Status Report - 2014/015 - Center for Education and Human ...

Status Report -2015 Page i

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CCOOMMMMUUNNIITTYY SSCCHHOOOOLL CCAAPPAACCIITTYY DDEEVVEELLOOPPMMEENNTT PPRROOGGRRAAMM

Government of Nepal

Ministry of Education

Department of Education

Sanothimi, Bhaktapur

Nepal

Status Report -2015 Page ii

Publisher

Government of Nepal

Ministry of Education


Monitoring & Management Section

Sanothimi, Bhaktapur

© All Rights Reserved to publisher

Advisors

Mr. Khagaraj Baral (Director General, DOE)

Dr. Dilliram Rimal (Director General, DOE)

Ms. Dev Kumari Guragai (Director, DOE)

Mr. Baikuntha Prasad Aryal (Director, DOE)

Working Team

Mr. Rakesh Shrestha (Deputy Director, DOE)

Mr. Narayan Krishna Shrestha (Deputy Director, DOE)

Mr. Shankar Bahadur Thapa (Deputy Director, DOE)

Dr. Babu Ram Dhungana (Deputy Director, DOE)

Mr. Kul Bahadur Phadera (Deputy Director, DOE)

Mr. Shiva Raj Pokhrel (Section Officer, DOE)

Mr. Hari Bhakta Paudel (Section Officer, DOE)

Ms. Narayani Joshi (Section Officer, DOE)

Ms. Nanda Maya Sitaula (CO, DOE)

Ms. Colleen Moses (Australian Volunteer, DOE)

Better Services Pvt. Ltd., Madhyapur Thimi – 16, Bhaktapur

Status Report -2015 Page iii

Acknowledgements

The key objectives of this Status Report (2014-2015) are to present the current position of

school education, the School Sector Reform Plan (SSRP) and various activities performed in FY

2014-15; to analyze the strengths, weakness, underlying problems, issues and constraints

experienced during implementation. Moreover, this report intends to share the progress of key

performance indicators against targets set as well as best practices occurred at district and

central levels.I believe it will help programme implementers, planners, researchers,

Development Partners and stakeholders to get information on the status of the school level

educational programme implementation in Nepal.

The School Sector Reform Programme (2009-2015) was designed with the objectives of

improving access & equity; quality and relevance; good governance and management of school

education. Policies under it were steered towards access and participation; expansion of free

and compulsory basic education; equity and social inclusion; introduction of soft vocational skills

in secondary education; meeting the prioritized minimum enabling conditions of learning;

ensuring equitable access; and educational governance through shared responsibility between

central and local government. To achieve these objectives, Department of Education (DOE) has

implemented various types of educational programmes in the fiscal year 2014-2015. In addition,

the DOE made quick response towards managing damaged schools/classrooms of earthquake

(occurred on April 25, 2015) affected districts.

The NPC, MOE, MOF, pooling and non-pooling Development Partners (DPs) are greatly

esteemed for their contribution and support in implementing the SSRP (2014-2015). On behalf

of DOE, I would like to extend sincere thanks to NPC, MOE, MOF, line agencies of MOE and

JCM members for their contributions and support. Lastly, I would like to thank advisors, working

team members, officials of DOE and other CLAs, and Better Services Pvt. Ltd. for their

invaluable contribution in preparing this report.

Khagaraj Baral

Director General


Sanothimi, Bhaktapur, Nepal

Status Report -2015 Page iv

Abbreviations

ASIP Annual Strategic Implementation Plan

AWPB Annual Work Plan & Budget

CAS Continuous Assessment System

CBO Community Based Organization

CDC Curriculum Development Center

CLC Community Learning Centre

CRC Camera Ready Copy

DEO District Education Office

DOE Department of Education

DTCO District Treasury Comptroller's Office

ECED Early Childhood Education and Development

EFA Education for All

EIECD Emergency in Education Capacity Development

DRR Disaster Risk Reduction

EMIS Education Management Information System

FCBE Free and Compulsory Basic Education

FCGO Financial Comptroller General's Office

FMR Financial Monitoring Report

FPR Financial Progress Rate

FSP Flexible Schooling Programme

FY Fiscal Year

GON Government of Nepal

GER Gross Enrollment Rate

GPI Gender Parity Index

GAS General Administration Section

IES Inclusive Education Section

INGO International Non-Governmental Organization

IPR Implementation Progress Report

Status Report -2015 Page v

IGP Income Generating Program

JEMC Janak Education Material Centre

JFA Joint Financing Arrangement

MEC Minimum Enabling Conditions

MOE Ministry of Education

MOF Ministry of Finance

MTEF Medium Term Expenditure Framework

NER Net Enrollment Rate

NFEC Non-formal Education Centre

NGO Non-Governmental Organization

NPR Nepalese Rupees

OOSC Out of School Children

PPC Pre Primary Class

PPR Physical Progress Rate

PTA Parent Teacher Association

RC Resource Centre

RED Regional Education Directorate

SIP School Improvement Plan

SOE Statement of Expenditures

SOP School Outreach Programme

SMC School Management Committee

SSRP School Sector Reform Programme

TOT Training of Trainers

TRO Teachers' Record Office

TYIP Three-Year Interim Plan

VDC Village Development Committee

VEP Village Education Plan

WEP Women Education Programme

Status Report -2015 Page vi

Table of Contents S.N. Particular Page

Acknowledgements ii

Abbreviations iii

Table of Contents v

List of Tables xii

List of Figures xvi

List of Annex xix

Executive Summary xx

Part I Introduction 1

1.1 Background 1

1.2 Objectives of the Report 2

1.3 Report Preparation Process 3

1.4 Data Sources 5

1.5 Structure of the Report 5

1.6 Implementation of ASIP and AWPB (2014/2015) 5

1.7 Overall Strategic Priorities 6

1.8 Overall Issues and Challenges 8

1.9 Allocated Budget and Expenditure 10

Part II School Sector Reform Program (SSRP) 38

Chapter 1: Early Childhood Education and Development (ECED) 38

2.1.1 Introduction 38

2.1.2 ASIP Priorities 39

2.1.3 Achievement Against Indicators 41

2.1.4 Achievement against Annual Targets of the Program 44

2.1.5 Analysis of Progress 44

2.1.5.1 Major Achievements 44

2.1.5.2 Innovations and Case Studies 46

2.1.5.3 Areas forImprovement 46

2.1.5.4 Constraints 46

2.1.5.5 Addressing Constraints and Maximizing Achievements 47

Chapter 2: Ensuring Access to School Education 48

Status Report -2015 Page vii

S.N. Particular Page

2.2.1 Basic Education 48

2.2.1.1 Introduction 48

2.2.1.2 ASIP Priorities 50

2.2.1.3 Achievement Against Indicators 55

2.2.1.4 Achievement against Annual Targets 66

2.2.1.5 Analysis of Progress 69

2.2.1.5.1 Major Achievements 69

2.1.5.1.1 Gap analysis between ASIP priorities and annual progress 70


2.1.5.3 Areas of Under-Performance 71



2.2.2 Secondary Education 72



2.2.2.3 Achievements against Indicators 77

2.2.2.4 Achievement against Annual Targets 83



2.2.2.5.2 Innovations and Case Studies 84

2.2.2.5.3 Areas of Under-Performance 85

2.2.2.5.4 Constraints 85

2.2.2.5.5 Addressing Constraints and Maximizing Achievement 86

2.2.3 Physical Facilities Improvement 86



2.2.3.3 Achievement against Indicators 87

2.2.3.4 Achievement Against Annual Targets 87



2.2.3.5.1.1 Gap Analysis Between ASIP Priorities and Annual Progress 89

2.2.3.5.2 Innovations and Case Studies 89

2.2.3.5.3 Areas of Under-Performance 89

Status Report -2015 Page viii


2.2.3.5.4 Constraints 90

2.2.3.5.5 Addressing Constraints and Maximizing Achievements 90

Chapter 3: Literacy and Lifelong Learning 91



2.3.3 Achievement against Indicators 94

2.3.4 Achievement against Annual Targets 96



2.3.5.1.1 Gap analysis between ASIP and annual progress 97

2.3.5.2 Innovation and Case Studies 98







Chapter 4: Enhancing Educational Quality 101







2.4.5.1.1 Gap Analysis between ASIP priorities and annual targets 116





Chapter 5: Soft Skills and Community School Capacity Development Program (TVET)

120

(A) Soft Skills 120


Status Report -2015 Page ix







2.5.5.1.1 Gap analysis between ASIP Priorities and Annual Targets 121



2.5.5.4 Constraints- Lack of set indicators and lack of integration of TSSP in ASIP

122


2.5.5.6 Lessons Learned 122

2.5.5.7 Reflection 122

(B) Community School Capacity Development Program (Technical Education and Vocational Training- TVET)

123


3.2.1.2 Concise information about students instructors and lab assistants 127

3.2.1.2 Strategic Priorities 127

3.2.1.3 Achievements 128

3.2.1.4 Lessons Learned and Best Practice 130



Chapter 6: Teacher Education and Development 136





2.6.5.1.1 Gap analysis between annual achievement and ASIP priorities 154





Chapter 7: Capacity Development for Effective Service Delivery 158


Status Report -2015 Page x



2.7.3 Achievement Against Annual Targets 159



2.7.4.2 Gap Analysis between Annual Achievement and ASIP Priorities 161





Chapter 8: School Management and Monitoring 163







2.8.5.2 GAP Analysis Between Annual Achievement and ASIP Priorities 169





Chapter 9: Incentives and Support 172



2.9.3 Achievement Against Indicators 173

2.9.4 Achievement against Annual Targets District Level 173



2.9.5.2 Gap analysis between annual achievement and ASIP priorities 175





Status Report -2015 Page xi


Chapter 10: School Operation/Management and School Employee Remuneration Costs

177



2.10.3 Achievement against Annual Target 178







Part III COMPLEMENTARY INTERVENTION 180

3.1 National Early Grade Reading Programme 180


3.1.2 Achievements 180

3.1.3 Constraints 180

3.1.4 Lessons Learned 181

3.1.4 Reflection 181

3.2.2 Enhancing Vocational Education and Training (EVENT) 181


3.2.2.2 Achievements 181


3.2.2.4 Key Challenges 184

3.2.3 Technical Education in Community School (Annex Project) 185





3.2.3.5 Reflection 187

3.3 UNESCO Supported Programmes 187



3.3.2.1 Improving the Education Management Information System (EMIS) at DOE/MOE

187

Status Report -2015 Page xii


3.3.2.2 Literacy in mother tongue 188

3.3.2.3 UNESCO's response to post-earthquake activities included 189

3.3.2.4 USE of ICT in education development included 189

3.3.2.5 Empowering adolescent girls and women: Promoting equitable education,literacy and lifelong learning (Malala Funds for Girls' Education) included

189

3.3.2.6 Supporting processes for post-2015 education development in Nepal 189

3.3.2.7 Inform policy through relevant research and study to develop national capacities

190


3.3.4 Addressing Constraints and Maximizing Achievements 191


3.3.6 Way Forward 192

3.4 WFP Supported School Feeding Program 192



3.4.3 Major problems 194

3.4.4 Way forward for better performance 194


3.4.6 Reflection 195

3.5 International and National NGO Supported Program (Excluding UNICEF)

195


3.5.2 Objective and Target Area 196

3.5.3 Overall Progress of the 2nd Project Year and the Gorkha Earthquake 196

3.6 Local Government Funded Interventions 198




3.8.4 Addressing Constraints and Maximizing Achievements 198

PART IV MEETING MANDATORY REQUIREMENTS 199

4.1 Introduction 199

4.2 Status of Implementation 199

4.3 Addressing Constraints and Maximizing Achievements 201

Status Report -2015 Page xiii


PART V CONCLUSION 202

List of Tables


Table No. 1 Total National Budget Allocation in FY 201/14 in NPR 11

Table No. 2 Summary of the National Budget Alloction by Percentage in FY 201/14, (NPR)

11

Table No. 3 Total Allocation in Education Budget and Actual Expenditure for FY 2014/2015 (NPR)

11

Table No. 4 Total Proposed Budget of Education on Red Book, FY 2014/2015 12

Table No. 5 Actual Education Budget Allocation and Percentage share of Sub Sectors for FY 2014/2015 (NPR)

14

Table No. 6 Percentage Share of Sub-Sector Budget Allocation in Education, FY (2010-2015)(Currency NPR)

16

Table No. 7 Trend of Budget Flow from FYs 2011/2012 to 2015/2016 (NPR in Thousand and Dollar in Million)

18

Table No. 8 Total SSRP Pooling Budget Allocation and Actual Expenditure for FY 2014-2015 (NPR)

18

Table No. 9 FYs Actual SSRP Pooling Budget Allocation and Actual Expenditure for FY 2014/2015 (NPR)

20

Table No. 10 Share Percentage of the Budget under SSRP Pooling Budget Head

21

Table No. 11 Total Budget Allocated in Red Book for 12 Programs Implemented through DEO for FY 2014/2015 (NPR)

22

Table No. 12 Physical Progress (PPR) and Financial Progress (FPR) of Twelve Different Budgets Released through DOE (both for Recurrent and Capital Cost) for FY 2014/2015

23

Table No. 13 Actual Recurrent Budget Allocation across 12 Programs Implemented through DOE and Actual Expenditure for FY 2014/2015

24

Table No. 14 Total Capital Budget Allocation in 12 Programs Implemented through DOE and Actual Expenditure for FY 2014/2015 (NPR)

26

Table No. 15 Total SSRP Budget Allocation in Nine Sub-Components, their Percentage shares for (Budget Head No. 3500803/4 and 350123/4) NPR

27

Table No. 16 Allocated Budget and Expenditure of SSRP (District and Central) by Activities and Sub-Components for FY 2014/2015 Budget Head No. (350803/04 &3501213/4)

29

Status Report -2015 Page xiv

Table No. 17 Allocated Budget for Expenditure of SSRP (District) by Activities and Sub-Components for the FY 2014/2015 Budget Head No. (350803/04)

30

Table No. 18 Allocated Budget and Expenditure of SSRP (centre) by 9 Components for FY2014/15 Budget Head no.3501213/4

31

Table No. 19 Budget Allocation for SSRP District and Center based on Red Book, 2014/2015

32

Table No. 20 Comparison of Total SSRP Budget Allocated in Districts and Central Level Agencies and Progress Achieved in Terms of Expenditure in Budget Heads No.3508033/4 and 350123/4 in NPR in FY 2014/2015

32

Table No. 21 Comparison of Total SSRP Budget Allocated in Districts and Central Level Agencies and Physical & Financial Progress Achieved in Terms of Expenditure for Budget Head No. 3508033/4 & 350123/4 in NPR FY 2014/2015

33

Table No. 22 FY 2014/2015 Total SSRP Recurrent Costs Allocated across Districts and Central Level Agencies and Progress Achieved in Terms of Expenditure for Budget Head No's 3508033/4 & 350123/4 in NPR

35

Table No. 23 Total SSRP Capital Cost Allocated in Districts and CLAs and Progress Achieved in Terms of Expenditure for Budget Head No.'s 3508033/4 and 350123/4 in NPR FY 2014/2015

36

Table No. 24 Total Number of ECO/PPCs by Types and Eco-belts 39

Table No. 25 Progress of ECD against the Relevant KPIs 41

Table No. 26 ECD/PPC Enrolment by Sex and Social Groups (Dalit & Janajati in 2015-2016)

43

Table No. 27 Targets for the FY 2014/2015 and Implementing Status of ECED Program

44

Table No. 28 Trends of School Numbers Increasing in Nepal 2008 to 2015 49

Table No. 29 Trend in Total Number of Enrolments at Primary, Lower Secondary and Basic Levels 2009-2015

55

Table No. 30 SSRP Indicators at Primary, Lower Secondary and Basic Levels 55

Table No. 31 Comparison of Achievement against the Target of Gross Intake Rate (GIR) in Grade 1 from 2008 to 2015

56

Table No. 32 Gross Intake Rate (GIR) in Grade 1 (2015-2016) 57

Table No. 33 Progress Achieved against the Target of Net Intake Rate (NER) for Grade 1 from 2008 to 2015

58

Table No. 34 Net Enrollment Rate (NER) in Grade 1, (2015-2016) 59

Table No. 35 Gross Enrollment Rate (GER) of Primary, Lower Secondary and Basic Level in (2015-2016)

60

Table No. 36 Progress Achieved against the Target of GER at Lower 61

Status Report -2015 Page xv

Secondary Level from 2008 to 2015

Table No. 37 Achievement against the Target for Gross Enrollment Rate (GER) for Basic Education from 2009 to 2015

62

Table No. 38 Net Enrollment Rate (NER) by Levels in (2015-2016) 63

Table No. 39 Achievement against the Target for the Net Enrolment Rate (NER) at Primary Level Education from 2008 to 2015

63

Table No. 40 Achievement against the Target for Net Enrollment Rate (NER) in Basic Education from 2008 to 2015

64

Table No. 41 Comparison of Achievement of Net Enrollment (NER) in Lower Secondary Level from 2008 to 2015

65

Table No. 42 Physical Progress Achieved against Annual Target 66

Table No. 43 Physical Progress Achieved against Annual Target 67

Table No. 44 Trend of School Increasing in Nepal from 2008 to 2015 74

Table No. 45 Distribution of religious schools at Secondary level, 2015-2016 75

Table No. 46 Gross Enrolment Rates (GER) and Net Enrolment Rates (NER) at Secondary Level 2014/2015

77

Table No. 47 Achievement against the Target for Gross Enrolment Rate (GER) in Secondary Level Education from 2008 to 2015

78

Table No. 48 Achievement against the Target for Net Enrollment Rate (NER) in Secondary Level from 2008-2015

79

Table No. 49 Current Status of GER, NER and Other Indicators for Secondary Level from 2008-2014

80

Table No. 50 Percentage of Students Passed in the Regular SLC Examination from 2008 to 2015

81

Table No. 51 Physical Progress Achieved Against Annual Targets 83


Table No. 53 Physical Progress Achievement Against Annual Targets 89

Table No. 54 Major Programme Activities under SSRP FY 2014/2015 94

Table No. 55 Targets for Literacy Programs in Nepal from 2001 to 2016 95

Table No. 56 Achievement of Literacy Programs in Nepal from 2008 to 2015 95

Table No. 57 Activity-wise Targets and Achievement 2014/2015 96

Table No. 58 Activity-wise target and achievement 2014/15 96

Table No. 59 List of Literate Districts 100

Table No. 60 Achievement against Annual Targets 110



Table No. 63 Major Programme Activities, Target and Budget Allocation for the 121

Status Report -2015 Page xvi

FY (2015/16 TVET)

Table No. 64 Students Enrolled in Grade 9 & 10 and Schoolwise TSLC- 2072 123

Table No. 65 TEVT School Incur lab and equiptment management costs 128

Table No. 66 Exam results of TSLC 2071 129

Table No. 67 Course Structure (Animal Science) 131

Table No. 68 Course Structure (Plant Science) 132

Table No. 69 Course Structure (Computer Science) 132

Table No. 70 Course Structure (Civil Engineering) 133

Table No. 71 Course Structure (Electrical Engineering) 133

Table No. 72 Total Number of Teachers in all types of Community Schools by levels (based on approved positions)

136

Table No. 73 TPD Design 137

Table No. 74 Major Programme Activities, Target and Budget Allocation for the FY 2014/2015 (TPD)

141

Table No. 75 Physical Achievement against Annual Targets for Budget head 350803 (District level)

144

Table No. 76 Physical Achievement against Annual Targets for Teacher Education Development

145

Table No. 77 Summary of the Current Status in Key Performance Indicators (TPD) in 2014/2015

147

Table No. 78 Teacher Training Status in 2015-2016 151

Table No. 79 Physical Achievement against Annual Targets 159

Table No. 80 Physical Progress Achieved against Annual Targets 160




Table No. 84 Achievement against Indicators 2013-2014 173



Table No. 87 Achievements made in FY 2013/2014 181

Table No. 88 TFCS (Annex) School Status of FY 2014/15 186

Table No. 89 Annual Progress Report of Day Meal Program F/Y 2071/72 (2014/2015)

194

Table No. 90 Status of Implementation against Mandatory Requirements 199

Table No. 91 Summary of SSRP System Indicators, Base-Year Status, and Targets and Achievements (2009-2015)

204

Status Report -2015 Page xvii

Table No. 92 Summary of the SSRP Key Performance Indicators (base year status, progress status and targets)

205

Table No. 93 Summary of the SSRP Key Performance Indicators (base year status, progress status and targets)

206

List of Figures


Figure No. 1 Percentage share of Sub-Sector-Wise 17

Figure No. 2 Total SSRP Pooling Budget Allocated and Actual Expenditure for FY 2014/2015 (NPR)

20

Figure No. 3 Physical Progress rate and Financial Progress rate for the SSRP Pooling Budget

21

Figure No. 4 Comparison of the Physical Progress (PPR) and Financial Progress (FPR) of the Twelve Different Budgets Released through the DOE (both for Recurrent and Capital Costs) for FY 2014/2015

24

Figure No. 5 Physical Progress (PPR) and Financial Progress (FPR) of the Recurrent Costs across Twelve Different Budget Heads Implemented through DOE in FY 2014/2015

25

Figure No. 6 Physical Progress (PPR) and Financial Progress (FPR) on Capital Cost of Three Budget Heads Implemented through DOE in FY 2014/2015

26

Figure No. 7 Comparison of Percentage share of SSRP (District) and SSRP (Center) Budget Allocation through the Nine (9) components

28

Figure No. 8 Comparison of the Physical Progress Rate (PPR) & Financial Progress Rate (FPR) of SSRP (District) and SSRP (Center) Budget Allocation and Expenditure across Nine (9) Components

29

Figure No. 9 Comparison of the Physical Progress Rate (PPR) and Financial Progress Rate (FPR) of SSRP (District) and SSRP (Center) Budget Allocation and Expenditure across Nine (9) Components

30

Figure No. 10 Comparison of the Physical Progress Rate (PPR) and Financial Progress Rate (FPR) of SSRP (Center) on Budget Allocation and Expenditure through the Nine (9) components

31

Figure No. 11 FY 2014/2015 Comparison of Total SSRP Budget Allocated in Central level Agencies and Progress Achieved in Terms of Expenditure for Budget Head No. 350803/4 and 350123/4

33

Figure No. 12 Comparison of Total SSRP Budget Allocated across Districts and Central Level Agencies and Progress Achieved in Terms of Expenditure across Budget Head No.'s 3508033/4 and 3501213/4 in NPR FY 2014/2015

34

Figure No. 13 FY 2014/2015 Total SSRP Recurrent costs Allocated to Districts 35

Status Report -2015 Page xviii


and Central Level Agencies and Progress Achieved in Terms of Expenditure for Budget Head No.'s 3508033/4 and 350123/4 in NPR

Figure No. 14 FY 2014/2015 Total SSRp Capital Cost Allocted in District and Central Level Agency and Progress Achieved in terms of Expenditure for Budget Head No.'s 3508033/4 and 350123/4

36

Figure No. 15 Comparison of Total No. of ECD/PPCs from 2008 to 2015 39

Figure No. 16 Progress of ECD against relevant KPI's (Percentage of New Entrants with ECED Experience 2010- 2015

41

Figure No. 17 Key Performance Indicators for Measuring the Progress of Gross Enrolment Rate of ECEDCS/Pre Primary Since 2010 to 2015

42

Figure No. 18 Percentage of Dalit and Janajati in Total Children in ECD/PPCs in (2015-2016)

43

Figure No. 19 Composition of ECD/PPC Enrolment by Social Group 43

Figure No. 20 Progress Achieved in 2014-15 45

Figure No. 21 Progress Achieved in 2014-2015 45

Figure No. 22 Total No of Schools in Nepal 2008 to 2015 49

Figure No. 23 Trend of Average Growth of schools 2008 to 2015 50

Figure No. 24 Progress Achieved Against the Target of Gross Intake Rate (GIR) in Grade 1 since 2008 to 2015

56

Figure No. 25 Gross Intake Rate (GIR) in Grade 1, (2015-2016) 57

Figure No. 26 Progress Achieved Against the Target of Net Intake Rate (NER) in Grade 1 from 2008 to 2015

58

Figure No. 27 Net Enrolment Rate (NER) in Grade 1, 2015-2016 59

Figure No. 28 Gross Enrolment Rate (GER) by levels in 2014/2015 60

Figure No. 29 Progress Achieved against the Target GER for Lower Secondary Level from 2008 to 2015

61

Figure No. 30 Achievement against the Target for Gross Enrollment Rate (GER) in Basic Education from 2009 to 2015

62

Figure No. 31 Net Enrolment Rate (NER) by Levels in (2015-2016) 63

Figure No. 32 Achievement against the Target for Net Enrollment Rate (NER) of Basic Education from 2008 to 2015

64

Figure No. 33 Comparison of Achievement against the Target of NER of Basic Education from 2008 to 2015

65

Figure No. 34 Comparison of Achievement of Net Enrollment Rate (NER) in Lower Secondary Level from 2008 to 2015

66

Figure No. 35 Total No of Secondary Schools from 2008 to 2015 in Nepal 73

Status Report -2015 Page xix


Figure No. 36 Trend of Schools Increasing in Nepal from 2008 to 2015 74

Figure No. 37 Gross Enrolment Rate (GER) at Secondary Level in 2014/2015 77

Figure No. 38 Comparison of Achievement against the Target for Gross Enrollment Rate (GER) in Secondary Level Education from 2008 to 2015

78

Figure No. 39 Net Enrolment Rate (NER) at Secondary Level in (2015-2016) 79

Figure No. 40 Achievement against the Target for Net Enrollment Rate (NER) in Secondary Level from 2008-2014

80

Figure No. 41 Comparison of GER & NER of Secondary Level from 2008 to 2014

81

Figure No. 42 Comparison of SLC Result 82

Figure No. 43 Percentage of Students Passing the Regular SLC Examination from 2008-2015

82

Figure No. 44 Trend of Pupil/teacher Ratio for Grades 9-12 from 2008-2015 83

Figure No. 45 Percentage Progress for Literacy and Continuing Education 97

Figure No. 46 Trend of Promotion, Repetition and Dropout Rate in Grade 1 110

Figure No. 47 Trend of Promotion, Repetition and Dropout Rates in Grade 5 111

Figure No. 48 Trend of Promotion, Repetition and Dropout Rate in Grades 6-8 111

Figure No.49 Total Number of teachers in all types of community schools by levels (based on approved positions)

137

Figure No. 50 Teachers Trained in Community Schools 148

Figure No. 51 Trained Teachers in Community Schools at Secondary Level 149

Figure No. 52 STR of Community Schools Basic Education 150

Figure No. 53 STR of Community Schools Secondary Teacher Training Status in 2015-2016Education

150

Figure No. 54 Teacher Training Status in 2015-2016 151

List of Annexes

Annex 1 Annual Programme and Budget (District Level) 211-228

Annex 2 Annual Programme and Budget (Central Level) 229-244

Annex 3 TEVT (Community School Capacity Development) 245-249

Annex 4 Education for All Child Development Programme (UNICEF Funded)

250-257

Status Report -2015 Page xx

EXECUTIVE SUMMARY

Nepal has made significant improvements in education through its progressive policies and

programmes implemention. The School Sector Reform Plan (SSRP 2009-2015) which is now in

its final year of implementation is the major program supporting expansion of access and equity

significantly through various measures like; inclusion, free and compulsory basic education,

decentralized management and an improved Educational Management Information System.

The Department of Education (DOE) is the main implementing agency of the SSRP. Both

pooling and non-pooling funding moDalities have been adopted in its implementation. The

pooling fund has been guided by the Joint Financial Arrangement (JFA), agreed upon by the

Government of Nepal and the pooling Development Partners including ADB, AusAid, EU,

Finland, GPE, JICA, Norway, UNICEF and the World Bank. Similarly, the non-pooling partners

include; JICA, UNESCO, UNICEF, USAID, WFP and non-Government organizations including

AIN.

For effective implementation of the SSRP, the DOE coordinated with central level educational

agencies such as National Center for Educational Development (NCED), Curriculum

Development Center (CDC), Office of the Controller of Examinations (OCE) and Non-formal

Education Center (NFEC) as well as other line agencies. District Education Offices (DEOs) and

Regional Education Directorates (REDs) carried out SSRP activities based on the annual

program and budget and provided implementation guidelines from MOE/DOE. A synopsis of the

Status Report is presented as follows:

1. The overall physical and financial progress of the programmes under the pooling budget

sub-heads was found satisfactory.

2. Based on the Red Book for fiscal year 2014-15, the total budget allocated for the SSRP at

district and central level budget heads 350121 and 350803 was 18,445,149,000 NPR, of

which the Financial Progress made was 85.72%.

3. Based on the Red Book for fiscal year 2014-15, the total budget allocated for the SSRP

(District level) was NPR 18,170,787,000, of which the Financial Progress made was

86.18%.

4. Based on the Red Book for fiscal year 2014-15, the total budget allocated for the SSRP

(Center) was NPR 274,363,000. The total expenditure was NPR 159,802,210 (56.14%).

5. Based on the Red Book for fiscal year (2014-15), the total recurrent costs allocated for the

twelve programs implemented through the Department of Education was NPR

65,847,402,960, of which the expenditure was NPR 60,905,024,497 (with a Physical

Progress rate of 76.91% and Financial Progress rate of 92.49%).

6. The total capital cost allocated for the three program budget heads which were

implemented through the Department of Education was NPR 102,069,000, of which

expenditure was NPR 52,371,640 (with a Physical Progress rate of 35.06% and Financial

Progress rate of 51.31%).

Status Report -2015 Page xxi

7. As reported by the District Education Offices, 29,300 ECEDCs (out of total 30,034)

received instructional material management costs, remuneration and PCF funds. The

Physical Progress and Financial Progress rates in this category remained 97% and 94%

respectively.

8. The aggregate Physical Progress and Financial Progress rates of alternative education

flexible schools programs (FSP), open schools programs (Grades 6-8), inclusive education

programs, Free and Compulsory Basic education programs, and traditional schools were

79.35% and 63.01%.

9. Open schools programs for Grades 9-10, non-formal adult school programs, and

traditional school programs were implemented to expand access to secondary education.

The aggregate Physical Progress and Financial Progress rates of these programmes were

97.49% and 88.67% respectively.

10. Support of NPR 1,624,990,000 was provided to schools of earthquake affected districts to

continue their instructional activities through emergency education.

11. Support of NPR 3,350,849,000 was provided for the improvement of physical facilities in

schools. In FY 2014-2015, 994 new classrooms and 1,127 new school buildings were

constructed, 540 school buildings were maintained, 204 schools were retrofitted, and

1,000 classrooms were renovated with furniture.

12. The midday meal programme was provided to 79,147 school students of Karnali Zone and

283,696 students from 14 targeted Districts including ECED children. This programme

contributed in improving students‟ regular attendance, retention and health condition.

13. Free textbook grants were made available for 2,797,389 Primary level students, 1,337,484

Lower Secondary students, 660,240 Secondary students and 125,437 Higher Secondary

level students during FY 2014-2015.

14. PCF salary grants amounting to NPR 1,149,105,150 were made available to schools to

serve 233,189 un-served students on the basis of PCF salary guidelines. Similarly, 28,877

schools received non-salary PCF funds amounting to NPR 417,269,010 to manage

instructional material.

15. A 10-day Teacher Professional Development (TPD) module for 14,888 teachers of Basic

level and 2,200 teachers of Secondary level was delivered.

16. In a pilot program, 3,027 Basic level teachers teaching in English medium received a 10-

day training course.

17. All DEOs and REDs published their bulletins to ensure transparency, and prepared ASIP,

AWPB annually, and quarterly IPR with the annual Status Report.

18. A total 765,957 Dalit students in Grades 1-8, 75,721 Dalit students in Grades 9-10, 3,392

students with disability in Grades 9-10, and 1,573,220 female students including Karnali

benefitted from the scholarship program. Similarly, 77,316 students from targeted

populations at Basic level (children from 22 Janajati and marginalized groups, such as

Mukta Kamaiya, Badi, Haliya, Charuwa, etc.) received the scholarship.

Status Report -2015 Page xxii

19. The targeted scholarship was made available for 127,785 students (martyrs‟ children,

Kamhalari, conflict affected children, Secondary level talent students, science students)

studying at the Secondary and Higher Secondary level.

20. Support for the TEVT stream in 99 selected schools continued in FY 2014-2015. A total

3,238 students (first batch) passed the Technical SLC in five major subjects (computer

science, electrical engineering, plant science, animal science and civil engineering).

21. A Letter Grading System (LGS) has been initiated in SLC examinations for 99 schools in

the Technical and Vocational stream.

22. The partnership and collaboration with I/NGOs expanded and utilized resources to create

enabling educational environments especially during the period of natural disaster.

23. To improve the effectiveness of education service delivery at school level, 443 schools

were merged with neighboring schools, 627 schools were closed and 43 schools were

downsized during FY 2014-2015.

24. Selected schools (497) were provided with smartboards to strengthen the

teaching/learning process.

25. In FY 2014-2015, 7,920 Primary, 2,670 Lower Secondary and 2,146 Secondary teachers

were newly appointed and deployed to permanent posts. Similarly, the vacancy of 1,872

Lower Secondary and 1,383 Secondary teacher positions was announced in FY 2014-

2015.

26. For the improvement of the teaching/learning process of science subjects, 810 Secondary

schools were supported to establishe and run science laboritories and 933 schools were

supported to establish libraries.

27. The second round of NASA of Grade 8 has been completed whereas that of Grades 3 and

5 are in progress.

28. Due to the earthquake, the most affected 14 Districts, and 27 other Districts, were

supported with NPR 1,235m to resume educational programs at schools. With this support

TLCs and toilets were constructed and highly affected students were provided school

bags, textbooks and uniforms.

Status Report -2015 Page 1

PART – 1

INTRODUCTION

1. 1. Background

The School Sector Reform Plan (SSRP) was a long-term strategic plan to achieve the goals and

objectives of Basic and Secondary Education. It was in line with the three- year interim plan

(2010-2013) that had been formulated giving consideration to the opportunities and challenges

in the areas of poverty alleviation, economic growth, employment generation and inclusive

development. The budget speech for fiscal year 2014-2015 indicated general education be re-

oriented towards Technical and Vocational Educational. Special attention was paid to elevate

students from excluded groups during the year. Furthermore, technical education was expected

to extend into Higher Secondary schools in collaboration with the private sector. To identify

appropriate models and approaches, the SSRP aimed at testing and piloting different schemes

for soft-skills with the intention of continuing ongoing programmes.

The SSRP had its roots in the EFA National Plan of Action 2001-15 and the Three Year Interim

Plan. It provided the strategic framework for the Annual Strategic Implementation Plans (ASIP)

and Annual Work Plan and Budget (AWPB). Key policy values, such as the right to education,

gender parity, and inclusiveness were articulated as strategic interventions in the plan.

The School Sector Reform Program (2009-2015) aimed to achieve the following major

objectives as part of the strategic plan of Government of Nepal:

1. Ensure equitable access to quality Basic education for all children.

2. Expand access to Early Childhood Education and Development (ECED).

3. Increase functional literacy and competencies among youth and adults.

4. Increase access, equity, quality and relevance in Secondary education.

5. Equip Secondary level students with soft skills based Technical and Vocational

Education.

6. Improve the performance of the service delivery system and develop capacity.

7. Teacher‟s professional competencies development.

8. Monitor and evaluate the impact of education interventions.

9. Improve the efficiency and effectiveness of the SSRP.

The major components of the SSRP were:

1. Early Childhood Education and Development (ECED).

2. Ensuring Access to School Education.

3. Literacy and Lifelong Learning.

4. Enhancing Educational Quality.


5. TEVT soft skills.

6. Teacher Education and Development.

7. Capacity Development for Effective Service Delivery.

8. School Management and Monitoring.

9. Incentives and Support.

The program was jointly funded by the GoN and pooling Development Partners (DPs) and

implemented through a Sector Wide Approach (SWAP). SSRP supporter Development Partners

were ADB, AusAID, EC, Finland, GPE, Norway, UNICEF, and the World Bank whereas Japan,

WFP, UNESCO, INGOs and USAID were non-pooling Development Partners. NGOs,

communities and local bodies also contributed in SSRP implementation.

The DOE, under the MOE, was the main agency responsible for overall planning, programming,

budgeting, and implemention of programs within the education sector budget, with the

partnership of various Central level agencies and other local bodies to meet the diversified

needs, demands and aspirations of people as well as to achieve national and international

commitments to public education.

The SSRP was guided by international commitments and national periodic plans such as the

UN Charter of Human Rights Convention, World Conference of Education for All by 2015,

Millennium Develomement Goals (MDG), the contemporary Constitution of Nepal, the Three

Year Plan of NPC, SSRP (2009-2015), Budget Speech and Red Book of FY (2014-2015), and

ASIP/AWPB (2014-2015). Program implementation, and monitoring and evaluation were based

on the National Monitoring and Evaluation Guideline, 2013 developed by the National Planning

Commission. The final budget authority and programmes of FY (2014-2015) were approved by

the MOE and delegated to DOE.

The tools, techniques and process of monitoring and evaluation had been made robust and

effective for good governance, transparency, sustainability and accountability to achieve

maximum outputs, outcomes and positive impacts of education in society. This report presents

the overall status of different programs implemented by DOE, CLAs, REDs and DEOs in FY

(2014-015).

1.2. Objectives of the Report

The DOE would like to review the SSRP progress in this Status Report (2014-2015) for:

(i) Meeting programme inputs, activities, processes, outputs, outcomes and

impacts;

(ii) Sharing and giving feedback regarding legislative actions and financial activities

undertaken to implement educational programmes;

(iii) Transparency, responding and accountability for the proper use of program funds

and;

(iv) Examining the capacity development of staff and organizations within the MOE

system.


The ultimate objectives of the Status Report (2014-2015) are to:

(1) Present and analyze the overall status of the implemented programs/activities in FY

(2014- 15);

(2) Analyze the strengths, weakness, underlying problems, issues and constraints that were

faced during the implementation of the programmes; and

Share the status of the targets vs. achievements and best practices among the districts, central

level agencies (CLAs), concerned authorities and stakeholders.

1.3. Report Preparation Process

An advisory team was formed to guide, coordinate and support activities for report preparation.

The Monitoring and Management Section conducted monthly internal reporting meetings to

collect information from all divisions and sections of DOE and compile reports. The CLAs,

regional and district level Annual Status Reports (FY 2014/15) were obtained from REDs and

DEOs. These reports were consolidated and collated with information from sound databases.

1) IPR and Flash Report collection: Implementation Progress Reports (IPRs), Flash Report I

and Flash Report II forms were collected from REDs and DEOs.

2) Data entry: The Monitoring and Management Section entered and processed data obtained

from CLAs, REDs and DEOs.

3) Data tabulation: The Monitoring and Management Section tabulated the data into tables.

Summary tables were prepared to present the budget expenditure and the allocated education

sector budget for FY 2014/15. Total allocated budget for FY 2014/15 and the expenditure costs

for SSRP activities by component are shown in Annex 3.

4) Conversion of data into educational indicators: The Monitoring and Management Section

and the Consultant worked on converting the numerical data/tables into educational indicators

and statistics such as average, mean, mode, deviation, standard deviation, rank, percentile,

ratios and indices. The educational indicators were used to measure, compare and evaluate the

progress towards ASIP, AWPB, SSRP core documents, policy matrixes and guidelines for

2014/15.

5) Preliminary draft report writing: Reviewing the previous year‟s Status Report, ASIP, AWPB

and policy documents, the preliminary draft report was prepared taking data and information

(obtained from Flash Reports I and II, IPR and other reports from DEOs and REDs) into

account.

6) Analysis and interpretation of data: The progress, achievements and successes

accomplished during the implementation of the entire program were compared with pre-

determined targets set in the ASIP and AWPB of 2014/2015 under the DOE.


Inputs, processes followed and outputs obtained were studied, compared and evaluated against

the targets set. The real budget expenditure (for FY 2014/2015) was compared with the actual

allocated education sector budget for FY 2014/15. The sub sector-wise budget allocation trends

from FY 2010/11 to FY 2014/15 were compiled and analyzed. The proposed total SSRP pooled

budget by different budget heads was compiled and analyzed against real budget expenditure

for FY 2014/15. The total expenditure for SSRP activities by components were analyzed and

interpreted against the ASIP/ AWPB of FY 2014/2015 and allocated budget.

7) Taking recommendations and suggestions from experts: The preliminary draft report

was shared with MOE authorities, DOE division chiefs, section chiefs, consultants and experts

to obtain their feedback/suggestions for refining the report. Similarly, suggestions were obtained

from experts based on the framework of the objectives, policy guidelines, SSRP strategies,

ASIP 2014/15 and AWPB 2014/15 and the Implementation Progress Report (IPR) 2014/15. The

ongoing education reform initiatives and assistance as set out in the Mid-Term Expenditure

Framework (MTEF) such as the Business Plan, Joint Consultative Mission (JCM) 2014, Good

Governance Action Plan of Government of Nepal, Millennium Development Goals (MDG), and

Education for All National plan of action were also quite supportive in this regard.

8) Preliminary draft report sharing for feedback collection: An internal seminar was

conducted at DOE with the participation of MOE and DOE officials to collect their

feedback/suggestions. The draft report was shared and presented for consultation.

Feedback/suggestions were also obtained from each DOE section.

9) Draft report sharing to JCM of Government Agencies and Donor Partners (DPs): A

Joint Consultative Meeting (JCM) was conducted with the participation of government agencies

and Development Partners. The participants included officials of Government Agencies such as

MOE, DOE, NPC, MoF, MoFLD, CDC, STRO, SOCE, HSEB, CTEVT, TSC, NCED, NFE,

EVENT, etc. Donor Partner participants included officials of ADB, Aus-AID, Denmark, EU/DFID,

GPE, Finland, Norway, UNICEF, Save the Children Alliance and the World Bank . Similarly,

there was also input from experts, advisors, consultants and other senior officials of the I/NGOs.

The draft report was shared for discussion and consultation.

10) Review and incorporation of DPs' comments on the Status Report : GoN agencies and

DPs returned the consultative and thematic report to DOE with their comments and suggestions

for its improvement. The comments, suggestions and advice obtained from responsible persons

(DPs, MOE, DOE and other central agencies) was consolidated into a final report. Relevant

suggestions and comments were incorporated in the report and content and language was

edited.

11) Submitting Status Report to MOE and DPs with other required documents: The final

approved printed copy of the Status Report will be submitted to the Ministry of Education,

Ministry of Federalism and Local Development, Ministry of Finance, National Planning

Commission, other central agencies and all Development Partners of MOE.


1.4. Data Sources

The report utilized both qualitative and quantitative information from different sources. Annual

Status Reports compiled by all DEOs, REDs and CLAs were the main sources. Data and

information from IPRs/FMRs and DOE/MOE/CLAs' monitoring reports prepared by monitoring

DEOs and REDs were also referenced. Flash Report I (2014/2015) data and information was

consolidated. In conducting financial analysis, data and information obtained from the Financial

Comptroller General‟s Office (FCGO) was also used. The data used in the analysis of Physical

Progress was from the unaudited financial data obtained directly from corresponding

institutions. Calculations of Financial and Physical Progress for both district and central level

budget heads were carried out using the National Planning Commission guidelines and

templates.

1.5. Structure of the Report

In this report, Part I comprises the Introduction (i.e. background, objective of the report, report

preparation process, data sources, structure etc.). Part II consists of ten chapters, which reflect

the status of the School Sector Reform Program (SSRP). These chapters focus on analyzing

the component-wise physical and financial progress against targets outlined in the 2014/15

ASIP and AWPB. It also looks at the current status of progress towards the target 15 national

SSRP indicators. Part III focuses on complementary interventions (i.e. NEGRP, Technical

Education and Vocational Training, Pro-Poor targeted Secondary School Stipend, USAID,

UNESCO, UNICEF, JICA, other I/NGO and Local Government Supported Programmes).

Finally, Part IV includes conclusive remarks on major achievements and constraints, and the

Physical and Financial Progress information on the SSRP and other programmes are included

as Annexes.

1.6. Implementation of ASIP and AWPB (2014/2015)

The DOE has prepared an Annual Strategic Implementation Plan (ASIP) and Annual Work Plan

and Budget (AWPB) using a bottom-up and participatory approach. The ASIP was developed

within the policy framework of the School Sector Reform (SSRP) the contemporary Constitution

of Nepal and the three-year national plan (2013/014-2015/016). The ASIP/AWPB was an

operational plan for implementing the SSRP for Fiscal Year 2014/2015 (July 17, 2014 to July

16, 2015). The ASIP had planned to implement the activities and set targets within a one-year

time bound schedule and within a set cost for implementation. Planning of the ASIP was built on

the strengths and opportunities gleaned from education reform initiatives in the past.

1. The ASIP 2014/2015 was prepared to streamline strategic implementation of the SSRP for

the fiscal year 2014/2015. It was guided by the Mid-Term Expenditure Framework (MTEF),

Business Plan, agreed actions of the Mid-Term Review (MTR) of SSRP and Joint Consultative

Mission (JCM) 2014, Good Governance Action Plan of Government of Nepal, Millennium

Development Goals (MDG), and Education for All national plan of action. Similarly, it was also

guided by the budget ceiling, guidelines, budget speech and Red-book, JFA, JAD and


agreement papers, Policy Matrix and GAAP. Others were the Status Reports, IPR and Flash

Reports, Education Research, survey and monitoring reports, District level ASIP/AWPB and

agreements with teachers‟ professional organizations.

2. The Government of Nepal developed SSRP aiming to promote school sector reform and the

holistic development of schools by consolidating the opportunities and strengths of the past

and collaborating with Development Partners (DPs). The programme has been jointly funded

by the GON, and Pooling DPs and its implementation is assisted by various non-pooling DPs.

3. The SSRP has partially achieved its aims by cultivating the socio-economic development of

the country through human resource development. The SSRP has helped many citizens of

Nepal to become functionally literate and numerate, and to obtain basic life skills and

knowledge for a better quality of life.

4. The objective of the SSRP is to increase access to all, improving quality of school education,

and emphasizing the social inclusion of children from marginalized groups.

5. Key reform agendas of the SSRP were the implementation of Free and Compulsory Basic

education (Grades 1-8) and the Continuous Assessment System (CAS); piloting Secondary

education from Grades 9-12; Students' Achievement Testing; strengthening teacher

management; quality improvement; and ensuring Priority Minimum Enabling Conditions

(PMEC) at school level.

6. ASIP 2014/2015 has provided a tool to assist education managers in transforming planned

strategies into intended outcomes. This ASIP has encompassed both cost and non-cost

reform agendas for school education components.

7. Access, quality, equity and social inclusion in school education were the overall strategic

priorities of the ASIP/AWPB. The time-bound action plan with resource allocation has

provided working guidelines to education managers and has helped us in achieving the overall

objectives of the SSRP.

1.7. Overall Strategic Priorities

The strategic plan for FY 2014/2015 was to set priorities, focus resources, strengthen

operations, ensure that service providers and other stakeholders worked towards common

goals, establish objective agreements, improve implementation to obtain intended

outcomes/results, and to monitor, assess and evaluate programmes. ASIP (2014/15)

determined the following overall strategic priorities to achieve the predetermined goals and

objectives of SSRP (2009-2015):

1. Early Childhood Development Centers (ECDCs) will be expanded and relocated to

address equity concerns by mapping of the current status. Collaboration with local

bodies, communities and NGOs will be improved, along with operations, quality

enhancements and regular monitoring of ECDCs.

2. Free and Compulsory Basic Education (FCBE) will be strategically implemented in a


phased manner, with special needs-based interventions to assist deprived communities

(eg Raute, Chepang, Mushahar and Badi), where significant numbers of children are

out-of-school; this will happen in close coordination with concerned ministries, local

authorities, I/NGOs and other stakeholders.

3. The current incentive scheme at both Basic and Secondary levels will continue to

support schooling of girls, Dalits, and children with disabilities as well as other

disadvantaged and marginalized communities.

4. NCED will develop and run teacher training programmes in MLE and disabled-friendly

teaching and learning along with Teacher Professional Development.

5. A comprehensive policy on Medium of Instruction (MoI) including the use of the mother

tongue, Nepali, and English will be formulated.

6. The results and recommendations of NASA reports will be implemented to improve the

quality of school education.

7. The Curriculum Development Centre will set-up the minimum achievement levels for

students in each Grade with specific focus on reading levels among students in Grades

1-3. For this the Government will expand the National Early Grade Reading Programme

(NEGRP). Similarly, learning achievement at community schools will be improved by

encouraging interschool partnerships to ensure equity in learning achievement. Student

learning will be supported through enhancing ICT in education.

8. The institutional capacity of REDs, DEOs, RCs and schools will be strengthened. The

role of School Supervisors and Resource Persons will be specified and they will have

performance contracts. The DoE will develop performance indicators to enhance the

performance of the RP/SS

9. Equitable access in Secondary level education (Grades 9-12) will be delivered based on

mapping, and gradually made free, including science education. Integration of Grades 9-

12 education policies, curriculum, examinations and training will be carried out in line

with the amended Education Act.

10. Prioritized Minimum Enabling Conditions (PMEC) will be ensured at all levels with a

focus on functioning girl‟s toilets, libraries and science laboratories at secondary level.

11. Necessary preparation will be made for the integration of soft-skills in the secondary

level curriculum and teachers training curriculum. Introduction of the pre-vocational

stream in secondary education will continue in 100 schools. CDC in collaboration with

CTEVT will develop and enforce the National Vocational Qualification Framework.

12. The existing supervision and monitoring system will be strengthened to provide general

and instructional support to Secondary schools. Initiatives will be undertaken to establish

result oriented monitoring and supervision system at all levels.

