over a long period of time. In addition UNICEF is
building capacity of MoE staff at all levels (community to national level) through:






Regular meetings/discussions, quarterly, annual reviews, and planning meetings provincial and
national levels.
Provision of computers, printers, photocopiers, scanners for MoE and its provincial education
offices to strengthen the capacity of overall management of educational activities and
operationalization of EMIS.
Provision of technical support in specific areas at MoE (providing experts in curriculum, literacy,
programme communication and procurement service).
Meetings for working groups dealing with specific issues such as girls education, CBS, Inclusive
education etc.
Orientation on the financial procedure and accountability to the MoE staff of finance section.
Various workshops and training within and outside country, including:,
(i) Education in Emergencies Workshop, Planning Workshop of Afghanistan Girls’ Education
Initiative,
(ii) CBS Provincial Focal Points’ training,
(iii) Planning Workshop of Psychosocial Support through Schools,
(iv) Management training of literacy,
(v) Girls’ Education Initiative, Global Advisory Committee Meeting,
(vi) Early Learning and Development Standards Training.
18. To what extent has the MoE ownership of the programme?
95. The answer to this question is “to a very large extent”. This was quite evident from responses
throughout the entire fieldwork. BEGE is first and foremost a MoE programme which receives
support from UNICEF. References to UNICEF were frequently expressed as “UNICEF works through
us”, “UNICEF answers our requests efficiently and swift”, UNICEF is a “part of us”, “we control the
resources” and similar statements. Other stakeholders also confirmed that BEGE was fully integrated
as a MoE programme.
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96. The forms of collaboration and ownership is formalized and regulated in agreements and plans.
In practice and in reality today:



MoE staff at national, provincial and district levels, and not UNICEF are the
implementers.
Programme planning, reviews and Annual Work Plans are prepared jointly. Projects and
activities budgeted for in the AWP receive financial and technical support from UNICEF.
This strengthens the capacities and competencies of MoE staff and enhances prospects
for sustainability.
19. What are the main achievements and the main challenges in the cooperation
between MoE and UNICEF?
97. Most of the main achievements of the cooperation have already been covered, hence the
following is only a summary list, not necessarily in prioritized order. It is important to underline that
there are many stakeholders in the education sector and the MoE/UNICEF cooperation can of course
not take the honor alone for the achievements.





Large increase in school enrolment from 2005 to 2007.





Impact on strategies for cost-effective school construction.



Supported in development and operationalization of EMIS and teacher registration process.
The teacher training has become structured.
A little less than 200,000 illiterate women got opportunity for literacy course.
Established CBSs, mainly in rural areas for almost 150,000 students.
Considerable influence provided in policy development and preparation of position paper
development on CBE, whereby the CBS becomes part of the formal education system, connected to
Hub-schools.
Building strong MoE ownership of the UNICEF supported activities, outputs and processes.
Provision of special facilities for upgrading educational qualification of female teachers;
Mix of top down and bottom up planning processes initiated, including many stakeholders.
Contributed in development of National Education Strategic Plan through engaging national
consultants and participating in working groups.
Launched Emergency Education Cluster Working Group in July 2008.
Distribution of teaching and learning material to all students and the same plus textbooks
distributed to MoE/UNICEF CBS schools.
98. There are also a number of challenges. General insecurity in many areas of Afghanistan is of
course a severe problem for all parties. Inaccessibility of large parts of the country during winter time
represent a large challenge. And the current (September 2008) drought in many areas in the North
will impact on all development activities. In addition there are challenges within the development of
the education sector per se as well as in the cooperation between MoE and UNICEF:

Risk of sustainability - the main BEGE donors might change to other sectors, or other programmes
and projects within the same sector. This will hamper the long term perspective and sustainability in
education work, which is very crucial.

Risk of other actors in the education sector to take over parts of the programme without
continuing the processes of working through MoE and strengthening the ministry’s capacity.
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
Risk for widening the agenda of the BEGE programme too much, for instance in areas where
UNICEF as an agency has less experience or in areas that are not related to quality of education (e.g.
construction of schools):

A challenge of not processing too fast in areas which are considered culturally and historically
sensitive. UNICEF seems in many ways to have been balancing well in terms of emphasizing on
different issues, policies and inputs.

What will the future be for the CBSs? Identifying strategies and resources of further development
of the CBS is a challenge.




Despite the fact that AGEI was established, its functioning remains a challenge.
Inadequate linkages between various departments of MoE.
Inadequate coordination and supervision from MoE at National, Provincial and District levels.
Shortage of technical staff and frequent transfer of staff in MoE.
20. What is UNICEF’s value added for the MoE (compared to other
NGO/donors/advisors)?
99. Generally, MoE staff perceives UNICEF as a strategic partner, not just like another organisation
(bank, donor or NGO). UNICEF is considered to offer highly relevant technical advices based upon
experiences from its global work. The combination of top-down and down-top relationships was said
to put UNICEF in a fairly unique position in conglomerate of agencies working in the education sector
in Afghanistan. The top-down dimension was illustrated by UNICEF’s ability to mobilize MoE
leadership and also the donor community for flagship issues such as gender equality and
disadvantaged children. It was particularly underlined that UNICEF could advocate for these issues
through media, both radio and TV, and had funded translations of the global “Meena” cartoons to
promote girls’ education. This had become a very popular show which attracted a large audience.
UNICEF adds values through the down-top dimension, because UNICEF staff was close to the ground
realities even in difficult parts of the country. UNICEF was never out of touch with the security
realities, but was nevertheless in close contact with the people on the ground. Its national coverage
with rural focus helped MoE to achieve equity in delivering education services more effectively than
other agencies which had an earmarked geographical focus around its own PRT establishment.
UNICEF was considered to a neutral partner, without hidden political agendas and motives for its
support.
100. Although UNICEF is not amongst the largest financial contributors to MoE, it was underlined
that UNICEF scored very high on a close relationship scale, as its mode of operation was more of the
“accompanying and based on mutual trust “than the “demanding” kind. UNICEF teamed up with
MoE staff and provided technical assistance when it was real need for this, not as a more or less
standard procedure like some other organisations appeared to do. MoE staff highlighted that UNICEF
did not see itself as a competitor to others in the education field. On the contrary, UNICEF was
positively seen as a bridge builder between MoE and other stakeholders. For example, UNICEF’s
assistance to building the capacity, developing the curriculum and textbooks for adult literacy, made
it possible for MoE to expand its absorption capacity for larger programmes. A case in point was the
large-scale initiatives from USAID with UN-HABITAT as implementing partner to fund adult literacy.
UNICEF’s flexibility was highlighted. During the programme period there were several examples of
shift in strategies because other actors came on- board to do training. Instead of duplication of
activities, which unfortunately was seen as a result of many other approaches, UNICEF backed out of
areas where others could contribute more volumes or more effective support.
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21. Have the intended beneficiaries been involved/consulted in the program formulation,
planning and goal identification?
101. All MoE/UNICEF activities with a local outreach are planned and implemented involving local
communities. The tribal and village councils, known as “Shuras” play an important role in all matters.
The Shuras traditionally comprised respected male elders who take decisions in community related
affairs. In communities which observe purdah men and women always meet separately. Through the
National Solidarity Programme (NSP), Community Development Councils (CDC) have been charged
with development tasks on behalf of the communities. The CDCs have technical sub-committees.
The team was told that usually the same people were sitting on all committees. Formal schools have
School Management Committees (SMC) and PTAs. No formal community-based committees have
been established for CBSs or literacy centers. It was argued that adding more committees would
confuse the mandate of the existing committees. The team would like to point out that it was not
easy to obtain information to confirm that already existing SMC s would take on tasks to ensure true
involvement of the communities which have CBSs and not a full-fledged primary school.
102. Even without a specifically responsible committee, communities seemed well position to
influence decision-making through the already existing arrangements. A lot of contributions (land,
buildings, and time) indicate this, and frequent interaction between MoE, UNICEF staff and the local
population seem to take communities on-board in most decisions. MoE has, however, a
considerable shortage of female professionals, and the team is concered that because women in
most communities can only be reached through separate meetings, women’s voices are not fully
heard.
103. In some localities communities are involved in protecting the schools through regular daily
and nightly patrols. Parents are little involved in matters directly related to the teaching-learning
process. This may not be a loss of opportunity, as many parents are illiterate or have only
experienced “old-fashioned” route learning and are unaware of the values associated with improved
teaching and learning methods. There is a scope for improving community involvement through
orientation in what parents should expect in terms of learning outcomes and teachers behavior.
104.
At the level of teachers, all trainings involve evaluation sessions, where the learners can
offer their opinion on weak and strong points. This information feeds back to MoE staff at provincial
and district levels through regular meetings.
105. UNICEF has financed the training and incentives for 84 so-called Education Protection
Officers. They were supposed to be a link between MoE and the communities and to ensure
mobilization of the communities for critical decision- making and contributions. The support to these
officers has been discontinued. There is no information of whether these officers have functioned
according to the intentions and MoE and UNICEF has agreed to evaluate this component by the end
of 2008.
22. What mechanisms exist for citizen/community oversight?
106.
The most significant recently introduced mechanism is that of a “contract”, between CBSs,
MoE and local leaders. This contract is signed, with name and thumb-mark, and states what sort of
responsibilities, supplies and functions each partner in the contract should have. Duplications of all
contracts are kept at district office, provincial office and at UNICEF office. The contracts are tools for
empowering the communities. People will now know what they can expect in terms of books and
materials, and at what time. It remains to be seen how responses from “hub-schools” will
materialise in practice. But with the contracts in hand the communities at least has a formal back-up
for their claims. The system of contracts is not fully institutionalised yet, but the evaluation team is
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very supportive of the attempts to introduce this mechanism to strengthen communities
participation in the education of their children.
UNICEF Country Office
23. How does the UNICEF country office follow up results of the country programme? Are
systems/methods used for the follow up and for the result based management
reliable, accurate and effective? Assess the capacity of UNICEF Country Office in
terms of number of staff, quality of staff, management, financial management
systems, monitoring and evaluation systems, capacity to follow up result, accurate
reporting systems from provincial offices to the country office? Is improvement of the
systems part of the programme?
