Status Report - 2012 - Center for Education and Human ...

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SSCCHHOOOOLL SSEECCTTOORR RREEFFOORRMM

PPRROOGGRRAAMM ((SSSSRRPP))

SSttaattuuss RReeppoorrtt -- 22001122

Government of Nepal

Ministry of Education

Department of Education

Sanothimi, Bhaktapur

Nepal

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Acknowledgements

The Status Report, 2012 presents the overall progress scenario of program

implementation in Fiscal Year (FY) 2011-12. The report also highlights the

major achievements, problems faced and efforts made for resolving the

problems, issues and lessons learned during the implementation of programs,

such as; School Sector Reform Program (SSRP), Second Higher Education

Project (SHEP), Community School Capacity Development Program, Education

for All - Shisu Vikash program and Technical Education and Vocational

Training (TEVT) Soft Skill program. All programs are implemented by

Department of Education (DOE) in collaboration and coordination with other

Central Level Agencies (CLAs) in FY 2011-12.

The report is an outcome of collective, collaborative and continuous effort of

many individuals, professionals and agencies. All three divisions and different

sections of DOE and CLAs played crucial role in the process of report

preparation. The senior level managers, Technical Assistant group (TA) and

Development Partners (DPs) have also contributed by providing valuable

feedback in the course of report preparation.

The primary sources of the report are Status Reports (SRs), Implementation

Progress Reports (IPRs) and Financial Monitoring Reports (FMRs) prepared and

submitted by the districts. In addition, newsletters, bulletins and other

publications made by the districts are also major sources of information of this

report. It also received secondary data from the School Level Educational

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

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

indirectly in the process of preparing this report. We also expect the valuable

suggestions from all concerned agencies, professionals and individuals for

betterment of the report.

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Abbreviations

ASIP Annual Strategic Implementation Plan

AWPB Annual Work Plan & Budget

CBO Community Based Organization

CD Capacity Development

CDC Curriculum Development Center

CLC Community Learning Centre

CRC Camera Ready Copy

DEO District Education Office

DOE Department of Education

DPs Donor Partners

DTCO District Treasury Comptroller's Office

ECED Early Childhood Education and Development

EFA Education for All

EMIS Education Management Information System

FCGO Financial Comptroller General's Office

FMR Financial Monitoring Report

FPR Financial Progress Rate

FPR Financial Progress Report

FSP Flexible School Program

FY Fiscal Year

GAS General Administration Section

GER Gross Enrollment Rate

GON Government of Nepal

GPI Gender Parity Index

IES Inclusive Education Section

IGP Income Generating Program

INGO International Non Government Organization

IPR Implementation Progress Report

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JEMC Janak Education Material Centre

JFA Joint Financing Arrangement

MOE Ministry of Education

MOF Ministry of Finance

MTEF Medium Term Expenditure Framework

NER Net Enrollment Rate

NFEC Non-formal Education Centre

NGO Non Government Organization

NPA National Plan of Action

NPR Nepalese Rupees

PCF Per Child Fund

PPC Pre Primary Class

PPR Physical Progress Report

PTA Parent Teacher Association

RC Resource Centre

RED Regional Education Directorate

SIP School Implementation Plan

SMC School Management Committee

SOE Statement of Expenditures

SOP School Outreach Program

SSRP School Sector Reform Program

TOT Training of Trainers

TPD Teacher Professional Development

TRO Teachers' Record Office

TYIP Three-Year Interim Plan

VDC Village Development Committee

VEP Village Education Plan

WEP Women Education Program

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Table of Contents

Acknowledgements .......................................................................................................... 1

Abbreviations ................................................................................................................... 3

Table of Contents ............................................................................................................. 5

List of Tables ................................................................................................................... 7

List of Figures .................................................................................................................. 8

List of Maps ................................................................................................................... 10

Executive Summary ....................................................................................................... 11

CHAPTER I GENERAL INTRODUCTION ........................................................................... 12

1.2 Objectives of the Report .............................................................................................. 15

1.3 Report Preparation Process ......................................................................................... 15

1.4 Remarks on Data Sources ........................................................................................... 15

1.5 Structure of the Report ............................................................................................... 16

CHAPTER II SCHOOL SECTOR REFORM PROGRAM (SSRP)............................................ 18

2.1 The SSRP Context ............................................................ Error! Bookmark not defined.

2.2 ASIP and AWPB 2011-12 ................................................. Error! Bookmark not defined.

2.2.1 Allocated Budgets in Education Sector ....................... Error! Bookmark not defined.

2.2.2 Total Education Budget Allocated in ASIP 2011-12 ..... Error! Bookmark not defined.

2.2.3. Program Components ............................................... Error! Bookmark not defined.

2.3 Overall Accomplishment in 2011-12 ................................. Error! Bookmark not defined.

2.3.1 Central Level Activities .............................................. Error! Bookmark not defined.

2.3.2 District Level Progress ............................................... Error! Bookmark not defined.

2.4. Component Wise Annual Progress analysis ..................... Error! Bookmark not defined.

2.4.1. Early Childhood Education and Development (ECED) ........................................... 19

2.4.2.1 Basic Education ................................................................................................ 26

2.4.2.2 Secondary Education ......................................................................................... 39

2.4.3. Literacy and Continuous Education ..................................................................... 49

2.4.4. Improving Quality in Education ........................................................................... 55

2.4.5. Teacher Professional Development ....................................................................... 63

2.4.6 Capacity Development .......................................................................................... 68

2.4.7. School Management and Monitoring .................................................................... 73

2.4.8. Incentive and Support ......................................................................................... 80

2.4.9. Per Child Funding (PCF) based Non-salary Grant Support to Schools ................... 83

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2.4.10. Capital Expenditure (3501214/3508034) ........................................................... 86

2.4.11 Good Practices in Center and District Level ......................................................... 90

CHAPTER III ................................................................................................................. 96

3.1 Technical Education and Vocational Training (Soft Skill) ......................................... 97

3.1.1 Introduction ......................................................................................................... 97

3.1.2 Achievements against Annual Targets ................................................................... 98

3.2 Second Higher Education Project (SHEP) ..................................................................... 99

3.2.1 Context ................................................................................................................ 99

3.2.2 Achievement against Annual Targets ................................................................... 102

3.3 SHEP- Pro-Poor Targeted Stipend Program ................................................................ 103

3.3.1 Achievement against Annual Target .................................................................... 104

3.4 Education for ALL Child Development Program ......................................................... 106

3.4.1 Education for All child Development Program (350118) ....................................... 107

3.5 UNICEF Supported other Programs ........................................................................... 109

CHAPTER IV SOCIAL AUDIT ......................................................................................... 111

4.1 Context .................................................................................................................... 112

4.2 Legal Provision ......................................................................................................... 112

4.3 The Main Features of the Guidelines (Karyabidhi) ...................................................... 113

4.4 Purpose of the Social Audit ....................................................................................... 113

4.5 Present Status .......................................................................................................... 114

4.6 Issues....................................................................................................................... 114

4.7 Conclusion ............................................................................................................... 115

CHAPTER V CONCLUDING REMARKS .......................................................................... 116

RFERENCES ................................................................................................................. 120

Annex I ........................................................................................................................ 121

Annex II ....................................................................................................................... 144

Annex III ...................................................................................................................... 160

Annex IV ...................................................................................................................... 164

Annex V ....................................................................................................................... 165

Annex VI ...................................................................................................................... 171

Annex VII ..................................................................................................................... 172

Annex VIII .................................................................................................................... 174

Annex IX ...................................................................................................................... 177

Annex X ....................................................................................................................... 181

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List of Tables

Table 1: Total Budget for SSRP Activities by Themes in FY 2011-12 .. Error! Bookmark

not defined.

Table 2: Annual Allocations and Expenditures of FY 2010-11 & 2011-12 (SSRP Pooled)

..................................................................................... Error! Bookmark not defined.

Table 3: Component wise annual PPR and FPR of District Level Activities ............ Error!

Bookmark not defined.

Table 4: Target and Achievement on ECED over Years ............................................... 21

Table 5: ECD/PPC enrolment by sex and social groups (Number of children in

ECED/PPC) ............................................................................................................... 21

Table 6: Target and Major Focus of ASIP 2011-12 and Achievement .. Error! Bookmark

not defined.

Table 7: Number of Schools by Levels (Excluding Religious Schools) .. Error! Bookmark

not defined.

Table 8: Total Enrolments at Primary, Lower Secondary and Basic Levels by Sex in

2012 ............................................................................. Error! Bookmark not defined.

Table 9: SSRP indicators at Primary, Lower Secondary and Basic Levels ................... 29

Table 10: Overall Accomplishment Rates of Main Activities Planned under the

Subcomponents ............................................................ Error! Bookmark not defined.

Table 11: Overall Progress Rates of the Activities under the ‘Alternative provision for

Basic Education’ ........................................................... Error! Bookmark not defined.

Table 12: Targets and Achievement in the FY 2011/012 ............................................ 47

Table 13: Current status of GER, NER and Other Indicators...................................... 40

Table 14: Major targets and achievement in 2011-12 ................................................. 51

Table 15: Indicators Indicating Quality Aspects over Years ........................................ 56

Table 16: Targets for the FY 2011-012 ....................................................................... 64

Table 17: Targets and achievement of the FY 2011-012 ............................................. 71

Table 18: Targets and achievement in FY 2011/012 on M&E ..................................... 75

Table 19: Monitoring and Supervision by DOE in FY 2011-12 ................................... 79

Table 20: Construction activities in, 2009-10, 2010-11 and 2011-12 ......................... 87

Table 21: A Summary of SSRP performance Indicators, Targets and Progress Status . 93

Table 22: Selected Districts PPTS Program ............................................................... 103

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List of Figures

Figure 1: Sub-sector Wise Budget Allocation ................ Error! Bookmark not defined.

Figure 2: Expenditure in Budget Heads FY 2010-11 and 2011-12 ..... Error! Bookmark

not defined.

Figure 3: Comparison of Progress in Central Level in FY 2010-11 Error! Bookmark not

defined.

Figure 4: Comparison of Progress in Central Level in FY 2011-12 Error! Bookmark not

defined.

Figure 5: Progress by Component (Central Level) .......... Error! Bookmark not defined.

Figure 6: Total Progress Trends by Five Years ............... Error! Bookmark not defined.

Figure 7: Variation between PPR and FPR ..................... Error! Bookmark not defined.

Figure 8: Component Wise Progress of District Level Activities in FY 2011-12 ..... Error!


Figure 9: Component Wise Progress with Variation between PPR and FPR ........... Error!


Figure 10: Share of Dalit, Janajati and Others in Total Enrolment in ECED/PPC ...... 22

Figure 1: Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) at Primary Level

Over Years ................................................................................................................. 30

Figure 2: Trends of Gross Intake Rate (GIR) and Net Intake Rate (NIR) in Grade One

Over Years ................................................................................................................. 32

Figure 3: Trends of Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) in

Basic Level ................................................................................................................. 32

Figure 4: Trends of Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) in

Lower Secondary Level ............................................................................................... 33

Figure 5: Progress by Sub-component ........................................................................ 37

Figure 6: Trends of GER and NER at Secondary Level (9-10) ...................................... 42

Figure 7:Current Status of Progress in GER and NER by 2012 in Secondary Level (9-

12) ............................................................................................................................. 43

Figure 8: SLC Result by Year (From 2061 to 2068) .................................................... 44

Figure 19: Progress on Literacy and Continuing Education ........................................ 52

Figure 20: Trends of Repetition Rate in Grades One, Five and Primary Level ............. 57

Figure 21: Trends of Dropout Rate in Grades One and Five at Primary Level ............. 58

Figure 22: Progress Scenario under Quality Component ............................................ 59

Figure 23:Progress by Activities ................................................................................. 66

Figure 24: Progress Scenario by Sub-component ....................................................... 75

Figure 25: Comparison of Numbers of Construction between FY 2009-10, 2010-11 and

2011-12 ..................................................................................................................... 88

Figure 26: TEVT Soft Skills Progress by Activities in FY 2011-12 ............................... 98

Figure 27: Progress in SHEP by Components in FY 2011-12 .................................... 102

Figure 28: Progress Status of Child Development Program by Major Activities ......... 108

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List of Maps

Map 1: The Overall Physical Progress by Districts ......... Error! Bookmark not defined.

Map 2: Physical Progress of Early Childhood education and Development (ECED) by

district ....................................................................................................................... 23

Map 3: Physical Progress of Ensuring Access to School Education by Districts .......... 46

Map 4: Physical Progress of Literacy and Continuous Education by District .............. 54

Map 5: Physical progress of Enhancing Educational quality by districts .................... 60

Map 6: Physical progress of Teacher Professional Development Component by districts

.................................................................................................................................. 66

Map 7: Physical Progress of Capacity Development by districts .................................. 70

Map 8: Physical Progress of School Management and Monitoring by districts ............ 77

Map 9: Physical Progress of Incentive and Support Component by districts ............... 81

Map 10: Physical Progress of PCF by Districts ........................................................... 85

Map 11: Physical Progress of Capital Cost by districts .. Error! Bookmark not defined.

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Executive Summary

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CHAPTER I

GENERAL INTRODUCTION

Coverage:

1. Background

2. Objectives of the

Report

3. Report Preparation

Process

4. Remarks on data

sources

5. Structure of the

Report

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1.1 Background

Education is an essential tool for social transformation. It equips people

with useful knowledge and skills that help them to alleviate poverty, to reduce

exclusion, to fight against ignorance and oppression, to maintain social

harmony and stability, to reinstate human rights, to live dignified life and

ultimately to contribute to the process of nation building. Thus, development of

education is tied up with poverty reduction, democratization of society, social

harmonization and peace and stability. Therefore, the Government of Nepal

(GoN) has given high priority to education sector and implemented various

reform initiatives to meet the varied needs, demands and expectations of its

citizen as well as to achieve the national and international commitments. The

government has continuously been concentrating its efforts towards socially

marginalized and deprived communities by working intensively for establishing

more inclusive educational environment.

The Ministry of Education (MOE) has been implementing various

educational programs to improve the status of education sector and to achieve

the national and international commitments (such as World Conference of

Education for All (EFA) by 2015, Dakar and Millennium Development Goals -

MDG) emphasizing equitable access to education for all. The ultimate aim of all

programs is to ensure the opportunity of school education as the fundamental

rights of the children with focus on marginalized sections of the population e.g.

women, Dalits, children with disabilities, and ethnic and linguistic minorities.

Basic and Primary Education Project I (BPEP-I) 1991-1996, Basic and Primary

Education Program II (BPEP-II) 1997-2004, Education for All (EFA) 2004-2009

were the major programs completed in education sector. Similarly, Secondary

Education Support Program (SESP-2003-2008), Teacher Education Project

(TEP, 2002-2007) and, the Community School Support Program (CSSP) were

other important programs implemented in the country.

With the successful experiences of all these earlier educational programs,

the School Sector Reform Plan (SSRP) has been designed and DOE has been

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implementing the program throughout the country. Similarly, Second Higher

Education Project (SHEP, 2007-2014) has also been implemented with a view

to improve higher education. UNICEF is assisting DOE with various field level

activities in 22 districts under the framework of Decentralized Actions for

Children and Women (DACAW) while UNESCO has been supporting capacity

building aspects of the EMIS.

The Department of Education (DOE) implements educational policies and

programmes formulated and set by MOE and develop norms and standards to

ensure a working framework for regions, districts and schools. DOE is also

accountable for facilitating and monitoring educational programmes and

project activities. DOE is the agency that leads the implementation of SSRP in

dual financing modalities, namely, pooled and non-pooled. The pooled fund is

guided by the Joint Financial Arrangement (JFA), agreed upon by the pooled

financing Development Partners (DPs): GON, ADB, AusAid, EC, Denmark,

Finland, Norway, UK, UNICEF, and WB. The non-pooled funding DPs are

Government of Japan, UNESCO, UNICEF and WFP. The DOE is coordinating

with the National Centre for Educational Development (NCED), Curriculum

Development Centre (CDC), Office of the Controller of Examination (OCE) and

Non-formal Education Centre (NFEC), Higher Secondary Education Board

(HSEB) for preparing, implementing, monitoring, supervising and reporting of

these programmes.

Non-pool development partners supporting the SSR programme,

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

education by UNICEF, mid-day meal and nutrition program by WFP, while Save

the Children Alliance, World Education and other I/NGOs have been providing

complementary support to MOE regular programs. In addition, DOE

collaborates with various organizations and research institutions such as the

Centre for Educational Research Innovation and Development (CERID) on

various research activities.

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The government has been working with I/NGOs, and UN agencies

collaboratively for achieving the EFA targets and MDGs in education sector. In

this regard, consultations and collaborations with professional organizations

such as Community School National Network (CSNN), Teachers’ Union and

Fronts, Private and Boarding Schools’ Organization Nepal (PABSON),

N/PABSON, Parents Organization, Journalists, continued in FY 2011-12 as

well.

1.2 Objectives of the Report

The objectives of this report are to:

Analyze the overall status of the implemented programs by outlining the

potential strengths and Issues of the activities,

Analyze the underlying problems, issues and constraints that has been

faced during the implementation of the program, and

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

districts and central level agencies (CLAs) and the development partners

1.3 Report Preparation Process

The report utilized both qualitative and quantitative information from

multiple sources. The first-hand information from the field and the second-

hand information from districts and central level agencies were utilized while

preparing the report. Seventy five districts prepared district level and five

Regional Education Directorates (REDs) prepared regional level status report

and sent to the Department. These reports has provided strong base for the

preparation of this status report.

1.4 Remarks on Data Sources

The Part two in chapter two presents Financial Analysis (FA). The FA was

carried out on the basis of data obtained from the Financial Comptroller

General’s Office (FCGO) whereas the data used in the physical progress

analysis are the unaudited financial data obtained directly from District

Education Offices (DEOs) and Regional Education Directorate (REDs).

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Moreover, the financial data obtained from DEOs are used in the progress

analysis for SSRP reporting since the FCGO data is not disaggregated as per

SSRP components and activities. Consequently, the analysis is based upon

financial and physical data received from all 75 districts, 5 regions and Central

Level Agencies (CLAs). Calculations of financial and physical progress on both

district and central level budget heads were carried out by using the National

Planning Commission guidelines.

DEOs managed to submit their status reports in time with the increased

assistance to and dialogue with DEOs through field visits to DEOs and schools.

ASIP workshop conducted at Dhangadhi, Banke, Chitwan, Kathmandu and

Biratnagar provided avenues to share for FMR and Status Report preparation

as well as timely reporting. Secondly, the members of DOE’s Finacial

Monitoring Report (FMR) committee have also utilized every opportunity to

discuss and highlight the importance of financial and physical monitoring of

the SSR to DEOs. Finally, increased facilities, activeness of DEOs and various

options provided by the centre in terms of communication channels could be

another reason for timely and quality reporting.

1.5 Structure of the Report

This report consists of five chapters. The Chapter one covers overall

general information related to various programs and activities. Chapter two

reflects the status of the SSR program and good practices of the central and

district levels. In like manner, Chapter three analyses progress of programs

contributed by non-pooled DPs. The chapter four describes a brief account of

social and financial audits and Chapter five presents concluding remarks.

Lastly, the annexes contain various detailed information for explanatory

purposes.

This report basically focuses on analyzing the component-wise physical

and financial progress against the targets outlined in the 2011-12 Annual

Strategic Implementation Plan (ASIP) and Annual Work Plan and Budget

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(AWPB). It also looks at the current status of progress towards the targets of

the 15 national SSRP indicators.

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CHAPTER II

SCHOOL SECTOR REFORM PROGRAM (SSRP)

Coverage: SSRP

1. SSRP Components (ASIP

and AWPB, 2011-12

2. Progress Analysis-Center

and Districts

3. Good Practices of Center

and district level

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SCHOOL SECTOR REFORM PROGRAM (SSRP)

Chapter 1: Early Childhood Education and Development (ECED)

2.1.1 Introduction

The DoE has been implementing Early Childhood Education and

Development (ECED) program in collaboration with I/NGOs, Community Based

Organizations (CBOs) and local bodies. To this end, two forms of programs in

ECED are continued in operation since 2004-05. They are community based

ECED centers and school based ECED/PPCs.

ECED program was the continuation of the earlier programs (BPEP &

EFA) with the aim of fostering children's all-round development. The

Government of Nepal (GoN) has acknowledged the growing evidence of the

effects of ECED programs and believes that it is a real foundation for basic

education, offering opportunity for promoting retention and completion in basic

education which ultimately contributes to quality in education.

According to the flash report 2012, there were altogether 39075

ECED/PPCs in the country. About 86% (29,273) ECED/PPCs are established

and operated by the government. Out of 29,273 ECED centers, most of them

are school based. Only about 14% of the total ECED/PPCs centers are run by

institutional schools which mostly enroll in Nursery classes.

2.1.2. ASIP priorities

The ASIP 2011-12 had set the following major activities for the ECED

program.

o Continue support for the operation of 28,772 existing ECED centres,

o Establishment and and operation of 500 new ECED centres.

o Basic training to 500 facilitators and refresher training to 17000

facilitators

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o Mapping of ECED in 10 additional districts

o Training for 14945 ECED management committee members.

About 5% of the total SSR budget was allocated for the ECED component

in FY 2011-12. The plan (ASIP) also made criteria for the establishment of new

ECED centres focusing ddisadvantaged and vulnerable communities with low

enrolment, high drop-out and repetition rates with due priority to those VDCs

or communities where there are no ECD/PPC at this moment.

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

remarkably increased. This year 500 ECED centers were established specially

to ensure the access for children of the most vulnerable and marginalized

community. ECED mapping and HDI was the basic criteria made for the

establishment of the new ECED centers.

2.1.3. Achievement against Indicators

The table I below illustrates the achievement against indicators. On

observing the target set by SSRP core document and the achievement flashed

by the flash report, it was found that the overall Gross Enrollment Rate (GER)

of children in ECED/PPC has continued to increase and has reached to 73.7%

GER (with 73.1% for girls and 74.3% for boys). Last year the total GER in

ECED was 72.9%. Despite the continuous raising in the progress percentage,

the intended SSRP target (77% for 2011-12) was not met.

Similarly, the percentage of new entrants in grade one with ECED/PPCs

experiences has been 55.6% (with 55.9% for girls and 55.2% for boys), which is

by 1.3% more than the previous year (by 0.7% for girls and 1.7% for boys).

It is generally reported that the continuously increasing trends of

ECED/PPC experienced children in Grade One has contributed to reduce the

repetition rates, dropout rates and has increased the retention rates in Grade

One. Table 1 below shows the scenario of SSRP indicators regarding the ECED

component. It shows that GER of ECED is noted below by 3.3% against the

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SSRP target for that year. Despite the low progress in GER, the percentage of

new entrants in Grade I with ECED/PPC experiences is noted higher than the

intended SSRP target (51% for 2011-12).

Table 1: Target and Achievement on ECED over Years

Indicator Baseline Status Status Status Achievements Target

2007/08 2008/09 2009/10 2010/11 2011/12 2011/12 2015/16

GER of ECED/PPCs 60 63 70 72.9 73.7 77 99

% of new entrants in

Gr.1 with at least 1-

year ECED experience

*

33% 36% 49.9% 54.3% 55.6 51% 80%

Similarly, table 2 presents the status of enrollment of the children by

social groups with the proportion of Dalit and Janajati children in the school

year 2011-12. Of the total enrollment of 1,053 thousand children in

ECD/PPCs, 18% are Dalit and 39% are Janajatis. Among the Dalit students

enrolled, 19% are girls and 18% are boys. Likewise, for the Janajatis, the

enrollment rate for both boys and girls were equal with 39%. The Gender Parity

Index (GPI) of enrollment in total, Dalit and Janajati are 0.93, 1.1 and 1

respectively, which shows remarkable participation of girls in total enrollment.

The data indicates that the gender situation is attained among the Janajati

children but there is still a gap among the other overall enrollment. The figure

10 shows the share of enrollment in ECD/PPCS.

Table 2 : ECD/PPC enrolment by sex and social groups (Number of children in

ECED/PPC)

Students Total Dalit Janajati Others

Girls 506,725 96,296 200048 210,381

Boys 546,326 96,218 213,406 236,702

Total 1053051 192,514 413,454 447,083

Source: Flash Report I, 2011

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Figure 1: Share of Dalit, Janajati and Others in Total Enrolment in ECED/PPC

2.1.4. Analysis of the Progress

In this year's AWPB, only one activity (Meeting for ECED council and

networking) were planned under this component at the central level. The

physical attainment rate was 100%. The amount allocated for the allowances

and stationery was not spent and no financial progress was made.

Targets for the FY 2011/012 and implementing status

Table 3

Target in ASIP Implementing progress Remarks

Operating 28772 existing ECD centers

Operated regularly

Establishing 500 new ECD centers

500(429) new ECED centers have been established

71 newly established centers and the establishment cost were non-reported.

Basic training(BT) to 500 facilitators and refresher training to 17000 facilitators

Altogether 429 ECED facilitators received basic training.

BT of other 71 facilitators were not reported.

Mapping of ECED in 10 additional districts

Mapping was conducted in 20 districts

ECED mapping was conducted from USAID

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support under 350105 BH.

Training for 14945 ECD Management Committee members

12045 ECED management committee members were trained

Training program was supported from USAID

At the district level, there were two sub-components (New ECEDs and Old

ECEDs) and eight activities under this component. The overall physical and

financial progress of this component was observed 99% which appears

consistent as compared to last year (PPR 100% and FPR 97%). Under the sub-

component 'Existing ECED' each and every activities of this sub-component

achieved more than 97% physical progress, where the financial progress was

97%. Likewise, in the sub-component two 'New ECED center' there were

altogether five activities, wherein four activities were accomplished with 93% to

94% physical progress, and one with 88% physical progress. The financial

progress rate of these components were above 80% and less or equal to 92 %

(see annex II for detail information).

The financial and physical progress rate in second sub-component i.e.

New ECEDs was also observed with slightly less progress rate as compared

with the last year progress. It achieved 84% physical progress rate and the

financial one was only 64%. Last year this sub-component possessed 93 % PPR

and 87% FPR. This year, all districts were provided center grant in condition

with preparing ECED profile. They further required going on survey for the

establishment of the new ECED centers. It caused a sort of delay on

establishing new centers and no all grants were spent.

In terms of geographical distribution, 29 districts had achieved excellent

physical and financial progress of 100%, while other remaining districts had

achieved highly satisfactory physical progress between 75% and 99%.

Only one district namely Rukum achieved less than 75% (i.e. 71%)

progress (see annex III for details).

Map 1: Physical Progress of Early Childhood education and Development (ECED) by

District

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2.1.2 Strengths

o Most of the districts developed ECED profile this year. It could pave the

way of merging, transferring of old centers and establishing of new

centers as required.

o 500 ECED centers have been distributed in needy areas of inhabitants

with the children of hard core groups and slump.

2.1.3. Areas of reform

o At the central level, the amount allocation for ECED council was

unspent as in the past. This allocation could contribute in other activity

and hence better not to allocate from coming years.

o Reporting of the districts was found still poor and need to be improved

in terms of time, contents and quality.

2.1.4 Constraints

Despite the enthusiastic efforts and progress made in ECED activities,

there existed still some constraints in order to implement the program

effectively and efficiently. Some major constraints are mentioned below.

a.Motivation factors: low remuneration of ECED facilitators, insufficient

materials in the centers were the major factors of de-motivating ECED

facilitators.

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b. Poor coordination with local government bodies have caused sole

burden of MOE for the ECED program.

c. Quality of Basic training is still poor and low retention of trained

facilitators have influenced in implementing philosophy of ECED in the

centers.

Chapter 2: Ensuring Access to School Education

This component covers 'Basic Education', 'Secondary Education' and '

improvement of Physical facilities'. It possessed with forty-nine activities

altogether. Ensuring equitable access to quality education through a right

based approach and promotion of child friendly environment in schools has

been the goal of basic education. Likewise, meeting the national development

needs by producing competent and skilled human resources and providing a

sound foundation for tertiary education is one of the goals of secondary

education.

To this end, providing comprehensive literacy, numeracy and basic

competencies for imparting fundamental skills and life related values to all

children have been the objectives of Basic Education. Likewise, developing

students' knowledge, skills and competencies, equipping with life skills and

preparing them for the world of work has been the objectives of secondary

education. In line with the goal and objectives stated above, the activities

designed under the basic education, focused on expanding equitable access

and improving quality from Grade I to VIII, whereas the activities under the

26

secondary education focused for grade 9 to 10 and also for grade 11 to 12 in

some extent.