13. After publication of SLC results in each District, RED and at DOE, results will be


reviewed and necessary remedial action taken for further improvement of SLC results.

District level indicators and targets will be set to improve SLC results and interventions

14. Basic literacy classes under LINEMC in each district will be concentrated in targeted

VDCs/ Municipalities so they can be declared fully literate.

15. On-going vocational programmes such as annexes in community schools, trade schools

in selected Districts with specialized trades/skills, and skills development, training and

certification programmes will continue. Based on experience gained from implementing

the soft skills curriculum in lower secondary level, necessary preparations will be made

for integrating soft-skills in the secondary curriculum.

16. In order to ensure the appropriate utilization of funds, the practices of financial and social

auditing will be tied to trimester funds release to schools as a mandatory provision.

17. Governance, accountability and transparency in the textbook printing and distribution

system will be further improved at all levels on a regular basis.

These strategic priorities were guidelines for accomplishing the overall programs and activities

of SSRP (2014-15).

1.8. Overall Issues and Challenges

ASIP (2014/15) identified some challenges to be resolved for the effective implementation of

targeted programs; these are negative aspects of program implementation, which hinder the

progress of programs in the field and with which managers must deal. Overall issues and

challenges for FY 2014/15 are outlined below:

1. Early Childhood Education and Development (ECED): There is a lack of overarching

cross-sector coordination of ECD, or recognition of the holistic scope that is needed to

ensure children‟s overall development. Improving overall management including

scientific, mapping based re-location of existing centers within VDCs and Districts is a

concern. Effective coordination, collaboration and support between and among different

ministries and district level authorities with local bodies and concerned stakeholders is

crucial. In addition to this, there is insufficient capacity to undertake adequate monitoring

and control of quality standards in ECED centers that are privately run or run with the

support of I/NGOs. It has been seen equally as a challenge to ensure sufficient human

and non-human resource management.

2. Lifelong Learning: Ensuring access to effective literacy and lifelong learning programs

for marginalized communities with low literacy rates has been a challenge. The

convergence of literacy programs with Income Generating Programmes (IGPs) is a need

of the newly literate but reaching remote and marginalized groups and offering locally


appropriate programs, relevant to diverse local needs, including languages, culture and

local knowledge and value systems has been a challenge.

3. Access and Equity: Identification and ensuring equitable access to out-of-school

children is a challenge. Restructuring of schools‟, ensuring PMECs and MECs and

quality of curricular transactions in classroom settings is a major challenge. In the same

way, use of curriculum and learning materials and ensuring availability and use of

learning materials and textbooks in classrooms and schools is also a major concern. In

addition to this enhancing learning achievement and reading skills of basic level children

is a challenge to the government. Similarly, in spite of several efforts by the government,

dropouts and repetition rates in Grade 1 are still high, indicating that improving internal

efficiency in schools has been an ongoing challenge. The government has developed

the consolidated equity strategy with a view to providing education to children of all

sectors, with special interventions. However, resources gaps are still a huge challenge to

incorporation of programs and activities in this fiscal year, as suggested by the strategy.

Despite the timely and regular reporting of data, further effort is required to ensure

validity & reliability.

4. Teacher Management and Development: Teacher management, recruitment of

qualified teachers in schools on a regular basis, qualification upgrading of existing

teachers, and deployment and redeployment remain challenging tasks. Studies indicate

that the system needs to make further efforts to deliver priority areas such as continuous

assessment of students, classroom action research, and local curriculum development.

Similarly, it is a challenge to ensure that teachers transmit the skills they received in

training during interaction with students. Continuous opportunities to learn and sharing is

vital for teachers‟ professional development. This requires appropriate coordination

among Resource Centers, School Supervisors and training institutions.

5. Financial Management: The government is implementing a Financial Management

Implementation Action Plan (FMIAP) to improve the financial management system. The

internal audit system is supposed to be an important tool to maintain fiscal discipline,

internal control and the standard of programme outcomes by identifying and correcting

flaws and mismatches immediately. Though the monitoring and reporting system is in

place, improvement to the internal audit system is of crucial concern. The IEMIS system

is a critical tool for planning, financing, service delivery and reporting. Appropriate

resource allocation, proper utilization, quality auditing and timely reporting are the major

concerns of financial management and monitoring.

6. Capacity and Institutional Arrangement: The effective implementation of the SSRP

depends upon the capacity of concerned actors at all levels as well as clear-cut

implementation tools and adequate infrastructure support. Infrastructure development


and capacity enhancement of the system is a challenge. Effective service delivery

requires capable human resources and well-functioning institutions. Due to the lack of

adequate capacity development and limited motivation, the system is facing many

challenges. The MOE has prepared an institutional strategy implementation plan, and

developed incentive schemes and different capacity development related initiatives to

encourage and motivate front line organizations and personnel, and these initiatives

require additional funding and proper planning and implementation. Therefore, detailed

planning, effective implementation and additional funds management are of critical

concern.

Accountability: The SSRP extension document stresses the need for accountability

and responsibility of stakeholders at all levels. There is a need for further improvement

to persuade all players to carry out their roles as expected by establishing a strong

internal control mechanism. In order to ensure effective and efficient implementation of

SSRP provisions, there is a need to make all stakeholders accountable through

developing such mechanisms as linking responsibilities and authorities to further

strengthen public accountability and transparency.

7. Technical Education and Vocational Training (TEVT): The implementation of TVET

as a separate stream is yet to materialize. Management and preparation of required

human resources, infrastructure development and expansion of the programme are

crucial concerns for technical education. Similarly, effective implementation, coordination

and collaboration between and among government, non-government organizations and

the private sector are some areas of challenge.

8. Monitoring: Several issues and challenges are associated with the existing monitoring

and evaluation system in the education sector. The share of resources channeled to

schools is continuously increasing. Proper management of resources including account

keeping, reporting and public disclosure of provided funds is of major concern.

Establishing results-based monitoring as an integral part of educational planning, and

management is a critical concern. Enhancing the quality of monitoring and school

supervision at schools and at classroom level is essential for better learning outcomes.

9. Resources: The SSRP extension document proposed a number of actions to be

implemented in the two-year period for effective implementation of the SSRP. The

implementation of key agreed actions needs further work and additional resources.

1.9. Allocated Budget and Expenditure

According to the Red Book (2014/2015) published by the Government of Nepal, the total

national budget allocated was NPR 618 bilion and 100 million for fiscal year FY 2014/2015, to


implement national educational policies and programmes. The total national budget allocation

for FY 2014/2015 is given below in Table 1.

Table No. 1 Total National Budget Allocation in FY 2014/15 (in NPR)

SN Description Total amount Source of Budget

Nepal

Government

Foreign DPs grant Foreign DPs loan

1 Total national budget 618,100,000,000 495,185,306,000 73,385,924,000 49,528,770,000

2 Recurrent costs 398,951,195,000 348,766,638,000 45,880,897,000 4,303,660,000

3 Capital costs 116,755,042,000 71,870,334,000 24,262,419,000 20,622,289,000

4 Financial management costs 102,393,763,000 74,548,334,000 3,242,608,000 2,460,2821,000

5 Share of education budget 86,034,055,000 73,576,928,000 11,177,094,000 1,106,116,000

Of the total national budget, the share of recurrent costs allocated was about NPR 398 billion and 951 million (64.54%) while the percentage share of capital cost allocated was NPR 116 billion and 755 million (18.89%). The summary of the figures quoted in the budget speech for FY 2014/2015 is given in Table 2 below.

Table No. 2 Summary of the National Budget Allocation by Percentage in FY 2014/15, (NPR)

SN Description Total amount Source of Budget

Nepal Govt. Foreign DPs grant Foreign DPs loan

1 Total national Budget 100.00 80.11 11.87 8.01

2 Recurrent costs 64.54 56.43 7.42 0.70

3 Capital costs 18.89 11.63 3.93 3.34

4 Financial Management

Costs

16.57 12.06 0.52 3.98

5 Share of education budget 13.92 11.90 1.81 0.18

The economic growth rate was set at 5.5% and the money inflation rate was projected at 8% for fiscal year 2013/14. Of the total national budget, the share of foreign grants was NPR 12 billion and 283 million (19.89%). Of the total national budget, the percentage share of budget allocation to the education sector was NPR 85 billion and 34 million (13.92%). The total education budget was distributed across recurrent and capital costs, as presented in Table 3 below:

Table No.3 Total Allocation in Education Budget and Actual Expenditure for FY 2014/2015 (NPR)

Budget Head Head name

Budget Allocated in

Red Book

Actual Allocation of

Budget

Actual

Expenditure

Progress

%

350 Total education

budget 86,034,055,000 85,970,148,449.00 79,602,328,870.63 92.59


Recurrent costs

85,860,138,000

(99.80%) 85,787,902,289 79,506,285,690.70 92.68%

Capital cost 173,917,000 (0.20%) 182,246,160.00 96,043,182.69 52.70%

According to the Red Book (2014/2015) by MOF, the entire education sector budget (NPR

86,034,055,000) for FY 2014/2015 was distributed into the following 32 sub-budget heads, to

serve the diversified needs of education and types of education from Pre-Primary to higher level

education, as given in Table 4 below:

Table No. 4 Total Proposed Budget of Education on Red Book, FY.2014/2015

SN Budget Head No. Budget Head name Red Book Budget

Allocation

Red Book Capital

Budget 2014/2015

Red Book Recurrent

Budget in 2014/2015

1 3500113/4 Ministry of education 467,892,000 11,700,000 456,192,000

2 3500123 Department of education 54,918,000 0 54,918,000

3 350013 Regional education

directorate 61,638,000 0 61,638,000

4 3500143 District education office 6,319,851,000 0 6,319,851,000

5 3500153/4 Office of the controller of

school examination 371,011,000 1,000,000 370,011,000

6 3500163 Education for all (Primary

teacher salary) 28,883,975,000 0 28,883,975,000

7 350017

Lower Secondary and

Secondary level teacher

salary

15,407,005,000 0 15,407,005,000

8 3500183/4 Curriculum Development

Center 26,995,000 1,000,000 25,995,000

9 350019 University grant

commission 6,519,664,000 0 6,519,664,000

10 3500203/4 teacher service

commission 165,179,000 1,000,000.00 164,179,000

11 3500213/4 Non-Formal education

center 13,973,000 1,953,000 12,020,000

12 3500223/4 School teacher record

office 40,938,000 10,445,000 30,493,000

13 3500233/4 Special education council 102,995,000 20,000,000 82,995,000

14 3500243/4 National center for

educational development 118,004,000 6,980,000 111,024,000

15 3500253 Libraries (Dilliraman,

Keshar, National) 18,857,000 550,000 18,307,000



Allocation

Red Book Capital

Budget 2014/2015

Red Book Recurrent

Budget in 2014/2015

16 3500263/4

Teacher service pension

fund office - Kaushi

Toshakhana

6,053,352,000 0 6,053,352,000

17 3501053/4

Community school

capacity building

(Including soft skill)

Recurrent costs

511,128,000 0 511,128,000

18 3501063/4 Conflict victimized family

education program 78,500,000 0 78,500,000

19 3501083 Higher Secondary

education 2,297,436,000 0 2,297,436,000

20 3501093 CTEVT (special education) 1,352,613,000 0 1,352,613,000

21 3501113 Manamohan memorial

polytechinique 22,000,000 0 22,000,000

22 3501123 Non-Formal education and

national literacy campaign 1,057,015,000 0 1,057,015,000

23 3501133 Food for education

program 540,597,000 1,590,000 539,007,000

24 3501153 Nepal national commission

for UNESCO 8,268,000 0 8,268,000

25 3501183/4 Education for all (ECEDP) 497,000,000 0 497,000,000

26 3501213/4 School Sector Reform

Program (Center) 274,362,000 2,970,000 271,392,000

27 3501333 Monitoring and evaluation 12,610,000 0 12,610,000

28 3501353/4

Vocational education and

training Improvement

project

1,353,975,000 35,235,000 1,318,740,000

29 3501363/4 Skill development project 519,797,000 1,195,000 518,602,000

30 3501383 Early Grade Reading Skill

Development Program. 111,720,000 0 111,720,000

31 3501393 Higher Education

Improvement Project 300,000,000 0 300,000,000


Program (District) 18,170,787,000 78,299,000 18,092,488,000



Allocation

Red Book Capital

Budget 2014/2015

Red Book Recurrent

Budget in 2014/2015

Total education budget

according to Red Book 86,034,055,000 173,917,000 85,860,138,000

Total education budget

according actual allocation

after revision

85,962,666,448 182,246,160 85,787,902,289

According to the Red Book (2014/2015) published by MOF, of the total education budget

allocated, the share allocated for recurrent costs was NPR 85,860,138, (99.80%) while the

percentage share allocated for capital costs was NPR 173,917, (0.20%). Actual education

budget allocation on recurrent costs was NPR 85,787,902,289 (99.80%) and capital costs were

NPR 182,246,160 (0.21%) for FY 2014/2015. After revision, the capital costs allocation was

increased and recurrent costs decreased to some degree. According to the financial data

retrieved from FCGO (2015), the actual budget allocation into 32 programs was as per Table 5

below:

Table No. 5 Actual Education Budget Allocation and Percentage share of Sub Sectors for FY 2014/2015

(NPR)

Budget

Head No. Head name

Actual

Education

Budget

Allocation in

2014/2015

Actual

Capital

Budget

Allocation

2014/2015

Actual

Recurrent

Budget

Allocation in

2014/2015

Share % of

Total

Budget for

Different

Sub Heads

2014/2015

3500113/4 Ministry of Education 309,518,431 12,100,000 297,418,431 0.36

3500123 Department of

Education 54,918,000 0 54,918,000 0.06

350013 Regional Education

Directorate 61,638,000 0 61,638,000 0.07

3500143 District Education

Office 631,416,500 0 631,416,500 0.73

3500153/4

Office of the Controller

of School

Examinations

457,266,160 8,129,160 449,137,000 0.53

3500163

Education for all

(Primary teacher

salary)

28,777,809,500 0 28,777,809,500 33.48

350017

Lower Secondary and

Secondary level

teacher salary

14,899,818,000 0 14,899,818,000 17.33

3500183/4 Curriculum

Development Center 28,545,000 1,300,000 27,245,000 0.03

350019 University grant

commission 6,619,664,000 0 6,619,664,000 7.70


Budget

Head No. Head name

Actual

Education

Budget

Allocation in

2014/2015

Actual

Capital

Budget

Allocation

2014/2015

Actual

Recurrent

Budget

Allocation in

2014/2015

Share % of

Total

Budget for

Different

Sub Heads

2014/2015

3500203/4 Teacher service

commission 165,179,000 1,000,000 164,179,000 0.19

3500213/4 Non-Formal education

center 13,973,000 1,953,000 12,020,000 0.02

3500223/4 School teacher record

office 1,040,338,000 9,845,000 1,030,493,000 1.21

3500233/4 Special education

council 110,182,000 20,000,000 90,182,000 0.13

3500243/4

National Center for

Educational

Development

118,770,898 6,980,000 111,790,898 0.14

3500253 Libraries (Dilliraman,

Keshar, National) 19,712,000 850,000 18,862,000 0.02

3500263/4

Teacher service

pension fund office -

Kaushi Toshakhana

6,053,352,000 0 6,053,352,000 7.04

3501053/4

Community school

capacity building

(including soft skills)

recurrent costs

511,128,000 0 511,128,000 0.59

3501063/4

Conflict Victimized

Family Education

Program

78,500,000 0 78,500,000 0.09

3501083 Higher Secondary

education 1,697,436,000 0 1,697,436,000 1.97

3501093 CTEVT (special

education) 1,352,613,000 0 1,352,613,000 1.57

3501113 Manamohan Memorial

Polytechinique 32,000,000 0 32,000,000 0.04

3501123

Non-Formal education

and national literacy

campaign

1,044,693,000 0 1,044,693,000 1.22

3501133 Food for Education

program 541,197,000 1,590,000 539,607,000 0.63

3501153

Nepal national

commission for

UNESCO

8,268,000 0 8,268,000 0.01

3501183/4 Education for all

(ECEDP) 497,000,000 0 497,000,000 0.58

3501213/4 School Sector Reform

Program (Center) 284,668,960 3,770,000 280,898,960 0.33


Budget

Head No. Head name

Actual

Education

Budget

Allocation in

2014/2015

Actual

Capital

Budget

Allocation

2014/2015

Actual

Recurrent

Budget

Allocation in

2014/2015

Share % of

Total

Budget for

Different

Sub Heads

2014/2015

3501333 Monitoring and

evaluation 12,610,000 0 12,610,000 0.01

3501353/4

Vocational Education

and Training

Improvement project

1,354,680,000 35,235,000 1,319,445,000 1.58

3501363/4 Skills development

project 469,797,000 1,195,000 468,602,000 0.55

3501383

Early Grade Reading

Skill Development

Program.

111,720,000 0 111,720,000 0.13

3501393 Higher Education

Improvement Project 300,000,000 0 300,000,000 0.35

3508033/4 School Sector Reform

Program (District) 18,311,737,000 78,299,000 18,233,438,000 21.30

Total 85,962,666,448 182,246,160 85,787,902,289 100.00

Of the total national budget allocated in FY 2014/2015, the percentage share of the actual

education budget was NPR 85,962,666,448. Although, the size of the education budget seems

to have increased, the budget percentage is lower compared to that of the previous year (NPR

80,958,080,000 for FY 2013/2014). The total amount allocated to the education sector has

increased by NPR 5,004,586,448 over that of the previous year; the percentage share of the

education budget has decreased by 6.18%. The financial policy of the SSRP Core Document

(2009-2015) was to allocate at least 20% of the total national budget to education, but the

commitment is not being fulfilled. Table 6 shows the budget allocation trend over the last three

fiscal years (2010/011 to 2015/016).

The education sector budget was distributed into six major sub-sectors based on education

type. The sub-sector budget allocation trend for FY 2010/011 to 2015/016 is shown below in Table

6.

Table No. 6 Percentage Share of Sub-Sector Budget Allocation in Education, FY (2010-2015) (Currency

NPR)

SN Education sub-sector 2010/011 2011/012 2012/013 2013/014 2014/2015 2015/016

1 ECD - - - - 1.49 1.47

2 Basic Education 63.99 68.86 64.53 60.31 54.41 54.09


SN Education sub-sector 2010/011 2011/012 2012/013 2013/014 2014/2015 2015/016

3 Secondary Education 16.94 16.69 17.87 18.95 21.08 20.99

4 TEVT 3.41 3.62 3.34 3.61 4.68 4

5 Tertiary Education 13.79 9.02 9.32 9.09 7.69 8.19

6 Education Management

and Administration 1.82 1.77 2.54 2.48 2.8 2.29

7 Literacy and lifelong

education - - - - 1.45 0.4

8 Teacher pension and

retirement facilities - - - - 5.89 8.47

9 Other 0.05 0.04 2.4 5.56 0.41 0.1

Total 100 100 100 100 100 100

When we plot the data into a pie chart for comparative purposes, we can see the percentage of

the budget allocated in FY 2014/2015, which shows sub-sectors from high to low priority, with

the highest priority sub-sector being teachers' salaries (recurrent costs), not development costs.

Most of the money goes directly to schools for teachers' salaries.

The following pie chart demonstrates the budget allocation trend in terms of national priorities.

Figure No.1 Percentage share of Sub-sector-Wise Budget Allocation in Education, FY. 2010-2015


A large amount (54.41%) of the total budget was allocated to Basic education. Secondary

education received the second highest budget allocation (21.08%), Tertiary education third

(7.69%), teachers' pension fourth (5.89%), and Technical Education and Vocational Training

(TEVT) fifth (4.68%). Administrative costs, literacy and ECD were deemed lower priority areas.

Table No. 7 Trend of Budget Flow since FYs 2011/12 to 2015/016 (NPR in Thousand and Dollar in

Million)

S

N Description

Allocation FY

2011/012

Allocation FY

2012/013

Allocation FY

2013/014

Allocation FY

2014/2015

Allocation FY

2014/2015

Amount % Amount % Amount % Amount % Amount %

1 Total national budget

(NPR) 33,916,785,000 100

370,126,328,00

0 100

51,724,00

00 100

618,100,000,

000

10

0

819,468,

884

10

0

2 Share of Education Sector

Budget (NPR) 63,918,839

16.6

1 63,431,397

15.6

7

80,958,08

0

15.6

5

85,970,148,4

49

13.

93

98,642,8

26

12.

04

3

Total SSR Pooling budget

in total education sector

budget (in N PRs)

51,926,210 81.2

4 51,984,824

81.9

5

67,098,70

4

82.8

8

70,003,006,4

60

81.

43

81,591,6

56

82.

71

4 Pooling budget total

(in USD million) 721.2

81.

42 604.47

81.9

5 771.25

82.8

8 826.51

81.

43 807.84

82.

71

5 Government share of

pooling (NPR 39,577,416

76.2

2 41,779,177

65.8

7

52,282,17

7

77.9

2

6,442,558,88

5

86.

61

69,600,0

39

85.

3

6 Government share of

pooling (in USD million) 549.69

76.

22 485.8

65.8

7 600.94

77.9

2 715.84

86.

61 689.11

85.

3

7 DPs share of pooling

budget (NPR) 12,348,794

23.7

8 10,205,647

19.6

3

14,816,52

7

22.0

8 9,960,222.15

13.

39

11,991,6

17

14.

7

8 DPs share of pooling

budget USD million 171.51

23.

78 118.67

19.6

3 170.3

22.0

8 110.67

13.

39 118.73

14.

7

The School Sector Reform Program received two types of budget financing, pooling and non-

pooling. The pooled fund was guided by the Joint Financial Arrangement (JFA), agreed upon by

the pooled financing Development Partners (DPs). The DOE coordinated with Central level

agencies (National Center for Educational Development (NCED), Curriculum Development

Center (CDC), Office of the Controller of Examinations at school level (SOCE), Education

Review Office (ERO), School Teachers Record Office (STRO), EVENT, Food for Education,

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

Based on the Red Book for FY 2014/2015, of the total education budget (NPR 86,034,055,000)

in FY 2014/2015, only NPR 69,458,515,000 was allocated to the School Sector Reform

Programme (SSRP) pooling budget. The budget was later adjusted by the DOE and NPR

70,003,006,460 was released to DEOs, REDs, DOE and CLAs for implementation.

Table No. 8 Total SSRP Pooling Budget Allocation and Actual Expenditure for FY 2014-2015 (NPR)

SN Budget Sub-

Head No. Name of program

Initial Red

Book Budget

Actual

Released

Budget

Actual

Expenditure

Percentage

of Financial

Progress

Against

Released

Budget


teacher salary) 28,883,975,00

28,777,809,500.

00

28,008,030,096.

65 97.33


SN Budget Sub-

Head No. Name of program

Initial Red

Book Budget

Actual

Released

Budget

Actual

Expenditure

Percentage

of Financial

Progress

Against

Released

Budget

0

2 3500173 Lower Secondary and

Secondary teacher Salary

15,407,005,00

0 14,899,818,000.

00

14,249,103,367.

58 95.63

3 3500213 Non-Formal education

(Recurrent costs) 12,020,000 12,020,000 12,429,116 103.4

4 3500214 Non-Formal education (Capital

cost) 1,953,000 1,953,000.00 1,688,429.00 86.45

5 3500223 School teacher record office 30,493,000 1,030,493,000 803,868,312.6 78.01

6 3500224 School teacher record office 10,445,000 9,845,000.00 2,725,079.00 27.68

7 3500233 Special education council 82,995,000 90,182,000 81,776,227 90.68

8 3500234 Special education council 20,000,000 20,000,000.00 0 0

9 3500263 Teacher service pension fund

office-Kaushi Toshakhana 6,053,352,000 6,053,352,000.0

0

6,064,951,434.9

6 100.19

10 3501053

Community school capacity

building (Including soft skill)

recurrent costs

511,128,000 511,128,000.00 200,203,480.24 39.17

11 3501213

School Sector Reform

Program (Center level)

recurrent costs

271,392,000 280,898,960 159,209,220.00 56.68

12 3501214


Program (Center level) capital

costs

2,970,000 3,770,000.00 590,990.00 15.68

13 3508033


Program (District level)

recurrent costs.

18,092,488,00

0 18,233,438,000.

00

15,728,498,228.

16 86.26

14 3508034


Program (District level) capital

costs

78,299,000 78,299,000.00 51,780,652.76 66.13

Total 69,458,515,00

0 70,003,006,460.

00

65,364,854,633.

95 93.37

According to the program Implementation Progress Report (IPR-2014/15) and Status Report

submitted by DEOs, REDs and CLAs to DOE, NPR 65,364,854,633 (93.37%) was the total

expenditure.

The non-pooled funding DPs were the Government of Japan, UNESCO, UNICEF, USAID and

WFP. Non-pooling Development Partners have supported the technical & financial

implementation of the SSRP, with targeted support by UNESCO towards capacity building,

quality and girls‟ education by UNICEF, and the midday meal and nutrition program by WFP,

while the Save the Children Alliance, World Education and other I/NGOs have provided

complementary support to MOE‟s regular programs.

The SSRP pooling budget for FY 2014/2015 was allocated into main sub-program heads for

implementation, seen below in Table 9 and in Figure 2.


Table No. 9 FYs Actual SSRP Pooling Budget Allocation and Actual Expenditure for FY 2014/2015

(NPR)

S

N

Budge

t Head

No.

Head name

Total Education Budget in 2014/2015 Total Expenditure of Education Budget in 2014/2015

Total

Education

Budget in

2014/2015

Capital

Budget

2014/2015

Recurre

nt

Budget

in

2014/20

15

Total

Expenditur

e of

Education

Budget in

2014/2015

Total

Expendit

ure of

Capital

Budget

2014/201

5

Total

Expen

diture

of

Recur

rent

Budge

t in

2014/2

015

Tot

al

Pro

gre

ss

%

Tot

al

Cap

ital

Cos

t

Pro

gre

ss

%

Tot

al

Re

cur

ren

t

cos

ts

Pro

gre

ss

%

1 3500163 Education for all

(Primary teacher salary) 28,777,809,500 0

28,777,809,

500

28,008,030,096

.65 0

28,008,0

30,096.6

5

97.33 0.00 97.3

3

2 350017

Lower Secondary and

Secondary level teacher

salary

14,899,818,000 0 14,899,818,

000

14,249,103,367

.58 0

14,249,1

03,367.5

8

95.63 0.00 95.6

3

3 3500213/

4

Non-Formal education

center 13,973,000 1,953,000 12,020,000 14,117,545.00

1,688,429.0

0

12,429,1

16.00

101.0

3 86.45

103.

40

4 3500223/

4

School teacher record

office 1,040,338,000 9,845,000

1,030,493,0

00 806,593,391.60

2,725,079.0

0

803,868,

312.60 77.53 27.68

78.0

1

5 3500233 Special education

council 110,182,000 20,000,000 90,182,000 81,776,227.00 0

81,776,2

27.00 74.22 0.00

90.6

8

6 3500263

Teacher service pension

fund office - Kaushi

Toshakhana

6,053,352,000 0 6,053,352,0

00

6,064,951,434.

96 0

6,064,95

1,434.96

100.1

9 0.00

100.

19

7 3501053/

4

Community school

capacity building


Recurrent costs

511,128,000 0 511,128,000 200,203,480.24 0 200,203,

480.24 39.17 0.00

39.1

7

8 3501213/

4


Program (Center) 284,668,960 3,770,000 280,898,960 159,800,210.00 590,990.00

159,209,

220.00 56.14 15.68

56.6

8

9 3508033/

4


Program(District) 18,311,737,000 78,299,000

18,233,438,

000

15,780,278,880

.00

51,780,652.

00

15,728,4

98,228.0

0

86.18 66.13 86.2

6

Total 70,003,006,460 113,867,000 69,889,139,

460

65,364,854,633

.03

56,785,150.

00

65,308,0

69,483.0

3

93.37 49.87 93.4

5

Figure No. 2 Total SSRP Pooling Budget Allocated and Actual Expenditure for FY 2014/2015 (NPR)


Table 10 Share percentage of the budget under SSRP pooling budget heads

Of the total SSRP pooling budget the recurrent costs allocation was NPR 69,889,139,460 and

actual expenditure on recurrent costs was NPR 65,308,069,483.03 (93.45%); the portion of

capital costs allocated was NPR 113,867,000 and expenditure on capital costs was

NPR,56,785,150.00 (49.87%) for FY 2014/2015.

The highest percentage share of the SSRP pooling budget was allocated to Primary teachers‟

salaries at 41.11%. The percentage share of the SSRP pooling budget for the SSRP (District

level) was the second highest at 26.16%, and Lower Secondary and Secondary teacher salaries

were third at 21.28%. The percentage share of the SSRP pooling budget for teachers' pension

was 8.65%.

Technical Education and Vocational Training received the lowest level of investment with 0.41%

of the total SSRP pooling budget. The SSRP (Central level) likewise received a very low

percentage share at 0.41%. Special education and non-formal education also received low

priority in the budget allocation. The Physical and Financial Progress rates for the SSRP pooling

budget is shown in the following figure:

Figure - 3 Physical Progress Rate and Financial Progress Rate (for the SSRP Pooling Budget)

SSRP Budget

Heads

EFA

(Pri.

teacher

salary)

L/SL

teacher

salary

NFE TRO Special

education

Teacher

pension

CSCDP-

TEVT

SSRP

(Center)

SSRP

(District)

Total

Share % of budget 41.11 21.28 0.02 1.49 0.16 8.65 0.73 0.41 26.16 100


The budget released through the Department of Education to the DEOs, REDs, and CLAs has

six (6) SSRP pooling budget sub-heads as well as six other sub-heads for the fiscal year

2014/2015. All DEOs, REDs and other Central agencies have implemented the budget and

activities in the fields given in the table below.

Initially, the Red Book (2014/2015) had allocated a total of NPR 72,692,815,000 for 12 budget

heads to the programs whose budget flows through the Department of Education to the DEOs,

REDs and other CLAs. Of this, NPR 72,591,546,000 was for recurrent costs and NPR

101,269,000 was for the capital costs of those programs.

Table No. 11 Total Budget Allocated in Red Book for 12 Programs Implemented through DOE for FY

2014/2015 (NPR)

SN Budget Head

No. Budget Head Name

Red Book Budget

Allocation

Red Book Capital

Budget

2014/2015

Red Book Recurrent

Budget in 2014/2015

1 3500123 Department of

Education 54,918,000 0 54,918,000

2 350013 Regional Education

Directorate 61,638,000 0 61,638,000

3 3500143 District Education

Office 6,319,851,000 0 6,319,851,000

4 3500163

Education for all

(Primary teacher

salary)

28,883,975,000 0 28,883,975,000

5 350017

Lower Secondary and

Secondary level

teacher salary

15,407,005,000 0 15,407,005,000

6 3500233/4 Special education

council 102,995,000 20,000,000 82,995,000


SN Budget Head

No. Budget Head Name

Red Book Budget

Allocation

Red Book Capital

Budget

2014/2015

Red Book Recurrent

Budget in 2014/2015

7 3501053/4

Community school

capacity building


Recurrent costs

511,128,000 0 511,128,000

8 3501083 Higher Secondary

education 2,297,436,000 0 2,297,436,000

9 3501183/4 Education for all

(ECEDP) 497,000,000 0 497,000,000


Program (Center) 274,362,000 2,970,000 271,392,000


Program(District) 18,170,787,000 78,299,000 18,092,488,000

12 3501383

Early Grade Reading

Skill Development

Program.

111,720,000 0 111,720,000

Total 72,692,815,000 101,269,000 72,591,546,000

The overall progress on Physical and Financial aspects of the twelve programs implemented

through DOE has been satisfactory. Based on the Red Book for fiscal year 2014/2015, the total

budget allocated for the 12 programs delivered through DOE was NPR 72,692,815,000.

However after confirmation of the DPs pro-rata share the actual allocation was NPR

18,569,405,780. From this the total expenditure on the 12 programs delivered through DOE was

NPR 15,940,079,090 (85.72%).

The following table demonstrates the overall financial and Physical Progress rates of the 12 programs

delivered through DOE.

Table No. 12 Physical Progress Rate (PPR) and Financial Progress Rate (FPR) of Twelve Different

Budget's Released through DOE (both for Recurrent and Capital Cost) for FY 2014/2015

SN

Budget

Head

No.

Budget Title

Name

Estimated / Allocated Budget Actual expenditure Budget Progress

Percentage

Capital

Cost

Recurrent

costs Total

Capit

al

Cost

Recurrent

costs Total

Cap

ital

Cos

t

Recu

rrent

cost

s

T

ot

al

1 350012

3

Department of

education 0 54,918,000 54,918,000 0

48,938,36

9.58

48,938,36

9.58 0.00 89.11

89

.1

1

2 350013

3

Regional

education

directorate

0 61,638,000 61,638,000 0 51,211,39

2.27

51,211,39

2.27 0.00 83.08

83

.0

8

3 350014

3

District

education offices 0 631,416,500 631,416,500 0

592,690,0

41.17

592,690,0

41.17 0.00 93.87

93

.8


SN

Budget

Head

No.

Budget Title

Name

Estimated / Allocated Budget Actual expenditure Budget Progress

Percentage

Capital

Cost

Recurrent

costs Total

Capit

al

Cost

Recurrent

costs Total

Cap

ital

Cos

t

Recu

rrent

cost

s

T

ot

al

7

4 350016

3

Primary school

teacher's salary 0

28,777,809,5

00

28,777,809,5

00 0

28,008,03

0,096.65

28,008,03

0,096.65 0.00 97.33

97

.3

3

5 350017

3

Lower

Secondary and

Secondary level

teacher salary

0 14,899,818,0

00

14,899,818,0

00 0

14,249,10

3,367.58

14,249,10

3,367.58 0.00 95.63

95

.6

3

6 350023

3/4

Special

education

program

20,000,00

0 90,182,000 110,182,000 0

81,776,22

7.00

81,776,22

7.00 0.00 90.68

74

.2

2

7 350105

3/4

Community

school capacity

development

0 511,128,000 511,128,000 0 200,203,4

80.24

200,203,4

80.24 0.00 39.17

39

.1

7

8 350108

3

Higher

Secondary

Education

0 1,697,436,00

0

1,697,436,00

0 0

1,396,435,

256.80

1,396,435,

256.80 0.00 82.27

82

.2

7

9 350118

3 EFA-ECED 0 497,000,000 497,000,000 0

385,534,3

13.00

385,534,3

13.00 0.00 77.57

77

.5

7

10 350138

3

Early Grade

Reading Skill

Development

0 111,720,000 111,720,000 0 3,394,504.

67

3,394,504.

67 0.00 3.04

3.

04

11 350121

3/4

School Sector

Reform Program

(Central)

3,770,000 284,668,960 288,438,960 590,9

90

159,800,2

10.00

160,391,2

00.00

15.6

8 56.14

55

.6

1

12 350803

3/4

School Sector

Reform Program

(District)

78,299,00

0

18,311,736,8

20

1,839,0035,8

20

51,78

0,650

15,780,27

8,880.00

15,832,05

9,530.00

66.1

3 86.18

86

.0

9

Total 102,069,0

00

65,929,471,7

80

66,031,540,7

80

52,37

1,640

60,957,39

6,138.96

61,009,76

7,778.96

51.3

1 92.46

92

.3

9

Figure No. 4 Comparison of the Physical Progress (PPR) and Financial Progress (FPR) of Twelve

Different Budgets Released through DOE (both for Recurrent and Capital Costs) for FY 2014/2015


The Department of Education achieved 95% Physical Progress Rate and 92.46% Financial

Progress across the 12 programs implemented through it, with teacher salaries being the

highest. The Community School Capacity Development Program (CSCDP),TEVT and EGRP

had the lowest progress among the twelve programs delivered.

The actual recurrent costs were NPR 65,847,402,960 after confirmation of DPs pro-rata share

and out of this the total expenditure on the 12 programs delivered through DOE was NPR

60,905,024,497.

Table No.13 Actual Recurrent Budget Allocation across 12 Programs Implemented through DOE and

Actual Expenditure for FY 2014/2015 (NPR)

SN Budget Head

No. Head name

Recurrent Budget

in 2014/2015

Total Expenditure

of Recurrent

Budget in

2014/2015

Physical

Progress

s %

Total

Recurren

t costs

Progress

%

1 3500123 Department of education 54,918,000 48,938,369.58 90 89.11

2 3500133 Regional education directorate 61,638,000 51,211,392.27 84 83.08

3 3500143 District education office 631,416,500 592,690,041.2 94 93.87


teacher salary) 28,777,809,500 28,008,030,097 98 97.33

5 350017 Lower Secondary and

Secondary level teacher salary 14,899,818,000 14,249,103,368 96 95.63

6 3500233 Special education council 90,182,000 81,776,227 91 90.68

7 3501053

Community school capacity

building (Including soft skill)

Recurrent costs

511,128,000 200,203,480.2 40 39.17

8 3501083 Higher Secondary education 1,697,436,000 1,396,435,257 82 82.27

9 3501183 Education for all (ECEDP) 497,000,000 385,534,313 80 77.57

10 3501213 School Sector Reform Program

(Center) 280,898,960 159,209,220 74.10 56.68


SN Budget Head

No. Head name

Recurrent Budget

in 2014/2015

Total Expenditure

of Recurrent

Budget in

2014/2015

Physical

Progress

s %

Total

Recurren

t costs

Progress

%

11 3501383 Early Grade Reading Skill

Development Program. 111,720,000 3,394,504.67 5 3.04

12 3508033 School sector reform

program(District) 18,233,438,000 15,728,498,228 88.84 86.26

Total 65,847,402,960 60,905,024,497 76.91 92.49

The overall Physical and Financial Progress rates for recurrent costs across the twelve

programs implemented through DOE were 76.91% and 92.49% respectively. Figure No. X

demonstrates the Physical Progress (PPR) and Financial Progress (FPR) for recurrent costs

across the twelve budget heads implemented through DOE in FY 2014/2015.

Figure No. 5 Physical Progress (PPR) and Financial Progress (FPR) of the Recurrent costs across

Twelve Different Budget Heads Implemented through DOE in FY 2014/2015

Among the twelve programs which are delivered imparted through DOE, only three programs

have capital cost allocation as a development cost. Based on the Red Book for fiscal year

(2014/2015), the total capital cost allocated for the three program budget heads which were

implemented through the Department of Education was NPR 101,269,000. However, after

confirmation of the DPs pro-rata share the actual capital cost allocation was NPR 102,069,000

of which expenditure was NPR 52,371,640.

Table No. 14 Total Capital Budget Allocation in 12 Programs Implemented through DOE and Actual

Expenditure for FY. 2014/2015 (NPR)


Budget Head

No. Head name

Capital Budget

2014/2015

Total Expenditure

of Capital Budget

2014/2015

Total Physical

Progress on

Capital Cost

%

Total Financial

Progress on

Capital Cost %

3500234 Special education

council 20,000,000 0 0 0

3501214 School Sector Reform

Program (Center) 3,770,000 590,990 20.29 15.68


Program(District) 78,299,000 51,780,650 84.89 66.13

Total 102,069,000 52,371,640 35.06 51.31

The Physical Progress rate of 35.06% and Financial Progress rate of 51.31% was for the capital

cost of three programs implemented through DOE. The overall Physical and Financial Progress

rates for capital costs of the three program budget heads implemented through DOE are

relatively low. Figure 6 demonstrates the overall Financial and Physical Progress of capital

costs for SSRP (Center level).

Figure No. 6 Physical Progress (PPR) and Financial Progress (FPR) on Capital Cost of Three Budget

Heads Implemented through DOE in FY 2014/2015

DOEs, REDs and other CLAs including DOE were unable to spend the capital cost properly as

per the allocation for the fiscal year 2014-015. The overall Financial and Physical Progress of

capital cost for SSRP (District level) was relatively better. The budget allocated for SSRP

(Center level) capital costs was not fully utilized by the Central level agencies. The capital cost

for budget head number 3500234 (Special Education Council) was not fully utilized due to the

earthquake and Terai Bandh.

The School Sector Reform Program (District Level and Center level) budget head numbers

3500803/4 & 350123/4 are at the heart of the educational plans & programs of Nepal and have


an important role for the development of overall school education from pre-Primary to Higher

Secondary level. Within the School Sector Reform Program (District Level and Center level)

budget head numbers 3500803/4 & 350123/4, the budget has been divided into 9 major

components, based on the nature of activities, and each of these 9 components is intended to

fulfill the goals & objectives of EFA and MDG. The percentage share of component-wise budget

allocation of SSRP (Districts and Center) is given in the following table.

Table No. 15 Total SSRP Budget Allocation in Nine Sub Components, their Percentage shares for

(Budget Head No.3500803/4 and 350123/4) NPR

SN Component-wise Budget Allocation

Actual Budget Allocation

Allocated Total SSRP Budget Percentage share

SSRP District SSRP Central SSRP District

SSRP

Centra

l

1 Early Childhood Education and Development 1,213,464,000 4,857,000 6.63 1.71

2 Ensuring access to all 5,976,046,600 24,551,000 32.64 8.62

3 Literacy and continuous education 200,887,500 0 1.10 0.00

4 Improvement of educational quality 4,138,785,159.36 88,464,000 22.60 31.08

5 Teacher education and Development 430,641,000 48,226,000 2.35 16.94

6 Capacity development for effective service delivery. 131,583,000 36,295,000 0.72 12.75

7 School management and follow up 1,273,346,400 82,275,960 6.95 28.90

8 Incentives and support 1,576,538,810 0 8.61 0.00

9 Per child funding unit (Non salary) 3,370,444,350 0 18.41 0.00

Total 18,311,736,820 284,668,960 100.00 100.00

Budget allocation at District level was higher than for Central level activities. The financial

allocation at District and Central levels were NPR 18,311,736,820 (98.47%) and NPR

284,668,960 (1.53%) respectively out of NPR 18,596,405,780.

Figure below demonstrates the percentage share of total budget allocation across the nine

components based on formula funding and national priority. The budget allocation is divided into

major 9 components to ensure fulfillment of the aims of equitable access of quality Basic

education for all children; expanding access to early childhood education and development

(ECED); increasing functional literacy and competencies among youth and adults; increasing

access, equity, quality and relevance of Secondary education; equipping Secondary level

students with soft skill based Technical and Vocational Education; improving the performance

of the service delivery system and developing capacity; teacher‟s professional


competencies development; and monitoring and evaluating the impact of education

interventions.

Figure below demonstrates that, in SSRP(district), programs such as ensuring access to all,

improvement of education quality, and non-salary per child cost (PCF) have been given funding

priority. More funds have been given in SSRP (center) for improving quality education, teacher

education and development, capacity building for effective service delivery and school

management and follow up programs.

Figure No. 7 Comparison of Percentage share of SSRP (District) and SSRP (Center) Budget Allocation

through the Nine (9) components.

Literacy and continuous education, early childhood education and development, incentive and

support to students as an incentive to increase their participation in school and retention all

received less budget allocation in FY 2014/2015.

Table No. 16 Allocated Budget and Expenditure of SSRP (District and Central) by Activities and Sub - Components for FY 2014/2015 Budget Head No. (350803/04 & 3501213/4)

S

N

Component-

wise Budget

allocation

Actual Budget Allocation (NPR) Expenditure for Both (NPR)

SSRP

District

SSRP

Central Total

SSRP District SSRP Central Financial & Physical Progress for

Combination of Both

SSRP

District

Physic

al

Progre

ss %

Finan

cial

Progr

ess

%

SSRP

Central

Physic

al

Progre

ss %

Finan

cial

Progr

ess

%

Total

Physic

al

Progre

ss %

Fina

ncial

Prog

ress

%

1

Early Childhood

Education and

Development

1,213,464,0

00 4,857,000

1,218,321,0

00

1,130,592,8

00 96.44 93.17 342,730 6.18 6.18 1,130,935,530 51.31

92.8

3

2 Ensuring Access

to all

5,976,046,6

00

24,551,00

0

6,000,597,6

00

5,037,030,2

10 75.00 84.29

13,633,56

0 31.62 68.25 5,050,663,770 53.31

84.1

7


S

N

Component-

wise Budget

allocation

Actual Budget Allocation (NPR) Expenditure for Both (NPR)

SSRP

District

SSRP

Central Total

SSRP District SSRP Central Financial & Physical Progress for

Combination of Both

SSRP

District

Physic

al

Progre

ss %

Finan

cial

Progr

ess

%

SSRP

Central

Physic

al

Progre

ss %

Finan

cial

Progr

ess

%

Total

Physic

al

Progre

ss %

Fina

ncial

Prog

ress

%

3

Literacy and

continuous

education

200,887,500 0.00 200,887,50

0 167,259,569 88.92 83.26 0.00 0 0.00 167,259,569 44.46

83.2

6

4

Improvement of

educational

quality

4,138,785,1

59

88,464,00

0

4,227,249,1

59

3,444,359,6

57 90.54 83.22

44,275,70

0 42.46 67.19

3,488,635,356.

57 66.5

82.5

3

5

Teacher

education and

Development

430,641,000 48,226,00

0

478,867,00

0 175,081,214 62.45 40.66

31,402,44

0 78.57 80.91 206,483,654 70.51

43.1

2

6

Capacity

development for

effective service

delivery.

131,583,000 36,295,00

0

167,878,00

0 124,801,202 76.56 94.85

17,999,77

0 44.69 67.93 142,800,972 60.625

85.0

6

7

School

management and

follow up

1,273,346,4

00

82,275,96

0

135,562,23

60

1,133,048,3

10 93.63 88.98

52,146,01

0 91.1 88.21 1,185,194,320 92.37

87.4

3

8 Incentive and

support

1,576,538,8

10 0.00

1,576,538,8

10

1,325,059,7

70 91.39 84.05 0.00 0 0.00 1,325,059,770 45.695

84.0

5

9 Per child funding

unit (Non salary)

3,370,444,3

50 0.00

3,370,444,3

50

3,243,046,1

50 98.28 96.22 0.00 0 0.00 3,243,046,150 49.14

96.2

2

Total 18,311,736,

820

284,668,9

60

18,596,405,

779

15,780,278,

880 88.84 86.18

159,800,2

10 62.27 74.10

15,940,079,091

.57 75.555

85.7

2

Expenditure at District level was NPR 15780278880, which was higher than expenditure on Central level activities NPR 159800210. The Physical Progress rate (PPR) at District level was 88.84% and the Financial Progress rate (FPR) was 86.18% while the Central levels were (PPR) 62.27% and (FPR) 74.10% respectively. Figure below demonstrates the status of Physical and Financial Progress rates of SSRP (District and Center).

Figure No. 8 Comparison of the Physical Progress Rate (PPR) & Financial Progress Rate (FPR) of SSRP (District) and SSRP (Center) Budget Allocation and Expenditure across Nine (9) Components.

Expenditure at District level was NPR 15,780,278,880. The Physical Progress rate (PPR) of

SSRP at District level was 88.84% and the Financial Progress rate (FPR) was 86.18%.


Table No. 17 Allocated Budget and Expenditure of SSRP (District) by Activities and Sub - Components

for the FY 2014/2015 Budget Head No. (350803/04)

SN Component-wise Budget allocation

Total Budget

Allocation for SSRP

District

Total Expenditure

for SSRP District

Physical

Progress

%

Financial

Progress

%

1 Early Childhood Education and

Development 1,213,464,000 1,130,592,800 96.44 93.17

2 Ensuring Access to all 5,976,046,600 5,037,030,210 75.00 84.29

3 Literacy and continuous education 200,887,500 167,259,569 88.92 83.26

4 Improvement of educational quality 4,138,785,159 3,444,359,657 90.54 83.22

5 Teacher education and Development 430,641,000 175,081,214 62.45 40.66

6 Capacity Development for effective

service delivery. 131,583,000 124,801,202 76.56 94.85

7 School management and follow up 1,273,346,400 1,133,048,310 93.63 88.98

8 Incentive and support 1,576,538,810 1,325,059,770 91.39 84.05

9 Per child funding unit (Non salary) 3,370,444,350 3,243,046,150 98.28 96.22

Total 18,311,736,820 15,780,278,880 88.84 86.18

Figure below demonstrates the status of Physical and Financial Progress rates of SSRP

(District).

Figure No. 9 Comparison of the Physical Progress Rate (PPR) & Financial Progress Rate (FPR) of

SSRP (District) on Budget Allocation and Expenditure across Nine (9) components.

Expenditure at SSRP Center level was NPR 159,800,210. The Physical Progress rate (PPR) at

Center was 62.27% and the Financial Progress rate was (FPR) 74.10%. Figure below

demonstrates the status of Physical and Financial Progress rates of SSRP (District and Center).


Table No. 18 Allocated Budget and Expenditure of SSRP (Center) by 9 Components for FY 2014/2015

Budget Head No. 3501213/4

SN Component-wise Budget

allocation

Total Budget

Allocation for

SSRP Central

Total

Expenditure

for SSRP

Central

Physical

Progress

%

Financial

Progress

%

1 Early Childhood Education and

Development 4,857,000 342,730 6.18 6.18

2 Ensuring access to all 24,551,000 13,633,560 31.62 68.25

3 Literacy and continuous education 0.00 0.00 0 0.00

4 Improvement of educational quality 88,464,000 44,275,700 42.46 67.19

5 Teacher education and

Development 48,226,000 31,402,440 78.57 80.91

6 Capacity development for effective

service delivery. 36,295,000 17,999,770 44.69 67.93

7 School management and follow up 82,275,960 52,146,010 91.1 88.21

8 Incentive and support 0.00 0.00 0 0.00

9 Per child funding unit (Non salary) 0.00 0.00 0 0.00

Total 284,668,960 159,800,210 62.27 74.10

Figure No. 10 Comparison of the Physical Progress Rate (PPR) & Financial Progress Rate (FPR) of

SSRP (Center) on Budget Allocation and Expenditure through the Nine (9) components.