UNICEF Presence
Uzbekistan
Tajikistan
Badakhshan
Kunduz
Jawzjan
Turkmenistan
Balkh
Takhar
Faryab
Baghlan
Sari Pul
Panjshir
Nuristan
Parwan Kapisa
Kunarha
Laghman
Kabul
Badghis
Bamyan
Hirat
Wardak
Ghor
Nangarhar
Logar
Daikundi
Paktya Khost
Ghazni
Pakistan
Uruzgan
Paktika
Farah
Zabul
UNICEF Country Office
UNICEF Zonal Offices
Iran
Helmand
Kandahar
UNICEF Outposts
Nimroz
107. For managing the UNICEF supported programme in Afghanistan the organisations has a total
of around 260 staff. There are 4 Zonal Offices and 10 Outposts Offices. With technical guidance from
the Education Section in Kabul, the zonal offices have one education officer designated. Outposts’
staff manages all programmes, including health and education.
108. An overall impression of UNICEF staff was their commitment to the programme. They are
highly motivated to travel to remote areas and engage themselves actively in dialogues with the local
communities along side with their partners in MoE. Staff competencies seem by and large to match
the needs. UNICEF may also draw upon its international pool of staff from the regional office (ROSA)
and in some cases the HQs in New York.
109. As with all organizations working in Afghanistan it is difficult to recruit international staffs,
especially women, and retain them. Because of the security risk Afghanistan is a non-family duty
station. This will automatically limit the range of people interested to come and work there. The
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education section has a total of 14 staff, with 5 internationals. Two positions of the internationals are
vacant.
110. In Afghanistan, UNICEF stands out in its efforts to work through the government. Milestones
in this process are the joint preparation of annual work plans (AWP) at provincial and central levels.
Indicators and result matrix result from this collaborative work. Joint mid-term reviews and end-of
year meetings feed into new plans and are the basis for mutual learning.
111. Much of UNICEF’s interaction with others is workshop-based. Reports from the workshops
are produced and disseminated. There is, however, little information on how these reports
constitute a basis for internal organizational learning.
112. Human resource management involves a range of issues that was beyond the team’s capacity
to assess. A few aspects can nevertheless be mentioned. Staffs are encouraged to participate in
UNICEF’s computer based learning programmes. This e-learning is also a viable option for national
staff to improve its competencies and jump steps up on the carrier ladder within the organizations.
This is very positive and creates motivation to stay in the organization at the same time as it provides
UNICEF with the competencies needed.
113. There appear to be few opportunities for staff to get involved in internal technical
discussions on quality issues and outcomes. Supply issues, quantities and outputs have a tendency
to pre-occupy the performance discussions. New staffs joining the programme need better
orientation on concepts and issues such as CRC, child friendly schools and how these relate to the
Afghanistan context than is currently provided.
114. There is no doubt that MoE has improved its monitoring system with the help of UNICEF. But
internally UNICEF should devote more attention to find out what works and what does not work to
achieve quality results of programme activities. The reporting to external donors has been of some
concern to the latter, and they have often pointed to difficulties in identifying achievements and
plans. Donors have voiced their comments and seen considerable improvements lately. Furthermore,
a lot of the rich experience that UNICEF has from the field seems to get lost in the present reporting.
This is of detriment to both UNICEF and the children of Afghanistan, as donors might not easily see
the added value that UNICEF actually provides.
115. UNICEF and MoE have close interaction, but this does not mean that communication cannot
be improved. Due to high rotation of staff within the MoE itself, it is important that critical
information is put down in writing.
24. To what extent have lessons learned led to relevant changes in the programme?
116. Over the programme period systems appear to have been developed whereby main
stakeholders in education sector including MoE and UNICEF have arenas to meet, present
achievements, results and share experiences. The programme’s annual meeting in 2007 was an
example of a function which creates a basis for joint education sector assessments and learning from
experiences33.
117. The need to introduce cash incentives to facilitators and teachers has been one of the most
critical lessons that have shaped the future directions of the programme. Afghanis face numerous
33
National End-Year Review Report of 2007 Workplan and Planning Exercise for 2008 AWP
27–28 November 2007
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disasters that are not only related to security issues, but to dramatic crop failure as a result of
successive years with drought (Northern Region), high unemployment, displacement of people etc.
While future prospects might have looked brighter when the programme was designed, most people
met said that their lives had badly deteriorated over the last few years. In short, there is no
economic foundation for the communities to provide teachers and facilitators with what was
originally expected. The expansion of WFP food for literacy and school feeding programmes clearly
illustrates the point. The decision for UNICEF to provide incentives was relevant and much needed.
118. The initial focus on supplying only girls with materials and books soon proved to provoke
negative attitudes among the beneficiaries. Parents and children felt that it was unfair to the boys.
MoE/UNICEF changed their strategies accordingly.
119. Non-functioning systems or projects UNICEF cannot be accountable for, has been stopped.
The decisions not to continue supporting the Education Protection Officers and to close nonfunctional CBSs are illustrative cases to this point.
120. The entire process pursued to reach the point where MoE has formalised the CBS as part of
their regular schools, is also a point of change which has altered the profile of the programme.
121. But more should be done to learn from the programme. When pilot projects are established,
these cannot be taken to scale unless careful methods are established to find out whether they work
or not. The team did not come across current designs or methodologies for such follow up.
122. UNICEF should look more carefully into whether or not it takes on too many tasks for the
staff to actually follow them through. It is good that UNICEF has a very flexible approach. This means
that the organisation can respond to needs as they emerge. But sometimes there is a risk of taking
on too much because the needs are so apparent and visible. A case in point is the construction of
cost-effective schools which is usually an area in which UNICEF as an organisation is normally not
involved in. The team had no means to compare these schools with those constructed by other
organisations, but a concern can be raised of whether UNICEF disposes of adequate competencies to
deal with such construction issues.
25. Assess to what extend UNICEF funds to activities (supplies and cash assistance)
have been channelled through the government system and the efficiency of the
preferred funding mechanism.34
123. In 2006 the United Nation Country Team selected UNICEF as a pilot to try channeling
UNICEF’s support through the Government Core Budget. In September 2006 UNICEF entered into
Financial Agreements for this purpose with the Ministry of Finance (MoF), Ministry of Public Health
(MoPH), MoE, Ministry of Rural Rehabilitation and Development (MRRD) and Ministry of Labor,
Social Affairs, Martyrs and Disabled (MoLSAMD). In order to implement this UNICEF assisted the line
ministries to route their requests for assistance through MoF. Series of meetings and training were
conducted to orient counterparts in the respective line. UNICEF supported MoE with one
international and one national consultant to develop procurement procedures in line with
Government policy and to train staff at central, provincial and district level. In addition UNICEF
recruited a staff to serve as a liaison between line ministries and MoF to make the process functional.
34
MoE was selected by the government to pilot implementation of the new budgeting system (programme
budget) for the funding of its eight priority programmes. This was to provide the mechanism for longer-term
coordinated donor funding and make resources for planning and implementation more stable and predictable.
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124. The experience from this exercise was negative. Despite all efforts, there were serious
problems in implementing the process due to its complexity and multitude of activities across all
Ministries and provinces. As this caused serious delays in implementing of the programmes,
jeopardizing UNICEF’s ability to provide services to children and women in Afghanistan, as well as the
organisations ability to raise fund for future activities, the exercise was terminated. In July 2007
UNICEF withdraw from the “core budget exercise”.
125. The financial management system applied by UNICEF in Afghanistan reflects the standard
UNICEF financial management system that is in use in all UNICEF assisted countries.
 Based on the AWPs UNICEF prepares a budget and MoE makes request to UNICEF for
fund placement.
 UNICEF reviews the details of activities and budget line, places fund and monitors
implementation of activities at the time of actual implementation at the field level.
 Implementing partners then submit the report of completion of works and details
invoices.
 The Staff who monitors the activities reviews the documents, certifies invoices and
submits to office for processing for liquidation.
 If any deviation is found in the invoices, UNICEF returns the documents to implementing
partners for rectification.
Discussion around the relevance, the effectiveness and the efficiency
of the roll out of the BEGE-programme.35
126. There is no doubt that the objectives and the main design of the BEGE Programme are as
relevant today as when the BEGE programme was started early in 2006. Many agencies have focused
on access for education. BEGE has moved a far way towards assisting Afghanistan on quality issues.
The relevance of the approach of working through the MoE, may not produce the grandest and most
visible results within a short period of time. There may be obvious short time benefits in doing
everything oneself, using own staff and avoid the cumbersome bureaucratic processes and capacity
shortfalls within the MoE, like many other actors in the education sector appear to be doing. In long
run, enhancing capacity and competence within the country’s own national education system, is the
only way to ensure sustainability.
127.
Provision of literacy classes, outreach schools for remote areas and teacher training will be a
focus for a long time in Afghanistan. UNICEF has been a very visible actor in policy discussions, and is
perceived by main actors, including MoE to be spearheading in particular girls’ education. There are
still huge gaps in educational opportunities for girls and women at all levels. The focus on remote
rural areas is obviously relevant also from a security point of view.
128. Then what about the way the BEGE Programme was organized and planned? The approach
focusing on close cooperation between UNICEF and MoE seems to become more and more
35
RELEVANCE - The extent to which the objectives of a development intervention are consistent with beneficiaries’
requirements, country needs, global priorities and partners’ and donors’ policies. Note: Retrospectively, the question of
relevance often becomes a question as to whether the objectives of an intervention or its design are still appropriate given
changed circumstances.
EFFECTIVENESS - The extent to which the development intervention’s objectives were achieved, or are expected to be
achieved, taking into account their relative importance. Note: Also used as an aggregate measure of (or judgment about) the
merit or worth of an activity, i.e. the extent to which an intervention has attained, or is expected to attain, its major relevant
objectives efficiently in a sustainable fashion and with a positive institutional development impact. Related term: Efficacy.