2.2.1 Basic Education

The ASIP (2011-12) emphasized on implementation of free basic

education as the GON has decided in 2009-10. It has planned to implement

some major interventions to ensure the free basic education. Improving school

performance, implementing child friendly schools with minimum enabling

conditions, improving equity and social inclusion, increasing quality and

relevance, implementing CAS and strengthening school governance and

management and school mapping were the major intervention categorized in

ASIP 2011-12.

2.2.2. ASIP Strategic Priorities

The ASIP 2011-12 has stated the following as key strategic priorities in order to ensure

free basic education.

A. Implementing Compulsory Basic education (CBE)

o Implementing VEP based CBE in phased manner at the outset, one VDC

with a RC location in each district which could contribute to expand to

wider coverage consolidating experiences and lessons learned.

o Using NFE data for tracking out of school children in those VDCs to

enroll them in school.

o Using alternative modes of schooling to address learning needs of

unschooled children.

o Developing and implementing age specific condensed interventions to

help entering the out of school children in appropriate grade.

o Collaborating and mobilizing with GOs, I/NGOs and other providers to

share expertise, experiences and resources in implementing CBE.

B. Improving school performance

o utilizing Resource Persons (RPs) and School Supervisors (SSs) in

order to improving school performances.

27

o Making progress reports and assessment of progress mandatory for the

release of RC management grants.

o Mobilizing Educational Training Centers (ETCs) to facilitate improving

classroom delivery methods of schools

C. Data based SIP

o Distributing FLASH information to each district and school has

already been practiced

o Encouraging School Management Committee (SMCs), Head Teachers

(HTs) to utilize the information in planning their School

Improvement Plans (SIPs).

o Identifying low performing schools in the district using school

accreditation and MEC indicators.

o Incorporating key priority indicators and standards of Child Friendly

School (CFS)/MEC in the School Improvement Plan (SIP) guidelines.

D. CFSF & MEC indicators

o Developing and implementing of the Child Friendly School Framework

(CFSF) aligned with the MEC. These MECs include separate girls'

toilets, classrooms, textbooks, basic learning materials, and required

number of teachers.

o Aligning construction activities in schools with MEC criteria.

E. School Mapping

o Carrying out School mapping activities to facilitate the restructuring

which include merging, downsizing and use of multi-grade teaching and

establishment of schools. It could contributing to optimizing utilization

of resources, improving child proximity to schools and thereby

improving access and efficiency.

F. Local curriculum, CAS and Mother tongue Education related strategies

o Integrating of local skills and technologies into the central curricula

o Orienting orientation of local curriculum development along with

Continuous Assessment System (CAS),

o Developing of mother tongue textbooks in different subjects

28

o Developing a framework (reference/ guidebook) for the DEOs and RCs to

help implement the local curricula in schools

o Providing technical and logistic support to strengthen and develop

materials on local curricula in schools through RCs; and

o Making arrangement for the delivery of the local curricula by

mobilizing resources and support from NGOs, local government and

other resource institution.

G. NASA & CAS related strategies

o Using the National Assessment of Student Achievements (NASA)

internationally by conducting standardized tests at the end of grades

3, 5 and 8.

o Ensuring reliability of scores in the test and help devising policy

options addressing achievement gaps of schools.

o Strengthening the CAS at the basic level of school education to ensure

students’ learning and the proper evaluation of the students.

H. Scholarship related strategies

o Scholarship to the targeted children is continuation of the earlier

program. It aims to increase access and promoting equity and social

inclusion in school education. The ASIP/AWPB 2011-12 adopted

following strategies for this program.

o Continuing scholarship schemes to support schooling of girls,

Dalits, children with disabilities including other disadvantaged and

marginalized communities.

o Revising the scholarship distribution criteria and based on the

study recommendations

I. Access and governance

o Providing schools with access to the necessary technical backstopping to

prepare and implement SIPs.

o Identifying the out-of-school children are, and the subsequent

development of practical actions to bring these children into school and

retain them there.

29

o Improving access through the construction and rehabilitation of schools

and classrooms.

o Ensuring cost-free services for admission, textbooks, tuition and

examinations.

o Continuing of efforts to strengthen transparency and accountability

mechanisms in general and at school level in particular

o Initiating the revision and development of curriculum and textbooks to

increase relevance in formal and non-formal teaching learning situations.

o Developing and implementing Continuous Assessment (CAS) system in

the coming years.

o Strengthening cooperation with religious institutions in areas of student

and teacher support as well as in aiding management and planning in

Madrasas, Gumbas, and Gurukuls.

2.2.4 Achievement against Targets

Observation from Flash I Report 2011-12

The Flash Report also provided information of a more detailed description

of SSR indicators at the Primary, Lower Secondary and Basic Education levels

are presented in the table 4 below. The data in the table indicate the progress

being achieved in recent years.

Table 4: SSRP indicators at Primary, Lower Secondary and Basic Levels

Indicators

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2012

Achievement

Achi

eve

men

t

targ

et

GIR at G1 122.9 101.3 117 125.9 148.1 148.1 145.2 147.7 144 142.4 140.7 141.

2

137

NIR at G1 51 74 76.1 NA NA NA NA 83.1 86.4 89 90.7 91.2 88

GER

Grades 1-5 124.7 118.4 126.7 130.7 145.4 138.8 138.5 142.8 141.4 139.5 135.9 130

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

6

Basic

(Grades1-

123.3 124.4 123.7 120 130

30

8)

NER

Grades 1-5 81 82.3 83.5 84.2 86.8 87.4 89.1 91.9 93.7 94.5 95.2 95.3 97

Grades 6-8 39.4 40.4 42.9 43.9 46.5 52.3 52.9 57.3 63.2 69.3 70 72.2

Basic

(Grades 1-

8)

86 86.6 87.5 88

Source: Flash I, 2012, Status Report 2011 & SSR 2009-15

The figures 2, 3, 4 and 5, below, add more information regarding the

SSRP indicators at Primary, Lower Secondary and Secondary Levels. The figure

11 explains the GER and NER trends in recent years at Primary Level. As the

figure suggests, GER was inconsistent and was fluctuating in the years 2004 to

2008, it's been gradually falling since 2008. In case of NER, it is in increasing

trend in almost of the school years. As it is observed, the gap, between the two,

is widest in 2005 since then it is becoming narrowed. This trend is gradually

continuous this year too. It suggests that the problems of overage and

underage children in primary level education have been addressed in gradual

manner.

Figure 2: Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) at Primary Level

Over Years

31

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

number of 4 years’ group population the overall GIR for Grade One is 141.2%

in the school year 2012 (Figure 2), which is lower than the last school year by

0.5%. However, it is still higher and this indicates a late entrance of children

into Grade One. This is highly likely to be affecting the overall internal

efficiency of primary education. Again, based on the total number of 4 years’

age group, new enrolment in Grade One and the 5 year’s age group population

in 2011, the overall NIR in Grade One is 91.2%. Compared with the NIR in the

last year, it has increased by only 0.5 percent points. The figure 3 illustrates

hardly decreasing trends of GIR and hardly increasing trends of NIR. It also

indicated that the target group is still to be identified intensively.

32

Figure 3 : Trends of Gross Intake Rate (GIR) and Net Intake Rate (NIR) in Grade One Over

Years

The Figure 4 shows that the total GER at the Basic level is 120% in the

school year 2011-12. When compared with the status of the previous year

(123.7%), the GER, in total, has decreased this year by 3.7%. In like manner,

the total NER is 87.5%. When compared to the status of the previous year

(86.6%), this increment is nominal but important in the sense that the

intervention of the program (such as free textbook, scholarship program etc) in

basic level is functioning continuously.

Figure 4: Trends of Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) in Basic Level

Source: Flash I, 2012, Status Report, 2011 and SSRP core doc

33

Figure 5 shows the GER and NER at the lower secondary level, which

were 100.6% and 72.2% respectively. When compared with the status of the

previous year (100%), the GER in total has increased negligibly and reached up

to 100.6%. In terms of NER, it has increased by 2.2% against the NER of the

last year (70%). As the figure illustrates, the GER line is rising diagonally

upwards till the year 2011 since the year 2006. It appears almost linear

between last year and this year indicating enthusiastic participation of the

students in lower secondary level. The increasing trends of NER also justifies

this argument; however it also indicates almost 27% of the lower secondary

age group population is not attending in that level or if attended, not on the

appropriate age.

Figure 5: Trends of Gross Enrolment Rate (GER) and Net Enrolment Rate (NER)

in Lower Secondary Level

34

2.2.4 Analysis of the achievements

Central Level Activities

In this year's AWPB, six sub-components were planned under the

'Ensuring Access to school Education' component at the central level, where in

altogether twenty-six activities were planned under these sub-components. The

overall physical and financial progresses rates of this component were 100%

and 76% respectively. The overall physical and financial progress rates of the

first subcomponent (Alternative provision for ensuring access in Basic

Education) were 100% and 67% respectively. Last year it was 100% and 63%

indicating raising performance level. Likewise, the third sub-component

(Flexible School Program), the fourth (See annex I for detail) component (Open

school Program grade 6-8) and the fifth sub-component ( Non-formal primary

school for the adult women) were accomplished with highly satisfactory

progresses of 100 % both in terms of physical and financial progress rate. The

sixth sub-component (Inclusive Education program) achieved satisfactory

progress rate (96% PPR and 89% FPR). The relatively low achievement was

observed in the seventh sub-component which was 40% financially; however

the physical one was ranked with the highest (100%). The low FPR was due to

the amount not disbursed for the 2.7.4 activity. External source was mobilized

for the accomplishment of the program( see annex I for more detail information)

District Level Activities

At the district level, the highest progresses rate was observed in

implementation of third sub-component (physical facilities improvement) which

possessed 100% PPR and FPR. The first sub-component (Basic Education)

achieved 88% PPR and 78% FPR. The figure VI illustrates the progress scenario

by sub-component. All 49 activities were implemented this year. Most of the

activities achieved satisfactory progress rate.

For ensuring access to quality basic education MOE/DOE planned to

improve physical facilities of the schools, provide scholarships and

35

management cost to the schools. The major targets planned in ASIP/AWPB

2011-12, achievement level and outcomes reported by the districts are briefly

presented in the table 5 below.

Most of the activities targeted in ASIP/AWPB 2011-12 were observed

implemented and the outcomes reported from the districts were satisfactory.

Despite, its impact need to be monitored and assessed for future planning.

Moreover, the activity of preparing Village Education Plan (VEP) seems to be

implemented very slowly or no remarkable progress was noted. There may be

various reasons such as lack of elected and full local government bodies, over

burden of VDC secretary, lack of coordination with local government bodies etc.

36

Table 62.2.5.1 Major Achievement)

Targeted activities Achievement Remarks

Operating existing 23048 basic schools Operated

operating 248 School Outreach Program (SOP) operated 248

Operating 611

Flexible Schooling Program (FSP)

operated all

New Flexible Schooling Program (FSP) 180 established

Operating 37 open schools, 35 schools of level I & 33 of

II received grant

Operating 758 non formal schools, 641 such schools received

grants

Operating 1614 religious schools

1293 such schools received grants

Operating 360 resources classes 356 Such classes get grants

free textbooks to 5832876 students in basic level 5,531,902 students of basic level received free TB

{4,098,206 from primary and

1,433,696 from grade (6-8)

level}

girls scholarship to all 2330680 girls students 2,276,479 of basic level

received

Dalit scholarship to 1306088 Dalit students 1,200,816 get benefitted

scholarship to 77348 disabled students 69,944 disable students

received

Scholarships for 91124 children from

marginalized groups (Grade 1-8)

86,712 children received this

scholarship

day meal to 344974 students in grade 1-5 343,259 children get

benefitted

Construction of 6000 new classrooms 6,037 schools and 481 building construction 3

model building construction

Construction of 3000 new toilets for girls 2,999 such toilets were

constructed

Renovation of 3745 classrooms 3760 renovations

improvement of the external environment of

4000 schools

Improvement of the external

environment of 4,009

schools

PCF non Salary grants to school

o For 4363443 children at primary level o for 1469133 students at LS level

4,166,020 at primary level

1,447,777 children at LS level

Preparing 1053 VEP to implement the CBE and for

teacher redeployment

On going where CBE

implemented.

37

Most of the activities as targeted in ASIP/AWPB 2011-12 were observed

implemented and the outcome reported from the districts were enthusiastic

and satisfactory. Despite the fact that, its output and impact is need to be

monitored and assessed for the future planning.

Based on the ASIP/AWPB 2011-12 and scholarship guideline the

scholarship scheme is further mentioned for clarity.

o Scholarship for Dalit students (Grade 1-8) - per unit cost NRs 400/year

o Girls' scholarship for 2,293,744 girls (Grade 1-8) including Students

from Karnali zone - per unit cost NRs 400/year

o Scholarship for 65,830 Disabled students (Grade 1-8) according to the

types of disability (Category A 10000/year, category B 5000/year,

Category C 3000/year and category D 500/year)

o Scholarships for 108,046 children from marginalized groups - Per unit

cost NRs 400/year in grade 1-8, 1700/year in grade 9-10

o Scholarship for martyr's children-per unit cost 1000/month in grade 1-5,

1500/month in grade 6-10 and 2000/month in grade 11-12

Scholarship for conflict affected children (10000/year in grade 1-5, 12000/year

in grade 6-8, 14000/year in grade 9-10 and 16000/year in grade 11-12)

2.1.5.2 Strengths

o Welcome to school Program is effective for reaching to the unreached the

continuous increasing in NER has justified the case.

o Alternative provision of education is good opportunity for out of school and

aged children for the mainstreaming in education.

o Grant support to religious schools is supportive for the mainstreaming.

2.2.5.3 Areas of under performances

Most of the activities designed under the basic components were implemented

with satisfactory progress rate. Grant support to religious schools program was

noticed relatively lower (but not lower then 70%) in progress rate.

38

2.2.5.4 Constraints

o Out of school children of hard core group(still 4.7% )

o Collection and verification of data

o Delay budget and delay of rights of expense has made complexity for the

timely implementation of the program.

o Expansion of religious school is a challenge.

2.2.5.5 Addressing constraints and Maximizing Achievements

Implementing welcome to school program more effectively by mobilizing

schools, RCs etc)

Piloting free and compulsory basic education program in 1053 VDCs

Data verification has been made mandatory for RPs, SS and DEOs.

School mapping has been made condition for the further establishment of

new schools.

Team and participatory monitoring has been highly prioritized from DOE

39

2.2.2 Secondary Education

2.2.2.1 Introduction

The overall goal of secondary education is to respond to national

development needs by producing competent and skilled human resources

and provide a sound foundation of tertiary education. Its objective is to

improve equitable access to quality and relevant school education. The policy

direction of secondary education is towards expanding free secondary

education ensuring opportunities to equitable participation in all aspects of

secondary education (ASIP, 2011-12).

Like Basic Education sub-component, the Secondary Education sub-

component was also designed under 'Ensuring Equitable Access to School

Education' component.

2.2.2.2 ASIP Priorities

The ASIP 2011-12 had set following major strategic priorities for secondary

education.

o Being responsive to the four major areas for policy reform (access and

participation, equity and social inclusion, quality and relevance and

governance and management) for the participation of children and

adolescent coming from marginalized and vulnerable communities in

secondary education.

o Strengthening alternative and open learning to facilitate access and

participation of female, ethnic groups, Madhesis, Dalits, disabled, Muslims

and other marginalized communities to secondary education.

o Forming a high level central coordination committee to oversee and facilitate

the integration process –developing legal and regulating frame works,

integration of curriculum and examination functions, supervision and

teacher support system including establishment of National Examination

Board.

40

o Continuing model building in five districts to draw lessons to facilitate the

process for developing viable ways to encourage restructuring grade 9-12.

o Developing and implementing guidelines for integrating SIP, SMC, Teacher

Management, accounting system, teacher profile including annual calendar

of operation for functional integration.

o Carrying out orientation, interaction and program, especially at regional and

district levels.

o Revising the scholarship distribution criteria and guidelines based on the

study recommendations to make it more effective particularly for

enrolment and retention of marginalized children.

o Carrying out necessary preparatory works for one window system so

that no one targeted student is missed or repeated from the

scholarship being awarded by the state.

2.2.2.3 Achievement against Indicators

Observation from Flash Report I (2012)

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

the past few years the access of secondary (9-10) education has expanded.

According to the report, there are 5,805 community and 2,611 institutional

secondary schools (9-10) in the country. Likewise, 817 religious schools are

also in operation. The secondary school (9-10) student ratio comes to be 1:

104.3 this year.

Table 7: Current status of GER, NER and Other Indicators

Indicators 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

GER (9-

10)

43.8 44.8 46.4 50.4 49.3 56.7 55.9 59.5 65.7 66.3 70.1 71.7

NER (9-

10)

25.5 27.5 29.5 32 32.4 34.7 35.3 36.4 40.8 46.5 52.1 54.3

GER (9-

12)

36 40 46.2 49.4 51.7

NER (9-

12)

20 21 27.1 30.6 32.4

41

P/T (9-12) 42 39 37 1:23

SLC Pass 68.47 64.31 55.5 47.17

Flash Report I 2012, Status Report 2011

Both the NER and GER are in increasing trends. The GER of secondary

level (9-10) has increased from 70% to 71.7%. Moreover, the NER of the

secondary level (9-10) has increased significantly from 52.1% to 54.3%. The

enrollment rate of girls, Dalit and Janajatis was also found significantly

increasing. The figure 2.14 shows that the GER of secondary level (9-10) is in

increasing trend; however it shows a sort of rising falling in 2004 and 2005.

Moreover, the ratio of increment in GER was observed high in 2008 and 2009.

The figure illustrates that the gap between NER & GER is appeared narrowing

down in the year 2011 and 2012. The continuous rising trends of both NER

and GER show continuous progress in enrollment in the secondary level.

42

Figure 6 : Trends of GER and NER at Secondary Level (9-10)

After the implementation of SSRP, the Secondary Education comprises of

grades 9 to12. On comparing the SSRP targets of GER and NER in the

reference of Flash I 2012, for secondary level (9-12), it is observed that the

current achievement (GER and NER) has surpassed the target set for 2011/12

(target of SSRP for the year 2011-12 was 24%). On analyzing the data of 2008,

2009 and 2009-10, it is observed that the progress in NER and GER was

increased by approximately more than 2%. The Figure 7 shows the present

scenario.

43

Figure 7: Current Status of Progress in GER and NER by 2012 in Secondary Level

(9-12)

Data Source: Flash Report I, 2012 and Status Report 2011

School Leaving Certificate Examination (SLC)

SLC is accepted as the gateway of tertiary education or further

educational opportunities since the beginning of modern education in Nepal.

The total outcomes of ten years study (Grade 1-10) are used to assess on the

basis of this result. The GoN has already implemented SSRP making Grade 9-

12 as secondary education, however, it is yet to be legalized and SLC is still in

high priority. The overall last nine years SLC result (Regular) is as illustrated in

the Figure 8.

It depicts that the promotion rate in SLC was reduced remarkably in

2061 and then gradually increased. In 2065 BS, it was highest of all years and

then it gradually decreased. It is even lower than 60% in 2067 BS. It further

decreased in 2068 BS limiting around 47%. Again, the gap between boys and

girls seems to be decreasing gradually since 2066 BS; but the satisfactory

44

result has not yet been achieved. The Figure shows curvilinear trends of the

result where promotion rate of girls is always below the boys. The attention

towards SLC examination has risen to make it more fair which could attract

pupils' attention for in-depth reading of the subject. It had also caused a sort of

fall in SLC promotion rate. The policy level and implementation level both have

supposed to be raising the quality with sustainable progress rate in the future.

The SLC result indicates that the improvement in quality aspect is to be

prioritized along with the access in secondary education.

Figure 1: SLC Result by Year (From 2061 to 2068)

2.2.2.4 Achievement against annual targtes


In this year's AWPB, seven sub-components were planned under this

component which had to cover 26 activities altogether. The overall physical and

financial progresses of the first subcomponent (Alternative provision for

ensuring access in Basic Education) were 100% and 67% respectively.

45

Likewise, the third sub-component (Flexible School Program), the fourth (See

annex I for detail)component (Open school Program grade 6-8) and the fifth

sub-component (Non-formal primary school for the adult women) were

accomplished with highly satisfactory progresses of 100 % both in terms of

physical and financial progress rate. The sixth sub-component (Inclusive

Education program) achieved satisfactory progress rate (96% PPR and 89%

FPR. The relatively low achievement was observed in the seventh cub-

component which was 40% financially; however the physical one was ranked

with the highest (100%). The low FPR was due to the amount not expend for

the 2.7.4 activity. External source was mobilized for the accomplishment of the

program.

The overall progress figure of this component (100% PPR & 76% FPR)

indicates that the accomplishment rate was highly satisfactory.


Secondary Education sub-component had to cover two major activities

(2.1.1) and 2.1.2). Under the title of 'Alternative program for secondary

education' five activities were planned and all of them were implemented and

achieved satisfactory progress (PPR-78% and FPR-85%). Some important

activities such as' establishment Grants for open education (grade 9-10)

operation', Grants for schools for special need students (blind schools-6 and

deaf schools-7), Non-formal secondary education for adult women (grade 9-10),

Grants support to religious secondary schools (Gurukul, Ashram, Madrasha,

Gumba and Bihar) and Support to girls' religious school (Gargi Kanya Gurukul)

were accomplished within this title. The second title 'Secondary Education :

Inclusive Education Program' had only one activity (Partnership between high

performing and low performing community schools for improving the SLC

results of low performing schools) which was noted with 93% PPR and 90%

FPR. The third sub-component was the new program (Physical facilities

improvement) designed under the recurrent budget heads. All thirteen activities

46

were about physical construction and were implemented with excellent

achievement rate of 100% both in terms of physical and financial progress rate.

In terms of geographical distribution, 15 districts had achieved excellent

implementation progress (both in terms of PPR and FPR) of 100%. Among the

great achievers were two districts (Panchthar and Sapatari) from eastern

development region, 3 districts (Kavreplanchok, Dhading and Sindhuli) from

Central development region, 3 districts (Palpa, Gorakha and Baglung) from

Western development region, 5 districts from (Jumla, Putyan, Salyan, Jajarkot

and Dailekha) Mid-western development region and 2 districts 'Baitadi and

Achham' from Far-western development region. The progress of the districts of

Eastern development region was noted ranging between 95% and 99%.

Likewise the progress range of Central region districts was 92% to 99%. Most of

the districts of Western development region had also progress between 95%

and 99% except Manag districts. Manag had only 69% PPR and FPR. The rest

of the districts of Mid-western and Far-western development region had the

progress between 95% and 99%.

Conclusively, the achievement rate under the component two activities

were observed highly satisfactory.

Map 1: Physical Progress of Ensuring Access to School Education by Districts

47

2.2.5.1 Major Achievements

The table 12 below illustrates the major target made in ASIP/ AWPB

2011-12 and the achievement with some outcomes reported by the districts.

Table 9 : Targets and Achievement in the FY 2011/012

Activities Achievement Outcomes

Operating existing 5023

secondary schools, 85 open

schools, 50 non formal

schools, 13 special schools,

46 religious schools

83 open schools, 33 non-

formal schools, 6 special

schools, 21 religious schools

were granted for the

operation.

Enrollment and participation in

secondary level is increasing.

Providing free textbooks to

all 679854 students enrolled

in grade 9-10 and 22614

targeted students of grade 11

and 12

665311 students were

provided with free textbooks,

20807 targeted students of

grade 11 and 12 received

free textbooks.

Attraction and participation of

targeted students is increasing.

Providing secondary

scholarship to 60000

students of grade 9-10,

59,023 secondary students

received scholarship.

48


scholarship to all to all

81442 Dalit students

75,511 students received

this scholarship.

Enrollment is enthusiastic in

secondary level.

Scholarship to 6838

disabled students

6,193 students get benefitted

with this scheme.

Scholarship to all deprived

and marginalized 33904

students

32,703 students got this

scholarship.

Providing pro-poor targeted

stipend to 15500 students

all targeted students

received

Out is yet to be assessed.

Providing scholarships to

all Kamlari children,

children of martyrs,

conflicted affected children,

mountain and feeder hostel

children

62 martyrs children and 5

Kamlari, 74 conflict affected,

407 mountain and feeder

hostel children get

benefitted

Increased enrollment and

regularity.

Providing science

scholarship to targeted

grade 11 and 12 students

76 students got this

opportunity

Encouraged to study science.

Construction of 780 school

buildings (ongoing-300, new-

480)

Constructed as targeted

Renovation of 480 school

buildings (including

retrofitting of 50 schools)

Implemented as targeted.

Providing PCF salary grants

for teacher management

based on the unnerved

students

8,019 targeted group and

654,537 other students

based grants were provided.

Schools are managing teachers

and materials.

Implementing model building

activities for the integrated

secondary education (grade

9-12) in five districts

149 schools were granted.

Source: ASIP/AWPB 2011-12, Status reports of districts, progress reports etc.

49

2.2.5.2 Strengths

Science scholarship program has motivated students of remote and deprived

class in the study of science subject.

Implementation of model building activities for the integrated secondary

education has become opportunity of preliminary study for the complete

implementation.

2.2.5.3 Constraints

Poor infrastructure of higher secondary schools for science classes

Quality assurance in open secondary schools

2.2.5.4 Addressing constraints and maximizing Achievements

Construction of school building

Providing science, Dalit and other types of scholarship including free

textbooks

Chapter 3: Literacy and Continuous Education

2.3.1. Introduction

The literacy goal of the SSRP is to go beyond achieving 3 R skills to

literacy and lifelong learning and develop, among illiterate youths and

women, life skills facilitating to build competency in communication and

use of social service institutions to address their own, family as well as

community issues of daily life (ASIP, 2011-12).

Literacy and Continuous Education constitutes the rights to basic

education for all adults and youths between 15 and 45 years of age. The

objective of this component has been to provide the comprehensive literacy and

50

basic competencies for imparting life related values and skills that improve

quality of life leading to prosperity.

Nepal narrowed its adult illiteracy from 54% in 2001 to 34.1% in 2011.

Particularly, the 2011 revealed that Nepal's literacy rate (5+ years) is 65.9%

(male 75.1% and female 57.4%. Increasing adult's literacy to 75% by 2015 is

still a challenge and demands meaningful effort and devotion.

A geographical analysis of the literacy rates by districts also shows that

the literacy level is unevenly distributed with an overwhelming majority of Terai

districts in central and eastern development regions, and hills and mountains

districts in the Midwest and far west development regions having the lowest

literacy levels.

Currently, adult literacy, women literacy and functional literacy

programmes including skill based training for income generation (IG) are in

operation and a programme for drop outs together with CLC operation is being

carried out. Literacy campaign is the intensive program that is being

implemented since 2009 continuously. The progress report from the campaign

is not mentioned here.

3.1.2. Strategic Priorities of ASIP 2011-12

Based on the Non-formal Education Policy 1, the ASIP 2011-12 focused

on implementing the following strategic priorities:

o Targeting literacy and lifelong learning programs in pockets of

marginalized communities

o Strengthening the CLC with capacity building activity, resources and

technology as vehicle for implementing literacy and lifelong learning

programs and to complementing the national literacy program

o Developing CLCs to offer multiple options for learning and income

generation as well as meet the diverse needs of the community.

o Expanding (The success stories of piloting) Mother Tongue Based

Literacy (MTBL), Trilingual literacy and NFE MIS programs incorporating

51

success stories from the piloted districts to more districts in which, local

experts would be collaborated to develop contextual learning materials.

o Sharing ownership to program management with communities, and

encouraging information based planning, programming and decision

making.

o Mobilizing print and electronic media to facilitate national as well as local

level literacy campaigns.

o Aligning literacy programs with IGP and ICT programs to the extent

possible.

o Continuing partnership strategy in NFE program (planning, managing,

implementing, monitoring and evaluating the programs).

The ASIP also emphasized learner-centered instruction with adaptation

of curriculum and instructional materials.

3.3.3. Achievement against Annual Targets

The major activities as targeted in ASIP were found implemented;

however reliable information and data need to be obtained and verified for the

further strategies to be adopted in the coming years.

Table 10: Major targets and achievement in 2011-12

Program/Activities Achievement Outcomes

Operating existing 206

CLC

Granted to all 206

CLCs for operation

and management

In many districts CLCs conducted literacy

campaign and other NFE classes. CLCs are

also involved to conduct IGP program.

Conducting 3000 adult

literacy II classes

Approximately 2800

classes were

operated.

About 55,000 adults got this opportunity.

Conducting 3000 female

literacy II classes

About 2,700 such

classes were run.

About 55,000 female could grasp the

opportunity of participating in level II non-

formal or literacy classes.

