ASIAN DEVELOPMENT BANK PCR: PAK 22091

PROJECT COMPLETION REPORT

ON THE

MIDDLE SCHOOL PROJECT (Loan 1278-PAK[SF])

IN

PAKISTAN

November 2004

CURRENCY EQUIVALENTS (as of 15 October 2004)

Currency Unit – Pakistan rupee/s (PRe/PRs)

At Appraisal At Project Completion (15 Sep 1993) (15 Oct 2004)

PRe1.00 = $0.034 $0.0168 $1.00 = PRs29.00 PRs59.48

ABBREVIATIONS ADB – Asian Development Bank DEO – district education officer EA – executing agency EMIS – education management information system FCU – federal coordinating unit GCET – government college for elementary teachers GOS – Government of Sindh MOE – Ministry of Education MST – management and supervisory training NWFP – North-West Frontier Province PCC – provincial coordination committee PC-I – Planning Commission (Form) No.1 PCR – project completion report PED – provincial education department PIU – project implementation unit PRM – Pakistan Resident Mission SAP – Social Action Programme SOE – statement of expenditure

NOTES

(i) The fiscal year (FY) of the Government of Pakistan and its agencies ends on 30 June. FY before a calendar year denotes the year in which the fiscal year ends, e.g., FY2004 ends on 30 June 2004.

(ii) In this report, "$" refers to US dollars.

CONTENTS

Page

BASIC DATA i

MAP: v

I. PROJECT DESCRIPTION 1

II. EVALUATION OF DESIGN AND IMPLEMENTATION 1 A. Relevance of Design and Formulation 1 B. Project Outputs 2 C. Project Costs 8 D. Disbursements 8 E. Project Schedule 9 F. Implementation Arrangements 9 G. Conditions and Covenants 10 H. Consultant Recruitment and Procurement 10 I. Performance of Consultants, Contractors, and Suppliers 10 J. Performance of the Borrower and the Executing Agency 11 K. Performance of the Asian Development Bank 11

III. EVALUATION OF PERFORMANCE 12 A. Relevance 12 B. Efficacy in Achievement of Purpose 12 C. Efficiency in Achievement of Outputs and Purpose 13 D. Preliminary Assessment of Sustainability 13 E. Environmental, Sociocultural, and Other Impacts 13

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS 14 A. Overall Assessment 14 B. Lessons Learned 14 C. Recommendations 15

APPENDIXES 1. Summary of Project Scope by Province 17 2. Policy Context During Project Life 20 3 List of Schools Upgraded 22 4. Observations of the Pakistan Resident Mission Staff’s Field Visits 49 5. Report of the Sample Survey 61 6. Details of Stipend Programs 70 7. International and In-Country Training 72 8. Project Costs 75 9. Disbursement Schedule 76 10. Project Implementation Schedule 78 11. Status of Compliance with Loan Covenants 81 12. Consulting Services Summary 87 13. Secondary Data on Likely Project Benefits 88

BASIC DATA A. Loan Identification 1. Country 2. Loan Number 3. Project Title 4. Borrower

5. Executing Agencies

6. Amount of Loan

7. Project Completion Report Number

Pakistan 1278-PAK(SF) Middle School Project Islamic Republic of Pakistan (a) Ministry of Education, Federal (b) Department of Education, Balochistan (c) Department of Education, North-West

Frontier Province (NWFP) (d) Department of Education, Sindh SDR55,997,000 ($78 million estimated) PCR: PAK 869

B. Loan Data 1. Appraisal – Date Started – Date Completed 2. Loan Negotiations – Date Started – Date Completed 3. Date of Board Approval 4. Date of Loan Agreement 5. Date of Loan Effectiveness – In Loan Agreement – Actual – Number of Extensions 6. Closing Date – In Loan Agreement – Actual – Number of Extensions 7. Terms of Loan – Interest Rate – Maturity (number of years) – Grace Period (number of years)

12 September 1993 26 September 1993 9 November 1993 10 November 1993 2 December 1993 17 May 1994 15 August 1994 12 October 1994 1 31 December 1999 31 March 2004 4 1% 35 10

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9. Disbursements a. Dates Initial Disbursement

11 April 1995

Final Disbursement

Not closed

Time Interval

Effective Date

12 October 1994

Original Closing Date

31 December 1999

Time Interval

63 months

b. Amount ($‘000) Category or Subloan

Original

Allocation

Last Revised

Allocation

Amount

Canceled

Net Amount

Available

Amount

Disbursed

Undisbursed

Balance Civil Works 33,520 27,207 6,313 27,207 1,104 6,103 Furniture, Equipment, and Vehicles

11,403 4,849 6,5554 4,849 2,683 2,166

Instructional Materials 12,548 4,876 7,672 4,876 273 4,603 Staff Development 7,455 4,379 3,076 4,379 3,712 667 Consultants 3,912 3,280 632 3,280 3,225 56 Stipend Program 3,947 1,670 2,277 1,670 1,105 566 Incremental Recurrent Costs

3,135 1,024 2,111 1,024 395 628

Service Charges 2,094 2,052 42 2,052 1,615 437 Imprest 0 31 (31) 786 753 Total 78,010 49,369 28,645 49,369 34,896 14,472

10. Local Costs (Financed) - Amount ($) 20,154,730 - Percent of Local Costs 49 - Percent of Total Cost 62 C. Project Data

1. Project Cost ($ million) Cost Appraisal Estimate Actual

Foreign Exchange Cost 38.5 14.74 Local Currency Cost 62.0 26.03 Total 100.5 40.77

2. Financing Plan ($‘000) Cost Appraisal Estimate Actual Implementation Costs Borrower Financed 22,545 5,871 ADB Financed 75,920 33,281 Other External Financing Total 98,465 39,152 IDC Costs Borrower Financed - ADB Financed 2,094 1,615

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Other External Financing Total 100,558 40,767

ADB = Asian Development Bank, IDC = interest during construction. 3. Cost Breakdown by Project Component ($‘000)

Component Appraisal Estimate Actual Civil Works 36,427 22,827 Furniture, Equipment, and Vehicles 11,403 2,847 Instructional Materials 12,548 273 Staff Development 7,455 3,712 Consulting Services 3,912 3,225 Rural Girls’ Stipend Programs 7,895 3,046 Incremental Recurrent Cost 12,540 1,946 Taxes and Duties 6,268 497 Service Charges 2,094 1,615 Imprest Accounts 785 Total 100,558 40,767 4. Project Schedule

Item Appraisal Estimate Actual Short List Consultants July 1994 October 1996 Complete Engineering Designs December 1996 March 2002 Civil Works Contract Date of Award July 1994 April 1995 Completion of Work December 1998 September 2003 Equipment and Supplies First Procurement April 1994 April 1994 Last Procurement December 1996 December 2001 Completion of Equipment Installation December 1998 June 2003 Staff Development Start In-Country Training April 1994 April 1996 Complete In-Country Training December 1998 December 2003 Start International Training April 1994 January 2001

Complete International Training December 1998 June 2001

Stipend Program

Start Stipend Program April 1994 April 1995

Complete Stipend Program June 1999 December 2000 5. Project Performance Report Ratings

Ratings Implementation Period

Development Objectives

Implementation Progress

From 1 October to 31 December 1998 S S From 1 January to 31 March 1999 S S From 1 April to 30 June 1999 S S From 1 July to 30 September 1999 S S

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From 1 October to 31 December 1999 S S From 1 January to 31 March 2000 S S From 1 April to 30 June 2000 S S From 1 July to 30 September 2000 S S From 1 October to 31 December 2000 S S From 1 January to 31 March 2001 S HS From 1 April to 30 June 2001 S S From 1 July to 30 September 2001 S S From 1 October to 31 December 2001 S S From 1 January to 31 March 2002 S S From 1 April to 30 June 2002 S S From 1 July to 30 September 2002 S S From 1 October to 31 December 2002 S S From 1 January to 31 March 2003 S S From 1 April to 30 June 2003 S S From 1 July to 30 September 2003 S S From 1 October to 31 December 2003 S S From 1 January to 31 March 2004 S S From 1 April to 30 June 2004 S S HS = highly satisfactory, S = satisfactory. D. Data on Asian Development Bank Missions

Name of Mission

Date

No. of Persons

No. of Person-

Days

Specialization of Membersa

Fact-Finding 22 Jun–12 Jul 1993 4 84 a,b,c,d Appraisal 12–26 Sep 1994 4 60 a,b,a,c Inception 13–28 Feb 1995 1 16 f Special Review 30 Nov–1 Dec 1995 1 2 g Review 6–23 May 1996 1 18 g Review 22–26 Apr 1997 4 16 h,h,i,j Review 8–12 Apr 1997 4 20 h,h,i,j Review 20–24 Oct 1997 2 10 h,i Review 2–6 Nov 1997 1 5 h Review 11–13 Nov 1997 1 3 h Midterm Review 28 Sep–17 Oct 1998 3 60 h,i,j Review 15–22 Mar 1999 2 16 h,i Review 16 Aug–5 Sep 1999 1 21 h Review 11 Apr 2000 1 1 h Review 12–30 Oct 2000 1 19 h Review 30 Nov–27 Dec 2002 3 35 h,i,k Project Completion Reviewb 18–24 Dec 2003 3 15 h,i,k Project Completion Review 19 Mar–14 Apr 2004 4 99 h,i,k,c a a = project economist, b = education specialist, c = staff consultant, d = young professional, e = programs officer, f

= project specialist, g = senior project specialist, h = project implementation officer, i = control officer, j = senior clerk (loan administration), k = assistant project analyst.

b The project completion report was prepared by Samia M. Abbas, Senior Project Implementation Officer.

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I. PROJECT DESCRIPTION

1. In 1992 the Government of Pakistan requested Asian Development Bank (ADB) assistance to analyze issues, strategies, and options relating to expanding and improving middle-school education, and to prepare a project proposal to address issues identified. The Government confirmed its priority for the project to the 1993 Country Programming Mission and requested that ADB assistance be limited to the provinces of Balochistan, North-West Frontier Province (NWFP), and Sindh. The World Bank was undertaking a similar project in Punjab. 2. The rationale for the proposed intervention was that the Government was improving access, quality, and supervision in primary schools with external assistance, including from ADB.1 The improvements were expected to improve primary school retention and participation rates and lead to pressures for increased middle-school places, as would the Government’s emphasis on elementary education. Special initiatives were needed to ensure that more girls were in the system. Poverty and the lack of female teachers were seen as major impediments. 3. The Middle School Project took note of two realities: the need to create additional seats for the increased number of students projected to complete primary school; and the importance of elementary education with a special focus on girls’ education. The Project thus aimed to (i) improve access to and participation in middle schooling in rural and urban slum areas, especially for girls; (ii) improve the quality of education, and increase student learning and achievement; and (iii) strengthen the capacity to plan, implement, and maintain the school system. The Project included (i) a subproject for each of the three provinces to improve access and participation, quality, and institutional capacity; and (ii) a national program at the federal level for curriculum reform, prototype textbook development, and student achievement testing for which the Curriculum Wing of the Ministry of Education (MOE) was responsible. Appendix 1 gives a summary of the provincial scope. 4. To achieve these objectives the Project was to (i) increase the supply of middle-school places, especially for rural girls; (ii) encourage demand from rural girls by offering stipends to attend grades 6–8, and assist rural female matriculates to qualify as middle-school teachers; (iii) support the private sector’s entry into the middle-school market; (iv) reform the middle-school curriculum and textbooks, and then retrain teachers and head teachers; (v) produce pilot achievement tests in core subjects; (vi) carry out studies on the provincial management of school systems so as to introduce efficiency gains; (vii) improve the capacity to plan, monitor, and evaluate the school system; and (viii) establish systems for maintenance of school plant.

II. EVALUATION OF DESIGN AND IMPLEMENTATION

A. Relevance of Design and Formulation

5. Human resource development was a critical element of the Government’s 1992 National Education Policy and of its Eighth Five-Year Plan (FY1993/94–FY1997/98), as economic progress depended on an educated and skilled workforce. Eight years of elementary education 1 ADB. 1989. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the

Islamic Republic of Pakistan for the Primary Education (Girls) Sector Project. Manila (Loan 977-PAK[SF], for $64.2 million, approved on 26 October 1989); and ADB. 1994. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Islamic Republic of Pakistan for the Social Action Program (Sector) Project. Manila (Loan 1301-PAK[SF], for $100 million, approved on 23 June 1994).

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was seen as essential for preparation for productive work and for further education and training. Girls’ education was seen as important for ensuring the improved participation of women in economic activities and reducing the population growth rate and mortality. 6. Among the objectives and policy statements of the National Education Policy, three related to middle schooling: (i) in due course, primary education would give way to elementary education comprising grades 1–8; (ii) quality of education would receive high priority; and (iii) education for rural areas would be recognized as critical to bridging the gap between urban and rural populations in terms of access to quality education and improving socioeconomic mobility. Further recognition of the importance of social sector development was the 1992 launch of the Government’s Social Action Programme, designed to improve human development by improving basic social services. Initially the program’s coverage of education was limited to primary education; in mid-1998 the scope was enhanced to cover elementary education. 7. ADB’s medium-term strategic development objectives for Pakistan include (i) developing human capital as a means of growth and productivity; (ii) reducing poverty by investing in education, particularly for disadvantaged rural and urban groups; and (iii) increasing women’s economic efficiency. For Pakistan’s education sector, ADB’s medium-term strategy was to help the Government address policy, institutional, and financial constraints to providing basic education for underserved groups, and to provide skills training to develop the requisite human resources for economic activities. Sector work highlighted the need for qualitative and quantitative improvements in education, and ensuring their relevance to the labor market. The strategy gave due importance to educational opportunities for women especially in rural areas. 8. The Project was thus in line with the Government’s development objectives and ADB’s medium-term strategy. Project design accorded with Government priorities and was within the framework of the project preparatory technical assistance, which was comprehensive in scope.2 Federal and provincial representatives participated in project processing. Project risks were identified as the timely provision of counterpart funds, implementation delays, and targeting and implementation of the rural girls’ stipend program. Measures to mitigate their impact were included. Project design, with federal and individual provincial components, was consistent with project design at the time. Given its cumbersome nature, this design has now given way to province-specific projects. With its focus on grades 6–8 the Project continues to be relevant to the Government’s emphasis on a minimum level of elementary school education. Appendix 2 gives details of the policy context of the Project over its life cycle. B. Project Outputs

9. The Project’s components covered (i) access and participation, (ii) quality improvement, and (iii) institutional strengthening. A description of the subcomponents follows.

1. Access and Participation

a. Capacity Expansion

10. The appraisal target was (i) to upgrade 900 primary schools covering grades 1–5 to middle schools covering grades 6–8, of which 746 (83%) were to be in rural areas (both girls and boys) and 576 were to be for girls (64%); and (ii) to provide science demonstration

2 ADB. 1992. Technical Assistance to the Islamic Republic of Pakistan for Preparing the Lower Secondary Education

Project. Manila (approved on 3 April 1992 for $300,000).

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equipment, books, reference and instructional materials, low-cost duplicating machines, and computers to each school. School selection criteria were consistent with existing criteria, and included a given minimum area of land and preexisting buildings, adequate existing enrollments in grade 5 and potential enrollments from nearby schools, and favorable community support for girls’ schooling. Upgrading was to include an average of three classrooms; a science room; and basic supporting amenities comprising a head teacher’s room, veranda, toilet, hand pump, and boundary wall. By 1998/99, the additional facilities were to increase overall middle-school capacity by 30%, and the number of girls’ places by 85%.

11. At project completion, 609 primary schools had been upgraded; 331 were girls’ schools (54%). Less clear was the number of rural schools upgraded as definitions varied. The project implementation units (PIUs) put the number at 559 (91%), but this is doubtful as many schools were observed to be in urban or peri-urban areas. One site out of 140 in Balochistan and 9 sites of 300 in NWFP were dropped due to site disputes, and Sindh’s target of 460 schools was reduced in 1999 at the request of the Government of Sindh (GOS) to the 179 schools on which work had started. This reduction of 61% in Sindh’s target was due to GOS’s reservations about its ability to finance staffing for the remaining 281 schools. Against the project requirement of 64% girls’ schools, Balochistan achieved 68%, NWFP 57%, and Sindh 40%. 12. Civil works largely included the specified facilities, although most boys’ schools in Sindh lacked boundary walls. Delays were experienced in site identification and approval, construction, and obtaining electric connections for schools. Site selection criteria were not strictly followed and political pressure dictated decisions on some sites. Not all primary schools, particularly in NWFP and Sindh, had the requisite 0.20 hectares of land so the middle school had little room for physical education and sports; or upgrading took place on land nearby and the condition of a preexisting structure to be upgraded also ignored. Thus, contrary to project design, the middle and primary schools were organizationally distinct. Grade 5 enrollments were often less than the required 40 students. Pakistan Resident Mission (PRM) staff3 were later told that there was no other middle school in the area and/or that surrounding schools would provide the requisite enrollments. This expectation could not be corroborated even at project closing given the continuing delays in fully staffing project schools. In Balochistan, the Provincial Coordination Committee dispensed with minimum enrollment levels or potential enrollments.

13. Schools were provided, in a staggered manner, allowing for minor provincial variations, with (i) furniture; (ii) equipment, comprising science kits and, in NWFP, agro-tech and home economic kits; and (iii) library and reference materials; instructional materials; and sports goods. Furniture supplied in Sindh exceeded school capacity, based as it was on Planning Commission (PC-I)4 provisions. The project provision for photocopiers and computers was cancelled in 1999 as many schools did not have access to electricity. Field visits to 60 randomly selected schools5 found that at least one third of sample schools had not received library books, and half had not received educational kits or sports goods. Library books were often deemed too advanced for the students, and some reference books such as multiple copies of Punjabi-Urdu language dictionaries in Balochistan, were not relevant. Library books, and sports and science equipment were generally kept locked, and not regularly used. Science rooms were rarely set up as such; this room was often used as a storage area and/or accommodation for general service staff. Most toilets were nonfunctional due to lack of water and/or cleaning staff. Water shortages in 3 The Project was delegated to PRM on 1 January 1997. 4 Planning Commission (Form) No. I. This is the Government document for project approval, which defines the

scope of project activities and budgets. 5 Project completion review field visits were separately conducted by PRM staff and by the staff consultant. The

latter were unannounced visits to 60 randomly selected schools comprising a sample survey.

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most schools meant that teachers and students had to bring water from home. Appendix 3 lists details of all project schools, as advised by the PIUs. Appendix 4 provides observations of PRM staff project completion review field visits and Appendix 5 those of the survey.

14. Deficiencies notwithstanding, the provision of physical facilities was more successful than the achievement of participation. Recruitment bans, no sanctioning of new positions, and other obstacles meant that it took years for upgraded schools to become functional, or partially functional. The survey found that, even applying a liberal definition of functional, only 65% of schools visited were functional although PIU data reported all these schools were functional. Balochistan emerged best with 12 of the sample 14 schools functional (86%), followed by NWFP with 20 of 28 schools functional (71%), and Sindh with 7 of 18 schools functional (39%). Field visits also found that in terms of enrollment and retention, the provision of proper facilities does not compensate for the absence of adequate staff and regular classes. In general, the greater the number of teachers, the better was the school’s functional status (Appendix 5).

b. Rural Girls’ Stipend Program

15. Under the two stipend programs, (i) cash allowances were to be provided to 50,430 girls from rural poor families to help them attend middle school; and (ii) 2,500 rural female matriculates were to be assisted to complete courses in government colleges for elementary teachers (GCETs) and potentially become teachers in rural areas. This was to mitigate the serious shortage of female teachers in Balochistan and NWFP. Selection criteria were broadly merit and income based. The PIUs were to coordinate and monitor both programs. The district education officers (DEOs) were to implement the rural girls’ program, and the GCETs the rural teachers’ program to assist women accessing GCET courses. Appendix 6 provides details. 16. In total 41,962 girls were provided with cash allowances, and 1,422 rural female matriculates received assistance for GCET attendance. This reflects the number of beneficiaries selected and not necessarily the number who completed the requisite education. However official figures for the rural girls’ program indicate that 1,792 completed grade 8 in Balochistan and 16,830 in NWFP. NWFP and Sindh generally followed the selection criteria, Balochistan less so. All provinces faced difficulties meeting the income criterion, and all beneficiaries were not necessarily from the rural areas. Bank accounts were not initially opened in NWFP and Balochistan, and agreements binding candidates in Balochistan to complete the requisite education were not obtained. The Balochistan programs were suspended in 1998 during the midterm review given doubts about the existence of beneficiaries and the recipients of payments made. These were reinforced by field visit checks and corroborated by a follow-up mission and a special audit subsequently commissioned to review the Balochistan component. Payments in Balochistan for the rural teachers’ program also exceeded project limits, at PRs5,050 per annum per beneficiary. In 1999, PRM made cheque payments mandatory and, to defray the inherent transaction costs, increased the annual stipend by 5%; ADB absorbed the increase and raised its financing percentage from 50 to 52%. The suspension of the Sindh imprest account and activities following the 1996 imprest account fraud delayed the start of Sindh’s programs until late 1998. Beneficiaries selected prior to suspension of the imprest account were then reimbursed by being paid 2 years’ stipend at one time. This delay and difficulties attracting applicants and/or meeting selection criteria, particularly that of annual income, constrained target achievement in Sindh. In July 2002, GOS introduced a monthly stipend of PRs100 for all girl students in middle schools and discontinued the project programs. 17. Implementation and monitoring of the programs followed project design inasmuch as attendance and performance formed the basis of continuing payments. However, follow-up to

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ascertain whether and to what extent the programs’ longer term objectives were met was minimal. This lends some credence to anecdotal evidence that quantitative targets guided program implementation. Beneficiaries of the teacher enhancement program were reportedly unable to seek employment as teachers because of changes in government qualification requirements in NWFP and later in Balochistan, or because of recruitment bans as in Sindh. The reason initially cited in Balochistan was cultural constraints inhibiting female employment.

c. Private Sector Participation

18. The Project was to support a study to involve the private sector and to develop an action plan to implement its recommendations. The study was to (i) focus on a potentially greater role for nongovernment organizations, local communities, education foundations, other philanthropic and humanitarian institutions, and profit-oriented organizations; and (ii) devise a mechanism for private foundations to provide loans and grants to them to increase the number of private schools in the more rural areas enrolling children from less affluent households. The consultants’ report was completed in December 1998 and disseminated in March 1999 to the provincial governments, none of which took any substantive action. However each province has an education foundation that provides matching loans/grants to encourage private sector participation. While not directly attributable to the Project, and apart from support by the foundations, several low-cost private schools have been established, even in rural areas.6 The Government is also providing incentives to private schools, such as domestic tariffs for electricity and gas, and the adopt-a-school program to enable private schools to use government school premises for evening school programs.

2. Quality Improvement

a. Curriculum Reform and Textbook Development

19. The curricular content of middle schools was to be reviewed and restructured, including curriculum reform to align the middle-school curriculum with the ongoing primary and secondary school reforms; development of more relevant and attractive text materials in line with the revised curriculum; development and reproduction of prototype handbooks for head teachers, teacher handbooks and textbooks; and the purchase of library reference books for middle schools in the three provinces. Handbooks were to be provided to head teachers and teachers. Included was an international study visit on curriculum and instructional materials’ development for two officials from MOE’s Curriculum Wing; and 3 months international training each in (i) curriculum development for four subject specialists from each of the three provinces and six from MOE; and (ii) textbook writing and publishing for three textbook writers from each of Balochistan, NWFP, and MOE. 20. The curriculum was revised by the international consultants and approved in March 1998; textbook revision was completed in March 1999; and teacher and head-teacher handbooks developed in April 2000 during an extension of the consultancy. Government approval and notification of the revised textbooks and handbooks took until 15 June 2002, a delay of 3 years, adversely affecting staff training in the revised curriculum. Thereafter the provincial textbook boards initially refused to accept the revised materials stating that they had not been consulted, and then refused to print them as they wished to clear existing stocks of textbooks based on the old curriculum. The revised curriculum and textbooks were thus introduced in schools with a further delay of 2 years, in the 2004 academic year. In Balochistan

6 Social Policy Development Centre. 2003. Annual Report 2002–2003. Karachi: Social Policy Development Centre.

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this is being done in two stages, starting with grades 6–7 in 2004; in NWFP, it has been introduced in grades 6–8 for three of five subjects,7 and in Sindh for grades 6–8. The reproduction and distribution of head-teacher and teacher handbooks was not undertaken. Thus the potential impact of the revised curriculum, textbooks, and handbooks on improved learning capability and/or retention of students could not be assessed. Library reference books were procured by the PIUs as part of the procurement of books and reference materials for schools. 21. Delays in implementing the international training affected training under this component. The contract for international training was signed on 30 June 1999, but the lists of candidates were not finalized and approved until November 2000. Contributing factors were changes in the names of candidates, together with revised federal approval processes requiring approval at the prime ministerial level. Candidates as appraised undertook training (Appendix 7).

b. Teacher and Head-Teacher Training

22. In-service training was to be imparted to some 5,500 untrained teachers to improve subject competency (4 weeks), 15,500 middle-school teachers in the revised curriculum (10 days), and 4,000 middle-school head teachers in school management and supervision (6 weeks). The provincial curriculum and extension centers were to conduct the training in coordination with the GCETs. In fact, training in all provinces was undertaken by the PIUs, although the provincial curriculum and extension centers and GCETs often provided the venues. The Federal Coordinating Unit (FCU) trained the master trainers who in turn trained the candidates. The international consultants developed course material. In Sindh, master trainers identified by the Institute of Educational Development developed training materials. Course duration was often curtailed and usually spanned 2–4 weeks. Discussions during field visits with trained staff indicated that training, particularly on the management side, was useful. The appraisal distinction between untrained and trained teachers was not observed and lower-than-appraisal targets in Sindh’s PC-I constrained achievements there (Appendix 7).

c. Achievement Testing

23. Systematic strengthening of the national educational quality monitoring and evaluation process was to be undertaken through staff training and consulting services to help develop national achievement testing services, and data collection and analysis to monitor the quality of schooling, focusing on grades 6 and 8. Classroom-based continuous achievement testing was to be pilot tested in sample middle schools in each province. This activity included 6 weeks international training for four subject specialists of the federal Curriculum Wing/Provincial Education Extension Center and 1 week’s in-country training of 384 teachers, 96 from Balochistan, 168 from NWFP, and 120 from Sindh. Appraisal targets for training were met with two exceptions: no trainees were from Balochistan; and NWFP, with ADB’s concurrence, trained an additional 500 teachers. Test bank items developed by the consultants were pilot-tested in late 1999 to early 2000 in all provinces. Data collection and analysis was not evident.

d. Academic Supervision

24. The provincial bureaus of curriculum and extension were to be helped to improve school supervision through systematic reviews of school supervision processes from the provincial to

7 The textbooks for English and skills orientation were returned to the Curriculum Wing of MOE by the NWFP

Textbook Board for incorporation of their observations.