EFFICIENCY - A measure of how economically resources/inputs (funds, expertise, time, etc.) are converted to results. (Source
Sida Evaluation Manual 2004)
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35
important. Selection of UNICEF, with its long time experience with GoA and MoE is still is very
relevant. This report has repeatedly stated the main criteria in this connection: UNICEF works
through the Government and not in parallel structures, UNICEF has a national scope and the
organisation has its main global mandate and not many other alternative open or hidden, motives. In
many ways one can say that UNICEF is a very good strategic partner for MoE – in order to develop
the Afghanistan education sector.
129. The BEGE Programme has reached targets set to a relatively high extent. In Afghanistan there
are many obstacles for organizational operations and in this light the team concludes that
effectiveness in the programme has been good. Delays have to be factored in e.g. it is not possible to
proceed unless MoE has worked out its standards, content of books etc. Analyzing line by line in the
Log-frame shows that results are obtained. When changes in the programme have happened and
new activities have replaced old ones, the evaluation team has been given reasonable explanations.
As effectiveness also has a more general connotation the evaluation team underlines that the
programme has attained (or will attain when the programme period is over) its major relevant
objectives and that elements of sustainability and positive institutional development impacts have
been attained. Major unintended negative effects have not been identified.
130. UNICEF is going to conduct an internal review and audit of the Afghanistan programme by
the end of 2008. For the team it was a concern, however, that it is difficult to get a consistent
oversight over UNICEF’s use of funds allocated over time. Tables do sometimes not consistently
report on the issues under the same headings and this make following the expenditure patterns
difficult for outsiders. In 2007, the utilization of budgets for the three project categories was as
follows 1) Support to Sector reform and Community Development - 89%, 2) Quality of Primary
Education with a Special Focus on Girls’ Education - 82% and 3) Women’s Literacy and Gender
Empowerment - 76%. Remaining funds are transferred to the next year.
131. In terms of cost-efficiency analysis of the BEGE programme, or comparison of achievements
with other countries, one needs to consider the special Afghanistan challenges. The harshness of
nature, environment and climate add to costs of all development work, and hostility and war make
large parts of the country insecure or even inaccessible. It has been estimated that security measures
add 30-40% to UNICEF’s expenditures in education related work. The approach taken by the
organisation is often to develop models and pilots, to open new visions and methods, to motivate
and motivate others. Almost per definition this costs. Another is the UNICEF practice of working
through, capacitating and mobilizing the MoE and GoA structures. One would presume this is more
expensive than the alternative; to establish a “parallel structure”; to implement what is needed and
then disappear. The advantage of the UNICEF approach is, however, to be measured over time and in
sustainability and capacity building terms.
132. However, this does not imply that UNICEF is more expensive than other actors. The
organisation and its staffs, to the knowledge of this evaluation, are very cost-sensitive. Highly
qualified staff with long experience from Afghanistan means also a lot in terms of efficiency. And in
certain fields UNICEF is reckoned by other stakeholders to be cost-efficient. This is for instance in the
field of school building and in distribution of teaching and learning materials. And not least, UNICEF
in Afghanistan is under very strict rules and regulations, set by the UNICEF organisation with the
imperative to work efficiently to satisfy the global mandate to assist children and women.
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Main Conclusions and Recommendations
133. UNICEF and the Government of Afghanistan have had an agreement of cooperation for 56
years, and UNICEF has worked in the country under very shifting frameworks and conditions. UNICEF
is among the oldest and most reputed actors in the field of development in the country. The
evaluation team concludes that UNICEF undoubtedly has played a very significant and crucial role in
development of education over the years and not least from 2006 to 2008. UNICEF is providing
important added values, compared to many other stakeholders. Some of the main aspects are:
134.
UNICEF is primarily working through the
Government and not in parallel structures. This is
essential to strengthen Afghan government’s capacity
dealing with education and training.
135. UNICEF maintains a nationwide approach.
Currently many donors and actors in Afghanistan earmark
their support to limited geographical areas. For GoA and
MoE it is very important to collaborate with strategic
partners which maintain a nationwide scope to facilitate
planning, monitoring and reporting, for principles of
equity and equality, and in order to pursue Education for
All and Millennium Development Goals.
136. The volume of assistance is modest, compared to
some of the large donors. UNICEF does not come with
huge technical assistance programmes to be placed in
respective departments within MoE. On the contrary,
UNICEF seems to place its resources strategically, for
instance by capacitating and strengthening institutions so
that they can take on larger programs supported by
others. The Department for Literacy might serve as an
example in this perspective.
137.
UNICEF is operating in accordance with its
fundamental mandate – for children and women – and
has no other hidden political, cultural or economic
motives. In a country like Afghanistan this characteristic is
only shared by a few others organizations. UNICEF has
maintained this profile over time and through different
regimes.
The traditional national game
Buzkashi is said to reflect the
boldness and fierce competitive
spirit of the Afghan people. In this
game which is played on horseback
in competition between two teams a
carcass (headless calf or goat) is
dragged, pulled and carried and the
objective is to ride with the carcass
over a certain distance and then
drop it at the “goal”.
In an interview with one MoE official
the evaluation team was told that
MoE (sometimes) was felt to play
the role as the Buzkashi calf or goat,
helplessly pushed and dragged
between strong actors. This picture
is not exactly illustrating an active
Government Ministry who is to be in
the driver’s seat with regard to
education development. During
complicated and complex times in
Afghanistan, where nation building
is assumed to be in focus, many
national and international
organisations are giving priority to
their own interests; political,
cultural/religious, economical or
geographical. UNICEF is instead
focusing on MoE’s ownership and
has, contrary to many others, the
same national scope and coverage
as MoE and with the interests of the
Afghanistan children in focus.
138. At the operational level, the various components
have been relevant and critical to empower children in remote areas and women who have never
before had opportunities for education. UNICEF has helped MoE to structure approaches, supporting
the district and province levels, in primary school education through the formalization of CBS,
teacher training and women literacy. Girls’ education is high on the agenda. Female teachers are
prioritized, and progress has been made, but in rural areas it is still very difficult to find enough
women to teach.
139.
UNICEF is a flexible partner in its provision of assistance, funds and services, compared to
other actors. Through BEGE UNICEF has demonstrated its ability to respond to emerging needs and
shift strategies that prove not to work as intended. Flexibility in this sense does not mean unplanned
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or unstructured. Because of its rapid procurement systems UNICEF can also respond to emerging
needs and adapt quickly to changes.
140. Transparency on both UNICEF’s and MoE’s side through the mid-term and end of year
review. UNICEF’s education programme is demand driven and plans are aligned to provincial and
district capacity to implement. The system enhances accountability.
141. Monitoring of activities is still a challenge. UNICEF has improved both own systems and not
at least that of MoE. But monitoring still tends to focus on the quantitative sides at the cost of
following quality processes through and find out what really happens at the other end. The drive for
quantification is also reflected in the reporting system which often was found lacking information of
processes and information about effects and outcomes.
142. Internally, more could be done for new staff to refine their understanding and knowledge of
essential concepts such as child-friendly schools, improved teaching –learning outcomes, CRC and so
forth. Furthermore, there are still few arenas for staff to reflect on effectiveness of strategies
pursued and their impact.
143. UNICEF is visible at the education scene, and was characterized by all sources of information,
to be spearheading gender issues. In this connection UNICEF can utilize its international network and
establish international cooperation and relationships between actors in Afghanistan and the rest of
the world.
144. UNICEF appears to work effectively and efficiently and it is the impression of the team that
staffs are very committed, hard working and carrying out their assignments professionally.
Competencies seem to match with requirements, and in many cases achievements exceed targets
set. There might be a tendency to take on too much in the programme, given the difficulties in
recruitment of staff and the security concerns of the country.
145.
MoE staff consistently confirmed their ownership of the programme.
Recommendations
146. The evaluation team has read and generally supports the recommendations made during
the Preparation Meeting for Mid Year Review with Ministry of Education on 21st of July 2008. In
the following, some additional recommendations are provided:
147. → Continue support
Donors, including countries as Sweden and Norway should continue supporting the MoE/UNICEF
education programme. UNICEF has national coverage and straightforward policy to support MoE ‘s
own efforts and is considered a credible partner in the development of the education system in
Afghanistan. Secondly, it s quite clear that UNICEF delivers on its agenda and that the combined
access/quality approach bears fruits. Other programmes tend to have a more narrow approach on
access issues. Thirdly, UNICEF has demonstrated that strategic capacity building of MoE can be more
efficient than sending in an army of more or less permanent technical advisors to do the work on
their own.
148. → Follow up CBSs
There is an urgent need for a review focusing on results and impact of the CBSs. It is particularly
important to find out what happens with the Grade 3 leavers (tracer) so that necessary follow-up
action can be taken. Local conditions (and distance to formal schools) will define whether one
should add grades at CBSs or develop other solutions. Further expansion of the CBS systems in new
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localities seems also to be needed. Development of the CBS system requires long term planning and
financing framework.
149. → Improve monitoring
There is a need for studies and specific initiatives to find out the longer term effects of the
programme’s activities. Pilots need to be assessed for their potential for larger scale expansion.
150. → Give literacy learners more to read!
Women should receive reading materials after they have completed the literacy training. In rural
areas of Afghanistan there are often few incentives for new literates to continue to read and extend
their information basis. Literacy and numeracy need to be maintained and supported over time and
there are no libraries to borrow books from in rural Afghanistan. The evaluation team will
recommend that UNICEF produces a source book to be given as a graduation gift to take home. The
source book could include information about the society, governance, practical information related
to nutrition, education, agriculture, basic health care etc, and introduction to the world, with maps,
information about other countries, information about modern equipment etc.
It is of course crucial that this source book is based on the knowledge levels of the learners – and is
presented in an accepted cultural and religious way and form. The evaluation team believes this
proposal is very important and that UNICEF, in close cooperation with MoE, is the right organisation
to do it.
151. → Revisit AGEI
There is a risk that AGEI will slowly dwindle away unless this platform or network get a significant
boost and energy injection which enable it to become a real advocacy factor for girls’ education.