52

Mobilizing 2500 groups

for income generating

activities

2500 groups were

mobilized for IGP.

Income generating and saving activities have

ultimately contributed to send the children

in the schools. It has also empowered

women in some extent.

3.3.4. Analysis of Progress

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

contained of four subcomponents (Literacy Education II, Post literacy

education, Women Literacy Education II and Planning for out of school

children and special needs children based on the data collected by NFEC)

which, again, consisted of nine activities altogether. This component was

accomplished with satisfactory physical and financial progress 83%. It was

98% and 80% last year. Most of the activities were implemented satisfactorily,

but the activity no. 3.4 (which was itself a sub-component of this component)

was not implemented this year. Likewise, the activity 3.3.2 (Women literacy in

Nepal bhasa) was also not implemented due to the lack of demand.

At the district level, this component contained four sub-components

such as Operation of Community Learning Center (CLC), adult literacy II,

women literacy II and income generating programs. Among the twenty activities

planned under this component, all of the activities were accomplished with

highly satisfactory physical and financial progresses i.e. 97% and 95%

respectively. Last year the achievement was 94% physically and 90%

financially. It indicates that, the implementing practice is continuously

improving in the districts. The progress scenario is as shown below.

Figure 9: Progress on Literacy and Continuing Education

53

The figure 9 exhibits that all sub-components were implemented with

high achievement rate. It also reflects that the three sub-components (adult

literacy II, IGP and operation of CLCs) had approximately equal PPR and FPR.

A slight variation is seen only in the 'Women literacy 'sub-component.

In terms of geographical distribution, 42 districts achieved excellent

progress of 100% both in terms of physical and financial progress rate(See

annex IV for detailed information), while other 31 districts achieved satisfactory

progress, i.e. between 80% and 99%, 2 other districts namely Dhanusha and

and Dolakha were observed relatively low progress rate. Dhanusa achieved only

42% progress in terms of physical progress rate and Dolakha ranked at bottom

with respect to the financial progress made (63%).

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

were encouraging. Sixty two districts achieved 100% progress rates. Again

other 12 districts achieved satisfactory progress rates, i.e. between 80% and

99%. As the diagram indicates, only one district 'Dhanusha' was recorded with

relatively low progress rates. This position is continuation of the last year.

54

Map 2: Physical Progress of Literacy and Continuous Education by District


3.3.4.2 Strengths

o Non-formal and continuing education has contributed adults to continue

their study.

o Women Literacy classes have developed awareness among female or

targeted group. It has been gradually empowering rural women.

3.3.4.3 Constraints

o Duplication in non-formal classes

o Sustainability of saving and IGP

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

o


Coordination with local government bodies in conducting NFE classes

Literacy survey has been made mandatory

55

Chapter 4: Improving Quality in Education

4.4.1 Introduction

Basically, this component focuses on improving quality aspects of

education, though it is not a specific component of SSRP. Ensuring quality

learning relates to assuring opportunities to schooling for all school aged

children in a congenial learning atmosphere entailing appropriate curriculum

goals followed by relevant contents, intensive use of time and effective delivery

techniques. This also involves careful use of instructional language and a

sound assessment policy.

Quality of education is as important as providing access to all. Without a

sufficient efficiency of the education system, it will suffer from wastage and low

efficiency and many children will not complete a primary education.

DOE has been considering a holistic development and learning and to

ensure this at least four basic elements are indispensable: teachers,

textbooks/instructional materials, the learning environment and the school

management.

4.4.2. Achievements against Annual Targets

The SSRP framework measures learning outcomes in literacy, numeracy

and essential life skills. As discussed above, data on literacy and innumeracy

rate is based on the NLFS, 2008 available from CBS. However, there are other

SSRP indicators that give indications about the quality of the education

system.

One of the indicators of the quality of the education system is the

repetition rate. The repetition rate for Grade One is in decreasing trend (Table

15), and has decreased from 39% in 2001 to 29.8% in 2006, 29.5% in 2007,

28.3 in 2008, 26.5% in 2009 , 22.6% in 2010, 21.3% in 2011 and 19.9% in

2012.

56

However, the repetition rate for Grade 5 is rather fluctuating. It

increased, steadily, from 2001 to 2003 and reached at 13.5% in 2003, since

then the decreasing trend has occurred. The current status of the repetition

rate in Grade 5, in the school year 2012, has been noted as 5.3%. Figure 17

provides information for comparative purposes. The Table 15, below, depicts

more information on other SSRP indicators.

Figure 10 shows the trends of repetition rates of Grades One, Five and

primary level students from 2005 to 2012. The more visible reduction (by 3.9%)

has been occurred in 2009 to 2010 for the Grade I. Likewise, the repetition rate

in Grade V was reduced remarkably in 2007 (by 2.6%). The recent rates

indicate almost linear trend indicating low rate of decreasing repetition rate in

grade V. It is observed that it took eleven years to reduce repetition by 50%

(20.7% in 2001). The repetition rate in grade I and grade V is noted decreasing

continuously.

Table 21: Indicators Indicating Quality Aspects over Years

Indicators 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Achievement

Repetition rate G1 39 36.8 34 NA 30.4 29.8 29.5 28.3 26.5 22.6 21.3 19.9

Drop out in GI 20.9 16.1 11.2 9.9 8.3 7.9 7.7

Promotion Rate in

GI 49.3 54.5 60.5

63.5 69.1 70.7 72.5

Repetition rate G5 9 11 13.5 NA 11.5 10.4 7.8 7.3 6.7 5.7 5.4 5.3

Drop out in GV 14.8 10.2 9.1 7.4 6.5 6.2 6.0

Promotion Rate in

GV 74.8 82 83.5

85.8 87.8 88.4 88.7

Drop out in

Primary 15 12.4 8

6.5 6.0 5.4 5.2

Promotion Rate in

Primary 65.6 70 76.3

79.1 81.9 83.1 84.2

Repetition rate in

Primary 20.7 19.5 17.2 15.7

14.4 12.1 11.5 10.6

Again, the significant reduction in Primary level on the whole could be

noticed in 2007 and 2010. Since then, a rapid falling trend has been in case of

Grade One, whereas there has been a gradual fall in the case of Grade Five and

primary level. It could be the liberal promotion policy, child friendly school

57

environment which has been implemented in recent years, behind the scene

that has contributed to incredible declining of Grade One and Grade V

repetition rates.

Figure 10: Trends of Repetition Rate in Grades One, Five and Primary Level

58

Figure 11: Trends of Dropout Rate in Grades One and Five at Primary Level

The Figure 11 also illustrates the status of dropout in Grade I of eight

years. It depicts that the dropout rate fall rapidly from 2005 to 2008. Since

that, it is falling gradually. It is tending to be closed with dropout rate of Grade

V and Primary level on the whole. It also justifies various intervention programs

such as scholarships, day meal, free textbooks, enrolment campaign, ECED

program and other various awareness program and activities.

Achievements against Annual Targets

At the central level, there were altogether eighty activities planned

under this component. The overall physical and financial implementation rates

of the component were 80% and 65% respectively. Seventeen of the activities

were completed with 100% physical and financial progress and forty-seven of

the activities attained 100% physical progress. Only fifteen activities were not

implemented this year which caused a bit reduction in overall progress rate.

59

The capacity building sub-component achieved nominal progress rate

(PPR-14% and FPR-13%). It shows that the activities designed under this sub-

component were not highly prioritized this year (see annex I for detail).

At the district level, this component had born about 22% weight of the

total recurrent budget of the districts. It was highly prioritized for the quality

intervention in school education. It contained seven sub-components namely

'Grants support to school for', Grants to schools (grade 1-5) for free textbooks

based on PCF, Grants to schools (grade 6-8) for free textbooks based on PCF

'Grants to schools (grade 9-10) for free textbooks based on PCF, Grants to

schools (grade 11-12) for free textbooks based on PCF for targeted students,

PCF salary: Grant support to schools (based on teacher student ratio) and

Support to districts for'. Most of these sub-component and contained activities

were focused on input activity specifically for free textbook purpose. The first

sub-component activities focused more or less on quality issues such as

multilingual education, meeting minimum learning environment, grant for best

performing schools and day meal for Karnali zone.

Figure 12: Progress Scenario under Quality Component

The Figure 22 illustrates the progress scenario. Financial progress rate in

two sub-components (grant for 1-5 and grant to schools) were observed

60

relatively lower than others; however the progress rate wasn't below than 87%.

The low FPR for grant support to free Textbook for grade 1-5 indicates some

inconsistency and fluctuation of student's number in the primary school.

The overall physical progress rate on this component was 98% and

financial one was 87%. The physical progress rate of this year was noted by 6%

more and financial achievement was noted by 2% more than that of last year.

While analyzing the implementation status of the individual districts, it

was found that five districts (Taplejung, Sapatari, sarlahi, Pyuthan and salyan)

had achieved excellent progress rate of 100% both in terms of physical and

financial progress. In Eastern development region Dhankuta ranks at the

bottom with 89% PPR and 85% FPR, while Bara having 98% PPR and 63% FPR

ranks at the bottom among Central region districts. In Western development

region, Manang (PPR 88%, FPR 88%) became the low achiever in comparison

with other districts. In Mid-western development region, Pyuthan and Salyan

had highest achievement of 100% both in terms of physical and financial

progress rate. Banke ranks at the bottom with 86% PPR and 84% FPR. In Far

western development region, none of the districts had lower achievement than

93% in terms of physical one, but Bhajhang ranks at the bottom (67%) in

terms of financial progress rate.

While analyzing the progress made by RED, it was found that Central

RED, Mid-western and Far-western RED achieved excellent progress of 100%

both in terms of physical and financial progress rate. RED Western possessed

98% physical and 88% financial progress. Eastern RED obtained only 77%

physical progress rate.

Map 3: Physical progress of Enhancing Educational quality by districts

61


2.4.4.2 Strengths

o Day meal program has remarkably increased enrollment and attendance

of children in the schools.

o Grants for better performing school program has raised a sort of

competition between schools for the better performance.

2.4.4.4 Constraints

Development and implementation of Local curriculum

Selection of best performing schools


o District Curriculum coordination committee has been mandated for

developing and approval of local curriculum.

o Management and learning achievements have been made key indicators of

identifying better performing schools.

63

Chapter 5: Teacher Professional Development

2.5.1. Introduction

Teacher professional development is another component of SSRP that

aims at providing teachers with the knowledge and skills that requires them to

facilitate effectively students learning processes, where as contributing to

improved performance of teachers through tailored and results oriented

professional training has been its immediate objectives.

2.5.2. ASIP Priorities

The ASIP aimed at fulfilling the following major activities and targets for

FY 2011-12

Strategic priorities

o Implementing field based TPD modules targeting to addressing

immediate pedagogical problems of teachers and continuous learning

opportunities for renewal of professional competencies.

o monitoring of teachers on their task and continues micro training so that

transformation in classroom practices could be materialized

o Making Continuous efforts to ensure the TDP responds to

individual needs of teachers, needs of schools and the needs of the

system include the continuous updating of the modules based on

lessons learned and changed needs.

o Integrating the CAS, ECED, MLE, and CFS in the regular NCED teacher

training curricula.

o Making efforts to ensure that at least 60% of working teachers have

access to at least one of the 10-day module to complete all three

modules of 30 days’ within five years’.

o Establishing linkage with RCs, LRCs, ETCs, and DEOs and channel

support system for effective implementation of the TPD programs.

o Making RCs to form institutional arrangement for delivering the TPD for

basic education teachers and LRCs/ETCs for secondary school teachers.

64

o Continuing the ongoing program relating to capacity development

trainings and institutional performance management system with

improved design for distance/open learning programs, managers'.

o Developing a medium-term rolling plan (3-5 years) to integrate and

mainstream topics such as peace, human rights and civic education,

CAS, CFS, multi-grade teaching

o Pooling and institutionalizing peace-meal training and other development

interventions.

o Utilizing the findings of the teacher management for the betterment of

teacher management.

2.5.2. Achievements against Indicators

Training status Primary Basic Secondary

Female Male Total Female Male Total Female Male Total

Trained 94.7 94.3 94.5 92.9 90.8 91.5 84.9 91.6 90.7

Partially trained 2.9 4.5 3.9 2.9 4.8 4.1 9.6 4.2 4.9

Untrained 2.3 1.2 1.6 4.1 4.5 4.4 5.6 4.2 4.4

Source: Flash I, 2012

District level progress

The Table 16 depicts the major activities planned for the FY 2011-12 and

it's achievement with some outcomes reported by the districts.

Table 32: Targets and Achievements in FY 2011-012


RC based 10 days TPD

training to 66777 teachers

working at basic level

66, 732 teacher were trained Helped to solve immediate

pedagogical problems

10 days training to 6360

teachers for MLE, MGT

5,034 teachers received

training

Helped to conduct multi-

classes



65

working at secondary level

30 days Head teachers

capacity building Training for

1,150 HTs

1,125 HTs were trained. Capacity of Head Teachers

was developed for the school

administration and

management.

Source: ASIP- 2011-12, District progress Report and Status report


At central level, this component contained of thirty three activities for

this fiscal year and the activities were accomplished with overall 99% physical

and financial 99% progress rates. It is remarkable progress in financial

attainment rate than that of last year which was 100% and 83% physically and

financially. Most of the activities possessed high PPR except activity 5.27 &

5.29. The activity 5.29 (One month in service training for Gazetted II class

officer was not conducted as planned in the AWPB and it achieved only 50%

PPR. The same scenario was observed in the activity 5.27. Despite 100% FPR,

PPR was only 50%. The overall accomplishment rate shows satisfactory

progress of this component.

At district level, only three activities namely 10 days' teacher professional

development (TPD) module for basic level teachers at RCs, 10 days' TPD

module for secondary level teachers at Educational Training Center ( ETCs) and

Lead Resource Center (LRCs) and 30 days' Head teachers' leadership capacity

building training (HT-LCBT) at ETCs and LRCs (including institutional school

principals)' were planned for the year 2011-12. It was implemented with highly

satisfactory progress rate (PPR 100% and FPR 95%). It was only 93% (both in

terms of physical and financial) in the last year. The progress record shows

that 66,732 teachers received basic level training. Likewise, 5,024 secondary

level teachers received professional development model training. This year,

1,125 Head teachers both from community and institutional schools received

CD training. The progress scenarios in terms of physical and financial rate are

as illustrated by the figure 13 below.

66

Figure13: Progress by Activities

The Figure 13 shows that most of the activities attained not less than

90% progress rate both in terms of physical and financial progress rate;

however ten days training for MLE, MGT activity achieved relatively lower FPR

than other activities.

In terms of geographical distribution of achievement, it was found that

37 districts had highly satisfactory progress of 100% in both physical and

financial aspect wherein, 22 districts achieved excellent progress of 100% in

terms of physical progress. Likewise, Jhapa, Siraha, Ramechhap, Synja and

Achham districts were measured with 100% financial progress. Most of the

districts achieved satisfactory physical and financial progress (between 85%

and 99%). It shows excellent implementing status of the districts.

Map 4: Physical progress of Teacher Professional Development Component by

districts

67


Table 13




working at basic level

66, 732 teacher were trained Helped to solve immediate

pedagogical problems

10 days training to 6360

teachers for MLE, MGT

5,034 teachers received

training

Helped to conduct multi-

classes



working at secondary level

30 days Head teachers

capacity building Training for

1,150 HTs

1,125 HTs were trained. Capacity of Head Teachers

was developed for the school

administration and

management.

2.5.4.2 Strengths

o TPD model is preferred by schools since the teacher practice in the same

school they belong.

o It has facilitated of resolving current pedagogical problems faced by

teachers in the classrooms.

68

2.5.4.3 Constraints

o Classroom implication of teacher training is still subject of investigation.


Monitoring and follow up is highly emphasized both in the districts and

centers

Chapter 6: Capacity Development

2.6.1. Introduction

Capacity development is the component of SSRP which aims to

contribute to a sustained improvement in the learning achievements of

students. The immediate objective of this component is to improve the

performance of the SSRP implementing agencies and its service delivery system

of the MOE as well as at the school level. The SSRP envisioned three

important aspects for CD: an enabling institutional framework through

endorsement of act, regulations, rules and guidelines; organizational

mandates, structures and relationships aligned with improved work

performance; and improved individual competencies and working

conditions through training, awareness raising, research activities and

provisions for incentives.

2.6.4. Priorities of ASIP for FY 2011-12

69

The ASIP (2011-12) stated that the CD (Capacity Development) activities

should be carried out both at systemic and individual levels. Likewise, it

emphasized on developing managerial as well as professional skills of persons

at individual level.

Strategic priorities for FY 2011/012

o Focusing on enhancing the capacity of planning and implementing at the

school level to improve the classroom services delivery.

o Preparing of agency-wise, results-oriented organizational CD plans aimed

at improving service delivery and supported by client satisfaction

rating over time and consolidating central level agencies' CD plans

and prioritizing activities for their implementation.

o Covering mainly three areas: i) enabling conditions, ii) organizational

strengthening and iii) individual competencies, aiming to produce result

and increase accountability.

o Giving priority to financial management (Budgeting and accounting)

capacity building of HTs or teacher/ accounting personnel at school

level for the implementation of the CD program to enhance

management efficiency, transparency and accountability.

o Supporting schools for planning based on the MEC and CFS criteria,

social audit and other contemporary issues.

o Conducting the capacity development program for RPs

2.6.5. Achievment aginst annual targets


At the central level, the component 'Capacity development for the

effective service delivery', which contained thirty-one activities in all. The

attainment rate in this component was observed satisfactory this year. This

component had thirty-one activities to be accomplished this year. Out of which

ten activities (6.1.7, 6.1.9, 6.13, 6.14, 6.15, 6.16, 6.18, 6.25, 6.29 and 6.32)

were not implemented this year (see annex I). The overall physical and financial

70

implementation rates were 78% and 66% for PPR and FPR. The progresses

were 63% and 35% last year. It shows remarkable improvement in

implementation of the program. Those implemented activities achieved highly

satisfactory progress; however, the unimplemented ten activities caused

deduction in over all achievement rates.

In district level, the capacity development program was designed and

provided separately under the budget head 3508033/34. This component

consisted of eight activities. Most of the activities were designed to develop

capacity for the effective service delivery. It included Capacity Development for

SMC, PTA and HTs, Accounting/ financial record keeping training to

HT/Account teacher to enhance financial management, Talent Hunt through

extra/co-curricular activities, Grading up Public Guthi Partnership co-

operation with Budhanilkantha School, Subsidies for Grihini Schools based on

the graduates of Grade 8 and SLC and Utilizing mass media to enhance

educational quality at district level. These activities were designed in order to

make service delivery effective. The overall physical implementation rate for

this component was 97% the financial one was 96%.

In terms of geographical distribution of individual districts, fifty-three

districts achieved 100% progress in both physical and financial aspects. Eight

districts had achieved 100% PPR. Baglung achieved 100% financial progress

against 91% PPR. The attainment rate of the all districts (except Dhausha) was

in between 85% and 99%. Dhanusha ranks in the bottom (only 18% both PPR

and FPR). The progress made by RED Western and Mid-western was 100%

both in terms of physical and financial rate; where other REDs achieved highly

satisfactory progress between 84% and 100% (see annex IV for detail).

Map 5: Physical Progress of Capacity Development by districts

71

The Table 17 shows the major activities implemented in fiscal year 2011-12

with some outcomes.

2.6.5. Major Achievements

Table 43: Targets and Achievement of the FY 2011-012


Incorporating CD activities

and updating SIP of all

community schools

The activity was done in the

schools, but final report isn't

received yet.

Schools have exercised

planning and updating

activity based on data.

Capacity development of

SMC and PTA members in

line with the updated SIP

27,390 Capacity development

for SMC, PTA and HTs (Based

on the CD framework)

Participation of SMCs and

other parents have been

increased in school's

planning.

Leadership training to 300

HTs

1,125 HTs received training

through NCED

Need to be identified.

One month in service training

to 60 SS and 20 DEOs

Training was conducted by

NCED, but not mentioned in

the report.

Basic orientations have

guided new SS and DEOs in

the working sector.

Improving school capacity for Accounting/ financial record Oriented for good record

72

financial report and record

keeping

keeping training to

HT/Account teacher to

enhance financial

management-27,435

keeping, but the practice is

needed to be monitored and

verified.

Capacity building program for

1091 RPs

Not implemented

Source: ASIP 2011-12, status Report and District Progress report, 2069

Other activities such as CB of DOE, NFE and DEO personals were also

accomplished and reported.

2.6.5.2 Strengths

o Capacity Development training has reenergized to the school HTs, SMC

chairperson and PTA for the effective management of the school.

o Financial record keeping training to HT and account teacher is useful for

financial management.

2.6.5.3 Constraints

Highly politicize in SMC formation

Lack of technical support to the schools for financial record keeping

2.6.5.4. Addressing Constraints and Maximizing Achievement

Following Education act and regulation

Financial audit and social audit has made mandatory

73

Chapter 7. School Management and Monitoring

2.7.1. Introduction

One of the major components of SSRP is monitoring and evaluation

(M&E) which is recognized as an integral part of program implementation to

achieve expected outcomes. The monitoring program under SSRP is meant to

facilitate decision making processes by ensuring quick access to relevant

and reliable information within time and providing strategic options for

improving efficiency and quality of service delivery. It also endeavors to

ensure transparency and accountability at all levels. Key outputs of the

monitoring component reflect number of forms, such as the FMR, Flash

reports, Status reports, Research reports etc. Its immediate objective is to

monitor program inputs, process, and outputs and evaluate the impact of plan.

This component integrates monitoring with school management. So

program and activities were designed both for monitoring activities and

essential activities for the management of schools. ASIP 2011-12 had focused

more on monitoring and reporting part.

2.7.2. Strategic Priorities of ASIP 2011-12

Based on the concept of SSRP the ASIP 2011-12 had set following key

priorities for the Fiscal Year 2011/12.

o Assessing schools on the basis of MECs

o Using t he ASIP/AWPB as the prime instrument for monitoring

performance and progress against the stated priorities, targets,

budgets and roles and responsibilities.

o Making and conducting Plan based and AWPB based monitoring.

o Implementing monitoring tools based on the monitoring plan reflecting

program targets and the differences observed between the planned

and actual outputs on identified program indicators.

74

o Strengthening monitoring mechanisms at all levels to insure quality

reporting

o Utilizing monitoring reports to put timely adjustments in the program

implementation avoiding deviations.

o Making use of monitoring reports as guidelines by decision makers for

improving quality of decisions.

The ASIP 2011-12 has also depicted roles of different institutions such as

schools, RCs, DEOs, REDs, DOE and other central level agencies and MoE in

relation to Monitoring and Reporting. It has also made budgetary provision for

the involvement of third party in monitoring. Expected roles of the different

agencies or institutions are expected as documented below.

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

monitor the implementation of activities given in the School Improvement Plan

(SIP) involving parents and CBOs at local level.

Resource Centers (RC): Resource Centers will within its catchment

area, their action plan on the basis of SIPs and implement it.

District Education Offices (DEOs): DEOs are the main agencies for

implementing the program activities will prepare and implement a monitoring

plan as per the district ASIP through School Supervisors (SS) and Resource

Persons (RPs).

Regional Education Directorates (REDs): At regional level, REDs will

make its own action plan and conduct M & E action with in its region.

DOE and Central Level Authorities: The DOE and CLAs will undertake

monitoring of the program as to the ASIP and make reports available on both

performance and progress monitoring.

Ministry of Education: The MOE will review progress of program

implementation at intervals and provide feedback to concerned agencies for

review.

75

2.7.3. Analysis of the Progress

2.7.5.1. Achievement against Annual Targets


At the central level of this component, there were thirty three activities

altogether planned in the AWPB and was allocated 24.52% of the total central

SSRP budget. All activities were implemented as planned in AWPB. This

component achieved 89% PPR along with 73% FPR. The achievement rate in

last year was 91% physically and 67% financially. There observed slight

reduction in PPR, but the FPR was increased by 6%. Most of the activities were

implemented with highly satisfactory progress rate except activity no 7.9, 7.10,

7.20 and 7.32. The lowest PPR was observed in activity 7.32 (10% PPR and 2%

FPR), wherein; no FPR was made in activity no 7.20 (English Language testing

Program). The Progress reveals 100% PPR in the same activity concluding that

no expenditure was made for the accomplishment of the activities from the

SSRP budget head (See annex I for more detail). In general, the implementation

of this component was observed satisfactory.


At the district level, the component consisted of five sub-components

(‘Districts’, ‘Resource centers’ and ‘Schools’, REDs and Financial tracking) with

nineteen activities altogether. All of the activities were accomplished. The

overall physical implementation rate at this level was 84% (last year 83%) and

the financial one was 78% (last year 76%). The attainment rate was slightly

increased than that of last year indicating continuous progress in

implementation.

Figure 14 : Progress Scenario by Sub-component

76

The Figure 14 indicates the progress status by sub-component of this

component. A slight gap between physical and financial progress is observed in

the district activities; but it is reduced and almost linear in the case of

Resource center and schools. Despite these nominal variations, the overall

progress made was noted satisfactory.

These activities designed under this component were very crucial for

making ASIP/AWPB, planning and monitoring activities, student's Identity

Card (ID), social auditing and financial tracking. Therefore; its qualitative

progress would be more important, but it takes time and have to wait to receive

result. On analyzing the progress scenario as documented by the districts,

most of the activities were implemented with highly satisfactory progress rate.

One activity under the schools title achieved relatively low progress. Incentive

grant for community managed schools were allocated for 2,290 schools, but in

practice only 1,046 schools management was transferred to the community

and this activity caused slightly reduction in overall progress figure.

The progress report of the districts shows that Bara and Jajarkot

districts had achieved 100% progress both in terms of physical and financial

progress rate. Likewise, Panchthar, Udayapur, Dhading, Nuwakot, Rupandehi,

Kaski, Rukum, salyan and Bajhang had achieved 100% progress in terms of

77

physical one. 13 districts of eastern development region had achieved progress

between 70% and 100%; however Bhojpur, Sunsari and Saptari had physical

progress between 62% and 68%. In the central development region Sindhuli

ranks at the bottom (PPR 67%, FPR 60%), but the progress rate is not less than

60%. While in mid-western development region, the progress of Bardiya ranks

at the bottom (51% PPR and 44% FPR). In Far-western development region

seven districts had achieved more than 60%, but Bajuara achieved only 59%

PPR and 51% FPR (See annex III for detail). On analyzing the progress made by

RED, it was observed that RED Central and Mid-western ranked among the

highest achievers of both in terms of physical and financial progress. Others

RED achieved highly satisfactory progress, but RED Eastern region achieved

only 73% progress in terms of financial one and ranked at the bottom. The map

8 clearly illustrates the scenario of the progress.

Map 6: Physical Progress of School Management and Monitoring by districts

2.7.5.1. Major Achievements

Table14: Targets and achievement in FY 2011/012 on M&E


EMIS Flash I and Flash II Flash I and Flash II data The overall status of

78

data collection- 2 times

analysis and reporting

including FMR -3 times

status report- 1 time

collected and compiled as

targeted. IPR/FMR prepared 3

times at the end of each

trimester. Status report is

prepared and disseminated

annually.

enrollment, participation,

quality aspects, teacher

management, and physical

status were known. Analysis

of the report has made

adopting new strategies to

overcome the difficulties.

Monitoring the program

implementation from

central, regional, district and

RC level

DOE monitored …….districts,

RCs and schools in the fiscal

year 2011-12. The monitoring

was of three types namely

regular plan based monitoring

by CL, monitoring by ex-

educational personnel,

teachers and monitoring by

journalists. REDs, DEOs were

also provided grant for the

plan based regular

monitoring. Most of the

agencies reported of the

monitoring activities.

Districts could receive

immediate measures to solve

the problems occurred during

the implementation.

Central level could observe

the implementing status,

problems which could be

feedback for the future

planning. Regular trimester-

wise reporting have

communicated the progress

status and also shared

problems with CL agencies.

Research studies in different

areas

Researches were conducted

on: Gender audit, language

issue, Out of school children

and data validation, social

audit and teacher

management.

Research studies had

provided important

information pointed out

gaps, hindrances, positive

impacts etc which would be

fruitful for future planning

and decision making.

NASA

Functions of ERO ERO conducted standardized

test for 48,713 Grade 8

children. It also assessed

performance of 5 DEOs

(Ramechhap, Sindhupalchok,

Kanchanpur, Pyuthan and

Synja). It also carried out 4

79

small researches within the

FY 2011-12.

Sample study of financial and

social audit by the REDs

All REDs accomplished the

task and reported.

It directly or indirectly

motivated DEOs, RCs for the

financial and social audit.