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the school level. The reviews were to identify critical weaknesses in the system and suggest solutions. A management and supervisory training (MST) unit was to be set up within the existing provincial curriculum and extension centers to help develop supervisory training, and utility transport provided to facilitate district supervision, especially for female officers working with girls’ schools. Four weeks of international training was included for divisional directors, and 4 weeks of local training for DEOs and assistant DEOs/subdivisional DEOs. In-country and international training was undertaken as shown in Appendix 7, but the 16 transport vehicles were not procured due to government bans on the procurement of vehicles, and MST units in Balochistan and NWFP were not set up because their PC-Is did not include them. The MST unit in Jamshoro, Sindh was completed in December 2000, but is not yet staffed or functional, apparently because equipment intended for the unit could not be procured before loan closing.

3. Institutional Strengthening

a. Management Development

25. A school management organization study was to be conducted and an action plan developed to improve the efficiency of the provincial departments of education and their various administrative tiers relating to school education. The study was to focus on the management structure of primary, middle, and secondary schools, and include policy and related strategy development, staffing adequacy, and training needs. Recommendations were to include appropriate structure and staffing. The consultants completed the study by the end of 2000 and developed a manual. Master trainers were trained in Islamabad and workshops also held there for provincial participants. The education departments took no further identifiable action.

b. Planning, Monitoring, and Evaluation

26. The planning capabilities of provincial and district offices were to be strengthened through data collection, analysis, and feedback, and the introduction of school location planning. Geographic information system equipment was to be acquired for Sindh and assistance provided to institutionalize the recently developed national education management information system. Procurement of the geographic information system equipment was delayed due to the Sindh PIU’s reservations about undertaking the procurement. It asked FCU to procure the equipment on its behalf, but the request could not be accommodated due to difficulties relating to financing shares. Meanwhile another agency provided substantial assistance for the geographic information system and the Project’s contribution was curtailed to cover the outstanding components, mostly office equipment.

c. Developing School Maintenance Systems

27. A system and an action plan were to be developed for planning and executing maintenance programs with annual resource requirements. The existing provisions and staff working on school maintenance were to be comprehensively reviewed and recommendations made as needed on resource requirements, staff, and training needs. The possibility of involving communities in school maintenance was to be considered, together with government recurrent budgetary provisions. The international consultants developed a system and manual for school maintenance, but little action was taken by the provincial governments to institute a proper school maintenance plan, as evidenced by the state of disrepair of many project schools. A system based on the recommendations of the DEOs was in place but devolution has changed this. District officers recommend schools for repair and maintenance based on school visits; the recommendations are sent to the executive district officers (education) and then to the district

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coordinating officer. Priorities are established based on resources provided. Under devolution a move is under way for school-based budgeting; once introduced, a school’s repairs and maintenance will become an integral part of the system. Efforts to involve communities in school management and maintenance are also in progress. C. Project Costs

28. The total project cost at appraisal was estimated at $100.5 million equivalent, comprising $38.5 million in foreign exchange cost and $62 million equivalent in local currency cost. ADB ‘s loan of $78 million contributed 78% of the total project cost, covering 100% of the foreign exchange cost and 64%, or $39.5 million, of the local currency cost. The Government’s share was $22.5 million equivalent, all in local currency. The total actual project cost was $40.7 million, or 41% of the appraised amount, comprising $14.7 million in foreign exchange cost and $26 million equivalent in local currency cost. Appendix 8 shows actual project costs and the breakdown of cost categories and foreign exchange and local currency costs. 29. Major cost underruns are primarily due to the 100% depreciation of the local currency against the dollar, and the reduction in the civil works’ program in Sindh and corresponding requirements for school furniture, equipment, and supplies. Actual costs under the furniture, equipment, and vehicles category were lower than appraisal estimates because of the 1999 decision not to procure photocopiers and computers for the schools; the reduced scope of the school program in Sindh; and the ban on procurement of vehicles. Delays in approving and printing the revised curriculum inhibited the PIUs’ ability to print the sets of instructional materials provided by the Project. Foreign exchange and local currency costs remained close to that anticipated, as total actual local currency costs amounted to 64% of the actual project costs. Local currency utilization from the loan was 49% of the allowable ceiling amount, and 62% of the total amount disbursed. Overall, design cost estimates were reasonable, although appraisal estimates for instructional materials, taxes and duties, and incremental recurrent charges were high. Owing to the cost underruns and savings, $28.2 million equivalent was canceled during the project life, in November 1998, December 1999, and September 2001.8 D. Disbursements

30. Appendix 9 shows loan disbursements following a uniform pattern, with average annual disbursements of about $5 million during the first 5 years of project implementation and about $2 million during the last 4.5 years. This trend reflects the higher disbursements associated with the school upgrading program executed during the initial project period and the lower disbursements associated with the other soft components implemented later. 31. The four executing agencies (EAs)—MOE; Department of Education, Balochistan; Department of Education, NWFP; and Department of Education, Sindh—were provided with an imprest account and statement of expenditure (SOE) facilities. The imprest account ceiling was $5 million and the SOE facility $50,000 equivalent. Initial imprest account advances of $4.94 million were provided to the four EAs between April and June 1995; this amount was very high and not based on any realistic estimates of expenditure. For example, the EAs for the NWFP and federal components submitted the first withdrawal applications for liquidation in the latter part of 1996, and the applications in each case were less than one third of the initial advance 8 In September 2001, $9.7 million was canceled and transferred to emergency assistance under the drought impact

mitigation recovery component of ADB. 1995. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Islamic Republic of Pakistan for the National Drainage Project. Manila (Loan 1413:PAK[SF]).

9

provided to them. Disbursements under imprest account and SOE procedures progressed satisfactorily in the NWFP and federal components, but not so in Balochistan and Sindh. 32. In Sindh, the entire imprest account balance of $1.03 million was fraudulently withdrawn during August–September 1996. Pending completion of criminal investigations, the National Bank of Pakistan recouped the amount fraudulently withdrawn. Upon delegation of the loan to PRM, drastic actions were taken including replacement of PIU staff, posting of a full-time accounts officer, and committing GOS to provide a revolving bridge-financing account. This facility proved to be very useful as the funds so provided enabled resumption of activities. ADB later reimbursed eligible amounts spent from this account. Sindh’s imprest account operations were resumed in October 1998 after the Midterm Review Mission reviewed the adequacy of accounting and internal control systems in place. In Balochistan, the Midterm Review Mission noted that the EA had been using imprest account funds for ineligible expenditures and that it maintained inadequate accounting records. In view of such serious shortcomings, imprest account operations were frozen and the SOE facility withdrawn. Upon PRM’s close follow-up, the Government of Balochistan provided additional government funds to offset the amount withdrawn from the imprest account. This was a major achievement as such drastic measures were not previously taken by ADB in Pakistan. Imprest account operations in Balochistan were resumed after ADB verified the adequacy of the EA’s accounting and control systems. 33. The Project’s loan account will be closed on resolution of pending audit issues. Liquidation or refund of outstanding imprest account balances by the EAs has been completed and the federal Government notified of a proposed partial cancellation of $14 million of the undisbursed balance of approximately $14.5 million. E. Project Schedule

34. Implementation was to span 5 years and 3 months, from the last quarter of 1994 until the last quarter of 1999. Instead, as shown in Appendix 10, it spanned 9 years and 5 months and encompassed four extensions respectively for 2 years, 1 year, 9 months, and 6 months, starting from 1 January 2000 to 31 March 2004. The main reasons included initial delays of 10 months in loan effectiveness followed by implementation delays. Delays were largely of a procedural nature compounded by inadequate coordination and changes in government policy. These affected civil works; international training; in-country training in Sindh, initially held up by delayed approval of the revised PC-I and then by a protracted process of preparation;9 procurements; approval and notification of the revised curriculum and textbooks, and their introduction in schools; and the appointment of staff to upgraded schools. F. Implementation Arrangements

35. MOE and the provincial departments of education were to be the EAs, with the federal secretary of education having overall responsibility. To implement the national program and coordinate the PIUs’ work, an FCU with full-time core staff was to be established within MOE. A federal steering committee chaired by the federal secretary was to meet at least every 6 months to provide guidelines for project implementation and monitor progress, act on the FCU’s policy recommendations, review procurement decisions, and discuss issues related to coordination among agencies. MOE’s Curriculum Wing was to implement components of national impact.

9 Following the first extension, the provincial and umbrella PC-Is had to be revised to recognize the extended

implementation period, to revise and update project components and costs, and to incorporate activities previously omitted. The revision and approval process was completed 20 months later, in August 2000.

10

Provincial PIUs were to implement provincial activities. The provincial coordination committees chaired by the respective provincial secretary of education were to meet at least every 2 months to provide policy directions, review activities, and discuss issues requiring coordination. 36. The FCU lacked full-time core staff and was unable to adequately undertake project activities, particularly appropriate supervision of the consultants’ work; and the PIUs lacked adequate numbers of qualified staff, most critically an adequately qualified accountant. The Project’s design with both federal and provincial components created its own set of difficulties. The federal steering committee rarely met and was unable to fulfill its role as appraised; the provincial coordination committees met on a needs basis, mostly to approve procurement or site selection matters. Neither conducted any rigorous assessment of the pace, content, or direction of project implementation, and coordination among agencies at the federal and provincial levels was minimal. The pace and quality of project activities reflect these weaknesses. G. Conditions and Covenants

37. Conditions for loan effectiveness were met with a delay of 10 months. As shown in Appendix 11, loan covenants were generally complied with. Partial compliance pertained to the overall manner of project implementation; the quarterly progress reports, which lacked sufficient detail to give a realistic assessment of progress; the federal Government’s consolidated project completion report; proper operation and maintenance of project facilities; staffing of the FCU with full-time core staff; timely provision of adequate counterpart funds and submission of draft annual financing plans; adherence to site selection criteria; adequate consideration of the outcomes of various studies; academic supervision activities; and 6-monthly review missions. Delayed compliance affected the provision of counterpart funds, maintenance of proper accounting records in Balochistan, submission of the Government’s project completion report, adequate staffing of the PIUs, completion of various studies, submission of the international training program, and undertaking of the midterm review. H. Consultant Recruitment and Procurement

38. ADB guidelines were followed for engaging consultants. At appraisal the Project included 129 person-months of international and 282 person-months of domestic consulting services, intended to develop the institutional capabilities of the implementing agencies and facilitate implementation of the project components. However at contract signing the duration of international consulting was reduced to 105 person-months; local consulting was increased to 297 person-months. Details of this component appear in Appendix 12. I. Performance of Consultants, Contractors, and Suppliers

39. An international firm in association with a local firm was engaged in October 1996 following a competitive selection process. It commenced work in November 1996 but within 6 months submitted requests to change personnel. Ten personnel were changed through a generally protracted process as proposed substitute candidates were often substantially weaker and PRM had to request that candidates of equivalent competence to the original personnel be identified. Alternate candidates often lacked equivalence; thus the firm’s technical competence at evaluation was eroded during implementation. A vast array of reports was prepared but little action was taken to ensure the application of recommendations. Delays in completion of some activities meant that certain consultant input could not be obtained before the end of the expert’s(s’) assignment. Teacher handbooks were prepared during a 4-month extension up to 30 April 2000; and the remaining part of benefit monitoring and evaluation activities was to be

11

undertaken in a staggered manner up to December 2001. The latter was not completed within this time due to scheduling difficulties and the firm’s expectation that the Project would be extended again and with it their assignment. The subcomponent was later canceled when it became apparent that the consultants were themselves not clear about what the benefit monitoring and evaluation assignment entailed. 40. Civil works’ contractors generally performed poorly with delays in completion and poor quality of civil works. Although constructed relatively recently, schools were already looking dilapidated with cracks in walls and ceilings, broken flooring pitted with holes, and grounds left rough and undeveloped. Toilets were largely nonfunctional because of (i) poor construction, (ii) proper water connections not being put in place, and (iii) several schools not having water and designs not reflecting this reality. The absence of cleaning staff compounded design inadequacies and ultimately toilets were abandoned.10 41. Suppliers also failed to perform well in several instances. Furniture provided, particularly in Sindh, was of very poor quality in terms of materials used and work quality. In NWFP, furniture design and materials were functional, but work quality was inadequate with the nuts and bolts holding joints together falling out. Furniture procured in Balochistan had functional design and sturdy quality. Sports goods procured in Sindh and NWFP were of poor quality, and science kits procured in Balochistan had a number of items missing. J. Performance of the Borrower and the Executing Agency

42. The performance of the federal Government and the EAs was partly satisfactory. Project ownership was not adequate. Procedural delays and weak coordination characterized implementation, which was carried out as a series of discrete activities with a focus on quantitative targets rather than on the Project’s development objectives. Thus while physical targets were largely achieved, albeit it with delays, full staffing of schools and introduction of the revised curriculum and textbooks are not complete—increased participation and improved quality are dependent on these two issues. 43. Despite the incorporation of specific lessons, site selection and recruitment of project staff were delayed, compounded by staff changes; PIU staff were largely untrained in project implementation; monitoring of project activities was generally superficial; and all provinces experienced a shortage of counterpart funds at different times. The PIUs had limited capacity to undertake procurement, and lengthy government approval processes exacerbated matters. Government procedures focused on the lowest priced bid rather than the lowest evaluated bid and tended to supersede ADB requirements. Reevaluations were often necessitated and in some instances, particularly for NWFP, several instances of rebidding. Documents pertaining to procurement actions were often incomplete on first submission. A major casualty of this phenomenon was the procurement of equipment for the MST unit in Sindh. Over time a greater awareness of ADB procedures filtered in with corresponding capacity improvement. K. Performance of the Asian Development Bank

44. ADB’s performance overall was satisfactory. After delegation of the Project to PRM, ADB’s performance was increasingly governed by a focus on the Project’s development objectives, bearing in mind the institutional, financial, and procedural constraints of the

10 The attitude of principals and teachers to toilets for the students was also, in itself, a major contributing factor to

the state of disuse of toilets. In several schools, toilets were used for storage of excess items or broken furniture.

12

respective governments; and by concerns for governance, transparency, and sustainability. Procedures applied by the PIUs were often inconsistent with ADB procedures and this led to delays in ADB approval—or nonapproval—of procurements. These factors resulted in Sindh not exercising an option to retender the procurement of equipment for the MST unit, and Balochistan’s retendering of books not being approved. 45. Monitoring by ADB was adequate although more missions could have been fielded. This was largely attributable to staffing constraints and resulting work pressures at PRM, which precluded more frequent missions. Regular interaction was, however, maintained with all PIUs by telephone and correspondence, and through meetings held at PRM with FCU and PIU officials. Critical issues were raised during high-level quarterly provincial project review meetings. ADB also provided substantial advisory services on project implementation matters, particularly procurement, and financial management and audit. These efforts were more effective when ADB and government requirements coincided, such as in financial management and audit—in these areas procedures were substantially strengthened. Interventions to improve procurement performance were not as effective as, notifications to the contrary notwithstanding, government procedures tended to take precedence. PRM staff provided regular hands-on assistance on disbursement matters, and PIU staff regularly participated in PRM’s annual seminars on project implementation and disbursements.

III. EVALUATION OF PERFORMANCE

A. Relevance

46. Project design is assessed to be partly relevant. Project design at appraisal was relevant to government priorities as it focused on human resource development through elementary education that addressed quality and equity in access, especially in the rural areas and for girls. This was seen as a means of creating an educated work force and improving the productive capacities of the poor. It also accorded with ADB’s strategy of achieving growth and poverty reduction through human capital development and improving the status and economic efficiency of women. But from the perspective of project outcomes and the achievement of project purpose, the relevance of project design decreases, notwithstanding the abiding commitment of the Government and ADB to human resource development and poverty reduction.11 B. Efficacy in Achievement of Purpose

47. Based on current data, the Project is rated less efficacious. It achieved a substantial part of its immediate objective of creating infrastructure to improve access to middle schooling even for girls given that the civil works’ program was reduced by one third. However site selection criteria were not always followed, facilities provided were not always comprehensive, and the proportion of girls’ schools was less than appraised. The Project ostensibly made a contribution to quality improvements through curricular and textbook reforms and teacher training; and provided the opportunity through training to strengthen staff capacity to plan, implement, and maintain the school system. But it has still to bring together project components to achieve the wider development goals. Schools are not yet fully functional; enrollment levels and student attendance as indicated by field visits is generally below the figures quoted by the PIUs, which are in themselves below the appraisal target; the revised curriculum and textbooks have yet to

11 ADB. 2002. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the

Islamic Republic of Pakistan for the Decentralized Elementary Education Project. Manila (Loan 1916-PAK[SF] in Sindh, approved on 19 September 2002 for $75 million), builds on the Middle School Project.

13

be fully introduced in schools; and indications of any improved systems or procedures for planning, implementing, and maintaining the school system are minimal. 48. Secondary data detailed in Appendix 13 indicate that during the Project’s life, secondary school availability increased in the country. The data pertain to secondary schools and include private schools, which have significantly increased in number; but likely at least part of the increase in middle-school places is attributable to the Project. Similarly, the availability of female teachers increased substantially. The inclusion of private schools is likely to have affected overall statistics but some of the increase may be due to the Project’s positive impact even if the precise mechanism through which this was obtained was different than appraisal expectations. However enrollment, particularly of rural female students, did not mirror these improvements. Enrollment decreased, reflecting actual increases in poverty witnessed in the three provinces during this period, and/or the deteriorating quality of new and preexisting inputs, and/or the limited period allowed for project impacts to become more evident. C. Efficiency in Achievement of Outputs and Purpose

49. The Project is rated as inefficient in terms of efficiency of process. Implementation delays affected project start-up, civil works, in-country and international training, procurement, and staffing of the PIUs as well as of upgraded schools. Loan extensions spanned a cumulative period of 4 years and 3 months, and even then some activities were not adequately complete. Physical and instructional conditions in project schools were less favorable than they ought to have been. Project coordination mechanisms were also effectively nonexistent. D. Preliminary Assessment of Sustainability

50. Overall, optimum sustainability is less likely, given that it will hinge upon government commitment to achieving the Project’s development objectives, which in turn will depend on the Government’s commitment to provide full staffing to all schools, adequate maintenance support, proper academic supervision, and adequate and timely funding. The likelihood of this being provided will rest on the devolved system of government taking shape, and roles and responsibilities being clarified and then assumed by the responsible parties. At present responsibilities seem to be in something of a state of flux, with the provincial and district governments both being involved, or not. The likelihood of such commitment materializing in any substantive manner is doubtful, unless the decentralized system delivers better results than the earlier centralized system. Community involvement needs to be assured. E. Environmental, Sociocultural, and Other Impacts

51. The Project had no significant environmental impacts. On a sociocultural level, the rural girls’ stipend program had a positive impact in assisting a number of girls to complete middle schooling even in remote areas. GOS adopted the stipend program and is providing it to all girls in middle schools. Secondary data likely support the expectation that the rural teacher stipend would mitigate the problem of finding female teachers in rural areas. Many project schools, especially for rural girls, have opened up unprecedented opportunities for communities, which are likely to effect a nonreversible change in attitudes to female schooling. 52. The Project’s impact on poverty reduction has yet to be realized. This was contingent on improved enrollment, which has not yet materialized and on the stipend programs, whose scope was limited and targeting of beneficiaries difficult. However schools appropriately sited in parts of Balochistan and NWFP have the potential to yield medium- to long-term impacts on

14

enrollment and thus poverty reduction. The potential to achieve higher enrollment elsewhere also exists and depends on creating the type of learning and classroom environment envisaged. 53. Policy changes, such as in site selection, international training, teacher qualifications, and recruitment affected the nature or timing of outcomes. Overall, impacts are moderate.

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS

A. Overall Assessment

54. The Project is rated partly successful. The Project suffered implementation delays and financial mismanagement comprising an embezzlement of $1.03 million and ineligible use of imprest account funds. Government commitment to achieving the Project’s development objectives remains elusive as project schools are partially functional and enrollment less than intended. The potential for quality improvements has yet to be realized, and the impact of teacher training is difficult to assess as teachers trained were mostly from nonproject schools due to delays in recruitment of teachers for upgraded schools.12 Of the three provinces, Sindh’s performance was the weakest. The leadership shown by it in curtailing the civil works’ program, regrettably, has not extended to its approach for the 179 upgraded schools. It will require the same leadership, and indeed, on the part of all provincial and district governments, to ensure that investments made are optimized. Under the 2001 devolved system, the focus will shift to district governments, the quality of each district government determining the quality of results. B. Lessons Learned

55. The civil works’ programs highlighted the need for prequalification of contractors; top supervision; appropriate design features relevant to specific circumstances, such as for toilets in schools where water supply was inadequate or nonexistent; adequate funds for maintenance; and the presence of a caretaker to prevent vandalism. 56. Improved physical facilities are not a sufficient condition precedent to a better school and learning environment. More critical is the presence of teaching staff and regular classes. Phasing of civil works should factor in the functional status of facilities under earlier phases. 57. Implementation was undertaken in a disjointed manner with a focus on procurement and disbursement, and minimal focus on the Project’s objectives. Coordination mechanisms failed in their purpose. These were manifestations of weak ownership and commitment. 58. Despite four extensions totaling 4 years and 3 months, project outcomes vis-à-vis the development objectives were not adequately realized. Given weak government commitment, a more stringent assessment should be made of extensions of the loan closing date. 59. Better governance can be attained through persistence and persuasion.

12 Experience under the World Bank’s Punjab Middle Schooling Project was largely similar for the components, with

slow progress on civil works and reduced targets (but increased quality components that performed well); implementation difficulties in the stipend programs and uncertainty about their impact; problems with publishing of textbooks; science equipment delivered to half the schools and used in less than one third of these; and only about half of the schools in use at project closing, with limited attendance.

15

60. Supervision by the MOE of the international consultants’ work was inadequate. More effective supervision would have maximized the benefits of the consulting input. 61. Monitoring by the EAs and PIUs was limited to an assessment of physical targets with negligible, if any, assessment of impact. The respective education management information systems were effectively nonexistent in terms of generating data on project facilities. A greater integration of the two would have been more effective. 62. The appointment of full-time MOE officials as project director and project manager was ineffectual as their responsibilities in MOE limited their ability to execute project responsibilities. 63. The appointment of teaching staff to project schools does not assure an overall increase in access to education where staff are appointed on a deputation or transfer basis, as the gain of the project school is at the cost of a nonproject school. 64. Equipment, library books, and other reference materials provided were generally not appropriate to the level of teaching staff and students. More thought needs to be given to the provision of such learning materials. Staff training should take cognizance of teacher needs. 65. Project design suffered from three deficiencies: (i) no overall achievement goals were set for national and provincial school participation and attainment indicators (particularly important to understand the impact of nonquantifiable quality improvement components); (ii) no analysis of value addition was considered, whereas the appropriate indicator of achievement is the incremental growth in enrollment attributable to the Project; (iii) inadequate attention was paid to governance issues in the functioning of public schooling systems in Pakistan; (iv) and issues related to monitoring and accountability deserved more weight. C. Recommendations

1. Project-Related

66. Future Monitoring. This should assess (i) the adequacy of the nondevelopment budget and the timely provision of funds, (ii) the extent to which project schools are staffed and functional, (iii) enrollment and participation rates, (iv) the impact on learning outcomes of staff training and other quality components, and (v) the state of physical infrastructure. 67. Further Action or Follow-Up. This should ensure that (i) project schools are indeed fully staffed and functional, (ii) project schools are provided with facilities such as water and electricity where needed, (iii) adequate repairs and maintenance are undertaken especially of schools already in a substantial state of disrepair, and (iv) adequate funds are regularly provided for school maintenance. The provincial governments have agreed to address these issues, particularly the staffing issue. PRM will provide a time-bound action plan to all the EAs in the next quarterly provincial projects review meeting, and monitor progress. A status report will be provided to PRM by 31 December 2004 with current information on staffing and enrollment. 68. Additional Assistance. No additional assistance is presently needed. Future assistance should focus on improving the relevance of the education management information and benefit monitoring and evaluation systems, and consider the functional status of the project schools.13

13 This includes ongoing assistance to Sindh under Loan 1916-PAK(SF): (footnote 11).

16

69. Timing of Project Performance Audit Report Preparation. Preparation of the project performance audit report should be timed for the second half of 2005 or later to enable project schools to be fully functional and the revised curriculum and textbooks to have been in use for more than 1 year.

2. General

70. Fundamentally, government ownership and commitment should be ensured from project processing and sustained during implementation. ADB’s project design and the Government’s PC-I should have greater cohesion. The agreement reached with the Government in the 2003 Country Portfolio Review Meeting to establish a core project management unit during project processing seeks to address these issues. On project approval, the core project management unit is to become the regular project management unit, thus circumventing start-up delays due to delayed appointment of staff and lack of familiarity with the project and/or ADB requirements. 71. Contractors should be properly prequalified, and their work be subject to independent supervision. Adequate accountability of performance should be enforced, and retention monies only released after proper inspection. 72. Proper accountability should be instituted at the EA level to meet standards of financial management, coordination, and the delivery of a project’s development impact. 73. Progress reports and management information systems should incorporate benefit monitoring.