Figure No. 10 shows the progress achieved in expenditure across nine components of SSRP

Center level in FY 2014/2015. School management & follow up and teacher education &

development components showed the highest progress. Allocation of budget was not made for


literacy and continuous education, incentives & support and per child fund (non-salary cost)

through SSRP center.

Based on the Red Book for fiscal year (2014/2015), the total budget allocated for SSRP at

District and Central level (budget head No. 350121 and 350803) was NPR 18,445,149,000. Out

of this the capital cost was NPR 81,269,000 and recurrent NPR 18,363,880,000. Table No. 19

below details the Red Book budget (2014/2015):-

Table No. 19 Budget Allocation for SSRP District and Center based on Red Book, 2014/2015

SN Budget Head

No. Budget Head name

Red Book Budget

Allocation

Red Book Capital

Budget 2014/2015

Red Book Recurrent

Budget in 2014/2015


Program (Center) 274,362,000 2,970,000 271,392,000


Program(District) 18,170,787,000 78,299,000 18,092,488,000

Total 18,445,149,000 81,269,000 18,363,880,000

Table No. 20 Comparison of Total SSRP Budget Allocated in Districts and Central Level Agencies and

Progress Achieved in Terms of Expenditure in Budget Head No. 3508033/4 and 350123/4 in NPR in FY

2014/2015

Budget

Head No. Head name

Actual Allocation 2014/2015 Total Expenditure in 2014/2015

Total Budget

Total

Capital

Budget

Total

Recurrent

Budget

Total

Expenditure of

Both Budget

Total

Expenditur

e of

Capital

Budget

Total

Expenditure of

Recurrent

Budget

3501213/

4

School Sector

Reform Program

(Center)

284,668,960 3,770,000 280,898,960 159,800,210 590,990 159,209,220

3508033/

4

School Sector

Reform Program

(District)

18,311,736,82

0

78,299,00

0

18,233,437,82

0

15,780,278,88

0

51,780,65

0

15,728,498,23

0

Total 18,596,405,78

0

82,069,00

0

18,514,336,78

0

15,940,079,09

0

52,371,64

0

15,887,707,45

0

A total of NPR 18,596,405,780 was allocated for the School Sector Reform Program (both for

District and Center) for the fiscal year (2014/2015). Of the total budget, NPR 18,311,736,820 was

allocated for SSRP at District level. NPR 284,668,960 was allocated for Central level SSRP

programs for FY 2014/2015. The expenditure for SSRP center was was NPR 159,800,210

(56.14%) and NPR 15,780,278,880 (86.18%) for SSRP District level. Figure below

demonstrates the status of allocation and expenditure.

Figure No. 11 FY. 2014/2015 Comparison of Total SSRP Budget Allocated in Central level Agencies

and Progress Achieved in Terms of Expenditure for Budget Head No. 3508033/4 & 3501213/4 in NPR.


(SSRP Center)

(SSRP District)

Table No. 21 Comparison of Total SSRP Budget Allocated in Districts and Central Level Agencies and

Physical & Financial Progress Achieved in Terms of Expenditure for Budget Head No. 3508033/4 &

3501213/4 in NPR FY 2014/2015

Budget Head

No. Head name

Actual Total Budget

Allocation

Actual Total

Expenditure

Total

Physical

Progress %

Total Financial

Progress %

3501213/4

School Sector

Reform Program

(Center)

284,668,960 159,800,210 74.10 56.14

3508033/4

School Sector

Reform Program

(District)

18,311,736,820 15,780,278,880 88.84 86.18

Total 18,596,405,780 15,940,079,090 81.47 85.72

The overall progress on Physical and Financial aspects of the SSRP (District & Center)

programs implemented through DOE is relatively better. Based on the Red Book for fiscal year

2014/2015, the total budget allocated for SSRP at District and Central level (budget head

numbers 350121 and 350803) was NPR 18,445,149,000. However, the actual allocation was


NPR 18,569,405,780 after the confirmation of the DPs pro-rata share, of which expenditure was

NPR 15,940,079,090 (85.72%).

Figure No. 12 Comparison of Total SSRP Budget Allocated across Districts and Central Level Agencies

and Progress Achieved in Terms of Expenditure across Budget Head No.'s 3508033/4 & 3501213/4 in

NPR FY 2014/2015

Figure No. 12 shows the overall expenditure made on SSRP for both recurrent and capital costs

was 81.47% Physical and 85.72% Financial Progress for the fiscal year (2014/2015). Of this

74.10% Physical and 56.14% Financial Progress was achieved at SSRP District and 88.84%

Physical and 86.18% Financial Progress was achieved at SSRP Center. Expenditure on District

level activities was higher than expenditure on Central level activities.

Recurrent costs for SSRP (2014/2015)

In fiscal year 2014/2015, of the total budget allocation for SSRP, the portion for recurrent costs

was NPR 18,514,336,780 and of this NPR 280,898,960 (1.52%) was allocated for CLAs and

NPR 18,233,437,820 (98.47%) for District level.

Table No. 22 FY 2014/2015 Total SSRP Recurrent costs Allocated across Districts and Central Level

Agencies and Progress Achieved in Terms of Expenditure for Budget Heads 3508033/4 & 350123/4 in

NPR


Budget

Head No. Head name

Actual Total

Recurrent

Budget

Allocated

Total Expenditure

of Recurrent

Budget

Total Physical

Progress in

Recurrent costs %

Total Financial

Progress on

Recurrent costs %


Program (Center) 280,898,960 159,209,220 74.83 56.68


Program(District) 18,233,437,820 15,728,498,230 89.36 86.26

Total 18,514,336,780 15,887,707,450 82.10 85.81

A larger portion of budget was allocated at District level as it represents the main body of

programs implemented, with additional points of budget distribution at this level. District

education offices distribute funds to schools and RCs for program operation.

Figure No. 13 FY 2014/2015 Total SSRP Recurrent costs Allocated to Districts and Central Level

Agencies and Progress Achieved in Terms of Expenditure for Budget Head No.'s 3508033/4 and

3501213/4 in NPR

The progress made under recurrent costs at Center and District levels has been compared in

Table 22. In SSRP for FY 2014/15, the proportion of expenditure on recurrent costs for both was

NPR 15, 887,707,450 (85.81%). Of the total expenditure on recurrent costs for the SSRP for

2014/2015, NPR 15, 92, 09,220 (56.68%) was utilized by Center level agencies and NPR

15,72,84,98,230 (86.26%) at District level. The Physical Progress rate for SSRP District was

89.36% and 74.83% for SSRP Center. The full budget allocation for recurrent costs was not

utilized, indicating that some of the programs have not been conducted. The earthquakes of

2015 along with Terai band political disruptions are the main reasons the budget allocation was

not fully utilized. The progress made at District level is higher than that at Central level.

Capital Cost for SSRP 2014/2015


Of the total budget allocation for SSRP in FY 2014/2015, NPR 82,069,000 was assigned for

capital costs for District and Center.

Table No. 23 Total SSRP Capital Cost Allocated in Districts and CLAs and Progress Achieved in Terms

of Expenditure for Budget Head No.'s 3508033/4 and 3501213/4 in NPR FY 2014/2015

Budget

Head No. Head name

Actual Total

Capital Budget

Allocated

Total Expenditure

of Capital Budget

Total Physical

Progress in

Capital Cost %

Total Financial

Progress on

capital cost %


Program (Center) 3,770,000 590,990 20.29 15.68


Program(District) 78,299,000 51,780,650 84.89 66.13

Total 82,069,000 52,371,640 52.59 63.81

Of the total capital cost allocated to SSRP in 2014/2015, NPR 3,770,000 (4.59%) was

designated for Center level agencies and NPR 78,299,000 (95.41%) for District level. A larger

portion of the capital cost budget was allocated for Districts than Central level, due to the District

levels greater requirement for development of infrastructure and equipment for delivering

educational services directly to stakeholders. The present status of infrastructure development,

equipment purchasing and technology used at District level is less than for Central bodies.

Figure No. 14 FY 2014/2015 Total SSRP Capital Cost Allocated in Districts and Central Level Agencies

and Progress Achieved in Terms of Expenditure for Budget Head No.'s 3508033/4 and 3501213/4 in NPR

Table 23 compares the progress made under capital costs in Center and District levels. Of total

capital costs allocated to the SSRP for FY 2014/15, capital costs for both levels was NPR


52,371,640 (63.81% fiscal progress). Of total expenditure on capital costs, NPR 590,990

(15.68% fiscal progress) represents progress made by CLAs and NPR 51,780,650 (66.13%)

fiscal progress by Districts and REDs. The spending capacity or budget utility capacity was low

for CLAs. The Physical Progress rate for SSRP in Districts was 84.89%, and 20.29% for SSRP

Center. The budget allocated for capital costs was not fully utilized by the Central level

agencies, indicating that some programs were not completed or conducted.


PART II

SCHOOL SECTOR REFORM PROGRAM (SSRP)

Chapter 1

Early Childhood Education and Development (ECED)

2.1.1 Introduction

Child Care at the Early Childhood Development (ECD) program fosters a congenial learning

environment for children of 3 to 5 years of age to develop motor, mental, social and emotional

skills. The program supports fostering children's all round development by providing a firm

foundation for Basic education. It is a fundamental base for Primary education. The Education

Act and regulation established ECED as a foundation to the structure of education. Community

and school based ECED programs have been in operation in Nepal since 2004-05.

There are a number of committees managing ECEDs, providing guidelines, formulating policy,

coordinating, supervising and monitoring, at both Central and District levels. The Department of

Education holds a key role in coordinating I/NGOs and community based organizations to

operate ECEDs in collaboration. DPs have an important role in supporting strengthening of this

program in schools and the community. Institutional schools have made significant contributions

towards the expansion and delivery of ECED/Pre-Primary services especially in urban areas.

The DOE has been continuously providing lump sum grants to ECD centers. The objective of

the ECED program is to strengthen the educational base for students entering Grade 1.

Fostering children's all-round development includes the physical, mental, psychological, social

and emotional development of children for their good citizenship & better future. The ECED

program is the continuation of earlier BPEP & EFA programs. The GON has recognized the

beneficial effects of ECED programs and believes it is a real foundation for Basic education, an

opportunity for promoting retention and completion of Basic education and a way of improving

education quality. The objective to expand access to quality education includes better ECED

services for children of 3-4 years of age to prepare them for Basic education.

According to Flash I report 2015-16, there are 36,059 (35,121 last year) ECD/PPCs throughout

the country. Of the total 36,059 ECD/PPCs 5,543 (5,087 last year), 15.37% are running as pre-

Primary classes in institutional schools and 30,516 (84.63%) are running in community schools

and as community based ECDs. These 30,516 ECD/PPCs were supported by the government

. Table 14 and Figure 11 below show the total 36,059 ECDs/PPCc running as community-based

ECDs and institutional school PPCs in 2014/2015. They are distributed according to eco-belt &

type as follows.


Table No. 24 Total Number of ECD/PPCs by Types and Eco-belts

Eco-belts Community Institutional Total

Mountain 3,231 201 3,432

Hill 13,948 1,745 15,693

Valley 795 1,184 1,979

Terai 12,542 2,413 14,955

Total 30,516 5,543 36,059

Figure No. 15 Comparison of Total No. of ECD/PPCs from 2008 to 2015.

2.1.2 ASIP Priorities

The ASIP 2014-2015 set the following priorities and strategies for the achievement of goals and

objectives of the Early Childhood Education and Development program and for effective

implementation of the program in 2015-2016.

Strategic Priority

Programs will be focused on the locations of disadvantaged and under-served communities.

Improving overall management including mapping-based re-location of existing centers within

VDCs and Districts is a priority. Coordination with different Ministries (MOE, MOFALD, MOHP,

MOWCSW), and other partner organizations for the effective arrangement of the ECED

program is also a major priority. Priority will likewise be given to establishing new centers in

order to ensure access for marginalized communities. Minimum standards of service will be

strengthened. Monitoring, follow up, capacity building, networking and coordination among

stakeholders, including local governments, and mobilizing NGOs and INGOs, will be carried out

to ensure quality of service delivery.


Strategies

ECED program strategies include plans of action designed to achieve a predetermined vision,

mission goals and the objectives of early childhood education and development in Nepal.

ASIP/AWPB 2014/2015 determined the following tactics and strategies to successfully

implement the program across the country:

1. Support will continue for maintaining national minimum norms and standards. Improving the

quality of existing program will be emphasized.

2. Mapping of programs will continue in the remaining Districts. Based on the findings of

mapping activities, priority will be given to relocating and opening ECD centers to address

equity concerns. Priority will be given to Recruitment of local female facilitators. An effective

coordination, collaboration and support mechanism will be established for the recruitment of

female facilitators.

3. The strategy of affiliating community based centers with the nearest community will

continue, to improve management and operational support, to channel resources and for

monitoring. The strategies of building partnerships and collaboration between concerned

government agencies, I/NGOs and private providers will also continue with a view to sharing

expertise and resources.

4. Quality of service delivery and assessment of performance outcomes will be continuously

monitored and information gathered will be used to improve the performance of centers.

5. Efforts will be made to make materials available by mobilizing government organizations,

communities and non-government resources. Support for ECED centers through non-salary

PCF grants will be reviewed and further strategies will be designed accordingly. Local

bodies and communities will be encouraged to support centers in terms of financial and non-

financial resources.

6. Midday meal provision to all the school based ECED centers in the Karnali Zone will

continue. For the other 14 Districts where day meal provisions exist at the school level,

homegrown food practices and a cost-sharing model will be promoted.

7. One thousand and fifty-three (1,053) centers will be developed as model centers within

policy guidelines ensuring the minimum standards of ECED are met. The standards of the

Model ECED center will be developed and incorporated in the DOE‟s Program

Implementation Manual.

8. Facilitators will conduct awareness programs for the parents of marginalized and

disadvantaged groups.

9. The existing Basic and refresher-training program will be organized for current and new

facilitators respectively. The National networking meeting will be programmed regularly for

better coordination between Government and concerned Non-government organizations.

10. Half-yearly progress sharing and interactive meetings for facilitators will be organized at RC

level.


2.1.3 Achievement Against Indicators

There has been a continual increase in the number of ECD/PPCs centers and facilities in Nepal.

Based on pre-set targets for both ECD/PPCs GER, and the percentage of new children in

Grade 1 with ECD/PPCs experience, in the SSRP core document, the government has

established new ECD/PPCs as per the DEOs‟ demand to provide ECD services to un-served

children. The involvement of children in early childhood care services was 967,507 attending

36,516 ECD/PPCs for 2015-2016, where the total number of children in ECD/PPCs was

10,14,339 for 2014/2015, a decrease of 938 (2.76%) as compared to the previous school year.

The ratio of children enrolled in ECD/PPCs was 1:27 compared to 1:32 in the previous school

year.

Table 25: Progress of ECD against the Relevant KPIs

Indicators %

U

ni

t

Targets

Achievements 2010

2011

2012

2013

2014

2015

2010

2011

2012

2013

2014

2015

New entrants with ECEDCS experience % 41 45 51 57 59 62 49.9 52

.1 54.3 55.6

56.

9

59.

6

Gross Enrollment Rate ECEDCS/Pre

Primary % 67 72 77 78 79 80 66.2 70 72.9 73.7

76.

7

77.

7

According to Flash Report 2015-2016, the percentage of new Grade 1 entrants with ECD/PPCs

experiences was 59.6% compared to 56.9% in 2014 and 55.6% in 2013, an increase of 2.7%

from 2014 to 2015. Table 15 presents the trend of key performance indicator 'Percentage of

new children with ECD/PPC experiences in Grade 1, since 2010 to 2015 respectively,

comparing progress against the target.

Figure No. 16 Progress of ECD against relevant KPIs (Percentage of new entrants with ECE/DCS

experience) 2010 to 2015

0

10

20

30

40

50

60

70

80

2010 2011 2012 2013 2014 2015

Targets

Achievements


There was a significant increase in new entrants, with ECD experience, to Grade 1 during the

base year and subsequent year 2009-2010, from 36 to 50 percent. Thereafter the rate of new

Grade 1 entrants with ECD experience increased incrementally reaching 62.4% in 2014/2015.

However, the target of 64% of new entrants with ECD experience in Grade 1 has not been met

for school year 2015-2016.

According to Flash Report 2015-2016, based on the 4 year age group enrolment data,

compared with the 4 year age group population, the GER in ECD/PPCs children has reached

81%, with 80.9% girls and 81.2% boys, as compared to 77.7% with 77.3% girls and 78.1% boys

in 2014/2015 and 76.7% (76.2% girls and 77.2% boys) in the 2013-2014 school year. The pre-

set target for 2015-016 in SSRP was 82.0%. Figure 16 shows the comparison of progress

against the target.

Figure No. 17 Key Performance Indicators for Measuring the Progress of Gross Enrolment Rate of

ECEDCS/Pre Primary Since 2010 to 2015.

On observing the target set by the SSRP core document and the achievement indicated by the

Flash Report 2015-2016, it was found that the overall GER of children in ECD/PPC has

continued to increase since the base year 2008/2009 (63%), however is still less than the set

target of 82% for 2015/016.

Dalit and Janajati children enrolled in ECD/PPCs

The following table (Table 26) shows that of the total enrolment of 967,507 in ECDs/PPCs for

2015-2016 20.9% are Dalit (18.0% in the last school year) and 40.3% are Janajati (38.6% in the

last school year). Of the total number of girls enrolled, 20.5% are Dalit and 40.4% are Janajati,

and of the total number of boys enrolled, 21.2% are Dalit and 40.3% are Janajati. Children

enrolled by types of schools shows that the percentage of Dalit in Institutional schools is only

15.2%, compared to 41.5% for Janajati children. Likewise, the percentage in community schools

is 24.1% for Dalit and 39.7% for Janajati children, indicating access to Institutional schools is

dependent on the socio-economic conditions of the parents.

0

20

40

60

80

100

2010 2011 2012 2013 2014 2015

Targets

Achievements


Table No. 26 ECD/PPC Enrolment by Sex and Social Groups (Dalit & Janajati in 2015-2016).

Students Number of children in ECD/PPC Percentage share in total children

Total Dalit Janajati Dalit Janajati

Girls 470,699 96,302 190,022 20.5 40.4

Boys 496,808 105,463 200,209 21.2 40.3

Total 967,507 201,765 390,231 20.9 40.3

Figure No. 18 Percentage of Dalit and Janajati in Total Children in ECD/PPCs in (2015-2016)

Source: Flash Report I, 2072.

The number in Dalit and Janajati groups has increased slightly, and the number has increased

in other social groups. The composition of ECD/PPC enrolment by social groups is presented

below in Figure 19.

Figure No. 19 Composition of ECD/PPC Enrolment by Social Group


2.1.4 Achievement against Annual Targets of the Program

The major physical targets and their achievement for the financial year 2014/15 are mentioned

in the table below and the details of physical targets, unit costs and the total budget allocated for

this component are given in Annex.

Table 27 Targets for the FY 2014/2015 and Implementing Status of ECED Program

Target Implementing progress Remarks

District

Operating 29,948 existing ECD centers Operation of 28,972 Centers

reported.

Operations of 976 Centers were not reported.

Remuneration for 29,948 existing ECD

center.

Only 28,972 (96.74%) ECD

facilitators received

remuneration...

Nearly 3% has not reported.

Educational material management cost

for 29,948 ECD centers.

Only 27,550 (92.0%) received

educational material

management cost.

8 % has not reported.

The pre-set target was to establish 500

new ECD centers

328 (65.6% of target) new

ECD centers have been

established

172 newly established centers and their establishment

costs were not reported. This was due to the disturbance

of Terai bandha called by Samyukta Madheshi Morcha

and earthquake/s in hills and mountain Districts. There

was high rate of migration to get shelters in a safe place.

Remuneration for 29,948 existing ECD

center.

Only 28,972 (96.74%) ECD

facilitators received

remuneration...

3% not reported.

Establishment cost for 500 new ECD

centers

Only 360 (72% of target) ECD

centers received establishment

costs

Nearly 28% not reported.

Educational material management cost

for 500 ECD centers.

Only 332 (66.4% of target)

received educational material

management cost.

33.6% not reported.

Basic training (BT) for 500 facilitators 346 (69.2% of target) ECD

facilitators received Basic

training.

BT of other 140 facilitators not reported.

(1-6) module based parental education

in 5 Districts.

All 5 District's parents received

(1-6 module based parental

education.

Number of participants has not been reported.

Network meeting operation for 80 times Network meeting conducted

for 73 (91.25%) times.

Center

Publication of research based journal on ECD

2.1.5 Analysis of Progress

2.1.5.1 Major Achievements

Central Level

Journal publication has been complete for six activities but other five activities were not properly

completed for Central level for the ECED component.


Figure No. 20 Progress Achieved in 2014-15

District Level

At the District level, there were 5 sub components;

Existing ECD centers;

New ECD centers;

Refresher training for 3,019 ECD facilitators;

(1-6) module based parental education delivery in 5 Districts;

16 network meetings for improving instructional activities and managing educational

materials

The overall PPR and FPR regarding ECED were 96.44% and 93.17% in 2014-15. The

establishment of new centers and training program implementation could not take place after

Baisakh (April) in earthquake-affected districts.

Figure No. 21 Progress Achieved in 2014-2015

National ECDC

meeting

Printing and

distribution of

ECDC …

ECDC national network meeting

ECDC Journal

publication

5 types of child

story publicati

on

Printing and

distribution of

revised …

FPR% 0 0 3.6 91.15 12.63 0

PPR% 0 0 0 100 0 0

Ce

ntr

al le

vel


2.1.5.2 Innovations and Case Studies

i. DEO Dolakha monitored the ECEDs at the community level, after which it restructured the

ECD centers taking primariy the number of regular students into account. It has also

instigated NGOs working in the District to invest in the child education sector, which has in

turn motivated local bodies (DDC and VDCs) to support the ECD sector.

ii. A majority of District Education Offices prepared ECD profiles. DEO Surkhet included

conducted workshops on the preparation of educational materials focused on improved

quality of ECD centers. Similarly, some DEOs such as Kathmandu, Lalitpur, Palpa and

Ramechhap strengthened ECD centers closely working with DDC.

iii. Many Districts developed their funds for the midday meals for children in ECD classes. In

Palpa District, the village and municipal child protection committees coordinated to develop

the fund for midday meals.

iv. DEO Manang arranged inter-ECD center visits for facilitators to share their experiences and

observe best practices from top performing centers.

v. Kathmandu District mobilized DDC, Municipality and VDC to supervise installation of

carpeting on the floor in the ECD classroom and provision of educational materials in ECD

classes. DEO Syangja collaborated with local agencies for tiffin box management and with

guardians for the management of midday meals.

vi. In the districts, Education Networks (network of DEO, I/NGOs, and local bodies) have been

formed and activated. The network supports DEOs to implement the educational programs

effectively and to build up the capacity of the school stakeholders.

2.1.5.3 Areas for the improvement

i. The quality of facilitators as well as the classrooms has to be enhanced from the

viewpoint of local ownership, awareness and resources.

ii. Access for vulnerable and disadvantaged groups has to be increased.

iii. The distribution of ECD centers at the districts has to be properly balanced.

2.1.5.4 Constraints

The quantitative achievements of the ECED program are positive and exciting. There are some

praiseworthy achievements and progress in some Districts with the joint collaboration of

NGOS/INGOS and local bodies. However, there are some constraints, which hinder the

effective and efficient implementation of the program. These include:

i. Quality: There are some spaces for the improvement of the quality of basic training for

facilitators. Refresher trainings and further learning opportunities for facilitators, as well as

physical aspects of the ECD centers, are still low priority areas for the schools and the

communities.

ii. Facilitators‟ discontinuation: Discontinuation of facilitators has been a big challenge. Large

numbers of ECD facilitators leave the job because of poor remuneration, opportunity of

employment elsewhere and others.


iii. Motivational factors: Incentives for ECD facilitators, insufficient materials and low priority of

schools in the community were the major demotivating factors for ECD facilitators.

iv. Ownership: ECD management is the responsibility of local elected bodies according to the

Local Self Government Act 2055. However, due to the absence of elected bodies in local

government for a long time, the MOE has been coordinating the ECD management.

v. Delay in releasing budget: Delay in releasing budget and financial authority has affected

on-time implementation of the programs.

2.1.5.5 Addressing Constraints and Maximizing Achievements

i. Incentives for ECD facilitators have been increased from FY 2013-2014, but this is still

insufficient for their livelihood. Each ECD center is provided NPR 1000 per annum for

managing the learning materials, which is certainly insufficient with the viewpoint of

present market value. However, some of the districts mobilized local resources for

supporting the management costs as well as for providing some extra remuneration to

facilitators. For enhancing the effectiveness of ECD activities, the facilitators‟

remuneration and ECD management cost should be reviewed.

ii. Majority of the districts have emphasized on the need of at least 10 days basic refresher

training programs.

iii. Many Districts have good collaborations with partner organizations such as UNICEF,

Save the Children, Seto Gurans and local bodies such as Municipalities and VDCs in

promoting ECD activities and strengthening their capacity.

iv. Capacity of DEOs should be enhanced in managing ECD centers- to monitor, supervise,

plan for and implement programs in their areas.

v. District level ECD networks must be supported to conduct needs based research

frequently.

vi. RCs as well as local bodies should be made more responsible for the monitoring and

supervision of ECD centers.

vii. Making ECD centers more resourceful and child-friendly through the leadership of a

trained facilitator is the prime concern of ECD stakeholders. It may be possible to assign

local bodies as caretakers.


Chapter 2

Ensuring Access to School Education

One of the major components of SSRP is ensuring access to school education. Basic

education, Secondary education and school physical facilities improvement are mentioned

under this component. The implementation progress, major constraints and ways forward are

presented in this chapter.

2.2.1 Basic Education

2.2.1.1 Introduction

The SSR Plan has emphasized promoting equity and social inclusion, and increasing access to,

and participation in, improving quality and relevance of Basic education. It intended to

restructure the existing system from Primary level (Grades 1-5), and Lower Secondary level

(Grades 6-8) to Grades 1-8 as Basic education. The Basic and Secondary Education

components in the SSRP have been given priority, building upon the lessons drawn from

past experiences (such as the BPEP, EFA). This plan promotes instating a decentralized

governance and management system of education.

The principal goal of Basic education is to ensure equitable access to quality education through

a rights-based approach and promotion of a child friendly environment in schools. The

objectives of Basic education are to ensure equitable access to quality Basic education for all

children in the 5-12-year-old age group. The policy directions are related to the State‟s

responsibility to ensure free quality Basic education for all children of age 5-12 years; to give

emphasis to quality and relevance by meeting minimum enabling conditions and ensuring

equitable access and support, and governance and management through shared responsibility

between schools, communities and local government.

According to Flash Report 2072, there are totally 34,837 schools. Of the 34,837 schools, 34,362

are primary grades 1-5, (34,335 schools in the last school year), 15,090 are lower secondary

grades 6-8, (14,924 schools in the last school year) and 34,536 are Basic Grades 1-8, (34,506

schools in the last school year). Figure No. 17 below shows the total number of schools in Nepal

since the early period of SSRP to the present (2008-2015).


Figure No. 22 Total No of Schools in Nepal 2008 to 2015

Table 28 below shows the trend of school numbers increasing in Nepal since the early period of

SSRP to now (2008-2015). The concept of Basic education emerged in 2009, so the trend

shown is for 7 years only from 2009 to 2015 inclusive.

Table No. 28 Trends of School Numbers Increasing in Nepal 2008 to 2015

Level 2008 2009 2010 2011 2012 2013 2014 2015 Average

Growth

rate of

schools in

2015

Total 31,156 32,130 33,160 34,361 34,782 35,223 34,806 34,837 11.81

Primary(1-5) 30,924 31,655 32,684 33,881 34,298 34,743 34,335 34,362 11.12

Lower

Secondary(6-8)

10,636 11,341 11,939 13,791 14,747 14,867 14,924 15,090 41.88

Basic(1-8) 0 31,835 32,685 34,066 34,484 34,923 34,506 34,536 8.48

The total number of schools from Grade 1-12 has increased by 11.81% within 8 years. Total

Primary schools from Grades 1-5 have increased by 11.12% within the same period. Total Basic

level schools from Grades 1-8 have increased by 8.48 % within 7 years.


Figure No. 23 Trend of Average Growth of schools 2008 to 2015

Total Lower Secondary schools from Grades 6-8 have increased by 41.88% within 8 years.

According to Flash Report 2072, of the total 34,837 schools, 930 schools are religious schools,

including Madarasa, Gumba/Vihar and Ashram/Gurukul, and of these, 912 schools are Primary

level and 58 are Lower Secondary level. Of the 930 schools, 764 are Madarasa, 80

Gumba/Vihar and 86 are Asharam/Gurukul schools.

From the beginning of the SSRP, considerable effort is being made to ensure equitable access

to quality basic education. Aligning with the constitution of Nepal, the GON has decided to

implement free education up to Grade 8 and has prioritized several incentive schemes to

support the schooling of children and to ensure that Minimum Enabling Conditions (MECs) are

in place in all schools for the delivery of quality education. The provision of free Basic education

includes the waiving of admission, tuition, examination fees and the cost of textbooks.

Moreover, the GON has also expressed its commitment to make Basic Education compulsory.

Gradual implementation of this commitment has begun in selected VDCs of all 75 Districts.

2.2.1.2 ASIP Priorities

The ASIP/AWPB 2014/2015 set the following strategic priorities and strategies for the effective

implementation of the Basic education program, which also address the MTR recommendations

on quality and equity challenges.

Strategic Priorities

ASIP/AWPB 2014/2015 has set the following priorities ensuring access to the school education

programs component.


Compulsory Basic education that is being piloted will be strengthened. In 10 identified Districts

Free and Compulsory Basic education will be implemented. In addition to this, as mentioned in

the access to out-of-school children strategy implementation plan, alternative strategies will be

implemented. Focused interventions will be carried out to bring out-of-school children into the

system. The ongoing program of teacher redeployment will continue. In order to ensure quality

education at the Basic level, resources will be channeled to schools based on the PMEC survey

findings to provide support to meet the PMECs in at least 20% of additional schools. A database

for individual scholarship recipient students' details will be established. In the selected schools

of the Districts, reading skills development support will be provided to manage the book

corner/library.

Based on the recommendations of the study report on textbooks, further strategies will be

developed to ensure quality printing and timely distribution of textbooks and the role of JEMC

and the private sector will be clearly defined and strongly monitored. A competency-based

curriculum for Grades 6-8 has been developed. Based on this curriculum, textbooks will be

developed and piloted in selected schools. The student assessment system will be carried out

at different levels: i) schools having up to Grade 3 student assessment as the highest Grade will

be coordinated and carried out by RCs and leader schools; ii) Grade 5 student assessment will

be coordinated and carried out by the Resource Center, and iii) Grade 8 student assessments

will be coordinated and carried out by the District. Student incentive programs such as

scholarships and the midday meal will continue and be prioritized to ensure their on time

availability.

Strategies

Strategies for Basic education are in line with DOE's long-term goals and objectives for school

education for Grades 1-8. The following strategies were proposed to face the access, quality

and equity challenges in Basic education.

Improving Access and Equity

1. Free and Compulsory Basic Education (FCBE) will be implemented in a phased manner.

DEOs will provide technical and logistical support in line with the CBE model and

according to the eligibility criteria provided by DOE to VDCs and Municipalities.

International NGOs and CBOs will be actively engaged in aligning their commitments

and support at District and VDC level with the CBE model and the prioritized VDCs, as

identified by the DEO in the Districts.

2. I/NGOs will, in close coordination with DEOs, VDCs/VECs that have large numbers of

Out-of-School Children (OOSC), seek the support of DOE/DEO through the CBE model.

Additional needs-based interventions will be provided to strengthen enrolment and

participation in education to severely deprived communities, such as Raute, Chepang,

Mushahar, Badi, etc.

3. At the outset, the selected VDCs, where CBS data has showed that there are significant

numbers of OOSC, will be supported as per the need identified through mapping of


OOSC. This will exclude Districts and VDCs which already have intensive support

through other programs, such as the Karnali zone and CBE Districts/VDCs.

4. MOE will coordinate with the MOFALD where possible to mobilize its' resources through

DDC and VDC/Municipalities to support effective implementation of Free and

Compulsory education. MOE will consistently follow-up with the MOFALD and MOF for

the allocation of at least 20% of the local funds to be spent in education development

within each VDC/municipalities

5. Based on needs identified by DEOs, Schools with residential facilities for OOSC children

will be provided in Districts where mainstreaming measures are not feasible. In addition,

residential schools will be run in Manang, Mustang, Upper Dolpa, Rasuwa, Upper Mugu,

Upper Humla Districts on a model basis.

6. Alternative modes of schooling will be strengthened in areas with a high proportion of

OOSC to address the learning needs of those children who are unlikely to be enrolled in

school due to their age. Within this, partnerships and collaboration with GOs, I/NGOs

and other providers will be initiated to share expertise, experiences and resources in

implementing these programs.

7. DEOs will promote Community Learning Centers (CLCs) in collaboration with local

NGOs, VDCs and Municipalities for working children and street children to develop a

profile of such children.

8. Efforts will be made to improve the enrolment and pass rates and to reduce dropout and

repetition rates by strengthening Child- Friendly School (CFS) learning environments,

ensuring PMEC and child centered learning practices in schools.

9. Incentives will be provided to community schools that meet 100% retention (no dropout

and no repetition) in Grade 1 and achieve over 95% cycle completion rate at the end of

grade five. In addition, DEO will publicly recognize SMC members of schools that meet

100% retention.

10. In areas where seasonal migration is a common phenomenon, mobile schools will

continue to operate.

11. Incentives and scholarship schemes will continue to support schooling of girls, Dalits and

children with disabilities including other disadvantaged and marginalized communities.

Increasing access and promoting equity and social inclusion in school education will be

at the core of the incentives and scholarship program. For further alignment, integrated

Scholarship Guidelines will specify the distribution mechanisms and the targeting criteria

for scholarships and other incentives to strengthen a targeted needs based approach.

Scholarship distribution and monitoring mechanisms will be strengthened through a „one

door‟ system. In Districts where Poverty Cards have been issued, all children of poverty

card holders will receive scholarships. In other Districts, intermediate ways will be

developed to support children belonging to poor families, regardless of their ethnicity,

until poverty cards have been issued.

12. A comprehensive package for Parenting Education will be developed. The package will

be run in partnership with I/NGOs in the District, prioritizing Districts/VDCs with high

numbers of OOSC. Such parenting education will focus on providing parents with Basic

literacy and numeracy and on making them aware of the value of education and how to

establish an education-enabling learning environment at home.


13. NCED will develop and run teacher training programs in MLE, and disabled-friendly

learning & teaching for school teacher, as per identified needs. The opportunities for

demand-based multilingual education will be expanded by developing MLE capacity of

teacher and providing teaching and learning materials in the mother tongue. The

development of a comprehensive language policy including the use of the mother tongue

Nepali, and English, will be pursued, based on a joint study of the challenges and

opportunities with regards to Medium of Instruction (MOI) in Nepal.

Quality and relevance

1. School mapping, IEMIS data, SIP/VEP and PMECs survey reports will be used to

determine a school‟s physical and educational needs and to meet these needs

accordingly.

2. Mandatory provision and regular use of book corners in all community schools will be

prescribed by providing appropriate resources and training to teacher on the purpose &

use of book corners for teaching & learning activities.

3. Action plans for reform interventions based on the National Assessment of Student

Achievement (NASA) findings will be prepared and implemented to strengthen learning

outcomes. The results and recommendations of the NASA reports will inform relevant

priority areas in the ASIP/AWPB. Implementation of the NASA will continue, for the

coming fiscal year, for Grade 3 and 5, and further implementation of NASA will be

pursued through an action plan.

4. Minimum standards for educational settings will be implemented, improving quality of

education at all levels by focusing on student-centered learning/teaching methods. In

order to foster quality and relevance, performance-based incentives for schools and

teacher will be reviewed and implemented. The schemes will be updated annually based

on critical M&E of their effectiveness and impact. The teacher-student ratio will be

reviewed for the recruitment and (re)deployment of teacher.

5. The Continuous Assessment System (CAS) will be strengthened with CDC developing

Grade-specific remedial courses and NCED developing a more comprehensive training

package focusing on CAS and remedial classes. All teacher will receive CAS and

remedial training.

6. CDC will develop Grade-wise minimum achievement levels of students with specific

focus on reading levels among students in Grade 1-3. For this purpose, Early Grade

Reading Assessment (EGRA) tools will be reviewed and adjusted to measure students

learning outcomes accordingly and meet the need for EGRA. EGRA tools will be used to

assess students‟ reading competency in Grades 1-3. DEOs with support from ERO will

assess students‟ progress in reading levels annually and will recognize teacher whose

students achieve the highest reading level in the District. The Government will

implement a National Early Grade Reading Program (NEGRP) focused on strengthening

literacy skills in Grades 1-3. Within the next two years, MOE/DOE will develop a

comprehensive program on NEGRP and will pilot several models of intervention in

selected Districts and schools.


7. School mapping activities will be completed to facilitate restructuring, including merging,

downsizing, and use of multi-Grade teaching for ensuring cost effectiveness of school

operations. In line with this, incentive schemes will be introduced to encourage schools

located in sparsely populated areas to register as multi-Grade schools, as part of a

strategy to strengthen cost effective education in such areas, while ensuring quality of

education.

8. In order to ensure the health, nutrition and overall development of children, clean water

and adequate sanitation facilities will be made accessible in public schools in a phased

approach, prioritizing schools in VDCs with the highest number of OOSC.

9. Learning achievements of community schools will be improved by encouraging

interschool partnership to reduce inequitable low learning achievements in

schools.

Governance and management

1. Provision will be made for the appointment of Head Teacher‟s on a contract basis in all

Basic education (Grades 1-8) schools.

2. The institutional capacity of REDs, DEOs and RCs will be strengthened.

3. The roles of School Supervisors and Resource Persons will be specified and will have

performance contracts. Their capacity will be further developed and effectively mobilized

in order to improve school performances. The DoE will develop school based

performance indicators for RPs/SSs. Based on this each RP/SS will plan their support to

schools.

4. Release of RC and inspection zone management grants will be subject to submission of

progress reports and assessments of progress.

5. Individual members of the SMC will be assigned with specific tasks such as monitoring

student enrolments, early dropouts, school infrastructure, teacher management, learning

achievement and school/community relationships, etc. To support this, SMC members

will be provided with guidance to perform their roles and duties effectively. The best

performing SMC/PTA members will be publicly rewarded.

6. The SMCs, HTs and teachers will be encouraged to utilize Flash/CBS information in

planning their School Improvement Plans (SIPs), prioritizing interventions where

improvement is felt necessary.

7. DEOs will identify low performing schools in the District using school accreditation and

MEC indicators and will prioritize facilitating these schools, devising SIPs targeting

quality improvement initiatives aimed at enhancing school performance. Key priority

indicators and standards of Child Friendly School (CFS)/MEC will be incorporated in the

School Improvement Plan (SIP) guidelines.

8. MOE will assemble a team of senior education experts to initiate the dialogue and

consultations at the national level to develop the concepts/outlines of Education in

Beyond 2015 in the context of Nepal.

9. The MOE will assess, retrofit and reconstruct 464 school buildings, of which 255 are

located in the earthquake prone Kathmandu Valley.


2.2.1.3 Achievement against Indicators

The enrollment of students in Primary and Basic level schools has decreased in the six years

from 2009 to 2015; however, the enrollment of students at Lower Secondary and Secondary

levels has increased.

Table No. 29 Trend in Total Number of Enrolments at Primary, Lower Secondary and Basic Levels 2009-

2015

Level 2009 2010 2011 2012 2013 2014 2015 AAGR

Primary (1-5) 4,900,663 4,951,956 4,782,885 4,576,693 4,401,780 4,335,355 4,220,061 -14

Lower

Secondary (6-8) 1,604,422 1,699,927 1,812,680 1,823,192 1,828,351 1,835,313 1,862,183 16

Basic

(1-8) 6,505,085 6,651,883 6,595,565 6,399,885 6,230,131 6,170,668 8,082,244 -7

Note: Average Annual Growth Rate (AAGR)

The trend shows that the total enrollment of students at Primary and Basic level has decreased

to 14% and 7.0% respectively. The total enrollment of students in Lower Secondary level has

increased between 2009 and 2015. Based on Flash Report 2072, the progress achieved against

key performance indicators can be observed from 2008 to 2015. The following table presents a

summary of the current status of the KPIs of Primary, Lower Secondary and Basic levels.

Table No. 30 SSRP Indicators at Primary, Lower Secondary and Basic Levels

Indicators

2008 2009 2010 2011 2012 2013 2014 2015

Achievement in %

GIR at Grade 1 147.7 144 142.4 140.7 141.2 141.8 137.0 135.5

NER at Grade 1 83.1 86.4 89 90.7 91.2 91.6 93.0 93.8

GER

Grades 1-5 142.8 141.4 139.5 135.9 130 136.8 134.4 134.0

Grades 6-8 80.1 88.7 94.5 100 100.6 84.3 89.7 95.4

Basic (Grades1-8) 123.3 124.4 123.7 120 115.7 117.1 119.2

NER

Grades 1-5 91.9 93.7 94.5 95.2 95.3 95.6 96.2 96.6

Grades 6-8 57.3 63.2 69.3 70 72.2 72.6 74.6 80.2

Basic (Grades 1-8) 86 86.6 87.5 86.3 87.6 88.7

Coefficient of internal efficiency

Primary

66.5 79.0 80.9 81.5

Source: Data source Flash Report 2072, Status Report 2071 and SSRP Core Document (2009-2015)

Gross Intake Rate (GIR) and Net Enrolment Rate (NER) in Grade 1

The Gross Intake Rate (GIR) and Net Enrollment Rate (NER) are both input indicators relating

to the enrolment in the first Grade at Primary level. GIR indicates the holistic enrollment of


children in Grade 1 with the coverage of underage, correct age and overage children. NER

indicates the total number of correct new entrants in Grade 1 of five years‟ age, with respect to

the total population of five-year age children or same age. NER does not cover the underage

and over age students within the age specific class. It shows the level of access to Primary

education of the eligible population of Primary school-entrance age.

According to Flash Report 2072, based on the total number of new enrolments in Grade 1 and

the total number of 5 years‟ age group, the overall GIR for Grade 1 is 135.5% with 142.5% for

girls and 129.1% for boys in 2015 and the overall GIR for Grade 1 was 137.0% in the last school

year 2015.

Table No. 31 Comparison of Achievement against the Target of Gross Intake Rate (GIR) in Grade 1 since

2008 to 2015

Year National Target Achievement

2008 141 147.7

2009 148 144.0

2010 144 142.4

2011 140 140.7

2012 137 141.2

2013 133 141.8

2014 130 137.0

2015 133 135.5

Data source Flash Report 2072, Status Report 2071 and SSRP Core Document (2009-2015)

Figure No. 24 Progress Achieved Against the Target of Gross Intake Rate (GIR) in Grade 1 since 2008 to

2015

Data source Flash Report 2072 and SSRP Core Document (2009-2015)


The national target of GIR for Grade 1 was determined 135% for 2014/2015 but the

target was not meet because of enrollment of underage and overage children in Grade

1. A longer interval is needed to achieve the national target as set in the SSRP Core

document 2009-2015. The overall GIR for Grade 1 varies according to the eco-belts,

shown below in Table No. 32 and Figure No. 25.

Table No. 32 Gross Intake Rate (GIR) in Grade 1, (2015-2016)

Eco-belts Girls Boys Total

Mountain 157.6 138.5 147.6

Hill 143.2 139.2 141.1

Valley 142.4 122.7 131.9

Terai 139.7 122.4 130.6

Total 142.5 129.1 135.5

Data source Flash Report 2072

Figure No. 25 Gross Intake Rate (GIR) in Grade 1, (2015-016)



According to Flash Report 2072, the overall Net Intake Rate (NER) in Grade 1 is 93.8%

(Compared to 93.0% in the last school year). Flash Report I, 2072 shows that the Net

Enrollment Rate (NER) in Grade 1 has been increasing over the last seven years.

Table No. 33 Progress Achieved Against the Target of Net Intake Rate (NER) for Grade 1 from 2008 to

2015


2008 78 83.1

2009 81 86.4

2010 83 89.0

2011 86 90.7

2012 88 91.2

2013 91 91.6

2014 94 93.0

2015 96 93.8

Data source Flash Report 2072, Status Report 2071 and SSRP Core Document 2009-2015

Figure No. 26 Progress Achieved Against the Target of Net Intake Rate (NER) in Grade 1 from 2008 to

2015

Data source Flash Report 2072 and SSRP Core Document 2009-2015

The pre-set national target for 2015/016 has not been met because all the age group students

could not reach school.

Table No. 34 Net Enrollment Rate (NER) in Grade 1, (2015-2016)


Eco-belts Girls Boys Total

Mountain 94.8 94.1 94.5

Hill 94.2 95.0 94.6

Valley 92.8 96.1 94.6

Terai 93.5 92.9 93.2

Total 93.8 93.9 93.8

Data source Flash Report 2015-2016

The table above and graph below shows that the NER is marginally higher for boys than for

girls. It also indicates that the enrollment of five-year-old children in Grade 1 is not increasing,

with 3.4% students still out-of-school, indicating additional steps need to be taken to target out-

of-school children to enable them to attend formal schooling. Table No. 34 and Figure No. 27

below represent the overall scenario and status of NER in Grade 1 based on gender and eco-

belts.

Between the eco-belts, there is little difference with regard to NER in Grade 1; the Valley and

Hill eco-belts show the highest NER (94.6%) followed by the Mountain eco-belt, with the Terai

eco-belt having the lowest NER (93.2%). The NER has increased by 0.8% points in the last

school year.

Figure No. 27 Net Enrollment Rate (NER) in Grade 1, 2015-2016

Data source Flash

Report 2071.

Gross and Net

Enrolment

Rate (GER and NER) at Primary, Lower Secondary and Basic Levels


The Gross Enrollment Rate (GER) and Net Enrollment Rate (NER) pertain to enrolment in

Primary level. The GER represents the level-wise, total sum of children in Primary level from

class one to five, including underage, correct age and overage children. NER however

represents new enrollments of children 5-9 years of age (correct aged children) in Primary level

with respect to the total population of 5-9 year olds. NER does not include children aged below

five years (underage) or above 9 years (overage) within the age specific classes (5-9).

Table No. 35 Gross Enrolment Rate (GER) of Primary, Lower Secondary and Basic Level in (2015-2016)

Level GER NER

Girls Boys Total GPI Girls Boys Total GPI

Primary(1-5) 140 128.2 134.0 1.09 96.2 96.9 96.6 0.99

Lower Secondary(6-8) 98.9 91.9 95.4 1.08 81.6 80.2 80.9 1.02

Basic(1-8) 124.1 114.5 119.2 1.08 88.9 88.6 88.7 1.00

Data source Flash Report 2015-2016.

Table 35 and Figure 28 show the gross enrollment trends at Primary level. According to Flash

Report 2015-2016, the total GER at Primary level is 134.4%, with 140.0% for girls and 128.2%

for boys. GER is decreasing in comparison with last year. The GER decreased in 2014 because

of the decrease in the population growth rate, verified in Flash Reports from responsible

authorities and with the use of student database software in Districts.

Figure No. 28 Gross Enrolment Rate (GER) by levels in 2014/2015

Data source Flash Report 2071.

According to Flash Report 2015-2016, the total GER at Lower Secondary level is 95.4% with

GER of 98.9% for girls and GER of 91.9% for boys. When compared with the status of the


previous year (89.7% total, 92.0% for girls and 87.4% for boys) the GER in total, as well as for

both genders, has increased in the current school year.

Figure 29 demonstrates GER at Lower Secondary level increased from last year.

Table No. 36 Progress Achieved against the Target of GER at Lower Secondary Level from 2008 to 2015

Year

Progress

Achievement

2008 80.1

2009 88.7

2010 94.5

2011 100

2012 100.6

2013 84.3

2014 89.7

2015 95.4

The GER of Primary level, Lower Secondary level and Basic level 1-8 for 2014/2015 is

demonstrated above in Figure 29. Primary level achieved a higher GER than Basic and Lower

Secondary levels.

Figure No. 29 Progress Achieved against the Target GER for Lower Secondary Level from 2008 to 2015

According to Flash Report 2015-2016, the total GER for Basic level is 119.2%, with 124.1% for

girls and 114.5% for boys respectively (as compared to 117.1% in the last school year).

Progression of the GER at Basic level from 2008 to 2015 is given below in Table 37.

Table No. 37 Achievement against the Target for Gross Enrollment Rate (GER) for Basic Education from

2009 to 2015


2008 116

2009 123 123.3


2010 125 124.4

2011 128 123.7

2012 130 120

2013 132 115.7

2014 132 117.1

2015 131 119.2


The GER in Basic levels (1-8) for 2015-2016 is demonstrated above in Table 37 and the

subsequent progress of GER for Basic levels from 2008 to 2015 is given below in Figure 30.

Figure No. 30 Achievement against the Target for Gross Enrollment Rate (GER) in Basic Education from

2009 to 2015.


This shows that there was a small increase in the GER at the Basic level over the last school

year. When we compare the GER for Basic level from 2008 to 2015, it shows that the pre-set

national target was achieved.

The GER will be decreased further in the planned implementation period. Firstly, this means

that the total enrollment of under-age and over-age students (5-12) will be reduced at the Basic

level. Secondly, there is still both low enrollment and significant drop out rates of students in

Lower Secondary level classes (6-8), so the GER of Basic level is reducing each year instead of

increasing to meet the national target of 131.