Financial expenditure

tracking of districts by

the REDs

All REDs accomplished the

task and reported

It has helped to regulate the

expenditure.

Establishment of networking

between districts and center

Website of all DEOs

constructed

Monitoring from Department of Education

The monitoring section of Department of Education (DOE) conducted

monitoring of two modalities. First, the regular monitoring was conducted on

the basis of approved plan. The monitors in regular monitoring were DOE/

MOE personnel. Second, the monitoring was participatory types where the

monitors were from teachers' organization, SMCs, retired educational

personnel. The table below illustrates the monitoring status of the districts.

Table 55: Monitoring and Supervision by DOE in FY 2011-12

Development

region

Himali Mountain Terai Valley Total

Total Monitored Total Monitored Total Monitored Total Monitored

Eastern 3 3 8 8 5 5 16

Central 3 3 6 6 7 7 3 3 19

Western 2 2 11 11 3 3 16

Mid Western 5 4 7 6 3 3 13

Far Western 3 3 4 4 2 2 9

Total 16 15 36 35 20 20 3 3 73

Source: Monitoring Report, DoE, 2012

The table (15) value shows that 15 out of 16 Himali districts were

monitored. Likewise, 35 out of 36 mountainous districts, all 20 terain districts,

and three valley districts (Kathmandu, Lalitpur and Bhaktapur) were

monitored in this year. Seventy three districts were monitored in the FY 2011-

12.

80

2.7.5.2 Strengths

Publication of Bulletins and mobilization of other media in education

have been found of contributing in enhancing transparencies in the

districts.

2.7.5.3. Areas of under performance

Transfer of school management to the community activity has been

observed with low performance among all other activities.

2.7.5.4. Constraints

o Resource in monitoring

o Restriction to transfer management of schools by Teacher unions

o Mobilization of RCS for academic supervision

1.7.5.5 Addressing of Constraints and Maximizing Achievements

RED, DEOs and RCs are effective mechanism of monitoring and hence

instructed for their proper mobilization

Dialogue between DOE and TU

Mandatory provision of monthly meeting and reporting of RCs.

DEOs have been requested of developing and submitting their monitoring

plan in DOE.

Chapter 8. Incentive and Support

2.8.1 Introduction

‘Incentive and Support’ is the 8th component of AWPB 2010-11. This

component supports in one way or other to second component ‘Ensuring

access to basic and secondary education’.

2.8.2. Achievement against Annual Targets

Like in other components, this component also has activities only at

district level, which are analyzed in separate headings below.

District Level activities

81

At the district level, this component was divided into two

subcomponents namely: ‘Basic Education’ and ‘Secondary Education’, which

was implemented with overall 97% physical progress rate and 89% financial

progress rates (See annex II for details). The implementation rate in the last

year was 95% both in terms of physical and financial and no more differences

were noted in its implementation.

The first sub-component comprised of two activities namely scholarship

for Dalit (grade 1-8), girl's scholarship (grade 1-8) including Karnali package. It

achieved 96% PPR and so as 91% FPR. The district report shows that

2,276,479 Dalit children graded1-8 achieved scholarship. Likewise, 1, 200,816

girls (Grade 1-8) were benefitted with Girl's scholarship. This number also

included all girls of Karnali zone.

The second sub-component contained twenty-two activities. Twelve out of

twenty two activities were scholarship grant for targeted students of secondary

level. Rests of the activities were about ICT in schools, school library, hostel

operation cost, Support to higher secondary schools for science program, grant

for model schools etc. All of the activities were implemented this year and

achieved 96% physical progress rate. Regarding the financial progress, it

achieved 87%.

Map 7: Physical Progress of Incentive and Support Component by districts

82

In terms of geographical distribution of achievement, it was observed that

5 districts (Taplejung, Saptari, Jajarkot, Jumla and Bajura had a highly

satisfactory progress of 100% in both physical and financial progress. Twenty

three districts achieved 100% progress in terms of physical one and others with

satisfactory progress, i.e. between 70% and 99%. Among all districts Manag

ranks at the bottom with 41% PPR and 40% FPR. Only one district Manag was

at bottom with respect to progress made (41% PPR and 40% FPR) (See annex III

for detail).

2.8.3. Major achievements

Quantitatively the following major synopses of the activities were noted.

o 62 children of martyrs received scholarship

o 5 Kamlari girls get benefitted with CD activities and scholarship.

o 74 conflict victim children received scholarship

o 400 girls get benefitted with residential scholarship

o 222 students of model schools were provided scholarship.

o 59,023 secondary level students (targeted) received scholarship

o 75,511 Dalit students of grded 9-10 were provided scholarship support.

83

o 6,193 disable children received scholarship

o 32,703 marginalized children get benefitted with scholarship

o 6,341 science streamed higher secondary schools received intensive

grant support

o 900 schools get grant support for matching fund based computer library

o 409 schools received grant for ICT.

Strengths

o Access of target group in education has been increased.

o Participation of stakeholders is more effective for the successful

implementation of the program.

Constraints

o Collection and verification of data

o Delay budget and delay of rights of expense.

o Nominal scholarship high opportunity cost

Addressing the constraints and maximizing the profit

o Mandatory provision of data verification by RPs, SS and DEOs

2.4.9. Per Child Funding (PCF) based Non-salary Grant Support to Schools

PCF non-salary grant support has been the funding modality continued

in the ASIP/AWPB 2011-12.

Major Activities

This component had three sub-components (Educational Material

Management Cost, School Management Cost and School Employee

Management Cost) with eleven activities. 'The following were the major

activities of the component:

o Grants to ECED classes

o Primary level grants.

o Lower Secondary Level grants to schools.

o Secondary Level (for targeted group) grants to schools.

84

o Secondary Level (general) grants to schools.

o School Management Cost(Basic level, Lower secondary level, secondary

level)

o School employee cost (primary, lower secondary and secondary)

Achievement against Annual Targets

There was no activity set under the ‘Per Child Funding (PCF) based non-

salary grant support to schools’ at the central level this financial year.

At the district level, there were three sub-components and eleven

activities planned under this component. The overall physical accomplishment

rate was 98% and the financial one was 96%. When the progress rates of the

individual activity are analyzed separately, the first activity ‘the PCF grants to

ECED classes was implemented with 97% PPR and 93% FPR, the second

activity ‘the PCF grants to Primary level with 96% PPR and 89% FPR and the

third one ‘Lower secondary Level with 99% PPR and 96% FPR. Likewise, the

fourth activity 'Secondary Level (for targeted children)' attained 86% PPR.

Again, it was implemented with 79% FPR. Again, the fifth activity ‘Secondary

Level (general) grants to schools’ was accomplished with 96% PPR and 94%

FPR (See annex II for more details). The second sub-component (school

management cost) was marked with excellent progress of 100% physical and

99% financial implementation rate. Lastly, the third sub-component was

School Employee management Cost under which, three types of grants (For

primary, lower secondary and secondary level) were provided. It achieved 100%

physical progress rate. In terms of financial one the attainment rate for this

sub-component was 99%.

Conclusively, this ninth component was accomplished with highly

satisfactory progress rate both in terms of physical and financial progress rate.

In terms of geographical distribution of implementation, it was found

that 17 districts (Panchthr, Khotang, Saptari, Dhanusha, Sarlahi,

Sidhupalchok, Kavreplanchok, Parsa, Mugu, Jumla, Rolpa, Pyuthan, salyan,

85

Jajarkot, bajura, Bajhang and Baitadi) had performed with 100% physical and

financial progress rate. Since the activities planned under these components

were all grants, it was implemented with high progress rate between 89% and

100%. Banke ranks at the bottom with 86% physical progress rate and 82%

financial progress rate among 75 districts.

Map 8: Physical Progress of PCF by Districts

Strengths

o Improvement in managerial aspect of the schools.

o Contributed for the improvement in learning achievement and quality in

some extent.

o Developed ownership of guardians in the schools.

Constraints

o Utilization of grants

o High dependency on governmental grants

Addressing constraints

o Monitoring and follow up along with the interactions with stakeholders

would track rightly the grants provided to the schools.

o Mandatory provision of social audit, financial audit in the schools.

o Provision of matching grants in some activities

86

2.4.10. Capital Expenditure (3501214/3508034)

The capital expenditures under the SSR program meant to ensure the

access of schooling children to school education for which there were some

activities set at both the central and district levels in the FY 2011-12. The

progress rates, issues and challenges, and strengths along with lesson learned

and best practices exercised at the districts are presented in the sections

below.

Central level (3501214)

There were three component titles (Ensuring Access, Improvement of

educational quality and capacity Development) under the capital budget head

in central level. The overall physical and financial progress rates of the

activities under the central level capital budget head were100% and 97%

respectively. The implementation rates in this budget head were observed quite

satisfactory.

District level (3508034)

This budget had only one component i.e. Ensuring access to school

education' under which 'Physical Facilities improvement' was designed as a

sub-component. Construction of DEO building and furniture for DEOs and

REDs were the task to be completed this year. All activities were implemented.

The overall physical and financial progresses were 100% and 99% respectively.

It was 99% and 98% last year. The major achievements were as follows.

o 45 DEOs were renovated

o 9 DEOs buildings were constructed

o 74 DEOs procured furniture.

Other construction activities were planned under the component '

Ensuring Access to school education'.

Conclusively, the implementation of physical improvement program

improved remarkably then of the previous year. Total construction activities

irrespective of the budget heads are illustrated on the table 16.

87

Table 16: Construction activities in, 2009-10, 2010-11 and 2011-12

Activities SSRP

2009-10 2010-11 2011-12

Target Progress Target Progress Target Progress

Phy. Fin. Phy. Fin. Phy. Fin. Phy. Fin. Phy. Fin. Phy. Fin.

in 000 in 000 in 000

New Classrooms

construction

2,630 726,625 100 98 2,670 879,490 100 100 4214 1379180 80 100

Target and budget

for community

managed schools

1,920 528,000 100 99 1864 608,190 100 100 1786 584320

Construction of

school building

300 3,00,000 100 100 480 4840000 30 42

Maintenance of

school building

300 1,50,000 100 100 450 227800 100 100

School

Earthquake Safety

Program

15 19,605 100 93 50

schl

65350 20 100

Grants for

construction and

maintenance of

school established

before 2007

133 2,34,000 100 100

Target and budget

as per cost

sharing proposal

1,055 870,375 100 100

School

rehabilitation(

Regular Cost

sharing)

4,500 450,000 100 98 6,019 6,01,900 99 99 3745 374500 100 100

External

environment

improvement

4,500 675,000 100 99 4,884 9,65,800 100 100 4000 800000 60 100

Construction of

DEOs

12 34,875 50 24 12 32,800 92 96 9 34875 70 80

Furniture/furnish

ing for REDs &

DEOs

80 7,440 100 100 73 7,440 73 100 75 6370 100 100

Construction of

central level RC at

CDC

1 2500 0 0

Separate toilet for

girls

5,500 11,00,000 100 100 3000 600000 60 100

Rehabilitation of

DEOs

45 6000 100 100

Continuation of

last year

construction

300 420000 80 100

88

Maintenance of

feeder hostel(girls)

20 6000 90 100

model school

building

construction

4 6200 60 100

The table 16 above shows the construction activities performed since FY

2009-10 to this year. It was observed that there was considerable increment in

progress this year. Progress rate achieved for the construction of community

managed schools was not obtained till this analysis. The number of

construction has increased per year. The comparative analysis of FY 2009-10

and 2010-11 is also shown by Figure 25 below. It illustrates only those

activities which were continued for this year too. Construction of new class

rooms is shown increased remarkably in comparison with previous two fiscal

years. Priorities for the new construction in community managed schools (CMS)

have continued this year too. External Environment Improvement (EEI) and

school rehabilitation program is observed decreased in number against

previous two fiscal years. Construction of DEOs, furnishing for REDs and

DEOs were continued program implemented this year too.

Figure 15: Comparison of Numbers of Construction between FY 2009-10, 2010-

11 and 2011-12

89

In terms of geographical distribution of implementation most of the

districts (69 districts) achieved 100% progress in both physically and

financially, however the progress rate of Illam, Okhaldhunga, sindhuli, Rukum

and Khotang were close to 100%. Despite the high physical progress rate

(100%), the financial progress of Sindhuli ranks at the bottom (50%) and the

progress under the capital budget head of Dhading were found not reported.

The progress made by RED shows they achieved highest progress rate of 100%.

This analysis is made only based on the capital expenditure, but more

construction activities were implemented under the recurrent budget head

3508033 (school physical facilities improvement Program planned under

second component of district SSRP).

Strengths

o Construction of fixed formed and standard building.

o Development of community ownership

o Improvement in teaching learning environment.

Constraints

90

o Limited quotas of construction

o Public contribution is negligible in rural areas.

o Technical personals are insufficient in the districts

Addressing Constraints

o Collaborations between DOE and I/NGOs for the management of school

physical facilities.

o Plan of recruiting technical staffs for the upcoming fiscal year

o Public contribution has been made compulsory.

2.4.11 Good Practices in Center and District Level

Central Level

Good Practices exercised at Central Level

o National center for Education and Development (NCED) conducted online

and offline CD training for instructor and roaster instructor. The

examination was also managed to conduct from online service.

Presentation of assignment and interaction was made Skype based.

o Curriculum Development Center (CDC) conducted talent haunt program

which conveyed good message among talent students of the country. It

also developed capacity of 30 officers for the development of competency

based and general vocational skill based curriculum.

o Education Review office could accomplish National Achievement Test of

Grade 8 students in three major subjects. It has also prepared test items

for the Grade 3 and 5.

o Department of Education (DoE) accomplished third party monitoring in

54 districts in order to monitor the implementing status.

o Department of education has developed twenty five indicators of

Minimum Enabling conditions (MECs) for basic level which would be the

necessary conditions for the school to be operated. Moreover; DOE

identified five indicators as prioritized Minimum Enabling Conditions

(PMECs) indicators which is regarded as mandatory conditions for

establishing and operating basic level schools (see annex for more detail).

91

o DOE has developed 104 indicators to assess the child friendly schools

under the nine difference areas (Effectiveness, inclusion, Gender in

education, participation of children, family and community, Health and

safety, physical environment, teaching learning in mother tongue and

school management).

o DOE had organized conference of DEOs which intensively discussed

about the program and activities initiated in education. It also analyzed

the implementing practice and the problems occurred during the

implementation. The conference declared 31 points commitment.

District Level

Many districts have tried to accomplish creative works by mobilizing

limited resources. Their best effort is briefly mentioned below. These practices

are taken from the Status report and other documents send by the concerned

districts. Their best effort is briefly mentioned below.

o Some districts like Palpa, Gorkha, Gulmi etc have managed to conduct

educational program through local radio.

o Most of the districts disseminated their program to all stakeholders

including representatives of political parties.

o Participation of Teachers' organization in decision making have been

continued in the districts.

o Guide book for school conduction and implementation of activities was

developed and distributed to the schools which contributed to bring

uniformity and transparency (Dhankuta, Illam)

o Dissemination of trimester wise progress in presence of mass media has

made personnel and schools more aware and responsible (Dhankuta).

o Most of the districts have initiated Tem supervision and was reported

effective in practice.

o Calendar with annual instructional plan has been published and

distributed to the schools (About 60% districts)

92

o Formation of Samajik Sambad Samanwaya Samittee (Social Dialogue

Coordination Committee) to overcome the educational issues(Jhapa,

Baglung etc)

o Some community schools are conducting English medium classes and

are being centers of attraction (Bojpur).

o Partnership with Himalayan Trust, RID, Nepal in Physical improvement,

teacher training, and orientation to the SMC members (Solukhumbu)

o DDC has supported 194 ECED basically for the remuneration of

facilitators (Myagdi)

o Some districts like Kavreplanchok have initiated rewarding best

performer teachers.

o Multiple intelligences and critical thinking approach is adopted in TPD

program for enhancing quality in education (Sindhupalchok).

o The district like Khotang has made social audit mandatory for the

financial audit.

o Nawalparasi has initiated child friendly local governance program.

o DEO Dolakha formed joint team (HT of secondary level and RP) for the

verification of data which visited sampled schools and checked the

reality.

o DEO Okhaldhunga and Dolakha have merged some primary schools

having no adequate children.

o DEO Tanahu lunched policy of free and compulsory basic education. in

some VDCs and ward 9 of Byas municipality.

o DEO Dolpa reduced financial irregularities into Zero; likewise DEO Palpa

has continuously keeping record of non-irregular district in terms of

financial expenditure.

o DEO, Jajarkot deducted salary of the teacher for their absent days which

contributed to promote the regularity of the teachers in the schools (as

reported).

SSRP Indicators and Achievement

93

Table 17: A Summary of SSRP performance Indicators, Targets and Progress

Status

Indicators Unit Base Years Achievement

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

(Target)

2011-

2012

(Achieve

ment)

1.Share of Education budget

GNP % 2 2.1 2.1 NA

GDP % 3.5 3.6 3.6 5.39

2. Share in Education

budget

Basic Education % 70 71 71 63.99

secondary Education % 9 9 9 16.94

3. Enrolment at Grade 1

New entrants with ECED

experience

% 33 36 41 52.1

Gross intake Rate % 141 148 144 142.4

Net Intake Rate % 78 81 83 89

4. Gross Enrolment Rate

ECED/Pre Primary % 60 63 67 70.0

Basic Education (1-8) % 116 123 125 124.4


5. Net Enrolment Rate

Primary Education % 89 92 94 94.5

Basic education % 71 73 75 86


6. Teachers with Required

Qualification and training

Basic Education % 62 66 70 79.3


7. Teachers with Required

Certification

Basic Education % 90 91 92 95

94

secondary Education % 90 91 92 95

8. Pupil Teachers Ratio

Basic Education Ratio 44 43 41 30

secondary Education Ratio 42 39 37 44.4

9.Repetition Rate

Grade 1 % 28 18 12 22.6

Grade 8 % 13 11 9 6.6

10. Survival Rate by cohort

Method

Grade 5 % 54 58 61 80.6

Grade 8

Basic(1-8)

% 37 41 45 66

11. Coefficient of Efficiency

Basic education Ratio 0.46 0.49 0.52 0.65

secondary Education Ratio 0.3 0.33 0.36 NA

12. Learning Achievement

Grade 5 % 50 53 56 49.6

Grade 8 % 44 46 48 43.5

13. Pass rate

SLC % 60 62 64 55.5

Higher Secondary(11-12) % 23 25 28 41

14. Literacy rate

Age group 15-24 % 73 75 78 NA

Age group 6+ years % 63 69 76 NA

Age group 15+ years % 52 56 60 NA

15. Literacy GPI (15+) Ratio 0.61 0.74 0.92 NA

The SSRP indicator Table 17 illustrates the following;

o The achievement in indicator of enrollment at Grade I is enthusiastic and

has surpassed the target set by the plan.

o GER in ECED/Pre-primary and secondary education (9-12) is higher

than the target set, but the GER in basic education (1-8) is still lower

than the set target in F.Y. 2010-11.

95

o The NER part in Primary, basic and secondary education is significantly

increased and gone beyond the target for basic and secondary education,

however; NER in primary level is slightly less (by 0.5%) than the target.

o Pupil teacher ratio is significantly decreased as compared with the target

set by the plan.

o Repetition at grade 8 is met in 2011, but the repletion rate at grade I is

still far behind the target.

o The result of SLC examination is fluctuating.

96

CHAPTER III

PROGRAM FROM NON-POOLING SOURCES

Coverage:

Progress Analysis of

1. TEVT Soft Skills

2. Second Higher

Education Project

(SHEP)

3. SHEP (PPTS)

4. Education for All ECED

5. Education for All Child

Development Program

97

3.1 Technical Education and Vocational Training (Soft Skill)

3.1.1 Introduction

The technical education and vocational training component of SSRP

aims at providing work oriented soft-skills to secondary school students.

However, expansion and consolidation of Technical Education and Vocational

Training (TEVT) programs require a significant level of resource

mobilization for technical capacity building; infrastructural development;

and teacher preparation including equipment support.

The ASIP 2011-12 had outlined following strategies for the

implementation of TEVT soft skill program which includes preparatory work

with piloting program in 100 schools of 15 districts.

Defining soft skills in a meaningful way for Nepal education eg skills for

employability – may be helpful to get short term specialist help to support this

and pilot preparation.

o Piloting soft-skills in 100 selected schools of 15 districts and

documenting the experiences carefully.

o Integrating soft skills in school curricula based on findings of the

piloting and learning and instructional materials developed

accordingly.

o Preparing teachers for the pilot program and initiating initial activities of

curriculum development for secondary level.

o Assigning focal persons in CDC, NCED, DOE, and DEOs in piloting

districts for coordination and carryout various activities i.e.

documentation, monitoring and follow up etc.

For the implementation of the program the ASIP had basically planned to

develop curriculum, textbooks, teacher manual and other reference materials

which were aimed to Piloting in selected community schools (100 schools). It

also emphasized on the teacher preparation part.

98

3.1.2 Achievements against Annual Targets

The activities under this program were designed under the two

component ' General Vocational Skill- component 1 and Educational quality

Improvement, teacher Capacity Building and Literacy (3 districts focus)-

component 2'. The first component was comprised of six sub-components

having twenty three activities altogether. The first sub-component ' Cordination

and Preparation' had two activities which was accomplished with 18% progress

in terms of physical rate and it achieved 15% financially.

The progress scenario is illustrated in the tabular figure below.

Figure16 : TEVT Soft Skills Progress by Activities in FY 2011-12

The implementation of TEVT soft skill activities were observed low. The

highest physical progress was noted in component no 2 program, but the

expenditure made on these activities were very nominal. Based on the both

progress rates (Financial and physical), 'Inclusion of TEVT soft skill in

99

curriculum and Textbook' sub-component had achieved 97% physical progress

wherein; the financial progress was made 75%.

The major activities implemented under this TEVT soft skill programs

were following.

o An interaction program was organized by Curriculum Development

Centre (CDC) in Pokhara where DEOs, School Supervisors (SS), Resource

Persons (RPs) of 18 piloted districts (Curriculum and textbooks of Grade

6-8) were participated.

o General vocational skill related teacher resource materials for grade 1-5

was developed with the academic assistance of expert which will be

printed in next fiscal year.

o A TEVT soft skills related booklet was published which was found useful

for the information of general vocation subject.

o A competency based curriculum development workshop of international

level was organized in Dhulikhel which contributed developing

competency of the CDC personnel.

o A report is prepared by identifying the possible TEVT soft skill contents

in grade 6-8 curriculum and text books. Curriculum of five vocational

subjects of grade 9-10 was developed this year.

o Program of Feedback collection on grade 6 subjects (Profession, vocation

and Technology) was accomplished in 18 piloted districts (100 teachers)

where 4 teachers of each 100 schools were participated.

3.2 Second Higher Education Project (SHEP)

3.2.1 Context

Higher education of Nepal has been facing problems related to access,

quality, relevancy, economic sustainability etc. The World Bank is supporting

higher education of Nepal in uprising quality higher knowledge capable to

contribute in country's economic growth and social harmony. Higher Education

Project I (HEP I) had contributed to Tribhuvan University (TU) in promoting

100

decentralized management and resolving the issues underlying in higher

education to some extent. However, some problems in higher education were

remained unresolved and it was realized that there was the need for another

project like HEP I. Nepal and international Development association (IDA)

reached on financing agreement in January 17, 2007 with the purpose of

improving access, quality to higher secondary education. The total cost

allocated (US $ 60 million) for the project duration (Only for higher secondary

Education component) was US $ 13 million (seven years). Department of

Education was made responsible for coordinating implementation and

reporting of the higher secondary education related component of the project.

The SHEP was designed and developed with the view of attaining the

following project objectives:

1. Enhanced quality and relevance of higher education and research

through a set of incentives for promoting effective management and

financial sustainability of academic institutions; and

2. Improved access for academically qualified under-privileged students,

including girls, Dalits and educationally disadvantaged Janajati to higher

education through financial assistance and enhanced capacity of higher

secondary schools.

In order to achieve the above mentioned objectives the project has been

divided into four components. Component 1 is related to improve quality and

market relevance of higher education by providing incentives for reforms and

performance. Component 2 is designed to improve access to higher education

for under-privileged groups including girls, Dalits and disadvantaged Janajati.

Component 3 is designed to improve access to higher secondary education to

rural students and quality of education by supporting higher secondary

schools (not-for-profit private schools). Component 4 aims at improving the

capacity of the University Grants Commission and Ministry of Education to

facilitate development of the higher education sector.

101

There has been the provision of separate body for the implementation of

the programs and activities under the separate component(s). Component 1

and 4 have been executed by University Grant Commission (UGC). Component

2 has been implemented by a separate autonomous body, named, Student

Financial Assistance Fund Development Board (SFAFDB). DoE with

coordination to HSEB has been made responsible for the implementation of

component 3. Component 3 consists of sub-projects like Basic Grants,

Matching Grants, and Performance Grants provided to community higher

secondary schools. DoE has developed a guideline to select and provide the

grants to the eligible community schools.

The schools receiving the grants support under component 3 can use the

grant amount on various activities that could facilitate access to higher

secondary school, strengthen capacity of teachers, principals and school

management committees, procure instructional materials, construct buildings,

toilet, furniture etc. except salary to the staffs and teachers. Other activities to

be funded under this component include improvement of curriculum and

examinations, strengthening of the EMIS system, teacher orientation, capacity

building of the HSEB and the DoE, monitoring and evaluation, and

procurement of equipment and vehicles etc.

DoE has distributed the grants support to the Community Higher

Secondary Schools (CHSS) through concerned District Education Offices

(DEOs) since Fiscal Year (FY) 2065/066.

In line with the above intent, the project has provisioned of providing

grants to eligible community secondary schools selected based on certain

agreed criteria, which are;

o Basic Grants

o Performance Grants

o Matching grants and

o Others

102

3.2.2 Achievement against Annual Targets

This project had a few budget which was allocated under the two

components. The first one was 'Matching and Performance Grants' and the

second was 'Program Management Cost'. There were only five activities all

together. The progress scenario by the components and the total is illustrated

in the figure 3.2 which shows that the overall physical progress for the

activities was 95% and it attained 94% progress financially. The first

component was matching and performance grants to community higher

secondary schools; which was distributed through DEOs of the concerned

districts. This type of fund was provided to those which had not received

matching grant in previous years and could show better performance in terms

of the pupil's achievement.

Figure 17: Progress in SHEP by Components in FY 2011-12

The second component was only cost for the management of cost which

included cost for joint monitoring, reporting, meeting and periodic donor

mission (see annex VI for detail information). The expenditure allocated for the

joint monitoring and facilitation for the effective implementation of the program

was observed not implemented this year which caused reduction in overall

achievement. Likewise, the meeting of the coordination committee consumed

103

nominal amount and caused low financial progress rate in total, but the

physical target was met during implementation.

Strengths

o Many newly established higher secondary schools have utilized the grant

in physical improvement such as making library and establishing

laboratory and even in constructing building.

o These funds also have encouraged stakeholders for their contribution.

Weaknesses

o Inadequate monitoring to ensure proper use of funds

o SMCs and PTAs are not actively involved as expected.

o A sort of dependency has been increased among higher secondary

schools.

3.3 SHEP- Pro-Poor Targeted Stipend Program

Department of Education (DOE) with financial support from Japan Social

Development Fund (JSDF) and the coordination by the World Bank designed

and initiated implementation of pro-poor targeted Secondary School Stipend

(PPTS) program with the objective of enhancing access of poor and

marginalized community to secondary school education. The program was

initiated in the following fifteen districts.

Table 6: Selected Districts PPTS Program

Region Himal Mountain Terai

Eastern Taplejung Bhojpur Siraha

Central Rasuwa Sindhuli Rautahat

Western Mustang Baglung Kapilbastu

Midwestern Kalikot Rolpa Bardiya

Far western Bajura Achham Kailali

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3.3.1 Achievement against Annual Target

This project was implemented under the budget head 3501163. It had

four activities all together. The overall accomplishment rate in terms of physical

progress rate was 100% and it was 97% financially. The first and main activity

namely 'Scholarship for marginalized secondary students' was implemented

with 100% financial progress rate. All 15,500 targeted students were provided

scholarship. Altogether, eight activities were planned under the title of Pro-poor

Targeted Secondary School Stipend (PPTS). Most of the activities were

implemented with highly satisfactory progress rate (See annex VII for detail).

Strengths

o Poor and marginalized students are getting benefit in enrollment and

completion of higher secondary level.

Weaknesses

o No effective studies have done to identify the effectiveness of the

program.

o Distribution of scholarship and its reporting is based on the NGO.