Appendix 1 17

SUMMARY OF PROJECT SCOPE BY PROVINCE

Physical Quantities Component

Activity/Inputs

Type

Unit Bal NWFP Sindh Fed Total

1. Access And Participation A. Capacity Expansion

School Upgrading

Civil Works

Schools

140

300

460

900

New Teachers/ Head teachers

Recruitment

Persons

980

2,100

3,220

6,300

B. Rural Girls' Stipend Program

WID. Consultancy

Consulting—D

Person- months

24

24

Stipend Administration

Stipend Participants 7,730

19,120

23,580

50,430

C. Rural Female Teachers' Stipend Program

Rural Teachers’ Enhancement

Stipend

Participants

400

600

1,500

2,500 D. Private Sector Participation

Consulting—I Person- months

9

9

Private Sector Participation Study

Consulting—D Person- months

9

9

II. Quality Improvement Curriculum Devt Study Visit

Training

Persons

2

2

Curriculum Development

Consulting—I

Person- months

24

24

A. Curricular Reforms and Textbook and Handbook Development

Subject Experts Person- months

72

72

International Training

Training—I

Persons

4

4

4

6

18

Desktop Publishing

Equipment

Lots

1

1

1

1

4

Consulting—I

Person- months

12

12

Textbook Writing

Subject Experts Person- months

72

72

International Training

Training—I Persons

3

3

3

9

Head teacher’s Handbooks

Instructional Materials

Sets

900

1,300

2,100

4,300

Teacher's Handbooks/ Guides

Instructional Materials

Sets

3,400

7,000

11,000

21,400

Library Reference Instructional Materials

Lots

790

1,200

2,084

4,074

Development of Test Banks

Consulting—I

Person- months

12

12

B. Student Achievement Testing

Piloting and Implementation

Subject Experts Person- months

48

48

International Training

Training—I

Persons

4

4

Workshops for Teachers

Training—L

Persons

96

168

120

384

Computer and Accessories

Equipment

Sets

5

8

6

3

22

Devt of Training Modules

Consulting—I

Person- months

9

9

C. Teacher and Head teacher Training

Subject Experts Person- months

12

12

Recruit Management

Recurrent

Persons

3

3

6

12

18 Appendix 1

Physical Quantities Component

Activity/Inputs

Type

Unit Bal NWFP Sindh Fed Total

Trainers

Training of Trainers

Training—I

Persons

2

2

2

6

Training—L

Persons

2,261

600

2,473

5,334

In-service Training of Teachers in New Curriculum Training—L Persons 1,518 3,462 10,632 15,612

In-service Training of Head teachers

Training—L

Persons

790

1,200

2,084

4,074

Audiovisual Equipment

Equipment

Sets

12

1

3

16

Training Facilities/ offices (Sindh)

Civil Works

Building

1

1

Utility Vehicles (Sindh)

Equipment

Unit

1

1

D. Academic Supervision

Upgrading Supervision System

Consulting—I

Person- months

12

12

In-service Training of DEO

Training—L

Persons

26

54

40

120

In-service Training of ADEO/ SDEO

Training—L

Persons

62

130

96

288

Study Visits of Div. Directors

Training—I

Persons

8

14

10

32

Utility Vehicles Equipment Units 4 7 5 16 III. Institutional Strengthening A. Management Development

Org. and Management Study

Consulting—I

Person- months

12

12

Consulting—D

Person- months

12

12

Study Visit on Mgt/Finance

Training—I

Persons

4

4

4

6

18

Training of Planning and Mgt

Training—I

Persons

2

2

4

2

10

Training of Planning and Mgt

Training—L

Persons

4

4

9

17

Audiovisual Facilities

Equipment

Lots

4

7

5

16

B. MIS and School Mapping

MIS Development and

Consulting—I

Person- months

12

12

School Mapping Facility

Equipment Set 1 1

Institutionalization of NEMIS

Consulting—I

Person- months

18

18

Training—L Persons 37 44 33 6 120 C. Planned Maintenance

Rehabilitation and Maintenance Study

Consulting—D Person- months

24

24

System Development Training of Chief/Asst Chief Engineer

Training—I

Persons

2

2

2

6

Training of District Engineers (Schools)

Training—L

Persons

26

27

25

78

IV. Project Implementation and Monitoring

A. Project International

Appendix 1 19

Physical Quantities Component

Activity/Inputs

Type

Unit Bal NWFP Sindh Fed Total

Management Training Training—I Person/s 1 1 1 1 4 Local Training Training—L Persons 3 3 8 3 17 Utility Vehicles Equipment Units 2 2 2 2 8 Computer and

Accessories Equipment

Lots

2

2

2

2

8

Project Staff (professional)

Recurrent

Personnel

7

7

8

5

27

B. Benefit Monitoring and Evaluation

Socioeconomic Survey

Consulting—I

Person- months

9

9

Consulting—D

Person- months

9

9

ADEO = assistant district education officer, Asst. = assistant, Bal = Balochistan, D = domestic; DEO = district education officer, Devt. = development, Div. = divisional, Fed = federal, I = international, L = local, Mgt. = management, MIS = management information system, NEMIS = national education management information system, NWFP = North-West Frontier Province, Org. = organization, SDEO = subdivisional education officer, WID = women in development. Source: Report and Recommendation of the President.

20 Appendix 2

POLICY CONTEXT DURING PROJECT LIFE 1. The project life-cycle—from 1995 to 2003—coincided with several education and social sector policies, as well as the emergence of issues of significant concern to education in fiscal policy. Three specific policy themes are discussed here: (i) Social Action Programme (SAP) (1991–1999), (ii) National Education Policy (1998–2010), and (iii) Education Sector Reforms Action Plan (2001–2005). B. Social Action Programme

2. Following preliminary preparatory work over 1991-1993, the SAP was initiated in 1993 as part of an agreement between the Government of Pakistan and several international development agencies including the Asian Development Bank and the World Bank. The SAP was conceived as a multidimensional social development program with emphasis on four subsectors: education, health, population welfare, and rural water supply and sanitation. In the early 1990s, awareness was growing in Pakistan that the country had fallen behind in terms of social development, particularly with reference to literacy, school enrollment, mortality, fertility, and gender disparities. The country needed to undergo fiscal reforms, but the social sectors needed to be protected from severe public finance cutbacks. The SAP was conceived as a way of protecting social sector spending through a partnership between Government and international development agencies. 3. In education, the SAP focused on increasing access and improving the quality of supply through greater teacher training, and increased nonsalary recurrent expenditure on teaching materials, textbooks, and other facilities. The SAP was initially conceived as a participatory program with involvement of nongovernment organizations in its design and implementation. In practice, however, the provincial governments and their line departments were the main implementation agencies for the SAP. Some expenditures were disbursed through nongovernment organizations, and attempts were made to create parent-teacher associations and school management committees at government schools to generate community involvement in executing expenditures. 4. During its first few years, the SAP successfully protected and even increased the resource allocation to education. From around 1995/96 onward, however, the proportion of SAP spending as a percentage of gross domestic product began to decline. Initially some provinces experienced improvements in enrollment rates for some segments, such as rural females. In general, however, the SAP did not have a significant impact on enrollment rates, and for some population segments enrollments actually declined. Later appraisals of the SAP have tended to highlight financing problems as well as governance issues and rampant rent-seeking in the disbursement of funds. The SAP was finally suspended in 1999. C. National Education Policy

5. The national education policy provided forward-looking targets, setting the goal for the net primary enrollment rate at 90% for 2003. However, the policy was vague and unfocused on how targets were to be achieved. Little stocktaking was done of the existing situation, past efforts, successes, and failures. The document also did not spell out any binding commitments in terms of resource allocation, let alone enforceable targets for inputs and intermediate outputs.

Appendix 2 21

D. Education Sector Reform Action Plan

6. The current policy framework for education is the Education Sector Reform Action Plan, which incorporates various prior objectives as well as international commitments, and has been incorporated into the Poverty Reduction Strategy Paper. The plan envisages changes in several directions: universal primary education; reform of religious schools (madrassas); improved quality of schooling through better training, curriculum, and textbook changes; achievement testing (these also being a number of quality improvement components of the Middle School Project); as well as proposals for tertiary, technical, and vocational education. The plan was put in place at a time of continuing fiscal strain, and major administrative changes (in the shape of devolution reforms). Problems of fiscal transfers, counterpart funding, and organizational ownership are likely to be even more acute in the Education Sector Reform Action Plan than experienced by the Project. 7. Besides the Education Sector Reform Action Plan, several other national as well as provincial initiatives are concerned with education, such as the Pakistan Human Development Fund, provincial stipends for girl pupils, Tawana Pakistan school nutritional programs, and media campaigns for universal enrollment.

22

Appendix 3

LIST OF SCHOOLS UPGRADED Civil Works Provision of Number of

Staff Students in Each Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

District Karachi Mehmoodabad *

Oct-97 Jan-99 15 Yes Yes Yes Yes Yes Yes Yes 5 0 20 25 25 70

Layari Jan-99 Jun-02 42 Yes Yes Yes Yes Yes Yes Yes 6 0 18 15 12 45 Hassan Ali, Lyari*

Dec-98 Mar-00 15 Yes Yes Yes Yes Yes Yes Yes 5 0 14 12 10 36

Harbour Dec-97 Jul-99 19 Yes Yes Yes Yes Yes Yes Yes 5 0 65 30 25 120 Mari Pur, Harbour*

Jun-96 Jan-98 19 Yes Yes Yes Yes Yes Yes Yes 4 0 10 8 5 23

5-J New Karachi

Sep-97 Jan-99 16 Yes Yes Yes Yes Yes Yes Yes 6 0 60 25 10 95

11-G New Karachi

Sep-97 Jan-99 16 Yes Yes Yes Yes Yes Yes Yes 5 0 45 35 10 90

Lasi Para, Malir*

Feb-96 Jan-97 11 Yes Yes Yes Yes Yes Yes Yes 4 0 25 30 15 70

Garibabad* Apr-96 Jan-99 33 Yes Yes Yes Yes Yes Yes Yes 5 0 28 22 12 62 Sachal Goth, Malir

Jan-96 Jan-01 60 Yes Yes Yes Yes Yes Yes Yes 6 0 40 33 16 89

Karim Gabol, Malir

Jan-96 Jan-99 36 Yes Yes Yes Yes Yes Yes Yes 5 0 10 8 7 25

H. Khaskhely, Malir*

Jan-96 Jan-99 36 Yes Yes Yes Yes Yes Yes Yes 4 0 25 22 21 68

M. Konkar, Malir*

Jul-95 Jan-01 67 Yes Yes Yes Yes Yes Yes Yes 4 0 22 14 13 49

Dumba Goth, Malir*

Jul-95 Jun-00 60 Yes Yes Yes Yes Yes Yes Yes 4 0 19 13 15 47

Chash. Goth, Malir*

May-96 Sep-98 28 Yes Yes Yes Yes Yes Yes Yes 5 0 6 10 7 23

Jam Kando, Landhi

May-98 Jan-01 32 Yes Yes Yes Yes Yes Yes Yes 5 0 20 12 14 46

Noor M., Gadap Oct-97 Feb-00 28 Yes Yes Yes Yes No No Yes 5 0 14 9 8 31 J.H.Goth, Landhi

Aug-98 Jun-00 22 Yes Yes Yes Yes Yes Yes Yes 6 0 10 12 10 32

Appendix 3

23

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Barf Khana Jan-99 Jun-00 17 Yes Yes Yes Yes Yes Yes Yes 6 0 22 14 8 44 95 0 473 349 243 1065 District Thatta Gujjo, M.Sakro* Dec-96 Feb-99 26 Yes Yes Yes Yes Yes Yes Yes 4 0 22 18 12 52 Baroser, M. Sakro

Dec-96 Feb-99 26 Yes Yes Yes Yes No Yes Yes 5 0 10 8 7 25

Mehar, G.Bari Dec-96 Dec-98 24 Yes Yes Yes Yes No Yes Yes 3 0 12 10 7 29 Saeedpur, Sijawal

Dec-96 Sep-98 21 Yes Yes Yes Yes Yes Yes Yes 5 0 15 12 11 38

M. Wah, M.Bathoro

Nov-97 Feb-99 15 Yes Yes Yes Yes No Yes Yes 5 0 8 7 5 20

H. Usman Malkani*

Dec-96 Dec-98 24 Yes Yes Yes Yes No Yes Yes 4 0 12 10 9 31

Zangego S.Bander

Dec-96 Nov-98 23 Yes Yes Yes Yes Yes Yes Yes 5 0 8 7 5 20

31 0 87 72 56 215 District Hyderabad Talpur, T.M.Khan*

Nov-98 Jun-99 7 Yes Yes Yes Yes Yes Yes Yes 5 0 8 6 5 19

Leghari, T.M. Khan

Nov-98 Sep-99 10 Yes Yes Yes Yes Yes Yes Yes 5 0 12 9 8 29

B.Sharif, T.Allhyar*

Jan-98 Mar-99 14 Yes Yes Yes Yes Yes Yes Yes 5 0 15 11 7 33

Kalro, T.Allahyar*

Jul-98 Feb-99 7 Yes Yes Yes Yes Yes Yes Yes 5 0 10 8 4 22

Brohi, T.Allahyar

Jul-97 Nov-98 15 Yes Yes Yes Yes Yes Yes Yes 5 0 14 11 9 34

D/abad T.Allahyar

Dec-97 Aug-98 8 Yes Yes Yes Yes Yes Yes Yes 5 0 18 12 8 38

Mir Hassan Talpur

Dec-97 Nov-98 11 Yes Yes Yes Yes Yes Yes Yes 6 0 16 13 7 36

P.Shah, T.Allahyar

Jun-98 Dec-98 5 Yes Yes Yes Yes Yes Yes Yes 5 0 17 15 12 44

A.Mirjat, T.Allahyar*

Dec-97 Feb-99 13 Yes Yes Yes Yes Yes Yes Yes 5 0 15 10 8 33

D.Daro, Jul-97 Nov-98 15 Yes Yes Yes Yes Yes Yes Yes 5 0 22 16 10 48

24

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

T.Allahyar* Sekhat, Matiari* May-96 Feb-99 33 Yes Yes Yes Yes Yes Yes Yes 6 0 16 9 5 30 Sahib Sama* Feb-98 Jul-99 17 Yes Yes Yes Yes Yes Yes Yes 4 0 17 12 10 39 B.Khan Pathan Oct-98 Mar-99 4 Yes Yes Yes Yes Yes Yes Yes 5 0 15 10 8 33 K.K. Jamali, Hala

Apr-98 Nov-98 6 Yes Yes Yes Yes Yes Yes Yes 5 0 18 20 15 53

71 0 213 162 116 491 District Badin Ag.Colony, Badin*

Apr-99 Jul-01 27 Yes Yes Yes Yes Yes Yes Yes 5 0 20 16 13 49

N.Soomro, Badin*

Apr-96 Nov-98 31 Yes Yes Yes Yes Yes Yes Yes 5 0 12 8 7 27

K.Qasim, T.Bago*

Apr-96 Jan-98 21 Yes Yes Yes Yes Yes Yes Yes 5 0 15 11 8 34

L.B.Notkani, Badin*

Jan-98 Feb-99 13 Yes Yes Yes Yes Yes Yes Yes 4 0 13 11 10 34

Ali M.Khoso, Badin

Jun-98 Jan-99 7 Yes Yes Yes Yes Yes Yes Yes 5 0 22 18 14 54

Abdullah Junejo May-98 Mar-99 10 Yes Yes Yes Yes Yes Yes Yes 5 0 14 12 8 34 N.Muhallah, Matli

Jan-98 Mar-99 14 Yes Yes Yes Yes Yes Yes Yes 5 0 13 9 7 29

A.M. Bozdar Jan-98 Mar-99 13 Yes Yes Yes Yes Yes Yes Yes 5 0 21 18 17 56 D.Memon, T. Bago

Jun-98 Mar-99 9 Yes Yes Yes Yes Yes Yes Yes 5 0 13 8 5 26

44 0 143 111 89 343 District Dadu Lakha, Kotri* Feb-96 Feb-99 36 Yes Yes Yes Yes Yes Yes Yes 4 0 19 14 12 45 A.B. Shoro, Kotri*

Dec-97 Nov-98 11 Yes Yes Yes Yes Yes Yes Yes 4 0 22 15 10 47

Sikandarabad, Kotri

Dec-96 Feb-99 26 Yes Yes Yes Yes Yes Yes Yes 5 0 14 11 8 33

Khohar, T.B Khan

Dec-96 Dec-99 36 Yes Yes Yes Yes Yes Yes No 4 0 20 12 11 43

Saidabad, Sehwan*

Jun-97 Jun-99 24 Yes Yes Yes Yes Yes Yes Yes 4 0 21 14 12 47

Main Sehwan Dec-97 Nov-98 11 Yes Yes Yes Yes Yes Yes Yes 5 0 24 18 15 57

Appendix 3

25

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

B.K.Naich, Johi May-96 Oct-98 29 Yes Yes Yes Yes Yes Yes Yes 5 0 20 15 13 48 Murkh Pur, Dadu

May-97 Nov-98 18 Yes Yes Yes Yes Yes Yes Yes 5 0 18 27 30 75

Parya, K.N.Shah

Jan-98 Nov-98 10 Yes Yes Yes Yes Yes Yes Yes 5 0 65 32 22 119

B.K.G. Bago Dero*

Dec-98 Sep-99 9 Yes Yes Yes Yes Yes Yes Yes 4 0 16 12 11 39

Lakhair, K.N.Shah

Feb-97 Nov-98 20 Yes Yes Yes Yes Yes Yes Yes 5 0 28 33 12 73

S.C. Garho Thatta*

May-99 Jan-00 8 Yes Yes Yes Yes Yes Yes Yes 4 0 17 13 15 45

54 0 284 216 171 671 District Mirpur Khas Iqra, Mirpurkhas*

Jan-98 Dec-98 11 Yes Yes Yes Yes Yes Yes Yes 6 0 32 14 18 64

K.A.Lakha Shah*

Sep-97 Dec-98 14 Yes Yes Yes Yes Yes Yes Yes 5 0 8 12 10 30

Nasirabad, Kunri*

Sep-96 May-99 32 Yes Yes Yes Yes Yes Yes Yes 5 0 16 15 8 39

G.N. Shah, Pithro*

Jun-96 Jun-98 24 Yes Yes Yes Yes Yes Yes Yes 5 0 10 5 12 27

Gorchani* Sep-97 Nov-98 13 Yes Yes Yes Yes Yes Yes Yes 5 0 15 8 10 33 Mirwah Gorchani

Sep-97 Jun-98 8 Yes Yes Yes Yes Yes Yes Yes 6 0 14 8 5 27

A.Halepoto, Digri

May-97 Nov-98 18 Yes Yes Yes Yes Yes Yes Yes 6 0 16 10 4 30

A.Ahmedani, Digri

May-97 Nov-98 18 Yes Yes Yes Yes Yes Yes Yes 5 0 21 15 12 48

Kot G.Muhammad

May-98 Apr-99 11 Yes Yes Yes Yes Yes Yes Yes 5 0 40 32 63 135

K.Lal Deh Chhelaro

Sep-97 Jun-98 8 Yes Yes Yes Yes Yes Yes Yes 6 0 10 8 3 21

Bandio Soomro*

Feb-99 Jun-99 4 Yes Yes Yes Yes Yes Yes Yes 5 0 8 4 1 13

Kot G. Muhammad*

Jun-98 May-99 10 Yes Yes Yes Yes Yes Yes Yes 5 0 40 22 25 87

26

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

M. Khaskhely* Sep-97 Jun-98 8 Yes Yes Yes Yes Yes Yes Yes 5 0 12 8 10 30 M.H.Dars, Umer kot

Sep-97 Aug-98 10 Yes Yes Yes Yes Yes Yes Yes 5 0 10 15 8 33

A. Wahid Soomro

Feb-97 Aug-98 17 Yes Yes Yes Yes Yes Yes Yes 5 0 22 27 20 69

79 0 274 203 209 686 District Thar/Mithi Veejhani Oct-96 May-97 7 Yes Yes Yes Yes Yes No Yes 6 0 16 12 8 36 Kaloi Town* Dec-96 Jun-97 5 Yes Yes Yes Yes Yes Yes Yes 3 0 22 15 12 49 M.Rind, Umerkot

Dec-96 Jun-97 6 Yes Yes Yes Yes No No Yes 5 0 18 22 16 56

Halepota, N.Parkar

Dec-96 Jun-97 6 Yes Yes Yes Yes No Yes Yes 5 0 17 10 12 39

E. Dalali, Chachro

Dec-96 Nov-97 11 Yes Yes Yes Yes No No Yes 5 0 23 28 15 66

Rajoro, Chachro

Nov-96 Dec-98 25 Yes Yes Yes Yes No No Yes 5 0 15 30 12 57

Pillu, N.Parkar Oct-97 Apr-99 17 Yes Yes Yes Yes No Yes Yes 5 0 13 18 14 45 Warwai Jan-96 Nov-98 34 Yes Yes Yes Yes No No Yes 5 0 15 16 10 41 Lohana Para* Dec-96 Nov-98 23 Yes Yes Yes Yes Yes Yes Yes 5 0 54 32 22 108 Kot M.Muhammad*

Dec-96 Oct-98 22 Yes Yes Yes Yes Yes Yes Yes 5 0 19 21 15 55

Liakhro, Diplo* Sep-96 Nov-98 26 Yes Yes Yes Yes No Yes Yes 3 0 11 8 4 23 52 0 223 212 140 575 District Sanghar

Bhitt Bhittai, Khipro*

May-96 Nov-98 30 Yes Yes Yes Yes Yes Yes Yes 5 0 22 12 20 54

Sher Deh, Sinjhoro

Jan-99 Aug-99 6 Yes Yes Yes Yes Yes Yes Yes 5 0 14 12 8 34

S.Hawai, Sinjhoro

Jan-99 Nov-99 9 Yes Yes Yes Yes Yes Yes Yes 5 0 18 13 15 46

Salehabad T. Adam

Jun-96 Jul-97 13 Yes Yes Yes Yes Yes Yes Yes 6 0 15 24 13 52

Maldasi Shadadpur*

Jul-98 Jun-99 11 Yes Yes Yes Yes Yes Yes Yes 5 0 12 14 8 34

Appendix 3

27

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Jamaro, J.N.Ali Feb-98 Mar-99 13 Yes Yes Yes Yes Yes Yes Yes 5 0 18 10 7 35 31 0 99 85 71 255 District Nawabshah S.Qurban Ali Rind

Jun-97 Jan-00 31 Yes Yes Yes Yes Yes Yes Yes 6 0 10 14 8 32

P. Khan Chandio*

May-96 Nov-98 30 Yes Yes Yes Yes Yes Yes Yes 3 0 16 14 8 38

Gopch. Shadadpur

Feb-96 Nov-98 33 Yes Yes Yes Yes Yes Yes Yes 5 0 13 15 10 38

Chezal.Shahdadpur

Mar-96 Nov-97 20 Yes Yes Yes Yes Yes Yes Yes 6 0 26 32 16 74

K.M. Chandio Jan-98 Dec-98 11 Yes Yes Yes Yes Yes Yes Yes 5 0 12 11 9 32 Ghazi Khan Hote*

Oct-97 Oct-98 12 Yes Yes Yes Yes Yes Yes Yes 5 0 19 16 11 46

P.Magsi, Sakrand

Jul-98 Mar-99 8 Yes Yes Yes Yes Yes Yes Yes 5 0 36 22 18 76

Dostabad, Sakrand

Jun-98 Jan-99 6 Yes Yes Yes Yes Yes Yes Yes 5 0 26 24 14 64

Nath. Nawabshah*

May-98 Mar-99 9 Yes Yes Yes Yes Yes Yes Yes 2 0 25 14 12 51

Obhari Sawari* Jan-98 Dec-99 23 Yes Yes Yes Yes Yes Yes Yes 5 0 17 13 14 44 Sharif Uddin Mari

Jan-98 Dec-99 23 Yes Yes Yes Yes Yes Yes Yes 6 0 21 22 13 56

K.M.Mari Deh-19*

Apr-98 May-99 13 Yes Yes Yes Yes Yes Yes Yes 2 0 10 8 7 25

G.Hussain Mari May-98 Jan-99 7 Yes Yes Yes Yes No Yes Yes 5 0 14 14 10 38 60 0 245 219 150 614 District Naushahro Gul M. Bular May-96 Nov-98 30 Yes Yes Yes Yes Yes Yes Yes 6 0 26 31 28 85 M.Bux Abro* Feb-96 Dec-98 34 Yes Yes Yes Yes No Yes Yes 5 0 12 8 6 26 Jindo Kalhoro Mar-98 Dec-98 9 Yes Yes Yes Yes Yes Yes Yes 6 0 24 18 8 50 Shaikhani Apr-98 Feb-99 10 Yes Yes Yes Yes No Yes Yes 5 0 32 15 27 74 A.Deh Mahesar May-98 Feb-99 9 Yes Yes Yes Yes Yes Yes Yes 6 0 8 7 4 19 Kaman Mahesar*

Apr-98 Nov-98 7 Yes Yes Yes Yes Yes Yes Yes 5 0 14 15 10 39

L.K. Korejo, Nov-97 Feb-99 14 Yes Yes Yes Yes Yes Yes Yes 5 0 11 8 7 26

28

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Moro* New Jatoi, Moro

Jul-98 Feb-99 7 Yes Yes Yes Yes Yes Yes Yes 5 0 25 14 9 48

M.Dahri, N.Feroze

Jun-98 Dec-98 5 Yes Yes Yes Yes Yes Yes Yes 6 0 12 7 8 27

Rajper, N. Feroze

Jan-98 Nov-98 10 Yes Yes Yes Yes Yes Yes Yes 6 0 17 11 9 37

Noor M. Rajper*

Jun-98 Feb-99 8 Yes Yes Yes Yes Yes Yes Yes 5 0 13 9 5 27

Mashori, N.Feroze*

Feb-98 Jan-99 11 Yes Yes Yes Yes Yes Yes Yes 5 0 14 10 8 32

65 0 208 153 129 490 District Khairpur

D.Sharif, Gambat*

May-96 Nov-98 30 Yes Yes Yes Yes Yes Yes Yes 6 0 28 32 14 74

Dabbar, Khairpur

Nov-97 Oct-98 10 Yes Yes Yes Yes Yes Yes Yes 6 0 44 42 36 122

W.Wahan, Khairpur

Dec-97 Nov-98 11 Yes Yes Yes Yes Yes Yes Yes 6 0 26 29 16 71

Pir-Jo-Goth, Kingri

Dec-96 Dec-98 24 Yes Yes Yes Yes Yes Yes Yes 6 0 24 25 42 91

Kot D.Shah, Kingri

Jan-97 Dec-98 23 Yes Yes Yes Yes Yes Yes Yes 6 0 28 30 15 73

P. Deh Nur Pur Jan-98 Dec-98 10 Yes Yes Yes Yes Yes Yes Yes 6 0 26 28 19 73 M.Jamro, Gambat*

Jul-98 Dec-98 5 Yes Yes Yes Yes Yes Yes Yes 5 0 20 22 18 60

M.Katohar, Kot Digi

Dec-97 Dec-98 11 Yes Yes Yes Yes Yes Yes Yes 6 0 24 14 12 50

M.Solangi, Kot Digi

Dec-97 Jun-99 17 Yes Yes Yes Yes Yes Yes Yes 6 0 42 54 36 132

M. Khan Narejo Apr-98 Dec-98 8 Yes Yes Yes Yes No Yes Yes 6 0 16 12 14 42 W.Nawaz, Mirwah

Nov-97 Dec-98 13 Yes Yes Yes Yes Yes Yes Yes 6 0 28 26 28 82

D.Goth Sofi F.Ganj*

Feb-98 Dec-98 10 Yes Yes Yes Yes Yes Yes Yes 5 0 14 12 8 34

Appendix 3

29

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Faqirabad, Nara

Aug-98 May-99 8 Yes Yes Yes Yes No No Yes 6 0 35 18 16 69

76 0 355 344 274 973 District Sukkur Zangejo, Pano Akil

Mar-96 Nov-98 32 Yes Yes Yes Yes Yes Yes Yes 6 0 42 48 35 125

Arrore, Rohri* Mar-96 Feb-99 35 Yes Yes Yes Yes Yes Yes Yes 5 0 22 11 14 47 Rahuja, Sukkur Apr-98 Dec-98 7 Yes Yes Yes Yes Yes Yes Yes 5 0 32 18 30 80 Main Pano Akil May-98 Dec-98 7 Yes Yes Yes Yes Yes Yes Yes 6 0 46 45 92 183 Main Pano Akil (g)*

May-98 Nov-98 6 Yes Yes Yes Yes Yes Yes Yes 5 0 99 92 84 275

27 0 241 214 255 710 District Ghotki Changlani, Ghotki*

Mar-96 Apr-98 25 Yes Yes Yes Yes Yes Yes Yes 5 0 28 22 25 75

R. Wali, Ghotki Dec-97 Nov-98 10 Yes Yes Yes Yes Yes Yes Yes 5 0 52 40 46 138 P. A. Shah, Ghotki

Dec-97 Sep-98 8 Yes Yes Yes Yes Yes Yes Yes 5 0 26 30 14 70

Gangi, Ghotki* Dec-97 Dec-98 11 Yes Yes Yes Yes Yes Yes Yes 5 0 38 28 21 87 Pir B. Pitafi, Ghotki*