According to Flash Report 2072, the overall NER at Primary level is 96.6%, with 96.2% for girls

and 96.9% for boys respectively for 2015. When compared with the status of last year (96.2%

total, 95.7% for girls and 96.6% for boys), the NERs for both girls and boys, as well as in total,

have increased.

Table No. 38 Net Enrolment Rate (NER) by Levels in (2015-2016)

Level NER


Girls Boys Total

Primary(1-5) 96.2 96.9 96.6

Lower Secondary(6-8) 81.6 80.2 80.9

Basic(1-8) 88.9 88.6 88.7


Figure No. 31 Net Enrolment Rate (NER) by Levels in (2015-2016)

Data source Flash Report 2071.

The NER of Primary level, Lower Secondary level and Basic level (1-8) for 2015 is

demonstrated above in Figure 31. Primary level has higher rate of NER than Basic and Lower

Secondary level. The subsequent progress of NER at Primary level from 2008 to 2015 is given

below in Table 39 and Figure 32.

Table No. 39 Achievement against the Target for Net Enrollment Rate (NER) at Primary Level Education

from 2008 to 2015


2008 89 91.9

2009 92 93.7

2010 94 94.5

2011 96 95.2

2012 97 95.3

2013 98 95.6

2014 99 96.2

2015 99 96.6



When we compare the NER of Primary education in the vertical column only, the NER

increased each year by small increments. However, when we compare achievement against the

national preset targets, the NER surpassed targets from 2008 to 2010, but fell short of doing so

from 2011 to 2015

Figure No. 32 Achievement against the Target for Net Enrollment Rate (NER) in Primary Level Education

from 2008 to 2015


There is a 2.4% gap between the pre-set national target of 99% and the recent achievement at

primary level. The trend shows that it is difficult to achieve the target of 100% enrollment for the

5-9-year-old age group in the target year. The present status of NER at primary level suggests

that 3.4% of the 5-9-year-old age group is out of formal school system. We need to expand

access and equity for vulnerable children from the core target groups of the disabled, girls,

orphans, ethnic minorities and poor, marginalized communities.

According to Flash Report 2072, the total overall NER for Basic level is 88.7% with 88.9% for

Girls and 88.6% for boys respectively (as compared to 87.6% in the last school year).

Table No. 40 Achievement against the Target for Net Enrollment Rate (NER) in Basic Education from

2008 to 2015


2008 71 NA

2009 73 NA

2010 75 83.2

2011 77 86

2012 80 86.6

2013 82 87.5

2014 87.7 86.3

2015 88 87.6


Table 40 shows a slight increase in the NER at Basic level in 2015 over the last school year

2014. When we compare the achievement of NER against the national target, the achievement

is still below the target.

Figure No. 33 Comparison of Achievement Against the Target of NER of Basic Education since 2008 to

2015.

According to Flash Report 2072, the total NER at Lower Secondary level is 80.9% with 81.6%

for Girls and 80.2% for boys respectively (as compared to 74.6% in the last school year).

Table No. 41 Comparison of Achievement of Net Enrollment Rate (NER) in Lower Secondary Level from

2008 to 2015

Year Achievement

2008 57.3

2009 63.2

2010 69.3

2011 70

2012 72.2

2013 72.6

2014 74.6

2015 80.9

Table 41 shows that NER for Lower Secondary level is increasing, with a slight increase in NER

at Lower Secondary level from the last school year 2014. The above figure demonstrates that

NER at Lower Secondary level is increasing since 2008. Theoretically, NER should be

increasing which is appropriate.

Figure No. 34 Comparison of Achievement of Net Enrollment Rate (NER) in Lower Secondary Level from

2008 to 2015


2.2.1.4 Achievement against Annual Targets

A. Center level

The achievements gained against the annual target for Central level are given in Table 42

below.

Table No. 42 Physical Progress Achieved against Annual Targets

Target in ASIP Achievements

Programs for ensuring access to Basic education.

Preparation and publication of "Gender equity" journal

2015.

Journal prepared and published for social

awareness and gender sensitization.

Review, publication and distribution of guidelines

related to girls hostel and scholarship.

Revision and publication of guidelines for

girl‟s education, hostel and scholarship as

per the target.

Alternative education programs

Pre-service Master TOT training for non-formal Primary

education program first phase.

Program not implemented.

Refresher training for non-formal Primary education

(FSP) program.

Progress achieved as per the target.

Development, printing and distribution of text books,

training manuals and facilitators helping books for non-

formal education first and third levels

Program not implemented

Open education and adult school program

Revision and development of textbooks and TG for

open Lower Secondary school. (37ps)

Progress achieved as per the target. (37ps)


Target in ASIP Achievements

Printing and distribution of first level textbooks and TG. Program not implemented.

Inclusive education program

5 days orientation program on inclusive education for

HT of the school having resource class

Program conducted as per the target.

3 days interaction program of stakeholders on multi-

language teaching extension program.

Program not conducted

6 days training for mathematics and science teacher of

the schools with resource classes for blind students.


Printing and distribution of brail books for Grades (1-

12).


Conducting meetings for operating religious schools. Progress achieved as per the target.

Textbook development, printing and distribution for (

Class 4- Magar & Dhimal; Class 5 - Tamang Sambhota

and Class 2 Bajjika and Kulung)


Class 5's four subjects' textbook development of

Madarasa


Translation in English of Grade 8 textbooks (6 subjects) Progress achieved as per the target.

Curriculum development of Gurukul education Grade

7's four subjects ( Ethics, Jyotish and social studies )


Interaction program for operating religious type of

schools such as Gurukul & Ashram effectively


B. District level

The achievements gained against the annual target for District level are given in Table 43

below.

Table No. 43 Physical Progress Achieved against Annual Targets

Target in ASIP Achievements Remarks

Operation of existing 235 flexible schooling

program (FSP) Centers

58 (54.35%) Centers

operated

177 centers found

under-reported (only

partially reported)

Remuneration for 235 facilitators 132 (56.17%) facilitators

received remuneration

Remuneration of 103

facilitators under-

reported.

Textbooks and SIP supports through mother 2,045 (43.51%) schools 2,655 students found



school for 4,700 students received support through

mother schools

under-reported

Operation of 37 Open schools (Grades 6-8)

level I and II

32 (86.49%) schools

operated

5 schools found

under-reported.

Textbooks and SIP supports through mother

school for 37 schools

31 (83.78%) schools received

support through mother

schools.

6 schools found

under-reported

Operation of 304 non-formal adult schools for

women

160 (52.63%) schools

operated

144 schools found

under-reported

Operation of 7 mobile schools 2 (28.57%) schools operated 5 schools found

under-reported.

Continuity of student enrollment and

improvement in 80 centers (DEOs and REDs)

74 (92.50%) centers

completed

6 centers were

under-reported.

Operation of 380 residential Resource Centers 359 (94.47) RCs operated 21 RCs found under-

reported.

Management costs for 380 resource classes 337 (88.68) classes received 43 classes were

under-reported

Operation of 62 Assessment Centers 60 (96.77) centers operated

2 centers found

under-reported

Scholarship distribution for 46,476 disabled

students of class's 1-8

Scholarship distributed for

32,258 (69.41%) disabled

students

14,218 students were

under-reported

Co-curricular activities for disabled students in

74 Districts

Activities conducted in 66

(89.19%) Districts

8 Districts found

under-reported.

Training for deaf resource teacher at 20 schools Training conducted at 16

(80%) schools

4 schools found

under-reported

Preparation of profile of NGOs & CBOs working

in the area of girls education and profile

dissemination to strengthen girls education

network (80 times)

Preparation of profile and

girls education network 66

(82.50%) times

14 times found

Implementation of comprehensive compulsory

Basic education in 21 Districts for 113 schools 113 (100%) schools received.

Programs for Free and Compulsory Basic

education for 50 persons

Program conducted for 50

(100%) persons

Special educational program for 29 children

from marginalized (Raute, Badi, Musahar,

7 (24.14%) children received

the support

22 students were not

reported



Chepang etc.) groups

Providing grant support to 1256 Basic religious

schools (especially for Gurukul, Ashram,

Madarasa, Gumba and Bihar).

1070 ((85.19%) schools were

supported

186 schools were

under-reported

Computer based training in 3 schools for blind

children from Grade 6

2 (66.67%) schools were

supported

1 school was not

reported.

Computer based training for deaf children 3

secondary schools

3 (100%) schools were

supported

2.2.1.5 Analysis of Progress

2.2.1.5.1 Major Achievements

At Central level, there were three activities under the component "ensuring access to basic

education". They were alternative schooling program, open school, and inclusive education

program. The overall Physical and Financial Progress rates of this component were 63.88% and

49.70% respectively.

Compared to the other three subcomponents, both the PPR and FPR were lower in the

“Alternative Schooling Program". Under this activity, Training of Trainers (TOT) for non-formal

Primary schooling program (level 1) was not implemented completely. The PPR was more than

97% for the remaining subcomponents but FPR was less than 87% in each component. This

was due to the delay in budget release. In conclusion, achievements targeted in ASIP/AWPB

2014/2015 for these components were at a satisfactory level.

District level:

There were three major activities under the component "ensuring access to Basic education".

They were the alternative program, open school and inclusive education program at District

level. The overall PPR and FPR under this component were 79.35% and 63.01% respectively,

whereas the rates were 73.17% and 72.76% in the last year. Both the Free and Compulsory

Basic Education program and the FCBE Intensive Implementation programs underachieved in

terms of both PPR and FPR. Due to the earthquake of April 25, schools were closed and many

DEOs were unable to perform their duties for one and half months during the peak time of

program implementation. Similarly, the budget allocated for remuneration for flexible schooling,

the non-formal education program for adult women, and support of distribution processes for

students from the most marginalized groups were under spent, revealing that the operational

procedures of these programs need to be reviewed.

To promote multilingual teaching in early Grades, 1,800,000 Nepalese Rupees was allocated in

each of 120 schools for educational material management costs for multilingual teaching.

Around 5,586 schools used mother tongue as a teaching medium in different Districts. A study


was conducted on medium of instruction and language in education in collaboration with DFAT

(supported by the Australian Embassy). Sixty-three languages have been used as instructional

medium whereas early Grade textbooks are developed in 22 languages.

2.2.1.5.1.1 Gap analysis between ASIP priorities and annual progress

The pre-school Master training for the non-formal Primary education program was not

conducted in 2014.

At the District level, gaps were found between ASIP priorities and actual progress in most of the

items.

2.2.1.5.2 Innovations and Case Studies

Verification of Data

DEO Manang and many other Districts completed field-based verification of the Flash Report in

relation to identification of actual students, which will aid in effective service delivery in the

future.

Collection of school outreach children’s details by schools into their service area

The DEOs of Pyuthan, Baitadi, Dang, Bardiya, Chitwan, Surkhet, Sindhupalchowk and many

other Districts collected details of schools' outreach children through schools in their service

areas. This database has been very useful for identifying targeted groups and making

appropriate interventions to help these children access education.

Model school development campaign

DEOs of Surkhet, Dadeldhura and Pyuthan envisioned the concept of model school

development. At least one school in each RC has been developed as a model school. These

model schools demonstrate best practices of school management.

Lunch box campaign

DEOs Palpa, Syangja, and Bardia banned all 'junk food' in schools and introduced a school

lunch box campaign. DEOs reported that the lunch box campaign helped much in implementing

the day meal program effectively.

Standardization of District Level Examination

DEOs such as Salyan, Rupandehi, Pyuthan, and Latitpur standardized the DLE examination.

From test item writing to certification, all aspects of standardized tests were followed.

Declaration of FCBE

Twenty-one Districts declared each VDC had ensured provision of Free and Compulsory Basic

Education (FCBE) with reliable statistics collected by the schools.

English medium of instruction in community schools

Like the last year, many Districts promoted teaching/learning in English medium. Reports from


Districts indicate this practice has increased the students‟ enrolment as well as their retention in

community schools.

Research at District level for educational development

DEO Tanahu conducted research on the effectiveness teaching/learning in English medium.

The findings were positive in favor of English medium instruction.

DEO Tanahu also conducted research on the frequency in attendance of students in class one,

with results showing that Dalit and Janajati community children were more infrequent attendees

than other groups.

Performance Contract with HTs

DEO Sindhupalchok carried out performance contracts for all Head Teacher to promote net

enrollment at Primary level.

Multilingual Education

A Bhote-Nepali-Kaaike-English Multilingual Dictionary 2014/015 was developed. This was used

in 23 schools of 7 VDCs at basic level.

2.2.1.5.3 Areas of Under-Performance

i. Access of hard core groups (difficult to reach/marginalized group) to school education is

the major challenge.

ii. Initiatives on gender equality and equity issues have been taken at the central as well as

district levels, however, there is a need of transforming the initiatives into result based

interventions particularly in terai, Midwestern and Farwestern regions in order to

increase the retention and enhance the quality of girls‟ learning.

iii. The dropout rate is high and the promotion rate is low in disadvantaged groups and

areas.

2.2.1.5.4 Constraints

i. The Government had difficulty in bringing about the full budget on time. The budget was

released three times, such that activities and budget could not be allocated at once to

the Districts. The delay in budget release and funding allocation has created complexity

for the timely implementation of programs. For some programs, release of budget and

reimbursement of expenses occurred in the last month of the fiscal year.

ii. The SSRP envisioned that local bodies would take responsibility for the planning,

implementing and monitoring of Basic Education (including Free and Compulsory Basic

education). However the local bodies are not fully functional and there have been no

local body elections from the last ten years. As a result, the local bodies could not

contribute as it was planned.


iii. The verification of data and reallocation of programs (regarding non-formal Primary

schools, FSP/SOP and open schools) were insufficient.

2.2.1.5.5 Addressing Constraints and Maximizing Achievements

To minimize the aforementioned constraints and to maximize achievements, the following points

will be useful in coming years.

i. Release and allocation of budget and programs should be made once at the

beginning of the fiscal year (as happened in the year 2013-14). DOE should then use

the remainder of the year to monitor and provide support to Districts in the

implementation of programs.

ii. Free and Compulsory Basic program has been implemented in 13 Districts

(Dhankuta, Saptari, Bhaktapur, Parsa, Kaski, Rupandehi, Surkhet, Bardiya,

Dadeldhura, Kanchanpur, Dolpa, Mustang and Manang) as well as 194 VDCs in 48

Districts throughout the country.

iii. A comprehensive strategy paper has been prepared to bring out-of-school children

into the mainstream education system.

iv. Verification and reallocation of programs should be made regarding non-formal

Primary schools, FSP/SOP and open schools in coming years.

v. Performance contracts with Head Teacher, RPs and School Supervisors continued

in 2014/2015.

vi. The numbers of Child Friendly Schools and classrooms has increased.

vii. Teaching/learning in English medium has been introduced as per the demand of

parents in many schools throughout the nation.

viii. Teacher training curriculum includes inclusive education, rights based education,

civic education, human rights, child rights and learning and other issues and

concepts, which helps to create an appropriate learning environment in schools.

ix. Student counseling, student clubs and other student-focused programs have been

launched in collaboration with NGOS/INGOS, CBOS etc.

x. Early Grade Reading Program has got continuation.

2.2.2 Secondary Education


The goals of Secondary education are to meet national development needs by producing

competent and skilled human resources, and to provide a sound foundation for Tertiary

education. These goals encompass further objectives of improving access to and equity, quality

and relevance of Secondary education. The direction of policy is towards; expanding free

Secondary education; ensuring opportunities for equitable participation in all aspects of

Secondary education; equity and social inclusion; quality and relevance by introducing soft


vocational skills in Secondary education; and governance & management of Secondary

education through shared responsibility between Central and local governments.

The intention of the SSRP is also to revise the school structure with Grades 1-8 being the Basic

level and Grades 9-12 the Secondary level. The SSR Plan (2009-2015) emphasized increasing

access to and participation in promoting equity and social inclusion and improving quality and

relevance of Secondary education. Secondary level education is again restructured into two

streams such as the existing general education stream from Grades 9-12, and Vocational and

Technical stream from Grades 9-12.

According to Flash Report 2014/2015, of the total 35,223 schools (2014/2015), 1070 schools

were closed/merged and the total number of schools decreased to 34,837 in the current school

year 2015-2016. Out of a total 34,837 schools; 8,967 are Secondary Grades (9-10); 3,656 are

Higher Secondary Grades (11-12) and 9,263 are Secondary Grades (9-12) levels. Figure 35

shows the total number of schools in Nepal since the early period of SSRP to now (2008-2015).

Figure No. 35 Total No of Secondary Schools since 2008 to 2015 in Nepal

Figure 35 and Table 44 show the trend of schools increasing in Nepal since the early

period of SSRP to now (2008-2015). The beginning of the Basic education concept

emerged in 2009, so the trend analyzed is from 2009 to 2015, for 7 years only.

Table No. 44 Trend of School Increasing in Nepal Since 2008 to 2015

Year 2008 2009 2010 2011 2012 2013 2014 2015

Average

Growth rate of

schools in

2015


Total (1-

12) 31156 32130 33160 34361 34782 35223 34806 34837 11.81

Secondary

(9-10) 6516 6928 7266 7938 8416 8726 8814 8967 37.62

Higher

Secondary

(11-12)

1556 2512 2564 3382 3596 3596 3596 3656 134.96

All

Secondary

(9-12)

0 7221 7559 7233 8711 9021 9109 9263 28.28

The total number of schools from Grades 1-12 increased by 11.81% within 8 years, and

Secondary schools from Grades 9-10 increased by 37.62% in the same period. The total

number of Higher Secondary schools from Grades 11-12 increased by 134.96%, as shown in

Figure 36 below.

Figure No. 36 Trend of Schools Increasing in Nepal from 2008 to 2015.

According to Flash Report 2015-2016, there are 23 Secondary level religious schools at Grades

9-10 and of these 14 are Madarasas, 8 are Ashram/Gurukul and 1 is Gumba/Vihar. Of the total,

6 are religious types of Higher Secondary schools (4 Madarasas and 2 Ashram/Gurukul).

Table No.45 Distribution of religious schools at Secondary level, 2015-2016

Religious Schools

Secondary Higher Secondary

Madarasa 14 4


Gumba/Vihar 1 0

Ashram/Gurukul 8 2

Total 23 6

Mostly the Madarasa schools are in the Terai eco-belt and the Ashram/Gurukul and

Gumbas/Vihars are in the Hill and Mountain eco-belts.



ASIP/AWPB (2014/2015) has set the following priorities for the Secondary education programs

component:-

Access and Equity

1. Preparations will be made to implement the Free and Compulsory integrated Secondary

education system (Grade 9-12). Integration of Grade 9-12 education policies, curriculum,

examination and trainings will be carried out in line with the Education Act amended in

2016.

2. Guidelines will be developed for Secondary schools reestablishing minimum enabling

environments for students with different types of disabilities, and schools will be

familiarized with this.

3. Equitable access in Secondary level education (9-12) will be delivered (based on

mapping), and gradually made free, (including science education).

4. MOE/DOE will review and assess the effectiveness of, and existing support scheme for,

students from Karnali zone and other marginalized and disadvantaged communities.

5. The current incentive scheme will remain to ensure access to and completion of

Secondary education especially for Dalits, marginalized groups, disabled students, girls,

and children from economically disadvantaged households.

6. MOE/DOE will implement a „one-door‟ system for effective scholarship distribution.

Secondary level scholarships will be distributed to students through individual bank

accounts where bank facilities are available. Where the government issues Poverty

Cards, they will be utilized for scholarship distribution.

7. Integrated scholarship distribution guidelines will be updated and implemented.

Alternative and open learning programs will continue to facilitate access and

participation of females, ethnic groups, Madhesis, Dalits, disabled, Muslims and other

marginalized communities to Secondary education.

8. MOE will establish a team to look into ways and means to promote partnerships with

private providers to safeguard access to quality Secondary education in areas that are

not well served with educational services. Attractive packages will be developed to draw

such partnerships to mountain Districts and remote hilly areas.


9. Private & public partnerships will be encouraged to share best practices in quality

improvement. Partnerships will also be developed between better performing and

underperforming schools, in particular between private & public schools.

Quality and Relevance

1. The guidelines developed by MOE for setting Secondary education standards will be

reviewed and all Secondary schools will be required to comply by 2015.

2. Within PMEC, special consideration will be given to ensuring that all community

Secondary schools have a functioning library and science laboratory.

3. Provision will be made for incentives to the two best performing Secondary schools

in each District who will be awarded with 500,000Rs each. The best performing

schools will support underperforming schools to obtain better results.

4. MOE/DOE will provide special incentives to acquire qualified, competent science and

mathematics teacher, including temporary waivers on teaching licenses for a

specified time period.

5. Preparation will be made for the integration of soft-skills in Secondary and teacher

training curriculum content, to pilot within schools that have received the Basic

education level soft-skills curriculum.

6. Introduction of the pre-vocational stream in Secondary education will continue in 100

schools.

7. CDC in collaboration with CTVET will develop the National Vocational Qualification

Framework.

8. An integrated framework of alternative/open learning will be developed and

implemented.

9. A National curriculum framework, including vocational education, will be developed

for Grades 9-12.

Learning and Evaluation

1. Learning achievement in community schools will be improved by encouraging inter-

school partnerships to ensure equity.

2. Remedial support programs will be launched in schools targeting students lagging

behind in acquiring minimum learning achievements.

3. Student learning will be supported through enhancing ICT in education. Community

involvement will be promoted through advocacy and awareness.

4. The existing supervision and monitoring system will be strengthened with the intent

of providing general and instructional support to integrated Secondary schools.

5. The existing capacity of RED will be reviewed and strengthened with a view to

augmenting their role, enabling them to manage Grade 10 examinations at the

regional level.

6. DEOs generate performance contracts with head teachers in their respective districts.

7. Schools‟ achievement performance will be linked to the RPs, SSs and DEOs when

evaluating the performance of those officials.


8. After the publication of SLC result in each District, RED and at Central level, review

workshops will be organized to take necessary remedial action for further

improvement.

9. District level indicators and targets set to improve SLC results and interventions will

be initiated in all Districts.

10. Separate Head Teacher on performance contracts will be made available in all

Secondary schools by 2015/016.

11. A National Examination Board (NEB) will be established and put into operation after

the enactment of the Education Act in 2016.


The progress achieved so far regarding KPIs is detailed in the Flash Report, which includes

achievements in Secondary education. The following tables and figures present a summary of

the current status of the KPIs.

Gross Enrolment Rate (GER) at Secondary Level

According to Flash Report 2015-2016, the overall GER in Secondary level (9-10) is 75.1%, with

78.4% for girls and 71.6% for boys. The GER in Secondary level last year was 70.1%. Table 46

shows the GER and NER at Secondary and Higher Secondary levels in the school year 2015-

2016. Table No. 46 Gross Enrolment Rates (GER) and Net Enrolment Rates (NER) at Secondary Level

2014/2015

Level GER NER

Girls Boys Total GPI Girls Boys Total GPI

Secondary (9-10) 78.4 71.6 75.1 1.09 57.4 58.6 58.0 0.98

Higher Secondary (11-12) 37.5 37.6 37.5 1.00 17.1 16.6 16.8 1.03

Secondary (9-12) 58.4 54.9 56.7 1.06 37.8 37.9 37.8 1.00

According to Flash Report 2015-2016, the overall GER in Higher Secondary levels (11-12) is

56.7%, with 58.4% for girls and 54.9% for boys.

Figure No. 37 Gross Enrolment Rate (GER) at Secondary Level in 2014/2015


According to Flash Report 2015-2016, the overall GER in Secondary education levels (9-12) is

56.7%, with 58.4% for girls and 54.9% for boys. The trend of GER at Secondary level, Higher

Secondary level and Grades (9-12) for 2013-2014 is given above in Figure 37.

Table No. 47 Achievement against the Target for Gross Enrollment Rate (GER) in Secondary Level

Education from 2008 to 2015

Years Secondary (9-10) Higher Secondary (11-12) Secondary (9-12)

2008 59.5 40

2009 65.7 23.6 44.7

2010 66.3 26 46.2

2011 46.2 28.9 49.4

2012 71.7 31.6 51.7

2013 68.7 32 50.4

2014 70.1 32.9 51.6

2015 75.1 37.5 56.7

The subsequent progress of GER in Secondary levels (9-10) from 2008 to 2015 is shown

above in Table 47 and Figure 38 below.

Figure No. 38 Comparison of achievement Against the Target for Gross Enrollment Rate (GER) in

Secondary Level Education from 2008 to 2015

On examination the GER in Secondary level from 2008 to 2015 increased almost each year,

with the total increase being quite substantial, from 59.5% in 2008 to 75.1% in 2015. The above

figure demonstrates the comparison of GER of different levels Secondary education.

0

20

40

60

80

2008 2009 2010 2011 2012 2013 2014 2015

59.565.7 66.3 70 71.7

68.7 70.175.1

23.6 26 28.9 31.632 32.9 37.5

40 44.7 46.2 49.4 51.750.4 51.6

56.7

Pe

rce

nta

ge %

2008 2009 2010 2011 2012 2013 2014 2015

Secondary (9-10) 59.5 65.7 66.3 70 71.7 68.7 70.1 75.1

Higher secondary (11-12) 23.6 26 28.9 31.6 32 32.9 37.5

Secondary (9-12) 40 44.7 46.2 49.4 51.7 50.4 51.6 56.7


Net Enrolment Rate (NER) at Secondary Level

According to Flash Report 2015-2016, the overall NER in Secondary level is 57.9% with 57.4%

for girls and 58.6% for boys. The NER for 2014 was 56.1%. The NER suggests that 42.1% of

the Secondary levels age group (13-14 years age group) were either out-of-school or enrolled at

other levels.

Figure 39 Net Enrolment Rate (NER) at Secondary level in (2015-2016)

The NER of Secondary level, Higher Secondary level and class 9-12 is given below in the Table

48 and Figure 39.

Table No. 48 Achievement against the Target for Net Enrollment Rate (NER) in Secondary Level

from 2008 to 2015

Indicators 2008 2009 2010 2011 2012 2013 2014 2015

Target 20 21 22 23 24 26 27 29

Achievement 36.4 40.8 46.5 52.1 54.3 55 56.1

When compared against the target, the acheivement rate increased each year. NER has

reached 56.1%, up from 36.4% in seven years and the target has been met (because the NER

is to increase and GER decrease while planning). There is a positive trend for student

enrollment in Secondary level. The progress against the target is given below in Figure 40.


Figure No. 40 Achievement Against the Target for Net Enrollment Rate (NER) in Secondary Level

from 2008 to 2014

According to Flash Report 2071, the overall GER in Higher Secondary level was 32.9%, with

33.2% for girls and 32.6% for boys, while GER for the previous year was 32.0 %. The NER of

Higher Secondary level was13.1%, with 13.3% for girls and 12.9% for boys. The NER for the

previous year was 11.5%.

Table No. 49 Current Status of GER, NER and Other Indicators for Secondary Level from 2008 to 2014.

Indicators 2008 2009 2010 2011 2012 2013 2014 2015

GER (9-10) 59.5 65.7 66.3 70.1 71.7 68.7 70.1 75.1

NER (9-10) 36.4 40.8 46.5 52.1 54.3 54.9 56.1 57.9

GER (9-12) 40 44.7 46.2 49.4 51.7 50.4 51.6 56.7

NER (9-12) 21 23.9 27.1 30.6 32.4 33.2 34.7 37.7

SLC Pass 62 64.31 55.5 47.65 41.57 43.92 43.92 47.43

Figure 41 shows that GER reached 70.1%, up from 59.5% over the last seven years, a

continuous, incremental increase in student enrollment (except in 2013) indicating the success


of the program implemented. There has likewise been a substantial increase in the NER from

36.4% to 56.1% over the same period.

Figure No. 41 Comparison of GER & NER of Secondary Level since 2008 to 2014.

With the exceptions of GER in 2013 & 2014, the trend of GER and NER has been towards

positive increases every year from 2008 to 2014.

The Pass Percentage of the School Leaving Certificate Examination

The School Leaving Certificate (SLC) examination is considered both a standard and highly

valued national level examination in Nepal, important and valuable for students and parents. As

a public concern, the percentage of students passing the examination is one of the best SSR

key indicators for evaluating the performance of Secondary level education. The following table

(Table 50) shows the comparative results against the national target.

Table No. 50 Percentage of Students Passed in the Regular SLC Examination Since 2008 to 2015

Years National Target Achievement

2008 60 68.47

2009 62 64.31

2010 64 55.5

2011 65 47.17

2012 67 41.7

2013 69 31.9

2014 71 43.92

2015 73 47.43

2016 75


The SLC examination pass percentage of students has been decreasing since 2008. The

average pass percentage of students taking the regular SLC examination across eight years is

50.05%.

Figure No. 42 Comparison of SLC Result

The pass percentage for the SLC examination was lowest in 2013. SSRP Core document

(2009-2015) sets improvement targets but there is fluctuation in the results for each year. The

graph below shows the results decreasing from 2008 to 2015.

Figure No. 43 Percentage of Students Passing the Regular SLC Examination since 2008 to 2015

Technical SLC Program

All of the 3,288 enrolled students appeared in the Technical School Leaving Certificate (TSLC)

Examination. All of them graduated from five major areas: computer science, electrical

engineering, plant science, animal science and civil engineering. The Letter Grade result system

was first initiated in this group.

0

20

40

60

80

2008 2009 2010 2011 2012 2013 2014 2015

68.47 64.3155.5

47.17 41.731.9

43.92 47.43

SLC

Pas

s P

erc

en

tage

Years

Comparision of SLC Result since 2008 to 2015

68.47 64.31

55.5

47.1741.7

31.9

43.9247.43

60 62 64 65 67 69 71 73

0

10

20

30

40

50

60

70

80

2006 2008 2010 2012 2014 2016

SLC

Pas

s P

erc

en

tage

Years

Achievement

Target


Pupil/teacher Ratio

Figure 40 below demonstrates that the pupil/teacher ratio for Grades 9-12 has been decreasing

continuously from 2012 to 2015, and met the national target for achievement progress. The

Government has supplied teacher salary's for Higher Secondary level since 2010, and as a

result the pupil/teacher ratio for Secondary levels 9-12 has been 1:23.

Figure No. 44 Trend of Pupil/teacher Ratio for Grades 9-12 from 2008 to 2015.

According to Flash Report 2071, the overall GER of Higher Secondary level is 32.9%, with

33.2% for girls and 32.6% for boys. The overall GER of Higher Secondary level for the 2013

was 32.0%.

According to Flash Report 2071, the NER for the Higher Secondary level is 13.1% with 13.3%

for girls and 12.9% for boys. The overall NER of Higher Secondary level for the previous year

(2013) was 11.5%.

2.2.2.4 Achievement against Annual Targets

At District level

The achievements gained against the annual target for District level are given in Table 51

below.

Table No. 51 Physical Progress Achieved Against Annual Targets

Target in

ASIP/AWPB Implementation status


2.2.2.5 Analysis of Progress 2.2.2.5.1 Major Achievements

Central level activities

There were few activities planned under this component at Central level in the fiscal year

2014/15. The curriculum of Grades 9 and 10 computer subjects was revised, and Grade 6

computer textbook was developed.

There were two major activities under this component at the District level. They were Alternative

Provision for Secondary Education, and Curriculum Dissemination. Both of the activities were

implemented, and for this component the PPR was 85.44% and the FPR was 81.06%.

Only 70% of the Basic level religious schools received supporting grants. Some Secondary

schools (Grades 9-12) have been undertaking initiatives such as student counselling and

awareness programs to young girls (to stop early marriage and drop out); carrying out

research/study on education quality; and conducting dummy SLC examination.


Self-Evaluation and Commitment

DEOs of Baglung, Dolakha, Gulmi, Syangja and many others conducted the following activities

to promote quality education:

i. Mobile meeting of RP/SS/HT and other DEO staff

ii. Team supervision

iii. Self-evaluation and dissemination

iv. Local political parties, their sister organizations, and other stakeholders committed to

school peace zone

v. Schools determined their own learning achievements targets

Education Management in Emergency (EMiE)

Alternative Provision for Secondary Education

School Grants for open education Grades 9-10 84.0 83 schools received

grants

Grants for schools with special need students (blind

schools - 6 and deaf schools - 6) 12 schools

11 schools received

grants

Non-formal Secondary education for adult women

Grades 9-10 34 schools

31 schools received

grants

Grants to support religious Secondary schools

(Gurukul, Ashram, Madrasha, Gumba and Bihar) 20 schools

14 schools received

grants

Dissemination of Grade 8 curriculum 21,702 teachers 21,922 (101.01%)

teachers oriented


DEO Udaypur has started integrating educational management during emergency periods into

District level plans.

Declaration of Learning Improvement Year

DEOs of Gulmi and many other Districts declared 2014/2015 as a learning improvement year.

Residential school recommendation

In an intensive consultation with stakeholders, DEO Manang recommended restructuring to

establish three residential schools, focused on servicing those students from remote and areas

of seasonal migration.

Free and Compulsory Education

DEO Manang has implemented Free and Compulsory education in all VDCs.

Preparation of Documentary

DEO Gulmi developed a visual documentary of schools for effective school mapping and a

strong and reliable database.

Use of Modern Instructional Technology

DEOs of Gulmi and Syangja applied modern instructional technology in classroom teaching with

ICT, establishing help desk and digital display boards to ensure the right to information and

transparency for service seekers. They also started to enter all records and activities on

computers and, in collaboration with Nepal Telecom, many Districts started e-notice boards to

transfer information for rapid service delivery.

SLC result analysis

The DEOs of Kathmandu, Dhading and many others analyzed the result of SLC examination

involving community schools, institutional schools and other stakeholders. This was followed

by discussions in relation to reasons for low performance, measures necessary for

improvement, and different actors‟ role in this regard. Good performing schools, teachers and

students (in SLC examination) were also awarded. Similarly, DEO Dolakha conducted

interaction programs at various forums and made all Secondary schools analyze students‟

learning achievements and set school/subject goals for improving the SLC result.


In spite of the efforts made to improve the school education, the result of SLC examination

was not satisfactory though.


i. Students‟ access to libraries is very limited.

ii. There are limited facilities of practically teaching/learning conditions in secondary schools.

iii. There are still not sufficient teachers at Secondary level as provisioned by the Education

Act.


2.2.2.5.5 Addressing Constraints and Maximizing Achievement

i. Minimum numbers of subject teachers, as provisioned by the Education regulation, should

be made available in each Secondary school.

ii. Computer, library and science lab facilities should be increased in schools.

Schools and communities should take the initiative to establish a library and enhance reading culture. 2.2.3 Physical Facilities Improvement


Creating a child friendly environment and making physical facilities available at schools plays a

vital role in ensuring student access to, and retention in, Basic and Secondary education.

Keeping children in school and bringing in out-of-school children demands sufficient space,

appropriate furniture, safe school premises, and appropriate and sufficient water and sanitation

facilities. In this context SSRP emphasized construction of new school buildings meeting the

requirements of students with disabilities, construction of classrooms meeting minimum

standards, restoration of school building/classrooms, improvement of school‟s external

environments and construction of separate toilets for girls.


ASIP (2014/2015) set the following strategic priorities and strategies for effective

implementation of the school physical facilities improvement program, which also addresses the

MTR recommendations on quality and equity challenges.


In order to ensure quality education at Basic level, resources will be channelled to

schools, based on the prioritized minimum enabling conditions (PMECs) survey findings,

to provide support to meet the PMECs in at least 20% more schools.

Strategies

1. Priority CFS indicators (currently named PMECs) will be clarified as an integral part of the

CFS framework but hereafter labelled as Level 1 (comprising 5 indicators: classroom for

each class, Basic learning materials, textbooks for all students, separate girls‟ toilets, & book

corner or library etc.). A roll-out plan will be developed considering the baseline currently

being gathered. Other components of the roll-out plan will be capacity building and

dissemination/communication in particular so that school level stakeholders are clear about

CFS and MECs.


2. The implementation of commitments made by the MOE (under the Nepal Risk Reduction

Consortium Flagship 1: Safe Schools and Hospitals) to undertake the assessment,

retrofitting and reconstruction of 900 school buildings in the Kathmandu Valley will begin

with the first group of 260 schools for which funding has been secured. In parallel the MOE

will undertake the retrofitting of 50 schools across Nepal.

3. Mapping of out-of-school children (who, where and how) will be conducted, requiring

disaggregated household data by location, and will affect the design and implementation of

appropriate interventions.

4. School Management Committees (SMCs), Head Teacher (HTs) and teacher will be

encouraged to utilize Flash information in planning their School Improvement Plans (SIPs)

and prioritizing interventions where improvement is felt necessary. DEOs will identify low

performing schools in the District using school accreditation and MEC indicators. Key priority

indicators and standards of Child Friendly Schools (CFSs) & MEC will be incorporated in the

School Improvement Plan (SIP) guidelines. Using the information, DEOs will facilitate

schools devising SIPs, targeting quality improvement initiatives aimed at enhancing school

performance.


2.2.3.4 Achievement Against Annual Targets

The annual targets and achievements during FY 2014/15 are as follows:

Table 52 Physical Progress Achieved Against Annual Targets

Activities

Target of

ASIP/AWPB

(2014/2015)

Achievement in

2014/2015

New Classrooms construction for PMEC-less schools,

community managed, and remote schools 994

937

Girls toilet construction for PMEC- less schools, community

managed, and remote schools 2500 2280

Construction of school building (Continuation from last years') 679 672

Construction of school building 540 507

Construction of school building (4 room) 448 430

School Earthquake Safety Program 204 121

Classroom restoration and furniture management 1,000 1046

Improving the external environment of schools 6,000 5056

Maintenance of RC building 50 58

Quick Rehabilitation of disaster affected schools 40 40

DEO building construction 13 12

Maintenance of DEO,RED and ETC building 79 25

Purchasing of laptop and LCD projector 184 163

Management of alternative power backup 37 37


Activities

Target of

ASIP/AWPB

(2014/2015)

Achievement in

2014/2015

Furniture for DEO and RED 30 27

For Center

Purchasing computer, laptop, Fax, scanner and printer (for

DOE) 43 4

Development of Database Software 1 1

2.2.3.5 Analysis of Progress

ASIP/AWPB (2014/2015) made provision for activities to improve physical facilities through the

improvement of classrooms, girls toilets, school retrofitting and drinking water etc. Central level

activities were designated under "Capital cost". This section presents the major achievements

made at District level and Central level.

2.2.3.5.1 Major Achievements

At the Central level, there were six activities under the component "Capacity development from

effective service delivery". The budget was allocated as capital cost (NPR 3,501,214).

At the District level, there were two budget items under this component. The first was capital

cost (NPR 3,508,034) and second was recurrent costs (NPR 3,508,033). Activities under capital

cost were designed for the improvement of physical facilities in REDs and DEOs, while the

budget and activities under recurrent costs were for the improvement of physical facilities of

schools. There were five activities to improve physical facilities of DEOs and REDs and this

budget head made satisfactory progress with a PPR of 84.09% and FPR of 89.09%. Under this

component seven DEO buildings were constructed, one DEO maintained, fifty-five motorbikes

purchased, fifty-five DEOs and REDs installed alternative power supply and seventy-two DEOs

and REDs procured computers, scanners, printers and projectors.

Activities under the recurrent budget were designated for the improvement of physical facilities

in schools. The overall PPR and FPRs of this component were 88.26% and 84.83%

respectively, which was less than that of the previous year (last year‟s PPR and FPRs were

99.87% and 99.70%)

Regarding the School Safety, there were two main types of activities:

1) School Earthquake Safety Program (SESP)

2) School Building Retrofitting.


Table No. 53 Physical Progress Achievement Against Annual Targets

S.N. District F/Y 2010/011 F/Y 2011/012 F/Y 2012/013 F/Y 2013/014 F/Y 2014/015

Target Progress Target Progress Target Progress Target Progress Target Progress

Kathmandu Valley

1 Kathmandu 5 5 20 18 70 54 114 58 43 14

2 Lalitpur 5 5 20 19 33 16 46 30 19 0

3 Bhaktapur 5 5 10 8 33 18 46 46 12 6

Some Implementation Challenges:

1. Longer time taking procedures to hire consultants for preparing drawings, design and

estimate,

2. No timely allocation of budget,

3. Limited contribution from the community level as it requires more funds to purchase

materials and skilled labour for constructing/repairing buildings/classrooms,

4. Requirement of extra classrooms during the construction period,

5. Lack of skilled technical human resource (Masons, Engineers and Sub-engineers etc.),

and

6. Increase in volume of works and costs due to unforeseen complications during

construction period.

2.2.3.5.1.1 Gap Analysis Between ASIP Priorities and Annual Progress

There are a number of factors that have to be strengthened, for example; classroom

rehabilitation, furnishing the classrooms adequately, and improving the external environment of

schools.


DEO Salyan collaborated with RRN and NGOs to construct anti-earthquake schools, as

well as providing guidance to retrofit old structures.

Allocation of physical facilities in schools was finally settled by the DOE on the basis of

PMEC indicators and selections were displayed on the DOE‟s website, effectively

ensuring transparency of misuse.

DOE carried out thorough inspection of physical structures allocated from BS 2063, in

eight Districts of the Terai region as a first stage and with the intention to implementing

this strategy in all 75 Districts.


Cost sharing of physical facilities improvement program is below the target.

The blanket approach to budgeting for school physical facilities improvement affected

uniformity and quality in construction.



Cost sharing at the local level is not given due attention by the stakeholders.

Costs allocated to physical facilities improvement is based on a blanket approach. Due

to this, uniformity in quality is not achieveable.

Inspection of construction by technical professionals from Central level is inadequate.

Physical facility improvement programs for DEOs and REDs are insufficient.

2.2.3.5.5 Addressing Constraints and Maximizing Achievements

The DOE has initiated a system to ensure schools physical facility selection based on

PMEC indicators only.

Display of all selected schools on the DOE website increased transparency and

accountability.

Frequency of technical monitoring and follow-up from Central and District levels

increased, which ensures the quality of program implementation.

Collaboration between DOE and I/NGOs will be of advantage in filling the gap and

ensuring the PMECs in schools.

Public contribution to schools physical facilities improvement has been made

compulsory.

A survey to identify the total number of additional new classrooms and girl's toilets

required to meet PMECs should be conducted so that reallocation of resources can be

made.


Chapter 3

Literacy and Lifelong Learning

2.3.1 Introduction

The goal of the SSRP is to go beyond achieving the 3 R skills, to literacy and lifelong learning

and to develop, among illiterate youths and women, life skills enabling the building of

competency in communication and the use of social service institutions to address their own,

family and community issues of daily life (ASIP 2012-13).

Literacy and continuous education underpin the right to Basic education for all adults and youths

between 15 and 45 years of age. The objective of this component has been to provide

comprehensive literacy and Basic competencies, imparting values and skills that improve quality

of life and lead to prosperity. There are no separate literacy classes for the disabled, adults,

women or youths and they can enroll in adult literacy classes with other participants run by NFE

and DOE as well as other local CBOs and NGOs. Literacy classes give priority to disabled

persons who have missed the opportunity of formal schooling.

Nepal‟s' adult illiteracy dropped from 54% in 2001 to 34.1% in 2011. The 2011 statistics

revealed that Nepal's literacy rate (5+ years) is 65.9% (male 75.1% and female 57.4%).

Increasing adult literacy to 75% by 2015 is still a challenge and demands significant effort and

determination.

A geographical analysis of literacy rates by District also shows that the literacy rate is unevenly

distributed with an overwhelming majority of Terai Districts in Central and eastern development

regions, hills and mountainous Districts in the Midwest, and far west development regions

having the lowest literacy levels.

Currently adult literacy, women‟s literacy and functional literacy programs including skills-based

training for income generation (IG) are in operation and, together with CLC, a program for

dropouts is underway. The literacy campaign is an intensive program which has been operating

continuously since 2009.


ASIP 2014/2015 set the following strategic priorities and strategies for effective implementation

of the literacy and life skills improvement program:-

Literacy and lifelong learning programs will be targeted at pockets of marginalized

communities. Under the Literate Nepal Mission (LINEM), Basic literacy classes in each

District will target VDCs/ Municipalities with the aim of declaring them fully literate. The

number of such VDCs/ Municipalities will be scaled up each year. The piloted Mother

Tongue Based Literacy (MTBL), trilingual literacy and NFE MIS programs will be expanded

to more Districts. Ownership of program management will be shared within communities,

and information based planning, programming and decision-making will be encouraged. In

order to promote mother tongue literacy, the CRCs of literacy materials developed so far in


different mother tongues will be made available to all Districts. The supply of these materials

will be in accordance with the demand of the linguistic group concerned. Literacy programs

will be aligned with IGP and ICT programs as far as possible and partnership strategies will

continue. Partnerships with local government, NGOs and other providers has proved an

effective strategy for sharing expertise, resources and experience, which in turn accelerates

program efficiency.

Based on the data of the Population Census, pockets where out-of-school children (OOSC)

are concentrated will be identified. The current allocation/distribution of Alternative

Schooling Programs (Flexible Schooling, Adult Non-Formal Schools and Open Schooling)

and their locations will be revisited and reallocated to the identified pockets to ensure these

programs serve those most in need. Along with this, curricula materials, implementation

modalities and the existing period for completion will be revisited and appropriate models

developed. An Income Generation Program (IGP) will be conducted in areas where OOSC

are concentrated targeting mothers in order to encourage them to enroll their children in

schools or ASPs. Strengthening existing NFE‟s in coordination with DOE will be initiated and

priority will be given to updating household data collected in the previous year. A framework

and mechanism will be developed for certification and accreditation of NFEs, informal

learning and education.

Strategies

1. Literacy and lifelong learning programs will be targeted at pockets of marginalized

communities in 17 Districts with high rates of illiteracy. The CLCs will be strengthened with

capacity building activities, resources and technology to enable them to implement literacy

and lifelong learning programs and to complement the national literacy program, run under

Literate Nepal Mission (LINEM). The CLCs will offer multiple options for learning and income

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

2. Under LINEM, Basic literacy classes in each District will be concentrated in targeted

VDCs/Municipalities in order to declare them fully literate. The number of such

VDCs/Municipalities will be scaled up each year. Various implementation modalities will be

expedited depending upon the context of each District.

3. The success stories of piloting Mother Tongue Based Literacy (MTBL), Trilingual literacy

and NFE MIS programs will be expanded to more Districts in which local experts will be

consulted to develop contextual learning materials. Ownership of program management will

be shared with communities, and information based planning, programming and decision-

making will be encouraged. Print and electronic media will be mobilized to facilitate both

national and local level literacy campaigns.

4. In order to promote mother tongue literacy, the CRCs of literacy materials developed so far

in different mother tongues will be made available to all Districts. As per the demand of

concerned linguistic groups, the supply of these materials will be ensured. New mother

tongue-based materials will be developed depending on availability of funds.


5. Literacy programs will be aligned with IGP and ICT programs as far as possible. Partnership

strategies will continue and, apart from NGOs and Community Based Organizations (CBOs),

partnerships will also be built with schools and political, professional and social groups in

planning, managing, implementing, monitoring and evaluating literacy programs.

Partnerships with local government, NGOs and other providers has proved an effective

strategy for sharing expertise, resources and experience, which in turn contributes to the

acceleration of program efficiency.

6. Under the overall guidance of DEO, CLCs and schools will be made responsible for

managing, implementing and monitoring Basic literacy. Schools, VDC/NP, NGOs and CLCs

will be responsible for delivering Basic literacy classes, whereas post-literacy and IG

programs will be run through CLCs. Necessary training and other support will be provided to

CLCs to assist them to carry out the proposed endeavors.

7. Capacity of DEOs, CLCs and NFEC in regards to effective program design, implementation

and monitoring will be strengthened based on Capacity Needs Assessment Exercises and

in-depth study of CLCs carried out by NFEC. Efforts will focus on strengthening and capacity

building of existing CLCs rather than expanding their number.

8. Based on Population Census data, pockets where OOSC are concentrated will be identified.

Present allocation/distribution of Alternative Schooling Programs (Flexible Schooling, Adult

Non-Formal Schools & Open Schooling) and their locations will be revisited and reallocated

to the identified pockets to ensure the programs serve those in need. Along with this,

curricula materials, implementation modalities, and existing periods for completion will also

be revisited and appropriate models will be developed.

9. Income Generation Programs (IGPs) will be carried out in pockets where OOSC are

concentrated, targeting mothers to encourage them to enroll their children in schools or

ASPs.

10. An integrated framework and implementation guidelines will be developed in order to

establish linkages among various initiatives such as literacy, post-literacy, non-formal adult

schools and open schools. Involvement of different institutions (e.g. NCED, NFEC and DOE)

in their implementation will also be revisited. Post-literacy and income generation schemes

will be concentrated in the same pockets where Basic literacy is conducted.

11. Strengthening existing NFE management information systems in coordination with DOE will

be initiated. Updating household data collected in the previous year will continue.

12. Schools and ClCs will work in a coordinated way to support one another to implement both

formal and Non-Formal educational programs including literacy at local level. CLCs will

utilize surplus physical infrastructure at schools resulting from school mergers and other

factors.

13. Frameworks and mechanisms will be developed for the certification and accreditation of

NFECs, informal learning and education. Initiatives for assessing literacy skills of new

literates will be piloted.


14. To supplement the activities mentioned in ASIP, additional activities will also be undertaken,

mobilizing funds available from other sources

Targets for the FY 2014/15 (SSRP)

The major physical targets for the year are as follows. The details of physical targets, unit costs

and total budget allocated for this component are given in Annex I.

Delivery of 12,000 Adult Post-literacy classes targeting 240,000 persons, particularly

women.

Mobilizing 2,500 groups, involving 25,000 females, for income generating activities

Providing support to 2,199 CLCs for implementing and monitoring the post-literacy and

IG programs, of which 400 CLCs will receive support for establishing reading centers.