Observations and Views of the Monitors

Monitors who were mobilized for monitoring the status of grant

utilization under the project had presented their observations in some areas of

sub-project management. During the field visit, whatever they observed, they

reflected in the reports they have submitted in DoE. On the reports the

following observations were reflected:

o Most of the schools have used the grants in school building construction.

They have exercised flexibility and autonomy to decide the design of

school building. It was found that most of the schools have decided to

build the RCC buildings.

o The schools have mobilized the parents and the school management

committee members to collect the additional resources for the

improvement of school physical facilities. It was also found that the

105

parents and SMC members were highly engaged in selecting the activities

in the schools.

o In most of the monitored schools, it was found that the data

management practices were very poor. The systematic record keeping

was in absence. Therefore, some of the schools were unable to say what

type of grants they received in which fiscal year. Some schools were

found indifferent to provide adequate, accurate and clear information

while monitoring.

o The flow of the information from DEOs to schools has also the problem in

some districts. District Education Offices could not inform correctly while

releasing the grants to schools. The schools have felt confusion in the

type and utilization of grants they were receiving.

o Some schools responded that the criteria for basic grants and

performance grants distribution criteria are biased for the community

higher secondary schools located in remote areas, since in remote

locations there are not enough enrollments because of the low population

density, poverty and remoteness.

o It was found that most of the schools felt that the grants amount

provided under the project was inadequate to meet the requirement of

the schools. Therefore, it was found that some schools have kept the

grants amount in reserve in the hope to add on the amount from other

sources.

o The grants released at the end of the fiscal year created further burden to

the schools that they could not implement the proposed plan in proper

period of time. They sometimes have postponed their plan for future

implementation.

Problems and challenges

The problems, issues and challenges of the higher secondary schools as

mentioned and reflected in monitoring report were as follows:

106

o Increasing number of higher secondary schools as well as increasing the

enrollment of students have made the present school infrastructures

inadequate and have claimed for more school buildings, more classrooms

and more furniture to satisfy the mass of increasing number of

students. During the monitoring, it was found that schools were unable

to provide the facility of library, laboratory, hostel, drinking water and

qualified teachers to the students.

o In some rural locations, the students who are planning to continue their

higher secondary education in science subject nearby their homes could

not get such opportunities due to absence of science subject in the

schools. Rural schools are facing the problems related to financial and

human resources to run science subject classes in the schools.

o The status of data management, accountability and transparency is not

so satisfactory in some schools. Some of the schools were unable to

provide accurate information on grants utilization as well as the support

received from various other sources.

o In some cases, schools were found unable to take the community

support to complete school projects operated form the grant support

under SHEP and on schools activities. It was observed that the limited

community participation, low coordination, limited capacity of the SMC

has affected the operation of higher secondary schools.

o Meeting the need of students and community is another challenge for

higher secondary education. In some areas, schools were running the

classes on such subjects, in which they have the capacity including

human resources. They could not meet the needs of students on ICT

education, Science Education and other subjects they want to study to

meet their lifelong necessities.

3.4 Education for ALL Child Development Program

Under the recurrent budget head 3501183 (central level) three activities

were planned for the FY 2011-2012. They were 'Enhance capacity of REDs &

107

DEOs for preparation of education plan, data collection and utilization',

'Program management cost' and 'Interaction with stakeholders about

Education related issues (out of school children, inclusive education, Gender,

policy analysis etc. and report preparation’ respectively.

These activities were implemented with 59% financial progress rate. Only

two activities 'Program management cost' and 'Interaction with stakeholders

about Education related issues (out of school children, inclusive education,

Gender, policy analysis etc) and report preparation were implemented this year.

Both of the implemented activities attained 100% physical and financial

progress (see annex VI for more detail). The first activity 'Enhance capacity of

REDs & DEOs for preparation of education plan, data collection and utilization'

was not implemented this year which caused high reduction in progress rate.

The reason for not implementing the first activity was delayed in releasing

funds.

This program and related activities contributed for facilitating necessary

meetings with stakeholders and policy level managers. It also contributed in

organizing necessary interaction program about emerging issues on education.

3.4.1 Education for All child Development Program (350118)

This program was designed in financial assistance of USAID. This

program had basically focused on early childhood development and education

(ECED). There were eight major components under the recurrent budget head

(350118). The overall attainment rate of this program was noted 87% physically

and 68% in terms of financial progress rate.

The figure 2.21 below illustrates the total scenario of the progress of this

program.

108

Figure 2: Progress Status of Child Development Program by Major Activities

The figure indicates that the highest attainment rate was observed in

fifth, sixth and tenth activity i.e. ‘Modular Package Printing’ and ‘ECED Center

Mapping’ and ‘Advocacy Video Clips’. Likewise, the activity monitoring,

advocacy and awareness' was observed in the satisfactory progress rate in

terms of physical one; but the financial achievement was noted below the

satisfactory level. The activity 'ECED Management Committee training' had

moderate progress in terms of financial and physical progress rate. The lowest

FPR is seen in the activity 'Training for Head Teacher & Teacher' (See annex VII

for detail). The overall PPR was observed satisfactory but the financial rate

appears low.

Major outputs observed

o 1119 persons were oriented about the use of tool kits in ECED centers.

o Material development workshop may be more useful to make ECED

center resourceful and enrich in skill development of ECED facilitators.

o 13,884 Head Teachers and Graded I teachers were oriented about ECED

which might have contributed in management of ECED centers run in

schools.

109

o 41050 parents (more than targeted) were oriented about ECED and its

activities. It might have aware them about the philosophy of ECED

classes.

o ECED center mapping was carried out in 24 districts. It might have

provided clear idea of ECED center for the establishment and merging.

o Monitoring from CLA and REDs have collected clear sample picture of

ECED centers.

3.5 UNICEF Supported other Programs

Being non-pooled donor UNICEF is also supporting in implementing

some educational activities needed to intervene for the access, quality,

management and capacity development aspects. Some activities like policy

advocacy, child friendly service delivery, emergency preparedness, community

mobilization and capacity building. These activities were approved and

implemented under the budget head 350118 in the fiscal year 2068-69. A brief

analysis on the progress made on these activities is presented in this part.

Under the budget head 350118, forty activities were planned to be

implemented in the fiscal year 2068-69. There were different central level

agencies and concerned sections of DoE for the implementation of these

activities. Twenty activities were assigned to DoE, six activities to the

Curriculum Development Center (CDC), seven activities to the Non-formal

Education Center (NFEC) and eight activities were to be implemented by

National Center for Education and Development (NCED). Two activities (2.6.1

and 2.7.1) were only planned (See annex XI for detail), but the budget was not

released. All together forty one activities were to be implemented by different

CLAs.

Thirteen activities achieved 100% progress both in terms of physical and

financial rate. In terms of physical progress thirty-one activities achieved

excellent progress of 100%. The lowest physical progress of only 17% was

observed in the activity 'Five days refresher program for FSP facilitator level-2'.

110

In terms of financial progress rate the activity 'Preparation and printing of early

Learning Development Standard' achieved lowest progress among all activities.

It attained only 10% financial progress. Preparatory works were completed but

the printing of materials was not done due to the time constraints. Other

activities attained financial progress between 34% and 100%. Twenty nine

activities had achieved above 80% financial progress. The overall progresses in

terms of physical and financial progress were 77% and 69%.

In general, most of the activities were implemented with satisfactory

progress rate. Some activities were not completed within the targeted time.

Delayed in approving and releasing budget was mentioned as the primary

reasons for incompletion of tasks.

Major output of the activities

o Software for ECED related information collection was developed.

o The capacity of gender focal points, HTs, SMCs and feeder hostel warden

(80 persons) were developed.

o CRC for optional subject ECED of grade 10 is developed.

o Some resource materials for students on Emergency in Education (EI)

was developed and distributed.

o 150 teachers were oriented about Continuous Assessment of Student

(CAS) with technical support to districts.

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CHAPTER IV

SOCIAL AUDIT

Coverage:

1. Context

2. Legal Provision

3. The main features

of the Guidelines

4. Purpose of the

social audit

5. Present Status

6. Issues

7. Conclusion

112

4.1 Context

After new education system plan 1971, community was retracting their

support from the schools, because they had feeling that the schools are of

the government. To retrieve the community support to the schools as before,

to develop ownership feeling increasing accountability, transparency to

strengthen good governance for the quality education from the school, an

innovative approach social audit system was initiated in the schools of

Nepal. Different scholars have their different views on social audit, but

relevant in this concern is an approach to strengthen good governance

through a process which promotes transparency and accountability is social

audit (Charles Medoiver). A social audit is a systematic means of measuring

the social performance of an organization. It is a planning tool, a

management tool, and a communication tool for an organization. Essentially,

it is a dialogue designed to find out what is important to the organization

and its stakeholders, to measure what is important and then to report on

both the dialogue and the measurement. It is taken up for the purpose of

enhancing local governance, particularly for strengthening accountability

and transparency in local bodies.

4.2 Legal Provision

The Education Regulations (Including third amendment) 2062,

regulation article no. 171 'Ka' mentions that the social audit of school activities

has to be done each year. To conduct the audit there is a six-member social

audit committee on the coordination of the Parent Teacher Association (PTA)

chairperson in school. The other members of the committee are two persons

selected by the PTA among the respective school students' guardians including

one female, chairperson of respective Ward in which the school is located,

intellectual (Buddhijeebee) 1 person selected by the PTA, teacher staff one

person selected by Head teacher.

113

There is also a provision of inviting one boy and girl from the highest

grade in the school as invitees. To implement the above mentioned provision of

Education Regulations, the GoN has approved and implemented a School

Social Audit Guideline (Karyabidhi) 2005 (2062), on 2006 February and

amended it in 2008.

4.3 The Main Features of the Guidelines (Karyabidhi)

o Compulsory provision of performing social audit annually ie. in

September (end of bhadra).

o Provision of evaluating school activities through a social audit committee.

o Provision of table of subject matters with 31 components of school

activities to facilitate the task of social audit.

o 3 layers of reporting mechanism, School to School Supervisor (SS), SS to

(District Education Office) DEO and DEOs to (Regional Education

Directorate) RED and Department of Education) DOE.

On the basis of the provisions of social audit guideline, schools (Early

childhood Education Development, Primary, Lower secondary, Secondary and

higher secondary) throughout the country are undertaking the process of

Social audit since last 3 years.

4.4 Purpose of the Social Audit

Followings are the some important purposes of the social audit.

o To boost up the level of concern and participation of stakeholders on school

activities.

o To maintain transparency and responsibility of activities in school

administration.

o To help and regularize the school activities and proper use of resources

available in school.

o To establish supportive relationship between school and community.

o To provide future guideline for betterment of the school.

o To help for developing plan and proper implementation of it.

114

o To enhance the frequency of involvement of stakeholders in school related

activities.

o To develop ownership feeling among stakeholders towards school.

4.5 Present Status

o Social audit report has been considered as the requirement for each and

every school to receive the first trimester fund release; therefore, the DEOs

are actively tracking the schools for performing the social audit. It is

performed on the basis of guideline.

o Stakeholders during the interaction reflected their views on inadequacy of

orientation. DOE had organized an orientation and feedback collection

workshop.

o Progress and feedback collection workshops were conducted by DOE with

the participation of DEO officers and REDs' personal

o public notice per year used to published through national news paper to

accelerate the submission of report to the respective authorities

o Mainly community schools are focused.

o 82.7 % community schools had reported that they have conducted social

audit.(Flash II 2009/10)

o Still only 7 districts submitted the compiled social audit report followed by

social audit guideline (2008) format.

o Most of the districts education offices use to issue notice of social audit for

the all community schools to be carried out by the July 1st. These schools

complete their social audit as provision or guidance provided. Most of the

districts have (In their status report) mentioned that the report of social

audit were obtaining.

4.6 Issues

o Still all the stakeholders and other community people's participation are

found inadequate during the Social Audit in the schools.

o Social audit is accomplished for the formality

o Report is not made public amidst the parents.

115

o The quality part of the report has not found analyzed.

o The outcome of the social audit activity has not studied.

4.7 Conclusion

Social audit provision in every organization is very important tool to

ensure team sprite, ownership feeling, accountability, transparency and to

strengthen good governance with the help of open discussion with key

stakeholders for the betterment of the organizations. Particularly in the school

it is seen prominent to increase the relation with parent as well as community

people for the development of school and quality education.

116

CHAPTER V

CONCLUDING REMARKS

Coverage:

Concluding Remarks

117

From the experiences, lessons learned from the field, and activities

implemented through BPEP, TEP, EFA, SESP and other major programs, the

SSRP program has been designed and implemented throughout the country.

EFA and SESP programs significantly contributed to improve the access to

school education. Now SSRP has focused on quality education by improving

learning achievement of students through improved teaching learning

activities. In order to quality assurance, teacher's professional development,

restructuring and revisiting RC's functions and responsibilities, capacity

development at all levels, particularly at the local level have been the main

priority of SSRP which was clearly reflected in ASIP/AWPB in the last fiscal

year and in this report as well. Similarly, out of school children are the main

concerns of the ministry. In the direction of addressing these issues; important

activities such as operation of mobile schools, Alternative education programs

(SOP & FSP), mainstreaming of religious schools has been implemented and

gained momentum at the district level. ECED program has contributed to

reduce dropout rate and to increase retention in grade I. Likewise, the

scholarship scheme has motivated hard core group children towards school.

The increasing NER has proved this fact. The concept of Child Friendly schools

(CFS) has been forwarded and being implemented in the schools to learning

environment more friendly and conducive. Likewise, the development and

declaration of Minimum Enabling Conditions (MEC) and Prirotized Minimum

Enabling Conditions (PMEC) indicators by DOE are the important activities

paving way to promote quality and ensure child rights in education.

Despite the achievement aforementioned, there are still some challenges.

About 4.7% of the school age children are still out of schools. They belong to

the hard core group families and communities. It's a major challenge to bring

them in the system. The following aspects need to be addressed in coming

days.

o Enrollment of children in schools has improved significantly; however

children from hard core group are still out of school and they need to be

118

identified and enrolled in the school. For this purpose, local government

bodies need to be mobilized in the process of Village Education Plan (VEP)

and School Improvement plan preparation to make it more practical and

realistic.

o Scholarships have had a positive impact on enrolment and retention of

children; but the voice is being raised from the stakeholders to make it need

based and more practical.

o The mainstreaming of religious schools is being seen encouraging; but the

further expansion of the religious schools needs to be scrutinized critically.

o There is growing interest among schools and parents for the development of

ECED. More efforts are needed to make ECED centers more functional.

o The implementation of program/activities by the districts has improved

significantly; but there is a need of intensive monitoring to assess the

quality aspects regularly.

o Timely release of budget with authority letter accelerates the

implementation of program both in the center and the districts level. Thus,

there is the need to adapt the practice of releasing the budget on time.

o More than 90% of the budget goes to the schools which have had a positive

impact on improvement of teaching learning situation at the school level;

however the effective supervision and monitoring is still lacked at the local

level.

o SSRP is already initiated in the country, but it is still to be carried out

within the legal framework.

o Expansion of higher secondary school is rapid at present, but the question

of quality and sustainability is equally raised.

o Supplies of teachers are met thgrough Rahat and PCF grants; however it

has created a sort of confusion and incertainity among teachers. There is

119

more pressure of creating approved position for the settlement of the

problem.

o Data verification needs to be more focused and practical and make special

team for this purpose in the districts. Likewise, a high level team from

center level needs to be mobilized for the same purpose.

o Process of merging schools has begun and redeployment of teachers is going

on; however it can't solve the growing demand of teacher post in the

country.

120

RFERENCES

World Bank (2007). Document of The World Bank (for official use only (Human

Development Unit, South Asia Region, January 17, 2007)

DOE (2064). Second Higher Education Project Karya Pranali Nirdeshika.

Sanothimi: Author

DOE (2011). Status Report. Sanothimi: Author.

DOE (2011).Annual Strategic Implementation Plan, Annual Work Plan and

Budget, Fiscal year 2010-11. Sanothimi: Author.

MOE (2009). School Sector Reform Plan. Kathmandu: Author.

DOE (2012). Financial Monitoring Report 2010-11. Sanothimi: Author.

DOE (2008). Social Audit Guideline 2008. Sanothimi: Author

DOE (2012). Flash Report 2012, Sanothimi: Author.

DEOs, 71 districts (2068 B.S). Status Report: Author

DOE (2012). Monitoring Report (Joint and Participatory): Author

www.cbs.gov.np

121

Annex I SSRP

Central Level Progress

FY 2011-2012

SN Activities Unit

Target for Fiscal year 2068-69 Annual Progress

Physical

target

Unit

Cost Budget Weightage PPR Expenditure FPR Weight

Capital costs (3501214) 33,400 9.40 100 32291.13 97 9.40

2 Ensuring Access to all 1,200 0.34 100 1052.05 88 0.34

2.8 Procurement of Computer and Equipment for

DoE (DOE 6 Lacs, CDC 2 Lacs, OCE 1 Lac

50 thousands, NFEC 1 Lac NCED 1 Lac 50

thousands)

1,200 0.34 100 1052.05 88 0.34

4 Improvement of Quality 300 0.08 100 291.51 97 0.08

4.53 Procurement of Rack for Library of OCE 1 100 100 0.03 100 99.70 100 0.03

4.54 Establishment of Lab at Vocational subject at

CDC

Subject 1 200 0.06 100 191.81 96 0.06

6 Effective Service Delivery 31,900 8.98 100 30947.58 97 8.98

6.3 Procurement of Motorcycle and Scooter Number 7 150 1,100 0.31 100 1100.00 100 0.31

6.29 Procurement of Vehicles for DEOs 11 2,800 30,800 8.67 100 29847.58 97 8.67

Total Amount of Capital Cost 33,400 9.40 100 32,291 97 9.40

Recurrent costs (3501213) 322,020 90.60 69 188,073 58 62.44

1 Early Childhood Education and

Development

60 0.02 100 - 0 0.02

122

SN Activities Unit


Physical

target

Unit


1.1 Meeting for ECD council and networking Times 4 60 0.02 100 0 0.02

2 Ensuring Access to all 27,280 7.68 100 20,762 76 7.55

2.1 Alternative Provision for ensuring the

access in Basic Education

300 0.08 100 200 67 0.08

2.1.1 Laingik Samabikash (journal) Publication Copy 1,000 200 0.06 100 100.0 50 0.06

2.1.2 Meeting for girls education networking Number 4 100 0.03 100 100.0 100 0.03

2.2 School Outreach Programme (SOP) - - 0

2.3 Flexible School Programme (FSP) 4,600 1.29 100 4,600 100 1.29

2.3.1 Five days training of trainers on alternative

schooling program for district level officers

Person 40 800 0.23 100 800.0 100 0.23

2.3.2 Printing and distribution of textbook of FSP Set 70,000 3,400 0.96 100 3,400.0 100 0.96

2.3.3 Development and Revision of Teachers'

guide (1st Level FSP) )

5 400 0.11 100 400.0 100 0.11

2.4 Open School Programme (Grade 6-8) 31 930 0.26 100 930 100 0.26

2.4.2 Orientation to Head teachers and subject

teachers on open education of Lower

secondary level

Person 161 580 0.16 100 580.0 100 0.16

2.4.3 Development, Printing and Distribution of

Orientation Manual for Subject wise Training

and Head Teacher Orientation on open

education of Lower secondary level

Set 100 350 0.10 100 350.0 100 0.10

2.5 Non-formal primary school education for

the adult women

950 0.27 950 100 0.27

123

SN Activities Unit


Physical

target

Unit


2.5.1 Development of Guidelines/ manual for

Facilitators' working at non formal adult

schools (Grade 1-8 & Grade 9-10)

Set 1 350 0.10 100 350.0 100 0.10

2.5.2 Textbook for Non formal Education for the

adult women ( Grade 1-8 & Grade 9-10)

350 0.10 100 350.0 100 0.10

2.5.3 Development printing and distribution of

introductory books of Open schools and non

formal schools for adult and women

Set 250 0.07 100 250.0 100 0.07

2.6 Inclusive Education Programme 12,000 3.38 10,676 89 3.25

2.6.1 Materials development related to the

development and teaching methodology for

Blind Students at secondary level

Person 1 600 0.17 90 512.8 85 0.15

2.6.2 Five days orientation program to primary

Head teachers on Inclusive Education

Person 60 600 0.17 64 585.3 98 0.11

2.6.3 Development of long term working policy for

inclusive as well as Multilingual Education

1 300 0.08 90 109.0 36 0.08

2.6.4 Six days orientation for resource teacher on

Autism, Cerebral Palsy and Deaf

Persons 60 550 0.15 72 446.1 81 0.11

2.6.5 Printing and distribution of Braille books Sets 60 3,500 0.98 100 2,982.3 85 0.98

2.6.6 Development, printing and distribution of

textbooks in 6 different mother tongue

(Magar, Amar, Dhimal, Sambhota grade 3,

Mugali, Yakkha grade 5)

Subject 6 1,500 0.42 100 1,423.0 95 0.42

124

SN Activities Unit


Physical

target

Unit


2.6.7 Integration and development of textbooks for

Gurukul grade 4

Subject 5 850 0.24 100 784.0 92 0.24

2.6.8 Integration and development of textbooks for

Madarsa grade 2

Subject 4 1,000 0.28 100 970.0 97 0.28

2.6.9 Development of curriculum of Gumba

education (grade 9-10)

Subject 4 0 - #DIV/0! 0.00

2.6.10 Development of textbooks of Gumba

education (Grade 9-10)

Subject 4 1,000 0.28 100 953.4 95 0.28

2.6.11 Welcome to school and enrolment campaign

program (material development, program

design, workshop)

900 0.25 100 900.0 100 0.25

2.6.12 Conduction of Madarsa's council meeting Time 400 0.11 100 364.1 91 0.11

2.6.13 Conduction of Gumba/Bihar's council

meeting

Time 400 0.11 100 323.7 81 0.11

2.6.14 Conduction of Gurukul/Ashram's council

meeting

Time 400 0.11 100 322.7 81 0.11

2.7 Alternative Provision for ensuring the

access in Secondary Education

8,500 2.39 3,406 40 2.39

2.7.1 Improvement of external environment and

physical facilities of DOE

1,000 0.28 100 926.4 93 0.28

2.7.2 Supporting to piloting Compulsory Basic

Education (CBE) (including education

guarantee scheme implementation support

Number 500 0.14 100 479.4 96 0.14

125

SN Activities Unit


Physical

target

Unit


program )

2.7.3 Conducting Preparatory classes for targeted

female to increase the females' participation in

teaching professions ( Pilot program)

2,000 0.56 100 2,000.0 100 0.56

2.7.4 Targeted program for out of school children

and adolescent through Open Learning and

Distance Mode

5,000 1.41 100 0 1.41

3 Literacy and Continuous Education 3,745 1.05 83 3,096 83 0.87

3.1 Literacy Education II Centre 950 0.27 100 950 100 0.27

3.1.1 Development of CRC copy for Women

literacy and Post Literacy programme

Set 2 550 0.15 100 550.0 100 0.15

3.1.2 Development, Printing and distribution of

CLC operation Manual

1 400 0.11 100 400.0 100 0.11

3.2 Post Literacy Education Person 3 560 0.16 100 560 100 0.16

3.2.1 Printing and distribution of post literacy

supplementary material

Copy 300 100 0.03 100 100.0 100 0.03

3.2.2 Five days Training of trainers of Post literacy

for district level officer

Person 30 460 0.13 100 460.0 100 0.13

3.3 Women Literacy Education II Set 1 2135 0.60 74 1585.9 74 0.45

3.3.1 Training of trainers of Post literacy and

Women Literacy II for district level officer (

For Newly Appointed)

Set 30 485 0.14 100 485.0 100 0.14

126

SN Activities Unit


Physical

target

Unit


3.3.2 Development of reading materials and

facilitators' manual women literacy II part 1

and part 2 in Mother tongue (Nepal Bhasa)

Set 2 550 0.15 0 0.9 0 0.00

3.3.3 Printing and distribution of ledger, pass-books

for saving group for income generating

activities

Person 1 950 0.27 100 950.0 100 0.27

3.3.4 Development and printing of reference

material of Income Generating Program

Set 1 150 0.04 100 150.0 100 0.04

3.4 Planning for out of school children and

special needs children based on the data

collected by NFEC

Set 1 100 0.03 0 0 0.00

4 Improvement of Educational Quality Copy 86,241 24.26 80 56,184 65 19.34

4.1 Research in different areas

a) Gender Audit

b) language issues in policy and practice

c) Out of school children

d) Social Audit local level

e) teacher management

Type 5 4,200 1.18 100 4,169.7 99 1.18

4.2 Procurement of services (Experts, Technical

support etc.)