Dec-97 Dec-98 12 Yes Yes Yes Yes Yes Yes Yes 5 0 22 16 24 62

25 0 166 136 130 432 District Shikarpur Kot A. Muhammad*

Apr-98 Jun-99 14 Yes Yes Yes Yes Yes Yes Yes 6 0 40 22 16 78

J.Dero, G.Yaseen*

Jun-96 Feb-99 32 Yes Yes Yes Yes Yes Yes Yes 5 0 32 41 22 95

Ruk, Garhi Yaseen*

Dec-98 Jan-00 13 Yes Yes Yes Yes Yes Yes Yes 5 0 16 14 10 40

16 0 88 77 48 213 District Jacobabad Pathan Jacobabad*

Oct-96 Feb-99 28 Yes Yes Yes Yes Yes Yes Yes 5 0 12 8 7 27

SForce, Jacobabad

Dec-96 Feb-99 26 Yes Yes Yes Yes Yes Yes Yes 6 0 22 18 15 55

P.Bagh Jan-97 Feb-99 25 Yes Yes Yes Yes Yes Yes Yes 6 0 19 15 16 50

30

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Muhalla* G.Khairo Dec-96 Jan-99 25 Yes Yes Yes Yes Yes Yes Yes 6 0 9 7 4 20 J.Pur, Garhi Khairo

Dec-96 Jan-99 25 Yes Yes Yes Yes Yes Yes Yes 6 0 15 12 9 36

P.B.Noonari, Thull*

Oct-96 Jun-99 32 Yes Yes Yes Yes Yes Yes Yes 6 0 18 15 10 43

Sultan Sarki, Thull

Dec-96 Mar-99 27 Yes Yes Yes Yes Yes Yes Yes 6 0 14 11 8 33

A. Shar Sarki, Thull

Jan-97 Mar-99 26 Yes Yes Yes Yes Yes Yes Yes 6 0 16 10 7 33

H.A.Karim Noonari*

May-97 Apr-99 23 Yes Yes Yes Yes Yes Yes Yes 5 0 9 7 6 22

Karampur, K.Kot

Dec-96 Mar-99 27 Yes Yes Yes Yes Yes Yes Yes 6 0 26 18 11 55

M.Suhrab, K.Kot

Jan-97 Mar-99 26 Yes Yes Yes Yes No Yes Yes 6 0 26 19 12 57

Mahar, Kashmore

Dec-96 Jun-99 30 Yes Yes Yes Yes Yes Yes Yes 6 0 22 15 10 47

Jakrani, Kashmore

Jan-97 Mar-99 26 Yes Yes Yes Yes Yes Yes Yes 6 0 13 9 5 27

76 0 221 164 120 505 District Larkana Jumo Agham* May-96 Nov-98 30 Yes Yes Yes Yes Yes Yes Yes 6 0 15 14 8 37 P.Goth, Ratodero

Jan-98 Dec-98 11 Yes Yes Yes Yes Yes Yes Yes 6 0 22 16 18 56

G.Siyal, Ratodero

May-98 Mar-99 10 Yes Yes Yes Yes Yes Yes Yes 6 0 14 8 4 26

Kalhoro, Mirokhan

May-98 Jan-99 8 Yes Yes Yes Yes Yes Yes Yes 5 0 15 20 8 43

Seelra, S.Kot* Feb-96 Aug-98 30 Yes Yes Yes Yes Yes Yes Yes 6 0 16 15 14 45 B.Brohi, S.Kkot Oct-97 Aug-98 10 Yes Yes Yes Yes Yes Yes Yes 5 0 15 14 9 38 Dedar, Kamber Jan-96 May-98 28 Yes Yes Yes Yes Yes Yes Yes 6 0 10 8 3 21 New Gud, Dokri Dec-98 Jun-99 5 Yes Yes Yes Yes Yes Yes Yes 6 0 25 15 12 52 H.Wahan, Dokri Dec-98 Sep-99 8 Yes Yes Yes Yes Yes Yes Yes 6 0 17 12 10 39 U.C Ber, Kamber

May-98 Feb-99 9 Yes Yes Yes Yes Yes Yes Yes 5 0 82 41 38 161

Appendix 3

31

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

B.Lakha, Kamber

Feb-98 Dec-98 9 Yes Yes Yes Yes Yes Yes Yes 5 0 15 14 12 41

Nasirabad, Warrah

Jan-99 Jun-99 5 Yes Yes Yes Yes Yes Yes Yes 5 0 35 40 45 120

G.Khhawar, Warrah

Aug-98 Feb-99 6 Yes Yes Yes Yes Yes Yes Yes 5 0 28 22 15 65

F.Shaikh, Kamber

Apr-98 Nov-98 7 Yes Yes Yes Yes Yes Yes Yes 5 0 18 14 11 43

W.Wahan, Dokri*

Jun-98 Nov-98 4 Yes Yes Yes Yes Yes Yes Yes 5 0 11 14 8 33

Ihsan Wahan, Dokri

Mar-98 Jun-99 14 Yes Yes Yes Yes Yes Yes Yes 5 0 27 35 12 74

S. Bhutto, Kamber

Aug-98 Feb-99 6 Yes Yes Yes Yes Yes Yes Yes 6 0 16 20 11 47

A.K.Unar, Dokri Jan-98 Jun-99 17 Yes Yes Yes Yes Yes Yes Yes 6 0 36 16 22 74 Uner, Dokri* Jan-98 May-99 16 Yes Yes Yes Yes Yes Yes Yes 5 0 12 9 5 26 B. Karira, Dokri Jun-98 Jan-99 6 Yes Yes Yes Yes Yes Yes Yes 5 0 13 11 8 32 Fareedabad, Dokri

Apr-99 Oct-99 6 Yes Yes Yes Yes Yes Yes Yes 5 0 46 57 38 141

Mad Bahoo, Dokri

Oct-98 Nov-98 0 Yes Yes Yes Yes Yes Yes Yes 5 0 18 14 16 48

119 0 506 429 327 1262 Balochistan District Quetta K.Kateer Kuchlak*

Jan-95 1995 11 Yes Yes Yes No Yes No Yes 7 2 40 29 15 84

N.Bakhsh Sumalani

Jan-95 1995 11 Yes Yes Yes No No No Yes 5 2 6 12 8 26

M. Khan Panjpai*

Apr-98 1998 8 Yes Yes Yes No No No Yes 3 2 15 10 8 33

Kakar Colony * Oct-95 1996 14 Yes Yes Yes No Yes Yes Yes 6 2 11 9 9 29 Mian Ghundi* Oct-95 1996 14 Yes Yes Yes No Yes No Yes 7 2 9 3 2 14 Killi Umar* May-96 1996 7 Yes Yes Yes No Yes Yes Yes 8 2 40 13 26 79 Rindozai Aghbarg*

Sep-96 1997 15 Yes Yes Yes No Yes Yes Yes 5 2 3 3 3 9

Rind Garh Boys Sep-96 1997 15 Yes Yes Yes No Yes Yes Yes 7 2 22 24 10 56

32

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

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Rind Garh Girls*

Apr-98 1998 8 No. Yes Yes No Yes Yes Yes 4 2 15 4 7 26

S. Karez Kirani *

Jan-96 1996 11 Yes Yes Yes No No No Yes 6 2 8 5 4 17

Jinnah Town * Dec-96 1997 12 Yes Yes Yes No Yes Yes Yes 19 2 223 146 135 504 77 22 392 258 227 877 District Q. Abdullah Mezai Ada Apr-95 1995 8 Yes Yes Yes No Yes Yes Yes 7 2 59 39 30 128 Dasora Karez Feb-95 1995 10 Yes Yes Yes No Yes Yes Yes 4 2 6 5 2 13 Haji Ismail Oct-95 1996 14 Yes Yes Yes No No Yes Yes 4 2 28 12 27 67 Dolatabad * Jan-96 1996 11 Yes Yes Yes No Yes Yes Yes 5 2 14 30 16 60 Sui Karez* Dec-96 1997 12 Yes Yes Yes No No No Yes 3 2 − − − − Haji Kulak Baik* Nov-96 1997 13 Yes Yes Yes No No No Yes 2 2 2 2 3 7 GGMS Pir Alizai*

Mar-96 1998 21 Yes Yes Yes No Yes Yes Yes 1 2 0 2 0 2

26 14 109 90 78 277 District Pishin Mughtian* Feb-95 1995 10 Yes Yes Yes No Yes Yes Yes 7 2 15 24 13 52 Murgha Zakariazai*

Feb-95 1995 10 Yes Yes Yes No No No Yes 7 2 21 21 13 55

Shabuk Narin Oct-95 1996 14 Yes Yes Yes No No No Yes 5 2 3 2 2 7 S. Khanai* Jan-96 1996 11 Yes Yes Yes No No No Yes 7 2 17 1 0 18 Khuda-e-Dad Zai

Oct-95 1996 14 Yes Yes Yes No Yes Yes Yes 7 2 13 16 15 44

Zarghoon* Sep-96 1997 15 Yes Yes Yes No Yes Yes Yes 7 2 9 9 5 23 Karbala * Sep-96 1997 15 Yes Yes Yes No Yes Yes Yes 6 2 8 3 4 15 Katkezai* May-96 1997 19 Yes Yes Yes No No No Yes 6 2 8 3 0 11 Sharan* May-96 1997 19 Yes Yes Yes No No No Yes 7 2 30 22 13 65 59 18 124 101 65 290 District Chagai Pishuk Feb-95 1995 10 Yes Yes Yes No No No Yes 7 2 7 6 5 18 Badal Karez* Oct-95 1996 14 Yes Yes Yes No Yes Yes Yes 6 2 − − − − Chagai* Jan-96 1996 11 Yes Yes Yes No No No Yes 3 2 14 0 0 14 Ahmedwal* May-96 1996 7 Yes Yes Yes No Yes Yes Yes 6 2 30 16 6 52 Gorgage Feb-97 1997 10 Yes Yes Yes No No No Yes 7 2 6 5 3 14

Appendix 3

33

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

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Taftan Jun-02 2002 6 Yes Yes Yes No Yes Yes Yes 5 2 − − − − Asiaban* Mar-98 1998 9 Yes Yes Yes No Yes Yes Yes 6 2 17 3 0 20 Kishingi* Mar-98 1998 9 Yes Yes Yes No Yes No Yes 7 2 3 0 0 3 47 16 77 30 14 121 District Qila Saifullah Talri Mohd. Jan*

Dec-96 1995 12 Yes Yes Yes No No No No 2 2 − − − −

Loi Karez* Nov-95 1996 13 Yes Yes Yes No Yes Yes Yes 7 2 7 0 0 7 Akhtarzai May-96 1997 19 Yes Yes Yes No Yes No Yes 6 2 7 4 5 16 Koz Kach* Oct-96 1997 14 Yes Yes Yes No No No No 2 2 − − − − 17 8 14 4 5 23 District Loralai Shah Karez Dec-94 1995 12 Yes Yes Yes No Yes No Yes 7 2 14 12 8 34 N.Machli Duki Nov-95 1996 13 Yes Yes Yes No No No Yes 7 2 3 4 0 7 Shabozai* Apr-98 1998 8 Yes Yes Yes No No No Yes 7 2 5 1 5 11 Ward No. 15* May-96 1996 7 Yes Yes Yes No Yes No Yes 7 2 14 7 7 28 Nasir Abad* May-96 1996 7 Yes Yes Yes No No No Yes 7 2 3 3 5 11 35 10 39 27 25 91 District M. K. Bazar Toi Sar Mar-95 1995 9 Yes Yes Yes No No No Yes 7 2 8 6 7 21 Karkana* Nov-96 1997 13 Yes Yes Yes No No Yes Yes 7 2 2 2 3 7 Dakian Sep-96 1997 15 Yes Yes Yes No No No Yes 7 2 6 5 6 17 Rarasham* Mar-98 1998 9 Yes Yes Yes No Yes Yes Yes 7 2 24 18 19 61 28 8 40 31 35 106 District Zhob Appozai * Mar-95 1995 9 Yes Yes Yes No Yes Yes Yes 7 2 11 8 6 25 Asghar Tangi Nov-95 1996 13 Yes Yes Yes No Yes No Yes 7 2 25 15 8 48 Sailana Zhob Jan-96 1996 11 Yes Yes Yes No No No Yes 7 2 1 2 2 5 Hassan Zai* Aug-96 1997 16 Yes Yes Yes No No No Yes 7 2 5 2 1 8 28 8 42 27 17 86 District Sibi Kurak* Dec-94 1995 12 Yes Yes Yes No Yes Yes Yes 7 2 11 6 6 23 Zardaloo Nov-95 1996 13 Yes Yes Yes No Yes Yes Yes 6 2 15 8 7 30 Mal Chandia* Jan-96 1996 11 Yes Yes Yes No Yes Yes Yes 7 2 4 7 2 13 Shahrag* Sep-97 1998 15 Yes Yes Yes No Yes Yes Yes 6 2 8 5 0 13

34

Appendix 3

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Mon

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Dehpal Kalan* Mar-98 1998 9 Yes Yes Yes No Yes Yes Yes 6 2 13 5 0 18 32 10 51 31 15 97 District Kohlu Oryani* Dec-94 1995 12 Yes Yes Yes No Yes Yes Yes 7 2 15 14 5 34 Wadera Karim Dad

Nov-95 1996 13 Yes Yes Yes No Yes Yes Yes 7 2 14 14 10 38

14 4 29 28 15 72 District Barkhan Kurva Mar-95 1995 9 Yes Yes Yes No No No Yes 4 2 8 5 6 19 K. Khair Mohd Nov-95 1996 13 Yes Yes Yes No No No Yes 7 2 3 3 3 9 Basti Azeem* May-96 1996 7 Yes Yes Yes No Yes Yes Yes 3 2 3 4 3 10 14 6 14 12 12 38 District Ziarat Lowar Kech Dec-94 1995 12 Yes Yes Yes No No No Yes 7 2 12 19 7 38 Baba Kharwari Nov-95 1996 13 Yes Yes Yes No No No Yes 7 2 17 10 3 30 Gogi* May-96 1997 19 Yes Yes Yes No Yes No Yes 7 2 6 6 4 16 21 6 35 35 14 84 District Dera Bugti Sham Khairan* Jan-96 1996 11 Yes Yes Yes No No No Yes 3 2 6 3 0 9 Malam* Sep-97 1998 15 Yes Yes Yes No No No Yes 6 2 5 2 0 7 9 4 11 5 0 16 District Naseerabad Chattar* Apr-95 1995 8 Yes Yes Yes No Yes Yes Yes 7 2 7 3 5 15 Tamboo* Nov-95 1996 13 Yes Yes Yes No Yes Yes Yes 8 2 8 20 10 38 15 4 15 23 15 53 District Jafarabad Cattle Farm Apr-95 1995 8 Yes Yes Yes No No No Yes 7 2 29 37 32 98 Goth Ghulam Mohd*

Nov-95 1996 13 Yes Yes Yes No No Yes Yes 7 2 18 11 15 44

Adam Pur* May-96 1996 7 Yes Yes Yes No Yes Yes Yes 7 2 9 9 8 26 Khan Pur* Nov-96 1997 13 Yes Yes Yes No Yes Yes Yes 7 2 7 8 7 22 A.Magsi Manjothi

Nov-96 1997 13 Yes Yes Yes No Yes No Yes 7 2 24 14 14 52

Sohbat Pur* Dec-94 1995 12 Yes Yes Yes No Yes Yes Yes 6 2 21 22 14 57 41 12 108 101 90 299

Appendix 3

35

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

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District Bolan Mashkaf* Dec-94 1995 12 Yes Yes Yes No Yes Yes Yes 6 2 10 5 4 19 Chalgari Nov-96 1997 13 Yes Yes Yes No Yes Yes Yes 7 2 6 5 6 17 Notal* Nov-96 1997 13 Yes Yes Yes No Yes Yes Yes 7 2 5 4 5 14 Awal Hashim Nov-96 1997 13 Yes Yes Yes No No No Yes 7 2 Population migrated Sumalani Mach*

Mar-98 1999 21 Yes Yes Yes No Yes Yes Yes 7 2 6 4 3 13

34 10 27 18 18 63 District Jhal Magsi Shambani* Dec-94 1995 12 Yes Yes Yes No Yes No Yes 7 2 12 14 6 32 Mitho Nov-95 1996 13 Yes Yes Yes No Yes No Yes 7 2 10 10 7 27 Shah Mir Khan Nov-96 1997 13 Yes Yes Yes No Yes No Yes 7 2 18 10 11 39 21 6 40 34 24 98 District Kalat Mand-e-Haji* Jan-95 1995 11 Yes Yes Yes No Yes Yes Yes 7 2 16 7 8 31 Khuda Bukhsh Zai

Oct-95 1996 14 Yes Yes Yes No No No Yes 5 2 8 0 2 10

Hajika* Jan-96 1996 11 Yes Yes Yes No Yes Yes Yes 7 2 6 2 3 11 Garani Nov-96 1997 13 Yes Yes Yes No Yes No Yes 7 2 14 4 3 21 Mohd. Tawa Nov-96 1997 13 Yes Yes Yes No No No Yes 6 2 6 2 2 10 Malghazar* Apr-98 1998 8 Yes Yes Yes No Yes Yes Yes 7 2 5 7 6 18 39 12 55 22 24 101 District Khuzdar

Nogh-e-Hinar Jan-95 1995 11 Yes Yes Yes No Yes Yes Yes 7 2 15 18 16 49 Karkh* Nov-95 1996 13 Yes Yes Yes No No No Yes 4 2 − − − − Lad Zedi* Jan-95 1996 23 Yes Yes Yes No Yes Yes Yes 5 2 2 4 1 7 Garesha* Nov-96 1997 13 Yes Yes No Yes Yes Yes 3 2 − − − − Noor Gama Zehri*

Nov-96 1997 13 Yes Yes Yes No Yes Yes Yes 5 2 5 5 6 16

A.Karim Lop Wadh

Nov-96 1997 13 Yes Yes Yes No No Yes Yes 6 2 3 0 0 3

Balbal Zehri* Mar-98 1998 9 Yes Yes Yes No Yes Yes Yes 2 2 8 0 0 8 32 14 33 27 23 83 District Mastung

36

Appendix 3

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Mon

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Ishkana* Jan-95 1995 11 Yes Yes Yes No Yes Yes Yes 7 2 12 9 10 31 Dringarh* Nov-95 1996 13 Yes Yes Yes No No Yes Yes 7 2 14 7 12 33 Kirdgap* Jan-96 1996 11 Yes Yes Yes No Yes Yes Yes 7 2 15 17 6 38 Kanak* May-96 1996 7 Yes Yes Yes No Yes Yes Yes 7 2 17 12 20 49 Juma Dasht Nov-95 1996 13 Yes Yes Yes No No No Yes 7 2 10 8 2 20 Abad* Mar-98 1998 9 Yes Yes Yes No No No Yes 7 2 7 5 0 12 42 12 75 58 50 183 District Bela Winder* Jan-96 1996 11 Yes Yes Yes No Yes Yes Yes 5 2 39 21 16 76 Gadoor Nov-95 1996 13 Yes Yes Yes No Yes Yes Yes 5 2 12 10 16 38 Notani* May-96 1996 7 Yes Yes Yes No Yes Yes Yes 6 2 10 11 10 31 Somiani* Mar-98 1998 9 Yes Yes Yes No Yes Yes Yes 4 2 13 6 3 22 20 8 74 48 45 167 District Awaran

Buzdad Nov-95 1996 13 Yes Yes Yes No No No Yes 7 2 13 12 8 33 Hore Nov-96 1997 13 Yes Yes Yes No No Yes Yes 6 2 8 8 6 22 Gajjar* Jan-95 1995 11 Yes Yes Yes No No No Yes 3 2 55 31 29 115 16 6 76 51 43 170 District Kharan

Sur Plintak Nov-95 1996 13 Yes Yes Yes No No Yes Yes 2 2 10 6 3 19 Mashkail* May-96 1996 7 Yes Yes Yes No Yes Yes Yes 3 2 5 0 0 5 Nourozabad* Apr-98 1998 8 Yes Yes Yes No Yes Yes Yes 1 2 10 11 0 21 6 6 25 17 3 45 District Kech Shahi Tump* Dec-94 1995 12 Yes Yes Yes No Yes Yes Yes 7 2 77 36 26 139 Dannuk Bazar* Dec-94 1995 12 Yes Yes Yes No Yes No Yes 7 2 38 41 21 100 Ginna Dec-94 1995 12 Yes Yes Yes No No No Yes 7 2 26 22 15 63 Solo Buleda* Oct-95 1996 14 Yes Yes Yes No No Yes Yes 3 2 40 21 12 73 Dehat Oct-95 1996 14 Yes Yes Yes No No No Yes 7 2 17 6 15 38 Kosh Kalat* Oct-95 1996 14 Yes Yes Yes No Yes Yes Yes 6 2 62 34 21 117 Nazar Abad* Jan-96 1997 23 Yes Yes Yes No No Yes Yes 5 2 34 22 0 56 Degari Kahan* Jan-96 1996 11 Yes Yes Yes No No Yes Yes 4 2 21 26 26 73 Pedark* May-96 1996 7 Yes Yes Yes No No No Yes 5 2 19 25 0 44

Appendix 3

37

Civil Works Provision of Number of Staff Students in Each

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Shahrak* May-96 1996 7 Yes Yes Yes No No Yes Yes 4 2 36 0 0 36 Khudan* May-96 1996 7 Yes Yes Yes No No Yes Yes 0 2 22 14 7 43 Soro Mand* Sep-96 1997 15 Yes Yes Yes No No Yes Yes 1 2 33 14 10 57 Ginnah* Sep-96 1997 15 Yes Yes Yes No No No Yes 5 2 42 27 18 87 Mehnaz Buleda*

Mar-98 1998 9 Yes Yes Yes No No Yes Yes 1 2 56 26 21 103

62 28 523 314 192 1029 District Panjgur Malik Abad* Jan-95 1995 11 Yes Yes Yes No Yes Yes Yes 6 2 15 10 16 41 Gharib Abad Tasp*

Mar-95 1995 9 Yes Yes Yes No Yes Yes Yes 6 2 25 35 22 82

Bonistan* Oct-95 1996 14 Yes Yes Yes No No Yes Yes 4 2 18 22 19 59 Rahi Nagoor Oct-95 1996 14 Yes Yes Yes No No No Yes 7 2 4 5 5 14 Kahan Zangi* Jan-96 1996 11 Yes Yes Yes No No Yes Yes 6 2 25 20 14 59 Sri Koran* May-96 1996 7 Yes Yes Yes No No Yes Yes 6 2 19 10 8 37 Gichk May-96 1996 7 Yes Yes Yes No No Yes Yes 7 2 3 2 3 8 H. Ghazi Sordo*

Jan-95 1995 11 Yes Yes Yes No No Yes Yes 6 2 15 16 0 31

48 16 124 120 87 331 District Gwadar Mula Band* Oct-95 1996 14 Yes Yes Yes No Yes Yes Yes 7 2 70 37 28 135 Putan Oct-95 1996 14 Yes Yes Yes No No No Yes 5 2 1 0 2 3 Gabd May-96 1996 7 Yes Yes Yes No No No Yes 6 2 30 9 16 55 Pishkan* Sep-96 1997 15 Yes Yes Yes No No No Yes 2 2 21 6 2 29 Sur Bandar* Mar-98 1998 9 Yes Yes Yes No Yes Yes Yes 4 2 30 9 16 55 24 10 152 61 64 277 NWFP District Abbottabad Nardoba Dec-97 Jul-98 7 Yes Yes Yes Yes Yes Yes Yes 7 2 28 24 20 72 Dabban Jul-98 Apr-99 9 Yes Yes Yes Yes No Yes Yes 7 2 32 22 26 80 Sajikot* Dec-97 Sep-98 9 Yes Yes Yes Yes Yes Yes Yes 7 2 45 40 30 115 B. Atai Khan* Dec-97 Sep-98 9 Yes Yes Yes Yes Yes Yes Yes 7 2 38 28 24 90 Chandu Mera* Dec-97 Jul-98 8 Yes Yes Yes Yes Yes Yes Yes 7 2 25 20 15 60 Ban* Dec-97 Aug-98 9 Yes Yes Yes Yes Yes Yes Yes 7 2 30 25 20 75 Thariyati* Dec-97 Dec-98 12 Yes Yes Yes Yes Yes Yes Yes 7 2 45 35 35 115

38

Appendix 3

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Aziz Bang* Nov-97 Apr-98 5 Yes Yes Yes Yes Yes Yes Yes 7 2 30 20 15 65 Malsa* Oct-00 Mar-01 4 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Namal* Nov-00 Aug-01 9 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Bandi Atai Khan

Dec-97 Sep-98 9 Yes Yes Yes Yes Yes Yes Yes 7 2 38 28 24 90

Jaffar Oct-00 Jul-01 9 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Deedal Nov-01 Sep-02 10 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Bandi Pir Khan* Nov-00 Aug-01 9 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 63 28 311 242 209 762 District Batgram Kuza Banda* Nov-98 Sep-99 10 Yes Yes Yes Yes Yes Yes Yes 2 2 10 8 6 24 Shangli Payeen*

Nov-96 Jul-97 8 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0

Hotel Dheshan* Dec-96 Aug-97 8 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Shamli* Jan-98 Nov-99 22 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Nilishang* Feb-99 Jun-01 28 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 G.Mohd. Abad* Feb-99 Apr-01 26 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Matta Maidan* Feb-99 Dec-01 34 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Bana Apr-99 Jun-01 27 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Nowshera Nov-96 Jul-97 8 Yes Yes Yes Yes Yes Yes Yes 7 2 15 8 7 30 Dishwal Mar-01 Jan-02 10 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 9 20 25 16 13 54 District Haripur

Sari Mar-99 Dec-00 20 Yes Yes Yes Yes No Yes Yes 3 2 35 30 20 85 Sumbal Mohri Jul-96 May-97 10 Yes Yes Yes Yes Yes Yes Yes 7 2 45 40 35 120 Kohala Bala Sep-97 Jul-98 10 Yes Yes Yes Yes No Yes Yes 6 2 36 20 30 86 Jati Pind* Dec-96 Feb-97 3 Yes Yes Yes Yes Yes Yes Yes 7 2 40 35 30 105 Baghpur Dheri* Feb-96 Jan-97 11 Yes Yes Yes Yes No No Yes 2 2 35 30 25 90 Salam Khand* Dec-96 Aug-97 8 Yes Yes Yes Yes Yes Yes Yes 5 2 18 12 10 40 Kriplian* Jan-97 Nov-97 10 Yes Yes Yes Yes Yes Yes Yes 2 2 8 6 4 18 Chantary* Apr-99 Aug-99 4 Yes Yes Yes Yes Yes Yes Yes 2 2 15 10 9 34 Kohala Bala* Apr-99 Dec-99 8 Yes Yes Yes Yes No Yes Yes 2 2 16 12 10 38 Nilor Maira* Feb-99 Nov-99 9 Yes Yes Yes Yes Yes Yes Yes 5 2 30 20 15 65 Khidu Pinju* Apr-99 Dec-99 8 Yes Yes Yes Yes Yes Yes No 2 2 10 8 5 23