Because women’s situation is so vulnerable in Afghanistan, there is a risk of including too many
aspects into a working group approach. AGEI should focus its advocacy sharply and strategically. A
matter of immediate concern seems to be to focus on the impact of boundary walls for girls’
enrollment, and to follow up this issue.
152. → Reconsider whether school construction should be UNICEF’s focus
There are many other actors in school construction, and very few in areas concerning reaching the
most vulnerable children such as those currently outside the mainstream education. Inclusive
education should come higher up at UNICEF’s agenda.
153. → Streamline reporting
Throughout the evaluation it turned out to be a concern that external partners found that UNICEF’s
thematic reports were too vague on achievements and analysis and that it was not always clear what
the agency was doing, and why. These reports do not give full justice to what is actually done and the
evaluation team found that many interesting and important aspects of the programme were never
reported.
154. → Special project to bring urban female teachers to rural schools.
It is proposed to study ongoing pilots where female teachers living in urban areas are provided
support (transport and some incentives) to teach in rural schools. If feasible such pilots could be
developed further and expanded with the aim of attracting more female students to school.
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Annex 1 Terms of Reference
UNICEF (United Nations Children’s Fund) education programme:
“Basic Education and Gender Equality Programme (BEGE ) for 2006-2008”
Purpose of the Evaluation
The main purpose of this evaluation is to assess if UNICEF’s stated objectives has been
accomplished during the evaluated program period.
Background
The overall objectives of the BEGE programme are to reduce gender disparity in basic
education and to improve the quality of education for all children and increase adult literacy
focusing on women. The Ministry of Education (MoE) being the leading partner is providing
the overall framework for support. MoE and its line departments as well as provincial and
district education offices are responsible for management and implementation of the
programme.
The programme shall address the following key issues related to girls’ education and female
literacy through five strategies; disparity reduction, capacity building, institutional linkages,
community participation and expanded educational facilities.
Information about Sida
The overriding goal of Swedish development cooperation is to contribute to making it
possible for poor people to improve their living conditions.
Sida works on behalf of Sweden's Parliament and Government to reduce poverty in the
world. Its activities range over many areas. Sida has more than 120 partner countries in
Africa, Asia, Latin America, Europe and Central Asia. Sida has in-depth programmes of
cooperation with some 50 of these countries.
It is Sweden's Parliament and Government that stipulate the budgets, the countries that shall
be included in Swedish development cooperation, and the focus of cooperation. One
important point of departure is that each partner country is responsible for its own
development. Sida's mission is to create opportunities for change and development.
In addition to direct cooperation with individual countries, Sida also administers the Swedish
contributions to the development cooperation programmes of the UN and EU.
Every year Sida implements more than 5 000 contributions. Sida implements are in the fields
of education, health, private sector development, housing, rule of law, research,
infrastructure and trade. There is a large budget for emergency assistance for people
affected by wars or other disasters. Poverty has many aspects and requires different
solutions.
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Sida's staff rarely works with the projects. Instead, they are implemented in practice with the
aid of some 1 400 partners in cooperation, often Swedish, financed by Sida. Since Swedish
organisations, companies, government agencies, societies and experts are involved in the
work, development cooperation also contributes to development in Sweden in the long term.
For more information, please see Sida’s homepage: www.sida.se
1 Evaluation Purpose
Sida’s ongoing agreement with UNICEF Afghanistan will come to an end in December 2008.
Norway’s agreement is valid for the same programme period. Sida and the Norwegian
Embassy have commissioned this evaluation jointly.
Norway entered into the agreement with UNICEF following a review of the education sector
in early 2006. The review recommended using UNICEF as a channel until the preferred
transfer of funds directly to government for EQUIP (the education programme with MoE)
would be up and running.
The evaluation will feed into the internal discussions within Sida36 on future support to the
UNICEF Education Programme, while for Norway it will be an end-review. In addition a new
Swedish Strategy for Development Cooperation with Afghanistan will be finalized in the first
half of 2009. The evaluation will feed into the overall analysis of the education sector in
Afghanistan in preparation of the upcoming strategy.
2 Intervention Background
Sweden has given support to education in Afghanistan since early 1980’s. Sida has three
partners in the education sector; Swedish Committee for Afghanistan, Bangladesh Rural
Advancement Committee and UNICEF.
UNICEF has received thematic funding for a girls’ education programme since 2003 through
the agreements 2003-2005 and 2006-2008. During 2006-2009 Sida also provides global
funding to UNICEF for Sustainable Water Sanitation and Hygiene (WASH) in schools, out of
which 700 000 USD have been programmed for activities in Afghanistan.
The Norwegian Embassy is currently providing thematic support to the UNICEF Afghanistan
Education Programme, namely to child friendly schools to increase attendance of girls and
the number of trained female teachers, as well as literacy training particularly to women. In
addition UNICEF has global funding from Norway being used in Afghanistan.
The Norwegian Embassy is co-financing the UNICEF education programme with NOK 21
million 2006-2008.
There have been major discrepancies in the thematic financial reports from country level
(UNICEF Afghanistan Country Office) and HQ (UNICEF HQ in New York). After Sida
commented on this, the reports were revised. In May 2007, Sida commissioned a study on
Sida supported Community Based Schools (CBS) in Afghanistan. The study showed that
there might be UNICEF registered CBS which are not listed with the MoE. The UNICEF
Afghanistan Country Office decided not to call for an extra audit from UNICEF HQ or a
36
The Sida office in Kabul, ASIA Department and UND Division.
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special investigation on this. Therefore, Sida decided to commission this evaluation of the
UNICEF Education Programme. 10% of Sida’s support for 2007 is withheld until the
evaluation is finished. Norway joined Sida in the evaluation, for the purpose as mentioned
above.
Since this initiative was taken, UNICEF has decided to carry out an evaluation of the whole
UNICEF programme in Afghanistan. Sida and the Norwegian Embassy were invited to take
part in this evaluation. However, due to the concerns raised above, both Sweden and
Norway decided to commission a separate evaluation. Sida and the Norwegian Embassy will
give input on the ToR for the UNICEF evaluation.
During the preparation of the ToR for the evaluation, Sida and the Norwegian Embassy have
had discussions with and have received input from UNICEF and comments from the Ministry
of Education (MoE).
3 Assumptions and Risks
The volatile security situation in Afghanistan is the major risk for not achieving this
assignment.
4 Contract objectives
The evaluation team shall present a design, approach and the methodology to answer the
evaluation questions. This will be assessed according to price, competence and composition
of the teams, design of the evaluation, approaches and methodology.
The evaluation team shall present a methodology in their tender on how to design the
evaluation in order to answer the evaluation questions (see Tasks-Evaluation Questions on
page 4-5). The methodology shall be discussed with, and accepted by Sida before signing
the contract with the evaluators.
Scope of Work
The evaluation team shall indicate for each output and outcome results37 what have been
accomplished in the relation to the UNICEF stated objectives during the identified program
period.
The answer to the evaluation questions shall include an analysis of the programme
performances, problems and limitations. The overall evaluation shall also include a
discussion around the relevance, the effectiveness and the efficiency of the roll out of the
BEGE-programme.
The evaluation shall give recommendations and provide input on how to improve and
develop the UNICEF Education Programme. Lessons learnt, if any, shall be mentioned. In
addition, recommendations in terms of amount of funding, design of the funding and possible
future support to the UNICEF Education Programme shall be given.
37
As defined in Sida’s publication “Strengthening Sida Management for Development Results”.
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Tasks-Evaluation Questions
4.1 The Programme
1. To what extent has the programme been successful in achieving its planned
results38?
2. Has the gross enrolment in basic education for girls increased by 20%?
3. How many girls and boys respectively are enjoying child-friendly schools and have
attained acceptable level of basic competences?
4. How many learning spaces (CBS) have been provided for girls and boys respectively
in remote areas?
5. How many teachers, male and female respectively, have been recruited and trained
and are still working?
6. Have the following been distributed and arranged: teaching-learning materials, sports
equipment and games, health education, recreational facilities, awareness
campaigns, teacher and management training? Has UNICEF specified standards for
the quality of these materials, equipment and services? Are they up to these
standards?
7. Assess to what extent and how UNICEF has supported MoE in developing policies
for girls’ education and for education of disadvantageous children including nomad
children? Asses what have been accomplished.
8. Assess to what extent and how UNICEF has supported MoE in developing new
gender sensitive curriculum and textbooks, improving teaching-learning
methodologies and introducing assessment systems. Assess what have been
accomplished
9. Assess how many women have attended learning centres and if they have gained
functional literacy skills as a result of UNICEF activities.
10. Assess how many decision-makers and communities have been mobilized by
UNICEF in favour of adult literacy in general and women’s literacy specifically.
11. Assess how many learning centres with female teachers have been provided by
UNICEF. Assess the teaching materials of these centres.
12. Assess to what extent and how has UNICEF increased the capacity (management
and monitoring) at the Department of Literacy and 34 Provincial Education Offices.
Asses what have been accomplished
13. How many campaigns and seminars have been arranged for local communities by
UNICEF and have the topics of these been relevant?
14. To what extent is the UNICEF education programme coordinated with the joint
Healthy School Initiative (which includes the special Sida support to Sustainable
Water Sanitation and Hygiene (WASH) and to what extent have the results of the
Healthy School Initiative been seen to sustainable contribute to the results of the
education programme, especially in terms of increased girl’s enrolment?
4.2 Community Based Schools
15. Assess the quality and accuracy of the available UNICEF CBS data.
4.3 Ownership and Transparency
Please specify the criteria used in the assessment.
38
As presented in the UNICEF and MoE programme document. “Basic Education for All 2006-2008” and
UNICEF “Programme Plan of Operations”, these documents are the baseline to assess all achievements and
results.
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16. Assess to what extend UNICEF has worked within the framework of the MoE
management system with regard to administration and financing of programme
delivery.
17. To what extent and in what way is UNICEF building capacity of the MoE?
18. To what extent has the MoE ownership of the programme?
19. What are the main achievements and the main challenges in the cooperation
between MoE and UNICEF?
20. What is UNICEF’s value added for the MoE (compared to other
NGO/donors/advisors)?