Subject 1,500 0.42 100 1,005.3 67 0.42

4.3 Management of networking, email, internet,

antivirus, databank update, and webhosting

facilities including FTP, internet and web

1,100 0.31 100 1,006.7 92 0.31

127

SN Activities Unit


Physical

target

Unit


based software

4.4 Preparation/development and printing of flash

report I and II

600 0.17 100 492.2 82 0.17

4.5 Printing and distribution of annual Reports,

program implementation manual and others

publications

1,000 0.28 90 571.2 57 0.25

4.6 Workshop and Orientation program at

regions and districts level on flash I, II data

entry and report preparation ( including Flash

hardware, software and MEC criteria) etc

Persons 180 3,200 0.90 100 3,165.7 99 0.90

4.7 Program monitoring by CDC Copy - 1,100 0.31 90 968.8 88 0.28

4.8 Management Cost for CDC Person 700 0.20 100 699.2 100 0.20

4.9 Partnership Program for enhancement of

educational management and quality

Subject 800 0.23 100 800.0 100 0.23

4.10 Bulletin and educational newsletter

publication (12 Times) for the purpose of

information knowledge sharing

Centre 900 0.25 90 664.7 74 0.23

4.11 Collection and publication of Guidelines and

circulars issued by the DOE

Time 300 0.08 100 217.1 72 0.08

4.12 Broadcast of "Educational Dialogue" program Time 3 150 450 0.13 100 257.0 57 0.13

4.13 Back up support activities for School

Mapping and Teacher redeployment

400 0.11 100 368.1 92 0.11

128

SN Activities Unit


Physical

target

Unit


4.14 Establishment of Networking and updating it

for regular operations for conducting

educational program, monitoring, financial

and budget management, emails and webs

District 5,500 1.55 100 0 1.55

4.15 Feedback collection of grade 6 Textbook and

Curriculum framework of grade 6-8

Time 16 1,500 0.42 100 1,488.4 99 0.42

4.16 Finalization of Grade 6-8 Curriculum Centre 10 500 0.14 100 430.5 86 0.14

4.17 Finalization of Grade 6-8 Textbook Centre 10 75 1,000 0.28 100 887.6 89 0.28

4.18 Grade 6-8 curriculum and textbook

orientation

Copy 350 - - 0

4.19 Music subject textbook development (Grade-

6)

District 1 300 0.08 100 229.5 77 0.08

4.20 Development of Minimum Enabling

Condition (MEC) standard and Indicators

2 300 0.08 100 150.0 50 0.08

4.21 English translation of grade 6 and 7 Textbook Subject 7 700 0.20 100 700.0 100 0.20

4.22 Teachers Guide development and revision for

grade 6

Subject 10 2,500 0.70 100 2,001.3 80 0.70

4.23 Grade 7 Textbook write up for piloting Subject 10 2,500 0.70 100 2,500.0 100 0.70

4.24 Grade 7 Textbook printing for piloting Copy 5,000 3,000 0.84 100 3,000.0 100 0.84

4.25 Revision of grade 6 and 7 Sanskrit Shiksha

textbook

Subject 4 1,000 0.28 100 938.9 94 0.28

4.26 Grade 9-12 Curriculum development Subject 1,500 0.42 100 1,494.9 100 0.42

4.27 Regional Level workshop on CAS Subject 5 1,000 0.28 60 605.2 61 0.17

129

SN Activities Unit


Physical

target

Unit


4.28 Study on Competency based Curriculum and

textbook

Person 1 800 0.23 100 589.2 74 0.23

4.29 CDC broacher and Audiovisual documentary

development

Person 1 300 0.08 100 251.8 84 0.08

4.30 Library strengthening Times 1 300 0.08 100 289.1 96 0.08

4.31 Website Update Times 1 150 0.04 100 122.4 82 0.04

4.32 Different developed material printing and

distribution

Subject 500 0.14 100 500.0 100 0.14

4.33 Revising National Curriculum Framework

and printing

800 0.23 100 436.5 55 0.23

4.34 Printed Material Transportation Set 1 400 0.11 70 347.8 87 0.08

4.35 Digitization of SLC question Bank Time 1 100 0.03 100 100.0 100 0.03

4.36 3 days orientation for markers and scrutinizers Time 180 2 360 0.10 100 337.0 94 0.10

4.37 Test Item writing workshop for SLC question

bank

Time 300 4 1,200 0.34 100 1,150.0 96 0.34

4.38 Development of 3 subject Proto type test

item ( English, Math, Science

Subject 4 50 200 0.06 100 200.0 100 0.06

4.39 Printing of 3 subject Proto type test item Person 6500 0.1 650 0.18 100 632.0 97 0.18

4.40 Annual publication "Parikchhya" Person 1 150 0.04 100 150.0 100 0.04

4.41 TOT for grade 8 examination Item Bank

establishment

Time 75 9 700 0.20 85 362.0 52 0.17

4.42 Analysis of Re-totaling Result Person 1 150 150 0.04 100 149.9 100 0.04

4.43 SLC exam item bank training manual and self Person 6000 800 0.23 85 480.0 60 0.19

130

SN Activities Unit


Physical

target

Unit


study material development and printing

4.44 Trainers Training manual development and

TOT conduction for Marker/ Scrutinizers

Time 30 13 400 0.11 100 398.0 100 0.11

4.45 Orientation of Examination related RED and

DEO personal

80 10 800 0.23 100 790.0 99 0.23

4.46 National Assessment on Student

Achievement (NASA) ( Achievement test of

grade 3, 5 and 8)

23,631 6.65 16,108 68 5.11

4.46.1 Questionnaire Development General

Training

100 7,655 2.15 5,451 71 1.54

4.46.1.1 General training on questionnaire

development

Person 100 640 0.18 75 474.0 74 0.13

4.46.1.2 Questionnaire Development workshop Person 75 1,904 0.54 100 1,892.0 99 0.54

4.46.1.3 Questionnaire finalization for piloting

(Subject committee)

Person 75 532 0.15 90 465.0 87 0.13

4.46.1.4 Translation of questionnaire from Nepali to

English

Page 600 144 0.04 40 57.0 40 0.02

4.46.1.5 Computer questionnaire Page 600 258 0.07 90 229.0 89 0.07

4.46.1.6 Questionnaire editing Page 600 84 0.02 75 61.0 73 0.02

4.46.1.7 Questionnaire printing Person 7980 0 250 0.07 100 303.0 121 0.07

4.46.1.8 Transport of questionnaire District 13 390 0.11 70 254.0 65 0.08

4.46.1.9 Structuring the questionnaire Copy 6600 66 0.02 0 - 0 0.00

4.46.1.10 Data entry Person 6600 132 0.04 25 18.0 14 0.01

131

SN Activities Unit


Physical

target

Unit


4.46.1.11 Data tabulation Person 6600 66 0.02 30 18.0 27 0.01

4.46.1.12 Data analysis Person 158400 594 0.17 0 - 0 0.00

4.46.1.13 Characteristics, parameter and summary table

construction for questionnaire selection

Person 6600 0.0109 72 0.02 0 0 0.00

4.46.1.14 Questionnaire selection workshop for final

test

Person 75 532 0.15 0 0 0.00

4.46.1.15 Questionnaire development for background

information

Item 150 0.04 0 0 0.00

4.46.1.16 Common questionnaire (General and subject

wise) writing

Item 600 250 150 0.04 0 0 0.00

4.46.1.17 Common questionnaire (General and subject

wise) finalization

Day 7 29 204 0.06 100 198.0 97 0.06

4.46.1.18 Pre testing, orientation, testing, monitoring Persons 7980 987 0.28 100 982.0 99 0.28

4.46.1.19 Management cost for ERO 500 0.14 100 500.0 100 0.14

4.46.2 Student Achievement Test (NASA) of

Grade 8

1,772 0.50 - 0 -

4.46.2.1 Data validation and cross verification Student 48000 72 0.02 0 0 0.00

4.46.2.2 Analysis of questionnaire and result Type 2400000 280 0.08 0 0 0.00

4.46.2.3 School wise report preparation Schools 1200 500 1,080 0.30 0 0 0.00

4.46.2.4 School wise report distribution Schools 1200 50 60 0.02 0 0 0.00

4.46.2.5 Technical and public report preparation Type 2 280 0.08 0 0 0.00

4.46.3 Capacity Building Time 1,209 0.34 158 13 0.05

4.46.3.1 Student evaluation by involving universities 1,000 0.28 0 0 0.00

132

SN Activities Unit


Physical

target

Unit


4.46.3.2 Training on National Achievement

Assessment and response theory

Day 7 29.807 209 0.06 80 158.0 76 0.05

4.46.4 Miscellaneous 470 0.13 0 0 0.00

4.46.5 Procurement of Consultancy services 12,525 3.52 100 10,499.0 84 3.52

4.47 Program for Educational improvement

through the linking with education Tourism

1,000 0.28 100 1,000.0 100 0.28

4.48 Proposal Based Research, Innovation and

Development (third party evaluation)

8,000 2.25 0 0 0.00

4.49 Talent Hunt for education improvement 4,000 1.13 25 351.9 9 0.28

4.50 Reform of examination management system 2,000 0.56 100 1,700.0 85 0.56

4.51 Extracurricular national level competition 1,000 0.28 100 626.3 63 0.28

4.52 Specification Grid revision 300 0.08 100 300.0 100 0.08

5 Teacher and education development Type 26,960 7.59 94 26,718 99 7.10

5.1 Preparation of revised CRC of SLC support

material set for publication through private

interested agencies

Times 3 100 0.03 100 100.0 100 0.03

5.2 Development of Training Resource Materials

and Training Facilitation Guideline for

implementation of a 10 days' training on

student achievement improvement in English,

Maths and Science sujects for secondary

teachers of 15 target districts (with focus to

Karnali zone) having low SLC result during

Type 2 150 0.04 100 150.0 100 0.04

133

SN Activities Unit


Physical

target

Unit


the past years

5.3 Development of 2 self-learning materials on

new optional subjects for the use of open

schools

Type 2 150 0.04 100 150.0 100 0.04

5.4 Revision of Training Resource Materials and

Training Facilitation Guideline for

professional capacity building training under

the TPD module framework for resources

teachers assigned for teaching special

education in identified schools

Type 1 100 0.03 100 100.0 100 0.03

5.5 Development of Training Resource Materials

and Training Facilitation Guideline for

implementation of 10 days' professional

capacity building training for the requirement

of TPD targeting to basic-level teachers

assigned for teaching mother tongue as

subject and multilingual education as medium

Type 1 100 0.03 100 100.0 100 0.03

5.6 Management of accreditation and affiliation

of training for institutional school teachers;

and certification of teacher training and in-

service educational management training

Type 35 1,000 0.28 100 1,000.0 100 0.28

134

SN Activities Unit


Physical

target

Unit


5.7 Capacity building of ETCs for distribution of

integrated certificates of 10-month in-service

teacher training and distribution of duplicate

certificates through ETCs under decentralized

framework

Center 29 400 0.11 100 391.8 98 0.11

5.8 Management of teachers records related to

TPD module completion collected through all

(1128) training hubs

Person 117,070 500 0.14 100 500.0 100 0.14

5.9 Preparation of integrated report of summary

of TPD need profiles collected through 29

ETCs from 1128 training hub

Type 1 400 0.11 100 400.0 100 0.11

5.10 Development of Training Facilitation Manual

for conducting school-based job-induction

training (up to one week) for novice teachers

Type 1 100 0.03 100 85.4 85 0.03

5.11 Production and broadcast of radio program on

school effectiveness and SLC examination

reform

Type 200 0.06 100 200.0 100 0.06

5.12 Operational research activities targeting to

better implementation annual program budget

and to the performance improvement of ETCs

and NCED

Type 200 0.06 100 200.0 100 0.06

5.13 Management cost for strengthening of

logistical aspects involved in effective

Type 2 3,800 1.07 100 3,781.0 100 1.07

135

SN Activities Unit


Physical

target

Unit


implementation of entire development

programs at NCED and ETCs

5.14 Printing/publication of newsletter and journals

contributive to better implementation of

annual program budget by providing

operational guiline and essential information.

Type 10 760 0.21 90 760.0 100 0.19

5.15 Development of 10 sets of TPD and HT-

LCBP model reference materials in new

subject areas

Type 1 500 0.14 100 464.5 93 0.14

5.16 Continuation of development of program

course elaboration, design (instructional as

well as evaluation modalities), preparation of

supplementary learning material sets and

faculty development program for qualification

upgrading of permanently working secondary

teachers under special collaboration with

university (in consistent with approved

teacher development policy guideline)

Type 1 4,500 1.27 100 4,485.9 100 1.27

5.17 Development of training resource material

and TOT guideline for professional capacity

building training for teachers working at

institutional schools

Type 2 150 0.04 100 150.0 100 0.04

5.18 Resource materials development for online Type 2 150 0.04 100 149.4 100 0.04

136

SN Activities Unit


Physical

target

Unit


off line professional development course (up

to 3 months) for SS, RP, Roster and Trainers

5.19 Continuation of remaining training packages

of 7.5 months through distance mode for

those permanent teachers who were left to

complete the 10-month in-service training for

various reasons (for the final chance)

Person 1,000 2,000 0.56 60 2,000.0 100 0.34

5.20 Short-term customized training in new

modules for Gazetted-II and III officers

working under MOE system

Type 10 200 0.06 100 197.5 99 0.06

5.21 Management of printing and delivery of

different training handbooks and

materials/plan documents/reports for the use

of all training HUBs, DEOs, REDs

3,500 0.98 100 3,472.8 99 0.98

5.22 Preparation of model training reference

materials for professional capacity building

training of teachers teaching in traditional

school (Gumba, Gurukul, Madarsa)

Sets 100 0.03 100 95.8 96 0.03

5.23 Various capacity building activities based of

Capacity Development Plan of NCED and

implementation of post training follow up

/PMS

Center 2 200 0.06 100 107.5 54 0.06

5.24 Annual plan preparation and Technical Type 1 3,600 1.01 100 3,592.1 100 1.01

137

SN Activities Unit


Physical

target

Unit


support at ETCs and Training Hub

5.25 Strengthening of library through

documentation of online materials,

procurement of books and establishing

software based library operation system

Type 1 300 0.08 100 296.0 99 0.08

5.26 One month in-service educational

management training for Gazetted III officer

of Nepal Education Service

Person 40 1,400 0.39 85 1,392.9 99 0.33


management training for Gazetted II an II

female officer of Nepal Education Service

Person 20 300 0.08 50 300.0 100 0.04

5.28 High level educational seminar on emerging

issues of education sector by participating

representatives of all stakeholders/political

leaders/parliamentarians for generating

consensus on support measures for effective

implementation of SSRP and other on-going

programs

Person 100 500 0.14 100 495.4 99 0.14


management training for Gazetted II officer of

Nepal Education Service

Person 40 1,000 0.28 50 1,000.0 100 0.14

5.30 Effectiveness study of educational

management training for Gazetted-II/III

Type 100 0.03 100 100.0 100 0.03

138

SN Activities Unit


Physical

target

Unit


officers conducted so far by NCED

5.31 Expansion of Performance Management

System (NCED/ETCs)

Center 30 100 0.03 100 99.4 99 0.03

5.32 Development of additional training resource

materials for leadership capacity building

training designed for teachers' leaders

Type 2 100 0.03 100 100.0 100 0.03

5.33 Job induction training for the novice

Gazetted-III officers upon their appointment

by the MOE

Person 300 0.08 100 300.0 100 0.08

6 Capacity Building for Effective Service

Delivery

26,191 7.37 78 17,293 66 5.73

6.1 Education Review office 6,750 1.90 4,868 72 1.47

6.1.1 Advocacy program 350 0.10 80 249.0 71 0.08

6.1.2 EPC Meeting/ ERO technical committee

meeting

Type 25 500 0.14 50 176.0 35 0.07

6.1.3 Review of SSR program implementation Type 500 0.14 80 371.0 74 0.11

6.1.4 Line Agency achievement Testing 1700 0.48 90 1,492.0 88 0.43

6.1.5 School achievement Test Time 2100 0.59 80 1,554.0 74 0.47

6.1.6 Feedback collection on educational issues Time 800 0.23 80 600.0 75 0.18

6.1.7 Capacity building ( ERO) 150 0.04 0 0 0.00

6.1.8 ERO guideline revision and printing Person 200 0.06 25 26.0 13 0.01

6.1.9 Orientation to DEOs for achievement testing 1 0 - 0 #DIV/0! 0.00

6.1.10 ERO data entry and documentations 1 250 0.07 100 250.0 100 0.07

139

SN Activities Unit


Physical

target

Unit


6.1.11 ERO report preparation and publication 1 200 0.06 80 150.0 75 0.05

6.2 Capacity Building of DoE according to CD

framework ( including financial management)

3400 0.96 60 1,102.7 32 0.57

6.3 Capacity Building of RED according to CD

framework ( including financial management)

1000 0.28 100 988.0 99 0.28

6.4 Capacity Building of NFEC according to CD

frame

Time 1 200 0.06 100 200.0 100 0.06

6.5 Donor Mission Program 2 300 0.08 100 217.8 73 0.08

6.6 Maintenance of electronic equipment at DoE Person 1000 0.28 90 752.5 75 0.25

6.7 Educational Statistic publication (MoE) Times 425 0.12 100 418.0 98 0.12

6.8 Foreign coordination program (MoE) Time 400 0.11 100 335.0 84 0.11

6.9 Status report publication (MoE) 200 0.06 100 192.0 96 0.06

6.10 Annual plan , budget and MTEF preparation

(MoE)

750 0.21 100 748.0 100 0.21

6.11 Strengthening of personnel management

(MOE)

300 0.08 100 274.0 91 0.08

6.12 Teacher management related task (MOE) 200 0.06 15 31.0 16 0.01

6.13 Program for Gender mainstreaming (MoE) 200 0.06 0 0 0.00

6.14 Sustainable development for education 150 0.04 0 0 0.00

6.15 Co-ordination program on Art and music in

education sector

400 0.11 0 0 0.00

6.16 Program of library 500 0.14 0 0.00

6.17 School restructuring/merging support program 500 0.14 100 388.2 78 0.14

140

SN Activities Unit


Physical

target

Unit


for district level program

6.18 Model Building (9-12) of Secondary

Education

400 0.11 - 0 0.00

6.19 Policy, Act, and directives reform 350 0.10 100 333.0 95 0.10

6.20 Capacity Building on procurement plan Times 20 200 0.06 100 176.4 88 0.06

6.21 Orientation program on the school physical

facilities improvement for newly employed

technicians

Copy 400 0.11 100 400.0 100 0.11

6.22 Orientation school earthquake safety program

for Engineers/Sub-Engineers, Teachers, SMC

members etc

1800 0.51 100 1,749.7 97 0.51

6.23 Retrofitting materials printing and distribution 300 0.08 100 100.0 33 0.08

6.24 Consultancy service for retrofitting and ECED

building design

2116 0.60 100 1,505.7 71 0.60

6.25 Capacity building on professional Writing 200 0.06 0 0 0.00

6.26 O & M survey / PMIS 700 0.20 50 299.5 43 0.10

6.27 Electronic attendance system establishment 400 0.11 100 280.5 70 0.11

6.28 Institutional capacity building for CDC 500 0.14 100 423.4 85 0.14

6.29 Capacity building of OCE District 1 500 0.14 0 0 0.00

6.30 Networking with OCE to RED and DoE Schools 1 1,500 1500 0.42 100 1,360.0 91 0.42

6.31 WI-FI setting in the OCE training Hall 1 100 150 0.04 100 149.3 100 0.04

6.32 Capacity building training to RPs Person 1053 20 21060 5.93 0 0 0.00

7 School Management and Monitoring 87,143 24.52 89 64,020 73 21.85

141

SN Activities Unit


Physical

target

Unit


7.1 Program monitoring 12,846 3.61 100 12,800.0 100 3.61

7.2 Consolidation Program monitoring report

publication

Number 500 0.14 100 463.3 93 0.14

7.3 Periodic, monthly progress review meeting 150 0.04 100 150.0 100 0.04

7.4 Annual Status report and IPR publication 600 0.17 100 600.0 100 0.17

7.5 ASIP/AWPB preparation and programming 1 200 0.06 100 185.0 93 0.06

7.6 PIM preparation and dissemination 300 0.08 100 299.7 100 0.08

7.7 Financial management system strengthening

at DOE

270 0.08 100 270.0 100 0.08

7.8 Establishment of Financial Information

Accounting System (Automation)

1,200 0.34 100 1,165.8 97 0.34

7.9 Advocacy program through mass media 8,500 2.39 95 3,741.4 44 2.27

7.10 Workshop, Program Orientation and progress

review for District Education Officer and

planning officers

3 7,500 2.11 100 3,953.2 53 2.11

7.11 Programme for RED to organize workshops at

, orientation, review meetings, planning,

programming,

3 6,200 1.74 100 3,258.0 53 1.74

7.12 Workshop on "Beruju" through REDs 1 3,400 0.96 100 2,397.0 71 0.96

7.13 Program for DoE to organize workshops at

different levels , orientation, review meetings,

planning, programming, thematic workshop,

taskforce, networking with partners, council,

300 0.08 100 335.7 112 0.08

142

SN Activities Unit


Physical

target

Unit


central level agencies also

7.14 Allowance/salary for the employees appointed

in the contract basis

5,500 1.55 100 6,582.0 120 1.55

7.15 Salary for the permanent personnel deputed

as project/development employee, SSR

secretariat

6,607 1.86 100 6,606.0 100 1.86

7.16 Staff Salary of NCED 12,500 3.52 100 11,366.1 91 3.52

7.17 Backstopping program for ICT in Education 1,500 0.42 100 1,500.0 100 0.42

7.18 Partnership with Journalist and Rewards 1,000 0.28 100 1,000.0 100 0.28

7.19 Program Management Cost 1,965 0.55 100 1,782.4 91 0.55

7.20 English language testing program 500 0.14 100 0 0.14

7.20 Textbook Monitoring Committee cost 200 0.06 100 200.0 100 0.06

7.21 Development, Printing and Distribution of

MGML Class Teacher manual

300 0.08 100 286.5 96 0.08

7.22 Increase salary for temporary employee 1,355 0.38 100 1,180.3 87 0.38

7.23 Strengthening of DoE Library 200 0.06 100 150.0 75 0.06

7.24 School fee monitoring of institutional schools 300 0.08 100 295.3 98 0.08

7.25 co-ordination with various social organization

related to current issues

500 0.14 100 500.0 100 0.14

7.26 Interaction program with member of

community school network and related stake

holders

500 0.14 100 489.0 98 0.14

143

SN Activities Unit


Physical

target

Unit


7.27 co-ordination with teacher parent association

in fee monitoring

600 0.17 100 600.0 100 0.17

7.28 co-ordination with national student union for

school sector program

500 0.14 100 498.6 100 0.14

7.29 FMR preparation 150 0.04 100 150.0 100 0.04

7.30 Preparation of project Account 4 200 0.06 100 200.0 100 0.06

7.31 Formative Research program 500 0.14 85 500.0 100 0.12

7.32 Improvement of Poor performance School

management through the "Co-operative"

Model

10,000 2.81 10 248.0 2 0.28

7.33 Development, Printing and distribution of

student involvement in social work guideline

300 0.08 100 267.0 89 0.08

8 Incentive - - #DIV/0!

9 Per Child Fund - - #DIV/0!

10 Remaining program (Including

implementation of financial management

action plan, textbook action plan, updating

KPI etc.)

64,400 18.12 0 0 0.00

Recurrent cost Total 322,020 90.60 69 188,073 58 62

Developmental Activities Total 355,420 100.00 72 220,363.7 62 72

144

Annex II SSRP

Annual Progress at District Level

FY 2011-2012

SN Activities Unit Target of FY 2068/69 Weight Annual Progress

Physical

qty

Budget Physical

target

PPR Expenditure FPR Weight

Capital Cost (3508034) 46,375.00 0.27 100 45,881.44 99 0.27

2 Ensuring access to school education 46,375.00 0.27 100 45,881.44 98.94 0.27

2.3 Physical facilities improvement 46,375.00 0.27 100 45,881.44 98.94 0.27

2.3.14 Furniture for DEOs District 74 5,500 0.03 74 100 5,430 99 0.03

2.3.15 DEO building construction District 9 34,875 0.21 9 100 34,452 99 0.21

2.3.16 Renovation of DEOs District 45 6,000 0.04 45 100 6,000 100 0.04

Capital Activities Total 46,375.00 0.27 - -

Recurrent Costs (3508033) 16,934,593.33 99.73 97 15,940,661.78 94 97.16

1 Early Childhood Education and Development 839,623.00 4.94 99 832,812.18 99 4.89

1.1 Existing ECEDs Center 833,691.00 4.91 99 828,896.30 99 4.86

1.1.1 Remuneration for facilitators (Mountain regions) Person 1,287 41,314 0.24 1,266 98 39,068 95 0.24

1.1.2 Remuneration for facilitator (Others) Person 27,392 763,877 4.50 27,124 99 762,382 100 4.45

1.1.3 Educational materials management cost Centre 28,649 28,500 0.17 27,885 97 27,447 96 0.16

1.2 New ECED centre Centre 500 5,932.00 0.03 84 3,915.88 66 0.03

1.2.1 Remuneration for facilitator (Mountain regions) Person 67 554 0.00 37 55 217 39 0.00

1.2.2 Remuneration for facilitator (others) Person 362 2,494 0.01 287 79 1,043 42 0.01

1.2.3 Establishment cost Centre 429 429 0.00 384 90 380 89 0.00

1.2.4 Educational materials management cost Centre 429 429 0.00 384 90 380 89 0.00

145


Physical

qty

Budget Physical

target


1.2.5 Facilitators' training Person 429 2,026 0.01 414 97 1,896 94 0.01

2 Ensuring access to school education 5,495,927.53 32.37 99 5,386,066.76 98 31.96

2.1 Basic Education 481,689.53 2.84 88 385,023.36 80 2.50

2.1.1 Alternative provision for basic education 92,079.77 0.54 88 76,056.40 83 0.48

2.1.1.1 School outreach program (Existing) Centre 248 8,853.60 0.05 99 8,592.35 97 0.05

2.1.1.1.1 Remuneration for facilitators Centre 248 6,448 0.04 248 100 6,310 98 0.04

2.1.1.1.2 Textbooks and SIP Supports through mother school

based on no. of student

Student 4,960 2,406 0.01 4,860 98 2,282 95 0.01

2.1.1.2 Flexible schooling program (Existing) Centre 611 20,322.70 0.12 93 17,854.40 88 0.11

2.1.1.2.1 Remuneration for facilitators Centre 616 14,396 0.08 583 95 12,815 89 0.08

2.1.1.2.2 Textbooks and SIP Supports to flexible school

through mother school based on no. of student

Student 12,220 5,927 0.03 10,780 88 5,040 85 0.03

2.1.1.3 Flexible schooling program (New) Centre 180 4,465.75 0.03 76.14 76 3,134.97 70 0.02

2.1.1.3.1 Remuneration for facilitators Centre 180 1,080 0.01 135 75 564 52 0.00

2.1.1.3.2 Establishment cost Centre 180 360 0.00 125 69 250 69 0.00

2.1.1.3.3 Textbooks and SIP Supports to flexible school

through mother school based on no. of student

Student 3,600 1,746 0.01 2,700 75 1,268 73 0.01

2.1.1.3.4 Training Centre 180 1,280 0.01 145 81 1,054 82 0.01

2.1.1.4 Open school (grade 6-8) operation Level 1 Centre 4,099.60 0.02 100.00 95 3,777.10 92 0.02

2.1.1.4.1 Remuneration for resource teachers Centre 37 2,131 0.01 35 95 1,947 91 0.01

2.1.1.4.2 Head teachers allowance Centre 37 222 0.00 35 95 210 95 0.00

2.1.1.4.3 Remuneration for assistant Centre 37 266 0.00 35 95 251 94 0.00

2.1.1.4.4 Stationary cost for students Centre 37 370 0.00 35 95 350 95 0.00

2.1.1.4.5 Stationary cost for schools Centre 37 185 0.00 35 95 175 95 0.00

2.1.1.4.6 Educational materials Centre 37 185 0.00 35 95 170 92 0.00

2.1.1.4.7 Support to school for the management of library to Centre 37 740 0.00 35 95 674 91 0.00

146


Physical

qty

Budget Physical

target


ensure every student access to textbooks for level I

and II

2.1.1.5 Open school (grade 6-8) operation Level 2 Centre 1,272.80 0.01 100 89 1,114.50 88 0.01

2.1.1.5.1 Remuneration for resource teachers Centre 37 533 0.00 33 89 460 86 0.00

2.1.1.5.2 Stationary cost for students Centre 37 370 0.00 33 89 330 89 0.00

2.1.1.5.3 Stationary cost for schools Centre 37 185 0.00 33 89 165 89 0.00

2.1.1.5.4 Educational materials Centre 37 185 0.00 33 89 160 86 0.00

2.1.1.6 Non-formal primary school: Education for adult

women (Grade 1-8 )

Centre 760 50,365 0.30 641 84 38,956 77 0.25

2.1.1.7 Operation of mobile schools School 2 700 0.00 2 100 700 100 0.00

2.1.1.8 School welcome program District 80 2,000 0.01 79 99 1,928 96 0.01

2.1.1.9 School admission program for out of school children

for school going age group

- - - - - -

2...9.1 Incentive program for facilitator to include grade 2

admission

- - - - - -

2...9.2 Incentive program for school admitting out of

children to school for focal school

- - - - - -

2.1.2 Inclusive education program 174,306.00 1.03 92 132,128.92 76 0.94

2.1.2.1 Existing Resource class operation Class 360 26,640 0.16 356 99 25,528 96 0.16

2.1.2.2 Education material cost for Resource Centre Class - - - - - -

2.1.2.3 Management of Residential Resource Centre Class 100 2,000 0.01 88 88 1,677 84 0.01

2.1.2.4 Assessment centre operation Centre 62 1,922 0.01 59 95 1,806 94 0.01

2.1.2.5 Scholarship for disabled students (grade 1-8) Person 77,348 142,236 0.84 69,944 90 101,714 72 0.76

2.1.2.6 Co curricular activities for disabled student Student 74 1,508 0.01 69 93 1,404 93 0.01

2.1.3 Scholarship for basic level students from targeted

groups (from 22 janajati including marginalized

91,124 44,651 0.26 86,712 95 38,815 87 0.25

147


Physical

qty

Budget Physical

target


groups including Muktakamiya, Haliya, Badi,

Churuwa)

2.1.5 Management cost for the activities of gender focal

point

Student 80 480 0.00 75 94 438 91 0.00

2.1.6 Piloting compulsory basic education including

educational program for guarantee scheme

including CFS and support to needy children such

as street children, HIV/AIDS affected children

Student 1,053 127,982 0.75 876 83 104,669 82 0.63

2.1.7 Grants support For Basic Religious School

(Gurukul, Ashram, Madarsha, Gumba and Bihar)

Number 1,621 42,191 0.25 1,293 80 32,917 78 0.20

2.2 Secondary Education 31,138.00 0.18 83 83 26,951.80 87 0.15

2.2.1 Alternative Provision for Secondary Education 20,178.00 0.12 78 78 17,078.20 85 0.09

2.2.1.1 Grants for open education (grade 9-10) operation School 85 9,350 0.06 83 98 8,999 96 0.05

2.2.1.2 Grants for schools for special need students (blind

schools - 6 and deaf schools - 7)

School 12 4,578 0.03 6 50 4,577 100 0.01

2.2.1.3 Non-formal secondary education for adult women

(grade 9-10)

Center 50 4,200 0.02 33 66 2,252 54 0.02

2.2.1.4 Grants support to religious secondary schools

(Gurukul, Ashram, Madrasha, Gumba and Bihar)

School 31 1,550 0.01 21 68 750 48 0.01

2.2.1.5 Support to girls' religious school (Gargi Kanya

Gurukul)

School 1 500 0.00 1 100 500 100 0.00

2.2.2 Secondary Education : Inclusive Education

Program

10,960.00 0.06 93 9,873.60 90 0.06

2.2.2.1 Partnership between high performing and low

performing community schools for improving the

SLC results of low performing schools

School 438 10,960 0.06 406 93 9,874 90 0.06

148


Physical

qty

Budget Physical

target


2.3 Physical facilities improvement 4,983,100.00 29.35 100 4,974,091.60 100 29.31

2.3.1 New class room construction Classroom 4,021 1,307,800 7.70 4,017 100 1,304,800 100 7.69

2.3.2 New class room construction for remote area Classroom 234 86,580 0.51 234 100 86,580 100 0.51

2.3.3 Classroom construction in community managed

schools

Classroom 1,702 554,450 3.27 1,700 100 553,800 100 3.26

2.3.4 Classroom construction in community managed

schools for remote area

Classroom 86 31,820 0.19 86 100 31,820 100 0.19

2.3.5 School Building construction Building 481 482,900 2.84 481 100 482,900 100 2.84

2.3.6 School Building construction ( Continuation of last

year construction )