Appendix 3

39

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Bail* Apr-01 Mar-02 11 Yes Yes Yes Yes Yes Yes No 3 2 15 10 8 33 46 24 303 233 201 737 District Mansehra Rearh Oct-95 Oct-96 12 Yes Yes Yes Yes No No Yes 4 2 30 25 20 75 Phulan Kiri Oct-97 Jun-98 8 Yes Yes Yes Yes No Yes Yes 4 2 20 15 15 50 Battang Jul-97 Mar-98 8 Yes Yes Yes Yes Yes Yes Yes 4 2 25 15 10 50 More Baffa May-98 Oct-00 29 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Chanja Apr-01 May-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Kandar Jun-01 Jun-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Bratt* Nov-96 Nov-98 24 Yes Yes Yes Yes Yes Yes Yes 3 2 20 15 10 45 Moorat Maira* Apr-98 Nov-98 7 Yes Yes Yes Yes Yes Yes Yes 2 2 15 12 10 37 Hasoori* Feb-98 Feb-99 12 Yes Yes Yes Yes Yes Yes Yes 3 2 30 15 20 65 Sangar* Jun-97 Feb-99 20 Yes Yes Yes Yes Yes Yes Yes 4 2 35 30 25 90 Balhaq Payeen*

Mar-01 Nov-01 8 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0

Basund* Apr-01 Feb-02 10 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Tatar* Sep-00 Jan-02 17 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Mohayan* Oct-00 Dec-01 14 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Chinar Kot* Jan-01 Nov-01 10 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 24 30 175 127 110 412 District Kohistan Shatial Jan-97 Aug-98 19 Yes Yes Yes Yes No Yes Yes 6 2 15 12 10 37 Shalkan Abad Apr-96 Aug-97 16 Yes Yes Yes Yes No Yes Yes 6 2 25 20 16 61 Bar Bela Jalkot Apr-99 May-01 25 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Doga Apr-99 May-01 26 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Qilla Kulay Feb-96 Aug-98 30 Yes Yes Yes Yes No Yes Yes 6 2 15 12 10 37 Kundal Apr-97 Feb-99 22 Yes Yes Yes Yes No No Yes 5 2 10 8 9 27 Kuz Killi May-97 Apr-99 23 Yes Yes Yes Yes No Yes Yes 6 2 35 25 20 80 Guli Bagh May-96 Aug-98 27 Yes Yes Yes Yes No Yes Yes 4 2 10 6 5 21 33 16 110 83 70 263 District Karak Ghundi Killa* Aug-96 May-97 9 Yes Yes Yes Yes Yes Yes Yes 7 2 50 45 40 135 Mirza Khel* Jul-98 Jun-99 11 Yes Yes Yes Yes Yes Yes Yes 7 2 45 45 40 130 Bazid Khel* Aug-97 Feb-98 6 Yes Yes Yes Yes Yes Yes Yes 7 2 40 45 35 120 Mombati* Aug-97 Jan-98 5 Yes Yes Yes Yes Yes Yes Yes 7 2 40 35 25 100

40

Appendix 3

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Mandar Killi* Nov-97 Apr-98 5 Yes Yes Yes Yes Yes Yes Yes 7 2 15 12 10 37 Tanga Zany* Feb-01 Jun-01 5 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Sirat Khel* Jun-96 Jun-97 12 Yes Yes Yes Yes No Yes Yes 7 2 25 25 20 70 Kamali Banda* Feb-01 Jul-01 6 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Charpara* Mar-01 Sep-01 6 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Mona Khel Aug-00 Jan-01 4 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 W.M.Hassain Khel

Aug-00 Dec-00 4 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Biland Killi Nov-98 Jun-99 7 Yes Yes Yes Yes Yes Yes Yes 7 2 45 45 35 125 Yaqoobi Killi Aug-97 Jun-98 10 Yes Yes Yes Yes Yes Yes Yes 7 2 60 50 50 160 Palosa Kimari Aug-97 Feb-98 6 Yes Yes Yes Yes Yes Yes No 7 2 55 65 35 155 Barbara Oct-01 Oct-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Shagi Oct-01 Oct-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Zarin Killi Oct-01 Jan-02 4 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Anar Banda Oct-01 Oct-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 63 36 375 367 290 1032 District Kohat Boraka Apr-96 Apr-97 12 Yes Yes Yes Yes No No Yes 3 2 30 25 20 75 Kandar Aug-96 Feb-97 6 Yes Yes Yes Yes Yes Yes Yes 4 2 40 35 25 100 Ghushal Garh Dec-98 Jul-99 8 Yes Yes Yes Yes Yes Yes Yes 5 2 35 30 25 90 C. Mitta Khan Jan-99 Oct-99 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Barghadi Kalan Dec-98 Sep-99 9 Yes Yes Yes Yes Yes Yes Yes 4 2 20 15 10 45 Hussain Abad* Nov-98 Mar-00 16 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Rehman Abad* Nov-99 Aug-00 9 Yes Yes Yes Yes No No Yes 3 2 30 25 20 75 Tappi* Nov-96 Dec-97 13 Yes Yes Yes Yes Yes Yes Yes 6 2 30 20 15 65 Khadra Khel* Aug-96 Aug-97 12 Yes Yes Yes Yes Yes Yes Yes 2 2 10 8 6 24 Parshai* Aug-97 Aug-98 12 Yes Yes Yes Yes Yes Yes Yes 3 2 15 10 6 31 Parachgan* Feb-01 Sep-01 7 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 30 22 210 168 127 505 District Hangu Shina Wari May-96 May-97 13 Yes Yes Yes Yes Yes Yes Yes 7 2 30 25 20 75 Chapri Naryab Jul-00 Feb-02 19 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 7 4 30 25 20 75 District Nowsehra Mohib Banda* Apr-96 Dec-96 8 Yes Yes Yes Yes Yes Yes Yes 6 2 80 50 45 175

Appendix 3

41

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Hisar Tang* Jan-97 Aug-98 20 Yes Yes Yes Yes Yes Yes Yes 3 2 20 15 10 45 Shah Kot Payeen*

Jul-96 Jan-97 7 Yes Yes Yes Yes Yes Yes Yes 3 2 25 20 15 60

Ghari Momin* Feb-99 Oct-99 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Gul Dheri* Feb-99 Sep-99 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Pir Sabaq* Sep-00 Sep-01 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Marhati Banda* Feb-01 Dec-02 22 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Hassan Khel* Feb-01 Jan-02 11 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Jabba Tar* Jun-02 Nov-02 5 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Choki Mamriz* Apr-02 Nov-02 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Sadu Khel Feb-99 Feb-00 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Khush Muqam Feb-99 Oct-99 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 ASC Colony Jan-97 May-97 4 Yes Yes Yes Yes Yes Yes Yes 0 2 0 0 0 0 Darwaz Gai Jun-96 May-97 12 Yes Yes Yes Yes Yes Yes Yes 5 2 28 25 20 73 S. Mamam Khel Jul-97 Aug-00 37 Yes Yes Yes Yes Yes Yes Yes 6 2 20 15 13 48 Sadiq Abad Aug-00 Jul-01 11 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Hamza Rashakai

Mar-02 Nov-02 9 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

23 34 173 125 103 401 District Peshawar Mohd Ali Killi Mar-96 Mar-97 12 Yes Yes Yes Yes Yes Yes Yes 7 2 30 25 20 75 Tukht Abad Oct-96 Oct-97 11 Yes Yes Yes Yes Yes Yes Yes 7 2 25 20 15 60 Bela Momandan

Mar-99 Jan-00 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Karyana Sep-00 May-01 9 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Hakim Khan Killi

May-01 Dec-01 7 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Shah Alam* Jun-96 Jan-97 8 Yes Yes Yes Yes Yes Yes Yes 7 2 30 20 15 65 Tela Khel* Mar-96 Nov-96 8 Yes Yes Yes Yes Yes Yes Yes 7 2 35 30 15 80 Kh. Mir Killi* Feb-99 Feb-00 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Angoor Koroona*

Oct-00 Jun-01 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Alizai* Apr-01 Jan-02 9 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Mohammad Zai*

Jun-96 Jun-97 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0

42

Appendix 3

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VI VII VIII

Total

Kass Koroona* Oct-99 Aug-00 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Suliman Khel* Sep-00 May-01 8 Yes Yes Yes Yes No Yes No 2 2 15 10 8 33 30 26 135 105 73 313 District Charsadda Munshiyano Killi*

Feb-96 Jul-96 5 Yes Yes Yes Yes Yes Yes Yes 7 2 80 80 45 205

Nazo Killi* Apr-00 Sep-01 17 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Dheri Zardad* Sep-00 Sep-01 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Rustam Khen Killi*

Jun-96 Mar-97 9 Yes Yes Yes Yes Yes Yes Yes 7 2 100 88 80 268

Qazi Serai* Jul-02 Nov-02 5 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Shah Passand* Mar-99 Dec-99 10 Yes Yes Yes Yes Yes Yes Yes 7 2 15 15 12 42 Mandani* Feb-97 Jul-98 17 Yes Yes Yes Yes No Yes Yes 5 2 45 45 40 130 Hakmat Abad* Oct-96 Oct-97 12 Yes Yes Yes Yes Yes Yes Yes 6 2 20 15 12 47 Taibana* Apr-96 Jul-97 15 Yes Yes Yes Yes Yes Yes Yes 7 2 40 35 30 105 Battagram* May-02 Oct-02 6 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Rajjar* Jan-01 Nov-01 11 Yes Yes Yes Yes Yes Yes Yes 7 2 45 40 35 120 Yaghi Band* May-02 Nov-02 7 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Cheena Jul-00 Nov-02 29 Yes Yes Yes Yes Yes Yes Yes 7 2 50 40 30 120 Aziz Abad Mar-99 Dec-99 10 Yes Yes Yes Yes Yes Yes Yes 7 2 75 45 40 160 60 28 470 403 324 1197 District Bannu Raibat Khan Nov-94 Apr-97 30 Yes Yes Yes Yes Yes Yes Yes 7 2 40 35 30 105 Nurar Khas Jan-96 Sep-96 9 Yes Yes Yes Yes Yes Yes Yes 7 2 39 36 35 110 S.A. Qadir Shah

Dec-96 Mar-98 15 Yes Yes Yes Yes Yes Yes Yes 7 2 70 45 10 125

B. Mama Khel Jan-99 Sep-99 8 Yes Yes Yes Yes Yes Yes Yes 7 2 40 35 30 105 Lalozai* Dec-96 Mar-98 15 Yes Yes Yes Yes Yes Yes Yes 3 2 20 15 10 45 S.Mama Khel* May-95 Jun-96 13 Yes Yes Yes Yes Yes Yes Yes 5 2 30 25 20 75 A. Mama Khel* Dec-96 Oct-97 10 Yes Yes Yes Yes Yes Yes Yes 3 2 25 20 20 65 F. Bezan Khel* Jan-99 Sep-99 9 Yes Yes Yes Yes Yes Yes Yes 3 2 10 8 6 24 Kotka Misal Dad*

Jan-99 Sep-99 8 Yes Yes Yes Yes Yes Yes Yes 3 2 15 10 8 33

Kotka Abbas Khan*

Jan-99 Jan-01 24 Yes Yes Yes Yes Yes Yes Yes 3 2 10 8 5 23

Kotka N.Sahib Dec-00 Apr-01 4 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Appendix 3

43

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Khan* Bodin Khel* Sep-01 Mar-02 6 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Sarmast Mira Khel*

May-99 Disputed

No No No No No No No Disputed

48 24 299 237 174 710 District Tank China Jan-97 Oct-97 9 Yes Yes Yes Yes Yes Yes Yes 7 2 25 20 15 60 Sakhi Jan Killi Aug-97 Oct-98 14 Yes Yes Yes Yes Yes Yes Yes 7 2 23 20 15 58 Bara Khel Jan-01 Jul-01 6 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Garah Budah Jan-01 Aug-01 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Lakki Michen Khel

Jan-01 Nov-02 23 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0

Turan* Aug-97 Feb-98 6 Yes Yes Yes Yes Yes Yes Yes 7 2 20 15 10 45 Hayat Koroona* Nov-01 May-02 6 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 A.Khan Koroona*

Jun-01 Jan-02 7 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

21 16 68 55 40 163 District D I Khan Nadir Shah Sep-96 Jul-97 10 Yes Yes Yes Yes Yes Yes Yes 7 2 35 26 20 81 S. Hassan Khel Feb-99 Sep-99 7 Yes Yes Yes Yes Yes Yes Yes 7 2 12 10 6 28 Saidu Wali Nov-96 Sep-97 9 Yes Yes Yes Yes Yes Yes Yes 7 2 20 15 15 50 Ghulam-e-Wala Feb-01 Jun-01 5 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Band Kurai* Mar-96 Dec-97 21 Yes Yes Yes Yes Yes Yes Yes 7 2 15 12 10 37 Bigwani Shomali*

Sep-96 Jul-97 10 Yes Yes Yes Yes Yes Yes Yes 7 2 10 8 6 24

Kotka Saidan* Nov-96 Sep-97 9 Yes Yes Yes Yes Yes Yes Yes 7 2 25 20 20 65 Bilot Sharif Nov-96 Aug-97 9 Yes Yes Yes Yes Yes Yes Yes 7 2 10 8 6 24 49 16 127 99 83 309 District Lakki Narutamgar Jan-96 Feb-97 14 Yes Yes Yes Yes Yes Yes Yes 7 2 80 40 35 155 Kotka M.Ayub Jun-96 Dec-96 6 Yes Yes Yes Yes Yes Yes Yes 7 2 20 17 15 52 Mandan Manji Wala

Feb-01 Oct-01 9 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Aba Khel* Oct-95 Aug-97 23 Yes Yes Yes Yes Yes Yes Yes 7 2 28 15 16 59 Nur Sahib Khan*

Nov-97 Aug-98 9 Yes Yes Yes Yes Yes Yes Yes 6 2 10 8 8 26

44

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Sarwar Mama Khel*

Jul-96 Jul-97 12 Yes Yes Yes Yes Yes Yes Yes 6 2 15 10 12 37

Nasir Khel* Feb-99 Oct-99 8 Yes Yes Yes Yes Yes Yes Yes 5 2 20 15 10 45 Kotka Atlas Khan*

Aug-99 Jun-00 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Mandra Khel* Feb-01 Jun-01 4 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 38 18 173 105 96 374 District Mardan Koper Banda Nov-95 Oct-96 12 Yes Yes Yes Yes Yes Yes Yes 6 2 30 25 21 76 Zando Dheri Jun-96 Jul-97 12 Yes Yes Yes Yes Yes Yes Yes 7 2 50 48 41 139 Shah Noor Pul Dec-96 Jun-97 6 Yes Yes Yes Yes Yes Yes Yes 7 2 70 61 53 184 Paris Killi Feb-01 Nov-02 21 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Malo Shah* Jun-96 Jun-97 12 Yes Yes Yes Yes Yes Yes Yes 6 2 30 26 15 71 Madey Baba* Jun-96 Oct-96 4 Yes Yes Yes Yes Yes Yes Yes 5 2 45 31 24 100 Shuja Abad* Sep-96 Oct-97 13 Yes Yes Yes Yes Yes Yes Yes 3 2 35 25 23 83 Kandari* Aug-96 Aug-97 12 Yes Yes Yes Yes Yes Yes Yes 4 2 15 10 12 37 Katti Garhi* May-95 Jul-97 27 Yes Yes Yes Yes Yes Yes Yes 7 2 51 53 39 143 Sanga* Jul-96 Jul-97 12 Yes Yes Yes Yes Yes Yes Yes 5 2 28 25 22 75 Dako Baba* Sep-00 Sep-01 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 A. Khan Koroona*

Sep-00 Sep-01 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

Haji Abad* Apr-01 Dec-01 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Baba Killi* Apr-01 Nov-02 20 Yes Yes Yes No Yes Yes No 0 2 0 0 0 0 S. Khan Koroona*

Feb-01 Nov-01 9 Yes Yes Yes No Yes Yes No 0 2 0 0 0 0

Morcha Khan* Mar-01 Jan-02 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 50 32 354 304 250 908 District Swabi Dodher* Nov-00 Aug-01 9 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Pabini* Nov-00 Aug-01 9 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Lalo Dheri May-96 May-97 12 Yes Yes Yes Yes Yes Yes Yes 7 2 80 70 50 200 Sard Cheena May-96 May-97 12 Yes Yes Yes Yes Yes Yes Yes 7 2 68 58 41 167 Nabi Feb-99 Nov-99 9 Yes Yes Yes Yes Yes Yes Yes 7 2 60 45 35 140 Musa Banda Dec-98 Jul-99 6 Yes Yes Yes Yes Yes Yes Yes 7 2 25 21 15 61 Bachai Dagai Jan-99 Oct-99 10 Yes Yes Yes Yes Yes Yes Yes 7 2 68 55 40 163 Adam Abad Apr-97 Aug-97 4 Yes Yes Yes Yes Yes Yes Yes 7 2 75 65 45 185

Appendix 3

45

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Golo Dheri Jan-97 Dec-97 11 Yes Yes Yes Yes Yes Yes Yes 7 2 45 35 30 110 Shah Mansoor* Jun-96 May-97 12 Yes Yes Yes Yes Yes Yes Yes 7 2 75 65 45 185 Sheikh Dheri* Jan-99 Jul-00 18 Yes Yes Yes Yes Yes Yes Yes 7 2 90 80 65 235 Thano* May-96 May-97 12 Yes Yes Yes Yes Yes Yes Yes 7 2 80 75 70 225 Kadi* Feb-97 Aug-98 18 Yes Yes Yes Yes Yes Yes Yes 7 2 38 36 30 104 Z. Mansoor Khel*

Jan-97 Jul-98 18 Yes Yes Yes Yes Yes Yes Yes 7 2 40 30 25 95

84 24 744 635 491 1870 District Buner Biyam Dara Oct-95 Oct-96 11 Yes Yes Yes Yes No No Yes 7 2 40 35 30 105 Bazar Kot Jan-01 Nov-02 23 Yes Yes Yes Yes No No No 0 0 0 0 0 0 Gumbat May-96 Jul-97 14 Yes Yes Yes Yes No No Yes 7 2 30 25 20 75 Topi* Jul-96 Oct-98 27 Yes Yes Yes Yes No No Yes 0 2 0 0 0 0 Shal Bandi* Jan-97 Jan-98 12 Yes Yes Yes Yes Yes Yes Yes 3 2 20 15 12 47 17 8 90 75 62 227 District Shangla Bandagai May-97 Feb-99 21 Yes Yes Yes Yes No No Yes 6 2 15 12 13 40 Managai May-01 Aug-02 16 Yes Yes Yes Yes No No No 0 2 0 0 0 0 Manarai* May-97 May-00 37 Yes Yes Yes Yes No No Yes 2 2 10 6 5 21 8 6 25 18 18 61 District Swat Babu Jan-99 Jan-00 12 Yes Yes Yes Yes Yes Yes Yes 7 2 30 25 41 96 Guli Gram Feb-99 Feb-00 12 Yes Yes Yes Yes Yes Yes Yes 7 2 29 24 39 92 Chanchary Jun-96 Jan-99 31 Yes Yes Yes Yes Yes Yes Yes 7 2 28 20 23 71 Bara Wal NoII Jan-01 Jul-01 5 Yes Yes Yes Yes Yes Yes Yes 0 2 0 0 0 0 Araq* Mar-97 Dec-98 22 Yes Yes Yes Yes Yes Yes Yes 7 2 35 20 25 80 Tali Gram* Apr-99 Dec-99 8 Yes Yes Yes Yes Yes Yes Yes 7 2 20 16 18 54 Shaheen Abad* Jun-99 Feb-00 8 Yes Yes Yes Yes Yes Yes Yes 2 2 13 12 8 33 Shin Kad* Aug-97 Apr-98 7 Yes Yes Yes Yes Yes Yes Yes 3 2 8 5 4 17 Shalpin* Jul-97 Mar-98 8 Yes Yes Yes Yes Yes Yes Yes 5 2 8 7 6 21 Babu* May-97 May-98 12 Yes Yes Yes Yes Yes Yes Yes 5 2 10 8 12 30 Arkot* Apr-98 Apr-99 12 Yes Yes Yes Yes Yes Yes Yes 5 2 30 29 28 87 Spal Bandi* Dec-00 Dec-01 12 Yes Yes Yes Yes Yes Yes Yes 2 2 8 6 5 19 Dhadra* Dec-00 Sep-01 9 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 57 26 219 172 209 600

46

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

District Malakand Shingri May-96 Mar-97 11 Yes Yes Yes Yes Yes Yes Yes 7 2 35 28 31 94 Nary Tangi Mar-98 Mar-99 12 Yes Yes Yes Yes Yes Yes Yes 7 2 35 25 23 83 Mohd Pati Jan-01 Sep-01 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Totakan* Jun-96 Mar-97 9 Yes Yes Yes Yes Yes Yes Yes 7 2 34 26 24 84 Dhery Sury* Jan-97 Jan-98 12 Yes Yes Yes Yes Yes Yes Yes 7 2 35 27 29 91 Gul Muqam* Aug-00 Feb-01 6 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Garang Dara* May-00 Sep-01 16 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Bazdara* Sep-00 Sep-01 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Karkany* Aug-00 Dec-01 16 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Abbas Killi* Aug-00 Dec-01 16 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Ghundo Bala* Jan-01 Aug-01 7 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Sorana* Feb-01 Sep-01 7 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Loryan* Aug-01 Dec-01 4 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 28 26 139 106 107 352 District Chitral Kessu* May-96 May-99 37 Yes Yes Yes Yes Yes Yes Yes 7 2 20 15 12 47 Shia Kotak* Aug-96 Aug-97 12 Yes Yes Yes Yes No Yes Yes 7 2 40 35 30 105 Bang* May-98 Aug-00 28 Yes Yes Yes Yes No Yes Yes 7 2 20 15 12 47 Yarkhoon Lasht*

Sep-96 Sep-00 48 Yes Yes Yes Yes Yes Yes Yes 7 2 20 12 15 47

Churan Oweer* Aug-00 Jan-02 17 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Harichin* Oct-00 Jul-02 21 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Mori Lasht* Oct-00 Aug-02 22 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Khot Bala* Oct-00 Jul-01 10 Yes Yes Yes Yes Yes No No 0 2 0 0 0 0 Khusham Bala* Oct-00 Jul-01 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Murdan* Aug-00 Mar-02 19 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Dizk May-99 Sep-99 4 Yes Yes Yes Yes Yes Yes Yes 7 2 40 30 35 105 Terch Payeen Jun-98 Aug-99 14 Yes Yes Yes Yes No Yes Yes 7 2 25 25 20 70 Krinj Aug-00 Aug-01 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Muldeh Ayun Aug-00 Jul-01 11 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Saht Oct-02 Aug-03 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Nishko Oct-01 Aug-02 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Parkusap Oct-01 Jun-02 8 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 42 34 165 132 124 421

Appendix 3

47

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

District Lower Dir Bandagai Oct-97 Oct-98 12 Yes Yes Yes Yes Yes Yes Yes 7 2 50 45 45 140 Gumbati Oct-97 Oct-98 12 Yes Yes Yes Yes Yes Yes Yes 7 2 55 50 50 155 Latai Jan-01 Dec-01 11 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Kad* Dec-95 May-98 30 Yes Yes Yes Yes Yes Yes Yes 1 2 25 24 16 65 Badin* Feb-95 Apr-96 14 Yes Yes Yes Yes Yes Yes Yes 7 2 25 24 16 65 Dukkari* Oct-97 Oct-98 12 Yes Yes Yes Yes Yes Yes Yes 7 2 30 25 15 70 Bagh Kundai* Nov-97 Nov-98 12 Yes Yes Yes Yes Yes Yes Yes 7 2 15 15 10 40 Baroon* Mar-01 Mar-02 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Makhai* Mar-01 Jun-01 3 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Koti Gram* Dec-00 Nov-01 11 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Talia Sia* Jan-01 Nov-01 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Sari Bala* Jan-01 May-01 4 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Taza Gram Dec-95 Dec-96 12 Yes Yes Yes Yes Yes Yes Yes 1 2 55 50 50 155 37 26 255 233 202 690 District Upper Dir

Doon Sari Apr-01 Mar-02 11 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Almas Oct-01 Nov-02 14 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Duro Sep-01 Mar-02 6 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Galkor Jan-96 Feb-98 25 Yes Yes Yes Yes No Yes Yes 7 2 25 16 14 55 Kamal Khel Thall

Oct-01 Nov-02 14 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0

Mattar Oct-01 Nov-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Unkar Oct-01 Nov-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Barkand Oct-01 Nov-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Dum Jabbar Nov-01 Nov-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Shertkal Sep-01 Jun-02 9 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Usharai Oct-01 Oct-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Tarpatar NoII Nov-01 Nov-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Kando Jabbar Nov-01 Nov-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Shalga Bala Oct-01 Nov-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Sadiq Abad Nov-01 Nov-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Kati Gam Nov-01 Aug-02 9 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Pana Kot* Apr-01 Feb-02 10 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0

48

Appendix 3

Civil Works Provision of Number of Staff Students in Each

Grade

Province/ District/ School Name Start Compl.

Mon

ths.

Furn

iture

Scie

nce

Kits

/ E

quip

men

t

Libr

ary

Inst

ruct

iona

l M

ater

ials

Elec

t

Wat

er

Func

tiona

l Sta

tus

Teac

hing

Non

- Te

achi

ng

VI VII VIII

Total

Duro* Sep-01 Mar-02 6 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Jhugha Banj* Nov-01 Nov-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Barikot* Oct-01 Nov-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Amlook Nar* Nov-01 Nov-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Chappar* Nov-01 Nov-02 12 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 Tarpatar NoII* Nov-01 Nov-02 12 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Khal Colony* Oct-01 Nov-02 13 Yes Yes Yes Yes Yes Yes No 0 2 0 0 0 0 Wari* Oct-01 Nov-02 13 Yes Yes Yes Yes No Yes No 0 2 0 0 0 0 7 44 25 16 14 55 – = data not available, Compl = completion, Elect = electricity, NWFP = North-West Frontier Province, * = girls’ school. Source: Project implementation units.

Appendix 4

49

OBSERVATIONS OF THE PAKISTAN RESIDENT MISSION STAFF’S FIELD VISITS

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

NWFP GBMS Usheri, Upper Dir

Functional Sep 2003 Good No Yes − − 2 46 0 0

Maize crop stored in one room by the caretaker. Due to late arrival of the mission, number of teachers and teachers trained was not available. Ceiling fans, light-fittings, and light bulbs not installed. Water available through water supply. The only figure available for number of teachers was four. No titles.