The major physical targets for the fiscal year 2014/15 are given in the Table below:

Table No. 54 Major programme activities under SSRP FY 2014/15

SN Activities Unit Allocated Budget in '000

Physical Target Budget

1 Training on micro-credit and saving for IG Group Center 5,000 3,100

2 Thematic training Center 5,000 1,6800

3 Seed money for IG group Center 2,500 25,000

4 Training for facilitators of Post-literacy Programs Person 12,000 24,000

5 Incentive allowance for facilitators of Post-

literacy program Person 12,000 72,000

6 Monitoring through CLC Center 1,200 9,000

7 Stationary costs Person 240,000 24,000

8 Transportation costs Center 12,000 2,400

9 Text books cost Number 240,000 24,000

200,300

2.3.3 Achievement against Indicators

According to the CBS Nepal‟s “Population Census Preliminary Report 2011”, the overall national

literacy rate for the age group 5+ years is 65.9%, of which the rate for males is 75.1% and

females is 57.4%. Nepal has reduced its adult illiteracy from 54% in 2001 to 34.1% in 2011.

According to the SSRP Core document (2009-2015), Nepal has set the targets for literacy rates

of different age groups as shown in Table 55 below, although the target has not yet been met

and is a challenging national target.


Table No. 55 Targets for Literacy Programs in Nepal from 2001 to 2016.

Literacy rate Target 2001 2008 2009 2010 2011 2012 2013 2014 2015 2016

Age group (15-24) 70.1 73 75 78 80 83 86 89 92 95

Age group (6+ years) 53.7 63 69 76 78 80 83 85 88 90

Age group 15+ years 48.2 52 56 60 62 64 67 70 72 75

Literacy GPI (15+) 0.56 0.91 0.74 0.90 0.92 0.93 0.95 0.96 0.98 1.0

Targets have been set for 2015 from the EFA National Plan of Action 2001-1015 and EFA Core

document 2001-2015 of MOE.

Table No. 56 Achievement of Literacy programs in Nepal from 2008 to 2015.

Literacy rate Target 2001

CBS

2007/08

NLFS-H

2008 /

09

2009/

010

2010/0

11

2011/0

12

CBS

2012/0

13

AHS

2013/0

14

2014/

2015

2015/

016

Age group (15-24) 70.1 NA 75 NA NA NA 84.7 NA NA

Age group (6+ years) 53.7 63.2 NA NA NA 65.9* 67.2 NA NA

Age group 15+ years 48.2 55.6 NA NA NA NA 62.2 NA NA

Literacy GPI (15+) 0.56 0.68 NA NA NA NA 0.69 NA NA

Note: 65.9* 5+ years literacy since 2011.

In fact, there is no accurate measure of literacy achieved each year against the annual targets

set by NFE and other agencies. So the data on literacy for specific age groups or specific ages

is taken from the national population census 2001 & 2011, Nepal Living Standards Survey

(NLSS) reports, Nepal Demographic and Health Survey (DHS) and Annual Household Survey

2012/013.

The CBS report made public the overall national literacy rate for 5+ years & above age group in

2011. CBS previously calculated the national literacy rate for 6+ years, so the calculation has

changed since 2011. So it is unfeasible to compare the present trend line with the previous

years‟ literacy rate. The national target of 90% adult literacy (for 5+years & above) by 2015 is

still a challenge and demands good efforts. Literacy program targets set have yet to be met, and

the target should be revisited based on the previous years‟ trend line analysis. The projection as

it is at present seems over ambitious. The physical and fiscal progress of delivered program

activities of NFE sector for 2014/015 is given in Tables 57 and 58.

An additional 15 Districts were declared completely literate. In 2013 the numbers of declared

Districts were 5, so the total number literate Districts has risen to 20. The name of the

literate declared Districts is illustrated in the table at the end of the report Table no. 59.

About 15 municipalities were declared Literate Municipalities.

About 1500 VDCs were declared Literate VDCs.


2.3.4 Achievement against Annual Targets

At Central level, there were three subcomponents; literacy education, post-literacy programs

and continuous education. Altogether there were six activities implemented successfully. The

overall Physical and Financial Progress observed was 100% and 95.75% respectively.

At the District level, there were two sub-components; the Income Generation Program and the

Post-literacy Program, both through CLC and which were completed successfully. The overall

Physical and Financial Progress was satisfactory with the PPR at 97.53% and FPR at 96.80%.

Last year the Physical and Financial Progresses were 97% and 95% respectively, showing that

the implementation status is continuously improving. Major activities, targets and progress

achieved under the literacy and lifelong learning component of SSRP in 2014/2015 are

presented in Table below.

Table No. 57: Activity-wise targets and achievement 2014/2015

Major program activities Unit Targets Achievement Remarks

Districts level:

Training for IG group Group 5,000 4,919

Thematic Training Persons 5,000 4,918

Seed Money Distribution Group 2,500 4,976

Training of facilitators (Post-literacy) Persons 12,000 11,622

Remuneration for local motivators Persons 12,000 11,706

Monitoring through CLC Cluster 1,200 1,165

Stationary costs Persons 240,000 231,991

Transportation costs Class 12,000 11,735

Text book costs Person 240,000 234,700

Table No. 58 Activity-wise targets and achievement 2014/2015

Central level:

Major program activities Unit Targets Achievements Remarks

Preparation, production and distribution of

CLC operational guidelines times 1 1

Operational guideline

produced and distributed

Development and distribution of CLC

training materials times 1 1

training materials developed

and distributed

MToT on post-literacy education program person 80 80 Program conducted

Developing/Updating guideline of School

level evaluation for mobilization of students

in literacy program

times 1 1 Guideline developed


Central level:

Major program activities Unit Targets Achievements Remarks

Developing tools for student mobilization in

literacy program times 1 1

Tools developed as per the

target

Including literacy contents on TPD modules times 1 1 TPD modules updated

The comparative status of progress achieved in the sub-components is presented in the

following figure:

Figure 45 Percentage Progress for Literacy and Continuing Education

Source: Status Report 2014-15, Department of Education

2.3.5 Analysis of Progres

2.3.5.1 Major Achievements Under the Income Generation Program, activity such as subjective income generation related

training and seed money performed below 80%. Similarly, collective account and passbook

development performed under 70% both physically and financially. According to District reports,

skills development training and Income Generation Programs were impeded by low attendance

and lack of qualified trainers. Likewise, these programs lacked coordination and overlapped

with similar programs run at District level by the Ministry of Agricultural and the Ministry of

Women and Child Development.

2.3.5.1.1 Gap analysis between ASIP and annual progress

Under the Income Generation Program, only 76% benefitted from training for the IG group and 78% for thematic training. It is noted that for these training activities 76% of the allocated budget was utilized. Similarly, only 70% of groups received seed funding and only 70% of the allocated budget was spent. In the previous year 2013 slightly more groups benefited from these programs.

physical expenditure

Income Generating Program through CLC

77.74 72.53

Post Literacy Program through CLC

92.14 86.35

0102030405060708090

100


Similarly, funds were not fully utilized in 2014 for the post-literacy program through CLCs and

fewer individuals benefited except in the printing and distribution of copies of ledgers and

passbooks. Greater effort is needed so that more groups and persons benefit from these

programs.

The target is to increase the overall adult literacy rates by 75% by 2015. Unfortunately, the only

literacy data available is for 2011. Since 2011 a number of initiatives have been undertaken

without measuring literacy rates. It is of utmost importance that the outcomes of these new

programs are measured early in 2015 to assess whether the specific targets will be met by the

end of the year and what other initiatives can be taken to meet the targets.


Many Districts such as VDCs/Municipalities conducted intensive literacy campaigns,

coordinating with local bodies including NGOs, INGOs, CBOs, schools, youth clubs,

housewife groups, and religious organizations.

Mobilization of CLS was a model in various Districts such as Dang, Dhading and

Chitwan.

Pyuthan District was proposed as the model District for student mobilization after which

the District was declared an illiterate-free District.

Panchthar District prepared a separate literacy textbook, incorporating exercises in the

textbook, which provided an excellent example.

2.3.5.3 Areas of Under-Performance

Illiterate men and women felt uncomfortable in literacy classes.

Facilitators in the literacy classes were not equipped with andragogy techniques.

Limited monitoring by relevant organizations.

Lack of ownership by local bodies.

Limited learning materials for adult learning.

Income generation by post-literate groups is not satisfactory.

Despite some model CLCs, the majority of them did not exhibit satisfactory performance.

Lack of post-literacy programs for newly literate persons.

Lack of qualified instructors to conduct the Income Generation Program.

Flexible schooling programs were not conducted all over the country.

2.3.5.4 Constraints

Regular update and record of MIS of NFE could not be managed annually.

Duplication in non-formal classes


Unavailability of trained human resource to handle training like saving and IGP. Due to

low remuneration for trainers, the mobilization of technical personnel from agriculture

development office, veterinary offices were difficult.

NFE is not owned as shared responsibility by local government bodies and stakeholders.


Insufficient coordination among local government bodies in delivery of NFE classes.

Literacy survey and regular update of NFE database should be made mandatory.

The survey report and the updated database should be utilized for selecting participants

(illiterate persons).

Interventions to sustain literacy focused on post-literacy, skills training and income

generation programs, should be implemented for the new literate.

Regular follow-up study and success case stories should be publicized regularly.

Coordination and collaboration with local government bodies in delivery of NFE classes

should be undertaken.

Program orientation for the DEOs and NFE section chief of the District Education Offices

and Regional Education Directorate was conducted to strengthen their program

implementation capacities.

Updated statistics should be used to conduct further programs.

Facilitators of NFE classes should be equipped with sufficient skills and expertise in

andragogy.

Learning materials should be updated and should meet the need for digital literacy.


Motivating schools for school handover to community schools did not work well.

Under performance on updating the social and financial audit of community and

institutional schools.

Institutional development was not effective.

Quantitative increases to social and financial audits did not ensure the public service

delivery or achievement of the students.

Insufficient budget was allocated for the program "media for effective service delivery",

which diminished use of media for service delivery.

School financial and Social Audit record management of both institutional and

community schools is still unsatisfactory.

2.3.5.7 Constraints

Grants for school financial and Social Audits are insufficient, which affected quality output.


Management capacity of local stakeholders is poor; affecting quality management of schools.

Lack of training programs for novice accountants in schools.

Lack of capacity development of DEO's officials on current trends for effective service delivery.

Budget allocated for educational exhibitions was not sufficient.

Lack of awareness of parents at the local level.

Involvement of community and local agencies in educational service delivery was not as effective as anticipated.


Use of ICT and media for educational service delivery has been very effective.

Each DEO has a website as an efficient service delivery medium.

Activation of VECs in every VDC.

Teacher redeployment implementation, school merging and coordination with different community based organizations, NGO/INGOs and local bodies for quality service delivery were the main strategies.

Table No 59 List of Literate Districts

S. N. Name of District Date of Declaration Remarks

1 Sindhupalchok 2071/03/03

2 Lalitpur 2071/03/09

3 Palpa 2071/03/12

4 Dhading 2071/03/29

5 Mustang 2071/03/09

6 Syangja 2071/05/23

7 Chitwan 2071/03/09

8 Arghakhanchi 2072/03/20

9 Surkhet 2072/03/13

10 Pyuthan 2072/03/24

11 Gulmi 2072/03/26

12 Tanahun 2072/03/28

13 Kaski 2072/03/30

14 Nawalparasi 2072/03/31

15 Lamjung 2072/03/31

16 Rupandhehi 2071/03/31

17 Nuwakot 2071/05/21

18 Panchathar 2072/04/09

19 Dang 2072/03/24

20 Bhaktapur 2072/08/25


Chapter 4 Enhancing Educational Quality

2.4.1 Introduction The main aim of the School Sector Reform Program (SSRP) is to improve the quality and

relevance of school education. The SSRP aimed to define minimum enabling conditions for

service delivery, develop a national framework of norms and standards for quality assurance,

and introduce the mother tongue in early Grades and continuous assessment system (CAS) for

quality enhancement. Based on the strategic framework of the SSRP core document, different

interventions are proposed in ASIP annually and are being implemented regularly. ASIP

2014/2015 is a continuation of the effort, and proposes many interventions for improving the

quality of school education.



Strategic priorities for ECEDCS

The following strategic priorities were devised to implement the program for achieving the

objectives the of ECED program:-

1. Support will continue for maintaining the national minimum norms and standards. Quality

enhancement of the existing programmes will be emphasized.

2. Mapping of programmes will continue in the remaining Districts. Based on the findings of the

mapping, priority will be given to relocating and opening centers to address equity concerns.

Priority will be given to recruitment of local female facilitators. An effective coordination,

collaboration and support mechanism will be established for motivationing teacher.

3. The strategy of affiliating community based centers with the nearest community school will

continue to improve management, operational support, monitoring, and channeling of

resources. The strategies of building partnership and collaboration with concerned

government agencies, and I/NGOs will continue with a view to sharing expertise and

resources.

4. The quality of service delivery and assessment of performance outcomes will be

continuously monitored and the information used to improve the performance of centers for

the delivery of quality services.


communities and non-government resources. Support to ECED centers through non-salary

PCF grants will be reviewed and further strategies will be designed accordingly. Local

bodies and communities will be encouraged to support centers in terms of financial and non-

financial resources.

6. Midday meal provision to all the school based ECED in the Karnali Zone will continue. For the other

14 Districts where day meal provision exists at the school level, home-grown food practices and a


cost sharing modality will be promoted. The existing refresher training materials for the mid-day

meal management committee will be revised.

7. Minimum standards of ECED will be met through the development of 1053 model centers

within policy guidelines. Specifications for model ECED centers will be developed and

incorporated in the DOE‟s Programme Implementation Manual.

8. Facilitators will organize Parental Education (PE) and awareness programmes for the

parents of marginalized and disadvantaged groups. A tool will be developed for change

monitoring (Parents‟ knowledge before and after the PE), and facilitators will conduct

assessments based on the tool.

9. The existing basic and refresher training programme will be organized for facilitators

including the newly appointed ones. The National networking meeting will be regularized for

better coordination among concerned Government and Non-Government organizations.

10. Half-yearly progress sharing and interactive meeting for facilitators will be organized at RC level.

Strategic priorities for Basic Education

The following strategic priorities were addressed by the MTR recommendations on quality and

equity challenges in Basic education and to achieve the objectives of the Basic education

program: -

Improving Access and Equity

1. Free and Compulsory Basic Education (FCBE) will be implemented in a phased manner.

DEOs will provide technical and logistic support in line with the CBE model and

according to the eligibility criteria provided by DOE to interested VDCs and

Municipalities. I/NGOs and CBOs will be actively engaged in aligning their commitments

and support at District level and VDC level with the CBE model and the prioritized VDCs,

as identified by the DEO in the Districts.

2. I/NGOs will work in close coordination with DEOs, VDCs/VECs that have large numbers

of OoSC, seeking the support of DOE/DEOs through the CBE model. Additional needs-

based interventions will be provided to strengthen enrolment and participation in

education to severely deprived communities, such as Raute, Chepang, Mushahar &

Badi.

3. At the outset, the selected VDCs, where CBS data has showed that there are significant

numbers of OOSC, will be supported as per the needs identified through mapping. This

will exclude Districts and VDCs which already have intensive support through other

programs, such as the Karnali zone and CBE Districts/VDCs.

4. MOE will, where possible, coordinate with the MOFAL to mobilize its resources through

DDC and VDC/Municipalities to support effective implementation of Free and

Compulsory education in VDCs and Municipalities. MOE will regularly follow-up with the

MOFALD and MOF for the allocation of at least 20% of the local funds to be spent on

education development within each VDC/Municipality.


5. Based on identified need by DEOs, Schools with residential facilities for those OOSC

children will be provided in Districts where mainstreaming measures are not feasible. In

addition, residential schools will be run in Manang, Mustang, Upper Dolpa, Rasuwa,

Upper Mugu & Upper Humla Districts on model basis.

6. Alternative modes of schooling will be pursued in areas with high numbers of OOSC to

address the learning needs of those children who are unlikely to be enrolled in school

due to their age. Within this, partnerships and collaboration with GOs, I/NGOs and other

providers will be initiated to share expertise, experiences and resources.

7. DEOs will promote Community Learning Centers (CLCs) in collaboration with local

NGOs, VDCs and Municipalities to develop the profile of working children and street

children.

8. Efforts will be made to improve enrolment and pass rates and to reduce dropout and

repeat rates by strengthening Child- Friendly School (CFS) learning environments,

ensuring PMEC and child centered learning practices in schools.

9. Incentives will be provided to community schools that meet 100% retention (no dropouts

and no repeats) in Grade 1 and achieve over 95% cycle completion rate at the end of

Grade five. In addition, DEO will publicly commend SMC members of schools achieving

100% retention.

10. In areas where seasonal migration is common, mobile schools will continue to operate.

11. Incentives and scholarship schemes will continue to support schooling of girls, Dalits,

children with disabilities and other disadvantaged and marginalized communities.


at the core of the incentives and scholarship program. For further alignment, integrated

Scholarship Guidelines will specify the distribution mechanisms and targeting criteria for

scholarships and other incentives to strengthen a need based approach. Scholarship

distribution and monitoring mechanisms will be strengthened through a „one door‟

system. In Districts where Poverty Cards have been issued, all children of poverty card

holders will receive scholarships. In other Districts, provisional measures will be

developed to support children belonging to poor families, regardless of their ethnicity,

until poverty cards have been issued.

12. A comprehensive package for Parenting Education will be developed. The package will

be run in partnership with I/NGOs in the District, prioritizing Districts/VDCs with high

numbers of OOSC. Parenting Education will focus on providing parents with Basic

literacy and numeracy, making them aware of the value of education and how to

establish an education-enabling learning environment at home.

13. NCED will develop and run teacher training programs in MLE and disabled-friendly

teaching and learning schools as per identified need. The opportunities for demand-

based multilingual education will be expanded by developing MLE capacity of teacher

and providing teaching and learning materials in the mother tongue. The development of

a comprehensive language policy including the use of the mother tongue, Nepali, and

English will be pursued, based on a joint study on the challenges and opportunities with

regards to Medium of Instruction (MOI) in Nepal.


Quality and relevance

1. School mapping, IEMIS data, SIP/VEP and PMECs survey reports will be used to

determine a school‟s physical and educational needs and to meet these needs

accordingly.

2. Mandatory provision and regular use of book corners in all community schools will be

enforced by providing appropriate resources and training to teacher on the use and

purpose of a book corner which they can use for learning activities.

3. Action plans for reform interventions based on the National Assessment of Student

Achievement (NASA) findings will be prepared and implemented to strengthen learning

outcomes. The results and recommendations of the NASA reports will inform relevant

priority areas in the ASIP/AWPB. Implementation of the National Assessment of Student

Achievement (NASA) will continue. For the coming fiscal year, NASA for Grade 3 and 5

will be carried out. Further institutionalization of NASA will be pursued through an action

plan.

4. Minimum standards for educational environments will be implemented for improving

quality of education at all levels by focusing on student-centered learning/teaching

methods. In order to foster quality and relevance, performance-based incentives for

schools and teacher will be reviewed and implemented. The schemes will be updated

annually based on critical monitoring and evaluation of their effectiveness and impact.

The teacher-student ratio will be reviewed for the recruitment and (re)deployment of

teacher.

5. The Continuous Assessment System (CAS) will be strengthened with CDC developing

Grade-specific remedial courses and NCED developing a more comprehensive training

package focusing on CAS and remedial classes. All teacher will receive CAS and

remedial training.

6. CDC will develop Grade-wise minimum achievement levels for students with specific

focus on reading levels among students in Grades 1-3. For this purpose, EGRA tools will

be reviewed and adjusted to measure students learning outcomes accordingly and meet

the need for early Grade reading assessment. EGRA tools will be used to assess

students‟ reading competency in early Grades (1-3). DEOs with support from ERO will

annually assess students‟ progress in reading levels and will award teacher achieving

the highest reading level in the District. The Government will implement National Early

Grade Reading Program (NEGRP) focused on strengthening literacy skills in Grades 1-

3. Within the next two years, MOE/DOE will develop a comprehensive program on

NEGRP and will pilot a few models of interventions in selected Districts and schools.

7. School mapping activities will be completed to facilitate restructuring, including merging,

downsizing, and use of multi-Grade teaching to ensure cost effectiveness of school

operations. In line with this, incentive schemes will be introduced to encourage schools

located in sparsely populated areas to register as multi-Grade schools.


8. In relation to school health and nutrition program, clean water and adequate sanitation

facilities will be ensured and strengthened in public schools in a phased manner,

prioritizing schools in VDCs with highest number of out-of-school children.

9. Learning achievement in community schools will be improved through interschool

partnership in public schools.

Governance and management

1. The appointment of headteachers on a contract basis will be introduced in all Basic

education (Grades 1-8) schools.

2. The institutional capacity of REDs, DEOs and RCs will be strengthened.

3. The role of School Supervisors (SS) and Resource Persons (RP) will be specified and

they will have performance contracts. Their capacity will be further developed and

effectively mobilized in order to improve school‟s performance. The DOE will develop

school based performance indicators for RPs/SSs, from which they will plan their

support to schools.

4. Release of RC and inspection zone management grants will be subject to submission of

progress reports and assessment of progress.

5. Individual members of the SMC will be assigned specific tasks such as student

enrolment, early dropout, school infrastructure, teacher management, learning

achievement, school community relationships and so forth. SMC members will be

provided with the necessary orientation to perform their roles and duties effectively. The

best performing SMC/PTA members will be publicly recognised.

6. The SMCs, HTs and teachers will be encouraged to use information from various official

reports (MOE/DOE reports and CBS reports) in developing School Improvement Plans

(SIPs) prioritizing interventions where improvement is felt necessary.

7. DEOs will identify low performing schools in the District using school accreditation and

MEC indicators and will prioritize assisting these schools to devise SIPs, targeting

quality improvement initiatives aimed at enhancing school performance. Key priority

indicators and standards of Child Friendly School (CFS)/MEC will be incorporated in the

School Improvement Plan (SIP) guidelines.

8. MOE will assemble a team of senior education experts to initiate the dialogue and

consultations at national level to develop the concepts of Education in Beyond 2015 in

the context of Nepal.

9. The MOE will assess, retrofit and reconstruct 464 school buildings, of which 255 are

located in the earthquake prone Kathmandu Valley.

Strategic priorities for Secondary Education

The following strategic priorities were decided to achieve the objectives of the Basic education

program:-


Access and Equity

1. Necessary preparations will be made to implement the Free and Compulsory integrated

Secondary education system (Grades 9-12). Integration of Grades 9-12 education policies,

curriculum, examinations and training will be carried out in line with the Education Act

(amended in 2016).

2. Guidelines and orientation will be developed for secondary schools in establishing minimum

enabling environment for students with different types of disabilities.

3. Equitable access to secondary level education (Grades 9-12) will be ensured based on

mapping.

4. MOE/DOE will review and assess the effectiveness of existing support schemes for students

of Karnali zone as well as students of marginalized and disadvantaged communities.

5. The current incentive scheme will continue to ensure access to and completion of

Secondary education especially for Dalits, marginalized groups, disabled students, girls, and

children from economically poor households.

6. MOE/DOE will implement a „one-door‟ system for effective scholarship distribution. At

secondary level, scholarships will be distributed to students through individual bank

accounts (where bank facilities are available). Poverty cards issued by the government will

be utilized for scholarship distribution.

7. The integrated scholarship distribution guidelines will be updated and implemented.

Alternative and open learning programs will continue to enable access to and participation of

women, ethnic groups, Madhesis, Dalits, disabled, Muslims and other marginalized

communities in secondary education.

8. MOE will convene a team to look into ways and means to promote partnerships with private

providers to safeguard access to quality Secondary education in areas that are not well

served with educational services. Packages will be developed to attract such partnerships in

mountain districts and remote hilly areas.

9. Private/public partnerships will be emphasized for sharing best practices in quality

improvement. In addition to this, partnerships will be developed between better and low

performing schools, particularly private & public schools.

Quality and Relevance

1. The guidelines developed by MOE for setting secondary education standards will be

reviewed and all secondary schools will be required to meet them by 2015.

2. Within PMEC, priority will be given to ensuring all community secondary schools have a

functioning library and science laboratory.


3. Provision will be made for incentives to the two best performing Secondary schools in each

District, who will be awarded NPR 500,000 each. The best performing schools will support

weaker schools to obtain better results.

4. MOE/DOE will make provision and provide special incentives to acquire qualified and

competent science and mathematics teachers.

5. Necessary preparation will be made for the content of teacher training of, and integration of

soft-skills in, the Secondary curriculum, for the purpose of piloting the curriculum in schools

that have received the Basic education level soft-skills curriculum.

6. Introduction of the pre-vocational stream in Secondary education will continue in 100

schools.

7. CDC in collaboration with CTVET will develop and enforce the National Vocational

Qualification Framework in the country.

8. An integrated framework of alternative/open learning will be developed and implemented. A

National curriculum framework for Grades 9-12 will also be developed.

Learning and Evaluation

1. Learning achievement in community schools will be improved by encouraging interschool

partnerships to ensure equity.

2. Remedial support programs will be launched in schools targeting students lagging behind in

acquiring minimum learning outcomes.

3. There will be a minimum of eight teacher (through teacher redeployment, PCF salary

support and local resource mobilization) in identified integrated Secondary level schools

(Grades 9-12) in pilot Districts. Attention will be given to deploying teacher by considering

the school as a unit.

4. Student learning will be supported through enhancing ICT in education. Community

involvement will be promoted through advocacy and awareness.

5. The existing supervision and monitoring system will be strengthened to provide general and

instructional support to integrated Secondary schools.

6. The existing capacity of REDs will be reviewed and strengthened enabling them to manage

Grade 10 final examinations at the regional level.

7. Performance contracts with Head Teacher will be prepared by the DEO. Better performing

teacher(s) & headteacher(s) will receive additional incentive.

8. The performance evaluation of RPs, SSs and DEOs will be linked with achievement and

performance of schools in their respective areas.

9. After the publication of SLC results, review workshops will be organized at district, regional

and central levels to take necessary remedial action for further improvement.


10. Setting the targets and indicators for the improvement of SLC results, necessary

interventions will be initiated at all districts.

11. Separate headteachers in all secondary schools will be instated by 2015/016 on

performance contract basis.

12. A National Examination Board (NEB) will be established and put into operation after the

enactment of the amended Education Act in 2016.

Strategic priorities for Monitoring and Evaluation

The following strategic priorities were devised to achieve the objectives of the Basic education

program: -

1. EPC and other concerned agencies and authorities review the annual reports of NASA

and other reports produced by ERO.

2. An integrated monitoring mechanism will be developed among central level agencies

(CLAs) to make monitoring more comprehensive, effective, efficient and compliant.

Proper cooperation among CLAs will reduce duplication in monitoring activities.

3. Establishing a clear linkage between planning and programme monitoring activities will

be prioritized.

4. Participatory monitoring will be strengthened at school level involving SMC, PTA, and

child clubs.

5. Central level and other agencies under MOE will be encouraged to prepare and

implement M&E plans in line with the ASIP/AWPB in order to reduce duplication and to

ensure the efficiency, effectiveness, sustainability, and timeliness of service delivery to

beneficiaries. The ASIP/AWPB will be used as one of the basic instruments for

performance and progress monitoring against the stated priorities, targets, and budgets.

6. Assessing the school level status against SSRP indicators is the key priority of

monitoring and reporting.

7. The Flash Reporting system, NASA reports, the NFEC, HSEB, OCE database, and

census report will be considered as a foundation for reviewing and revising the KPIs of

SSRP to make it more contextual.

8. Capacity of the human resources at all levels (from school level to central level) will be

strengthened in order to enhance the quality of monitoring, supervision and reporting

mechanisms. In this regard, the human resource capacity in monitoring and review

functions will be developed.

9. REDs will be strengthened to carry out monitoring activities on a regular basis and

support the district for the proper implementation of educational plans and programmes.


10. The capacity of School Supervisors and RPs will be developed to carry out supervision

activities in order to ensure professional support to the teacher.

11. Resource allocation will be tied up with the monitoring plan.

12. Average achievement scores by subject, teacher, level & class will be calculated and

compiled in order to ensure accountability at all levels.

13. In order to ensure the appropriate utilization of funds provided, financial and Social

Auditing will be tied to the trimester fund release to schools as a mandatory provision.

14. Preparations will be made for establishing a financial management information system in

the education systems at the Central, regional and District level.

15. Monitoring reports will be utilized for timely adjustments in programme implementation

and for informed decision-making processes at various levels.

16. IEMIS will be strengthened by improving and integrating existing databases &

introducing technological innovations. In addition to this the key results indicators will be

revised and used to follow up as stipulated in the SSRP extension document.

17. A simplified accounting manual will be developed and implemented for schools and

training will be conducted on the new accounting manual for teacher/staff.

18. Financial and Social Audits will be carried out on a regular basis. An independent review

of the school level financial audits will be conducted working very closely with REDs on a

sample basis to improve the quality of school audit reports.


system will be improved at all levels on a regular basis.

20. The recommendations made by the comprehensive studies of textbook policy and

practices will be referenced to take corrective actions to enhance the textbook printing

and distribution system.

21. Institutional cooperation with I/NGOs will be formalized at both central and district levels

in line with SSRP goals and priorities to strengthen service delivery.

22. A joint monitoring mechanism will be introduced and strengthened comprised of key

stakeholders, journalists, CSOs, etc. in order to ensure the transparency, accountability,

sustainability, timeliness, efficiency, and effectiveness of the implementation of

educational plans and programmes at district, RC and school levels.


Quality is an overarching concept, which is linked with all the components of SSRP. Activities

and priorities in ASIP/AWPB are directed towards enhancing quality in education. This section

focuses mainly on indicators related to the internal efficiency of the basic education system.

Table 60 below shows the achievements made so far.


Table No. 60 Achievement Against Annual Targets

Indicators 2009 2010 2011 2012 2013 2014 2015

Repetition Rate Grade1 26.5 22.6 21.3 19.9 17.5 15.2 12.3

Drop Out Rate Grade 1 9.9 8.3 7.9 7.7 7.1 4.69 4.69

Promotion Rate Grade 1 63.5 69.1 70.7 72.5 75.4 78.4 83.1

Repetition Rate Grade 5 6.7 5.7 5.4 5.3 5.3 5.3 5.3

Drop Out Grade 5 7.4 6.5 6.2 6 4.5 3.1 4.1

Promotion Rate Grade 5 85.8 87.8 88.4 88.7 90.2 91.6 91

Drop Out Primary Level 6.5 6 5.4 5.2 4.7 4.2 3.8

Promotion Rate Primary Level 79.1 81.9 83.1 84.2 85.5 86.7 88.2

Repetition Rate Primary Level 14.4 12.1 11.5 10.6 9.8 9.1 8

Promotion Rate Grades 6-8 89.4 90.1 89.9

Repetition Rate Grades 6-8 4.9 4.6 4.8

Drop Out Grades 6-8 5.7 5.3 5.3

Source: Flash Report 2009 to 2015.

Repetition rates in Grades 1 and 5 are decreasing; the Grade 1 repetition rate declined

significantly from 26.5% in 2009 to 12.3% in 2015. This would suggest that the promotion rate

has also increased continuously; the promotion rate in Grade 1 increased from 63.5% in 2009 to

83.1% in 2015. The dropout rate also declined from 9.9% in 2009 to 4.69% in 2015. Figure 46

shows the trend of Promotions, Repetition and Dropout (PRD) in class 1 over last five years.

Figure No. 46 Trend of Promotion, Repetition and Dropout Rate in Grade 1

Similar trends can be observed in Grade 5 and the entire Primary level. The repetition rate in

Grade 5 has declined from 6.7% to 5.3%, the dropout rate from 7.4% to 4.1% and the promotion

rate has increased to 91% from 85.8% over the last seven years. Figure 47 below shows the

comparative status of PRD in Grade 5.


Figure No. 47 Trend of Promotion, Repetition and Dropout Rates in Grade 5

Similar trends can be observed in Grades 6-8 at Lower Secondary level. The repetition rate in

Grades 6-8 has decreased from 4.9% from 2013 to 4.8% in 2015, the dropout rate from 5.7%

from 2013 to 5.3% in 2015 and the promotion rate has increased to 84.4% from 2013 to 89.9%

in 2015. Figure 48 shows the comparative status of PRD in Grades 6-8.

Figure No. 48 Trend of Promotion, Repetition and Dropout Rate in Grades 6-8

According to Flash I (2015-2016), the completion rate to Grade 5 increased from 85.4% in 2014

to 89.4% in 2015 and in Grades 6-8 increased from 73.3% in 2014 to 77.2% in 2015. The

improvements have been the result of grant support to schools with SIPs; free textbooks;

scholarships; PCF teacher support; midday meal programs and implementation of CAS over

recent years.




Targeted activities in ASIP/ABPB Targets Achievements

Grant support to schools

Management cost support to purchase teaching materials

for multi-Grade teaching in previous schools. 103 schools

91 (88.35%) schools received grants to

implement multi-Grade teaching

Management cost support to purchase teaching materials

for multi-Grade teaching in newly identified schools. 376 schools


implement multi-language teaching.

Management cost support to purchase teaching material for

multi-language teaching in newly identified schools. 96 schools


implement multilanguage teaching

Management cost support to purchase teaching material for

multi-language teaching. 24 schools 23 (95.83%) received grants.

Midday meal program for Karnali zone [ ECD & class (1-5) ] 79,147

students

88,213 (11.45%) students received midday

meals.

Midday meal program for other 14 Districts [ ECD &

classes 1-5 ]

283,696

students

192,233 (67.76%) students received midday

meals

Continuous student assessment and strengthening CAS for

class 1 new enrollment.

908,570

students

641,545 (70.61%) students of Grade 1 were

covered within CAS system.

Completion and improvement of Grade 8 District level

examinations

504,970

students

Grade 8 final examinations of 452,639

(89.64%) students were conducted in all

Districts

Free text book distribution for Grades 1-5 students based on

per child cost.

3,039,816

students

2,797,389 (92.06%) students received free

textbooks.

Free text book distribution for Grades 6-8 students based on

per child cost

14,39,679

students

1,337,484 (92.94%) students were benefited to

get free textbooks.

Free text book distribution for Grades 9-10 students based

on per child cost

6,73,384

students

660,240 (98.01%) students received free

textbooks.

Free text book distribution for Grades 11-12, all girls and

Dalit students based on per child cost 134,584

125,437 (82%) students received free

textbooks.

PCF salary (Per child cost) grant to schools based on Flash

Report II.

249,920

students.

233,189 (93.3%) students received PCF

teaching facilities.

Grants to DEOs NPR

186,369,000 170,282,000 (91.3%)

Flash Report, FMR report, Status Report, teacher record

update- preparation, publishing and dissemination. 80 times 79 (98.75%) DEOs and REDs prepared

Management cost for curriculum implementation committee

at DEO & RED. 80 times

80 (100%) DEOs and REDs conducted

meetings.

Incentive to DEO, SS, RP and teacher based on

achievement 2,043 persons 983 (48.12%) persons received incentives.

Action research support program for RED and DEO 80 times 63 (78.75%) DEOs and REDs conducted

actions research.

Teacher training on action research 4,583 persons 4,111 (89.7%) teacher received orientation on

action research.

Measurement of learning achievement of Grades 3-5 test

administration. (National Assessment of Student

achievement, NASA)

7,121 students NASA test was taken by 7,121 (100%)

students.

3 days orientation to markers/ examiners (in 5 RED)

persons 1,000 persons 800 (80%) persons were involved in orientation

Development of Item Bank for Class 8 3,000 persons Capacity Building of 2,680 (89.33%) persons

for item bank construction

Development of Item Bank for class 5 1,600 persons Capacity Building of 1,461 (91.31%) persons

for item bank construction.

Library and Information center 80 77 (96.25%) centers were established



Library in Secondary school 1000 933 (93.30%) schools established libraries

2 days training for English subject oral test

examiners/monitors for SLC exam 1,748 persons

Orientation conducted for 1,042 (59.61%)

examiners of SLC.

Student Leaning Achievement base line preparation and

projection plan preparation for quality Education 1,053 RCs Program conducted in 966 (91.74%) RCs.

B. Center



Workshop facilitation to implement ICT plan for District level software,

automation, website utility and capacity building. 1 time No workshop conducted

Updating Email, internet, antivirus, data bank and provision of FTP,

internet/web based software. 1 time

Target achieved by updating

email, internet and other

software

Payment of fee charge to NTC for internet facilities Once Target achieved

Preparation of specification table of Grade 10 Falit Jyotis subject Once Target achieved

Development of Ayurveda curriculum for Grades 6-8 Once Target achieved

Development of reference materials for children with intellectual disabilities Once Target achieved

Development and distribution of audio materials based on basic level

curriculum 200 copies Target achieved.

Development and piloting the Grade 9 curriculum of 6 subjects 6 times Target achieved.

Facilitation of ICT based teaching material workshops for teacher Once Target achieved.

Preparation of teaching assisting materials based on ICT Once Target achieved.

Development of Grade 8 music textbook Once Target achieved.

Workshop for Grade 3-5 questionnaire preparation workshop 5 times Target achieved.

Email, internet, antivirus, databank update/ FTP, intranet, web-based software

management Once Target achieved.

Update of scholarship and teacher detail in PMECs in Flash I and II software Once Target achieved.

Delivery of the goods Once Target achieved.

District orientation, data entry, and report writing of Flash I and II 2 times Target achieved.

Printing of CRC prepared materials Once Target achieved.

Modality development of teaching and evaluation development of reading

materials, HR training materials and their implementation manual in the

collaboration with universities for Secondary teacher

Once Target achieved.

Identification and selection of talented students 4 times Target achieved.

Seminar for information management Once Target achieved.

Revision of Grades 1-5 curriculum according to new Barnabinyas Once Target achieved.

Development of Teachers‟ Guide for Grade 6-7 Music and computer for Grade

7-8 Computer 2 times Target achieved.

Establishment of SLC item bank with analysis Once Target achieved.

2 days orientation for examiner and re-examiner 60 persons Target achieved.

Preparation of database/profile for scholarship support through the bank of the

students of Grades 11 & 12 Once Target achieved.

3 times Target achieved.

Facilitation of the free textbooks monitoring committee 2 times Target achieved.



Development of digitized curriculum for ICT in education in collaboration with

organizations Once Target achieved.

Consultancy services from third parties for monitoring and reporting of

supporting scholarship and teacher salary Once Target achieved.

Use of internet facility by DOE Once Target achieved.

Development of prototype item for SLC exam for printing and distribution Once Target achieved.

Revision of the NASA guidelines and printing report Once Target achieved.

Collaboration with CERID for formative research Once Target achieved.

Communication and co-ordination with stakeholders to facilitate redeployment

of teacher quota Once Target achieved.

Capacity building of school level library management in coordination with the

Nepal National Library Once Target achieved.

Workshop on questionnaire development 1 time Target achieved.

Agencies achievement test 1 Time Target achieved.

Schools achievement test Once Target achieved.

Finalization of curriculum for students with IDs through feedback collection 1Time Target achieved.

Dissemination of reports (IPR, Status Report, Monitoring report) 1 Time Target achieved

Role of stakeholders in institutional schools Once Target achieved.

Souvenir publication for Education Day 1 Time Target achieved.

Consultancy services for national quality test (NASA) Grade 3-5 Once Target achieved.

Longitudinal study on student achievement Once Target achieved.

TOT Grade 8 curriculum, textbooks evaluation and dissemination 160 persons Target achieved.

Finalization of Grade 4 textbook (Magar and Dhimal), Grade 5 (Tamang-

Sambhota) and Grade 2 Bajjika developed last year Once Target achieved.

Finalization of Grade 4 and 5 gurukul textbook of Tamang language and

Grade 2 gurukul Bajjika language developed last year Once Target achieved.

Finalization of music textbook of Grade 7 Once Target achieved.

2.4.5 Analysis of Progress 2.4.5.1 Major Achievements

At Central level, there were 91 activities planned under this component. Of these activities, 45

activities were not performed such as development of curriculum and textbooks of different

Grades of different subjects/languages, feedback collection on Grade 8 piloted textbook, testing

items of SLC examination, development and distribution of materials on teaching and learning,

partnerships with different organizations for promotion of ICT in education, grants for related

organizations, conducting student evaluation activities, partnership with universities, auditing the

achievement of different organizations, auditing the achievement of schools, developing the

capacity of ERO and updating NASA guidelines and tools, preparing and printing reports, etc.

The overall PPR and FPR for this component were 67.72% and 49.01% respectively, whereas

in the last year these rates were 86.70% and 65.75%. The huge decline in progress was due to

unimplementation of some of the activities to be performed by DOE, ERO and OCE.


At the District level, this component consisted of eight major subcomponents. All of the activities

developed under this component were aimed at enhancing the quality of school education and it

represents the largest portion of the recurrent budget allocated to the districts. These sub-

components consists of grants to schools for managing multilingual education; midday meals;

strengthening evaluation systems and CAS; strengthening Grade 5 and 8 examinations;

promotion of reading skills; grants for free textbooks to students of Grades 1-10 and targeted

students of Grades 11-12; PCF salary grants; support to districts for different activities; student

learning achievement baseline, and projection and preparation of plans.

In 2014/2015, about 80 percent of students received a complete textbook set within the first two

weeks of the academic session. Compared to previous years, students received the complete

set of textbooks for all classes at a time in this year.

The overall PPR and FPR were 90.54% and 83.22% respectively, whereas these rates were

92.99% and 84.60% in the previous year 2014. All activities implemented were in accordance

with the differing requirements of each district. The progress slowed compared to the previous

year because of the damage caused by the earthquake in more than 14 districts across the

country. Most of the activities entailed school support based on student numbers and

predetermined norms and standards. Due to the increasing reliability of verification mechanisms

of actual student numbers and strictly followed norms and standards, actual numbers declined

compared to last year's projection, hence the PPR and FPR did not reach 100%.

The first sub-component "Enhancing Educational Quality" focused mainly on quality issues,

such as; grants to manage educational materials for schools; to conduct multi-Grade teaching;

for multilingual education; for midday meals for the Karnali zone and another 14 Districts;

strengthening of CAS; strengthening Grade 8 examinations and promotion of reading skills.

Districts reported that some programs such as "Grants for best performing Basic schools &

grants to fulfill MECs”, encouraged schools to focus on best practice and motivated them to

perform better. The item bank for Grade 5 and 8 examinations was prepared/up-dated by all

Districts in FY 2014/2015. According to responses received, it contributed to Districts

conducting the exam effectively, increasing the reliability and validity of test items and

strengthening the capacity of subject teacher to prepare better items for their school level

examinations.

Implementation of some of the activities yielded average results only. It was expected that

action research conducted by teachers based on teaching and learning activities would

contribute to improving teaching and learning in the classroom. According to reports from many

Districts, teachers weren't motivated to perform action research and some additional instruction

will be needed in the future. Similarly, additional reinforcement for teacher motivation to

implement CAS is needed even though some Districts and schools have performed well.

There was provision for a District Curriculum Coordination Committee and these were formed in

all Districts. However, the role of the committee was not as well-defined as expected. Minor

problems related to implementing the national/local curriculum were sent to each center and

sometimes these were publicized in the media, drawing unnecessary attention from concerned

parties.


It was observed that the management of Flash, Status, Financial and Monitoring reports is

improving in most of the Districts except in some mid-Terai Districts (which had not developed a

systematic record keeping system).

2.4.5.1.1 Gap analysis between ASIP priorities and annual targets The data for 2014/15 on achievement against the annual target set by ASIP/ABPB indicated the

following:

Only 42% of students in Grade 1 had been covered within the CAS system. Assessing

student assessment and strengthening the CAS for Grade 1 new enrolments needs to

be increased to a minimum 50% in 2016.

Against the incentives to DEO, SS, RP and teacher on achievement' target, not many

individuals (29%) received incentives. The reasons for not providing more incentives

should be examined.

Every year a number of initiatives are undertaken to enhance the quality and relevance

of school education. The clear outcomes of these initiatives are not identified. There is a

need to construct a set of quantitative measures of progress.


Every DEO is to reference their average learning achievement in setting goals for the

next year. Every teacher, school and RC are required to determine the learning

achievement in every subject.

In DEO Manang, teachers have started to use teacher diaries to ensure quality in

school education. This District has also started team supervision in all community

schools to provide technical assistance to the teacher. DEO Manang further carried out

action research into the declining number of students in community schools.

DEO Sankhuwasabha prepared an RC level educational calendar and teaching

improvement program.

DEO Salyan clearly detailed extracurricular and co-curricular activities to be performed

by schools once each yearly educational calendar, ensuring the learning opportunities

took place.

DEO Solukhumbu prepared and used listening cassettes in English at Lower

Secondary level.

DEO Dhankuta prepared 114 points of commitment in the District to ensure quality

education and teaching/learning improvements. After successful implementation of this

commitment, the average learning achievement of students increased by 4.47%, 3.12%

and 0.17% respectively at Primary, Lower Secondary and Secondary level. Similarly, a

learning improvement planning workshop was organized in collaboration with SMC


chairpersons, Head Teacher and stakeholders.

Performance contract with DEOs, RPs, School Supervisors and Head

Teacher

The MOE introduced a performance contract system to ensure quality and increase

responsibility and accountability. In that context, the RED Central region entered into a

performance contract with the DEOs of this region. Subsequently, all DEOs signed

performance contracts with RPs, Supervisors and Head Teacher, followed by many

other Districts including Salyan, Dhading, Dang, Bardiya, and Darchula. The initiative

was directly related to improving learning achievements, ensuring quality, enhancing

school support, monitoring and career development.

Planning of Learning Achievement by Students (PLAS)

DEOs Dang and Dhading conducted PLAS programs with students, whereby students set their

own learning goals and identify necessary strategies to improve their performance. Schools and

teachers assist students to prepare well-structured strategies. After their final exam, students

review their achievement and make further improvements to their plan. The report indicates that

the strategy significantly improved learning achievement.

DEO Kaski, Palpa and Manang developed a teacher's diary and provided it to schools.

Teachers use individual diary in preparing teaching notes and lesson plans. Feedback

from DEOs, Head Teacher, teacher and SMC members was exceedingly positive. DEO

Kaski analyzed learning achievements of students RC-wise and subject-wise. In many

districts, School Improvement Plans and guidelines have been developed and

distributed.

A dictionary of Nepali-English-Mugali (a local language) was developed by DEO

Mugu.

A dictionary of Nepali - Bhot Lama Language (a local language) was developed by DEO

Humla.

DEO Kaski developed and used the CAS record book. DOE Syangja developed and

distributed necessary tools required for CAS.

DEO Palpa and Manang developed a teacher's diary and provided it to schools. The

diary is used by individual teacher for preparation of teaching notes and lesson plans.

Feedback from DEOs, Head Teacher, teacher and SMC members was favorable.

To motivate parents to visit and monitor their respective schools, DEO Palpa made

provision for keeping records of parents' attendance at schools during monitoring &

inspection at RC and District level.

DEO Syangja initiated the practice of dissemination of educational programs by holding

meetings of HTs at Secondary levels in District and those of Basic levels in RCs.

DEO Gorkha formulated VEC/ MEC, thereby facilitating the development of VEP. This

District also developed an RC profile.

DEO Dhading conducted a SLC support program. Each RC has 5 model schools and

each model school provides an SLC support program for underperforming schools.


Learning groups were formed by some schools in villages in Mugu District.

DEO Mygdi implemented potato farming within the local curriculum and also introduced

a program of opening the school library on public holidays and during the long (summer)

vacation.

Result Oriented Service Delivery

DEO Rukum has focused on 'service with a smile' and service delivery has been promoted with

the spirit of “Better Rukum- Our Campaign”.

"Teacher can make a difference"

A program related to enhancing the quality of school education entitled "Teacher can make a

difference" was conducted in Dhanusa, and Dadeldhura Districts by the Suryodaya Saikshik

Pratisthan (Sunrise Education Foundation), in collaboration with the teacher' Union of Nepal

(TUN), Education Journalists' Group, Education Policy and Practice Center, teacher Monthly

(magazine), the Department of Education and District Education Offices. The organizers

established it as a campaign, which was conducted in Dang and Dolakha last year.


Observations from joint collaborations with Development Partners and stakeholders are noted

below:

Benchmarks for 'quality education' in our context have not been defined. The quality of

education is being discussed and practiced on the basis of subjective perception.

Despite various interventions the dropout and repetition rates could were not reduced

significantly.

Learning achievement remains one of the greatest challenges, with achievement at

every level still less than 50%.

Many Districts reported problems finding teacher of math‟s and science subjects at

Lower Secondary and Secondary level in mountain Districts (as teacher licenses are

mandatory), hindering consistent teaching/learning in many schools.

teacher's guides and resource materials for all levels & subjects are not sufficiently

available in the marketplace, so teacher depend only on textbook centered teaching.

2.4.5.4 Constraints

It is difficult to change our teaching/learning paradigm significantly. The majority of

teacher and parents believe in schooling rather than educating - rote learning rather than

creativity, cheating in exams rather than originality, and achieving a Certificate

regardless of knowledge and skills.

The establishment of libraries in secondary schools does not necessarily create a

reading and research cultures within schools.

The budget release was delayed which significantly affected the effective

implementation of the programs.


Salary PCF to schools, especially at secondary level, is too low to redress the gap in

fulfillment of teacher positions.

A research report conducted by DOE, Sanothimi Bhaktapur (2011) revealed that the role

of RP was not as effective as anticipated.


Regular monitoring and follow up support to schools and teacher through RCs should be

strengthened.

The role and responsibility of RPs should be redefined.

To fill the gap in teacher conscription, especially in Lower Secondary and Secondary

levels, the present salary provision for the PCF should be increased.