Building 300 420,000 2.47 300 100 420,000 100 2.47

2.3.7 School Building maintenance Building 488 243,800 1.44 486 100 243,300 100 1.43

2.3.8 School earthquake safety program - Retrofitting ( 50

schools of 3 districts)

Classroom 50 65,350 0.38 50 100 64,043 98 0.38

2.3.9 Rehabilitation of class/school School 3,760 376,000 2.21 3,760 100 375,799 100 2.21

2.3.10 Improvement of external environment of schools School 4,012 802,200 4.72 4,009 100 801,200 100 4.72

2.3.11 Girls toilet construction Number 3,000 600,000 3.53 2,999 100 599,800 100 3.53

2.3.12 Feeder /Girls Hostel maintenance Number 20 6,000 0.04 19 95 5,400 90 0.03

2.3.13 Model school building construction 4 6,200 0.04 3 75 4,650 75 0.03

3 Literacy and continuing education 182,722.75 1.08 97 173,150.09 95 1.04

3.1 Operation of community learning centre Center 206 10,300 0.06 206 100 10,190 99 0.06

3.2 Adult literacy II Class 3,000 33,617.25 0.20 93 93 30,989.75 92 0.18

3.2.1 Training Class 3,000 5,859 0.03 2,800 93 5,408 92 0.03

3.2.2 Remunaration for facilitators Class 3,000 293 0.00 2,590 86 238 81 0.00

3.2.3 Incentive allowance Class 3,000 18,000 0.11 2,800 93 16,661 93 0.10

3.2.4 Remunaration for local motivators Class 3,000 1,125 0.01 2,640 88 955 85 0.01

3.2.5 Stationary cost Class 60,000 4,500 0.03 56,000 93 4,180 93 0.02

149


Physical

qty

Budget Physical

target


3.2.6 Transportation cost Class 3,000 600 0.00 2,680 89 524 87 0.00

3.2.7 Textbooks Class 60,000 3,240 0.02 56,000 93 3,023 93 0.02

3.3 Women literacy II Class 3,000 57,480.50 0.34 95 54,211.98 94 0.32

3.3.1 Training for volunteers Class 3,000 5,862 0.03 2,850 95 5,549 95 0.03

3.3.2 Training for local motivators Class 3,000 290 0.00 2,610 87 247 85 0.00

3.3.3 Incentive allowance Class 3,000 36,000 0.21 2,850 95 34,032 95 0.20

3.3.4 Remunaration for local motivators Class 3,000 2,250 0.01 2,711 90 2,001 89 0.01

3.3.5 Stationary cost Class 60,000 6,000 0.04 57,000 95 5,677 95 0.03

3.3.6 Transportation cost Class 3,000 599 0.00 2,760 92 551 92 0.00

3.3.7 Textbooks Class 60,000 6,480 0.04 57,000 95 6,156 95 0.04

3.4 Income generating program Group 2,500 81,325.00 0.48 99 77,758.36 96 0.47

3.4.1 Training for Saving and loan Group 2,500 7,670 0.05 2,470 99 7,550 98 0.04

3.4.2 Subjective Training Group 2,500 42,030 0.25 2,470 99 40,827 97 0.24

3.4.3 Seed Money Group 2,500 25,000 0.15 2,500 100 23,520 94 0.15

3.4.4 Remunaration for motivators Group 250 6,500 0.04 241 96 5,751 88 0.04

3.4.5 Materials for motivators Group 250 125 0.00 232 93 111 88 0.00

4 Enhancing educational quality 3,684,316.89 21.70 98 3,359,903.61 91 21.23

4.1 Grants support to schools for 1,016,170.99 5.98 99 888,869.07 87 5.92

4.1.1 Management support for new identified multi-grade

schools

School 39 2,100 0.01 39 100 2,100 100 0.01

4.1.2 Management support fo multi-lingual

educationprogram in identified schools

School 24 240 0.00 24 100 240 100 0.00

4.1.3 Grants for basic school having inadequate minimum

learning environment ( Based on the MEC criteria)

School 443 8,560 0.05 425 96 8,055 94 0.05

4.1.4 Grants for the better performing basic schools School 75 7,500 0.04 64 85 6,200 83 0.04

4.1.5 Mid day meal based on number of students including Student 105,474 316,422 1.86 105,474 100 287,454 91 1.86

150


Physical

qty

Budget Physical

target


ECED - Karnali zone

4.1.6 Mid day meal based on number of students - 14

districts

Student 239,500 574,800 3.38 237,785 99 489,572 85 3.36

4.1.7 Strengthening of student evaluation & Continuous

Assessment System (CAS)

School 1,335,358 66,768 0.39 1,213,151 91 56,238 84 0.36

4.1.8 Strengthening basic level examination ( Graade 8 ) Student 436,461 39,281 0.23 444,100 102 38,810 99 0.24

4.1.9 Enhancing reading skills (Piloting) District 5 500 0.00 2 40 200 40 0.00

4.2 Grants to schools (grade 1-5) for free textbooks

based on PCF

Student 4,363,443 756,989.82 4.46 94 650,047.78 86 4.19

4.2.1 Grants to schools (grade 1) for free textbooks based

on PCF

Student 1,328,622 196,105 1.15 1,208,520 91 166,535 85 1.05


on PCF

Student 887,290 126,705 0.75 891,428 100 108,268 85 0.75


on PCF

Student 778,254 136,350 0.80 721,429 93 116,030 85 0.74


on PCF

Student 704,585 148,132 0.87 661,620 94 128,283 87 0.82


on PCF

Student 657,956 149,698 0.88 615,209 94 130,931 87 0.82

4.3 Grants to schools (grade 6-8) for free textbooks based

on PCF

Student 1,469,133 542,437.11 3.19 98 509,273.68 94 3.12


on PCF

Student 556,729 205,233 1.21 528,937 95 188,730 92 1.15


on PCF

Student 475,943 178,193 1.05 469,849 99 169,022 95 1.04

4.3.3 Grants to schools (grade 8) for free textbooks based Student 436,461 159,011 0.94 434,910 100 151,522 95 0.93

151


Physical

qty

Budget Physical

target


on PCF


based on PCF

Student 679,854 293,327.16 1.73 98 273,622.25 93 1.69


on PCF

Student 363,431 161,189 0.95 354,431 98 149,832 93 0.93


on PCF

Student 316,423 132,138 0.78 310,879 98 123,791 94 0.76


based on PCF for targeted students

Student 22,614 16,395 0.10 20,807 92 16,700 102 0.09

4.6 PCF salary: Grant support to schools (based on

teacher student ratio

Student 74 999,917 5.89 74 100 963,695 96 5.89

4.7 Support to districts for 59,080.00 0.35 97 57,696.12 98 0.34

4.7.1 The management of Flash Report, FMR Report,

Status Report preparation and dissemination

District 80 18,092 0.11 80 100 17,859 99 0.11

4.7.2 Program orientation at district level ( including

Journalists, Teacher organizations, NGOs, CBOs,

PTAs)

District 76 7,500 0.04 75 99 7,245 97 0.04

4.7.3 Management cost of District Curriculum Committee District 80 2,100 0.01 77 96 2,089 99 0.01

4.7.4 Orientation program for school teachers on grade 5

curriculum and CAS

Person 1,053 10,530 0.06 1,017 97 10,312 98 0.06

4.7.5 Support to district for Action research by Teacher in

the areas of teaching learning improvement

District

/Region

75 1,500 0.01 72 96 1,401 93 0.01

4.7.6 Public Private Partnership program in school

education

Student - - - - - -

4.7.7 Test Administration cost for Learning achievement of

grade 3, 5 and 8 (National Assessment of Student

School 19 5,330 0.03 17 89 5,286 99 0.03

152


Physical

qty

Budget Physical

target


achievement, NASA)

4.7.8 Orientation for Markers/Scrutinizers (5 REDs) Person 1,260 2,520 0.01 1,161 92 2,403 95 0.01

4.7.9 Developing and updating item banks for basic level

examinations (75 Districts 6 Subjects and 5 sets each

Person 2,250 9,000 0.05 2,161 96 8,726 97 0.05

4.7.10 Oral Examiner/monitors Orientation program Person 1,672 2,508 0.01 1,607 96 2,375 95 0.01

5 Teacher Education and Development 244,042.40 1.44 100 232,336.96 95 1.43

5.1 10 days' teacher professional development (TPD)

module for basic level teachers at RCs

Person 66,777 213,686 1.26 66,732 100 204,491 96 1.26

5.2 10 days' professional capacity building training for

the requirement of TPD targeting to basic-level

teachers assigned for teaching mother tongue as

subject and multilingual education as medium

Person - - - - - -

5.3 Training of Trainers (TOT) for professional capacity

building training designed for mother

tongue/multilingual teachers

Person - - - - - -

5.4 10 days' TPD module for secondary level teachers at

ETCs and LRCs

Person 5,195 22,858 0.13 5,024 97 20,636 90 0.13

5.5 Intensive TOT for TPD module facilitation (12 days) Person - - - - - -

5.6 TOT for professional capacity building training

designed for institutional school teachers

Person - - - - - -

5.7 30 days' Head teachers' leadership capacity building

training (HT-LCBT) at ETCs and LRCs (including

institutional school principals)

Person 1,150 7,498 0.04 1,125 98 7,210 96 0.04

5.8 TOT for leadership capacity building training

designed for school headteachers

Person - - - - - -

5.9 Development, printing and delivery of 08 sets of Center - - - - - -

153


Physical

qty

Budget Physical

target


TPD module materials for basic and secondary level

by ETC-A ( for the use of all training HUBs.)

5.10 On-site technical backstopping and follow-up support

to RCs/LRCs and technical facilitation to DEOs for

TPD implementation through ETCs

Center - - - - - -

5.11 Technical audit of TPD/HT-LCBT implementation

by school supervisors/section officers/under

secretaries; monitoring of TPD/HT-LCBT activities

by DEO; and endorsement of TPD module materials

by Training Coordination Committee at DEOs

District - - - - - -

5.12 Annual Achievement Review Workshop at regional

level with participation of REDs; DEOs and

representation of the stakeholder community of the

relevant catchment areas

Center - - - - - -

5.13 In-service educational management training (one-

month) for technical assistance (TA Staff)

Person - - - - - -

5.14 10 days' training on student achievement

improvement in English, Maths and Science sujects

for secondary teachers of 15 target districts (with

focus to Karnali zone) having low SLC result during

the past years

Person - - - - - -

5.15 Professional capacity building training customized on

ICT operation for secondary teachers assigned for

teaching computer subject (in Karnali zone)

Person - - - - - -

5.16 Professional capacity building training under the

TPD module framework for resources teachers

Person - - - - - -

154


Physical

qty

Budget Physical

target


assigned for teaching special education in identified

schools

5.17 Research activities targeting to better implementation

of annual program budget and to the performance

imporvement of ETCs

Center - - - - - -

5.18 Printing/publication of newsletter contributive to

better implementation of annual program budget by

providing operational guidelines and essential

information.

Center - - - - - -

5.19 On-line/off-line professional development training (3

months) for school supervisors/section officer/under

secreatary working at DEOs and REDs; and

resources persons, roster trainers and trainers

working at the training HUBs.

Person - - - - - -

5.20 Professional capacity building training under TPD

module framework for teachers of traditional schools

(Gurukuls, Gumbas, Madarsa)

Person - - - - - -

5.21 Maintenance/upgrading of the physical facilities at

ETCs based on Maintenace Plan.

Center - - - - - -

5.22 Annual Planning Workshop participating ETC-Bs

and LRCs within the relevant catchment area; and

Regional TPD plan preparation

- - - - - -

5.23 Strengthening of library through documentation of

online materials, procurement of books and

establishing software based library operation system

Center - - - - - -

5.24 Leadership capacity building training for the leaders Person - - - - - -

155


Physical

qty

Budget Physical

target


of teachers' professional organizations working at the

district level.

6 Capacity development for the effective service

delivery

37,545.00 0.22 97 36,017.42 96 0.21

6.1 Capacity development for SMC, PTA and HTs

(Based on the CD framework)

28,057 14,029 0.08 27,390 98 13,563 97 0.08

6.2 Accounting/ financial record keeping training to

HT/Account teacher to enhance financial

management

28,057 14,029 0.08 27,435 98 13,586 97 0.08

6.3 Teacher redeployment activities - - - - - -

6.4 Preparing VEP and School mapping exercises - - - - - -

6.5 Talent Hunt through extra/co curricular activities

(Regional and district level)

300 4,245 0.02 278 93 3,953 93 0.02

6.6 Grading up Public Guthi Partnership co-operation

with Budhanilakantha School

4 1,000 0.01 4 100 1,000 100 0.01

6.7 Subsidies for Grihini Schools based on the graduates

of Grade 8 and SLC

6 493 0.00 6 100 493 100 0.00

6.8 Utilizing mass media to enhance educational quality

at district level

83 3,750 0.02 76 92 3,422 91 0.02

7 School management & monitoring 810,621.81 4.77 84 635,772.29 78 4.00

7.1 Districts 391,283.18 2.30 99 352,236.57 90 2.27

7.1.1 Support for the monitoring and evaluation from the

district level

District/

RED

80 7,910 0.05 80 100 7,846 99 0.05

7.1.2 Planning and program preparation (ASIP, DEP, VEP,

SIP)

District/

RED

88 8,000 0.05 88 100 7,614 95 0.05

7.1.3 Support to districts for the publication of educational District 80 2,400 0.01 78 98 2,290 95 0.01

156


Physical

qty

Budget Physical

target


bulletin and newsletter

7.1.4 Support for the management of email, internet and

Antivirus program

District 80 2,000 0.01 80 100 1,927 96 0.01

7.1.5 Remuneration/allowances for RP substitute teachers,

engineers and sub engineers

Person 1,239 278,660 1.64 1,230 99 257,947 93 1.63

7.1.6 Allowances for SS, RP teachers, engineers and sub-

engineers

Person 1,656 54,204 0.32 1,645 99 39,824 73 0.32

7.1.7 Innovative activities based on district level proposal

includng incentive support to districts based on

ranking identified by REDs

District 80 14,966 0.09 76 95 14,212 95 0.08

7.1.8 Management cost for Lead Resource Centers Center 46 3,680 0.02 45 98 3,571 97 0.02

7.1.9 Program management cost to districts District 78 5,959 0.04 77 99 5,610 94 0.03

7.1.10 Management/meeting of District textbooks

monitoring committee and monitoring textbooks

District/

RED

80 480 0.00 72 90 408 85 0.00

7.1.11 Student ID implementation District/

RED

6,512,430 13,025 0.08 5,710,166 88 10,987 84 0.07

7.2 Resource Center 73,500.00 0.43 99 72,872.19 99 0.43

7.2.1 Support for strengthening, supervision and

monitoring to RC/RP and Supervisors

Center

/person

1,470 73,500 0.43 1,453 99 72,872 99 0.43

7.3 School 343,589.00 2.02 63 208,695.39 61 1.28

7.3.1 Incentive grant support for decentralized school

management ( Management transfer to the

community)

School 2,290 229,000 1.35 1,046 46 99,900 44 0.62

7.3.2 Grants support for school audit School 28,057 28,057 0.17 27,157 97 26,684 95 0.16

7.3.3 Grants support for Capacity building of community

managed schools

School 1,010 34,340 0.20 1,004 99 32,402 94 0.20

157


Physical

qty

Budget Physical

target


7.3.4 Support to school for SIP updating School 28,057 28,057 0.17 27,407 98 26,682 95 0.16

7.3.5 Restructuring program for basic school and School

merging incentives program

- - - - - -

7.3.6 Model building program (9-12) : 5 Districts 149 24,135 0.14 149 100 23,027 95 0.14

7.4 Sample study of financial and social audit and

reporting (RED )

45 1,278 0.01 44 98 1,055 83 0.01

7.5 Financial expenditure tracking of district (through

REDs)

53 972 0.01 52 98 913 94 0.01

8 Incentives and support 2,005,861.50 11.81 96 1,794,403.93 89 11.31

8.1 Basic Education 1,454,707.20 8.57 96 1,317,245.57 91 8.19

8.1.1 Scholarship for Dalit (grade 1-8) Student 1,306,088 522,435 3.08 1,200,816 92 453,716 87 2.83

8.1.2 Girls' scholarship (grade 1-8) including karnali

package

Girls 2,330,680 932,272 5.49 2,276,479 98 863,530 93 5.36

8.2 Secondary Education 551,154.30 3.25 96 477,158.36 87 3.12

8.2.1 Scholarship for the children of martyrs Student 64 3,000 0.02 62 97 1,548 52 0.02

8.2.2 Capacity development and Scholarship for Kamlari Student 5 32,567 0.19 5 100 30,878 95 0.19

8.2.3 Scholarship for Conflict affected children Student 74 93,381 0.55 74 100 82,501 88 0.55

8.2.4 Scholarship for Remote Mountain hostel students Student 457 13,710 0.08 407 89 11,306 82 0.07

8.2.5 Scholarship for feeder hostel students Student 400 12,000 0.07 400 100 11,442 95 0.07

8.2.6 Scholarship for model schools students Student 222 7,223 0.04 222 100 7,223 100 0.04

8.2.7 Scholarship for model residential students in remote

mountain

School 140 4,200 0.02 140 100 4,200 100 0.02

8.2.8 Remote Mountain hostels Operation costs Student 457 4,570 0.03 457 100 3,351 73 0.03

8.2.9 Feeder hostels Operation costs Student 400 4,000 0.02 400 100 3,718 93 0.02

8.2.10 Model schools Operation costs Student 222 2,670 0.02 222 100 2,670 100 0.02

8.2.11 Operation cost for Mountain residential School hostel School 140 1,400 0.01 140 100 1,400 100 0.01

158


Physical

qty

Budget Physical

target


8.2.12 Secondary Education Scholarship Student 60,000 102,000 0.60 59,023 98 101,004 99 0.59

8.2.13 Dalit Scholarship (Grade 9-10) Student 81,442 40,721 0.24 75,511 93 31,000 76 0.22

8.2.14 Scholarship for disabled students 6,927 6,838 0.04 6,193 89 4,786 70 0.04

8.2.15 Scholarship for marginalized and targeted students

(22 Janajati and Muktakamiya, Badi, Haliya, charuwa

etc.)

Student 33,904 57,637 0.34 32,703 96 23,753 41 0.33

8.2.18 Scholarship for targeted science students at grade 11

and 12

School 108 2,624 0.02 76 2,070 79 -

8.2.19 Support to higher secondary schools for science

program

school 7,177 49,575 0.29 6,341 88 45,690 92 0.26

8.2.21 Grants support to schools for computer and library

based on the matching fund

School 900 45,000 0.27 900 100 44,650 99 0.27

8.2.22 Internet facilities and computer support based on ICT

plan

School 435 68,040 0.40 409 94 63,970 94 0.38

9 PCF- non salary grants support to schools 3,633,932.45 21.40 99 3,490,198.54 96 21.09

9.1 Educational material management cost for

improvement of teaching activities

1,169,987.65 6.89 95 1,058,891.42 91 6.58

9.1.1 ECED Class Student 450,600 45,060 0.27 436,631 97 41,660 92 0.26

9.1.2 Primary Level Student 4,363,443 637,833 3.76 4,166,020 95 569,357 89 3.59

9.1.3 Lower secondary Student 1,469,133 244,493 1.44 1,447,777 99 235,046 96 1.42

9.1.4 Secondary Level (targeted group) Student 93,205 95,400 0.56 80,019 86 75,246 79 0.48

9.1.5 Secondary Level (in General) Student 679,854 147,202 0.87 654,537 96 137,582 93 0.83

9.2 School management Cost 515,465.00 3.04 100 507,362.66 98 3.04

9.2.1 Basic Level School 19,147 287,205 1.69 19,027 99 279,408 97 1.68

9.2.2 Lower secondary Student 3,901 78,020 0.46 3,918 100 77,986 100 0.46

9.2.3 Secondary level School 5,008 150,240 0.88 5,076 101 149,969 100 0.90

159


Physical

qty

Budget Physical

target


9.3 School employees management cost 1,948,479.80 11.47 100 1,923,944.46 99 11.47

9.3.1 Primary Level School 17,448 123,333 0.73 17,448 100 164,912 134 0.73

9.3.2 Lower Secondary Level School 4,371 781,739 4.60 4,371 100 723,317 93 4.60

9.3.3 Secondary Level School 5,280 1,043,408 6.14 5,280 100 1,035,716 99 6.14

10 Others - - -

11 Remaining program - - -

Total Recurrent 16,934,593.33 99.73 97 15,940,661.78 94 97.16

Total 16,980,968.33 100.00 97 15,986,543.22 94.14 97.43

160

Annex III SSRP, Component Wise Progress at District Level

FY 2011-2012

S.N District ECED Ensuring

Access to

All

Literacy

and

continuous

Ed.

Educational

Quality

Teacher

and

Education

Dev

Capacity

Dev for

Eff.

School

Mgmt and

Monitoring

Incentive

and

support

PCF Recurrent

Cost

Capital

cost

Develop

mental

Grand

Total

Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin Phy Fin

1 Nepal 99 99 99 98 97 95 98 91 100 95 97 96 84 78 96 89 99 96 97 94 100 99 97 94

2 Taplejung 100 100 98 97 100 100 100 100 100 100 91 100 76 76 100 100 99 81 98 93 100 100 98 93

3 Panchthar 100 100 100 100 100 97 100 96 100 100 100 100 100 97 100 95 100 100 100 98 100 100 100 98

4 Ilam 99 98 100 99 100 104 100 93 100 98 94 94 92 83 96 90 100 96 99 95 100 97 99 95

5 Jhapa 100 100 98 99 100 100 99 89 99 100 100 100 94 88 92 81 99 96 97 94 100 100 97 94

6 Sankhuwasabha 97 131 97 95 98 98 91 90 98 92 93 94 77 81 80 84 93 93 92 93 100 100 92 93

7 Terhathum 100 100 100 98 100 100 100 86 100 96 90 84 84 83 100 74 100 93 98 91 100 100 98 91

8 Bhojpur 99 97 100 99 100 98 91 91 100 100 100 100 68 65 93 92 96 97 95 94 100 100 95 94

9 Dhankuta 100 99 100 98 100 98 89 85 100 98 100 100 79 76 87 90 100 98 95 93 100 100 95 93

10 Sunsari 99 99 98 97 100 100 90 83 100 100 100 96 69 65 99 57 89 84 94 85 100 100 94 85

11 Morang 100 100 100 97 100 100 100 89 100 100 100 100 80 79 100 82 100 93 99 92 100 100 99 92

12 Solukhumbu 98 95 100 95 100 95 98 92 85 85 100 100 80 72 100 90 100 98 98 93 100 100 98 93

13 Khotang 140 92 100 99 100 99 95 96 100 100 100 100 90 86 100 99 100 100 100 98 100 95 100 97

14 Udayapur 99 99 100 99 100 100 91 90 96 99 100 100 100 97 97 89 98 98 97 96 100 100 97 96

15 Okhaldhunga 100 99 99 98 99 99 92 92 100 68 100 100 74 72 89 85 96 95 95 93 100 78 95 93

16 Saptari 70 99 100 100 100 100 100 100 100 100 100 100 62 85 100 100 100 100 97 99 100 100 97 99

17 Siraha 98 93 96 94 100 98 94 79 96 100 100 79 76 58 73 64 100 89 92 83 100 100 92 83

18 Dhanusa 100 93 97 95 42 42 97 97 100 100 59 53 82 79 100 95 100 100 97 95 100 100 97 95

19 Mahottari 100 77 93 92 100 100 96 94 100 51 18 18 97 92 89 87 100 95 95 91 100 100 95 91

161


Access to

All

Literacy

and

continuous

Ed.

Educational

Quality

Teacher

and

Education

Dev

Capacity

Dev for

Eff.

School

Mgmt and

Monitoring

Incentive

and

support

PCF Recurrent

Cost

Capital

cost

Develop

mental

Grand

Total


20 Sarlahi 100 121 94 96 100 100 100 100 100 100 96 96 96 94 97 97 100 100 97 99 100 100 97 99

21 Sindhuli 100 99 100 100 100 95 100 86 100 97 100 85 67 60 100 68 100 97 98 90 100 50 98 90

22 Ramechap 100 99 99 99 100 100 99 84 96 100 100 100 88 86 100 77 100 98 99 93 100 100 99 93

23 Dolakha 100 99 97 95 100 63 100 97 100 87 100 100 71 67 99 87 100 95 97 92 100 100 97 92

24 Sindhupalchowk 100 99 97 97 100 100 100 99 100 100 91 98 80 74 100 98 100 100 98 97 100 100 98 97

25 Rasuwa 100 100 100 99 100 100 100 96 100 100 100 100 82 59 98 91 100 99 98 93 100 100 98 93

26 Dhading 100 100 100 100 100 100 100 98 100 100 102 100 100 78 97 97 99 98 100 98 100 98

27 Nuwakot 100 99 100 98 100 100 103 96 100 100 100 100 100 98 100 91 100 99 100 98 100 100 100 98

28 Kathmandu 98 98 99 98 100 100 93 92 100 100 100 98 85 78 90 84 100 95 97 94 100 100 97 94

29 Lalitpur 100 97 100 98 100 100 100 95 100 98 100 100 80 75 96 89 100 97 98 95 100 100 98 95

30 Bhaktapur 94 99 99 98 100 84 100 83 100 88 100 100 71 79 93 93 98 98 96 94 100 100 96 94

31 Kavrepalanchok 100 99 100 100 100 100 100 88 100 100 100 100 89 85 100 97 100 100 99 97 100 100 99 97

32 Makawanpur 100 99 100 98 100 97 100 91 100 83 100 100 86 93 100 81 100 98 99 95 100 100 99 95

33 Rautahat 100 100 98 97 43 40 99 99 95 95 58 58 96 88 98 98 100 99 98 97 100 100 98 97

34 Bara 100 86 98 97 97 89 98 63 100 85 100 100 100 100 100 97 95 95 98 84 100 100 98 84

35 Parsa 100 98 100 99 19 20 100 99 100 100 100 93 96 87 99 98 100 100 99 98 100 100 99 98

36 Chitwan 100 100 98 98 100 100 97 98 100 100 100 100 84 83 97 86 97 96 97 96 100 100 97 96

37 Nawalparasi 100 100 100 99 100 100 99 87 100 82 100 100 76 67 92 91 96 96 97 93 100 100 97 93

38 Rupandehi 100 144 98 97 99 98 96 95 100 92 100 100 100 78 93 88 99 97 97 97 100 100 97 97

39 kapilvastu 100 100 98 97 97 95 103 72 100 100 100 100 94 87 100 98 98 91 100 87 100 100 100 87

40 Argakhachi 100 99 100 99 100 94 100 94 100 94 100 100 85 70 94 89 100 95 98 95 100 100 98 95

41 Palpa 100 100 100 100 100 99 100 94 100 100 100 100 96 89 100 93 100 98 100 97 100 100 100 97

42 Gulmi 84 100 100 99 100 100 100 82 100 100 100 100 91 91 99 92 100 92 99 94 100 100 99 94

43 Syanja 100 99 100 99 100 100 95 93 97 100 100 100 86 82 88 87 97 97 96 95 100 100 96 95

162


Access to

All

Literacy

and

continuous

Ed.

Educational

Quality

Teacher

and

Education

Dev

Capacity

Dev for

Eff.