21. Have the intended beneficiaries been involved/consulted in the program formulation,
planning and goal identification?
22. What mechanisms exist for citizen/community oversight?
4.4 UNICEF Country Office
23. How does the UNICEF country office follow up results of the country programme? Are
systems/methods used for the follow up and for the result based management
reliable, accurate and effective? Assess the capacity of UNICEF Country Office in
terms of number of staff, quality of staff, management, financial management
systems, monitoring and evaluation systems, capacity to follow up result, accurate
reporting systems from provincial offices to the country office? Is improvement of the
systems part of the programme?
24. To what extent have lessons learned led to relevant changes in the programme?
25. Assess to what extend the challenging of UNICEF funds to activities (supplies and
cash assistance) have been channelled through the government system and the
efficiency of the preferred funding mechanism.
5 Logistics and timing
UNICEF Education Programme “Basic Education and Gender Equality Programme (BEGE)
for 2006-2008” is carried out in Afghanistan and the evaluation shall take place in
Afghanistan. Due to possible security restrictions, the team of consultants will have to
coordinate and consult the UNICEF Country Office as well as the Swedish Development
Cooperation Office in Kabul, in order to define which provinces to visit. However, field visits
shall take place in at least two locations. The evaluation shall take place as soon as possible
by the latest the evaluation shall be finished and the final report shall be received by 15
September 2008.
The evaluation should cover the UNICEF Education Programme “Basic Education and
Gender Equality Programme (BEGE) for 2006-2008” during time period 2006-mid 2008.
6 Gender balance
The assignment of this evaluation shall follow Sida’s Gender policy. The team of consultants
shall be gender balanced.
7 Reporting and Documentation
The report shall be written in English and shall include an overview, executive summery,
results in comparative manner, all easy to overview. The report shall not exceed 30 pages. A
draft shall be presented to Sida and the Norwegian Embassy as specified in the contract with
the consultants. After the evaluation team have received comments from Sida, the
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Norwegian Embassy, MoE and UNICEF, and acceptance of the final version by Sida and
Norwegian Embassy, a final report shall be presented in a printable version. The conclusions
shall be presented at a seminar in Kabul where UNICEF and MoE will be invited for a
discussion on the report’s findings.
8 Profile of the Consultants and Staffing Requirements
The evaluation team for this study shall be experienced in evaluation methods, have
documented experience of the education sector in transition/post-, conflict countries. The
team leader shall have documented working experience in leading evaluation teams. The
team shall have competency in inclusive education, rights-based approaches, and gender
equality perspectives and have a high degree of cultural knowledge when it comes to
education in Islamic countries.
10 Budget
The estimated amount of man weeks is 8 weeks.
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Annex 2 Result table. The Log-Frame with UNICEF’s status for 2006
and 2007, and the evaluation team’s comments of August 2008 (in
blue and cursive)
Columns below are copied from Annex 3 to UNICEF’s Thematic Report of 2007.
Results
Indicator
Strategic
Result 1
Increased basic education
net enrolment for girls by
20% by 2008.
Net enrolment ratio in
primary school - Girls
Outcome 1
1.8 million girls are enjoying
child-friendly schools
-Number of girls enrolled
in school from grade 1 to
6
-Number of girls
reached grade 6 in
2007
Output 1.1
Output 1.2
Output 1.3
Policy/strategy developed for
girls’ education and education
of disadvantaged children
including Kuchi children of
Afghanistan.
-Existence of Girls’
education policy/strategy
Status (2006-2007).
UNICEF’s comments
Evaluation notes
August 2008
-1,738,326 girls enrolled in
schools grades 1-6
UNICEF was not clear
whether this was (G1-6)
or (g1-9). EMIS 2007:
(G1-6): 1,738,326 and
(G1-9): 2.11 mill.
-200,523 girls reached in
grade 6 in 2007
When a student is
enrolled - registered as
that for 3 years, whether
s/he is in school or not
-AGEI launched in
collaboration with 20 partners
and AGEI workshop held as
an entry point to Girls’
education policy
High level workshop.
-Situation Analysis of Girls
Education in Afghanistan
undertaken.
Needs Assessment for
disadvantaged children
underway
(UNESCO).UNICEF
piloting in three schools.
-Number of community
based schools
established in rural
areas;
-3,643 community-based
schools established for
136,611 out-of-school
children;
Baseline was 1,725 and
target 16,725. As per
Aug 2008: 3,724 CBSs
for 148,340 children
(UNICEF data)
-Number of classroom
constructed
- Construction of 1,180
classrooms completed.
-Number of temporary
learning space
(classroom tents)
installed and used as
classroom
-3,028 classroom tents
provided as temporary
learning space.
3,458 classroom
tents/learning spaces
provided to MoE. Can
be several shifts in
school also
15,000 qualified teachers in
place in rural schools.
- Number of teachers
working in rural schools.
EMIS does not split for
rural/urban but UNICEF works
mainly in rural and remote
areas. EMIS distinguishes
between cold, very warm etc.
not F/M
-Number of female
teachers working at rural
schools
- 100,814 (with 14,314 female)
teachers working in rural
areas.
54,275 teachers in total
have been trained in
INSET 1. 14,872 are
CBS teachers (only 10%
are female)
15,000 learning spaces for
girls are in place at remote
rural areas.
-Number of female
teachers got training
-14,314 female teachers
working in rural schools
Girls are getting priority.
Government accepting
CBS
139 schools been
constructed with 900
classrooms. 1,309
classrooms in progress.
-22,385 female teachers ( both
from rural and urban areas)
got training during 2006-2007
Female: 2006:8,110
2007: 14,285
Output 1.4
Teaching-learning materials
for 1.8 million girls of 7-12
years
- Number of girls
received T-L Materials
- 1,738,326 girls received TLM
in 2007.
Result is 2.16 million
children and 85,787
teachers in 2008
(UNICEF data.)
CBSs also get
textbooks. UNICEF’s
support development,
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Results
Indicator
Status (2006-2007).
UNICEF’s comments
Evaluation notes
August 2008
Danida the printing.
From 2009 no
textbooks, but only
notebooks and
stationary.
Changed strategy to
also include boys.
Output 1.5
Safe learning environment
established in all girls schools
-Number of schools
established WASH
facilities;
- 492 schools provided with
safe water, 460 provided with
separate toilets for girls and
boys and hand washing
facilities.
-Number of schoolteacher received
hygiene training;
- 68 master trainers trained
and 2,200 teachers trained on
school hygiene in 2007.
-Number of children
received deworming
tablets.
Output 1.6
Recreational facilities in place
for 1.8 million girls at schools.
MoE cancelled - sports and
games. Instead this will be
included in the psychosocial
package
Output 1.7
7,800 schools and office
practiced improved
management
Output 1.8
900,000 families sent and
retained their girls at schools.
Outcome 2
Emergency supply at stock for
40,000 students and 1,333
teachers
50% girls completed
primary grade attained
acceptable level of basic
competencies
Deworming is also taken
up by e.g. SCUS. Target
reached.
Teacher training 48,000)
(which had to be
dropped 07- energized.
All preparatory activities.
Printing of resource
guides, facilitators,
master trainers,
manuals
-Number of teacher
received training on
participatory learning
methodologies
-61,306 teachers received
training on participatory
methods. (INSET I)
-Number of schools that
have recreational
facilities
-1,000 recreational kits bought
for 1,000 schools for about
200,000 school children (will
be distributed in 2008).
Recreational kits part of
emergency ed. An
Education in Emergency
cluster has been
established. Workshop.
MoE requested World Bank
and USAID to implement this
activity
UNICEF is more
directed towards DEO
and PEO administrators
-1,738,326 girls enrolled in
grades 1-6.
Retention is very low in
CBS. Formal school has
a big drop-out.
-Number of children
benefited with
recreational kits
-Number of girls enrolled
in school from grade 1- 6
-Number of girls
reached grade 6
Output 1.9
-5.6 million Grades 1-9
children received a round of
deworming in 2007.
These are related to
formal schools. Still a
huge problem as
construction design is
not including this.
Problems of
coordination between
MoE/MRRD HQ and
Province levels.
EMIS: G1: 480,808 (Boys)
315,895 (Girls)
-200,523 girls reached in
grade 6 in 2007
- Number of targeted
student and teachers
that have supply in
UNICEF’s warehouse as
emergency
preparedness and
response plan
-Emergency supplies for
40,000 students and 1,333
teachers were in stock as
emergency preparedness and
response plan.
- Number of children
received emergency
supply items
-68,064 children received
emergency supply items.
(2006+2008)
% of girls got pass
marks in grade 3
qualifying examination.
70.76% girls got pass marks
in grade 3 qualifying
examination in 2007
No cohort analysis is
found.
Supplies in the ware
house are always there.
Items procured one year
in advance
Survey does not
distinguish girls and
boys
Fail in one subject, will
reappear on exam
Grade 2 and Grade 3
exam.
Page
47
Results
Output 2.1
Gender sensitive curriculum
and textbooks developed for
grade 2-9.
Indicator
Status (2006-2007).
UNICEF’s comments
Evaluation notes
August 2008
-Number of textbooks
developed
-14 textbooks of local
language developed.
All titles were said to be
scrutinized for possibly
gender discrimination-
-One sample chapter
developed for each of 152
titles of textbooks- Science,
math, languages, and 24 titles
of Islamic education.
UNICE has been a very
central actor in Curriculum and
textbook development.
Output 2.2
Improved teaching-learning
methodologies practice at
70% schools
- Number of teachers
trained on teachinglearning methodologies
(Of all schools 1-9)
- Number of trained
teachers practiced
trained methodologies at
classroom
Output 2.3
Improved pupils’ assessment
system in place and practiced.
As part of teaching learning
methodology-in built. Not end
of sector or of months
Strategic
Result 2
Outcome 1
Output 1.2
-Number of trained
teachers practiced
trained methodologies at
classroom
An increase of 50 % in
literacy rates among
females of 15-49 years old
by 2008
- Literacy rate of 15-49
year-old
90,000 illiterate adult,
especially women attend
learning centre and
empowered with literacy skills.