Chapter 5

Soft Skills and Community School Capacity Development Program (TEVT)

(A) Soft Skills

2.5.1 Introduction

The SSRP provides policy direction, for both general and vocational streams in Secondary

education, to expand opportunities for skills development across the country. The Technical

and Vocational Education and Training (TVET) component of SSRP aims to equip students

with employable skills to assist and accelerate their transition from school to work and help

them explore a variety of career opportunities both in Nepal and in the global market.

The Ministry of Education has set up a unit, supported by the TSSP system of the Finnish

Ministry of Foreign Affairs, which is currently piloting the integration of soft skills within the

Grade 9 and 10 curricula. CDC had already developed curricula and resources for Grades 6-

8, including a separate subject 'Occupation, Business and Technology'.

Based on the experience gained from piloting TVET, further expansion will be undertaken in

secondary schools, and expansion up to higher secondary level is being explored. Expansion

and consolidation of TVET programs will require significant resource mobilization for

technical capacity building, teacher preparation & management, and infrastructure

development in schools.


The following priority refers to soft skills:

"The piloting of the soft skills content integrated textbooks in Grade 9, designed as per

the competency-based curriculum, will be carried out".


In the SSRP Extension Plan Chapter 5, no specific indicators are defined for soft skills.

However, the key objective is “Intensive piloting of soft skills enhancement of teaching 24

schools across 10 Districts” (p. 24).

Regarding the achievements of the TSSP against indicators, during FY2014, Grades 9 and 10

curricula for core subjects were revised. Also, by the end of the FY 2014/2015, the TSSP had

completed 80% of District level piloting and training activities for teachers in 10 Districts. During

the project teacher training, and the testing of teacher training & learning activities in soft skills

development in classrooms, was piloted in 80 schools in 10 Districts. The number of schools

was increased in September 2014. Of these schools 24 (the originally selected pilot schools)

are vocational and the remaining 56 schools provide general stream education. The piloting

reached approximately 800 teachers, 22 teacher trainers and 16,000 students.



Table No. 63 Major programme activities, target and Budget allocation for the FY 2015/16 (TVET)

Activities Unit Allocated Budget

Target Unit Cost Budget

Develpoment of soft skills

teaching materials for 6 subjects

in Grade 9 & 10 (2 from each

subject)

Subject 1 5000

Revision of curriculum of TEVT

stream Times 2 1500


While the 6 core subject curricula for Grades 9-10 were approved in the Summer 2014, the

challenge now is to mainstream the curricula across all of Nepal. This relates in particular to

translating soft skills learning into practice in classrooms and through teacher training.


Competence-based soft skills‟ enhanced curricula developed for 6 core subjects in

Grades 9 and 10 (Nepali, English, Maths, Science, Social Studies and Health,

Population & Environment Studies).

Capacity of CDC staff developed regarding curriculum review of competence-based soft

skills.

Capacity of NCED staff in developing training at Central level enhanced.

Textbook writers trained in integrating competence based soft skills approach into Grade

9 textbooks

Textbooks for Grade 9 piloted in TSSP pilot schools

Modular teacher training programme and materials developed and implemented for

competence-based soft skills teaching and learning

Over 800 teachers trained in the competence based soft skills approach to teaching.

80 schools in 10 Districts have implemented the competence-based soft skills approach

in Grades 9 and 10.

Action Learning Groups for teacher support and professional development established in

schools in 10 Districts

22 Trainers from NCED including ETCs and LRCs trained in competence-based soft

skills approach to teaching

Textbooks for Grade 9 piloted in 22 schools in 11 Districts, of which 6 were in TSSP

piloting Districts.

2.5.5.1.1. Gap analysis between ASIP Priorities and Annual Targets


TSSP and soft skills are currently not sufficiently aligned with or covered by ASIP priorities to be

able to make such an analysis.


The TSSP project developed innovative teaching and learning methods in classrooms, as well

as new teacher training methods aimed at increasing the level of soft skills development in

Grades 9-10. The Action Learning Groups established provided a platform for sharing of new

and innovative approaches to teaching and learning.

2.5.5.3 Areas of Under -Performance

Teachers need support via teacher‟s guides and textbooks and other similar

materials on helping students learn soft skills to achieve the learning outcomes

stipulated in the revised curriculum.

2.5.5.4 Constraints - Lack of set indicators and lack of integration of TSSP in ASIP

Competence and skills development are fragmented and do not form a cohesive

whole. This is because there are different skills taxonomies and terms being used at

different levels and in different types of education. This creates challenges in

education and curriculum development from a holistic point of view.

Clustering TEVT and soft skills in the same chapter of the SSRP has caused

confusion. The Soft Skills content covers the general stream.


Teachers and their trainers mention the underlying constraints during open

discussions in district workshops. Typical constraints encountered were large class

sizes inhibiting group work; lack of teaching materials and stationary in classrooms;

limit to the level of student involvement; and lack of locally developed teaching

materials making soft skills teaching difficult. The Central and District team of TSSP

has supported teachers for addressing these problems.

2.5.5.6 Lessons Learned

Closer adaptation of TSSP to ASIP will ensure a coordinated approach to implementing

the overall curriculum reform across all levels of general education

Mainstreaming of the soft skills approach to curriculum implementation requires

additional trained resources in all Districts.

2.5.5.7 Reflection Based on experience gained through implementation of project activities, there needs to be smooth coordination and cooperation between implementing agencies from Central to District levels. Best practice needs to be mainstreamed for sustainability.


(B) Community School Capacity Development Program (Technical Education and

Vocational Training - TEVT)


Technical Education and Vocational Training is one of the most important means of

addressing the aspirations of people and demands of time, which is also strongly

emphasized in the SSRP, and the Government is strongly committed to operate the

program. The Technical Education and Vocational Training (TVET) programme has been

operating in selected community schools in 70 Districts from academic year 2070 in new

modality.

Department of Education started the vocational education program in Grade 9 in FY 2012-13

(from academic year 2070), selecting 100 schools from 71 Districts (except Sarlani, Manang,

Dolpa and Mugu) to conduct the program. Among the 100 schools, one school is not in

operation. Two more community schools for the blind have received permission to conduct

TEVT program from academic year 2071 (the TEVT program has been conducted with the help

of PLAN Nepal). Altogether, this program has now been conducted at 101 schools of 70

Districts (except Sarlani, Manang, Dolpa, Mugu and Sankhuwasabha). In this academic year

2072, 83 schools have received approval to conduct 10 + 2 level in the TEVT stream from

HSEB and 7 schools have received affiliation to conduct 3 years Diploma program from CTEVT.

All these HSEB and CTEVT affiliated schools are from the 101 TEVT schools.

The list below, which is kept in index, shows the total number of Technical and Vocational

schools opened, total number of students enrolled in Grade 9 &10, school wise TSLC-2071

student pass number, and choice of subjects taught across the country.

Table No.64 students enrolled in Grade 9 &10 and school wise TSLC-2072

District

Serial # District name School Name

Total No of Students In 2072

Subject Area TSLC-2071

passed student

number

Class

10 Class 9

Boy Girl

01 Taplejung Bhanu Jana Higher

Secondary School 13 14 28 29 Civil Engineering

02 Panchthar Prithivi Uchcha Ma Vi 12 14 27 40 Plant Science

03 Ilam Amar Ma Vi 15 11 22 38 Computer

Engineering

04 Jhapa Himalaya Ma Vi 26 10 46 48 Computer

Engineering

04 Jhapa Saraswati Ma Vi 8 12 23 48 Computer

Engineering

04 Jhapa Dhulabari Ma Vi 16 12 32 43 Animal Science

05 Tehrathum Basanta U Ma Vi 17 16 19 28 Plant Science

06 Dhankuta Tribeni Ma Vi 9 6 28 47 Computer

Engineering


District




passed student

number

Class

10 Class 9

Boy Girl

07 Bhojpur Vishwa Premi Ma Vi 9 16 24 28 Computer

Engineering

08 Morang Sukuna U Ma Vi 27 20 48 48 Civil Engineering

08 Morang Janata Secondary School 18 5 40 48 Plant Science

08 Morang Machhindra Ma Vi 25 15 43 45 Animal Science

09 Sunsari Shiksha Niketan Ma Vi 25 1 48 30 Civil Engineering

10 Solukhumbu Garma Ma Vi 8 8 29 26 Plant Science

11 Khotang Pancha Ma Vi 17 12 39 26 Plant Science

12 Okhaldhunga Prabuddha Uchha Ma Vi 18 7 40 46 Plant Science

13 Udayapur Triveni Ma Vi 18 2 40 38 Plant Science

14 Saptari Govardhan Bairagi Janata

Ma Vi 16 10 38 46 Computer

Engineering

14 Saptari Bhawani Pra Sakal Pra

Ram Pra Janata Ma Vi 20 0 36 20 Civil Engineering

15 Siraha Janata Ma Vi 25 6 48 48 Electrical

Engineering

16 Dolakha Sarba Ma Vi 16 20 34 31 Plant Science

17 Ramechhap Himganga Ma Vi 16 27 37 32 Animal Science

18 Sindhuli Gaumati Ma Vi 33 11 47 42 Civil Engineering

18 Sindhuli Prabhat Ma Vi 18 18 36 39 Plant Science

19 Dhanusha Janata Ma Vi 19 3 42 48 Animal Science

19 Dhanusha Dhanush Janata Ma Vi 15 2 35 42 Electrical

Engineering

20 Mahottari Janta Secondary School 12 12 30 47 Animal Science

21 Sindhupalchok Jana Jagriti U Ma Vi 27 16 26 29 Animal Science

21 Sindhupalchok Setidevi Pancha Kanya

Higher Secondary School 19 13 32 28 Plant Science

22 Rasuwa Nilkantha Ma Vi 10 15 22 34 Computer

Engineering

23 Nuwakot Rana Bhubaneswori Higher

Secondary School 27 12 38 24 Computer

Engineering

24 Dhading Mandali Ma Vi 23 15 43 42 Plant Science

25 Kavrepalanchok Sanjiwani Ma Vi 8 20 43 39 Civil Engineering

25 Kavrepalanchok Swet Baraha Secondary

School 15 4 32 28 Plant Science

26 Bhaktapur Shree Padma Higher

Secondary School 27 17 48 47 Civil Engineering

27 Kathmandu Janasewa Higher

Secondary School 24 13 37 48 Electrical

Engineering

28 Lalitpur Bishwamitra Ganesh

Secondary School 11 11 20 23 Electrical

Engineering

29 Makwanpur Bhutan Devi Ma Vi 13 10 48 48 Civil Engineering


District




passed student

number

Class

10 Class 9

Boy Girl

30 Chitwan Nepal Ma Vi Ratna 13 14 28 35 Plant Science

31 Rautahat Nemdhari Basudev Ma Vi 39 5 41 48 Civil Engineering

32 Bara Nepal Rastriya Ma Vi 29 0 26 44 Electrical

Engineering

32 Bara Nepal Rastriya Ma Vi 16 11 44 48 Plant Science

33 Parsa Nrisingh Ma Vi Pipramath 32 13 48 48 Computer

Engineering

34 Gorkha Gyanmarga Ma Vi 18 14 32 34 Animal Science

35 Lamjung Sailaputri Ma Vi 20 6 24 20 Animal Science

36 Kaski Brahma Rupa Higher

Secondary School 18 20 32 45 Computer

Engineering

36 Kaski Shukra Raj Ma Vi 13 11 23 14 Animal Science

37 Tanahun Satyawati Ma Vi 31 12 45 48 Computer

Engineering

38 Syangja Purnamrit Bhawani Ma Vi 16 17 31 48 Plant Science

38 Syangja Tri-Shaheed Ma Vi 8 11 31 29 Computer

Engineering

39 Nawalparasi Prithvi Secondary School 19 16 21 23 Plant Science

39 Nawalparasi Dedhgaun Ma Vi 14 18 47 36 Plant Science

39 Nawalparasi Devchuli Ma Vi 32 11 26 31 Civil Engineering

40 Palpa Laxmi Ma Vi 18 17 28 35 Plant Science

40 Palpa Mohan Kanya Ma Vi 0 27 23 23 Computer

Engineering

41 Gulmi Uday Ma Vi 16 8 26 34 Plant Science

41 Gulmi Jana Jyoti Ma Vi Rimuwa 17 16 25 29 Civil Engineering

42 Arghakhanchi Harihar San Tatha

Sadharan Ma Vi 8 17 19 32 Plant Science

42 Arghakhanchi Saraswoti Ma Vi 17 14 23 31 Civil Engineering

43 Rupandehi Kalika Higher Secondary

School 28 17 47 48 Computer

Engineering

43 Rupandehi

Nabin Audhyogic Kadar

Bahadur Rita Secondary

School

16 14 36 46 Civil Engineering

43 Rupandehi Shree Nawaratna Higher

Secondary School 16 29 28 40 Plant Science

44 Kapilvastu Nepal Adarsha Ma Vi 19 11 40 40 Animal Science

45 Mustang Jana Adarsha Ma Vi 12 7 22 25 Plant Science

46 Myagdi Galeswar Higher Secondary

School 33 14 24 25 Civil Engineering

47 Baglung Galkot Ma Vi 15 15 26 24 Plant Science

47 Baglung Bhimsen Ma Vi 31 11 44 48 Civil Engineering


District




passed student

number

Class

10 Class 9

Boy Girl

47 Baglung Shanti Ma Vi 9 13 17 29 Computer

Engineering

48 Parbat Mate Dewal Jana Sahayogi

Ma Vi 24 6 33 21 Plant Science

49 Rukum Shital Ma Vi 32 14 29 36 Civil Engineering

50 Rolpa Nepal Rastriya Secondary

School 6 11 18 33 Plant Science

51 Salyan Janakalyan Ma Vi 17 22 39 45 Plant Science

52 Pyuthan Bhanu Bhakta Uchha Ma Vi 24 16 41 48 Plant Science

53 Dang Saraswati Ma Vi 31 15 29 48 Plant Science

54 Humla Mansarobar Ma Vi 30 16 41 48 Plant Science

55 Kalikot Panchdewal Ma Vi 27 5 41 48 Computer

Engineering

56 Jumla Janata Ma Vi 24 24 30 40 Civil Engineering

57 Jajarkot Narayani Ma Vi 16 11 43 42 Plant Science

58 Dailekh Tribhuvan Ma Vi 23 16 48 46 Computer

Engineering

58 Dailekh Vijaya Ma Vi 33 15 48 48 Plant Science

59 Surkhet Nepal Rastriya Ma Vi 28 20 48 48 Plant Science

59 Surkhet Shiva Ma Vi 12 5 29 48 Plant Science

60 Banke Dhumbojhi Ma Vi 17 12 45 48 Computer

Engineering

61 Bardia Dhruba Ma Vi 22 12 30 46 Animal Science

61 Bardia Tribhuvan Ma Vi 24 21 48 42 Animal Science

62 Bajura Bhanodaya Ma Vi 30 17 43 48 Animal Science

63 Bajhang SatyaBadi Ma Vi 26 21 48 48 Plant Science

64 Achham Mangala Nepal Rastriya Ma

Vi 26 4 35 40 Civil Engineering

65 Doti Ghanteshwar Ma Vi 31 10 37 0 Plant Science

66 Kailali Raghunath Adarsha Ma Vi 22 21 48 46 Plant Science

66 Kailali Durga Laxmi Ma Vi 13 8 36 48 Computer

Engineering

67 Darchula Malikarjun Ma Vi 26 17 36 48 Civil Engineering

67 Darchula Jan Bikash Ma Vi 14 11 36 48 Plant Science

68 Baitadi Manilek Uchha Ma Vi 41 5 43 48 Civil Engineering

68 Baitadi Shree Krishna Uchha Ma Vi 27 10 48 48 Computer

Engineering

69 Dandeldhura Mahendra Ma Vi 39 7 48 48 Civil Engineering

69 Dandeldhura Balkalyan Ma Vi 23 10 39 46 Plant Science

70 Kanchanpur Baijanath Ma Vi 20 11 28 44 Plant Science


District




passed student

number

Class

10 Class 9

Boy Girl

70 Kanchanpur Bhanu Ma Vi 32 14 31 47 Computer

Engineering

70 Districts Total 2008 1242 3471 3843 Total 5 Subjects

GRAND TOTAL 3250

3.2.1.2. Concise information about students, instructors and lab assistants

The total enrollment of students in Technical and Vocational schools (except Grade 11) is 7,389

in 2015-2016. Of the total enrollment, 3,878 students are in Grade 9 and 3,511 students Grade

10. In academic year 2071, 3,250 students passed TSLC from 99 TEVT schools.

One hundred and ninety eight (198) instructors and 198 assistant instructors have been

appointed across 99 schools at Grades 9 and 10 for teaching the major Vocational and

Technical subjects and other compulsory subjects are taught by Secondary level teachers in the

general stream.

One instructor and one teacher grant is provided for Grade 11 for teaching the major Technical

and Vocational subjects and pure science subjects respectively, and two instructors are in the

first year Diploma program for teaching the major Technical and Vocational subjects.

Lab. assistant salary grants for one assistant each is provided to all 99 schools.

3.2.1.2. Strategies Priorities

The Ministry of Education formulated and implemented the major goals and initiatives taken with

the TEVT program. Strategies are overall directions designed to achieve the objectives of TEVT

and allocate resources to implement the TEVT plans and activities and budget. The School

Sector Reform Plan (2009-2015) has determined the following strategies to achieve the goals

and objectives of TEVT.

1. Testing/ piloting will be carried out between 2009 and 2012, prior to the start of the full

integration of the Secondary education programme.

2. Introduction of TVET in Secondary schools, including soft skills, on a pilot basis

with subsequent integration into school education.

3. At Secondary & Higher Secondary level, Certificates will be issued as follows: a)

Secondary Level Certificate (SLC) or Technical Secondary Level Certificate (TSLC), and

b) Higher Secondary Level Certificate (HSLC) or Technical Higher Secondary Level

Certificate (THSLC).

4. Under the national examination framework, provided by the National Examination

Board, the Council for Technical Education and Vocational Training (CTEVT) will


conduct certification examinations (including skills testing) for students in the short-term

vocational, technical and traditional skills schemes.

5. Constitution of a National Examination Board as a coordinating apex body,

responsible for regulating and carrying out all public examinations, certification and

accreditation functions for Grades 8, 10 and 12, including TVET certification.

3.2.1.3. Achievements

1. Technical and Vocational Education in Schools operating guideline -2069 has been

approved by the Government of Nepal, Ministry of Education.

2. Notice of application issued to those schools interested in moving to the Technical and

Vocational Education model.

3. The District Working Committee recommended school names to the Regional

Coordination Committee, based on schools geographical, social and economic situation.

4. The Regional Coordination Committee recommended schools to the Central Director

Committee based on criteria prepared by Central Director Committee.

5. The Central Director Committee selected schools based on District-wise demand and

recommendation of the Regional Coordination Committee in 2069/12/20.

6. TEVT is not conducted in Mugu, Dolpa, Manang, Sarlahi and Sankhuwasava District yet

now.

7. Selected schools educate on different disciplines and subjects, as follows

Engineering (Civil) - 22 schools

Computer- 22 schools

Electrical - 5 schools

Agriculture (Animal husbandry) - 13 schools

Plant Science - 39 schools

8. One-day orientation programs were conducted for selected school principals and school

management committee members in their respective regions. They were instructed on

the importance of the program and their responsibilities towards its success. Permission

for operation was then given to selected schools by the Department of Education. Prior to

this, an agreement occurred between DOE and schools.

9. TEVT schools incur lab and equipment management costs. The total of grants in two

fiscal years 2069/070 and 2070/071 to respective disciplines for materials management

are given as follows:

Table No.65 TEVT schools incur lab and equipment management costs

SN Five Subject Area Amount NPR

1 Civil engineering 50,00,000

2 Computer engineering 31,00,000


3 Electronic engineering 20,00,000

4 Plant science 26,00,000

5 Animal husbandry 26,00,000

10. The National Center for Educational Development (NCED) conducted “Instructional

Skill 1 Training” through TITI for 200 people (instructor and sub-instructor) in fiscal

year 2069/070 and 2070/2071.

11. The Department of Education launched a one-day “Learning Centered Orientation

Program” in 48 technical stream schools in FY 2070/071.

12. The Government of Nepal Budget for fiscal year 2071/2072, in its policy statement

under Education, declared:

“One technical school will be established in every electoral constituency".

13. During academic year 2070, one/one Instructor and Sub-Instructor‟s salaries were

provided and in academic year 2071 an extra one/one instructor and sub-instructor

salary was given to selected schools as a grant. The selected schools, which teach

Classes 9 and 10, now have two instructors and two sub-instructors salaries.

Instructor and Sub-Instructor salaries are equal to third class Secondary teachers

and third class Lower Secondary teachers respectively. Instructors and Sub-

Instructors also receive an additional Rs.3000/- as a technical allowance.

14. For this academic year 2072, one instructor and one teacher grant is provided for

Grade 11 for teaching major Technical and Vocational subjects and pure science

subjects respectively. Two Instructors are for the Diploma program for teaching the

major Technical and Vocational subjects. Instructors salary is equal to that of a

second class Secondary teachers and they receive an additional Rs.3000/- as

technical allowance.

15. Lab assistant salary grant for one assistant each is provided to all 99 schools. Their

salary is equal to that of a third class Primary teachers'. So all 99 TEVT schools

have at least one lab assistant.

16. For the first time in the history of Nepal, SLC results were published using the letter

grading system in 2071 (for the TEVT stream only). TVET stream students have

taken the TSLC exam from academic year 2071. Exam results are shown in the

following table:

Table No. 66 Exam results of TSLC 2071

Grade Number of Students

A+ 215

A 779

B 2131

C 124

D 1


3.2.1.4. Lessons Learned and Best Practice.

Skills are a global currency. Technical and Vocational Education provides relevant knowledge,

skills and competencies. At least one school in every electoral constituency should be

established as having a Vocational and Technical stream within the general stream of

education, so that the demand for science and Vocational and Technical Education will be

addressed in accordance with the needs of the country. Adept TEVT schools are better

prepared to address the needs of the people, changing the approach of over-expansion of

Secondary education toward the conversion of Secondary schools to parallel streams of general

SLC and TSLC. This has satisfied both the demand and choice of parents and students to

select one option from Grade 9.

These schools have attracted talented students from other schools within their Districts. Initially

the purpose was to give opportunities to those students who were likely fail within the general

education system, instead pursuing the Vocational and Technical stream to learn life skills to

survive. But with choice parents and students are aware of the need for Vocational and

Technical Education and have decided to take part in Vocational and Technical Education from

the early stages of Secondary education. They have high expectations of the Vocational and

Technical stream in the future; as a result there is strong competition among talented students

for admission. They hope to complete their Higher Secondary education Grades 11-12 from the

Vocational and Technical stream. Most of the institutions offering Vocational and Technical

Education at Higher Secondary level is conducted by the private sector. It is expensive and

difficult to make accessible to rural settlements and poor people after passing the SLC

examination in Nepal. The Government of Nepal introduced the best practice policy of imparting

the Vocational and Technical Education stream from Grades 9-12 within traditional schools'

general stream. These schools are popular among poor people across the entire country,

facilitating their right to easy access, low cost Vocational and Technical Education in their own

Districts.

Schools have established laboratory rooms for practical classes, and have equipped the labs

with the purchase of tools and materials. They have established computer laboratories for

teaching TEVT subjects. Some schools have used ICT within the Vocational and Technical

stream. They have taken great initiative and contributed to rapid change within the three year

period, improving the quality of Vocational and Technical Education.

General subjects (Nepali, English, Mathematics, and Science) have been taught by Secondary

level subject teacher and Vocational and Technical subjects have been taught by the 4

instructors in each school. There is no need for separate administration and management of the

TEVT program. There is no need for separate schools with large investments in infrastructure,

tools and equipment to start the program. Traditional schools of the general stream can be

modified to provide diversified, multi-dimensional and multidisciplinary education with the

maximum use of recent resources in the country.


The testing/piloting experiences of and success stories from Vocational and Technical

Education in 5 pilot Districts transpired between 2009 and 2012, prior to the start of the full

integration of the Secondary education program. These experiences were shared and

implemented among 99 schools after 2013 and 2014, covering the whole country at once.

Introduction of TVET, including soft skills, occurred on a pilot basis at Lower Secondary level

Grades 6-8 and Secondary level Grades 9-10, with subsequent integration into the new reform

agenda of the SSRP structure for school education.

At the Secondary level Grades 9-10, two Certificates have been awarded since 2071: the

Secondary Level Certificate (SLC) and the short term Technical Secondary Level Certificate

(TSLC). The Ministry of Education and Curriculum Development Center decided upon a letter

grading system for the final TSLC exam in 2071, after which the Government will decide the

next phase for implementation of the long term policy related to the Higher Secondary Level

Certificate (HSLC) and Technical Higher Secondary Level Certificate (THSLC).

The Ministry of Education has already submitted a bill to amend the Education Act going

forward, addressing the SSRP's reform agenda regarding the composition and formulation of

the National Examination Board and the Council for Technical Education and Vocational

Training (CTEVT). The bill also proposes legalizing the structure of education and conducting

certification examinations (including skills testing) for students in the short-term vocational,

technical and traditional skills schemes. The Technical and Vocational Education in Schools

Operating Guideline 2069 was approved by the Government of Nepal, Ministry of Education.

The CTEVT developed the Secondary Level Curriculum (Technical Stream) 2013 for six

subjects. The course structure for five subject‟s curriculum for Grade 9 & 10 is as follows:

Table No. 67 Course Structure (Animal Science)


Table No. 68 Course Structure (Plant Science)

Table No. 69 Course Structure of Computer Engineering (Grade 9-10)


Table No. 70 Course Structure of Civil Engineering (Grade 9-10)

Table No. 71 Course Structure of Electrical Engineering (Grade 9-10)


3.2.1.5. Constraints

We can categorize the major challenges/constraints as follows:

Equity and Participation: The TEVT program faces numerous equity & participation problems,

among which geography, language, economics, technology, teaching & learning moDalities,

physical and gender issues, culture, and delivery moDalities are the major hindrances.

Quality and Learning Environment: Quality and learning environment related problems are

also very clear in this program, among which curriculum and subject streams, learning materials

for teachers and students, teacher management, school permission, assessment systems,

materials, equipment and labs, on-the-job training, unification, joint supervision, and teaching

moDalities are the highlighted problems in establishing quality and a better learning

environment in the TEVT program.


The following chart shows the major constraints and suggested ways for betterment.

Constraint/problem area Suggested ways for betterment

1 Curriculum and subject

stream

Technical and Vocational subject stream and curriculum has to

develop and improve on the basis of student‟s age, interests & level,

and local and national resources and needs.

2 Learning materials for

teachers and students

Text books, reference materials, TGs etc should be managed

3 Teacher management

The Government should make a clear policy statement in the

Education Act addressing the needs and requirements of Instructors

and teachers, with specified job descriptions, academic qualifications,

minimum salary, allowances and other fringe benefits, tenure

(permanent) status of teachers, approved teacher posts and tenure for

the Vocational and Technical stream.

4 School Permission

Consideration should be given to the resources of the state and local

governance, local needs, equal distribution of state benefits, efficiency

and commitment of the community and schools etc., when giving

permission to conduct the TEVT program.

5 Student Assessment

We have to utilize a different moDality of assessment.

We need to be serious in addressing the gap between theoretical and

practical achievements, and cleary stipulate teacher responsibility for

the theoretical and practical achievements of students.

6 Material, Equipment, Lab We must be serious about the timely delivery of physical management

(materials and lab management, text books etc.).

7 On-the-job Training On-the-job training is greatly needed after TSLC and THSLC, and

needs to be managed by the government.


8 Geographical‟ Hostel facility holder schools are needed to address the inequitable

participation in different geographical regions.

9 Language

The English language is seen as a barrier for students, and the

teaching and learning environment needs to be managed properly to

reduce the negative effects of any language.

10 Economic The Government needs to provide hostels, learning material & other

facilities to students from poorer financial backgrounds.

11 Technology The most essential technological hardware and instruction should be

provided to both teachers and students.

12 Teaching Learning

MoDality

Student centers with a modern, pedagogical based approach to

planned teaching are needed.

13 Physical and Gender

Government should manage & deliver the TEVT program, with

suitable facilities, to physically handicapped students.

There is a need to establish female-friendly physical environments,

scholarship programs and job opportunity policies.

14 Cultural Establishment of a culture of respect for work, people's labor, and the

sharing of knowledge and skills.

15 Delivery Modality Public-private partnerships need to ensue in this field.


Chapter 6

Teacher Education and Development

Introduction

The professional development of teachers is one of the key factors in improving their

opportunities and has a significant positive effect on students‟ achievement and learning. Thus,

the SSRP aims to increase students‟ learning and improve their performance by developing the

professional capacity of teachers.

Quality education primarily depends upon a teacher‟s performance in the classroom. The level

of professional development among teachers correlates directly to students' performance and

learning. The SSRP aims to improve students‟ learning and classroom performance through the

professional development of teachers and therefore takes an integrated approach to teachers‟

professional development and student learning. The table below shows the total number of

teachers working in teacher posts at community schools in Nepal that have been approved by

the DOE.

Teacher information at Primary, Lower Secondary and Basic levels

This section presents information on teachers at Primary, Lower Secondary and Basic levels by

school type, level, sex and other specific indicators.

Table No. 72 Total number of teachers in all types of community schools by levels (based on approved

positions)

Level Female1 Male Total

Primary (1-5) 39,461 62,489 101,950

Lower Secondary (6-8) 5,374 20,398 25,772

Basic(1-8) 44,835 82,887 127,722

Secondary (9-10) 2,859 1,6725 19,584

Higher Secondary (11-12) 3,869

Total number of teachers in all types of community schools (based on approved positions) 151,175

Source : Flash I - 2014/015


TPD design summary

1. Part-1: Training cum workshop

(5 Day Face-to-face event to be conducted at the training hub (RCs for Basic level and ETCs/LRCs for

secondary leve))

2. Part-2: Self-study exercise

(School-based event upon completion of part-1of the course- runs for 30 days engaging participants

independently in a structured set of assignments and counts towards credits to the equivalient of 3

days)

3. Part-3: Instructional Counseling

(School-based event upon completion of part-2 of the course- runs for 2 days under close guidance

from the same set of trainers mobilized to check and collect assignments and provide on-site

professional support)

{Whole module combines input/training event (part-1) followed by application and constructive learning

(part-2) and on-site follow up support (part-3)}

Figure No. 49 Total number of teachers in all types of community schools by levels (based on approved

positions)

Source: Flash Report 2072

6.1 The Teacher Professional Development (TPD) course was designed & is being

implemented by the NCED, based on guidelines approved by the Ministry of Education

in January 2011. The TPD initiative constitutes a 30-day certified training course,

comprised of three independent 10 days modules. The TPD course aims primarily at

addressing the immediate pedagogical needs of teachers and at providing them with

continuous learning opportunities. According to the policy, every working teacher

irrespective of his or her 24/11/2015 terms of tenure will have an opportunity to

participate in all three TPD modules within a five year period from 2009/2010 to

2013/2014. The TPD design summary is presented in the table below.

Table No. 73 TPD design

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

Primary (1-5)

Lower Secondary

(6-8)

Basic(1-8) Secondary (9-10)

Higher Secondary

(11-12)

Female

Male

Total


6.2 Every training module is designed on the basis of individual teachers' needs (self-

reported), organizational (school) needs; and system (national

priorities/policies/plans/curriculum.) needs. Certification in each module culminates in the

TPD Certificate. With regard to implementation, Resource Centers (RCs) have been

authorized and empowered to conduct TPD modules for Basic level teachers and Lead

Resource Centers/Educational Training Centers have been authorized and empowered

to conduct the course for Secondary school teachers. In terms of where the training

takes place, the TPD programme is theoretically characterized as a "field-based" teacher

training model, which is based on the combined approach of the two popular models of

school-based and cluster-based training.

The following strategic priorities were set for FY 2014/2015 Teacher Professional Development

1. Field-based TPD modules will be strengthened by creating continuous learning

opportunities to address the immediate pedagogical problems teachers' experience.

SSs, RPs and roster trainers will be jointly mobilized for close monitoring and on-site

support of teachers.

2. The targets for teacher training will be increased for FY 2014/2015 as much as possible

to provide training for remaining teachers.

3. ETCs and LRCs will be mobilized to provide subject-based training for Grades 6-8 and

Grades 9-10 teachers. RCs will be responsible for Basic level Grades 1-5 teachers.

4. Piloting of training modules on the CAS, curriculum, ECED training, and training for

Grades 11-12 teachers will be conducted.

5. The Child Friendly Schools (CFS) training module will be developed to be integrated into

the regular National Center for Educational Development (NCED) teacher training

framework.

6. The ongoing collaboration programme between NCED/FOE will continue to upgrade the

qualification of teachers in collaboration with universities. Implementation of the Teacher

Preparation Course (TPC) will be expanded in collaboration with Tribhuvan

University/Faculty of Education.

7. The physical setting and training environment of ETCs/LRCs/RCs will be strengthened

by taking into consideration the minimum prerequisites of training institutes.

8. Institutional coordination and linkages among RCs, LRCs, ETCs, and DEOs, and

channel support systems will be established for effective implementation of the TPD

programmes.

9. The ongoing programme relating to capacity development trainings and institutional

performance management systems, with improved design for distance/open learning

programmes for managers, shall be continued.


10. Findings of the teacher development study will be utilized for the betterment of teacher

management. Based on the findings of the study a system will be developed for teacher

selection and career development.

Teacher Management

1. Outstanding achievers will be motivated to join the teaching profession. In collaboration

with the TSC, the MoE will make provision by revisiting the existing recruitment criteria.

2. A mapping exercise will be conducted to determine current teacher vacancies and

redistribution of teacher posts. The District Education Committee (DEC) will conduct

teacher transfer/re-deployment based on STR and school mapping. Teachers will be

transferred from surplus Districts to other Districts where teacher shortages exist using

the concept of a national pool. The MoE will make provision to convert one level

teacher position to another level within the District.

3. The TSC will revise teacher licensing, the curriculum, and examination grids, requiring

candidates to achieve a minimum 50% mark in the examination.

4. In collaboration with the TSC, the DoE will make provision for competitive recruitment of

temporary/contract canditates for vacant positions in Science, Mathematics, English and

Vocational/Technical subjects such as Accountancy, Computer Science and Agriculture

where teaching license-holding candidates are not available. Newly recruited teachers

appointed through this provision should be able to receive a permanent teaching license

within three years of their appointment.

5. Adequate distribution of teachers to achieve and maintain envisioned teacher student

ratios.

6. The Teacher Service Commission (TSC) will conduct a competitive examination, publish

the list of successful candidates for permanent teacher positions and publish the

additional teachers list as a roster for temporary school appointments. The list will be

published on a subject basis for Lower Secondary and Secondary levels.

7. SMCs will identify candidates for teacher selection only from the pool approved by the

TSC. Where candidates with required qualifications are not available within the pool (in

subjects such as Science, Accounting, Mathematics and English), SMCs will request the

DEO that the TSC initiate a District-wide search for appropriate candidates. In doing so

strict adherence to the merit list will be ensured.

8. Teacher unions/professional organizations will be involved in more professional activities

and will be invited to serve on the teacher licensing body (Teachers Council) as

proposed.

9. A separate management position for Head Teachers will be created at Basic and

Secondary levels and the promotion mechanism for Head Teachers and development of

professional career paths will be explored.


10. Generally, all transfers will be done under a schedule, either at the start or end of school

year or during the vacation period, to minimize the burden on the system and mitigate

any academic loss for children.

11. Teachers working in out-of-subject assignments (for example a history teacher teaching

mathematics) will be given first consideration for subject vacancies as they occur.

12. A school-based pedagogical support system will be developed with appointment of a

lead school within the VDC. The leader school will be the highest level school.

13. Necessary preparation will be carried out to link the four categories of teacher envisaged

in the SSRP for the purpose of career development and promotion.

14. Considering the decrease in student numbers especially in remote areas, a single

teacher school concept will be piloted. The Multi Grade Multi Level (MGML) concept

could be a good alternative in such situation as well as an initiative for enhancing the

quality teaching/learnig.

15. Each District will develop teacher profiles to include all administrative and academic

information, such as qualifications, training, existing professional needs, appointments,

postings, transfers, performance appraisal results, and promotions.

16. Necessary preparation will be made for all permanent teachers to successfully complete

the courses and programmes for promotion at each level. They must achieve at least

50% score for Beginner level, 60% for Experienced Level, 75% for Master Level and

80% for Expert Level.

17. Teacher performance appraisals, course completion, qualifications and years of

experience will be taken into consideration for promotion.

18. Clear job descriptions and responsibilities in line with the existing teachers' professional

code will be provided for all teachers (permanent and temporary) to create a more

accountable system and form the basis of the appraisal and monitoring of teacher

performance.

19. Highly qualified, trained and competent teachers/facilitators will be recruited for Primary

and pre-Primary level.

20. Teachers will be sufficiently prepared, having been provided opportunities for training

and qualification upgrading. Additionally, the existing curriculum content and formulation

of license examinations pass marks and the validity period of teacher licenses will be

reviewed.

21. All temporary teacher recruitment to approved positions will be guided by a Central

policy stipulating the minimum salary scale and leave benefits as for permanent

teachers.

22. The teaching licensing provision will be waived for the recruitment of vocational and soft

technical skills teachers and science, mathematics, computer science and traditional

school teachers where there is no provision in the teacher education programme.


23. Following the TSC annual recruit of teachers, the grant-based teacher positions (rahat

teachers) will have the option to apply for open competitive positions and be thus be

mainstreamed.

24. Considering the increased number of schools per RC/LRC, monitoring & follow up visits,

revisiting of roles and responsibilities, and an institutional analysis/study will be carried

out to explore future moDality, linkage and coordination mechanisms.

The major proposed activities of the SSRP Central Budget head 350121 for FY 2014/15 are

given below and detailed further in the AWPB attached in Annex I & II.

Table No. 74 Major programme activities, Target and Budget allocation for the FY 2014/15 (TPD)

SN Activities Unit

Allocated Budget

Physical

Target Budget

1 Trainers training for Higher Secondary school (Grades

11-12) Head Teacher training ( 10 days) Person 40 1200

2

ICT training for Lower Secondary and Secondary

level teachers (who are using computers in schools)

Through ETCs and LRCs (10 days)

Person 4000 20000

3 Annual strategic planning preparation workshops

(regional) for ETC/DEO/LRCs Region 200 220

4

Conducting action research by the ETCs to improve

the training delivery process as well as institutional

development

ETCs 29 1450

5 Online-Offline professional development training for

School Supervisor/Resource Persons/ Roster trainers Person 100 1500

6

Documentation of online materials, procurement of

relevant books and enhancement of computer-based

libraries

ETCs 29 4350

7 Refresher training for trainers and roaster trainers on

TPD Person 3146 37752

8 Teacher training on Continuous Assessment system

through ETCs and LRC Person 8000 32000

9 Training for Basic level school teacher on English as a

medium of Instruction (10 days) Person 7000 28000

10

Teacher Professional Development on multi-lingual

teaching for Basic level teachers ( those who teach in

a multilingual class setting) and mother tongue as a

subject (10 days)

Person 1500 6600

11

Teacher Professional Development training for

Grades 1-5 teachers through Resource Center (10

days)

Person 10000 40000

12 Multi-Grade, multi-level teacher training Person 125 1875

14 Training for ECD facilitators Person 100 126.5

16 Refresher teacher training on creative art and physical

education (10 days) Person 725 10875

17

Teacher training for traditional education system

(gurukul, gunpa and madarsa) based on the TPD

framework

Person 150 2250

18

Teacher Professional Development Program for

Lower Secondary level teachers (Grades 6-8) through

ETC and LRC (10 days)

Person 15000 75000


SN Activities Unit

Allocated Budget

Physical

Target Budget

19 Trainers training on Continuous assessment system

(5 days) RCs 1053 6318

20 Job induction training for newly appointed teachers

(Basic and Secondary level) Person 13000 78000

21

Teacher training for visually impaired teachers

working in community schools (Basic and Secondary

level)

Person 50 750

22 TPD training (10 days) for Secondary level teachers

(through ETCs) Person 5000 25000

23

Development , printing and distribution of TPD

modules for Secondary and Basic level (6 in total) by

the ETCs

ETCs 29 5800

24

Development and publication of Newsletter to

communicate progress and improve the

implementation process

ETCs 29 1450

25

Teacher Service Commission preparation classes for

females in the District where the number of female

teachers is low

Person 200 1000

26 High level seminar for Class I officers Times 1 1100

27 Resource teacher training for open schools (2

teachers per school) Person 168 2520

28 Interaction and consultative workshop on teacher and

trainers competency framework Times 3 900

29 Orientation program for Open School's Head Teacher Person 84 1260

30 Training for teachers at special deaf schools Person

850

31 Capacity development program on monitoring and

evaluation Person 40 1200

32 TU Support program for qualification upgrading for

Secondary teachers through distance education Times 1 8000

33 Workshop on program orientation and progress review Person 200 5000

34 Validation of developed materials of NCED Times 1 300

35 Feedback collection workshop with stakeholders for

the improvement of the educational radio program Times 1 400

36 Analytical Study of working environment and culture in

NCED and Educational Training Center Times 1 1000

37 Translation of the Executive Summary of the research

report (past 2 years) in the Nepali language Times 1 300

38 An Effectiveness study of TPD Training conducted by

LRC and RC Times 1 800

39 Study of developed materials of NCED from various

perspectives (Gender, inclusive, rights based) Times 1 1000

40 Effectiveness Study of the Educational Radio program

in NCED Times 1 800

41

Delivery of different coordination workshops (progress

sharing, updating implementation guidelines, revising

TPD manual, development of ASIP/AWPB etc)

Times

750

42 Trainer Training for Basic level Head Teacher training Person 20 600

43 Multi-Grade, Multi-Level Trainer Training Person 20 600

44 Revision of disability training materials and delivery of

trainer's training Person 20 700

45 Development of training materials and trainer training

for the blind Person 20 600

46 Revision of training materials for multi-lingual

education and trainers training Person 20 700


SN Activities Unit

Allocated Budget

Physical

Target Budget

47 Trainers Training program for Grades 11 and 12

subject teacher training (Nepali and English) Person 40 1200

48 Trainers Training program for open schools resource

teachers (including technical backstopping) Person 20 500

49 Development of training resource materials and

trainers on Disaster Risk Management Person 25 750

50 Trainer Training for Secondary and Higher Secondary

Head Teachers Person 20 600

51

Management and update of competency-based 10

month training data of Lower Secondary and

Secondary teachers

Times 1 300

52 Establishment and enhancement of E-library Times 1 500

53 Development and publication of Journal and

Newsletter Times 6 1200

54

Development and distribution of an integrated

Certificate issue of marksheets and equivalent

Certificate

Times 1 300

55 Digitization and update of scripts and web based

materials Times 1 600

56 Production and broadcasting of educational radio

programs (in close collaboration with private media) Times 108 3456

57 Management and enhancement of studio Times 1 1000

58 Development and broadcasting of the Tele-Education

Program Times 10 1000

59 Printing and distribution of materials Copy

6000

60 Development of a training curriculum for differing

disability sectors and training materials for the blind Times 2 400

61 Development and distribution of an educational

information bulletin Times 3 1050

62 Development, printing and distribution of NCED

directives Times 1 500

63 Development of an integrated activity book for Grade

3 Times 1 300

64 Development of an integrated procedural guideline for

NCED Times 1 400

65 Revision of Online and Offline professional training

package (5 themes) Theme 5 300

66 Revision of training package for teacher leadership

training Times 1 200

67 Development of workbooks for English, mathematics

and science for open schools learners Subject 3 600

68 Preparation of a CD and distribution in training centers Times 1 600

69 Development of resource materials for Teacher

Professional Development and Head Teachers Types 3 750

70 Development of an educational portal for trainers and

teachers Types 2 600

71

Development and broadcasting of audio-visual

materials (science and English subjects) for open

schools learners (20 per subject)

Times 40 1000

72

Development & distribution of audio and audio-visual

materials to enhance the English language capacity of

Basic level teachers

Times 1 300

73

Development of ICT based audio- visual materials to

enhance the ICT skills of teachers (3 programs of an

hours duration each)

Types 3 600


Major Activities in Teacher Education and Development- District Levelt

Table No. 75 Physical Achievement Against Annual Targets for Budget head 350803 (District

level)

S.N. Major Activities Unit Annual

Target

Implementation

Status PPR %

1 10 day TPD module coducted through RCs for Basic levels

1-5

Number/person

Teachers

2 10 day TPD module conducted through RCs for classes 6-8 Number/person 10,143 8,617 were trained

3 10 day TPD module conducted for multilingual teachers. Number/person 1,500 1,060

4 10 day English language training for Basic level teachers. Number/person 3,350 2,789 were trained

5 Training on the TPD framework re CAS and curriculum

implementation.

Number/person 3,417 3,029

6 TPD module for Secondary schools at ETCs and LRCs. Number/person 2,325 1,872

7 10 days training for Higher Secondary level teachers Number/person 400 384

8 10 day customized training program on ICT capacity

development.

Number/person 580 567

9 Training for teachers at schools with special needs children

(blind teachers)

Number/person 50 45

10 Training for traditional schools (Gumba, Madarsha, and

Gurukul) teachers on the TPD framework.


11 10 day in-service training for resource persons Number/person 1053 859

12 5 days TOT on CAS curriculum. Number/person 1053 1029

13 Refresher training for delivery of the TPD module Number/person 3146 3177

14 30 days leadership training for H.Ts, including institutional

schools.


15 Multi-grade/ multilingual training for Primary level teachers Number/person 125 103

16 Leadership development training for Teacher Professional

Organization members.


17 TOT on action Research Number/person 527 573

18 Technical back stopping from ETCs Times 1,053 1000

19 Technical audit and training module authentication Number 75 75

20 Library strengthening Times 10 15

21 Documentation on online materials, procurement of related

books, computer based materials

Times 29 26

22 Action research for teacher training Times 29 29

23 Online /offline training for School Supervisors, RCs, Rosterers

and trainers.

Number/presons 100 52

24 Enhancing physical structures under the NCED plan. Number 29 27


Table No. 76 Physical Achievement Against Annual Targets of Teacher Education and Development

SN Activities Unit Physical

Target Budget Pp

1 Trainer training for Higher Secondary school (Grades

1-12) Head Teachers (10 days) Person 40 1200 40

2 Annual strategic planning preparation workshops

(regional) for ETC/DEO/LRCs Region 200 5000

220

3 Revision of training materials for Basic level disability

training Person 20 700 20

4 Revision of teacher training materials based on

multilingual/multilevel education Materials 20 700 20

5 30 days in service training for non-gazetted Iist Person 20 800 14

6 30 days in service training for gazetted class II and III Person 60 2700 38

7 Capacity development in ICT Person 2 1600 2

8 Capacity development programme for NCED

Personnel Person 25 1500 25

9 One week Capacity development programme on

financial and procurement management Person 20 400 20

10 Job induction training for newly appointed officers Person 40 450 13

11 Summary translation of research based work by NCED Number 1 300 1

12 Study of various aspects of materials developed by

center (gender, human rights, inclusivenes) Number 1 100 1

13 Meeting & progamme orientation in NCED Number 15 750 15

14 Distribution of Certificate, marksheets and integrated

Certificates number 1 300 300

15 High level seminar for class I officer Times 1 1100 0

16 Resource teacher training for open schools (2

teachers per school) Person 168 2520 168

17 Capacity development program on monitoring and

evaluation Person 40 1200 41

18 TU Support program for qualification upgrading of Times 1 3800 1

25 Newsletter publication from ETCs Times 29 55

26 6 sample TPD modules development and distribution of Basic

and Secondary level from ETCs.

Number 1,053 886

27 Job orientation for novice teachers Number

28 Annual workplan preparation workshop Times 9

29 Program management cost for ETCs 29

30 TOT on action research from ETC A 170

31 Activities based on proposal of ETCs as per the topics of their

ASIP

29



Target Budget Pp

Secondary teachers through distance mode

19 Workshop on program orientation and progress review Person 200 5000 220

20 Validation of developed materials by NCED Times 1 300 1

21 Training for employees under MOE Times 1 400 1

22 Capacity development of employees working on the

educational Radio Programme Times 1 150 1

23 Gender audit training Times 1 800 0.03

24 Multi-Grade Multi-Level Trainer Training Person 20 600 20

25 Delivery of TSC preparation classes for women Number/

times 1 1000 0

26 Programme monitoring Person 1 1600 1

27

Management and update of training data for

competency-based 10 month training of Lower

Secondary and Secondary teachers

Times 1 300 1

28 Establishment and enhancement of E-library Times 1 500 1

29

Development and distribution of an integrated

Certificate issue of mark sheet, and equivalent

Certificate (needs re-wording/clarifcation)

Times 1 300 1

30 Digitization and update of scripts and web based

materials Times 1 600 0

31 Production and broadcasting of educational radio

programs (close collaboration with private media) Times 108 3456 108

32 Management and enhancement of studio Times 1 1000 1

33 Development and broadcasting of Tele-Education

Programs Times 10 1000 10

34 Printing and distribution of different materials Copy 1 6000 1

35 Development of a training curriculum for different

disability sectors and training materials for the blind Times 2 400 2

36 Development and distribution of an educational

information bulletin Times 3 1050 3

37 Development, printing and distribution of NCED

Directives Times 1 500 1

38 Development of an integrated procedural guideline for

NCED Times 1 400 1

39 Revision of online and offline professional training

package (5 theme) Theme 5 300 5

40 Revision of training package for Teacher Leaders

Training Times 1 200 1

41 Development English, mathematics, and science

workbooks for open schools learners Subject 3 600 3

42 Preparation of CD and distribution to training centers Times 1 600 2

43 Development of resource materials for Teacher Types 3 750 2



Target Budget Pp

Professional Development and Head Teachers

44 Development of an education portal for trainers and

teachers Types 2 600 2

45

Development and broadcasting of audio-visual

materials (for science and English subjects) foir open

schools learners (20 per subject)

Times 20 1000 20

46

Development & distribution of audio and audio-visual

materials to enhance the English language capacity of

Basic level teachers

Times 1 300 1

47

Development of ICT based Audio-visual materials to

enhance the ICT skills of teachers (an hour duration's

3 program)

Types 3 600 3

Achievement against SSRP Indicators

The main role and responsibility of teachers is to engage in professional activities of classroom

instruction or teaching-learning. Teachers convey knowledge, skills and attitudes to students as

per the approved curriculum and textbooks in schools.