School

Mgmt and

Monitoring

Incentive

and

support

PCF Recurrent

Cost

Capital

cost

Develop

mental

Grand

Total


44 Tanahu 100 100 100 99 100 100 129 98 99 99 100 100 85 82 94 94 98 98 102 97 100 100 102 97

45 Gorkha 100 100 100 100 100 100 98 98 100 100 100 97 85 79 100 94 100 99 99 98 100 100 99 98

46 Manang 100 96 69 69 100 100 88 88 100 100 100 100 69 69 41 40 100 98 75 74 100 100 75 74

47 Lamjung 100 100 100 99 98 98 91 91 100 98 100 100 93 82 87 84 96 96 96 95 100 100 96 95

48 kaski 100 99 100 97 100 95 91 87 100 98 100 99 100 79 100 89 95 93 98 93 100 100 98 93

49 Parvat 100 100 100 99 100 98 91 86 100 96 100 100 80 61 100 78 94 94 96 91 100 100 96 91

50 Baglung 100 99 100 100 100 100 89 94 100 98 91 100 87 83 100 89 100 98 98 96 100 100 98 96

51 Myagdi 99 99 99 98 100 100 98 97 100 100 100 100 87 93 100 92 100 99 98 97 100 100 98 97

52 Mustang 100 93 100 95 100 85 93 93 100 100 100 100 76 71 79 64 100 93 91 83 100 100 91 83

53 Mugu 100 100 99 98 81 79 100 89 100 100 100 100 60 52 99 96 100 100 96 91 100 100 96 91

54 Dolpa 100 100 100 98 100 94 100 94 100 100 100 100 73 70 100 93 100 94 98 93 100 100 98 93

55 Humla 100 100 100 99 100 100 99 99 100 98 83 83 60 42 96 83 96 95 96 93 100 100 96 93

56 Jumla 100 78 100 100 100 100 100 81 100 100 100 100 68 61 100 100 100 100 98 87 100 100 98 87

57 Kalikot 100 100 98 97 100 100 99 96 100 100 100 100 68 66 100 96 101 98 99 96 100 100 99 96

58 Rukum 71 71 97 96 100 100 116 93 100 100 100 100 100 89 92 86 100 96 100 93 100 95 100 93

59 Rolpa 100 98 100 99 100 100 89 85 99 89 100 96 84 80 98 99 100 100 96 94 100 100 96 94

60 Pyuthan 100 99 100 100 100 100 100 100 100 100 100 100 76 71 95 92 100 100 98 98 100 100 98 98

61 Dang 100 99 99 97 100 100 100 99 100 100 100 100 73 71 94 93 100 95 98 96 100 100 98 96

62 Salyan 100 100 100 100 100 100 100 100 100 100 100 100 100 91 98 98 100 100 100 99 100 100 100 99

63 Banke 100 99 99 97 100 94 86 84 100 84 85 81 80 76 78 75 86 82 90 87 100 100 90 87

64 Bardiya 100 98 99 98 100 100 99 92 100 61 100 100 51 44 100 93 100 94 98 93 100 100 98 93

65 Surkhet 100 99 98 100 100 100 100 99 100 99 100 100 95 87 100 99 100 99 99 99 100 100 99 99

66 Jajarkot 100 100 100 100 100 100 95 100 100 100 100 100 100 100 100 100 100 100 99 100 100 100 99 10

0

163


Access to

All

Literacy

and

continuous

Ed.

Educational

Quality

Teacher

and

Education

Dev

Capacity

Dev for

Eff.

School

Mgmt and

Monitoring

Incentive

and

support

PCF Recurrent

Cost

Capital

cost

Develop

mental

Grand

Total


67 Dailekh 100 100 100 100 100 99 97 97 100 88 100 100 64 60 90 89 96 96 95 95 100 100 95 95

68 Kailali 100 100 98 96 100 97 100 98 100 100 93 93 82 79 97 96 98 90 98 96 100 100 98 96

69 Doti 99 99 100 98 98 96 95 104 100 94 100 100 68 65 99 97 100 98 97 97 100 100 97 97

70 Achham 100 99 100 100 100 100 100 98 86 100 100 100 77 75 100 95 100 98 99 97 100 100 99 97

71 Bajura 100 158 96 100 100 94 100 98 100 100 100 100 59 59 100 100 100 100 96 99 100 100 96 99

72 Bhajhang 97 97 98 98 100 100 100 67 100 100 100 100 100 99 96 92 100 100 99 93 100 100 99 94

73 Darchula 100 97 100 99 100 96 100 98 85 85 100 100 79 75 100 96 100 91 98 94 100 100 98 94

74 Baitadi 100 100 100 100 100 100 100 99 100 100 100 100 88 83 100 97 100 100 99 99 100 100 99 99

75 Dadeldhura 100 100 100 98 100 100 100 95 100 90 100 100 83 82 99 97 100 99 98 96 100 100 98 96

76 Kanchanpur 98 98 100 99 98 98 93 91 100 79 91 84 64 51 88 87 94 87 94 91 100 100 94 91

164

Annex IV SSRP Progress at RED Level

FY 2011-2012

S.

N

District ECED Ensuring

Access to

All

Literacy

and

continu

ous Ed.

Education

al Quality

Teacher

and

Educati

on Dev

Capacity

Dev for

Eff.

School

Mgmt and

Monitorin

g

Incenti

ve and

suppor

t

PCF Recurrent

Cost

Capital

cost

Developmen

tal Grand

Total

Phy Fin Phy Fin Phy Fi

n

Phy Fin Phy Fin Phy Fin Phy Fin

1 RED

Eastern

100 99 77 94 100 84 100 73 96 91 100 100 96 95

2 RED

central

100 100 100 100 93 91 100 100 95 98 98 98 98 98

3 RED

western

100 100 98 88 100 10

0

97 95 100 100 100 100 99 96

4 RED mid

western

100 100 100 100 100 10

0

100 100 100 100 100 100 100 100

5 REDFar

western

100 100 100 100 100 98 100 97 100 96 100 100 100 96

165

Annex V Technical Education and Vocational Training

Community School Capacity Development

FY 2011-2012

SN Activities Unit

Target for FY 2068-69 Annual Progress

Physical

target

Unit

Cost

Annual

budget Weight

Physical

target PPR Exp FPR Weightage

1 2 3 4 5 6 7

Component no 1. General vocational skill 135059.6 77.35 22 20882.2 15 16.76

Coordination and preparation 1800 1.03 56 709.71 39 0.57

1.1 Interaction program for DEOs, SS & RPs of 18

soft skill piloted District

Times 1 1000 1000 0.6 1 100 709.7 71 0.6

1.2 Conduction of activities of coordination

committee, Thematic working committee,

development of institutional infrastructure

800 0.5 0.0 0 0.0

2 Capacity Development program 10450 5.99 99 4571.097 44 5.93

2.1 Content Outline Development Through the Need

of School (Field based)

District 5 250 1250 0.7 5.0 100 623.0 50 0.7

2.2 Development, Print and Distribution of Soft

Skills Orientation guidelines (For stakeholders)

set 500 300 0.2 350 70 126.0 42 0.1

2.3 Orientation to the teachers of TEVT soft skills

piloted schools (dissemination of grade VII

textbook also)

school 100 25 2500 1.4 100.0 100 2500.0 100 1.4

2.4 Development of competency based curriculum Persons 30 1100 0.6 30.0 100 1082.0 98 0.6

166

SN Activities Unit


Physical

target

Unit

Cost

Annual

budget Weight

Physical


(Including technical institutional development of

center)

CD of DOE 1 300 0.2 1.0 100 240.1 80 0.2

2.5 CD on TEVT soft skills for personnel of MOE,

DOE, NCED, CDC and CTEVT (international

level)

Persons 30 5000 2.9 30.0 100 0 2.9

3.00 Inclusion of TEVT soft skill in curriculum

and textbook

4600 2.63 3447.428 75 2.63

3.1 TG development and printing of soft skill for

grade (1-5)

set 1 600 0.3 1.0 100 338.5 56 0.3

3.2 Identification of contents of TEVT soft skills for

grade 6-8 new curriculum and textbook and

preparation of report

set 1 500 0.3 1.0 100 324.0 65 0.3

3.3 Development and printing of TG of profession,

occupation and technical subject Grade 7

textbook orientation manual development

Subject 1 1200 0.7 1 100 1184.1 99 0.7

3.4 Development of curriculum structure of

technical stream of grade 9-12

Subject 1 800 0.5 1 100 644.5 81 0.5

3.5 Development of Guideline related with grade 6-

8 students' evaluation process

Times 1 1500 0.9 1 100 956.3 64 0.9

7 Implementation of piloting program 111109.6 63.64 9587 9 6.36

7.1 Printing and distribution of piloted textbook of

grade 6 & 7

1 9486.6 5.4 1 100 9487.0 100 5.4

167

SN Activities Unit


Physical

target

Unit

Cost

Annual

budget Weight

Physical


7.2 Grants to TEVT soft skills implementing schools school 97000 55.6 0 0.0

7.3 Program Management cost and program

preparation

700 0.4 100.0 100.0 14 0.4

7.4 Facilitation from central agencies for TEVT Soft

Skill

923 0.5 1.0 100.0 0 0.5

7.5 Grants for 3 month voluntary basic TEVT

training program development, preparation of

instructor and training to the SLC candidates or

SLC failures through 5 Annex piloted districts

schools.

Persons 150 3000 1.7 0 0 0.0

7.2 Teacher Training 4600 2.63 100.0 2198.5 48 1.26

7.2.1 Training Course manual development on

profession, occupation and Technology subjects

(including printing and distribution)

types 150 900 0.5 150 100 899.2 100 0.5

7.2.2 10 days intensive training for Grade 6 school

teachers 100 schools on profession, occupation

and technology subjects (ETCs & districts)

Persons 200 12 2400 1.4 0.0 0 0 0.0

7.2.4 One week Refresher Training Course to the

instructors teachers conduction on profession,

occupation and Technology subjects (after

conduction of teacher training)

Persons 25 300 0.2 25 100 300.0 100 0.2

7.2.5 Radio broadcasting on profession, occupation

and Technology subject of Grade 6-8(production

Center 1 1000 0.6 1.0 100 999.3 100 0.6

168

SN Activities Unit


Physical

target

Unit

Cost

Annual

budget Weight

Physical


and weekly broadcasting)

8 Monitoring and follow-up (center and

district)

Cont 2500 1.4 80.0 368.5 15 0.0

9 Component No 2.Educational Quality

improvement, Teacher Capacity Building and

Literacy ( 3 district focus)

39540 22.6 100.0 4355 11 2

9.1 Educational Quality improvement, Teacher

Capacity Building and Literacy

23586 13.5 100.0 4177 18 2

9.1.1 10days Teacher Professional Training on

Multilingual Teachers(ETCs & districts)

Persons 763 2442 1.4 0.0 0 0.0

9.1.2 Training manual and Trainers book development

for Teacher Professional Training on

Multilingual Teachers(center)

types 4 700 0.4 2.0 50 654.6 94 0.2

9.1.3 10 days professional capacity development

training to all the teachers of multi-grade schools

(identified by DOE) based on existing grade 1

& 2 multi-grade teaching materials

Persons 573 1719 1.0 20.0 374.2 22 0.2

9.1.4 use of grade 1-2 multi-grade materials and

development of materials of CAS and instructor

guidelines(Center)

types 2 400 0.2 2.0 100 349.8 87 0.2

9.1.5 Intensive MTOT for Training teachers on

mother tongue , multilingual class teaching,

multi-lingual and TPD module(ETC & dist)

Persons 222 3330 1.9 0.0 0 0.0

169

SN Activities Unit


Physical

target

Unit

Cost

Annual

budget Weight

Physical


9.1.6 Preparation of documentary on MG, ML,

profession and technology related instructional

materials (Centre)

set 1 900 0.5 1 100 898.0 100 0.5

9.1.7 Capacity Development of technical personnel on

local curriculum development and

implementation

district 3 900 0.5 3.0 100 900.0 100 0.5

9.1.8 Technical support on school based intensive

CAS

district 3 0.0 0 0.0

9.1.9 35 days life skill training for health workers

through CLC

Persons 95 3990 2.3 0 0.0

9.1.10 35 days life skill training for Vet. workers

through CLC

Persons 95 3990 2.3 0 0.0

9.1.11 35 days life skill training for agri. workers

through CLC

Persons 95 3990 2.3 0 0.0

9.1.12 District Orientation district 3 225 0.1 0 0.0

9.1.13 Program management cost times 1000 0.6 100 1000.0 100 0.6

9.2 Monitoring and Technical backstopping

support to 3 districts

600 0.34 178.2 30 0.11

9.2.1 Monitoring and Technical backstopping

support

600 0.3 33 178.2 30 0.1

9.3 Unallocated amount and undeveloped

program related with component

2(educational quality, teacher's capacity

15354 8.8 0 0 0.0

170

SN Activities Unit


Physical

target

Unit

Cost

Annual

budget Weight

Physical


development and literacy (3 districts)

Total 174600 100.0 25237 14 19

171

Annex VI Second Higher Education Program (SHEP)

FY 2011-2012

SN Program & activities Unit Target for FY 2068-69 Annual Progress

Physical

Target

Weight Budget PPR Expend FPR Weightage

1 2 3 15 16 17

2.0 Grants 91 16000.00 100.00 16000.00 91.43

2.1 Performance grants and matching fund to community

schools

school 20 91.4 16000.00 100.00 16000.00 100.00 91.43

4 Capacity Development 0

6 Program management Cost 9 1500.00 40.00 463.16 3.43

6.1 Joint monitoring and facilitation for the conduction and

implementation of the project

5 900.00 0.00 0.00

6.6 Meeting Allowances for Project coordination

committee

Times 3 1 200.00 100.00 98.16 49.08 1.14

6.7 Preparation of Project report FMR Report 2 2 300.00 100.00 300.00 100.00 1.71

6.9 Donor Mission Times 1 1 100.00 100.00 65.00 65.00 0.57

Total 100 17500.00 94.86 16463.16 94.86

2 Recurrent Total 17500.00

Total 1+2 17500.00

Total expenditure 17500.00 16463.16

172

Annex VII Pro-poor Targeted Secondary School Stipend

FY 2011-2012

SN Project activities Unit


Physical

target

Unit

Cost Budget Weightage PPR Exp FPR Weightage

1 2 3 9 10 11 12

Recurrent Expenditure (3501163) 61166 59592 100

1 Pro-Poor Targeted Secondary School

Stipend

59966 58460 1726 98

1.1 Pro-Poor Targeted Secondary School

Stipend

students 15500 37500 61.31 100.00 37500.00 100.00 61.31

1.2 Incentive grants for leader & feeder school students 11816 19.32 100.00 11816.00 100.00 19.32

1.3 Media mobilization for effective program

implementation

Times 1374 2.25 100.00 1194.00 86.90 2.25

1.4 Program Management Cost Times 500 0.82 100.00 495.00 99.00 0.82

1.5 Consultancy Service- A (continue) Times 6000 9.81 100.00 4709.00 78.48 9.81

1.6 Consultancy Service -B (continue) Times 2500 4.09 100.00 2488.00 99.52 4.09

1.7 Dissemination Report finding Times 2 75 150 0.25 100.00 133.00 88.67 0.25

1.8 Budget discussion and AWPB preparation

workshop/meeting

Times 126 0.21 100.00 125.00 99.21 0.21

2 Monitoring 1200 1132 2

2.1 Monitoring and Monitoring report printing Dist & 16 1200 1.96 100.00 1132.00 94.33 1.96

173

and distribution centre

Total 61166 100 59592 100

174

Annex VIII

Education for All ECED USAID Supported Programs

FY 2011-2012

SN Activities Unit Annual target for

FY 2068/69

Weight Annual Achievement

Physical

Target

Budget Physical Target PPR Exp FPR Weightage

1 3 4 5 6 7

Recurrent cost 82,775 53,747

1 ECED-1 82775 100 66 53,747 65 66

1.1 Tools Kits 2294 12523.6 15 88 10806.051 86 13.3

1.1 Toolkits procure Set 1100 6600 8 987 90 6078.3 92 7.2

1.2 3days Orientation on the use of

toolkits(Centre)

person 39 780 1 38 97 780 100 0.9

1.3 3days Orientation on the use of toolkits(Dist) person 1080 1620 2 1011 94 1293.543 80 1.8

1.4 Material development workshop person 75 1260 2 69 92 1002.058 80 1.4

1.5 Material development workshop(dist) person 300 1386.6 2 300 100 1386.6 100 1.7

1.6 Procurement of model materials for the

training

set 160 100 0 0 0 -

1.7 Materials for facilitator to be use by

facilitators (storybooks and self learning

materials for facilitator and children

types 2 300 0 2 100 265.55 89 0.4

1.8 Printing and distribution of picture books set 1590 477 1 0 0 -

1.3 Training for HT/Grade 1 Teachers Persons 15000 15000 18 93 1361.797 9 16.8

175


FY 2068/69


Physical

Target


1.3.1 Training for head teacher and grade 1 teacher person 15000 15000 18 13884 93 1361.797 9 16.8

1.4 Parental Education introductory 8208 10 36 2759.141 34 3.6

1.4.1 PE introductory(dist) person 60 1200 1 59 98 1079.96 90 1.4

1.4.2 Training for ECED facilitators( 3 days) person 1200 1800 2 1200 100 1679.181 93 2.2

1.4.3 Orientation to parents person 28800 4809 6 28800 100 3932.531 82

1.4.4 PE modular package printing person 7000 399 0 7000 100 388.592 97

1.5 Modular Package Printing 500 1 100 471.2 94 0.6

1.5.1 PE modular package print and distribution module 2 300 0.4 2 100 271.2 90 0.4

1.5.2 PE piloting District 2 200 0.2 2 100 200 100 0.2

1.6 ECED Center mapping 3750 5 100 3512.65 94 4.5

1.6.1 Mapping with orientation to district focal

person, and orientation for data entry in soft

ware produce the report and dissemination

District 20 3750 5 20 100 3512.65 94 4.5

1.7 Monitoring with developed tool ( Center

and District)

10732 12716 15 6 10665.466 84 0.9

1.7.1. Department of Education District 75 1500 2 0 0 687.675 46 -

1.7.2 Regional education Directorate Region 5 600 0.72 5 100 594.98 99 0.7

1.7.1. District Education Office and resource Center District 75 10482 13 0 0 9248.811 88 -

1.7.3 Reprint of the material for monitoring and

distribution

134 0.16 100 134 100 0.2

1.8 ECD MC training 23477.5 28 81 18231.049 78 23.1

1.8.1 Preparation of trainer for ECD MC person 55 1060 1 54 98 1045.577 99 1.3

176


FY 2068/69


Physical

Target


1.8.2 Training for ECD MC (RC level) person 14945 22417.5 27 12045 81 17185.472 77 21.8

1.9 Advocacy and Awareness 4600 1 72 4159.8 90 0.7

1.9.1 Broadcasting from local media Times 600 1 1 100 600 100 0.7

1.10 Advocacy Video clips Times 2000 2 1 100 1779.9 89 2.2

1.10.1 Poster Design and Print Types 200 0 5 80 0 0 -

1.10.2 Community mobilization Times 5 1800 2 5 100 1779.9 99 2.2

Total 82,775 100 66 53,747 65 66

177

Annex IX

Progress on UNICEF Supported Programs

FY 2011-2012

SN Activity and duration

Code

Authorized

Amount

Expenditures

accepted by

Agency

Target Jan-July 2012 Weight PPR Exp.% Weightage

2.1.1 Preparation and printing of Early Learning

Development Standard

IR2.1 3 150,000.00 0.47 100.00 15,100.00 10.07 0.47

2.1.2 Orientation on Early Learning Development Standard IR2.1 150 500,000.00 1.55 100.00 470,090.00 94.02 1.55

2.1.3 Orientation on ECD in Emergency IR3.4 1 150,000.00 0.47 - - -

2.1.4 Finalization of ECD software and training for REDs

and DEOs

IR2.1 350,000.00 1.09 75.00 284,650.00 81.33 0.81

2.2.1 Toolkits development for girls education

( procurement, collection, revision, printing and

development)

IR2.3 2000 2,000,000.00 6.21 100.00 1,815,431.00 90.77 6.21

2.2.2 Field testing of toolkits IR2.2 3 600,000.00 1.86 100.00 600,000.00 100.00 1.86

2.2.3 Capacity building program for gender focal point, head

teacher, SMC and feeder hostel warden

IR4.1 80 1,200,000.00 3.72 100.00 1,200,000.00 100.00 3.72

2.2.4 Stakeholders workshop for Policy making on

mainstreaming of Religious schools

IR1.1 700,000.00 2.17 100.00 568,880.00 81.27 2.17

2.3.1 Five day refresher programme for FSP facilitator level-

2)

IR2.2 173 500,000.00 1.55 17.00 215,884.00 43.18 0.26

2.3.2 Teachers Guide Development of CRC for FSP IR2.2 2 500,000.00 1.55 100.00 421,022.00 84.20 1.55

178


Code

Authorized

Amount

Expenditures

accepted by

Agency


facilitator training package and reference materials for

level -1 FSP

2.3.3 Review of existing packages of non formal program

and recommend standard packages suitable for

adolescents age group up to 19 years)open/distance

learning etc.

IR1.2 1 1,500,000.00 4.66 50.00 577,485.00 38.50 2.33

2.3.4 Capacity building of Community Learning

Center(CLC) for bringing out of school adolescent girls

(data base, computer support etc)

IR4.1 1 1,000,000.00 3.10 100.00 1,000,000.00 100.00 3.10

2.3.5 Joint Monitor and Supervision for qulaity support in

the non formal

IR4.3 3 80,000.00 0.25 100.00 79,000.00 98.75 0.25

2.3.6 Strengthening of Non formal Networking IR1.1 3 90,000.00 0.28 100.00 90,000.00 100.00 0.28

2.3.7 Development of self learning materials on education in

emergency

IR3.4 1 250,000.00 0.78 100.00 250,000.00 100.00 0.78

2.4.1 Printing and development of developed materials IR2.2 10 1,500,000.00 4.66 100.00 1,497,333.00 99.82 4.66

2.4.2 Workshop on Child Friendly School self evaluation. IR4.1 110 1,150,000.00 3.57 98.00 791,999.00 68.87 3.50

2.4.3 Development of materials on Child Friendly School

self evaluation.

IR4.1 1 750,000.00 2.33 100.00 257,675.00 34.36 2.33

2.4.4 Child Friendly School model building program IR2.2 875,000.00 2.72 - - -

2.4.5 Development of CRC for grade 10 for optional ECD

subject

IR2.2 1 100,000.00 0.31 100.00 99,965.00 99.97 0.31

2.4.6 Preparation and publication of teacher data base IR1.2 750,000.00 2.33 100.00 740,835.00 98.78 2.33

179


Code

Authorized

Amount

Expenditures

accepted by

Agency


2.4.7 Implementation and monitoring of child friendly school

national framework and strategic plan

IR2.2 1 1,950,000.00 6.05 80.00 837,590.00 42.95 4.84

2.4.8 Development, printing and distribution of hand book on

peace human right and civic education

IR3.2 10000 400,000.00 1.24 95.00 397,650.00 99.41 1.18

2.4.9 Development, printing and distribution of resource

materials for students on Education in emergency

IR3.4 10000 500,000.00 1.55 95.00 479,110.00 95.82 1.47

2.5.1 Development and trainers' hand book and revision of

model resource materials

IR2.1 4 400,000.00 1.24 100.00 395,248.00 98.81 1.24

2.5.2 Printing and distribution of resource materials each

training HUBs

IR2.2 26310 1,250,000.00 3.88 100.00 1,250,000.00 100.00 3.88

Printing and distribution of resource materials each

training HUBs

IR3.2 1,250,000.00 3.88 100.00 1,250,000.00 100.00 3.88

2.5.3 Monitoring and Technical Backstopping IR4.1 1 700,000.00 2.17 100.00 344,530.00 49.22 2.17

2.5.4 Institutional strengthening of peace, human right and

education content in senior level officers and head

teacher's training packages

IR3.2 1 500,000.00 1.55 100.00 499,634.00 99.93 1.55

2.5.5 3 day TOT for Resource Persons/subject export on

peace ,human right and civic education and child

friendly school initiative

IR2.1 850,000.00 2.64 100.00 850,000.00 100.00 2.64

3 day TOT for Resource Persons/subject export on

peace ,human right and civic education and child

friendly school initiative

IR3.2 850,000.00 2.64 100.00 850,000.00 100.00 2.64

180


Code

Authorized

Amount

Expenditures

accepted by

Agency


2.5.6 Development and design of DRR/ EiE training manuals IR3.4 1 200,000.00 0.62 100.00 171,575.00 85.79 0.62

2.5.7 Printing and delivery of PHRCE training materials for

the use of participants and training hub

IR3.2 4 225,000.00 0.70 100.00 223,832.00 99.48 0.70

2.6.1 Strengthen the capacity of DOE, RED, DEO and NGO

to collect, document and utilize the school level data

for developing DEP

IR4.1 2,000,000.00 6.21 - - -

2.6.2 Development of DRR/ EiE Guideline and Central

Level Review /Planning meeting

IR3.1 1 350,000.00 1.09 100.00 117,175.00 33.48 1.09

2.6.3 Support for continue Education in Emergency

situation at district level

IR3.1 1,200,000.00 3.72 - - -

2.6.4 Programme management cost ( Meeting and operating

cost)

IR3.2 500,000.00 1.55 100.00 483,702.00 96.74 1.55

2.6.5 Capacity building of education stakeholders on ECD in

emergency

IR3.4 150,000.00 0.47 100.00 145,385.00 96.92 0.47

2.6.6 Programme on Educational Issues (Out of school

children, inclusive , policy review and strategy

development)

IR1.2 775,000.00 2.41 100.00 655,300.00 84.55 2.41

2.7.1 Joint Monitor and Supervision IR4.3 920,000.00 2.86 - - -

2.7.2 Program monitoring and reporting IR4.3 1 550,000.00 1.71 100.00 249,100.00 45.29 1.71

2.7.3 Teacher orientation on CAS ( 5 days) IR2.2 150 1,000,000.00 3.10 100.00 982,245.00 98.22 3.10

2.7.4 Technical support to district on CAS IR2.2 150 1,000,000.00 3.10 100.00 1,000,000.00 100.00 3.10

Total 32,215,000.00 100.00 22,157,425.00 68.78 78.72

181

Annex X School Sector Reform Program

Indicators for Minimum Enabling Conditions (MECs) for School Operation

S.N. Area Indicators of Minimum Enabling Conditions

1 School Building Built according to geographical situation and locally available materials and environment friendly. Room's height of

9 feet and safe from rain and sunlight.

2 Class Rooms Space of 0.75 sq. m. per student with adequate light and vetilation

3 Playground and sports materials suitable at least for the volleyball court and availability of sufficient sports materials

4 Furniture Based on the students age and the size, proper sized adequate furniture for all students, safe from cool and hot, proper

furnishing or carpeting and comfort group work.

5 Library/ Book Corner A library with separate room having 500, 1000 and 2000 books except than textbooks for school of grade 1-3, 1-5

and 1-8 respectively.

Also the availability of book corner in each class with minimum required reference materials.

6 Toilet Separate toilets for girls and boys with water supply, detergent powder and soap.

A separate compartment for each additional fifty students.

7 Drinking Water Availability of pure water with in the school compound.

8 Mid day meal Availability of the hot and hygienic mid day meal for the students.

9 Compound wall Minimum size of compound to stand all the students together and safe with compound wall or fencing to block the

outer disturbances.

10 First Aid First aid box with minimum medicines for primary health care.

11 Laboratory Laboratory with minimum required materials based on the curriculum

12 Curriculum textbook and

educational materials

Availability of a set of free textbook to each student within 2 weeks of new academic year.

A set of curriculum, textbooks and teacher's guide in the school.

Necessary teaching learning materials e.g. Black/white board, maps, globe, mathematical equipments and subject

specific materials.

13 Schoool Plan Periodic plan with long term vision and mission, updated SIP, annual Work plan and Daily routine according to

182

S.N. Area Indicators of Minimum Enabling Conditions

curriculum.

14 SMC and PTA SMC and PTA are formed and regularly meeting being held on specified agendas.

15 Head Teacher Head teacher with special qualifications and training, has certain proposal for reform.

16 Teacher Availability of minimum number of teachers based on the STR and level/subject with certain qualifications and

training.

17 Student Minimum number of students.

Minimum 80% attendance of each student in a year.

18 Community/ Parental

Involvement

Participation of community and Parents in school for the SMC formation, social audit and whenever there are needed

and they remember their presence in the benefit for the school.

19 Teaching Learning Activity Use of teaching materials, child friendly teaching learning (at least 3 common methods; demonstration, group work

and project work), use of CAS, student friendly and use of mother tongue or multilingual classroom as needed.

20 School environment Welcoming and attractive environment.

Free from any kind of fears.

No corporal punishments recorded.

21 Co-Curricular Activity Different co-curricular activities based on the curriculum and the interest and level of the students.

22 Teachers' time on task 1000 hours for teaching activities and 500 hours for non teaching activities.

23 School income Permanent source of income.

Local sources of income.

24 School Record Safe and updated recording system of teacher, student, parents, SMCs and PTAs, students' performance and the

progress, school finance, account and audit, reports, plans and programs etc.

25 Monitoring Record of monitoring and check list with reformed actions

Status Report - 2012 - Center for Education and Human ...

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