GBMS Almas, Upper Dir

Functional Aug 2003 Good No No − − 2 16 0 0

Six ceiling fans stolen by community. Demand note paid for electricity but no connection yet. Water available close to the school, community not cooperating to allow school use of that water. No water tank.

GBMS Banda Gai, Lower Dir

Functional Apr 1999 Average Yes Yes None 2 55 51 41

SET(1), CT(2), AT(1), DM(1), PET(1), CT(1) (Total 7)

Toilets blocked and look as if never used. Motor installed. Science kits, library books never used or issued to students. No teachers received training. One CT on leave, others present.

GBMS Unkar, Upper Dir

Functional Aug 2003 Good No Yes None 2 34 22 20

SET(1), CT(2), DM(1), AT(1) (Total 5)

Four teachers not available, gone to EDO office. Teaching kits with EDO. Fans available but not installed. No bulbs/tubes. Demand note paid for electricity, no connection as yet. Toilets locked, not used by students. Head teacher’s toilet filthy, never cleaned. Library books issued to students.

GGMS Sarai Bala, Lower Dir

Functional Jun 2003 Good Yes No SET(1), CT(2) AT(1)

None 2 22 7 0 Library books provided were damaged. Toilets locked, never used by students. Fans with EDO, not

50

Appendix 4

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

(Total 4) installed. Community disconnected pipes coming from the water supply. Water pipes stolen by community. Science kit with EDO and library books never issued to students or teachers.

GBMS Warana Mir Hassan Khel, Karak

Functional Apr 2003 Average Yes Yes SET(1), CT(2) DM(1), AT(1), TT(1), PET(1) (Total 7)

1 CT in math

0 43 34 28 Furniture, equipment, science kit, library books provided. Shortfall against reports of 23 books. Villagers asked to contribute for defraying repair and maintenance expenses. No stipend—boys school.

GGMS Ghundi Killa, Karak

Functional Dec 1998 Poor Yes No SET(1), CT(2), DM(1), AT(1), PET(1), TT(1) (Total 7)

None 2 46 53 25 Windowpanes broken. Large cracks in walls. Water supply cut off by villagers, water table low, inadequate supply to village. Stipend paid to seven girls.

GGMS Mohabbate Killa, Karak

Functional Oct 1998 Good Yes Yes SET(1), CT(2) DM(1), AT(1), TT(1) (Total 6)

Head-mistress in Mgt 1 teacher as master trainer

2 43 37 23 Furniture provided. Light bulbs missing. even in headmistress’s room. Broken windowpanes. Slightly rough floor surface, no cracks in walls. Science kit, home economic items, and miscellaneous sports gear provided.

Sindh GBMS Pir Jo Goth, Larkana

Functional Apr 1999 Average No Yes 2 HSTs 0 18 16 15

HST(2), JST(1), PTI(1), PST(1) (Total 5)

Furniture provided in excess. Stored in science room. Science kits, instructional materials, and sports items never used. Electricity disconnected due to nonpayment. Water-pump motor stolen by community. Classrooms never cleaned.

GGMS Jumo Agham, Larkana

Functional Apr 1999 Good Yes Yes HST(1), ST(1) OT(1)

None 0 0 2 6 Furniture provided in excess. Stored in science room. Flowers and trees planted. Science kits, instructional

Appendix 4

51

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

(Total 3) material, and sports items never used. Enrollment for grade 6 in progress. Stipend paid but no record available. Furniture affected by termite. HST posted in school working elsewhere in Larkana.

GBMS Dedar, Larkana

Functional Apr 1997 Good Yes Yes 3 JSTs 1 36 41 38

HST(1), JSTs(3) DT(1), PTI(1), OT(1) (Total 7)

Furniture provided in excess. Stored in science room. Science kits and instructional material never used. School walls decorated with verses from the Quran. Furniture fully in use. OT on training in Sukkur. Upgraded to high school (enrollment: grade 9—38, grade 10—25). Coeducation. Female students receiving stipend from GOS. Record kept for stipend.

GBMS Phool Bagh, Jacobabad

Functional Apr 1999 Good Yes Yes HST(1), JSTs(3) AWI(1), DT(1) (Total 6)

1 JST 1 Arranged by HST

9 26 17 Furniture provided in excess. Stored in science room. Science kits and instructional material never used. Built-in cupboards not constructed in classrooms. Four fans missing.

GBMS Jehan Pur, Jacobabad

Functional Apr 2001 Average No Yes 1 JST 0 44 28 29

HST(1), JST(2) AWI(1), OT(2) (Total 6)

Furniture provided in excess. Stored in science room. Science kits and instructional material never used. Due to electricity disconnection of village, no electricity available. One JST on leave.

GBMS Miani Suhrab, Jacobabad

Functional Apr 1999 Good Yes Yes 4 JSTs 2 33 18 21

HST(2), JSTs(4), OT(1) (Total 7)

Three JSTs recruited under the Project working in nearby schools on detailment. Caretaker and peon attached from other schools on detailment. Enrollment in progress for grade 6. Illegal electricity connection. No meter, demand note for electric connection not yet paid. No boundary wall.

GBMS Pano Akil, Sukkur

Functional Apr 1999 Good Yes Yes HST(1), JSTs(3),

1 HST and 3

0 10 30 37 Furniture provided in excess. Stored in science room. Furniture affected by

52

Appendix 4

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

(Total 4) JSTs termites. Admission in progress for grade 6. School well maintained. Science kits never used. No boundary wall.

GBMS Ismail Zangejo, Sukkur

Functional Apr 1996 Good No Yes 2 JSTs 0 30 35 31

HST(1), JSTs(4), OT(1) (Total 6)

Grades 9 and 10 are held as attached schools (enrollment = grade 9—24, grade 10—21). Furniture in excess and affected by termites. Stipend paid to six girls (PRs1,500 each) in Oct 2002. No electricity, demand note paid. Using electricity from neighbors. Science kit in use. Library books and sports items issued to students. No record maintained. Coeducation.

GGMS Pano Akil, Sukkur

Functional Apr 1999 Good Yes Yes 1 JST 1 30 77 90

HST(1), JSTs(3) (Total 4)

Two JSTs on long leave. 1999–2000 40 students received stipend. 2000–2001, 78 students received stipend. Grade 6 science kits, library books, and sports items are in use.

Functional Apr 2001 Goos Yes Yes None 1 15 15 30 GGMS Kot Akhtar Muhhammad, Shikarpur

HST(1), DT(1) (Total 2)

School badly needs whitewashing, and teaching and cleaning staff. Stipend paid in 2003 by GOS to grade 7 students. Admission in progress for grade 6. HST absent. Science kit never used.

GBMS Rahmoonwali, Ghotki

Functional Apr 1999 Good Yes Yes HST(1), JSTs(2) OT(1) (Total 4)

2 JSTs 0 5 73 45 GOS paid stipend once to female students. Grade 6 enrollment in progress. OT on leave. Water-pump motor not working.

GBMS Gangi, Khotki

Functional Apr 1999 Good Yes Yes 3 JSTs 1 6 25 32

HST(1), JSTs(2) (Total 3)

Caretaker on attachment. In 2002 two girls were paid stipend. Coeducation. Furniture in excess. Grade 6 admission in progress. Demand note paid, meter not installed. Connection taken from the line close to the school (illegal).

GGMS Changlani, Ghotki

Functional Apr 1998 Good Yes Yes JST(1), PTI(1) (Total 2)

1 JST 1 9 13 11 Furniture in excess stored in two rooms. Full of termites. Six girls now in grade 8 receiving PRs1,500 each

Appendix 4

53

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

as stipend. Five students received PRs705 each in 2001. Caretaker on attachment. PTI on leave. Grade 6 admission in progress. Science kit never used.

GGMS Daraza Sharif, Khairpur

Functional Apr 1999 Good Yes Yes HSTs(2), JSTs(2) OT(1) (Total 5)

1 HST 0 16 16 13 Twenty-nine students received stipend. Grade 9 will start from this year as attached school. Grade 6 admission in progress. School well maintained with plants.

GBMS Mir M. Solangi, Khairpur

Functional Apr 2000 Good Yes Yes HST(1), JSTs(3)

1 HST 0 20 29 22 School management committee donated computer for teachers and students. Furniture in excess. Teachers received training in computers. Girls paid stipend. HST on leave.

GBMS Wasro Wahan, Khairpur

Functional Apr 2001 Good Yes Yes HST(1), JSTs(2) LT(1), CT(1) (Total 5)

1 HST and 1 JST

0 0 29 19 School well maintained. Admission in progress for grade 6.Furniture in excess.

GBMS Dabbar, Khairpur

Functional Apr 199 Good Yes Yes HST(1), JSTs(5) OT(1) (Total 7)

HST and 3 JSTs

0 0 42 34 Furniture provided in excess. OT on leave. Grade 6 admission in progress. City school.

GBMS Qurban Ali Rind, Nawabshah

Functional Aug 2002 Average Yes Yes HST(1), JST(1) (Total 2)

HST and JST

2 7 6 6 Fans with headmaster. School closed. Teachers and support staff not available.

GBMS Khan M. Chandio, Nawabshah

Functional Apr 1999 Average Yes Yes HST(1), JST(1) (Total 2)

1 HST and 1 JST

0 14 18 7 Needs whitewashing. Plantation needs to be done. Grade 6 admission in progress. Science kit never used. JST on leave.

GBMS Chezalabad, Nawabshah

Functional Apr 2001 Good Yes No 1 HST and 2 JSTs

0 20 24 19

HST(1), JSTs(3) (Total 4)

Furniture provided in excess. School needs whitewashing. Good quality furniture. Stipend paid by GOS of PRs300 per student in 2003. Nothing paid before and after this period. Grade 6 admission in progress. Water motor burnt out.

54

Appendix 4

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

GBMS Palio Magsi, Nawabshah

Functional Apr 2002 Good Yes Yes 1 HST and 1 JST

0 15 15 18

HST(1), JST(1) (Total 2)

Furniture provided in excess. School needs whitewashing. Grounds well-maintained. Stipend of PRs300 per student paid by GOS in 2002. JST on leave. Science kit never used.

GGMS Ghazi Khan Hote, Hawabshah

Functional Apr 2001 Good Yes Yes HST(1) (Total 1)

1 HST 0 5 2 7 The HST was trained as master trainer and trained teachers in school management in Nawabshah. Grade 6 class admission in progress. Science kit never used.

GGMS Agrovil Colony, Badin

Functional Apr 2001 Average Yes Yes 1 24 22 21

HST(3), JST(2) DT(1) (Total 6)

Head-mistress in academic supervision + two teachers in Sindhi language and home eco. skill dev.

Furniture, equipment, science kit, library books, and sports gear provided. Urban school with six classrooms. Ceilings and walls paint peeled off, floor slightly eroded. Twenty fans provided but only 10 installed. Remaining fans with EDO. Three project teachers not paid their salaries. Stipend paid to grade 6 students for 1 year only. These girls are in grade 8. As per headmistress no one has failed.

GGMS Gujjo, M. Sakro, Thatta

Functional Apr 2000 Average Yes Yes 3 13 11 11

HST(2), OT (1) (Total 3)

Head-mistress and one HST

Equipment, science kit, furniture, library books, and sports gear provided and are used. Existing primary school closed down and shifted to a new building nearby 2 years ago. Old building dilapidated. Science kit used by grades 9 and 10 students. Grade 9 started in school since 2003; girls in grade 9 are admitted to the town's boys’ high school as it has no girls’ high school. But the classes are held in the girls’ middle school. Staff is from both the girls’ middle school and from the boys’ high school. ‘Last year a similar arrangement was in place for the current grade 10 girls.

Balochistan

Appendix 4

55

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

GGMS Winder, Bela

Functional Apr 1996 Average Yes Yes 1 SST 2 38 30 20

SST(2), JET(1) JAT(1), PTI(1) (Total 5)

No toilets constructed under the Project. Water supply. No handpump. Library books not issued to students and teachers.

GGMS Notani, Bela

Functional Jan 1999 Good Yes Yes 1 SST 2 22 8 11

SSTs(2), JET(1) JAT(1), DM(1) (Total 5)

Water available through water supply, But no connection to toilets. Science kits and library books never used, stored in cupboard. SST on leave. School well-maintained with plants and trees.

GBMS Gadoor, Bela

Functional Feb 1999 Average Yes No None 2 14 9 9

SSTs(2), AT(1) PTI(1), JET(1) (Total 5)

Toilets never used. Cracks in walls and ceilings of school. Furniture in excess. Motor burnt out. Library books and science kit never used. Hand pump available but not working.

GGMS Kirdgap, Mastung

Functional Jan 1998 Average Yes Yes 1 SST 2 26 15 17

SSTs(3), JET(2) PTI(1) DM(1) MQ(1) (Total 8)

Furniture in excess. Flower plants and trees planted. School needs whitewashing. Minor cracks in wall and roof. Science kits never used. Upgraded to high school (enrollment in grade 9 is 10). Library books never issued to students. Science kits never used.

GGMS Abad, Mastung

Functional Jan 2001 Average Yes Yes 1 SST 2 6 7 4

SSTs(2), JET(1) MQ(1), PTI(1) DT(1), JAT(1) (Total 7)

Enrollment very low. People do not send their daughters to school due to early marriage and/or engagement. Fans stolen by community. Science kit and library books are not used.

GGMS Kanak, Mastung

Functional Jan 1999 Good Yes Yes 2 SSTs 2 16 14 13

SST(2), JET(1) MQ(1), DM(1) (Total 5)

Septic tank not covered. Water tank broken. School well decorated with charts, etc. Three fans not working. Switch boards broken. Science kit never used. Library books issued to children, but no record kept. Water supply, but no hand pump.

GGMS Dringarh, Mastung

Functional Jan 1999 Average No Yes SSTs(3), JET(1) AT(1),

1 SST 2 12 12 7 Toilets filthy due to nonavailability of water. Water supply available. No electricity, floor surface broken,

56

Appendix 4

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

DM(1), MQ(1) (Total 7)

needs immediate repair. Hand pump installed but not working.

GGMS Nourozabad, Kharan

Functional Jan 2000 Good No Yes 1 JET 2 − − −

JET(1) (Total 1)

Crack in beam of one room. Furniture in excess. School full of dust. Science table broken. Toilets closed due to water shortage. No plants due to shortage of water. Science kits and library books never used. Handpump available but not in use.

GGMS Mand-e-Haji, Kalat

Functional Jan 1996 Good Yes Yes SST(1), JET(2) PTI(1), MQ(1) (Total 5)

1 SST 2 8 4 8 SST on leave. Science kits and library books never used. Water available through water supply. No water pump.

GBMS Garani, Kalat

Functional Jan 1999 Good Yes Yes 1 SST 2 11 13 10

SSTs(2), JET(1) PTI(1), DM(1), MQ(1), AT(1) (Total 7)

Toilets filthy and broken. JET on leave. School's water supply is not available. Landowner providing water from his tubewell. Electricity meter not installed but school receiving bills. Water motor bought by the teachers from their personal funds.

GGMS Malghazar, Kalat

Functional Jan 1999 Good Yes Yes 1 SST 2 9 6 12

SST(1), JET(1), PTI(1), MQ(1) (Total 4)

Science kit and library books never used. Toilets never used due to shortage of water. Water available through water supply. Electric motor burnt out.

GGMS M. Khan Panjpai, Quetta

Functional Jan 1999 Average Yes No SST(1), JET(1) MQ(1) (Total 3)

− 2 − − − School closed, enrollment not available. Fans and light fittings missing in one classroom and in science room. Toilets filthy due to nonavailability of water. Science kits used. Library books never issued to students and teachers. School grounds not maintained.

GBMS Killi Sardar Nabi Bakhsh

Functional Jan 1996 Average Yes Yes None 2 8 8 7

Sumalani, Quetta

SST(1), MQ(1), AT(1), JET(1) DM(1) (Total 5)

Science room used as tea-room. Window glass broken. Furniture broken. Science kit and library books never used. Water motor installed is not available in the school.

Appendix 4

57

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

GBMS Nogh-e-Hinar, Khuzdar

Functional Jan 1996 Good Yes Yes 1 SST 2 20 12 14

SSTs(2), MQ(1) JET(2), JAT(1) PTI(1) (Total 7)

Well maintained school and classrooms. Hand pump donated by community. Fans not installed. Few fans burnt need repair. Library books not issued to students and teachers.

GGMS Ahmedwal, Chagai

Functional Jan 1998 Average Yes Yes SST(1), JET(3), PTI(1), MQ(1) (Total 6)

1 SST 2 35 15 15 School upgraded to high school. Science kits and library books never used. One JET on leave.

GGMS Asiaban, Chagai

Functional Jan 1999 Good Yes Yes 1 SST 2 11 10 5

SST(1), MQ(1), JET(1), JAT(1), DM(1), PTI(1) (Total 6)

Toilets never used (closed) used as store. Water available through water supply. Water tank provided is not functioning. Science kits and library books used.

GGMS Badal Karez, Chagai

Functional Jan 1999 Average No Yes 1 SST 2 16 15 12

SST(1), JET(2), DM(1), PTI(1) MQ(1) (Total 6)

Two fans missing in one classroom. Windowpanes broken. Furniture in excess. Toilets filthy. Water available through water supply. Due to shortage of water, school grounds not maintained.

GGMS Kishingi, Chagai

Functional Jan 2001 Good No No None 2 5 13 0

JET(1), DM(1) PTI(1) (Total 3)

Three students who failed in grade 8 were refused readmission. The Mission discussed with teachers and students and all the three girls were readmitted in grade 8. Fans with landowner. Science kit and library books never used.

GGMS Murgha Zakariazai Killi Halim,

Functional Not known Average No 17 teachers

None 2 26 18 16

Pishin

Yes Not functional

Furniture, equipment, science kit, and library books provided. Books in filing cabinets. Head teacher and teachers, say children cannot read and/or understand these books. Science equipment no longer complete. Cannot use for experiments. Also some items defective e.g., microscope, physical balance, etc. Kept in filing cabinet in grade 6.

58

Appendix 4

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

Science room used as grade 6 classroom. Girls bring drinking water from home. No sports gear remains. No water in the village for the last year. School walls cracked, floor pitted. Teacher chairs are all broken. School informed EDOs/ DEOs, no action taken.

GGMS Sharan, Pishin

Functional Not known Good No Yes None 3 29 28 17

SSTs(4), JETs(2) JAT(1), MQ(1), PTI(1) (Total 9) JVTs (5)

Furniture, science kit, and library books provided. Equipment not provided. Science and library books never used. Science room used as classroom. Toilets blocked (not functional). School upgraded to high school since 2003. No new building constructed. Students sharing classrooms. Books are beyond comprehension of school children, especially Urdu. Also supplied with Punjabi dictionaries. No one knows about the stipend program.

GGMS Zarghoon, Pishin

Functional Not known Average No Yes 0 12 9 9

2 teachers received refresher training in science

SST(2), JET(2) MQ(1), PTI(2) DM(1), JAT(1) (Total 9) 6 JVTs

Furniture and library books provided. Books never used, locked in cupboard. Electricity connection provided to the village (no connection to school). Microscope and chemicals provided during 2002. Not used. One toilet used as store. One side of the boundary wall is open, due to lack of funds. Registers not provided. Stipend not paid in this school. Clerk’s rooms used as a staff room and kitchen. Toilets used for storage. No toilets for students’ use. Primary school merged into middle school. Library and reference books beyond comprehension level of students - used by teachers. Two cupboards full of books.

Appendix 4

59

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

GGMS Khanai, Pishin

Functional Jul 2003 Average No Yes None 2 13 11 4

SST(2), JET(3), JAT(1), DM(1) (Total 7) 3 JVTs

Furniture, science kit, and library books provided. Kit and books never used. Teacher tables and chairs are less than required. Electricity provided but disconnected due to nonpayment of bills. The flush systems of the two toilets are broken. Some windowpanes broken. Some light-fittings and light bulbs stolen. No furniture in science room Headmistress living in her office and using one classroom as her office. Home in Quetta, cannot commute daily. Ceiling fans stolen from 1 classroom (2 fans + 4/4 light fittings).

GGMS Mashkaf, Bolan

Functional Not known Poor Yes Yes 1 2 6 4 2

SST(2), JET(1) JAT(1), MQ(1) (Total 5) 6 JVTs

Furniture, equipment, science kit, library books, and sports gear provided. Science kit never used. Windowpanes broken. Dilapidated conditions: 2 classroom doors missing, other doors broken down. School not properly maintained. Stipend paid to 10 girls. All completed middle level. Girls have only started going to high school in the last 2 years. Stipend holders who did graduate, graduated privately. Clerk's office used as store for broken furniture. Design of building slightly different. Thirteen fans provided, five have no apparent connection. Middle school serves as both middle and primary school. Joint classes held. Katchi and 1, 2 and 3, 4 and 5, 6, and 7 and 8 in one classroom.

GGMS Mal Chandia, Sibi

Functional Not known Poor Yes Yes 9 teachers

− 1 − − −

School closed. School not maintained properly. Grounds dry and dirty, bare yard. Furniture library books provided. Caretaker said he has not seen any sports gears. Poor quality doors, walls, and floors broken.

60

Appendix 4

Enrollment Province/ Name of School

Status

Date Operational

Quality

of Constr.

Elec

Wat

er

Number of

Teachers In-Country Training

No. of

Supp. Staff 6th 7th 8th Comments

Toilets not functioning. Erratic water supply, underground tank. No other tank/not made. Books never issued to teachers and students. Land less than 4 kanals. No sweeper. No proper water facilities/water supply. Boundary wall on one side fell over last year. School collecting donations from children to repair the wall.

GGMS Kurak, Sibi

Functional Not known Poor Yes Yes None − 4 7 4

1 head-mistress, 15 teachers

Furniture provided. School closed. No one knows about science kit and equipment. and/or library books. Toilets not functioning. Broken floors, dilapidated doors, broken light fixtures, missing light bulbs, torn easy chairs. One fan missing.

GGMS Dehpal Kalan, Sibi

School closed, not visited.

GBMS Khanai, Pishin

Functional Since 1987

No Yes None − 16 8 8

SST + 8 teachers for middle level

Not a project school, but a Government school. Grade 5 classroom, no science room. Completed in 1987. Furniture provided, no ceiling fans, no light fitting, or light bulbs. One window pane broken. Electricity available in the office only.

AT = Arabic teacher, AWI = agriculture workshop instructor, Constr. = construction, CT = certified teacher, DEO = district education officer, dev. = development; DM = drawing master, DT = Drawing Teacher, EDO = Executive district officer, eco. = economics; Elec = electricity, GBMS = government boys middle school, GGMS = government girls middle school, GOS = Government of Sindh; HST = high school teacher, JAT = junior Arabic teacher, JET = junior English teacher, JST = junior science teacher, JVT = junior vernacular teacher, LT = language teacher, MQ = Mualam-e-Quran (Quran teacher), mgt. = management; NWFP = North-West Frontier Province; OT = oriental teacher, PET = physical education teacher, PRs = Pakistan rupee, PST = primary school teacher, PTI = physical training instructor, SET = senior English teacher, SST = senior science teacher, ST = science teacher, Supp = support, TT = theology teacher. Source: Pakistan Resident Mission project completion review field visits.

Appendix 5 61

REPORT OF THE SAMPLE SURVEY

A. Methodology

1. Based on a 10% sample of all upgraded schools selected for the survey, 60 upgraded schools were included. Due to time and budgetary constraints, the sample could not be randomly drawn from across the provinces. Therefore, stratified sampling was done for the districts, and random sampling was used within districts. In selecting the sample districts, attention was paid to intraprovincial regional diversity. Given that the Pakistan Resident Mission (PRM) teams had carried out their own field visits to sites in or close to the provincial capitals, the sample survey gave greater weight to districts away from the large population centers. In Balochistan, the sample districts included Gwadar, Jafarabad, Kalat, Kech, Panjgur, Quetta, and Sibi. For the North-West Frontier Province (NWFP), the districts included were Abbottabad, Bannu, Kohat, Malakand, Mardan, Mansehra, Peshawar, Swabi, and Swat. In Sindh, the survey was carried out in the districts of Badin, Hyderabad, Jacobabad, Larkana, Naushehro Feroze, and Thatta. Table A5.1 provides the sample distribution of schools.

Table A5.1: Distribution of Sample Schools

Province Male Female Total Balochistan 2 12 14 NWFP 9 19 28 Sindh 11 7 18 Total 22 38 60 NWFP = North-West Frontier Province. Source: Middle School Project sample survey.

2. Unannounced site visits were made to schools included in the sample during normal school working hours. The visits took place toward the end of March 2004 and beginning of April 2004 in NWFP, in mid-April and early May 2004 in Sindh, and in late April 2004 in Balochistan. Apart from two districts in NWFP (Abbottabad and Mansehra) where schools were closed due to official week-long spring vacations, schools were supposed to be in session in all other survey areas at the time of the visit. In NWFP, however, the timing of the visits followed the annual examinations and preceded the start of the new school year. During this period the schools are supposed to stay open, but many are closed or only function for part of the normal school day.14 3. The purpose was to observe the status and functioning of the upgraded school on the day of the survey without prior warning to the staff or the local educational officials. The main research instrument was a questionnaire, which involved both direct observations as well as interviewing of relevant informants such as teachers, nonteaching staff, and community members. The questionnaire was designed to record both quantitative as well as qualitative information. The information collected included verification of the status of the school’s physical infrastructure and equipment; examination of school records, such as enrollment and attendance registers; verification of teacher appointment; pupil enrollment; teacher and pupil attendance; documentation of the activities of teachers and pupils at the time of the survey; as well as the recording of opinions expressed by teachers and other local informants about the school as well as about problems of schooling in general. 14 Due to time constraints, this could not be avoided since any delay in starting the survey would have resulted in

running into summer vacations at the end of May 2004.

62 Appendix 5

B. Site Verification

4. Site verification was the first, and in some cases, the most important element of the school survey. Sample schools were visited during normal school hours to record their status and conditions. Of the 60 sample schools, 30 were closed at the time of the survey. A provincial summary is provided in Table A5.2. The table shows that a majority of the schools in NWFP and Sindh were closed at the time of the visit. In some cases the schools had opened earlier in the day and closed after a few hours. A number of schools in NWFP were closed due to spring vacations or because the official new school year was about to begin. Many other schools were closed because they were not properly functioning.

Table A5.2: Distribution of Schools—Open or Closed

Item Balochistan NWFP Sindh Total Schools Open 11 11 8 30 Schools Closed 3 17 10 30 All Sample 14 28 18 60 NWFP = North-West Frontier Province. Source: Middle School Project sample survey.

5. Establishing whether a sample school was normally functional or not, even if it happened to be closed on the day of the visit, was accomplished by gaining access to school premises to conduct a physical site inspection and also by interviewing key local informants. 6. Table A5.3 gives the distribution of sample schools by functional status. Only 39 of the 60 sample schools (65%) were actually functional; 11 of these were actually closed at the time of the visit due to legitimate reasons. Nearly a quarter of the sample schools—13 in all—were nonfunctional. These were schools that did not operate on a regular basis for a variety of reasons. Of the 8 partly functional schools, 2 were open on the day of the survey. These were schools that functioned in an erratic manner, had no or few regular teachers, had very few pupils, and were reported to be closed down on a regular basis.