According to Flash Report 2071, the percentage of fully-trained teachers in all community

schools is 96.4 % at Primary level, 83.8% at Lower Secondary level and 93.0% at Secondary

level. The student-teacher ratio (based on approved teacher positions) in community schools is

36:1 at Primary level, 60:1 at Lower Secondary level and 30:1at Secondary level.

Table No. 77 Summary of the Current Status in Key Performance Indicators (TPD) in 2014/2015

Indicators Base

Years Status

20

08

/09

20

09

/01

0

20

10

/01

1

20

11

/01

2

20

12

/01

3

20

13

/14

20

14

/15

20

15

/16

Teachers with required

qualifications and training in Basic

education

66 75 79 91.1 91.9 91.4 92.0

Teachers with the required

qualifications and training in

Secondary Education

79 85 88 90.1 82 90.4 95.5

Pupil/teacher ratio (based on

teacher position in community

schools) in Primary level

education

43 44 46 44 44 37.1 36.1 35



schools) in Basic level education

43 44 46 44 42 41 41 40


Indicators Base

Years Status

20

08

/09

20

09

/01

0

20

10

/01

1

20

11

/01

2

20

12

/01

3

20

13

/14

20

14

/15

20

15

/16



schools) in Secondary Education

(Grades 9-10 only: based on


schools)

39 34 35 36 31 37 39

Source: Flash I 2015-16

According to Flash Report 2072, at Primary level 97.3% teachers are fully trained, 1.9%

teachers are partially trained and 0.8% are untrained. At Lower Secondary level 88.6% of

teachers are trained, 4.1% are partially trained and 7.3% are untrained. Similarly, at Basic level,

95.5% (93.7% in the last school year) are trained, 2.4% are partially trained and 2.2% teachers

are untrained. The numbers of trained teachers are increasing each year and Figure 50 below

presents the percentage of teachers trained in community schools by level.

Figure No. 50 Teachers trained in community schools

According to Flash Report 2072, of the teachers trained in Secondary level community schools

(9-10), 95.5% are fully trained, 3.4% are partically trained, and 1.3% are untrained. At Higher

Secondary level 84.5% of teachers are trained, 5.1% are partially trained and 10.4% are

untrained. Similarly, at Secondary level (9-12) of the total number of teachers 91.2% are trained,


4.1% are partially trained and 4.8% are untrained. Achievement against the national target has

been attained. There is a lack of math, science, computer, vocational and English teaching in

schools; due to the lack of job permanency, more experienced teachers, those with teaching

licenses, are leaving the job. As a result; the number of qualified and trained teachers is

decreasing each year, although some novice teachers were appointed in approved posts in

2015-2016. The percentages of trained teachers in community schools at Secondary level are

shown in Figure 51 below.

Figure No. 51 Trained teachers in community schools at Secondary level

According to Flash Report 2072, the Student/Teacher Ratios (STRs) at Primary, Lower

Secondary and Basic levels of all community schools are 35:1, 60:1 and 40:1 (compared to

36:1, 60:1 and 41:1 in the previous school year) respectively. The Terai belt shows the highest

STR 53:1; 82:1; and 58:1 at Primary, Lower Secondary and Basic levels for 2072. In

subsequent years achievement has fallen short of the national target for STR in Basic education

for all community schools. The STR for Lower Secondary level is too high compared to Primary

and Basic levels. The enrollment of students in Lower Secondary and Basic level is increasing

but the number of approved teachers' posts is the same as in previous years. So, the STR is not

decreasing. Figure 52 below shows the STR for all types of community schools based on

approved teacher positions by level in school year 2072.


Figure No. 52 STR of community schools Basic Education

According to Flash I, 2015-016, on average, the STR of all community schools of Secondary

level is 39:1, Higher Secondary level 54:1 and the Secondary (Grades 9-12) level 42:1

respectively. Achievement against the national target for STR for each year was not met except

in FY 2009/010. The number of new schools and enrollment of students in Secondary level is

increasing but the number of approved teacher posts is the same as in previous years.

Figure No. 53 STR of community schools Secondary Education

Teacher Training Status

The overall training status of teachers based on the TPD model is given below in Table 78


Table No. 78 Teacher Training Status in 2015-2016

Training

status

Primary Lower Secondary Secondary Higher Secondary

Female Male Total Femal

e Male Total

Femal

e Male Total

Femal

e Male Total

Trained 97.6 97.0 97.3 88.5 88.7 88.6 94.2 95.9 95.3 78.5 85.7 84.5

Partially

trained 1.6 2.1 1.9 3.7 4.2 4.1 4.5 3.2 3.4 6.1 4.9 5.1

Untrained 0.8 0.9 0.8 7.8 7.1 7.3 1.3 1.2 1.3 15.4 9.4 10.4

Source: Flash I, 2015-16

Greater numbers of Primary level teachers are trained than other level teachers; 84.5% of

Higher Secondary level teachers are trained, representing the lowest number of trained

teachers in schools; 95.5% of Secondary level teachers are trained. More training is needed for

Lower Secondary (88.6%) and Higher Secondary level than other levels in 2015-2016.

Figure No. 54 Teacher Training Status in 2015-2016


Major teacher education activities and development at center level

There were six components under this area at center level. Details of the program are stated

below.

Materials development and training for trainers

i. Conducted progress review meeting for Senior instructor, instructor, section officer,

ADO, working in ETCs and DEOs (220 persons)

ii. Conducted a TOT program on ECD class management for 40 ECD trainers.


iii. Conducted a TOT program for Grade 11 and 12 Nepali and English. Altogether 40

teachers received TOT in the program.

iv. Conducted a TOT program on disabilities for 20 resource trainers.

v. Developed training materials for a mother tongue/multilanguage training manual.

vi. Developed resource materials for Lower Secondary and Secondary level compulsory

subjects for TPD training.

vii. Revision and orientation of competency framework for teachers

viii. Training for trainers on MGML (for 20 trainers).

ix. Development of a set of training materials for the disabled (sectorwise curriculum)

x. Publication of information for NCED bulletin (3 times)

xi. Development and printing of NCEDs management guidelines

xii. Development of integrated procedural guideline of NCED

xiii. Development of resource materials for TPD and Head Teacher training

xiv. Revision of professional development of online & off line programme.

Management trainings

i. Conducted in-service 30 working day training for 38 gazetted 2nd and 3rd class officers

of MOE.

ii. Provided job induction training for 13 novice gazetted 3rd class officers of MOE.

iii. One month's inservice training for 20 technical assistants

iv. Ten days capacity development training on ICT

v. One week capacity development training for ETCs personnel (procurement and financial

management training for 20 personnel)

Teacher professional development and training facilitation

i. Capacity development program on monitoring & evaluation for 41 personnel.

ii. Collaboration between TU and NCED for qualification upgrade programme for

Secondary level teachers

iii. Printing and supply of different training manuals, planning and research.

Certification of training

i. Certificate integration of TPD and equivalence certification.

ii. Documentation and update of teacher records received from TPD hubs.


Distance and Open learning

i. Development of NCED portal for trainers and teachers.

ii. Development and production of audio-visual materials and DVD for open school

students

iii. Developed and distribution of audio-visual materials of Basic level for English medium

community schools

iv. Self-study revision materials for six compulsory subjects.

v. Production and broadcast of educational programs coordinating with media.

vi. One weeks training for resource teachers of open schools.

vii. Study and guideline development to conduct distance and open learning for Grades 11

and 12.

viii. Educational programs developed and broadcast weekly through television.

ix. Published educational bulletin 3 times a year, as well as teacher's education and

distance education journal yearly.

x. Establishment of e-library

xi. 108 educational radio programmes produced and broadcast.

Research on Teacher Training and Development

Conducted the following research

i. Certification of materials developed by NCED.

ii. Translation of materials in Nepali developed by NCED over the last two years

iii. Study of materials develop by NCED from various perspectives (gender lens, human

rights, inclusiveness etc.)

2.6.5 Analysis of Progress 2.6.5.1 Major Achievements

At Central level, the program consisted of 49 activities under six major components during the

fiscal year 2071/72 (2014/15). These activities were accomplished with 85% physical and 75%

Financial Progress rates overall.

TOT on training materials development, establishment of e-libraries, novice officer's orientation

training, monitoring and evaluation training, 30 working days in service training for gazetted

officers, TOT programme, and other programmes were accomplished. The overall

accomplishment rate shows satisfactory progress under this component. Some activities were

not completed due to earthquake impediments.


At District level, 28 activities were planned under this component. They were designed for

ETCs, DEOs, RCs, and LRCs level. The overall PPR and FPRs of this component were 89%

and 86% respectively. Most of the activities were successfully implemented with higher PPRs.

Progress at District level has been satisfactory.

In conclusion, the following points were the major achievements under this component as per

ETCS' and DEO' reporting:

i. Teacher capacity developed in the reading culture of teachers to some extent.

ii. Relations between teachers, students, education leaders and stakeholders developed

through trained teachers.

iii. Teachers are becoming researchers, creators, motivators, counselors and dynamic

education leaders.

2.6.5.1.1 Gap analysis between annual achievement and ASIP priorities

Efforts must be made to increase the number of participants in the 10day training program to

meet required targets.

Although the 10 day TPD modules conducted through RCs at all levels have been successful in

achieving over 89% PPR, only 86% of the annual target of 6,061 were trained in Basic level

English and about 36% of the target was achieved for CAS and curriculum development

frameworks. The data also indicated that:

i. About half of the target was met on the 10 day customized training program on ICT

capacity development.

ii. Capacity development training for Higher Secondary level Head Teachers was not well

attended. Less than 30% attended.

iii. There is an urgent requirement for Secondary school teachers to attend the prescribed

courses for their own development and schools are to be encouraged to release

teachers for the duration of such short-term courses.

iv. It is encouraging that the number of teachers with the required training qualifications in

Basic and Secondary education has steadily increased over the years and the student-

teacher ratio has declined.

It is, however, acknowledged that some schools have taken a number of initiatives in

teacher development. For example in order to identify teaching gaps teachers are

required to keep a daily diary for self-evaluation to see where improvements to their

teaching practices can be made; in other schools teachers are required to prepare a

compulsory Teaching Improvement Plan. Unfortunately only a small number of schools

have taken these initiatives on board. Therefore there is a requirement that additional

schools are encouraged to undertake initiatives such as self-evaluation of teaching


methods that would increase generally the effectiveness of classroom teaching. As

practised in a few schools every school Head Teacher/Headmaster should be

encouraged to sign an annual training development program prepared by a teacher; this

would ensure that teachers attend and the Principal/Headmaster releases the teacher

for the prescribed courses. This would not only improve teaching quality but would also

decrease the gap between ASIP priorities and the achievement target.


A. Some innovative work done by ETCS’

B. Some innovative work done by DEOs

Teacher Diary

DEO Gorkha, Bardiya, Salyan and Pyuthan constructed teacher diaries for the self evaluation of

daily teaching and learning activities and to identify teaching gaps, which is a very useful tool for

reflection of teacher training in the classroom.

Researches

DEO Tanahu conducted research on "construction and use of educational materials by teacher

in schools". Research revealed that very few teachers construct educational materials

themselves or use those instructional materials in the classroom.

Teacher Improvement plan (TIP)

Many Districts like Pyuthan, Salyan, Dang Chitwan, Illam, Panctha, Sindhupalchowk etc. made

it compulsory for every teacher to prepare a Teaching Improvement Plan (TIP). The TIP

includes present learning achievement of students, targeted achievement for this year and

necessary strategies to achieve that goal. This helped to significantly increase learning

achievement and teachers‟ self development.

Agreement between trainees and ETCs on the application of training skills in their respective

schools. Dhanusha (in the case of plus two and TPD) (ETC Dhanusha)

In the case of ECD facilitator training (ETC Dhanusha), an evaluation of performance of

trainees was done and the winners were awarded.

Establishment of e-Learning circle between participants (ETC Dhanusha)


Digital teaching and learning materials preparation

The NCED has prepared digital teaching and learning materials and online

resource materials for Secondary level and uploaded them on the website, which

proved to be very helpful for teachers wishing to apply training skills in the

classroom.

DEO Sindhupalchowk added an extra topic "multiple intelligence" in teacher's professional

development training and similarly included "critical thinking" in Lower Secondary and

Secondary level. The topic has increased the performance of teachers in the classroom.


i. The 3-day self-learning and 2 days counselling exercises are poorly practiced in schools.

ii. The nature and design of TPD training is demand based, but at the grassroots level, it

has been practiced as a supply based model.

iii. Training norms for TPD are very low; this affects the uniformity and standardization of

training in all Districts.

iv. Post-training activities were ineffective as most of the mobilised roster trainers were from

the Higher Secondary level. Leaving school for a long time as a roster trainer caused

difficulties in teaching and learning activities of the schools.

v. Lack of coordination between central level TOT programs and district level programs.

vi. Lack of adequate research activities on reflection of training in classrooms.

vii. Efforts to empower teachers for self-study, and to conduct action research for the

improvement of teaching and learning, have not been effective.

viii. Poor reflection of teacher training and TIP in the classroom.

ix. Plagiarism by teachers in project work and action research during and after training

activities.

x. Poor presence of SMC members during training counselling workshops.

xi. In remote areas counselling by rostered trainers is still poorly performed.

xii. Teacher's motivation for learning and creating is poor.

xiii. Positive attitude development towards training has not been succeeding.

2.6.5.4 Constraints

i. Lack of a strong mechanism and expert human resource for monitoring and assessing

training reflection in the classrooms.


ii. Lack of sufficient and up to date instructional materials in schools to reflect the learning

through training into the classrooms.

iii. Teachers still have inadequate skills to identify their training needs to overcome their

teaching/learning problems.

iv. Most of the trainers at District level have exercised supply based training models in the

past. So in fact they reflect their past experiences on TPD trainings. Reports indicate

that even teacher and trainers feel it is easy to use a supply based moDality.

v. Teachers not motivated to carry out action research activities.

vi. Reports from Districts indicate that in a limited time frame a large number of activities

(demand collection, needs identification and package development) could not be well

managed due to which the quality of the package and delivery of training was not be as

effective as expected.

vii. Lack of experienced and competent trainers in remote districts.

viii. Training policy and budget limitations meant failure to ensure the inclusion of internally

recruited teachers in training.


i. Monitoring mechanisms developed by many Districts for teachers‟ self-study and action

research.

ii. Publication of action research and project work prepared by teachers to motivate

teachers to be creators.

iii. Selection of capable teachers as roster trainers.

iv. Roster trainers and RPs should be provided with needs collection, identification and

package development training.

v. Teachers and trainers feel more comfortable with demand based training moDality.

vi. Regular monitoring, follow-up and support mechanism from ETCs is necessary.

vii. Further strengthening of LRCs in Districts is a must.

viii. Programs on subject-wise action research practice, development and publication should

be conducted at District level.

ix. Resource Centers should be made training friendly and resourceful in terms of physical

facilities as well as human resources.


Chapter 7

Capacity Development for Effective Service Delivery

2.7.1 Introduction

The Capacity Development (CD) component aims to improve the performance of the SSRP

implementing agencies like DOE (leading agency), CDC, NCED, OCE, STRO, and NFEC and

their service delivery systems. There are three important aspects for CD envisioned by SSRP:

an enabling institutional framework through endorsement of the 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.

In this chapter, institutional, organizational and individual capacity development strategies and

programs are included. The Teacher Professional Development (TPD) is one of the most

important areas of capacity development, and is included as a separate component (ASIP,

2013/14).

All programs at central and district levels conducted under this component will be analyzed and

evaluated against the annual target in this chapter.


Strategic priorities for FY 2014/2015 are:

1. The CD component is structurally included in SIP development

2. Capacity building of soft-skills, vocational training, ICT, disability, and inclusiveness

3. Development of a CD plan to specifically address gaps at Central level and in the linkage

between Central and District level

4. Strengthening ERO and EPC‟s capacity for reviewing quality of educational institutions,

schools, student assessments and policy functions respectively

5. Strengthening capacity of the EMIS section in the development and management of an

on-line database

6. Identified gaps need to be addressed in line with recommendations from the Institutional

Analysis (IA) with regard to restructuring of the system, to enable sufficient capacity to

respond to expanded tasks and functions in implementation of the SSRP.

7. To build on the findings and recommendations that have been presented under the

implementation of the NASA.

8. The ICT master plan and directives developed need to be implemented taking into

account learnings from ICT based training of teacher & policy level personnel.

Mobilization of agencies I/NGOs, to collate and share these practices and lessons

learned, needs to happen to strengthen management and planning at school level.


9. The more practical CD activities will be implemented, especially those directed at local

level. The priority areas will be; linkage between Central and local level; gender equality

at all levels; inclusiveness education; ICT and digital literacy; quality school support for

the attainment of the intended learning outcomes; coaching and mentoring; School

Improvement Planning; school safety; Social Audits, and financial record keeping.

10. The Education Review Office (ERO) will link to the quality sections in all ETCs and

QRTCs to provide guidance with regard to measuring the quality of education in Districts.

11. Dissemination of existing CD-related guidelines, tools and manuals to Districts, RCs and

schools will be carried out, and Basic orientation for its effective utilization will be

provided.

12. Communication and use of mass media to inform school communities of changes in the

school system through the SSRP.

13. Ensuring systemic enhancement to establish accountability frameworks is also a concern.

14. Periodic review of institutional arrangements in need of performance-linked evaluation

and rewards mechanisms is crucial for ensuring better service delivery.

15. The RPs capacity will be further strengthened to support schools in planning based on

the PMECs and CFS criteria, Social Audit and other contemporary issues.

2.7.3 Achievement Against Annual Targets

Major capacity development activities at center level for effective service delivery, annual

targets and their implementation status are shown below:

Table No. 79 Physical Achievement Against Annual Targets

S.N. Major activities Annual target Implementation status

1 Delivery of donor mission Two times Conducted donor mission two times

2 Expert service hire for implementation and delivery of

programs One Met the target

3 Educational planning, ASIP, AWPB, MTEF preparation. 1 time yearly Report prepared

4 Repair and maintainance of equipment of DOE 1 time Repaired

5 Program for supervision and good governance 1 time Conducted.

6 Workshop and discussions for foreign aid coordination and

mobilizations 1 time Coordinated and mobilized

7 Gender mainstreaming program. 1 time Program not implemented.

8 Capacity building on LMBIS 1 time Conducted.

9 Discuss and interaction on policy issues of education by

high level leadership 10 times

Workshop was organized and discussion

output was publicized.

10 Hireing expert services for school earthquake safety

program 75 Districts Completed

11

Hireing expert service for the preparation of guidelines &

alternative design after earthquake school building

construction

Once annually Conducted as per target.

12 Improvement of public library management Once annually Conducted as per target.


Physical Progress Achieved Against Annual Targets


Major Program Activities

Annual targets Implementation Status

Capacity development for stakeholders (SMC, PTA, RCMC and HTs) for

improvement of school management, governance and preparation of SIP 29,272 schools

28,346 (96.84%) stakeholders‟

capacity developed

Management cost of EQ safety program implemented in Districts 3 DEOs 3 DEOs completed tasks

Data update and analysis of School mapping based on GIS 2,249 schools 1,808 (80.39%) schools were

mapped through GIS

Talent hunt through extra/co-curricular activities (Regional and District levels)

in 4 areas 300 students 260 (86.67%) 4 disciplines

Utilizing mass media to enhance educational quality at District and Regional

level 80 DEOs/RED

75(93.75%) DEOs/REDs

accomplished

Educational exhibitions of school level activities in 75 Districts 75 DEOs 68 (90.67%) Districts conducted

exhibitions.

TOT of capacity development for schools improvement, school management

and preparation of SIP 774 persons 841 (108.66%) persons received

Program management cost for physical facilities 80 DEO/RED 80 DEO/RED

Support of RED/DEO for action plan 80 DEO/RED 63 (78.75%) completed



At Central level, twenty-three subcomponents formed the component "Capacity development

for effective service delivery". Eleven subcomponents out of twenty-three were conducted.

Major activities were: library management, LMBIS capacity building, MTEF/ASIP/AWPB

preparation, expert service hiring, and high level consultation for education policy.

The overall PPR and FPRs of this component were 67.62% and 53.23% respectively. Last year,

the PPR and FPR were 98.25% and 50.80% respectively.

At District level, the capacity development component consisted of nine activities most of

which were designed to develop capacity for effective service delivery. The major capacity

development programs were capacity development of SMC, PTA, FTS, the VDC chairpersons

and school stakeholders. The three days' program was mainly focused on financial

management, crisis management, SIP, VEP, Social Audit, school management and physical

facility expansion. School management through GIS was another major program. GIS data

collected from schools was updated and reported. Some of the programs were Talent Hunt

through extra/co-curricular activities; educational exhibitions; utilization of mass media to

enhance quality education; management costs for EQ safety programs implemented; District

level TOT for school improvement; and school management and preparation of SIP. The overall

physical implementation rate for this component was 96.69% (last year 88.04%) and financial


rate was 94.85% (last year 83.03%). This figure shows that the implementation rate has slightly

increased. The implemented activities therefore achieved highly satisfactory progress.

2.7.4.2 Gap Analysis between Annual Achievement and ASIP Priorities

Most of the activities described in the ASIP priorities did not meet the targets. Many activities

were not conducted - for example in capacity development on effective service delivery at

Central level; concept development on a unified school examination system; procurement

planning; procurement for physical facilities; and unified guidelines to manage all non-formal,

open alternative and adult schools. These are important priorities and every effort should be

made to evaluate these activities. The Status Report 2015 acknowledged that some of these

activities were conducted in that year and that school programs were developed to do so. There

is a requirement that these activities also be undertaken in 2015/16. Also the numbers against

the second column in Table 54 „Implementation status‟ should be shown where possible, as this

would assist further analysis & comparison with previous years.

At District level, however most of the major activities were implemented satisfactorily with

achievement at over 90% or better, with the exception of; data update and analysis of school

mapping based on GIS; „talent hunt‟ through extra/co-curricular activities; and support of

RED/DEOs for action plan. The activity for the „talent hunt‟ should be extended to cover other

Districts and more than four areas. Similarly, the program should continue with technical support

to enhance the capacity of RED/DEOs to make an action plan.


Mobilization, Involvement, Coordination with Local Media, Organizations and

Stakeholders

DEO Dolkha, Sindhupalchok, Dhading and many others mobilized local FM to create awareness

and share information for enhancing capacity of stakeholders (SMC/PTA, HTs). Similarly, DEO

Dolakha handed over running of the talent hunt program to local organizations.

Many Districts publicized the annual program, budget and resource allocation to schools, which

increased transparency, enhanced service delivery, promoted accountability and hence

increased schools effectiveness.

Development of Training Manual

DEO Jhapa developed a training manual and conducted training in better school management

for capacity development of SMC, PTA and HTs.

Website creation of every RC

All RCs of DEO Dhading, Sindhupalchowk and Dang prepared their own websites to ensure

effective service delivery. The websites include all recent information on teaching and learning

activities and other useful information.


Preparation and Dissemination of GIS Report

DEO Baglung prepared and disseminated GIS reports to local stakeholders including upgrading,

merging, downsizing, and teacher management.

Publication of allocated resources and Budget through media DEO Solukhumbu, Terhathum, Panchthar, Ilam, Salyan, Pyuthan and many other Districts publicized the annual program, budget and resource allocation to schools, which increased transparency, enhanced service delivery, promoted accountability and hence increased school effectiveness. Digital notice board A digital notice board has been used as an effective and efficient tool for public service information delivery by DEO Bajura, Baglung, Palpa and many other Districts. Compulsory provision on payment of teacher’s salary through bank account DOE provisioned compulsorily payment of teacher‟s salaries only through bank accounts. Many DEOs have completed this task and others are making progress towards this goal. 2.7.4.4 Areas of Under-Performance i. REDs/DEOs could not develop and implement their action plan due to a lack of technical

capacity. ii. „Talent hunt‟ through extra/co-curricular activities program did not attract all students in

their interest areas. iii. Institutional development was not effective.

iv. Insufficient budget was allocated for the program "media for effective service delivery", which affected maximal use of media for service delivery.

2.7.4.5 Constraints i. Grants for schools financial and Social Audits were insufficient, and affected quality output.

ii. Management capacity of local stakeholders is poor, which has affected quality management of schools.

iii. Lack of training programs for novice accountants in schools.

iv. Lack of capacity development of DEO‟s officials on current trends for effective service delivery.

v. Budget allocated for educational exhibitions was not sufficient.

vi. Lack of parental awareness at the local level.

vii. Involvement of community and local agencies in educational service delivery was not as effective as hoped.

2.7.4.6 Addressing Constraints and Maximizing Achievements i. Use of ICT and media for educational service delivery has been very effective. ii. Each DEO has a website as an efficient service delivery medium. iii. Activation of VECs in every VDC. iv. Teacher redeployment implementation, and school merging and coordination with different

community based organizations, NGO/INGOs and local bodies for quality service delivery

were the main strategies.


Chapter 8

School Management and Monitoring

2.8.1 Introduction

Monitoring and Evaluation (M&E) plays an important role in the effective and meaningful

implementation of plans, policies, programs and projects. M&E is also the major component of

SSRP which ensures effective program implementation to achieve expected outcomes on time.

Post implementation appraisal is also an integral part of M&E, helping to objectively assess

impact. The monitoring program under SSRP facilitates decision making processes by ensuring

quick access to relevant and reliable information within time and provides strategic options for

efficiency and quality of service delivery. It ensures internal and external accountability of

resources used in the program. Key outputs of the monitoring component exist in a number of

forms, such as the FMR, Flash Reports, Status Reports, Research reports and so on. The

immediate objective is to monitor program inputs, processes, and outputs and evaluate the

impact of the resources used. This component integrates monitoring with school management.

So the program and activities were designed both for monitoring activities and essential

activities for the management of schools.

In this chapter, all initiatives of the MOE system for better school management and effective

monitoring are analyzed in detail. With the collective efforts of central and district level

programs, and local initiatives, our educational management and monitoring system is

becoming more formal, professional, organized and results oriented.


The following strategic priorities were adopted to implement the program for achieving the

objectives of school management and monitoring:

1. Initiatives will be undertaken to establish results oriented monitoring from Central level

through to community and school levels. Rewards will be linked with job performance.

2. A clear linkage between planning and monitoring activities will be established and level-

wise sets of monitoring indicators will be reviewed and utilized. Findings and

recommendations of monitoring reports will be utilized in programme implementation and

for informed decision making processes at various levels. Resource allocation will also be

tied to the monitoring plan.

3. Central level and other agencies under MOE will be encouraged to prepare and implement

M&E plans in line with the ASIP/AWPB in order to reduce duplication and to ensure the

efficiency, effectiveness, sustainability and timeliness of service delivery to better serve

beneficiaries. The ASIP/AWPB will be used as one of the basic instruments for

performance and progress monitoring against the stated priorities, targets, and budgets.

4. Assessing the school level status against SSRP indicators is the key priority of monitoring

and reporting.


5. The Flash Reporting system, NASA reports, the NFEC, HSEB, OCE database and the

census report will be considered as a foundation for reviewing and revising the KPIs of

SSRP to make it more contextual.

6. Capacity development activities from schools at Central level will be strengthened in order

to enhance the quality of monitoring, supervision and reporting mechanisms.

7. REDs will be strengthened to carry out monitoring activities on a regular basis and support

the District for the proper implementation of educational plans and programs.

8. The capacity of School Supervisors and RPs will be enhanced to carry out supervision

activities in order to ensure professional support for the teacher.

9. Level-wise, class-wise, subject-wise, and teacher-wise average achievement scores will

be calculated and compiled in order to ensure accountability mechanisms at all levels.

10. In order to ensure the appropriate utilization of provided funds, the practices of financial

and Social Auditing will be tied up with trimester funds release to the schools as a

mandatory provision.

11. A preparatory action will be carried out for establishing a financial management

information system in the education system at Central, Regional and District levels.

12. Monitoring reports will be utilized for timely adjustments to program implementation and for

informed decision making processes at various levels.

13. IEMIS will be strengthened by improving and integrating existing databases, introducing

technological innovations.

14. Improving internal control and compliance mechanisms at DEOs and schools through

improved accounting procedures at the school level.

15. A simplified accounting manual will be developed and implemented at schools and training

and will be provided for the teachers/staff who look after school accounts.

16. Financial and Social Audits will be carried out on a regular basis. An independent review

of school level financial audits will be conducted working very closely with REDs on a

sample basis to improve the quality of school audit reports.


system will be improved at all levels on a regular basis.

18. Recommendations from the recently commissioned study of textbook policy and practices

will referenced when taking corrective actions to enhance the textbook printing and

distribution system.

19. Institutional cooperation with I/NGOs will be formalized at both Central and District levels

in line with SSRP goals and priorities to strengthen service delivery.

20. A joint monitoring mechanism will be introduced, comprised of key stakeholders,

journalists, CSOs, and so forth, in order to ensure the transparency, accountability,

sustainability, timeliness, efficiency, and effectiveness of the implementation of

educational plans and programs at District, RC and School level. Existing supervision and

monitoring systems will be strengthened to provide general and instructional support to

integrated Secondary schools.


2.8.3 Achievement against Indicators Table No. 81 Physical Achievement Against Annual Targets

Indicators Unit Base Years Achievement

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2011-

2012

2012/13 2013-14

(Target) (Achieve

ment)

(Achieve

ment)

(Achieve

ment)

1.Share of Education

Budget

GNP % 2 2.1 2.1 NA 2.3

GDP % 3.5 3.6 3.6 5.39 3.7

2. Share in Education

Budget

Basic Education % 70 71 71 63.99 73 68.9 64.53

Secondary Education % 9 9 9 16.94 9 16.7 17.87

3. Enrolment at Grade 1

New entrants with

ECEDCS experience

% 33 36 41 52.1 51 55.6

56.9

59.6

Gross intake rate % 141 148 144 142.4 137 137.7 141.8

Net Intake rate % 78 81 83 89 88 91.2 91.6

4. Gross Enrolment Rate

ECEDCS/Pre-Primary % 60 63 67 70 77 73.7 76.7

77.7

Basic Education (1-8) % 116 123 125 124.4 130 120.1 115.7

117.1


51.6

5. Net Enrolment Rate

Primary Education % 89 92 94 94.5 97 95.3 95.5

96.2

Basic education % 71 73 75 86 80 87.5 86.3

87.6


34.7

6. Teacher with Required

Qualification and training

Basic Education % 62 66 70 79.3 79 91.5 92.5


7. Teacher with Required

Certification

Basic Education % 90 91 92 95 95 96.9 97.7

Secondary Education % 90 91 92 95 95 98 98.6

8. Pupil/teacher Ratio

Basic Education Ratio 44 43 41 30 39 42

41

Pri. 36

L. Sec.60

Secondary Education Ratio 42 39 37 44.4 32 31 31

30

9.Repetition Rate

Grade 1 % 28 18 12 22.6 5 19.9 17.5

15.2

Grade 8 % 13 11 9 6.6 6 6 5.1

4.5


Indicators Unit Base Years Achievement

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2011-

2012

2012/13 2013-14

(Target) (Achieve

ment)

(Achieve

ment)

(Achieve

ment)

10. Survival Rate by

cohort Method

Grade 5 % 54 58 61 80.6 70 84.2 85.4

86.8

Grade 8 % 37 41 45 66 54 69.6 70.1

74.7

Basic(1-8)

11. Coefficient of

Efficiency

Basic education Ratio 0.46 0.49 0.52 0.65 0.59 0.76 70.7

73.1

Secondary Education Ratio 0.3 0.33 0.36 NA

12. Learning

Achievement

Grade 5 % 50 53 56 49.6 63 English –

54

Grade 3

-

Nepali –

59

Grade 3

- 62.6

Maths –

53

Grade 3

- 59.4

Grade 8 % 44 46 48 43.5 51 Maths-43

Nepali-

49

Social -

49

13. Pass rate

SLC % 60 62 64 55.5 67 41.7

Higher Secondary(11-12) % 23 25 28 41 34

14. Literacy rate

Age group 15-24 % 73 75 78 NA 83

Age group 6+ years % 63 69 76 NA 80 65.9

Age group 15+ years % 52 56 60 NA 64

15. Literacy GPI (15+) Ratio 0.61 0.74 0.92 NA 0.93


Major activities on school management and monitoring at Center level


S.N. Major Activities Annual target Implementation Status

1 FMIS update and PFM Action Plan implementation 1 time annually Achieved at PPR 100% and FPR 56.5%

2 Monitoring report publication Quarterly Published with 100%

3 Monthly progress workshops for all sections of DOE and

Central agencies. Twelve publications

Conducted as per target with 100%

Financial Progress.


School Management and Monitoring at District Level- Major Activities


4 ASIP/AWPB, Business plan and SSRP extension plan, budget

and program preparation 1 times annually

All reports were prepared with 100%

FPR.

5 Collaboration with Students‟ national organizations for the

development of school education 4 unit 2 units completed

6 Updating teacher details and publications (75 Districts) Once Updated and completed

7 Updating data obtained from GIS Once Updated

8

Program orientation for all the personnel of MOE, DOE, and

CLAs, subject-wise workshops, meeting of thematic groups,

progress reviews, DEO and RED workshops

10 times Completed

9 Workshop for Financial Management Strengthening (Central-

study, compile, modify proposals by Districts) Once Completed

10 Salary for CLA personnel working on service contract basis of

service 1 unit annually Salary distributed

11 Salary for CLA personnel working on the basis of temporary

positions 1 unit annually Salary distributed

12 Collaboration with NJF and prize distribution on SSRP

implementation. 1 unit Collaborated prize distributed.

13 FCBE guideline manual development, printing and distribution. 1 times annually Manual developed. printed and

distributed

14 Annual Status Report and IPR preparation 1 Status Report and

3 IPR Reports were prepared with 100% FPR

15 Program monitoring visit Once Completed

16 Program management costs Once Completed

17 Braille book publication 500 copies Published

S.N. Major activities Annual target Implementation status

1 District and regional level monitoring and evaluation 80 units 80 monitoring reports produced

2 ASIP/AWPB, DEP & VEP preparation 80 units 79 reports prepared

3 Education bulletin publication monthly 80 units 78 bulletin published

4 Email, internet, and antivirus management at Regional and

District level. 80 units 78 units completed

5 Salary for contract teachers in the place of RPs and

engineers/sub-engineers on a contract basis 1282 number 1,189 received salaries

6 Salary for REDs and DEOs drivers on a contract basis 42 drivers 39 drivers received salaries

7 Field allowances for RCs, School Supervisors, engineers and

sub-engineers. 1662 persons 1,513 received field allowances

8 Grant for innovative works on the basis of Districts proposals 80 units 80 Districts conducted proposed

innovation programsl.

9 Management costs for LRCs 46 LRCs 46 LRCs received

10 Establishment of science labs in Secondary schools 857 schools 810 schools established

11 Maintenance costs (including office equipment) 80 units 77 completed

12 Program management costs (program preparation, delivery

and reporting) 17 DEOs/REDs

17 DEOs/REDs ecords rupdated in

software.

13 RC and supervision strengthening in regions 1435 supervision

region

1358 supervision region has

strengthened.




At Central level, this component comprised twenty-nine sub-components. The overall PPR and

FPRs of the component were 88.75% and 68.93% respectively. Of twenty-nine sub-

components, sixteen have satisfactory PPR and FPR rates.

At District level, this component consisted of thirty-one activities, which were designed to be

delivered in Districts, Resource Centers and schools. The major activities were; monitoring and

evaluation from REDs and DEOs, ASIP/AWPB, DEP and VEP; preparation of a sample study of

financial and Social Audit through RED; Financial Tracking of Districts; Development, Printing

and distribution of best practices at District level; and audit objection settlement-workshops. The

overall physical implementation rate was 90.47% and FPR was 82.21% whereas these rates

were 90.47% and 82.21% respectively last year. Despite lowered program implementation

rates, the quality and effectiveness of implementation is increasing significantly. These rates

decreased due to delays in budget release and intensive monitoring of Districts.

In conclusion, major achievements under these components were:

14 Incentive grants for community managed schools 11 schools Not recorded

15 Grants for school audits 29,630 27,461schools received grants

16 Capacity building in budget preparation and orientation

through LMBIS for RED/DEO and ETCs officers 10 DEO/RED 8 DEO/RED

17 Regional distict level meeting operation costs for DEO/RED 80 DEO/RED 80 DEO/RED

18 Support for strengthening management capacity for

restructuring and merger of schools 80 DEO/RED 17 DEO/REDs

19 Existing physical study of RED/DEO/ETC 5 RED/DEO/ETC 4 5 RED/DEO/ETC

20 Sample test and reporting of financial and Social Audits by

REDs. 5 REDs 4 REDs conducted the audit

21 Financial tracking by REDs. 5 trackings 3 financial tracking reports

produced.

22 Identification, publication and broadcasting of best practices

of DEOs. 80 reports 72 Districts produced the report

23 ASIP/AWPB workshop for DEOs and program officers 5 workshops 4 workshops were conducted

24 Education, good governance and financial management

workshops 5 workshops 4 workshops were conducted

25 One day orientation for SLC exam center superintendents. 1748

superintendents

1549 superintendents were

oriented.

26 School grants for computer class- smartboards in selected

ICT teaching schools 522 schools 497 school completed


i. Schools opened for 220 days yearly and teaching activities were conducted for 192

days. Due to the earthquake, schools in the 14 most affected Districts were closed for

one month.

ii. A child friendly school environment has been created after coordination with relevant

organizations.

iii. There has been significant coordination with stakeholders to achieve quality education.

iv. Average learning achievement of students has improved.

2.8.5.2 GAP Analysis Between Annual Achievement and ASIP Priorities

Some of the activities at central level were not conducted in 2014/15. Most importantly, norms

for quality education and learning development together with strategies for forecast

development and publication were not conducted this year. At the district level, activities were

conducted, with the exception of facilitation of school management handover to community

programs.

To improve the quality of teaching/learning, some schools have implemented student log books

to record teachers‟ attendance at school on a regular basis. This initiative resulted in increased

presence of teachers at schools.

Another initiative that was undertaken by some schools preparing a school profile to ensure

objective based resource allocation and most importantly transparency.


DEO Makwanpur, Sankhuwasava, Chitwan and many other Districts used budget release

software ensuring accurate budget imbursement to schools.

Team supervision

Team supervision is an important factor for effective and results based monitoring. Such team

may consist of DEO personnel, RPs, School Supervisors, journalists, educationists, parents,

SMC members and other interested and related stakeholders. DEOs of Lalitpur, Surkhet,

Sindhupalchowk, Pyuthan, Jhapa, Chitwan, Dhading, Panchthar, Dadeldhura, Lamjung, Khotang

performed team supervision.

SMS monitoring

RED Surkhet continued a mobile SMS monitoring system in Karnali zone. This was also

practiced by REDs in western and eastern regions. The system requires all RPs of the specified


region to send the schools‟ name and opening days, teaching days, number of teachers and

students attending through mobile messages on monthly basis following the reporting format

developed by the RED. Then the DEO and RED feed the information into database, analyze

and randomly verify the data sent.

Preparing schools profile books

DEO Khotang prepared and publicized schools profile books of Khotang, from physical through

to academic aspects, of every school, ensuring objectively based resource allocation, and

transparency.

Preparation for disaster reduction

DEO Kaski prepared and implemented disaster reduction strategies in Pokhara submetropolitan

city in collaboration with Siddhartha Bal club.

Peae zone model district mission

DEO Okhaldhunga and Dolakha declared and implemented a peace zone and community

school innovation roadmap.

DEO Jhapa released the ECD budget through mother schools for the better management of

ECDs.

DEO Lalitpur, Bajura, Salyan and Makwanpur published flash data which they requested

stakeholders to verify.

Inter-school supervision and experience sharing

DEO Darchula initiated interschool supervision with the coordination of RC. According to this

program all the schools‟ headteacher, supervises all schools in the R.C. and organize a

workshop jointly with stakeholders, School Supervisors, DEOs and other professionals to

identify gaps and necessary improvement strategies.

School management guideline publication

DEO Morang published a school management guideline book to increase the capacity of the

school management committee, including topics such as education rules, acts and regulations,

responsibilities of the SMC, the process of Social Audits, school management techniques, and

managing resources among others.

Intensive monitoring of Terai region Districts

The MOE and DOE continued intensive monitoring in districts of the Terai region. Monitoring

teams examined all aspects of DEOs at school level and submitted reports with recommended

actions to address abuses of authority.



i. School performance did not improve significantly as per expectations.

ii. Decreasing number of students in community schools.

iii. Abuses of authority related to school management has not improved.

iv. Community involvement and ownership in managing schools was not embraced with

enthusiasm..

v. Local education managers lack of awareness and professional competencies.

vi. Management of student admission records is below expectation.

vii. Lack of trained accountants in the schools.

viii. RCs and region supervision enhancement programs did not perform as per expectation.

2.8.5.5 Constraints

i. Village Education Committees are not active.

ii. Lack of results based monitoring and team supervision in all districts.

iii. The budget allocated for monitoring at District level is very low for result based

monitoring.

iv. Monitoring, evaluation and supervisory competencies of RPs are poor.

v. Stakeholders focus more on educational access and administration rather than

classroom activities and quality issues.


i. Capacity development training was conducted for stakeholders, four persons from each

school covering all schools.

ii. VECs were actively involved in FCBE declaration and illiterate free VDCs declaration

programs.

iii. Institutionalization of team supervision and intensive RC level monitoring were

introduced.

iv. There were coordination and networking practices between local bodies, NGO/INGOs,

CBOs and educational institutions.

v. Mobile monitoring, SMS monitoring and other innovative strategies were applied.

vi. A strong monitoring system has been developed.

vii. Commencement of performance contracts with DEOs, Supervisors, RPs, and Head

Teachers, including rewards and penalties based on the results of performance

monitoring reports.

viii. Institution based quality measurement tools were developed.


Chapter 9

Incentives and Support

2.9.1 Introduction

There is no separate chapter for incentives and support in SSRP document and ASIP

2013/2014. This component is connected with Basic and Secondary education in both of the

documents. But in AWPB there is a separate heading on incentives and support. There is

provision for different types of grants, firstly there are scholarships for martyrs' children, mukta

kamalari, conflict affected children, feeder hostel students, Dalit and disabled students, and

students from marginalized groups. The second category of grants is for intensive programs for

public Higher Secondary schools running science programs, matching grants to support ICT

based education, matching grants for establishing libraries, and incentives for schools obtaining

the best SLC results. The grants are provided through schools to targeted groups to ensure

access of Dalits, girls, and children of disadvantaged /marginalized groups.


Basic Education

The ASIP/AWPB (2013/014) has expressed ongoing annual strategic priorities as follows.

1. Incentives and scholarship schemes will continue for the schooling of girls, Dalits, and

children with disabilities including other disadvantaged and marginalized communities.


at the core of incentives and the scholarship programs.

2. Scholarship distribution criteria and guidelines will be revised based on study

recommendations to be provided.

3. Scholarships for targeted groups (22 Janajati including marginalized groups) and girls'

scholarship (Grades 1-8) including Karnali will continue.

4. Student learning will be facilitated through use of ICT in education.

Secondary Education

1. Scholarships for children of martyrs, dalit, conflict affected children, and Mukta

Kamlari as well as hostel management costs for Mukta Kamlahari children, remote

mountain hostel students, feeder hostel students, model schools students and model

residential students in remote mountain areas will be provided.

2. Remote mountain hostel operation cost, feeder hostel operation cost, model schools

operation cost and operation costs for mountain residential school hostels will be

provided.

3. Secondary education scholarships, Dalit scholarships (Grades 9-10), scholarships

for disabled students in Grades 9-10, scholarships for marginalized and targeted

students in Grades 9-10 (22 Janajati and Mukta Kamiyaa, Badi, Haliya, Charuwa

etc.) and scholarships for targeted science students at Grade 11 and 12 will be

provided.


4. Support will be provided for Grades 11-12 schools to establish science subject

laboratories, libraries, and computer labs. Internet connectivity and computer

support, based on matching funds for the establishment of ICT labs at selected RCs

and schools, will be established.

2.9.3 Achievement Against Indicators Table No. 84 Achievement Against Indicators 2014-2015

Indicators 2008 2009/10 2010/11 2011/12 2012/013 2013/014 2014/015

Achievement

GIR at Grade 1 147.7 144 142.4 140.7 141.2 141.8 137

NIR at Grade 1 83.1 86.4 89 90.7 91.2 91.6 93

GER

Grades 1-5 142.8 141.4 139.5 135.9 130 136.8 134.4

Grades 6-8 80.1 88.7 94.5 100 100.6 84.3 89.7

Basic (Grades1-8) 123.3 124.4 123.7 120 115.7 117.1

NER

Grades 1-5 91.9 93.7 94.5 95.2 95.3 95.5 96.2

Grades 6-8 57.3 63.2 69.3 70 72.2 72.6 74.6

Basic (Grades 1-8) 86 86.6 87.5 86.3 87.6

Coefficient of internal

efficiency at Primary level 66.5 79.5 80.9

2.9.4 Achievement against Annual Targets District Level Table No. 85 Physical Achievement Against Annual Targets

Major Program Activities Unit Target Progress

Basic Education

Scholarships for Dalit students (Grades 1-8) Student 8,74,054

7,65,957 students

received

scholarships

Scholarships for girls (Grades 1-8) including Karnali package Girls 16,69,175

15,73,220 girls

received

scholarships

Scholarships for Basic level students from targeted groups (from 22

Janajati including marginalized groups) Student 96,996

77,316 targeted

group students

received

scholarships

Secondary education

Scholarship for children of martyrs Student 99 105

Scholarship for Karnlari Student 8,103 5,459

Hostel management cost for Mukta Kamlahari Student 17 14

Scholarship for Conflict affected children Student 6265 5539

Scholarship for Remote Mountain hostel Student 482 477

Scholarship for feeder hostel Student 400 380

Scholarships for model schools Student 433 431

Scholarships for model residential students in remote mountain regions Student 180 170

Operation of remote mountain hostels Student 482 482



Operation of feeder hostels Student 400 400

Operation of model schools Student 433 415

Operation costs of mountain residential school hostels Student 180 161

Secondary Education Scholarships Student 60,000 57793

Dalit Scholarship (Grades 9-10) Student 70,000 75,721

Scholarships for disabled students (Grades 9-10) Student 5666 3392

Scholarships for marginalized and targeted groups (22 Janajati and

Mukta Kamiyaa, Badi, Haliya, Charuwa etc.) Grades 9-10. Student 12,899 10577

Scholarships for targeted science students at Grade 11 and 12 Student 80 45

Special focused programe for targeted girls School 19,012 19012



Activites were not designated under the "incentives and support" program at Central level, but

several activities were conducted at District level.

At District level, this component consists of 24 activities under two sub-headings, Basic

Education and Secondary Education. Major activities under this component were scholarships

for girls, Dalits, Janajatis, and marginalized students, and ICT connectivity. The overall PPR and

FPRs of this component were 91.39% and 84.05% whereas these rates were 86.68% and

84.34% respectively last year (2014). The implementation rates in every component are

decreasing comparatively but in fact the effectiveness of the implementation has improved in

activities such as head count of student campaigns, and zero tolerance of statistical

manipulation and results based monitoring from Central, regional and District levels, as shown

by the reports. Lack of on-time budget release affected timely implementation of programs,

which lowered the effectiveness of the programs and activities.

Many Districts reported that internet connectivity and ICT based education were very effective

but that the student number to computer ratio was unbalanced. Similarly, internet speed

connectivity in Districts is very poor, accompanied by load-shedding which prevents internet

connectivity during school time. Similarly support to Higher Secondary schools for science

programs helped needy students learn subjects of their choosing in locations near to them, and

strengthened the capacity of schools.

The major achievements under this component are summarized in following

points:

Increased enrollment rate of targeted childrens groups.

Increased regularity in school attendance.

Uniformity in dress which decreased discrimination in schools.


Use of English medium and ICT in education decreased the gap between institutional

and community schools.

Positive competition developed between schools.

Libraries in schools developed a reading culture amongst teachers and students.

2.9.5.1.1 Gap analysis between annual achievement and ASIP priorities

The major activities under the „incentives and support‟ component involved assessing the

scholarship scheme. Comparing the 2014 target with 2015, the number of overall targets for

scholarship was increased by 4.71%.


Reward and punishment system

DEO Panchthar and Salyan started result based reward and punishment system. Declaration of

"Year Teacher 2070/71" (Year of the Teacher?) was the reward and delivered by DEO. Similarly

45 teacher of Salyan District were rewarded on a public program on the basis of their

performance in FY 2070.

Many Districts like Salyan, Dang, Pyuthan, Chitwan, and Sindhupalchowk verified actual

students of all schools by one at a time head counting campaigns.

DEO Bajura published Flash data for the public to verify actual numbers of students.


Scholarships misused by parents could not be prevented through MOE‟s mechanisms.

The target for payment of conflict victims scholarships through bank accounts was not

able to be met.

Despite strict directions, schools used non-salary PCF in teacher's salaries.

Student ID card and tracking program has not become institutionalized.