-Number of illiterate
women enrolled in
literacy centres
Some inconsistencies in
figures
Output 1.1
-Number of teachers
trained on improved
assessment system;
-Number of women
empowered with
literacy
women who completed
9-month literacy course
-61,306 teachers trained on
teaching-learning
methodologies including
assessment system.
-Assessment not carried out
on how many teachers are
practicing
-61,306 teachers trained on
teaching-learning
methodologies including
improved assessment system.
-Assessment not carried out
on how many teachers are
practicing
TTCs incorporated
gender as a course
component
UNICEF seems to have
a fairly hand-on
approach as far as
distribution to CBs is
concerned
2007: approx 140,000
teachers in general
education. TEP package
Ok, target will prob. Be
reached in 2008.
MoE does not have a
system for following up.
USAID will do
something on
competence based
assessment.
Cannot be assumed that
because teachers have
got training, things are
solved. But potential is
there through the
continuous assessment
which is made possible
due to new textbooks.
Baseline 14% and target
21%. Very uncertain
baseline.
-86,030 women empowered
with literacy
- 224,028 new illiterate women
enrolled in literacy centres.
-86,030 women completed a
UNICEF reports
192 000 enrolled, this
far exceeds the target.
7,000 learning centre are in
operation.
-Number of functioning
literacy centres
established
7,466 centre of a 9-month
literacy course established.
Target exceeded
1,200 female teachers
(facilitators) taught at learning
centre
-Number of female
teachers recruited at
learning centres
-7,466 teachers (with about
70% female, no exact sex
segregated data available)
recruited in learning centres
Satisfactory. Target
exceeded.
- Number of female
teachers trained
Private homes used as
“centres”
- 7,466 teachers (exact
number of female teachers not
known) trained.
7,466 teachers taught the 9month literacy course in
literacy centre.
-Number of female
teachers taught the 9month course of literacy
at literacy centre
Output 1.3
Learning materials used by
90,000 illiterate female in the
-Number of women
learners received
teaching-learning
-224,028 women learners
received teaching-learning
Target exceeded. Also
including blackboard
and floor-mats. Also
Page
48
Results
classroom.
Indicator
Status (2006-2007).
UNICEF’s comments
Evaluation notes
August 2008
materials.
materials.
supporting other
agencies (WFP).
But have to give back after
course
Output 1.4
Output 1.5
Outcome 2
Improved management
practiced by Department of
Literacy (DoL) and 34
Provincial Education Office
Improved monitoring practiced
by DoL and 34 provincial
education staff
Decision makers and
community mobilized in favour
of adult literacy especially for
women’s literacy.
-Number of staff trained
on monitoring and
evaluation;
-Number of monitoring
visits made by DoL and
PEO staff
-Figures not available with
UNICEF
reports made by DoL
and PEO staff
UNICEF
visits made by DoL and
PEO staff
UNICEF. Monitoring by DoL
and PEO done regularly - a
learning centre visited every 3
months.
reports made by DoL
and PEO staff
-Monitoring reports prepared
on quarterly basis with
findings of monitoring visits
women enrolled in
literacy centres
- 224,028 new illiterate women
enrolled in literacy centres.
women who completed
a 9-month literacy
course
Output 2.1
Output 2.2
-68 literacy staff of central and
provincial levels trained;
Presidents’ office, relevant
ministries and development
partners motivated in favour
of literacy programme
focusing on women.
-Literacy in priority list of
MoE
Communication campaign
implemented at national level
and intervention area.
-Number of TV and radio
spot broadcasted in
favour of women’s
literacy.
-MoE develop a national
literacy programme
involving major donors
- 86,030 women completed a
-Literacy is one of 8 priority
programmes in MoE’ 5-year
strategic plan
Direct monitoring by
supervisors who are
responsible for ten
classes each (average).
The system improved.
Weekly meetings
between supervisor and
facilitators.
Satisfactory. Monitoring
improved.
Observations from all
people met during
fieldwork indicate that
communities are
mobilized. No problem
to fill “classes”.
Participants eager to
explain benefits
Satisfactory
-National literacy programme
developed
2 for each of TV and radio
spots developed and
broadcasted.
Satisfactory
Page
49
Annex 3 Itinerary of the team
Evaluation of MoE/UNICEF BEGE
When
What
Where
Saturday
August 9
Team arrives in Kabul
Kabul
09.00-12.00
Introductory meeting
Ann Marie Fallenius, Robert Peszowski and Marina
Nawabi (from Swedish Embassy) and Kristin Hauge
(from Norwegian Embassy)
Swedish
Embassy, Kabul
12.30
Meeting with Norwegian Embassy: Morten Bjørnenak,
Arne Knapskog
Norw. Emb.
Kabul
16.00
UNICEF, Catherin Mbengue, (UNICEF
Representative), Fazlul Haque, Abdul Samad
Ghafoori and Miki Tanae
MoE, Susan Wardak, (Senior Advisor and Head of
Teacher Education Department), Seddiq “Weera”
UNICEF
Sunday
August 10
Monday
August 11
09.30
10.15
MoE, Mr. Basir, (Advisor/General Education)
10.45
MoE, Mr. Abdul Wassay Arian(Senior Advisor,
Curriculum Development)
MoE
12.30
15.30
20.00
Tuesday
August 12
10.00
12.00
14.10
MoE, Shafiq Quarizada, (Senior Advisor, Literacy).
Ata Mohammad, (Head of Planning Dept,
Department of Literacy).
MoE, Eng. Salim Qayoum (EQUIP, MoE). Several other
staff from EQUIP.
Informal dinner with UNCEF Representative Catherin
Mbengue, Fazlul Haque,
Departure to Mazar
Meeting UNICEF office in Mazar, Ahmadshah Azizyar
(Education Specialist), Hashmat Latifi, (Programme
Assistant), Sebghatullah Eng. Salimi (PO – WES),
Samad A.S. Shafouri (Education Specialist), Khatol
Axbary Basir (Programme Assistant), Mauloada
Yaquby (Programme Assistant), Suman Shanshoeva
(Project Specialist), Khaled Sadiq (PME Officer),
Zabiullah Wahedi (Supply Officer)
Kabul Mazar
Balkh Province
Visit MoE/UNICEF literacy class (21 women present)
in Mazar. Ms. Kobra Jan (Instructor), also present:
Abdul Satar Mirza (Literacy Director), Najiba Jan
(Master Trainer), Muhboba Jan (Supervisor)
Visit MoE/UNICEF literacy class (16 women present,
Page
50
When
What
Where
2 babies) in Mazar. Ms. Kobra M. Mosa (Instructor),
Ms. Masouma
15.30
Wednesday
August 13
06.30- 09.30
10.00
11.10
11.30
12.00
12.30
13.30
15.10
15.45
Thursday
August 14
Friday
August 15
Saturday
August 16
16.10-19.00
09.00
11.50
12.50
Visit MoE/UNICEF literacy class (15 women present,
several absent due to funeral). Ms. Nelofar
(Instructor)
Meeting Visiting MoE Office for Northern Region,
Mazar. 10 staff members present, including: Satar
Mirza (Literacy Director), Sadiq Khan (Supevisor), A.
Ghafar Dashti (CBS Focal Point), Zekrullah Khan
(Supervisory of Teaching), Jalis Halimshah (Supply
and Logistics), Qanoon Haider (Deputy Director),
Zinab Azizi (Teaching Deputy)
Travel from Mazar to Keshindeh District
Meeting with Keshindeh District Education Office.
Jan Mohd (District Education Officer), A. Ghafar
Dashti (Provincial Ed. FP), Rahmatullah (Teacher,
Boys Lycee Agkupruk), M. Sarwar (Teacher Girls
Lycee Aqkupruk),
Abdullah (Head of Bakhtar Shoura), Khair Mohd
(Teacher, Boys Lycee Aq Kubruk), Jamaluddin
(Elders, Aq Kubruk Village), Abdul Karim (Teacher,
Boys Lycee Aq Kubruk), Khal Mohd (Teacher, Girls
Lycee Aq Kubruk), other elders and tribal leaders,
students
Literacy class for men. Aq Kubruk Village.
Sebghatullah (Instructor)
Literacy class for women. Aq Kubruk Village.
Mawjoda (Instructor)
Literacy class for women. Aq Kubruk Village. Habiba
(Instructor)
Lunch – by invitation of Jan Mohd (District Education
Officer)
Meeting at DEO’s office, collection of information.
Sar-e-Dewan Village, Community Based School.
Naser Mohammed (Teacher)
Quara Tery Village, Community Based School,
Najibullah Jadoc, (Teacher)
Travel back to Mazar
Wrap-up meeting UNICEF Office in Mazar.
Departure to Kabul
Arrival Kabul
Sar-E Pol
Province
Keshindeh
District,
Aq Kubruk
Village
Sar-e-Dewan
Village
Quara Tery
Village
Mazar
Mazar-Kabul
p.m.
Report writing
Report writing
Kabul
Kabul
a.m.
15.00
15.30
Planning and Report writing
Departure to Maimana
Norwegian Embassy, Egil Thorsaas (Political Adviser)
Kabul
Kabul- Maimana
Faryab Province
16.00
16.15
Arrival Maimana
Fazil Ahmad, (UNICEF Faryab Head), Dr. Ghafouri
(UNICEF Kabul), Ahmadshah Azizyar (UNICEF, Mazar)
Meeting with Faryab Education Director, Mr. Abdul
Hai Yaseen and Shuaib Nazari (Support Officer),
16.30
Page
51
When
What
Sunday
August 17
12.00-13.00
Abdul Samad (Service Officer), Abdul Shokor
(Monitoring Unit), Ghaus Hohammed (TTC), Ghulam
Nabi Oyghan (Deputy Education Officer), Moh’d,
Yasin Arsalan (Officer in Charge, PED Faryab), Abdul
Razaq (Planning Department), Abdul Hakim (Head of
Literacy), Hayatullah (Monitoring Unit)
Nawayee Formal School, (1-12) Principal Muhamed
Qhasim Arab, Teacher Amir Ali Sher Nawayee.