Table A5.3: Distribution of Schools—Functional Status

Item Functional Nonfunctional Partly Functional All Sample School Open 28 2 30 School Closed 11 13 6 30 All Sample 39 13 8 60 Source: Middle School Project sample survey.

7. The definition of functional adopted for the study is a liberal one. Any school that was open on a regular basis, with evidence of teaching activities, and regular teacher and pupil attendance was defined as functional. For example, some schools had not appointed middle-school teaching staff, but classes were, nevertheless, being conducted by local volunteers or educated non-middle-school staff. Many schools had inadequate physical infrastructure. All these schools were, however, functional and counted as such. A number of schools in the lists of upgraded schools provided by the education departments were marked as being nonfunctional. The sample, however, was drawn from schools officially recognized as being functional. Table A5.4 gives a summary of schools by their functional status and gender; 14 of the 22 male schools in the sample (64%) were functional, and 25 of the 38 female schools

Appendix 5 63

(66%) were functional. The gender difference in the proportion of functional schools was expected, and perhaps not as wide as might have been feared.

Table A5.4: Distribution of Schools—Functional Status and Gender

Item Male Female All Functional 14 25 39 Nonfunctional 6 7 13 Partly Functional 2 6 8 All 22 38 60 Source: Middle School Project sample survey.

8. Table A5.5 provides a provincial summary of sample schools by their functional status. Only 7 of the 18 sample schools in Sindh (39%) were functional; in NWFP, 20 of 28 schools (71%) were functional; while in Balochistan 12 of 14 sample schools (86%) were functional. Eight schools in the overall sample (13%) were partly functional, and half of these were in Sindh. Provincial differences in the functional status of upgraded schools was, therefore, very wide—much wider, for example, than the gender gap noted in Table A5.4. In particular, Balochistan stands out with its high performance, while Sindh has an extremely poor record, and NWFP performing much better than Sindh but not as well as Balochistan. This provincial pattern is in line with the achievement of quantitative targets in school upgrading.

Table A5.5: Distribution of Schools—Functional Status by Province

Item Balochistan NWFP Sindh Total Functional 12 20 7 39 Nonfunctional 6 7 13 Partly Functional 2 2 4 8 All Sample 14 28 18 60 NWFP = North-West Frontier Province. Source: Middle School Project sample survey.

9. The survey sample was drawn exclusively from the list of schools designated as being functional by the respective provincial education departments. The most common reason for the nonfunctionality of sample schools was that the school existed only in the shape of its physical infrastructure. A school building had been provided but the school could not function because the building had not been handed over to the department, middle-school teachers had not been appointed, or teachers who had been appointed were delegated to serve in other schools. In a number of cases the school buildings had been put to alternative uses. 10. In partly functional schools the general pattern was that while teachers had been appointed, they were too few in number, school enrollments were low because an inappropriate site had been selected, or teachers were erratic in attending school. In a number of places, the teachers had to commute long distances and this discouraged from regular attendance. Teachers in Sindh complained that they had not received their salaries for many months, and thus had stopped attending school. C. Site Selection Criteria

11. Several criteria were specified in the Project for the selection of a primary school for upgrading to middle level. Two-thirds of the schools to be upgraded were supposed to be girls’

64 Appendix 5

schools, and over 80% of all upgraded schools were to be selected in rural areas. The decision for school selection was to be the responsibility of division and district education officials. Four specific criteria were listed for school selection: (i) the primary school must have at least 0.20 hectares of land available to accommodate additional rooms and leave enough space for physical education and sports facilities; (ii) the school must have at least two classrooms and a veranda prior to upgrading; (iii) there must be adequate students in the catchment area of the selected school to enable a minimum enrollment of 40 pupils per class. The selected school must have at least 40 pupils enrolled in grade 5, and nearby primary schools located within 2 kilometers walking distance or 10 kilometers driving distance must have considerable enrollment in grade 5; (iv) the community must be supportive of allowing girls to go to school. In most of the sample schools the upgrading had been carried out several years prior to the survey. It was, therefore, only possible to verify pre-upgrading conditions through recall. 12. In a majority of cases, land had to be acquired for school upgrading—in other words, the criterion concerning prior ownership of land was not followed. In a number of cases, the land was acquired from a local landowner against the promise that the owner would be appointed as a chowkidar (caretaker) in the school by way of compensation. Forty-two of the 60 sample schools were located away from the site of the previous primary school building (Table A5.6). The prior existence of a primary school building, therefore, was largely irrelevant to the upgrading of these schools. Provincial data differed. While in Balochistan nearly all of the sample schools were upgraded on the site of the previous primary school, in NWFP and Sindh this was the rare exception. The initial conditions in terms of land endowments, therefore, were often ignored.

Table A5.6: Distribution of Schools—Existence of Primary School On-Site

Province On-Site Off-Site Total Balochistan 13 1 14 NWFP 5 23 28 Sindh 0 18 18 Total 18 42 60 NWFP = North-West Frontier Province. Source: Middle School Project sample survey.

13. The condition about the prior existence of at least two rooms and a veranda in the selected school was meant to ensure that some basic level of infrastructure already existed before upgrading. The works undertaken for upgrading—for example, the construction of new rooms—were supposed to add to the existing infrastructure. In at least 70% of the sample schools the preexisting infrastructure of the primary school was irrelevant to the upgraded school. Even in schools where the previous primary building was on-site, sometimes the building had been allowed to fall into disrepair, thus rendering it unusable. 14. The survey also revealed that a majority of the upgraded middle schools that were functional had no active relationship with the primary school that had supposedly been upgraded. Of the 47 functional or partly functional school sites, 24 operated only grades 6 to 8. Twenty-one of the sample schools sites had teaching from grades 1 to 8, one had grades 1 to 10, while one school had only grades 5 and 6. In NWFP and Sindh, in particular, the school was not regarded as an upgraded school, but as a new middle school. Most of the informants who included teachers and local community members did not see any particular connection between the primary and middle sections. They were organizationally distinct and operated as separate schools under different head teachers, even in those cases in NWFP and Sindh where primary

Appendix 5 65

classes were found to be held on-site. In Balochistan, by contrast, the sense of school upgrading was much stronger, and the connection between the primary and middle sections was a real one. 15. Sample schools varied greatly in terms of the size and type of settlement where they were located. One quarter of all sample schools (15) were in settlements with up to 100 households. Over half of the sample (32) were in settlements with between 100 and 500 households, while 13 schools were in settlements with more than 500 households (Table A5.7).

Table A5.7: Distribution of Schools by Size of Settlementa

Size of Settlement Balochistan NWFP Sindh All Up to 100 4 6 5 15 101–500 4 18 10 32 501–1,000 2 1 1 4 Over 1,000 4 3 2 9 All 14 28 18 60 NWFP = North-West Frontier Province. a Estimated number of households. Source: Middle School Project sample survey.

16. Classifying settlements according to their qualitative characteristics was also useful. Four categories emerged: rural, small town, urban, and peri-urban (Table A5.8). Forty-one of the sample schools were in sites that could be unambiguously identified as villages or rural, and another eight were in unambiguously urban areas. Nine school sites might have been administratively classified as rural, but were small towns. Another two schools were located in nominally rural areas, but on the edge of sizeable towns, and were classified peri-urban.

Table A5.8: Distribution of Schools by Type of Settlement

Type of Settlement Balochistan NWFP Sindh All Rural 4 24 13 41 Small town 3 4 2 9 Urban 6 2 8 Peri-urban 1 1 2 All 14 28 18 60 NWFP = North-West Frontier Province. Source: Middle School Project sample survey.

17. Compared with NWFP and Sindh, the Balochistan sample schools tended to be in larger settlements and in more urban settings. Only 4 of the 14 schools or 29% in the Balochistan sample were rural, while in NWFP and Sindh rural schools dominated the sample. Likewise, in Balochistan a large proportion (over two fifths) of sample schools were in settlements with more than 500 households, while in NWFP and Sindh the ratio was one seventh and one sixth respectively. 18. Settlement size was an important criterion for site selection. Villages with small populations are unlikely to be able to sustain a middle school. In NWFP and Sindh, larger settlements and urban areas likely already had middle and secondary schools prior to the Project, and were, therefore, ruled out for further upgrading.

66 Appendix 5

D. Status of Physical Facilities

19. School upgrading was to provide the following types of physical facilities: (i) three additional classrooms, (ii) veranda, (iii) room for head-teacher’s office, (iv) science room, (v) electrical fittings, (vi) boundary wall, (vii) playground, (viii) drinking water supply, and (ix) toilets. 20. In terms of achieving the quantitative civil works’ targets, the sample schools performed very well in all three provinces. Table A5.9 provides a summary of compliance with four of the basic requirements: three classrooms, a science room, a head-teacher’s office, and a veranda. Over 90% of the sample schools had the classrooms, the head-teacher’s office, and the veranda, while 80% of the schools also had a science room.

Table A5.9: Percent Distribution of Schools with Physical Facilities

Physical Facilities Balochistan NWFP Sindh All Three Classrooms 100 89 94 93 Science Room 100 57 100 80 Head-Teacher's Office 100 89 100 95 Veranda 100 96 100 98 NWFP = North-West Frontier Province. Source: Middle School Project sample survey.

21. The overall quality of the civil works was not satisfactory. Informants were asked about the need for repairs to the physical infrastructure, and in 38 of the 60 schools (63%) some repairs were needed. While some of the needed repair work consisted of routine maintenance, others indicated poor quality of the original civil works. 22. While the design of upgraded schools envisaged three rooms as classrooms for grades 6, 7, and 8, one room as a science room, and another as a head-teacher’s office, in practice, the total number of rooms, their functional status, and their uses varied greatly in the sample schools. Many of the upgraded schools were not linked either physically or organizationally to a primary school, and therefore functioned as independent schools. In these schools, the process of upgrading did not lead to the construction of three extra classrooms, but the construction of the entire school from scratch. In many schools, no meaningful distinction was made between a science room and a classroom. Classes were held in the room designated as the science room because the science laboratory was effectively dysfunctional. In some cases a classroom was being used as a staff room for teachers or a storeroom, while the officially designated storeroom in some schools was used as a residential quarter by a teacher. 23. Given the differences between officially designated uses of facilities and their actual (sometimes quite appropriate) uses, reporting on the condition of rooms in the survey schools in terms of their original purpose makes little sense. Tables A5.10 and A5.11, therefore, attempt to provide a more simplified analysis of rooms in survey schools, and their functional status. Table

Appendix 5 67

A5.10 shows that the survey schools had a total number of rooms, ranging from 4–12. Most schools, however, had 5 rooms.

Table A5.10: Distribution of Schools by Number of Rooms

Number of Rooms Number of Sample Schools Percent

4 8 13.3 5 27 45.0 6 1 1.7 7 2 3.3 8 2 3.3 9 6 10.0 12 1 1.7 Not verifiable 13 21.7

Total 60 100.0 Source: Middle School Project sample survey.

24. In 60% of the sample schools not a single room was fully functional. If an allowance is made for partly functional rooms, then the proportion of such schools dropped to 40%. In other words, in 40% of the sample all rooms were nonfunctional. Only 9% of the schools had all of their rooms in a functional state.

Table A5.11: Percent Distribution of Schools by Proportion of Functional Rooms

Item Nonfunctional Rooms Functional or Partly Functional RoomsNone 60 40 Half Or Fewer 17 9 Between Half And All 15 17 All 9 34 Total 100 100 Source: Middle School Project sample survey.

25. Other facilities specified as part of the upgrading included the provision of drinking water, toilets, a boundary wall, electrical fittings, and playground. Different sources of drinking water were provided in the sample schools, depending on local conditions. Table A5.12 provides a distribution of the sample schools by the source of drinking water available, as well as functional status. Twenty-seven of the 60 schools had either a nonfunctional water supply, or did not have any source of drinking water within the school.

Table A5.12: Drinking Water Facility Provided By Functional Status

Facility Functional Partly Functional Nonfunctional Total Hand Pump 3 4 7 Motor Pump 6 6 Spring 6 1 7 Tank 2 3 5 Tubewell Connection 3 3 Water Supply Scheme 4 1 5

68 Appendix 5

Not Available Or Nonfunctional 27 27 Total 24 8 28 60 Source: Middle School Project sample survey.

26. Compliance with quantitative targets was high in other facilities too. Table A5.13 reports the survey results on the physical presence of various facilities, as well as their functional status. Because several schools were closed at the time of the survey access to the premises was limited, and the presence and condition of the facilities could not be verified. While toilets were provided in nearly all of the sample schools, they were found to be functional in only 32% of the schools. In another 18%, the toilets were partly functional. A large proportion of schools (32%) either did not have a boundary wall, or it was nonfunctional. In 38% of the schools electrical fittings were either not provided or nonfunctional.

Table A5.13: Distribution of Schools—Facilities Provided by Functional Status (%)

Facility Status Toilets Boundary Wall Electrical Fittings PlaygroundNot Provided 2 15 15 13 Functional 32 20 15 18 Partly Functional 18 40 37 25 Nonfunctional 40 17 23 35 Not Verifiable 8 8 10 8 All Schools 100 100 100 100 Source: Middle School Project sample survey.

E. Supply of Furniture, Equipment, and Materials

27. Upgraded schools did much better, however, in terms of the availability of furniture. Nearly all classrooms were supplied with furniture for teachers as well as pupils (Table A5.14). In some cases (7 %), furniture was available in the school but some classes did not have use of it. These were mainly primary section classes, which were not within the Project’s scope, and children were seated on rugs on the floor.

Table A5.14: Distribution and Use of Furniture

Pupils Teachers Item Frequency Percent Frequency Percent In Use 153 93 164 95 Available but not in Use 11 7 9 5 Not Available 1 1 0 0 Total 165 100 173 100 Source: Middle School Project sample survey.

28. Sample schools did less well in terms of the supply of teaching and recreational material. Library books and science equipment had not been provided in at least one third of the schools, while for about half the schools no educational kits or sports equipment had been made available. Even in schools where library books had been supplied, only 10% of the sample had functional libraries (Table A5.15). The problem with the availability of moveable facilities in schools appeared to be two-fold: supply and maintenance. While equipment such as furniture was widely available, the supply as well as maintenance of more sophisticated items essential

Appendix 5 69

for the proper functioning of a school, such as books, educational kits, and science equipment was problematic.

Table A5.15: Distribution of Schools—Material Provided By Functional Status

Item Library Educational Kits Science EquipmentSports

Equipment Not Provided 33 45 33 50 Functional 10 7 8 3 Partly Functional 23 23 27 25 Nonfunctional 22 12 20 8 Not Verifiable 12 13 12 13 All Schools 100 100 100 100

Source: Middle School Project sample survey. 29. In many schools, quantitative targets for supply were met—books as well as science equipment were supplied—but these items simply occupied scarce storage space. Quantitative targets were achieved in a haphazard and irrational manner. Science equipment was provided to schools where no science teacher was appointed. In some cases, the entire supply of library books consisted of dozens of copies of a scholarly philosophical text beyond the reach of the teachers let alone pupils. F. Staffing

30. School upgrading was premised on the appointment of qualified teachers to staff the new middle school positions created. Ascertaining whether a particular post or a teacher’s appointment was directly attributable to the Project was difficult as a number of staff started their careers before the Project and had been transferred to the upgraded school. To bypass existing restrictions on transfers, many teachers were sent on “deputation” to and from the sample schools. Table A5.16 provides a summary of the number of teachers who were actually posted in the sample schools. These include teachers specially appointed to these schools as well as those on transfer, deputation, or attachment.15 Fourteen of the 60 sample schools did not have a single middle-school teacher. Interestingly, while most of these (8 in all) were nonfunctional schools, there were some functional and partly functional schools also with no middle teachers posted. In these cases, other individuals, such as primary school teachers or local volunteers helped to keep the schools running. Paradoxically, several schools with teachers appointed were nonfunctional.

Table A5.16: Distribution of Schools—Number of Teachers Posted

Number of Teachers Functional Partly Functional Nonfunctional All None 3 3 8 14 1–5 6 4 2 12 6 8 1 1 10 7 10 2 12 More than 7 12 12

Source: Middle School Project sample survey.

15 A teacher was classified as an “attached” teacher if she or he was allowed to attend a school other than the one to

which she or he was officially posted. Some teachers were attached because their own schools were nonfunctional.

70 Appendix 6

DETAILS OF STIPEND PROGRAMS A. Rural Girls’ Stipend Program 1. Selection criteria for this program were that (i) the candidate was currently enrolled in an eligible rural school and attended grade 5; (ii) the annual income of the family unit was less than PRs10,000; (iii) the parents or guardians agreed to keep their daughter in school until grade 8, by signing an agreement with the district education officer; (iv) the candidate had acceptable attendance and performance in course work in grade 5; (v) one beneficiary per family was eligible, with preference for the eldest; and (vi) priority would be given to orphans and handicapped girls. The stipend was to provide an annual cash allowance of PRs1,200 per annum and a book allowance of PRs200 to each beneficiary.

Table A6.1: Rural Girls’ Stipend Program Province Target Achievement Balochistan 7,730 6,357 NWFP 19,120 19,120 Sindh 23,580 16,485

Total 50,430 41,692 NWFP = North-West Frontier Province. Sources: Report and Recommendation of the President; and project implementation units.

B. Rural Teacher Enhancement Stipend Program 2. Selection criteria for the teacher enhancement program were that (i) the candidate was currently enrolled in a rural school and attending grade 10; (ii) the candidate had acceptable attendance and performance in grade 10; and (iii) the candidate and her parents had shown commitment to her completing the teachers’ training program and to her acceptance of an assignment in a rural middle school for 3 years upon completion of her government college for elementary teachers’ course. The parents or guardians were to sign a bond committing them to complete the 3 years of advanced education for their daughter. The stipend was to provide a monthly amount of PRs250 plus an annual book allowance of PRs250.

Table A6.2: Rural Teacher Enhancement Program

Province Target Achievement Balochistan 400 328 NWFP 600 600 Sindh 1,500 494

Total 2,500 1,422 NWFP = North-West Frontier Province. Sources: Report and Recommendation of the President; and project implementation units.

3. Under the implementation arrangements, the respective head teachers/ principals were to recommend candidates to the district education officers based on the selection criteria, bank accounts were to be opened in the name of the beneficiary and her parents, funds were to be withdrawn bimonthly, the beneficiaries’ attendance and performance were to be monitored by the respective head teachers/principals and reported bimonthly to the project implementing unit,

Appendix 6 71

and the project implementing unit was also to monitor the beneficiaries’ performance in terms of attendance and coursework.

72

Appendix 7

INTERNATIONAL AND IN-COUNTRY TRAINING

Number of Participants Participants Venue Duration Balochistan NWFP Sindh Federal Total Person Months

Area/ Field

Course/ Topics

App Act App Act App Act App Act App Act App Act Study Visit on Curriculum and Instructional Materials Development

Curriculum Wing

International/ Regional

4 weeks 2 2 2 2 2 2 Curriculum Reform and Textbook/ Handbook Development

Curriculum Development

Subject Specialists (Curr Wing/ PEEC)

International/ Regional

3 months 4 4 4 4 4 4 6 6 18 18 54 54

Textbook Writing and Publishing

Textbooks Writers

International 3 months 3 3 3 3 3 3 9 9 27 27

Student Achievement Testing

Achievement Testing

Subject Specialists

International 6 weeks - - - 4 4 4 4 6 6

Ach. Testing Dev and Impl.

Participating Teachers

Local 1 week (twice)

96 168 668 120 120 384 288 192 144

Teacher Training

Subject Spec. (e.g., mathematics, science )

Untrained Teachers

Local/ GCET 4 weeks 2,261 2,008 600 0 2,473 0 - - 5,334 2,008 5,334 2,008

Appendix 7

73

Number of Participants Participants Venue Duration Balochistan NWFP Sindh Federal Total Person Months

Area/ Field

Course/ Topics

App Act App Act App Act App Act App Act App Act

New Curriculum

Middle School Teachers

Local/ PCEC 10 days 1,518 1,328 3,462 4,062 10,632 3,200 15,612 8,590 5,204 2,863

Head Teacher Training

Training of Trainers

PCEC Mgt Trainers

International/ Regional

3 months 2 2 2 2 2 2 - - 6 6 18 18

School Administration and Academic Support

Head teachers

Local/ PCEC 6 weeks 790 630 1,200 1,200 2,084 2,084 4,074 3,914 6,111 5,871

Academic Supervision

School Supervision

District Education Officers

Local/ AEPM 4 weeks 26 54 54 40 120 54 120 54

ADEO/ SDEO

Local/ AEPM 4 weeks 62 130 130 96 96 288 226 288 226

Study Visit on School Supv. and Comm Mobilization

Division Directors

International/ Regional

4 weeks 8 8 14 13 10 9 32 30 32 30

Study visit on Education Sector

Sec/Adl Sec/Dir PEDs

International/ Regional

4 weeks 4 3 4 4 4 4 6 18 11 18 11 Management Development

Management and Finance

Chief Planning, P&D, MOE

International 4 weeks 2 2 2 2 4 2 2 10 6 10 6

Planning and Management

Directors/ Deputy Directors

Local/ AEPM 4 weeks 4 4 9 6 17 6 17 6

74

Appendix 7

Number of Participants Participants Venue Duration Balochistan NWFP Sindh Federal Total Person Months

Area/ Field

Course/ Topics

App Act App Act App Act App Act App Act App Act

NEMIS Data Process and Reporting

NEMIS/ PEMIS Staff

Local/ AEPM 2 weeks 37 44 33 6 120 0 60 -

Construction Management/ Maintenance

Chief / Executive Engineers

International/ Regional

4 weeks 2 2 2 - 2 - - - 6 2 6 2

Construction Supervision

District Education Engrs

Local/ AEPM 4 weeks 26 27 25 78 0 78 -

Project Management

Project Management

PIU/FCU staff

International/ Regional

3 weeks 1 - 1 1 1 1 1 1 4 3 3 2

4 weeks 3 3 8 3 17 0 17 -

Project Management and Implementation

PIU/FCU staff

Local/ AEPM

International / Regional 26 24 32 29 27 22 24 16 109 91 176 158

Total Local 4,823 3,966 5,692 5,614 15,520 5,506 9 - 26,044 15,086 17,421 11,172

Total 4,849 3,990 5,724 5,643 15,547 5,528 33 16 26,153 15,177 17,597 11,331 Ach = achievement; Act = actual, ADEO = assistant district education officer, Adl = additional, AEPM = Academy for Educational Planning and Management, App = appraisal, Comm = community, Curr Wing = curriculum wing, Dev = development, Edu = education, Engrs = engineers, FCU = Federal Coordination Unit, GCET = government college for elementary teachers, Impl = implementation, MOE = Ministry of Education, NEMIS = national education management information system, NWFP = North-West Frontier Province, P&D = Planning and Development, PCEC = Provincial Curriculum and Extension Center, PED = provincial education department, PEEC = provincial education extension center, PEMIS = provincial education management information system, PIU = project implementation unit, SDEO = subdivisional education officer, Sec = secretary, Spec = specialist, Supv = supervision. Sources: Report and Recommendation of the President; and project implementation units.

Appendix 8 75

PROJECT COSTS ($'000)

Foreign Local Total Item Exchange Currency Cost A. Implementation Costs 1. Civil Works 9,456.0 13,371.0 22,827.0 2. Furniture, Equipment, and Vehicles 308.0 2,534.0 2,841.0 3. Instructional Material 5.0 268.0 273.0 4. Staff Development 908.0 2,804.0 3,712.0 5. Consulting Services 1,571.0 1,654.0 3,225.0 6. Rural Girls’ Stipend Program 94.0 2,953.0 3,046.0 7. Incremental Recurrent Costs 0.0 1,945.0 1,946.0 8. Taxes and Duties 0.0 497.0 497.0 Subtotal (A) 12,342.0 26,026.0 38,367.0 B. Imprest Advances and Service Charges 1. Imprest Advances 785.0 0.0 785.0 2. Service Charges 1,615.0 0.0 1,615.0 Subtotal (B) 2,400.0 0.0 2,400.0 Total 14,742.0 26,026.0 40,767.0

Source: Asian Development Bank estimates.

76 Appendix 9

DISBURSEMENT SCHEDULE ($ million)

Year Quarter Actual Disbursement

Actual Cumulative

Cumulative Percentage of Actual Disbursement

1994 I 0.00 0.00 0.00 II 0.00 0.00 0.00 III 0.00 0.00 0.00 IV 0.00 0.00 0.00 Total 1994 0.00 0.00 0.00

1995 I 0.00 0.00 0.00 II 4.94 4.94 14.18 III 0.01 4.95 14.20 IV 0.49 5.43 15.59 Total 1995 5.43 5.43 15.59

1996 I 0.36 5.79 16.61 II 1.21 7.00 20.07 III 1.19 8.19 23.49 IV 1.87 10.06 28.84 Total 1996 4.62 10.06 28.84

1997 I 0.13 10.19 29.22 II 1.68 11.87 34.03 III 1.15 13.01 37.33 IV 1.54 14.55 41.75 Total 1997 4.50 14.55 41.75

1998 I 0.89 15.45 44.30 II 0.99 16.44 47.15 III 1.00 17.44 50.02 IV 5.08 22.52 64.59 Total 1998 7.96 22.52 64.59

1999 I 0.91 23.43 67.19 II 1.22 24.64 70.68 III 0.27 24.92 71.47 IV 1.84 26.75 76.73 Total 1999 4.23 26.75 76.73

2000 I 0.78 27.53 78.97 II 0.16 27.69 79.42 III 0.38 28.07 80.52 IV 0.12 28.19 80.86 Total 2000 1.44 28.19 80.86

2001 I 0.60 28.78 82.56 II 0.57 29.36 84.20 III 0.82 30.17 86.54 IV 0.99 31.16 89.37

Appendix 9 77

Year Quarter Actual Disbursement

Actual Cumulative

Cumulative Percentage of Actual Disbursement

Total 2001 2.97 31.16 89.37

2002 I 0.18 31.34 89.89 II 0.76 32.09 92.05 III 0.58 32.68 93.72 IV 0.84 33.51 96.12 Total 2002 2.35 33.51 96.12

2003 I 0.23 33.74 96.78 II 0.32 34.06 97.69 III 0.61 34.67 99.45 IV 0.06 34.73 99.61 Total 2003 1.22 34.73 99.61

2004 I 0.11 34.84 99.93 II 0.03 34.86 100.00 Total 2004 0.14 34.86 100.00

Source: Asian Development Bank Loan Financial Information System.

78

Appendix 10

PROJECT IMPLEMENTATION SCHEDULE

Year and Quarter of Implementation

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 04 Activity 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2

Establish FCU and PIUs Select/appoint staff

Prepare policies and procedures

Physical Facilities

Select sites

Design and document

Tender/contract

Develop site

Undertake construction Furniture, Equipment, and Vehicles

Specify/document

Tender/contract Supply

Appendix 10

79

Year and Quarter of Implementation 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 04 Activity

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 Instructional Materials

Revise and approve curriculum

Draft textbook prototypes

Field test, evaluate, and approve

Prepare handbook contents

Print and distribute

Acquire and distribute library reference materials Staff Development

Select trainees

Implement in-country training

Implement international training Consultants' Services (MOE)

Shortlist

80

Appendix 10

Year and Quarter of Implementation 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 04 Activity

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2

Select/appoint

Field consultants Stipend Programs

Prepare criteria for selection

Prepare implementing procedures

Select beneficiaries

Implement and monitor program Monitoring and Evaluation

Develop and implement BME system

Conduct midterm review of Project BME = benefit monitoring and evaluation, Equip = equipment, FCU = Federal Coordinating Unit, MOE = Ministry of Education, PIU = project implementation unit. = Appraisal = Actual

Appendix 11 81

STATUS OF COMPLIANCE WITH LOAN COVENANTS

Covenant

Reference in Loan

Agreement

Status of

Compliance The Borrower will ensure the Project is carried out with due diligence and efficiency and in conformity with sound administrative, financial, engineering, environmental, and educational practices.

Section 4.01 (a) Partly complied with.

In the carrying out of the Project and operation of the project facilities, the Borrower will perform, or ensure that all obligations set forth in Schedule 6 to this Loan Agreement are carried out.

Section 4.01 (b) Partly complied with.

The Borrower will make available, promptly as needed, the funds, facilities, services, land, and other resources required, in addition to the loan proceeds to carry out the Project.

Section 4.02 Partly complied with.

The Borrower will ensure that the activities of its departments and agencies for carrying out the Project and operating the project facilities are conducted and coordinated in accordance with sound administrative policies and procedures.

Section 4.03 Partly complied with.

In the carrying out the Project, the Borrower will ensure competent and qualified consultants and contractors, acceptable to the Borrower and the Asian Development Bank (ADB), are employed upon terms and conditions satisfactory to the Borrower and ADB.

Section 4.04 (a) Complied with. A few contractors who were not employed in accordance with the procedures stipulated in the Loan Agreement were not financed under the loan

The Borrower will ensure the Project is carried out in accordance with plans, design standards, specifications, work schedules, and construction methods acceptable to the Borrower and ADB. The Borrower will ensure ADB is provided, promptly after their preparation, such plans, design standards, specifications, and work schedules, and any material modifications subsequently made in such detail as reasonably requested by ADB.

Section 4.04 (b) Complied with.

The Borrower will make arrangements satisfactory to ADB to insure the project facilities to such extent and against such risks and in such amounts as is consistent with sound practice.

Section 4.05 (a) Not required as no procurement was undertaken on a cost, insurance, and freight basis.

Without limiting the generality of the foregoing, the Borrower undertakes to insure, or cause to be insured, the goods to be imported for the Project and to be financed out of the proceeds of the loan against hazards incident to their acquisition, transportation, and delivery to the place of use or installation, and for such insurance any indemnity be payable in a currency freely usable to replace or repair such goods.

Section 4.05 (b) Complied with.

The Borrower will ensure records and accounts are maintained adequate to identify the goods and services and other items of expenditure financed out of the proceeds of the loan, to disclose their use in the Project, to record the progress of the Project (including the cost ) and to reflect, in accordance with consistently maintained sound accounting principles, the project-related operations and financial condition of the agencies of the Borrower responsible for the carrying out the Project and operating all or any part of the project facilities.

Section 4.06 (a) Complied with but with delays in Balochistan and Sindh.

The Borrower will (i) maintain, or cause to be maintained, separate accounts for the Project; (ii) have such accounts and related financial statements audited annually, in accordance with sound auditing standards, by auditors acceptable to ADB; (iii) furnish to ADB, as soon as available but in any event not later than 12 months after the end of each related fiscal year, certified copies of such audited accounts and financial statements and the report of the

Section 4.06 (b) Complied with.

82 Appendix 11

Covenant

Reference in Loan

Agreement

Status of

Compliance auditors relating thereto, all in English; and (iv) furnish to ADB other information concerning such accounts and financial statements and the audit thereof as ADB may request In addition to annual audited financial statements, the Borrower will provide ADB, within 6 months after the end of each fiscal year, unaudited annual financial statements on its operations for such fiscal year.

Section 4.06 (c) Not applicable. The executing agencies are nonrevenue earning entities.

The Borrower will ensure ADB is provided with all such reports and information as ADB reasonably requests concerning (i) the loan, and the expenditure of the proceeds and maintenance of the services; (ii) the goods and services and other items of expenditure financed out of the loan proceeds; (iii) the Project; (iv) the administration, operations, and financial conditions of project executing agencies and any other agencies of the Borrower responsible for the carrying out the Project and operation of the project facilities, or any part thereof; (v) financial and economic conditions in the territory of the Borrower and the international balance-of-payment position of the Borrower; and (vi) any other matters relating to the purposes of the loan.

Section 4.07 (a) Complied with.

Without limiting the generality of the foregoing, the Borrower will ensure ADB is provided with quarterly reports on the carrying out of the Project and on the operation and management of the project facilities. Such reports will be submitted in form and detail and within the time period that ADB reasonably requests, and will indicate, among other things, progress made and problems encountered during the quarter under review, steps taken or proposed to be taken to remedy these problems, and the proposed program of activities and expected progress during the following quarter.

Section 4.07 (b) Partly complied with. Quarterly reports lacked sufficient detail.

Promptly after physical completion of the Project, and not later than 3 months thereafter or such later date as may be agreed for this purpose between the Borrower and ADB, the Borrower will prepare and provide ADB with a report, in such form and in such detail as reasonably requested by ADB, on the execution and initial operation of the Project, including its cost, the performance by the Borrower of its obligations under the Loan Agreement ,and the accomplishment of the loan’s purposes.

Section 4.07 (c) Partly complied with. Consolidated report from the federal coordinating unit (FCU) is awaited.

.The Borrower will enable ADB’s representatives to inspect the Project, the goods financed out of the loan proceeds, and any relevant records and documents.

Section 4.08 Complied with.

The Borrower will ensure that the project facilities are operated, maintained, and repaired in accordance with sound administrative, financial, engineering, and operation and maintenance practices.

Section 4.09 Partly complied with. Adequate funds were not provided in the provincial recurrent budgets for school maintenance and for staff salaries. All schools are not yet fully operational.

The Borrower will take all actions necessary on its part to enable the provinces to perform their obligations under the Project Agreement, and will not take or permit any action that would interfere with the performance of such obligations.

Section 4.10 Complied with.

The Ministry of Education (MOE) and the provincial education departments (PEDs) will be the project executing agencies and will undertake responsibility for the effective implementation of the Project as follows: MOE, through its Secondary and Technical Education Wing will be responsible for implementation at the national level, while the PED in each province, will be responsible

Schedule 6, para. 1

Complied with.

Appendix 11 83

Covenant

Reference in Loan

Agreement

Status of

Compliance for the provincial components of the Project. MOE will act as the principle Executing Agency for the Project MOE will, prior to the effective date, establish an FCU within the Secondary and Technical Education Wing to be responsible for implementing the national program and coordinating the work of the project implementation units (PIUs). MOE will appoint the core FCU staff on a full-time basis.

Schedule 6, para. 2

Complied with.

The Borrower will establish a federal steering committee to provide guidelines for project implementation and monitor progress of implementation at the national level. The federal steering committee will be chaired by the secretary of education and comprise the joint educational advisers (curriculum, primary and nonformal education, secondary and technical education and planning and development wings), the chief of the Planning and Development Division, provincial education secretaries, and the directors of the PIUs.

Schedule 6, para. 3

Partly complied with.

Each PED will, prior to the effective date, establish a provincial coordinating committee (PCC) to coordinate all project implementation activities in the respective province. The PCCs will be chaired by the respective PED secretary and the project manager of the PIU will be its member-secretary. Each PCC will include the provincial directors of schools, chairman of textbook boards, director of curriculum and extension center and representatives of the planning and development department, department of finance, engineering division and the director of the PIU.

Schedule 6, para. 4

Complied with. The PCCs were notified. Meetings were held on need basis, however, minutes of PCC meetings were not available.

The Education Department of Sindh and the Directorate of School Education (middle and secondary schools) of Balochistan and North-West Frontier Province (NWFP) will be the implementing agencies in their respective provinces. Each PED will establish a PIU headed by a project director. Within each PIU, a project manager will be responsible for the day-to-day administration and implementation of the provincial component of the Project. The project directors and the project managers for each of the PIUs will be appointed prior to the effective date.

Schedule 6, para. 5

Complied with.

The Borrower and the provinces will ensure adequate budgetary allocations in their respective budgets for the Project, for each fiscal year to ensure timely and effective implementation of the project facilities. For this purpose, the Borrower and the provinces will, prior to 30 April of each fiscal year, during project implementation, provide ADB with a draft financing plan for the Project. The draft financing plan will reflect the annual budgetary allocations for the Project, indicating the allocations made by the Borrower and the provinces in addition to the loan proceeds.

Schedule 6, para. 6

Partly complied with. Financing plans were not provided to ADB.

The primary schools in the provinces to be upgraded, will be selected in accordance with such criteria as agreed between the Borrower and ADB. The Borrower will annually submit to ADB for review a list of schools to be upgraded during the following year. The list of schools to be upgraded during the first 12 months of project implementation will be received and approved by ADB prior to the effective date.

Schedule 6, para. 7

Partly complied with. Site selection criteria often by-passed.

Within 6 months of the effective date, the Borrower will undertake a management organization study of provincial education departments on ways to improve their efficiency and management of school education. The study, which will include an action plan, will be completed and submitted to ADB for approval within 18 months of the effective date. The action plan, as agreed between the Borrower and ADB, will be initiated within 24 months of the effective date.

Schedule 6, para. 8

Partly complied with. Implementation of recommendations is to be considered by the provincial governments within the framework of the devolution plan.

84 Appendix 11

Covenant

Reference in Loan

Agreement

Status of

Compliance Within 6 months of the effective date, the Borrower will undertake a survey on the maintenance of educational assets, including buildings, furniture, and equipment; and adopt appropriate measures, including financial provisions, for the regular maintenance of these facilities. The study will be completed within 15 months of the effective date. During the midterm review discussions will be held between the Borrower and ADB on an action plan to be carried out starting during the third year of project implementation. The Borrower will ensure that the appropriate budgetary support will be provided by the provinces.

Schedule 6, para. 9

Partially complied with. Manual prepared and master trainers trained.

Within 6 months of the effective date, the Borrower will undertake a study on ways to secure greater private sector participation in the education sector. The study will be completed within 15 months of the effective date, and focus particularly on local communities and include the strengthening of education foundations, mosque and mahalla schools, other philanthropic and humanitarian institutions, and profit-oriented organizations. The results of the study and action plan to implement any recommendations, will be discussed by ADB and the Borrower during the midterm review.

Schedule 6, para. 10

Partly complied with. Implementation awaiting reorganization of education foundations in part due to the education sector reforms. School management committees are being strengthened under the devolution plan.

The stipend program for rural girls intended to promote incremental enrollment for rural girls in the middle schools (The Rural Girls Stipend Program) will be coordinated and monitored by the PIUs and implemented by the district education offices. Except as otherwise agreed between the Borrower and ADB, the criteria for selection of beneficiaries will be in accordance with (i) the candidate will currently be enrolled in an eligible rural school and attend grade V; (ii) the annual income of the family unit will be less than PRs10,000; (iii) the parents will agree to keep their daughter in school until grade 8 by signing an agreement with the district education office; (iv) the candidate will have had acceptable attendance and performance in course work in grade V; (v) one beneficiary per family will be eligible and preference will be given to the eldest; and (vi) priority will be given to orphans and handicapped girls.

Schedule 6, para. 11

Complied with.

The stipend program for rural female teacher trainees intended to increase the supply of female teachers in rural areas by providing financial incentives (the Teachers Enhancement Program), will be coordinated and monitored by the PIUs and implemented by the Government College for Elementary Teachers (GCET). Except as otherwise agreed between the Borrower and ADB, the criteria for the selection of candidates will be in accordance with the following guidelines: (i) the candidate will currently be enrolled in a rural school and attending grade 10; (ii) the candidate will have had acceptable attendance and performance in course work in grade 10; and (iii) the candidate and her parents will have shown commitment to her completion of the teacher training program and will accept an assignment in a rural middle school for 3 years upon completion of her GCET course. The parents of the student will be required to sign a bond committing them to allow their daughter to complete the 3 years of advanced education.

Schedule 6, para. 12

Complied with.

Except as otherwise agreed between the Borrower and ADB, the implementation and the monitoring of the stipend programs will be carried out by the PIUs in accordance with the following guidelines: (i) the respective head teacher/principal will recommend the candidates to the district education offices from their respective schools based on criteria outlined; (ii) the PIU will supervise the opening of a bank account in the name of the recipient and her parents; (ii) the funds will be able to be withdrawn from the

Schedule 6, para. 13

Complied with.

Appendix 11 85

Covenant

Reference in Loan

Agreement

Status of

Compliance accounts bimonthly in amounts agreed to by the Borrower and ADB with an initial withdrawal of the full book allowance. (The total amount of initial withdrawal will not exceed PRs400 in the case of the Rural Girls Stipend Program and not exceed PRs750 in the case of the Teacher Enhancement Program); (iv) the respective head teacher/principal will monitor the attendance and performance of the beneficiaries, and prepare and submit bimonthly reports to the PIU in a form acceptable to the PIU and ADB; and (v) the PIU will continuously monitor the performance of the stipend holders in terms of acceptable standards of attendance and course work. Within 3 months after the effective date, MOE will provide ADB, for approval, a detailed and comprehensive program for international training under the Project. This program , which will be reviewed annually, will include (I) type and number of persons to be trained, (ii) criteria for selection of trainees, (iii) institutions or locations proposed for training, (iv) types of courses to be followed, (v) schedule and duration of training, (vi) estimated costs, and (vii) terms and conditions to be imposed on the trainees. Appropriate arrangements shall be made by the executing agencies for their personnel trained under the Project to serve within the education system after their return from training for a reasonable time commensurate with the scope, duration, and cost of the training.

Schedule 6, para. 14

Delayed compliance

The Borrower will ensure that a greater emphasis is placed on (i) alignment of the middle schools curriculum with the ongoing primary and secondary schools circular reforms, (ii) development of more relevant and attractive text materials aligned to the improved curriculum, (iii) development of teachers and head teachers’ handbooks consistent with the new curriculum, and (iv) upgrading the local skills of writers to develop a higher quality text subject content and improve book layout.

Schedule 6, para. 15

Delayed compliance. The revised curriculum and textbooks were introduced in schools in 2004 after long delays in notification and printing of revised textbooks and handbooks by provincial textbook boards.

The Borrower will ensure that the Federal Curriculum Bureau develops and pilots a middle school achievement testing system and introduces the piloting of classroom-based continuous achievement testing in middle schools in each province. The selection of the sample schools will be agreed upon between the Borrower and ADB.

Schedule 6, para. 16

Complied with.

The Borrower will ensure that the Bureau of Curriculum and Extension in the respective provinces undertake a systematic review of the process of school supervision from provincial education department to school levels. Such review will identify and propose means of addressing critical weaknesses of the existing system. For this purpose, management and supervisory training units will be established within each of the bureau of curriculum and extension.

Schedule 6, para. 17

Partly complied with. Training of school supervisors completed but supervisory units not established/functioning.

Within 6 months of the effective date, the executing agencies, through MOE, will develop and submit to ADB a program for planning, monitoring, and evaluating project implementation.

Schedule 6, para. 18

Complied with.

The program will include a focus on data collection, analysis, and feedback; and systemize critical and basic school planning, and school location planning as a method to determine where existing schools are, and where new schools should be for boys and girls.

Schedule 6, para. 19

Partly complied with. Systematic school location planning not yet applied.

Notwithstanding the generality of Section 4.06 of the Loan Agreement, the Borrower and the provinces will ensure that separate records and accounts are maintained for the parts of the Project for which they are responsible. The records and accounts will be submitted annually to FCU, which will consolidate and forward them to ADB. The Borrower and each province will ensure

Schedule 6, para. 20

Complied with.

86 Appendix 11

Covenant

Reference in Loan

Agreement

Status of

Compliance that adequate administrative staff are provided to undertake project accounting. Progress in project implementation will be monitored and reviewed by the Borrower and ADB every 6 months.

Schedule 6, para. 21

Partly complied with. Project progress was reviewed on at least an annual basis by review missions.

About 2 years after the effective date, the Borrower will, together with ADB, carry out a midterm review covering the policy, institutional, technical, financial, and physical aspects of the Project, as well as the stipend programs and the sustainability of the operation and maintenance of the project facilities. The results of the midterm review will be discussed between the Borrower and ADB, and if required, implementation strategies will be revised to ensure effective project implementation and to achieve the Project‘s objectives. During the midterm review, the Borrower and ADB will also discuss the studies, and decide upon the implementation of the recommendations resulting from the two studies.

Schedule 6, para. 22

Complied with. The midterm review was undertaken in September/October 1998 as per schedule.

Appendix 12 87

CONSULTING SERVICES SUMMARY

Total Appraised (person-months)

Total Actual (person-months)

Specialization Consulting Outcome Inter-

national Domestic Inter-

national Domestic Inception Studies

9 9 6 9 Education Finance Economics of Education

Study of private sector participation modalities; formulation of alternative ways of financing education

Organization and Management

12 12 21 12

Development of mission statement, roles and responsibilities; improvement of management system and procedures

24 19 School Facilities Rehabilitation and Maintenance

Identification of rehabilitation requirements, formulation of school maintenance program

Curriculum and Related Development

24 72 29 76 Curriculum Development Subject Matter Specialists

Review and improvement of curriculum; piloting and advocacy of new curriculum

12 72 12 67

Instructional Materials Development Textbook Writers

Development of new textbooks and handbooks; piloting of prototypes

12 48 47 Testing and Evaluation

Subject Matter Specialists

Development of text banks; piloting of testing schemes; training of teachers in performance-based testing

9 12 43 Management Training Teacher Training

Strengthening of in-service training programs; training of trainers

24 12 Women in Development and Community Mobilization

Development of community mobilization program; increased participation of rural girls; elimination of gender bias in curriculum and textbooks/activity books

Management and Supervision

12 12 Academic Supervision Strengthening of school supervision program

12 12 Education Management Information System and School Mapping (Sindh only)

Development and installation of education management information system; school mapping

18 Education Management

Information System Institutionalization of national education management information system; improved educational planning and management

9 9 6 9 Benefit Monitoring and Evaluation

Development of monitoring and evaluation system; assessment of project impact

Total 129 282 98 293

88 Appendix 13

SECONDARY DATA ON LIKELY PROJECT BENEFITS 1. The overall goals of the Middle School Project were to increase school enrollment and educational achievements, particularly for rural females, by expanding the number of middle school places, enhancing the demand for female schooling, increasing the number of rural female teachers, and improving the quality of schooling. Secondary data can be used to comment on some of the intermediate steps (such as school availability) as well as final outcomes (such as enrollment rates) in the relevant period. 2. Table A13.1 provides a provincial summary of secondary school availability in the three project provinces between 1975 and 2001. The last two rows of the table (1995 and 2001) roughly correspond with the period before and during the Project. The table indicates the number of secondary schools available in the three provinces per 1,000 children in the relevant age group (11–15 years) in the population. The period 1995–2001 corresponded with an expansion in secondary school availability for all the categories, i.e., males and females in all three provinces. For some of the population groups—Balochistan females, North-West Frontier Province (NWFP) males and females, and Sindh males—the relative increases are unprecedented. Table A13.1 provides initial evidence of significant improvements for precisely those segments where the Project was the most relevant. 3. A number of qualifications are necessary while interpreting these results. First, the data relate to secondary schools and not to middle school places. Second, the data include private schools as well as government schools, and the recent period has seen a remarkable increase in the number of private schools across the country. Many private schools may be misclassified as male schools, while in reality most are coeducational. These qualifications notwithstanding, at least part of the increase indicated in Table A13.1 is likely to be due to the Project.

Table A13.1: Secondary School Availability per 1,000 Children in Relevant Age Cohort

Balochistan NWFP Sindh Year Male Female Male Female Male Female 1975 1.1 0.3 1.0 0.3 1.1 0.5 1980 1.2 0.3 0.9 0.3 0.9 0.4 1985 1.3 0.4 1.0 0.3 1.0 0.4 1990 1.8 0.5 1.2 0.4 1.1 0.5 1995 1.8 0.5 1.2 0.5 1.0 0.5 2001 2.2 0.8 3.1 0.8 2.7 0.6

NWFP = North-West Frontier Province. Source: Social Policy Development Centre. 2003. Annual Report 2002–2003. Karachi: Social Policy Development Centre.

4. Female teacher availability was another important intermediate objective of the Project. Table A13.2 shows that teacher availability significant increased during 1995–2001, measured in terms of the number of female teachers for every 100 girls in the relevant age grouping in the population. This was the case in all provinces, and at the primary as well as secondary levels. In some segments such as Balochistan secondary and Sindh secondary, the increase was particularly dramatic. 5. In this case too, the inclusion of private schools is likely to have had an impact on the overall statistics. For example, private schools, including low-cost and low-fee ones, tend to be coeducational and rely disproportionately on poorly paid female teachers. The nearly four-fold

Appendix 13 89

increase in the ratio of female secondary teachers in Sindh, with the ratio of secondary female schools remaining stagnant (Table A13.2), is likely to be due to the misclassification of coeducational private schools with female teachers as male schools.

Table A13.2: Female Teacher Availability per 100 girls in Relevant Age Cohort

Balochistan NWFP Sindh Year Primary Secondary Primary Secondary Primary Secondary1975 0.4 0.3 0.4 0.2 1.1 1.0 1980 0.4 0.5 0.4 0.4 1.0 0.9 1985 0.4 0.6 0.4 0.4 1.0 0.9 1990 0.8 0.7 0.8 0.5 1.0 1.0 1995 1.0 0.8 1.0 0.6 1.3 0.8 2001 1.6 2.1 1.6 1.1 1.7 3.0 NWFP = North-West Frontier Province. Source: Social Policy Development Centre. 2003. Annual Report 2002–2003. Karachi: Social Policy Development Centre.

6. In this case too, the Project is likely to have had a positive impact regardless of the effect of private schools. Moreover, the expansion of government schooling opportunities for females appears to have second-round effects in terms of the supply of private schooling for both boys and girls. One important factor in the mushrooming of low-cost private schools even in rural areas of the country is the expanding availability of educated young women who are willing to work for low wages for a few years as a stopgap before starting their families. The Project, therefore, is likely to have had a positive impact on teacher availability even if the precise mechanism through which this impact was felt was different from the one anticipated in the Project itself. 7. While school and teacher availability were improving during the project period, few signs were available to indicate progress toward the broader objectives of full primary and middle school enrollment. Household data from the Pakistan Integrated Household Surveys provide evidence directly from the population and do not rely on information mediated through the schooling system. These data are, therefore, a reliable indicator of actual conditions directly observed by households and individuals. Tables A13.3 and A13.4 reproduce the survey data on primary and middle school enrollment, respectively, from three rounds of the survey. These tables give provincial, gender, and rural-urban breakdowns.

Table A13.3: Net Enrollment Rate at Primary Level (Excluding Kindergarten)

1995/96 1998/99 2001/02 Male Fem Both Male Fem Both Male Fem Both Urban 56 55 55 58 56 57 57 54 56 Punjab 55 55 55 54 57 56 57 58 57 Sindh 58 57 57 63 57 60 56 50 53 NWFP 52 50 51 59 49 54 59 51 55 Balochistan 57 41 49 58 51 54 55 41 49 Rural 47 31 39 43 30 37 43 33 38 Punjab 49 34 42 44 35 40 44 38 41 Sindh 45 24 35 37 21 29 41 25 33 NWFP 40 24 32 45 27 37 47 31 39 Balochistan 49 39 44 42 25 34 36 21 29

90 Appendix 13

1995/96 1998/99 2001/02 Male Fem Both Male Fem Both Male Fem Both Overall 49 38 44 47 37 42 46 38 42 Punjab 50 39 45 47 40 44 47 43 45 Sindh 50 39 45 47 35 41 46 34 40 NWFP 42 28 35 47 30 39 48 33 41 Balochistan 51 39 45 44 28 36 39 24 32 Fem = female, NWFP = North-West Frontier Province. a Net enrollment rate (NER): number of children aged 5–9 years attending primary level (grades 1–5) divided by

number of children aged 5–9 years, multiplied by 100. b Numerator of NER: Raised sum of all individuals aged 5–9 years who report currently attending primary level. c Denominator of NER: Raised sum of all individuals aged 5–9 years who respond to the relevant questions. Source: Federal Bureau of Statistics. 2002. Pakistan Integrated Household Survey Report, 2001/02. Islamabad: Federal Bureau of Statistics. 8. The net enrollment rate in primary grades for the national sample actually declined between 1995/96 and 2001/02 from 44% to 42%. Provincial rates varied for boys and girls, and for rural and urban areas. The situation appeared to have improved slowly in Punjab. Sindh experienced a marked decline between 1995/96 and 1998/99, and then an improvement between 1998/99 and 2001/02. Rural Balochistan saw a steady decline, while NWFP witnessed steady improvements. Middle school enrollments (Table A13.4) declined in all three project provinces and improved significantly in Punjab, thus leading to a stagnant national situation. The picture was the most alarming for rural female enrollments. While in Punjab rural female enrollment rates doubled in middle schooling, they declined in all three project provinces.

Table A13.4: Net Enrollment Rate at Middle Level

Item 1995/96 1998/99 2001/02 Male Fem Both Male Fem Both Male Fem Both Urban 25 22 23 27 25 26 23 29 26 Punjab 23 22 23 27 26 26 24 32 8 Sindh 28 2 26 29 27 28 22 27 24 NWFP 25 19 22 24 17 21 25 21 23 Balochistan 18 13 16 23 13 18 19 13 16 Rural 16 6 11 16 9 13 15 8 12 Punjab 15 6 11 18 12 16 16 12 14 Sindh 17 5 11 14 3 9 12 4 8 NWFP 17 7 12 15 5 10 15 6 11 Balochistan 16 4 10 9 5 7 10 2 6 Overall 19 11 15 19 13 16 17 14 16 Punjab 17 11 14 21 16 19 18 18 18 Sindh 22 13 18 20 13 17 15 12 14 NWFP 18 9 14 16 7 11 16 8 12 Balochistan 16 6 11 11 6 9 11 4 8 Fem = female, NWFP = North-West Frontier Province. a Net enrollment rate (NER): number of children aged 10–12 years attending middle level (grades 6–8) divided by

number of children aged 10–12 years, multiplied by 100. b Numerator of NER: raised sum of all individuals aged 10–12 years who report currently attending middle level. c Denominator of NER: raised sum of all individuals aged 10–12 years who respond to the relevant questions. Source: Federal Bureau of Statistics. 2002. Pakistan Integrated Household Survey Report, 2001/02. Islamabad. Federal Bureau of Statistics.