Teacher Training, Teacher Haji Noorzat Mohammed,
21 Teacher Students, 3 female.
Qarashaikhi Girls School, Khaja Sabz Poush District.
Meeting with 14 persons. Khair Mohd (Teacher), Haji
Kateeb (Mullah in Madrasa), Abdul Razaq
(Representative Community), Jora Qul (Teacher in
girls schools), Mohammad Azam (Community
Representative), Haji Ali Murad (Community
Representative), M. Eshaq (Head Master of Girls
School), Haji Mohammed Noor (Head of Shura), Taj
Mohammed (Elder of Community), Niaz Mohammed
(Teacher in Girls School), Dadiallah (Head of Shura),
Mohammad Sarwar (Representative of Community),
Ahmad Fayaz (Community Representative),
Karamhud District, M. Qasim (DEO), Abdul Ghani
(Acting Chief of Police), Hayatullah (Member of
Supervision and Maintenance), Sayed Nizamuddin
(Superviser, MoE)
CBS, Aq Gozar, Abdullah (Teacher), 16 boys and 6
girls in class 3.
Dawlatabad District, Ramatullah Nerob (DEO), Hakim
(Monitoring and Evaluation Section).
Literacy Class Quzbai Quala Village, Instructor:
Fahima.
UNAMA Head of Office, Maimana Communitcation
with Ostad Salsi Mohammed, and Save the Children,
Maimana.
Norwegian Church Aid, Maimana, Phone interview
with Saliha Olker
Norwegian Refuge Council, Maimana Phone interview
with Thomas Wafi,
UNICEF, Maimana, meeting,
Fly from Maimana to Kabul left 30 minutes too early
and the team had to go back to UN guesthouse
Reading and report writing in Maimana
Norwegian Church Aid in Maimana: Jalaluddin Akram
(Senior Program Officer, NCA Afghanistan Program)
and Saliha Olker (Program Officer)
Reading and report writing
UNICEF, Maimane, Meeting, Amanullah Shahir
(Programme Assistant)
Departure from Maimana to Kabul
p.m.
Report writing
Kabul
11.30
Save the Children US, Interview with s. Lisa K. Piper,
(Program Manager, Northern Region)
BRAC, Contact with Shahabuddin Ahmed
UNESCO, Interview with Parween Azimi (MoE Focal
Kabul
08.00
10.00
12.55
13.25
15.05
15.20
Monday
August 18
08.00
09.00
09.30
10.00
11.55
Tuesday
August 19
p.m.
09.00
10.20
Wednesday
August 20
Where
15.00
16.45
Faryab Province
Khaja Sabz
Poush District
Karamhud
District
Dawlatabad
District
Quzbai Quala
Village
Maimana
Maimana
Page
52
When
What
Thursday
August 21
Friday
August 22
19.00
11.00-15.45
11.00
13.00-18.00
19.00
Saturday
August 23
Sunday
August 24
Monday
August 25
10.30
14.30
08.00
09.00
UN HABITAT, Lisa Deyo (Education),
10.00
UNICEF meeting with Fazlul Haque, Dr. Abdul Samad
Ghafoori and other UNICEF professionals
15.00
MoE Mr. Basir (Advisor/General Education)
15.30
MoE, Susan Wardak, (Senior Advisor and Head of
Teacher Education Department)
End meeting and presentation of findings with Mette
Sunnergren (SE) and Kristin Hauge (NO)
10.30
13.00
Tuesday
August 26
August 28 to
Sept. 15
Point for Inclusive Education)
Anne Hertzberg
UNICEF, Dr. Brandao Co (Acting Deputy
Representative), Fazlul Haque (Chief of Education),
Attaullah Wahidyar (Education Officer) Miki Tanae
(Education Specialist), Calister Mtalo (Education
Specialist)
MoE/DANIDA Paul Gibbings, Textbook Printing &
Distribution Consultant
Report writing
Norwegian Save the Children, Inger Guddal, Anne
Herzberg
MoE, Meeting with Muhammad Suliman Kakar,
(Senior Advisor on Program Coordination & Social
Mobilization)
CIDA Michel Tache (Education Board)
Swedish Afghanistan Solidarity Committee: Lailuma
Hameed (Head of Education)
Save the Children, (Sweden and Norway) Lailuma
Hassani (Senior Programme Officer)
Evaluation team departure from Kabul to Dubai and
Oslo
Report writing.
Contacts with Randi Gramshaug, previous UNICEF
Junior Expert in Afghanistan
Where
Kabul
Kabul
Kabul
Kabul
Kabul
Kabul-Oslo
Page
53
Annex 4 Number of CBS Students as of 30th of August 2008
Table 5 CBE Students - total (G1-3), 2008, August 30th
Province
PACE-A
BRAC
SCA
SC-SN
UNICEF
SC-UK
Total
Badakhshan
1356
0
756
0
1426
0
3538
Badghis
2359
0
0
5199
1058
0
0
2840
3787
0
Baghlan
0
706
Balkh
3248
12126
0
4917
0
1571
21862
Bamyan
0
0
0
526
0
2504
0
3030
Daykundi
0
0
0
0
7158
0
7158
Farah
0
0
0
0
4158
0
0
0
818
Ghazni
0
0
3816
4158
818
0
0
1246
0
11200
0
16262
Ghor
3017
0
0
0
13171
0
16188
Hilmand
0
4985
0
0
0
0
0
0
12284
0
0
0
21651
1691
0
1606
38920
7500
3719
750
21370
Faryab
Hirat
Jawzjan
Kabul
0
2030
13296
0
0
1575
0
0
0
6356
0
0
5024
0
0
0
0
889
Kapisa
0
2573
Khost
Kunar
Kandahar
5551
10797
1435
1435
2170
0
11099
0
4845
0
9869
0
7 554
686
0
8443
0
6778
5 044
0
9298
0
975
0
1009
6092
1343
0
927
Logar
5002
0
0
9048
1814
7871
0
7351
4046
Nangarhar
0
3678
20 567
0
41281
0
0
80
0
0
0
80
0
1366
0
3058
0
4424
0
0
0
2952
0
7988
Kunduz
Laghman
Nooristan
Paktya
0
5036
Panjsher
1141
0
0
0
2627
0
3768
Parwan
1641
6925
0
0
0
14309
Samangan
0
3787
0
0
5743
1338
0
5125
luP -e-raS
0
0
0
1778
0
3576
0
0
7745
3576
0
3374
766
0
10289
0
3731
0
4160
0
11265
0
0
0
0
0
0
0
Paktika
Takhar
Wardak
Uruzgan
Zabul
Total
0
0
0
0
0
0
0
45879
71154
30728
11631
148172
5362
312926
Page
54
Annex 5 Community Based School (UNICEF/MoE) Status in 4 Regions
Tabel 6 Community Based School (UNICEF/MoE) Status in 4 Regions
Regions
Updated as of 27 August 2008
Province
Grade 1 CBS 2008
Total no of
Grade 2 CBS 2008
Total no
girls &
No
No of CBS
No of student of girls & No of
boys
boys
of
teachers
CBS
CBS M
Gs
Bs
F Total
No
No of CBS
of
teachers
CB M F Total
S
62 0
0
62
No of student
Gs
Bs
1912
1215
3127
27
65
38
41
1
0
0
0
30
24
10
60
331
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
65
38
41
1
0
0
0
30
24
10
60
331
854
772
838
30
0
0
0
700
568
165
1679
7518
1304
304
719
40
0
0
0
464
352
187
592
5177
2158
1076
1557
70
0
0
0
1164
920
352
2271
12695
70 70
0
70
7
0
0
7
52
0
0
52
35
0
0
35
76 67
9
76
70 64
6
70
172 95 77 172
40 29 11
40
20 18
2
20
185 0
0
185
54 50
4
54
808 393 109 808
0
14
0
0
0
0
0
14
0
222
0
156
0
378
0
2
0
2
0
0
0
2
0
40
Jawzjan
Badakhshan
Kunduz
Takhar
Baghlan
Samangan
Saripul
Total for Northern
Region
Heart
Badghis
Farah
Ghor
Total for WR
12
46
0
0
20
2
12
106
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
12
46
0
0
20
2
12
106
107
486
0
0
307
20
80
1222
178
472
0
0
242
60
168
1276
285
958
0
0
549
80
248
2498
0
0
0
0
0
0
2
4
0
0
0
0
0
0
2
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
4
32 6
30 0
29 14
30 0
121 20
26
0
6
0
32
32
30
20
30
112
704
313
268
702
1987
824
627
739
827
3017
1528
940
1007
1529
5004
96 92
52 52
20 17
128 128
296 289
4
0
3
0
7
Nanagarhar
Kunar
Laghman
Total for Eastern
Region
Sub total
170 167
50 50
0
0
220 217
3
0
0
3
170
50
0
220
4339
802
0
5141
3239
829
0
4068
7 578
1 631
0
9209
226 197 29
0
0
0
0
0
0
226 197 29
778 237 35
769
15868
13538
29406
Logar
Eastern
Region
Western
Region
Northern Region
Central Region
Khost
Kabul
Parwan
Bamiyan
Paktika
Paktya
Daikundi
Kapisa
Panjshir
Ghazni
Wardak
Total for Central
Region
Balkh
Faryab
0
0
27
416
503
Grade 3 CBS 2008
No of CBS
teachers
M
F Total
No of
student
Gs
Bs
919
0
0
0
0
2687
377
1350
2378
3058
2952
7158
1006
604
6254
1889
30632
0
77
119
1
0
0
0
0
41
154
0
392
0
0
0
0
0
0
0
0
41
0
0
41
0
0
0
0
0
0
0
0
0
0
0
0
0
77
119
1
0
0
0
0
41
154
0
392
1366
1482
26
0
0
0
0
863
2167
0
5904
0
0
0
40
162
13
149 13 162
13 0
13
0
0
0
0
0
0
36
76
0
0
0
0
0
0
54
54
0
0
0
0
0
0
90
130
59
15
11
21
66
27
95
469
57 2
59
14 1
15
11 0
11
19 2
21
58 8
66
26 1
27
94 1
95
441 28 469
96
52
20
128
296
2138
534
359
3194
6225
2336
1005
400
3425
7166
4474
1539
759
6619
13391
226
0
0
226
5 074
0
0
5074
4 297
0
0
4297
1334 883 145 1334 26802 26722
388
2299
222
155
947
403
1103 1275
1393 1665
1163 1789
3833 3325
757
249
400
204
3613 2641
1192
697
15427 15205
Total no of
Grade4 CBS 2008
girls & boys No No of CBS
No of
of
teachers
student
CB M F Total Gs Bs
S
0
Total
no of
girls
&
boys
Total (Grade 1 to 4)
Girsls
Boys
Total
2328
1718
4046
3603
1359
2476
1345
1665
1789
3325
713
796
5255
1289
25333
4845
3719
5743
2504
3058
2952
7158
2170
2627
11200
4160
54182
900
1354
30
0
0
0
0
240
2427
0
4951
0
2266
2836
56
0
0
0
0
1103
4594
0
10855
0
0
0
0
0
0
0
1242
2360
3267
1159
1393
1163
3833
1457
1831
5945
2871
28849
2136
219
2781
181
4917
400
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2136
481
2781
337
4917
818
460
237
297
290
1411
383
1411
6844
946
231
389
476
1827
875
1827
9533
1406
468
686
766
3238
1258
3238
16377
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
567
723
297
290
1718
403
1527
8142
1124
703
389
476
2069
935
2049
10863
1691
1426
686
766
3787
1338
3576
19005
292
8
81
0
381
292 0 292 7448
8
0
8
88
71 10 81
785
0
0
0
3202
371 10 381 11523
7813
213
1486
3222
12734
15261
301
2271
6424
24257
0
0
0
0
0
10290
935
1412
7098
19735
10973
1845
2625
7474
22917
21263
2780
4037
14572
42652
9 371
0
0
9371
54
155
152
361
51
150
3
5
9
0
0
0
9
0
184 194
0
0
378
0
8
2 781
5 718
5 044
13543
9
0
201
1263
3274
2105
6642
9
9
0
9
184 194
378
11115
3246
2939
17300
8993
4103
2105
15201
20108
7349
5044
32501
53524
1603 1054 46 1603 31172 33860
65032
9
9
0
9
184 194
378
74026
74314 148340
54
155
152
361
1518
2444
2939
6901
0
0
Total Girls Grade 1-4 75026, Total Boys Grade 1-4: 74 314
Note 1: The grade one CBS will be reported later,
Note 2: all 23 CBS in Takhar is now Grade 3, according to PED due to poor quality of teaching they asked the teachers to repeat grade 2 again in 2007.
Note 3: 64 grade-3 CBSs promoted to G4 and integrated to nearest primary schools (9 G-3 CBSs promoted to G4 and will be continued as CBSs in one cluster , since there is no primary school nearby the village)
Remar
ks
Note 1
Note 2
Note :3
Annex 6 Financial information
Table 7 Summary of Available Resources by Donor, PBA and Amount in USD. 2006
(Source: Thematic Report 2006)
Donor Name
Programme Budget
Allotment Reference
Programmable
Amount
A: Basic Education
Regular Resources
GC/2002/6031-01
1,158,700.00
Regular Resource – set aside
GP/2004/8119-01
1,000,000.00
Regular Resource – set aside
GP/2005/8117-01
2,694,256.77
Korean Committee for UNICEF
SC/2003/3074-01
215,582.86
Japan Committee for UNICEF
SC/2003/3094-01
60,281.71
SC/2003/3112-01
52,391.21
U K Committee for UNICEF
SC/2003/3257-01
69,308.64
Belgian Committee for UNICEF
SC/2003/3263-01
30,238.80
USA( State) BPRM US Bureau of Population, Refugees
SC/2004/0405-01
777,146.02
German Committee for UNICEF
SC/2004/3028-01
479.38
SC/2004/3029-01
1,212.23
SC/2004/3171-01
312,208.89
SC/2004/3255-01
76,351.09
SC/2004/3255-02
127,010.57
SC/2004/3255-03
84,673.72
SC/2004/3255-04
186,960.00
SC/2004/3255-05
474,947.35
SC/2004/3255-06
225,253.15
Canadian Committee for UNICEF
SC/2004/3255-07
97,374.61
SC/2003/9901-35
9,360,638.25
Other Resources- Regular
Thematic Funding
Thematic allocation for Girls’ Education programme in Afghanistan
Total Other Resources- Regular
15,846,315.25
Other resources- Emergency
Consolidated Funds from NatComs
SM/2001/3254-04
39,578.25
Japan
SM/2002/0641-01
78,675.93
USA( State) BPRA United Department of State
SM/2003/0564-01
24,466.46
Japan
SM/2003/0136-01
374,005.90
SM/2003/3205-01
26,361.88
Donor Name
Programme Budget
Allotment Reference
SM/2003/3305-01
79,636.32
Japan
SM/2004/0141-01
677,979.80
SM/20043009-01
2,382.00
Germany
SM/2005/0635-01
352,723.19
SM/2005/3182-01
56,723.19
Netherlands Committee for UNICEF
SM/2005/3292-01
Total Other Resources- Emergency
Programmable
Amount
477,618.06
2,190,150.98
Total funding available from all sources
19,195,166.23
Thematic allocation for Girls’ Education programme in Afghanistan
allocated to Cross Sectoral Programme
SC/2003/9901-35
Total funding available for Basic Education including amount
of thematic funds allocated to cross sectoral
1,308,891.00
20,504,057.23
B: Water and Environmental Sanitation
Regular Resources
GC/2002/6031-01
1,235,394.00
USA (State) BPRM US Bureau of Population, Refugees
SC/2004/0405-01
185,000.00
Regular Resources – Set aside
GP/2004/8119-01
245,709.00
SC/2003/9901-35
810,516.00
Other Resources – Regular *
Thematic funding
Global – Girls Education (Thematic)
Total Other Resources- Regular
1,241,225.00
Other resources- Emergency
Japan
SM/2003/0136-01
12,902.00
Japan
SM/2004/0141-01
747,428.00
Netherlands
SM/2005/0096-01
1,275,490.00
Total Other Resources- Emergency
2,035,820.00
4,512,438.00
Table 8 Country-specific Thematic Contributions Received for Girls’ Education in USD in 2005
Country-specific Thematic Donors
Sweden
Contribution Amount
7,662,181.68
285,720.00
United States Fund for UNICEF
34,076.87
TOTAL
7,981,978.55
Page
57
Table 9 Total approved budget by funding type and amount in US$ for 2007
Funding Type
Approved Programme Component Amount (US$ in million)
Regular Resources (RR)
2.85
Other Resources (OR)
22.19
TOTAL (RR and OR)
25.04
Table 10 Summary of available resources by donor, PBA and amount in USD for 2007
Regular Resources
Programme Budget
Allotment
Programmeable Amount(
US$)
Regular Resources
GC/2005/6036-01
5,776,031.29
SC/2004/3171-01
728,875.69
United States Fund for UNICEF
SC/2005/0731-01
443,553.66
Netherlands Committee for UNICEF Jacob van
den Eyndestraat 7
SC/2006/0610-01
397,204.68
United Nations Joint Programme
SC/2007/0471-00
370,677.56
SC/2005/0740-01
180,936.68
United Kingdom Committee for UNICEF 5th Floor
Africa House
SC/2004/3320-01
95,533.41
Canadian Committee for UNICEF
SC/2005/3404-01
47,080.14
Global - Thematic Humanitarian Resp THEMATIC
FUND
SM/2006/9906-23
1,217,496.84
Netherlands Committee for UNICEF Jacob van
den Eyndestraat 7
SM/2005/3292-01
374,438.68
Canada
SM/2007/0040-00
258,000.00
UNOCHA UN Office for the Coordination of
SM/2007/0176-00
167,090.46
Norway
XI/2006/7515-01
135,546.33
Other Resources – Emergency
Thematic Funding
BASIC EDUCATION AND GENDER EQUALITY
SC/2006/9901-15
11,949,960.00
Global - Girls Education (Thematic
SC/2003/9901-35
1,140,830.88
23,283,256.30
Page
58
Table 11 Country-specific Thematic Contributions Received in 2007 (in USD)
Country-specific Thematic Donors
Contribution Amount
Sweden
7,817,764.50
Norway
1,279,740.00
300,905.96
Total
9,398,410.46
Table 12 Financial Summary 2007, from 1 January to 30 November (USD)
(Source: End Year Review Report, 2007)
Projects
Planned
Funded
Support to Sector Reform & Community
Development
14,181,179.00
15,944,153.35
112%
14,192,440.90
89%
Quality of Primary Education with Special
Focus on Girls' Education
7,106,500.00
2,936,642.13
41%
2,398,025.54
82%
Women's Literacy & Gender Empowerment
2,587,435.00
2,583,864.74
100%
1,963,852.42
76%
23,875,114.00
21,464,660.22
90%
18,554,318.86
87%
Grand Total
Utilized
Table 13 Summary of financial implementation for Basic Education and Gender Equality (2007) (USD)
(Source: End Year Review Report, 2007)
All Resources
Allocation
Regular Resources
Other Resources – Emergency
Total- YE302- BASIC EDUCATION AND GENDER
EDUCATION AND GENDER EQUALITY
Provisional
Expenditure
%
Utilized
5,776,031.29
5,753,384.40
99.61%
15,354,652.70
13,307,151.35
86.67%
2,152,572.31
2,060,675.21
95.73%
23,283,256.30
21,121,210.96
90.71%
Table 14 Financial implementation Rate All Resources 2008 (USD)
(Source: UNICEF as of 31 July 2008)
All Resources
Total Regular Resources
Total Other Resources
Total Emergency
Sub total all
Allocation
Expenditure
Implementation Rate/Expenditure
7,798,921.00
6,546,599.73
83.94
14,596,539.75
5,418,891.66
37.12
3,714,327.25
780,798.20
21.02
26,109,788.00
12,746,289.59
48.82
Education has received 9.2 million USD from SIDA, which is not allocated to the project yet.
Page
59

Evaluation of MoE/UNICEF`s

Transcription

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