Coordination with NGOs in scholarship distribution was not as effective as expectated.

Schools used scholarships funds for teachers' salaries in spite of strong directions to the

contrary.

Poor school leadership and SMC performance.

Lack of coordination between SMC, PTA, teachers and Head Teachers.

Belief of stakeholders in community school education is still poor.


2.9.5.4 Constraints

Lack of community and parent awareness.

Mobility of conflict victim scholarship holder students from one District to another has

hindered to exact verification of numbers.

Lack of an accurate mechanism to control scholarship duplication.

Lack of follow up, impact, output and outcomes research on scholarship distribution.


Reward and punishment system has been made effective in terms of school support and

incentives.

Most of the Districts practicing scholarship distribution organized a public program in

schools.

English language teaching and learning applied in many schools to increase student

numbers and to enhance parents‟ beliefs in community schools.

Fund flow tracking analysis was conducted.

Qualitative field based auditing with some sample cases has been conducted by the

auditor general's office.

Monitoring school incentives utility by media and stakeholders.


Chapter 10

School Operation/Management and School Employee Remuneration Costs

2.10.1 Introduction

There is no separate chapter for School Operation/Management and School Employee

Remuneration Costs in the SSRP document or in ASIP 2014/15. This component is connected

in AWPB (2014/15). There is a separate heading School Operation/Management and School

Employee Remuneration Costs. The grant includes PCF non-salaried grants for learning

material for schools to achieve the PMECs (provided to schools on the basis of number of

students), school employee remuneration costs and school management costs (grants provided

in specified amounts according to level of school).


ECEDCS

1. Minimum norms and standards of service will be strengthened. (component-wise

strategic priorities)

2. The support for ECEDCS will continue to maintain the national minimum norms and

standards.


communities and non-government resources. ECD centers will be supported by non-

salary PCF grants on the basis of number of children. Local bodies and communities will

be encouraged to support centers in terms of financial and non-financial resources.

4. To ensure minimum standards of ECEDCS, 1,053 centers will be developed as model

centers. Criteria for the Model ECEDCS centers will be developed and incorporated in

the DOE‟s Program Implementation Manual.

Basic education

1. Priority will be given in terms of resource allocation and mobilization to fulfil the GON

commitment to the implementation of compulsory Basic education.

2. In order to ensure quality education at Basic level, resources will be channelled to

schools based on the PMECs survey reports.

3. Schools will be supported by non-salary PCF grants on the basis of student enrolment

and PCF funds will be utilized to implement SIP with the decision made by SMCs.

4. School operation/management costs and costs for school employee remuneration

incentives will be indirectly delivered to run the school.


Secondary education

1. A minimum of eight teachers will be identified to pilot the District's integrated Secondary

level for Grades 9-12. This includes the redeployment and management of existing

positions. Attention will be given to deploy teachers by considering the school as a unit.

1. Schools will be supported by non-salary PCF grants on the basis of student enrolment.

2. School operation, management costs and incentives for school employee remuneration

costs will be delivered to run the school.

2.10.3 Achievement against Annual Target



PCF non-salary Grant for Learning materiasl for school to achieve the PMEC

ECEDCS Class Student 5,85,440 4,28,637

Primary Level Student 41,11,679 32,24,994

Lower Secondary Level Student 15,46,647 14,22,894

Secondary Level (targeted group) Student 7,08,157 6,54,006

Higher Secondary Level Student 3,11,070 2,35,501

School stationery deliveries

Primary Level School 18,421 16,978

Lower Secondary Level School 5,046 4,718

Secondary and Higher Secondary Level School 5,805 5,502

School Employee remuneration Cost School 29,272 28,068



No activities were recorded under this component at the Central level in FY 2014/15.

At the District level, there were three subcomponents and nine activities under this component.

The overall PPR and FPRs of this component were 91.37% and 89.99%. The PCF non-salary

school stationery and educational materials grants were provided for schools on the basis of

specified norms. Due to intensive monitoring, the expected number of students has decreased.

So the PPR and FPRs of this component were lower than expected. The district report mentions

that several RPs and Head Teacher were disciplined for data manipulation this year during

intensive monitoring from DOE.

In conclusion this component achieved the following objectives.

Enhanced school governance and effectiveness.

Availability of instructional materials in classrooms.

ECEDCS center learning environments were furnished.



DEO Salyan prepared sample internal teacher and personnel appointment regulations and

distributed them to all schools, which schools used to prepare their regulations, which were then

approved by the SMC, DEO and District Education Committee. Follow up study found that

issues related to schools decreased by 80%.


Most of the DEOs had not implemented 'internal teacher and personnel appointment regulations' to legalize and regularize internal appointments.

Low remuneration failed to motivate accountants and school helpers.

Lack of capacity development programs for school accountants, which was directly proportional to financial corruption in schools.

The exact number and accurate records of employees working in schools in the Districts‟ has not been established in the database.

2.10.4.4 Constraints According to the reports, resources provided to District schools became insufficient to

implement completely free Basic education, and to manage ECED.

Despite various efforts, 100% accuracy in school statistics has still not been achieved.

Delay in budget release affected implementation.

School running costs and personnel management costs were not sufficient to address the needs of schools.

2.10.4.5 Addressing Constraints and Maximizing Achievements Statistics verification campaign conducted.

Additional support received from NGOs/INGOs, community forests, CBOs and local bodies.

Activation of RCs and School Supervisors to maximize learning achievement and accuracy of statistics.

Activation of PTAs to engage parents.

Activation of SMC, PTAs, students clubs, reading clubs, teacher subject clubs etc. to maximize school performance.

Guidelines for the management of school employees should be prepared so that their career paths become clear.

Provision of grants to manage school employees has been made. Sufficient budget should be allocated for this purpose.

Many Districts started team monitoring/supervision focusing on utilization of grants in schools. This initiative made schools aware of the need to use the available grants in specified work.


PART III

COMPLEMENTARY INTERVENTIONS

3.1 National Early Grade Reading Programme

3.1.1 Introduction

Implementation of the School Sector Reform Progarmme since 2009 has demonstrated that

acceptable achievement has been attained in education access especially in Primary enrolment

and girls' enrollment ratios. But quality education is still an unfinished issue, and comprehensive

efforts to improve needs to be a major priority for the future direction of educational intervention.

As a part and partial programme recommended by the MTR 2012 and the SSRP, the Ministry of

Education has been implementing National Early Grade Programme (NEGRP) since 2014/15

for five years period.

3.1.2 Achievements

Starting last year, only some preparatory works have been carried out for building system

development necessary for implementing NEGRP. Several wider consultations and review of

the programme document have been carried out with development partners, civil societies and

other concerned stakeholders. Regional dissemination seminars on NEGRP, EGRA and NASA

reports have also been completed for Ministry system personnel, especially those working in the

Regional Education Directorates and District Education Offices (District Education Officers,

Programme Officers, School Supervisors, Resource Persons, Head Teachers, teachers and

SMC members) and also local CBO members.

In addition, three main assessments (TOS, EMES & EGRA) related to reading competency and

present system efficiency have been administered and disseminated to concernedld parties.

The tools of CB-EGRA have been adapted to the Nepalese context and finalized through the

related subject committee.

The reason behind the low achievements are as follows:

Late on-board of Technical team as agreed to provide by USAID

Lack of capacity building for implementing programmes

Late release of the budget (at the end of the 2nd trimester)

The earthquake of Baishakh 12, 2072 (April 2015)

3.1.3 Constraints

Lack of a capacity development plan

Duplication of programmes being implemented by different agencies- difficulties in

coordination

Medium of instruction & mother tongues

Budget release process

Lack of continuous professional development for teachers


Inadequate monitoring, supervision and academic support

Management of resource teachers

Lack of supplementary materials especially for early grades

Distribution of supplementary materials

3.1.4 Lessons Learned

Since it is in the early stage of implementation, we need to wait to learn.

3.1.5 Reflection

After consultation and dissemination of programmes on NEGRP to stakeholders and

implementing agencies, the importance of reading programmes has been acknowledged and

policy and implemention aims to focus on reading in order to improve childrens learning.

3.2.2 Enhancing Vocational Education and Training (EVENT)


EVENT was established with financial assistance from the World Bank to improve access to

quality training, facilitating the supply of skilled human resource as per demand of the job

market, and strengthening Technical Education and Vocational Training in Nepal. The duration

of this project is 2011-2015. The main objective of the project is to increase access to Techinical

Education and Vocational training for people from disadvantaged groups, females, Dalits, and

marginalized ethnic groups.

3.2.2.2 Achievements

Achievements made in FY 2014/15 are given in the following table:

Table No. 87, Achievements made in FY 2014/15

S.

N. Major activities

Target ( FY 2014/15) Commulative achievement

Physical Financial physical % Financial %

1 Skill test manager Training 100 1650 105 105 100

2 Skill test Assessors Training 1250 26600 1324 106 100

3 Master training 45 6700 45 100 100

4 Lead and Assistant Trainer training 600 24900 672 112 100

5 Matching grant 35 130000 35 100 59.82

6 Performance grant 60 213129 60 100 99.99

7 Provision of Scholarship for TSLC 15

AND 29 Months and Diploma 1500 38800 1268 84.53 94.80

8 Result based short term training 35000 311074 34429 98.37 99.98

9 Voucher based short term training 6000 96000 5939 98.98 92.32

10 Recognition of prior Learning 6000 16600 6320 103.78 89.5

11 Media campaign by NSTB for RPL 2 4900 2 100 73.19

12 Project management (technical

support 1 30000 2 100 19.46

13 Project management (Monitoring and

evaluation) 12 5000 12 100 77.52

14 MIS development 1 2000 1 100 33


Component 1: Strengthening TEVT Regulatory Activities and Capacity

Development

The key achievements under this component are:

20 master trainer and 25 special master trainers were trained.

672 lead and assistant trainers were trained of the target 600.

105 skills test managers and 1,324 skills test assessors received training.

36 managers of TESP were given Training Institution Management Training.

18 curriculum experts were given on DACUM training.

21 Curriculums were revised and 6 curriculums were developed.

A firm has been hired to prepare integrated TMIS system for CTEVT (examination,

affiliation and TMIS).

Component 2: Strengthening Technical Education, Support for Short Term

Training and Recognition of Prior Learning.

Key Achievements for this component are as follows:

Matching and performance grants

35 technical schools received matching grants on the basis of their expenditure on

activities of IIP.

60 technical schools received performance grants on the basis of achieved performance

(enrollment of girls, Dalits, marginalized Janajaties, tracer study, pass rate increment,

establishment of counseling and placement cell etc)

Scholarships

663 TSLC 15 month and 172 TSLC 29 month students were selected for scholarships

which were deposited to their bank accounts.

172 Diploma level students received the 5th and 6th installments for their 3rd academic

year of study.

200 Diploma and 28 TSLC 29 month students received the 3rd and 4th installments for

their 2nd academic year.

RBST

5,731 trainees out of 6,924 (i.e. 83%) of RBST 1st round passed skills test exams

conducted

NSTB.


6,284 trainees received employment out of 6,924 trainees trained in RBST 1st round and

gainful employment was 71 percent against the claim.

61 training and employment service providers (TESPs) signed agreements and

conducted RBST 2nd rounds in 44 Districts.

14,715 trainees enrolled for RBST 2nd round and 14,324 trainees attended the skills

test.

90 EOI were collected, 71 institutions were shortlisted for results based short term

training in FY 2070/71.

VBST

612 trainees out of 938 (i.e. 65%) of VBST 1st round passed skills test exams conducted

by NSTB.

777 trainees received employment out of 938 trainees trained in VBST 1st round.

Employment percent was 67 against the claim.

32 training and employment service providers (TESPs) were enlisted for Voucher based

short term training and 30 TESPs conducted VBST 2nd.

4,653 trainees enrolled for voucher based short term training 2nd round and 4,465

trainees attended the skills test.

25,134 applications were collected, 11,740 candidates were short listed for interview,

8,837 candidates were selected.

Three days ''TESP and occupation selection fair (MELA)'' was delivered on 25, 26 and

27 Magh 2070 (7, 8 and 9 February 2014).

4,692 trainees took vouchers and enrolled in 30 TESPs in 3 Districts for 31 different

occupations.

Recognition of Prior learning and media campaign.

6,320 youths participated in skills tests for recognition of prior learned skill.

A media campaign for results based and voucher based short term training and

scholarship was conducted.

Workshops and Monitoring

Monitoring and evaluation of implemented activities were completed.

Regional workshops (monitoring workshops and database workshops, scholarships, joint

monitors workshop, workshops for PG/MG, tripartite interaction with

TESP/Monitors/EVENT PS) and meetings were conducted,

72 monitoring officers (members of District monitoring teams) were oriented on results

based short term training monitoring system s.


Component 3: Project Management, Monitoring and Evaluation (Procurement of

Goods and Operational Expenses)

Under this component, running of PS and staffing were the focus. The component dealt with

printing of brochures/PIM, calendars, update of Project websites and MIS, as well as

procurement of furniture and fixtures, and electronic equipment. The major achievements for

under this component are:

The Project Secretariat implemented planned activities,

Brochures, posters, and trainee selection guidelines were printed and distributed,

Matching grant, performance grant and ESMF manuals were printed and distributed

EVENT website was updated,

Development and update of various software for PS was completed.

MIS and database system were upgraded and updated,

Component 4: Project Management (Consultant cost, training and workshop),

Monitoring and Evaluation

Under this component, hiring consultants and midterm reviews and researches were targeted in

the second trimester. The major achievements for this component are:

6 consultants hired to support the PS for Procurement, FM, Vocational Training

facilitation, and M & E related tasks,

The monitoring of project activities was conducted,

The third Joint Review Consultation Meeting was completed.

3.2.2.3. Lesson Learned

Monitoring mechanisms (joint monitoring including the DEO, CTEVT/ETC/TECS, and

EF) have been effective.

The EVENT database system and FAMAS has accelerated the payment of various

installments to TESPs.

3.2.2.4. Key Challenges

Participation of target groups.

Coordination among implementing institutions.

Large number of institutions and TESP.

Capacity building of EVENT staff and District monitors.

Transfer of District monitors (DEO focal person).


Expansion of the training program in remote areas.

Spending the matching funds by CTEVT constituent schools.

3.2.3 Technical Education in Community School (Annex Project)


The Technical school programs attached to general Secondary schools are called TECS

(Annex) Programs. The TECS (Annex) program is an additional program, attached to general

(Higher) Secondary schools, which provide Technical Education and Vocational Training to

unemployed and none college bound/dropout youths through maximum utilization of existing

physical facilities, human resources and management of the high school.

The local School Management Committee (SMC) has authority to hire technical instructional

staff for TECS (Annex) Program, as stipulated by CTEVT. The committee can also terminate

staff if performance is not satisfactory. The TECS (Annex) Program is a community owned

technical education program operated and managed by the community. The headmaster of the

general school will be responsible for administration, and the SMC will be responsible body for

the management and operation of the program. The SMC is also responsible for creating a

Local Training Fund (LTF) by mobilizing local resources. The high school, with help of the local

community in the long run, is expected to contribute 50% of resources, for which the strong

commitment of people participating is essential. CTEVT will bear the remaining 50% of the

operational cost of TECS (Annex) Program.

Technical Education in Community Schools (formerly Annex Schools) started in FY 058/59, with

the purpose of expanding Technical Education and Vocational Training programs to remote

areas of the country. TECS was introduced on an experimental basis in 15 TECS (Annex)

schools (three in each development region), and evaluation of the effectiveness of the program

was carried out after five years, with findings showing the program is very effective within the

sector of technical education. According to the recommendations of the evaluation the program

should be expanded to all 75 Districts, but is currently running in 73 Districts, with the exception

of Manang & Mustang. The TECS program conducts classes in subjects such as Auto-

Mechanics, Mechanical (mechanical what?), Electrical (electric what? electronics?), Animal

Science, Plant Science, Civil (civil what?), and Information Technology. Each TECS (Annex)

program will provide needs-based short course training every year. Table 88 shows the general

schools that have been selected to operate the TECS (Annex) program.

Table No.88 TECS (Annex) School Status of FY 2014/2015

S.N Subject Number of

School

Affiliated

Program

Totalrunn

ing

Quota/

class

Total

Capacity

Diploma

Program

Quota

/class

Total

Capacity


Program (students) (students)

1 Plant Science 32 17 49 40 1,960 15 40 600

2 Animal Science 8 10 18 40 720 3 40 120

3 Civil Engineering 9 2 11 40 440 5 48 240

4 Electrical Engineering 5 4 9 40 360 2 48 96

5 Computer (JCT) 17 2 19 40 760 5 48 240

6 Mechanical 1 0 1 24 24 0 0 0

7 Auto Mechanics 1 0 1 24 24 0 0 0

TSLC 73 35 108

4,288 30 1,296

DIPLOMA 1,296

Total 5,584

3.2.3.2 Major achievements

The TECS program provides access and opportunities to disadvantaged groups and those in

remote areas such as drop outs, the unemployed and underemployed, by providing Technical

Education in seven different trades across 73 Districts. Local people now have an opportunity to

develop their skills in technical education. It has changed socio-economic conditions of the

people and created employment and self- employment, and has also helped to increase

remittance on a small scale too.

Likewise, TECS graduates pass rate for fiscal year 2070/071 is 63%, an increase from the

previous years' 57% pass rate.

3.2.3.3 Constraints

While the TECS program has enabled access to otherwise deprived groups and provided many

opportunities, it also faces many constraints and challenges, such as:

i. Lack of budget

ii. Lack of instructors

iii. Lack of training for instructors

iv. Permanency of instructors

v. Lack of retention policy (allowances, incentives)

vi. Lack of latest technology, tools and equipment

vii. Lack of coordination between technical and general teachers

viii. Local training funds not created yet

ix. Communication gap between community and TECS school

x. Mismatched budget

xi. Mismatches in student enrollments

Way forward for better performance

Previous experience has led to the following observations as to ways forward for better

performance:

i. Sufficient budget allocation required


ii. Requirement of motivation (retention plans, incentives, rewards, opportunities and

permanency)

iii. Requirement of well managed physical facilities, laboratory and field (for fieldwork)

iv. Requirement of trained instructors

v. Introduction of latest technology, tools and equipment

vi. Industry-based curriculum should be developed and implemented.

3.2.3.4 Lessons learned

During the 12-year period of TECS programming, some lessons learned are as follows:

i. Instructor retention plan and policy should be developed.

ii. Selection of school locations and programs should be needs based.

iii. TECS program should be situated near District headquarters.

iv. Curriculum modifications have been mismatched with jobs.

3.2.3.5 Reflection

Some of the reflections we have found from the community and TECS graduates are as follows:

i. Self-employment and employment

ii. Most graduates gained permanent Government jobs

iii. Change in socio-economic status

iv. High demand for the Vocational and Technical program: The western region has a

higher demand for Technical and Vocational Education than the eastern region.

v. Contribution to national GDP through remittances

vi. Support in poverty reduction.

3.3 UNESCO Supported Programmes

3.3.1 Introduction

UNESCO‟s education strategy consisted of supporting national efforts for achieving

goals and targets of Education for All (EFA) 2015, constantly moving towards

education sector development, addressing the education system holistically, including

early childhood development and pre-Primary; Primary/Basic; Secondary and Tertiary

education and EFA monitoring. Promoting Education for Sustainable Development

through inclusive lifelong learning with a focus on girls and women and disadvantaged

population groups through both formal and non-formal approaches is the policy

priority. Supporting the Literate Nepal Mission to ensure universal literacy through

mother tongue, with a focus on women's literacy is crucial. Capacity building in

diverse aspects of education is a further critical area of priority for comprehensive

education sector development.

3.3.2 Achievements

Following are the key achievements resulting from UNESCO‟s programmes in 2015:

3.3.2.1 Improving the Education Management Information System (EMIS) at


DOE/MOE

Constantly supporting improvement of EMIS since 2004 with a view to enabling the

DOE/MOE to systematically monitor and evaluate the progress and achievements

with regard to EFA goals and targets was the most significant achievement. The

overall achievement in this area has been to support capacity development to

manage EMIS for school sector development in a better way, contributing to make

evidence-based decisions for credible planning, allocation of resources, monitoring

and reporting. A comprehensive M&E system, encompassing the whole education

sector, to systematically monitor the implementation of education policies, strategies

and programmes, including classroom teaching and learning assessment, capable of

assessing the entire sector performance is crucial. Some of the significant needs and

areas requiring further support are:

Improve EMIS for the whole education sector, including better disaster

management before, during and after the event;

Capacity building of key education officials in policy planning, monitoring and

evaluation for the entire education sector development, keeping in mind

Education 2030;

Establishment of a computerized information system for school records

management, starting with Secondary schools, gradually moving towards

Primary schools; and

Use education data in the enhancement of teaching and learning

achievements.

3.3.2.2 Literacy in mother tongue

UNESCO supported the NFEC/MOE in its Literate Nepal Mission to achieve universal

literacy within three years (2012-2015). In this regard, the Capacity Building for

Education for All (CapEFA) programme provided considerable support to ensure

literacy in the mother tongue (for instance, Maithili, Bhojpuri, Awadhi, etc.) through

CLCs; establishment of Non-formal Education Management Information System (NFE

MIS) and capacity development in data analysis and reporting with regard to the

status of literacy for all. Some of the pertinent needs and further areas requiring

support are:

Strengthen CLCs and extend comprehensive support to achieve Literacy for All

in the mother tongue, with a focus on women and disadvantaged social groups,

and

Establish a functional NFE MIS at NFEC, with linkages and integration to

comprehensive EMIS at DOE/MOE.


Planning effective delivery of education in a federal state (April 2013 - October

2015)

The project, “Planning effective delivery of education in a federal state”, contributed to

peace building and making an education sector development process by organizing

informed discussions on various relevant educational themes. They are teacher

management and development; financing education; currculum and use of mother

tongue in teaching and learning; Technical and Vocational Education; etc. in federal

Nepal.

3.3.2.3 UNESCO’s response to post-earthquake activities included

Support to undertake Post-Disaster Needs Assessment with regard to

education,

Providing education in emergencies – A self study book for NFE learners

through CLCs,

Providing immediate psychosocial support to parents and community members

through CLCs,

Developing a community based Disaster Risk Reduction Management (DRRM)

toolkit on preparedness and prevention (ongoing), and

Integration of DRR in school curricula (ongoing)

3.3.2.4 USE of ICT in education development included:

Developing an ICT competency framework for teachers in view of the ICT

Master Plan in Education;

A Study on ICT readiness of schools in Nepal; and

Use of ICT in classroom teaching and learning assessment

3.3.2.5 Empowering adolescent girls and women: Promoting equitable

education, literacy and lifelong learning (Malala Funds for Girls’

Education) included:

Providing training to female Head/teachers on leadership, gender equity,

countering violence and sexual harassment both inside and outside of schools,

Organizing FM Radio technicians training for neo-literate adolescents, and

Providing life skills training to adolescent girls in and out of schools.

3.3.2.6 Supporting processes for post-2015 education development in Nepal

The project aimed to achieve:

Organizing informed discussions on the Incheon Declaration on Education

2030,

Reshaping the vision for education with a human rights perspective to “Ensure


the provision of 12 years of publicly-funded, equitable quality Primary and

Secondary education, of which at least nine years are Free and Compulsory,

leading to relevant learning outcomes”, and

Supporting the preparation of a credible School Sector Development Plan

(SSDP), with new goals and targets for Education.

3.3.2.7 Inform policy through relevant research and study to develop national

capacities

In view of supporting national efforts to inform policies and strategies for ensuring

inclusive, quality Basic education for all, UNESCO organized a series of national and

regional consultations to develop national capacities on a variety of themes related to

education and federalism, as well as some other relevant research, study, review and

assessment, as follows:

Research and study on themes related to education and federalism in Nepal:

Proposing use of mother tongue in education;

Technical and Vocational Education and training;

Financing education in the federal system;

Adult and lifelong learning;

Curriculum in federalism;

Early childhood care and education (ECCE) in the federal system;

Managing Basic education; and

Teacher management and development within a federal system of government

in Nepal

Research and study conducted during 2014- 2015 (completed or ongoing):

Education for All: National Review Report 2001-2015 (completed);

Review of the right to education in Nepal (completed);

A comparative study on policies and practices on M&E of education systems: A

case study of Nepal in the Asia-Pacific Region (completed);

Improving cognitive development of students in public and private schools of

Nepal (ongoing);

Improving governance of Tribhuvan University to ensure quality higher

education (ongoing); and

Nepal: A country report on school finance in the Asia-Pacific Region (ongoing)

3.3.3 Constraints

No particular constraints have been observed during the design, implementation and

management of the programmes (this sentence is then followed by mention of several

particular constraints- doesn't make sense). Despite progress, one of the most


common constraints is lack of women‟s effective participation in various interventions

that contribute to empower them to raise their voices. Concerted efforts are needed to

achieve sustainability in the pertinent programmes related to education sector

development. Other equally common constraints, such as unstable security situations

including strikes and protests, also weaken coordination between implementing

partners, affecting the timely implementation of activities.

3.3.4 Addressing Constraints and Maximizing Achievements

It has been frequently observed that the challenges that remain are more difficult. For

instance, one of the most complex challenges is that a large number of girls and

disadvantaged children, even if their percentage (percentage, as in numbers, in

society overall?) has been declining, remain excluded from the framework of

schooling. Most of the excluded belong to highly disadvantaged and marginalized

groups and generally live in hard to reach locations. Ensuring such girls and

disadvantaged children complete Basic education and move through Secondary and

Tertiary levels is not an easy task. It demands a better understanding of the complex

situation with respect to identifying and addressing constraints, and maximizing

achievements by designing more innovative strategies.

Exclusion from schooling is not just an event or a statistic; neither is it merely a

monetary decision, but a complex process involving many factors in the personal life

of the child and the family. When a girl drops of the school, many events precede

shaping the course of action – some concerning the family, some the community and

the peer group, and many involving the school where the girl is supposed to be

studying. Understanding exclusion demands exploring ups and downs in the personal

life history of the child. Such an exploration requires tracking children individually and

in groups as they join the school, move up through the grades or leave the school.

This is critical for building a comprehensive description of the complex processes

involved in exclusion and demarcation of the underlying causes to improve/promote

the situation aiming at maximizing achievement of universal Primary/Basic education

and literacy for all.

3.3.5 Lessons Learned

The Jomtiene (Thailand) and the Dakar (Senegal) decades (1990 -2015) provide a

clear path to proceed in addressing the issues of gender equality, social equity,

inclusion and quality in education at all levels. The processes to achieve the above

should be linked to local dynamics and parameters that surround girls and

disadvantaged children at home, in the community and at school. Support for these

children and girls needs to be for a sustained/constant period of time to transform the

events that surround their lives.

It should be noted that bringing all girls and disadvantaged children to school is not


merely an educational action; it is an imperative aimed at transforming the attitude

and behavioral dynamics of society such that gender equality is considered as a value

to be pursued. This cannot be achieved by following 'business as usual' approaches

and/or implementing traditional short term programmes. Rather it demands sustained

and long term engagement between the state and Development Partners, including

UN agencies and I/NGOs as well as civil society.

3.3.6 Way Forward

Based on experience over the past two and half decades with regard to EFA from

1990 to 2015, and in view of shaping the new agenda for Education-2030, there is a

need to consider how successful interventions/experiences can continue to ensure

equity, inclusion and quality in overall education system development. Constructive

partnerships between government and Development Partners, including UN agencies,

need to be encouraged, promoted and sustained. In light of supporting the MOE, the

following points form the way forward, combining four priorities:

i) Broad investment to support, strengthen and develop education systems,

ii) A new set of equity-based indicators addressing each of the seven goals of

Education 2030, with a sharp focus on equity, inclusion and quality of

education at all levels,

iii) Targeted interventions with regard to pre-Primary, Primary/Basic,

Secondary and Tertiary education, especially for the children who are

hardest to reach, and

iv) An implementable action plan to ensure gender equality, with equal

participation of girls and women at all levels of education.

3.4 WFP Supported School Feeding Program

3.4.1. Introduction

Nepal is a landlocked country situated between India and China. People have low per

capita income. People in Nepal, especially in hilly and mountainous regions, are facing a

food deficit. About 22 percent of the 27 million population fall below the poverty line. One

third of the population consumes less than 2250 kilo calories a day.

The Food for Education Project operates under the Government of Nepal, Ministry of

Education with the support of the UN World Food Program. The UN World Food

Program launched in Nepal on 30th August 1967. In the past, the project delivered

programs providing nutritious food by way of day meals, girls‟ incentives and the MCHC

program in 36 Districts. Now it runs the project providing day meals in 10 selected

Districts, of which 7 Districts are in the Far- Western Region and 3 Districts are in the

Mid- Western Region.

Long term objectives of the project to increase access in Primary education, and the


status of students‟ health and nutrition, will be improved especially in the Districts

experiencing food deficits, and in the having low access rates in education.

Short term objectives of the project are: to improve the enrollment and attendance rate

of students; to decrease dropout and bunking students; to increase the learning capacity

of students; to remove gender discrimination and maximize womens' (Mothers)

participation, with the joint efforts of school, family and community; and to help remove

the social stigma of 'untouchability'.

It also aims to bring qualitative and quantitative improvements to Primary education,

increasing girls‟ enrollment in community Primary schools and achieving sustainable

improvements in food security for the most disadvantaged groups, particularly women

and children in highly food insecure areas, mainly in the far and mid−western, hill and

mountain regions of Nepal.

Through the Extended Primary School Food Support Program, total student enrollment

rates, girl's enrollment rates, attendance rates and learning achievement rates

increased, and dropout and bunking rates decreased. With these results, the running

project was considered for extension from 2002 to December 2006, with additional

programs and with the name of Food for Education Project. For this, an agreement was

reached with the World Food Program in November 2002. The Food for Education

Program, Global Food for Education Program, MCHC Program and Girls‟ Incentive

programs were successfully and effectively conducted. As per the agreement, during

2007, except for the Global Food for Education Program, the other programs were

continuously implemented.

As per the agreement reached on the 26th September 2007 between the GoN and WFP,

the project was extended from 2008 to 2012 to provide day meals to 194,000 students.

In 2013, donor agency the WFP stated that day meals would continue for the fiscal year

2071/72 (2014/2015) for 194,000 students and the project would continue through to

2017. In the same way, the day meal program will continue to be delivered to 190,000

students for the fiscal year 2072/073 (2015-2016).

According to the program, per day, per student of each school, 110 grams of midday

meals consists of Corn and Soya Blend (CSB), flour (90 gm), sugar (10 gm,) and

ghee/oil (10 gm) and is prepared as a midday meal at each school to feed students. In

the CSB, the meals consist of 73 percent vitamins & minerals, oils (19 percent) and

sugar (8 percent) nutritional content and a student receives 470 calories (KCAL) from

the above combination.

3.4.2. Achievements

Midday Meals were provided for Grades 1-5 children of selected schools from 10

Districts (1,608 schools and 864 ECEDCSs). A bowl of Haluwa, a nutritious porridge-like

meal for children in Grades 1-5 (including ECEDCS) was provided.


Table No. 89 Annual Progress Report of Day Meal Program F/Y 2071/72 (2014/2015)

S.

N. District

Midday meal

Target Progress %

1 Rukum 19,200 17,700 92

2 Dailekh 20,100 18,089 90

3 Dadeldhura 9,500 6,817 72

4 Doti 17,000 15,851 93

5 Achham 31,000 27,020 87

6 Baitadi 22,300 19,403 87

7 Darchula 11,200 9,181 82

8 Bajhang 26,200 19,189 73

9 Bajura 15,000 9,289 62

10 Jajarkot 22,500 22,145 98

Total 194,000 164,684 85

Total Program Budget (Rs.) 540,597,000.00 400,218,000.00 74

According to follow up studies:

i. Average daily attendance at program schools for boys: 93%

ii. Average daily attendance at program schools for girls: 97%

iii. Achievement of students increased significantly.

iv. Enrollment rates increased.

v. Gender and caste discrimination among students decreased.

vi. Hygiene and nutrition related awareness has increased among parents and

students.

3.4.3. Major problems

i. Transportation of food and other materials to remote areas is difficult due to

humidity in rainy season. Decaying of materials is another problem.

ii. Food was not available in accordance with the commitment of the donor

organization.

iii. Demand increased but availability decreased.

iv. Lack of continual support program.

v. Probable misuse of materials at grass roots level.

vi. Lack of proper incentives for FMC and SMCs; transportation of food, preparing

food management, and monitoring and supervision activities are not effective.

vii. Lack of awareness and ownership among local agencies, parents and schools.

.

3.4.4. Way forward for better performance

i. Day meal management committees and parents should be active.

ii. Parents should be active in preparing day meals on rotation.


iii. DEOs should monitor and discuss day meal activities in regular program

implementation workshops.

iv. Sustainability of this program from concerned organizations is must.

v. Priority should be given to using local materials and foods.

vi. Parent's contributions and local sources such as schools internal sources,

community forests, VDCs, local NGOs, and personal donors may be sustainable

sources of day meals.

vii. Availability of proper incentives to concerned stakeholders.

viii. Capacity building programme should be launched for all female FMC

members.

ix. National and international exposure visit of FFEP staff.

3.4.5 Lesson Learned

i. Alternative food items should be provided to students as per their interests and

tastes.

ii. Along with the food programme, other programs like washing, cleanliness,

toileting, and sanitation should be launched simultaneously.

iii. Providing food is more effective than providing cash.

iv. In the context of Nepal, nutritious food programme's should be expanded in the

areas of low HDI and marginalized and disadvanged groups like Raute,

Kamlahari, Chepang, Dusad, Satar, Khatwe, Dhanuk, Chamar etc.

3.4.6. Reflection

i. Access of students to schools reduced dropouts learning achievement rates and

increased retention rates.

ii. After launching the FFEP, parents recognized the concept of providing essential

nutritious food to their children.

iii. Helped reduce poverty of parents.

(Source: Food for Education Project, MOE 2015)

3.5 International and National NGO Supported Programs (Excluding UNICEF)

SISM2 Project Status Report, 2014/15

3.5.1 Introduction

“Support for Improvement of School Management 1 (SISM1) as pilot project” was initiated with

the technical assistance of the Japan International Cooperation Agency (JICA), in February

2008 to February 2011 in Dhading and Rasuwa. The project promoted community management

and the School Improvement Plan (SIP) through strengthening the capacity of School

Management Committees', contributing to the improvement of access to quality Basic education

in Nepal. It has seen significant improvements to SIP formulation and updating with community

participation. Considering various best practices, lessons learned and experiences in


institutional strengthening and capacity development for improving school-based management,

the DoE requested the Government of Japan (GoJ) provide technical assistance for expansion

of the SISM project as phase 2 (SISM2). As a result the project was implemented by the DOE

from June 2013 with the technical assistance of JICA. It was agreed that “the Project for

Support for Improvement of School Management Phase II (SISM2)” would be implemented from

June 2013 to June 2017.

3.5.2. Objective and Target Area

The overall objective of the project is to improve school-based management through further

verification, update and dissemination of the SISM Model, and ultimately to contribute to the

improvement of access to quality Basic education. SISM2 develops and disseminates a

practical, simple, user-friendly and implementable, refined SISM Model in all 75 District

Education Offices, the result of best practices in the 4 Testing Districts of Solukhumbu,

Rupandehi, Jumla and Doti during the first year of the project. It also aims to support teaching

and provision of learning materials to schools which were affected by the Gorkha Earthquake in

Sindhuli, Ramechhap and Okhaldhunga.

3.5.3. Overall Progress of the 2nd Project Year and the Gorkha Earthquake

As mentioned above, during the 1st Project Year, SISM2 achieved Output 2: “Effective and

practical model for training and monitoring mechanism/contents is validated in the target area”

as in the original SISM2 Project Design Matrix (PDM Version-0). In the 2nd Project Year, SISM2

continued its challenge to achieve the other two expected outputs: namely, “Output 1:

refinement of SISM Model” and “Output 3: capacity development of the Central/local education

authorities” mainly through nation-wide dissemination of “SISM Model” for revitalizing and

strengthening the SIP process.

Project Summary of SISM2

Overall Goal Access to and quality of school education is improved.

Project

Purpose

Schools are managed through the SIP process nationwide for improving

access to and quality of Basic education. Expected Outputs Output 1: Refined model to make effective use of the SIP process for improving access to and

quality of Basic education is developed.

Output 2: Effective and practical model for training and monitoring mechanism/contents is validated

in the target area.

Output 3: Capacity of Central and local education authorities to support school management through

SIP process is strengthened.

Output 4: Emergency support (providing teaching and learning materials) for all community schools

located in the three earthquake-affected Districts- Sindhuli, Ramechhap and Okhaldhunga- is

properly and timely executed based on the schools needs.

(Source: Extract from the SISM2 PDM)

1) The lessons learned from testing conducted in the first Project Year of SISM2 were

reflected in the revision of training materials

2) Adjustments to outlines of the training program to fit with the national dissemination plan

were completed.


3) The national dissemination program was included in the Program Implementation

Manual (PIM), produced by DoE each year.

4) The key training materials, SIP Formulation Guidebook (SIP-FGB), SLW Manual and

SSA-Checklist as well as two supplementary materials were printed, distributed and

used during every level of ToT and at every school in 69 Districts.

5) Operational Guides (OGs) for conducting training at different levels were prepared and

used in every level of ToTs:

- Regional level ToT in 5 regional Educational Directorates.

- District level ToT in 69 Districts to prepare Resource Center workshops and School

level workshops.

6) Monitoring was conducted in the regular system as well as by the joint monitoring team

consisting of Counterpart officers and the SISM2 team.

District D-ToT RC-W Monitoring Review Meeting

DoE, RED, SISM2 T5, DEO, SISM2 T5, RED, DEO, SISM2

Dadeldhura 25 - 27 Dec 2014 - 19 July 2015

Kalikot 30 Jan -1 Feb 2015 - (Postponed)

Kapilbastu 3 - 5 Feb 2015 - 26 July 2015

Bhaktapur 29-31 Jan 2015 - 23 Sep 2015

Sankhuwasabha 6 - 8 Jan 2015 17 - 21 April 2015 (Postponed)

7) Education materials were provided to all community schools of Sindhuli, Ramechhap

and Okhaldhunga Districts as emergency support after the Gorkha Earthquake.

Findings in nation-wide dissemination of SISM Model are as follows;

- Schools have gradually realized that the SIPs are for schools, HTs and teachers, SMCs,

guardians, students and community members to develop a better educational environment.

- School-level Workshops (SLW) were effective in persuading school stakeholders that each

school needs the SIP. The fact that they had prepared the SIP helped them develop a

feeling of “OUR” school. After the workshops, some parents began to contribute to the

schools.

- Awareness created at the school level resulted in increased accountability of the SMC,

teachers and parents toward students.

- Resource mapping has been done very clearly.

- The schools have visualized their status through the SSA checklist.

- After the workshop stakeholders were more concerned about the quality of education than

infrastructure development while preparing the SIP.

- The stakeholders were aware of the SIP so they became very enthusiastic for their active

participation in SIP formulation.

3.6 Local Government Funded Interventions

3.6.1 Introduction


Local bodies (DDC/Municipality/VDCs) have been contributing to the education sector in various

ways. These bodies have been assisting with; facilitators and supplementing teachers‟

remuneration in ECD centers and privately managed teachers in community schools; schools

physical facilities; block grants; and in many other ways. However, their contribution is not

properly recorded at the District level.

3.6.2 Achievements

All Districts were requested to include the contributions of local bodies, and I/NGOs to school

education in the District in their Status Reports. Most of them attempted to state the information

collectively in their reports and the initiations taken/contributions made by local bodies for school

education are stated below, though details of programs conducted and budgetary information

were not obtained as expected:

i. DEO Taplejung has carried out the survey in one municipality and 48 VDCs to

identify out-of-school children in collaboration with NGO and VDCs.

ii. DDC and VDCs have assisted ECD classrooms and provided extra incentives for

facilitators in Myagdi and many other Districts.

iii. In conjunction with VDC and political parties, school welcome and enrollment

campaigns have been effectively run in Panchthar District. Provision has been

made for retention of children in schools brought through FCBE as per the

provision of monitoring and strategy formulated by VDC meetings.

iv. CLCs have been established and are functioning in six VDCs in Mustang District.

DDC Mustang assisted in the development of school buildings and physical

infrastructure as well as assisting the scholarship programs. VDCs have provided

support for educational materials in DEO Mustang and many other Districts.

3.6.3 Constraints

There is no certainty of continued provision of assistance.

Coordination between the Ministry of Education and Ministry of Local Development is not

effective; expected contributions from local bodies are not always forthcoming.

3.6.4 Addressing Constraints and Maximizing Achievements

The initiation of coordination at local level (with DDC and I/NGOs working in the Districts) was

undertaken by different Districts.


PART IV

MEETING MANDATORY REQUIREMENTS

4.1 Introduction

The GoN/MoE has been making considerable effort to achieve the SSRP goals. Bottom-up

approach of planning has been adopted. Schools at the grassroots level have been considered

core units in the formulation, update and implementation of the School Improvement Plan (SIP).

A large portion of the education budget has been channeled through school units via grants

under various headings and subheadings. In order to achieve the SSRP goals, objectives and

targets, several programs and activities with implementation strategies have been designed and

delivered from Central to grassroots level. Good governance, effectiveness and efficiency of

education service delivery, responsiveness, accountability, compliance of prevailing rules and

regulations, and other key areas have been identified as mandatory requirements. Carrying out

social and financial audits, preparation and implementation of the School Improvement Plan

(SIP) and provision of girls' toilets have been made mandatory at school level. Moreover, school

mapping, teacher deployment, provision of grants to schools in meeting the PMECs, and

monitoring and reporting are some of the mandatory requirements associated with the

implementation of program activities.

4.2 Status of Implementation

Resource allocation is on a priority basis, with regular follow up technical backstopping to the

Districts being undertaken to meet the aforementioned mandatory requirements. The overall

status of implementation of mandatory requirements is summarized in the table below:

Table No. 90 Status of implementation against mandatory requirements

SN Mandatory Requirements Status of Implementation

Carrying out social and financial

audits

Education Rules have made provision for parent teacher associations (PTA) to be

responsible for carrying out schools Social Audits once a year.

Carrying out Social Audits continues based on the School Social Audit Manual that

was developed in 2009. Schools are encouraged and empowered to maintain the

accounts for financial transactions at the school level guided by the School

Accounting Manual that was developed in 2009.

Carrying out and submission of the School Social Audit report by schools to the

DEO has been made mandatory and linked with the first trimester school grants

release.

Most of the schools carried out the Social Audits annually.

Budget has been allocated to schools annually to carry out financial audits.

Financial and Social Audits have been made mandatory for every school and have

been institutionalized so as to receive grants and other support.

Provision of separate girls' toilets

Provision has been made for separate toilets for girls in the Child Friendly School

National Framework–2067 (2010) as one of important indicators for creating

enabling conditions in schools.

10,215 separate girls' toilets were constructed up to FY 2013/14. 2,280 girls'

toilets, of the target of 2,500, were constructed in FY 2014/15 to meet the PMEC in

schools. Altogether 12,495 separate girls' toilets were constructed. Still much


SN Mandatory Requirements Status of Implementation

effort remains to progress construction of separate toilets for girls to meet the

PMEC. The situation was also hindered by the April 25 earthquake.

Supporting schools to meet the

PMECs

There were targets for constructing 994 new classrooms, 448 new school buildings

(first instalment), and 679 4-room school buildings (last instalment) at schools

under PMEC in FY 2014/15. Of the targets, 937 new classrooms, 672 new school

buildings (first instalment) and 507 new school buildings (last instalment) were

constructed. In addition, 1,046 classroom refurbishments, furniture management,

and school environment improvements (toilets, drinking water, fences, etc.) in 556

schools were carried out. Similarly, earthquake safety and immediate response

programs were also delivered at community schools.

Some 4,134,873 students in Basic level, 660,240 students in Secondary (Grades

9-10) and 125,437 students in Grades 11-12 (all girls and Dalit students in Karnali

zone) received grants for textbooks. NPR 3,243,046,000 was distributed to schools

as a non-salary PCF grants covering book corners, and teaching and learning

materials, of which 750,015,000 was for educational materials management costs

to meet PMEC. NPR 1,149,105,00 was distributed as PCF salary grants to schools

based on the Flash II student teacher ration.

The Program Implementation Manual (PIM) has clearly mentioned the procedures

for supporting schools which do not meet PMECs

Teacher redeployment

Continuous efforts have been made towards teacher deployment from Central to

District levels. 65 Districts redeployed teachers. In total 2,202 teachers were

redeployed in this fiscal year.

School mapping and merging

School mapping exercises through GIS were carried out continuously in FY

2014/2015 as a high priority program. GIS coordinate data collection from 59

Districts was completed. Data verification and plotting were also initiated.

School merging was considered a mandatory program in order to better ensure

proper management and running of schools. At Primary level, 443 schools merged

and 627 schools closed in FY 2014/15. Similarly, 43 schools downsized from upper

levels/Grades (8 schools from Lower Secondary to Primary and the rest from

Grade 3 & Grade 5) through to the lower grades/levels.

Monitoring and reporting

Monitoring and reporting under MOE has been considered a crucial mandatory

requirement so as to ensure the proper implementation of stipulated planned

activities and achievement of program results. Monitoring activities have been

carried out from Central level to the local levels with various measures. REDs were

made more responsible for monitoring program implementation at District level and

providing technical backstopping and support to ensure proper implementation of

planned activities. School Monitoring and supervision activities were carried out by

District Education Offices through School Supervisors and Resource Persons.

School management committees inspect daily activities. Along with regular

monitoring, team supervision and Flash data, verification was also carried out as a

part of monitoring.

Teams were formed to investigate issues related to the misuse of funds and school

building construction in Terai Districts. Similarly, different teams were mobilized to

investigate the double release of teacher salaries and refunding of ineligible funds.

Based on the recommendations made by these teams, punitive actions were taken

for abuse of resources and authority.

Additionally, teams were mobilized to the 14 most earthquake affected Districts to

collect the damage data, to coordinate with organizations, and to support District

level officials.

Annual monitoring plans were made a mandatory requirement for approval of

programs and budget at Center and District level. Joint M&E thematic working

groups have also been formed to actively support and strengthen monitoring.

Based on the education census, Flash Reports (Flash I and II) are published twice

a year covering all schools. A consolidated report was prepared and shared with

the DPs in the December Joint Committee Meeting and made public. In the same

way, IPR/FMR reports and Status Reports were also prepared and shared

accordingly. Trimester and annual reports (progress as well as monitoring) have

been prepared and submitted to concerned agencies.


4.3 Addressing Constraints and Maximizing Achievements

The MOE is committed and has been directing its efforts towards fulfilling the aforementioned

mandatory requirements. However, there are certain obstacles to attaining the goals.

The PTA was given the responsibility of carrying out the Social Audit every year at school level.

The existing capacity of PTA members to carry out Social Audits as per intent seems to be

inadequate.

Many schools do not have separate personnel to look after financial and other

administrative transactions. Despite efforts made by the MoE/DoE in providing simplified

school account keeping manuals and carrying out capacity development activities with the

Head Teacher and account keeping personnel, some schools were unable to keep school

records properly.

The April earthquake severely damaged school infrastructure (classrooms, toilets, drinking

water facilities, etc.), which has had a serious effect on meeting PMEC in schools.

Teacher's deployment and redeployment at national level has not been taking place

properly.

Despite increased emphasis on monitoring and evaluation, it has not been closely linked

with results from Center to local level. Renewed effort needs to be made to develop a

results-based monitoring mechanism and specific monitoring tools.

Due to capacity constraints among personnel from Center to District level, school mapping

exercises have not occurred, and therefore have not linked with the robust system of EMIS

or merger and establishment of schools.

The Way Forward

The capacity development framework has to be linked to minimizing capacity gaps among

personnel from Center to local level, with special focus on Head Teachers, teachers, SMC

and PTA members.

The existing policy and mechanism of selecting an independent auditor for school auditing

needs to be revisited.

GIS based school mapping exercises need to be finalized and should be made fully

functional, linking with the existing EMIS. Teacher deployment programmes must be seen

to be urgent so that available resources will be redistributed and reallocated properly.

Monitoring and evaluation systems should be made more functional and results based at

various levels; they need to be focused more on the support system that plays a vital role in

implementing education programs effectively and efficiently. Transparency and good

governance can be ensured through effective monitoring. To maximize the opportunity of

meeting all these requirements, monitoring and support systems should be strengthened.


PART V : CONCLUSION

The School Sector Reform Program and EFA, BPEP, TEP, and SESP alike, have been

implemented together with the joint effort of Government and various Development Partners

through pooled and non-pooled financing modalities. The pooled fund is guided by the Joint

Financial Arrangement (JFA), agreed upon GoN and pooled financing Development Partners

(DPs): ADB, Aus-Aid, EC, Denmark, Finland, Norway, UK, UNICEF, and WB. The non-pooled

funding DPs are the Government of Japan, UNESCO, UNICEF, USAID and WFP. For the

preparation, implementation, monitoring, supervision and reporting of SSRP activities, the DOE

coordinated the Central level educational agencies: the National Center for Educational

Development (NCED), Curriculum Development Center (CDC), Office of the Controller of

Examination (OCE), Non-formal Education Center (NFEC), Higher Secondary Education Board

(HSEB) and Council for Technical Education and Vocational Training (CTEVT).

The SSRP focused on quality education by improving learning achievement of students through

improved teaching and learning activities. In order to assure quality, teacher's professional

development, restructuring and revisiting RC's functions and responsibilities, and capacity

development at all levels, particularly at the local level, has been the main priority of the SSRP,

which was clearly reflected in ASIP/AWPB. Similarly, out-of-school children are of major

concern for the Ministry. By way of addressing these issues an Integrated Strategy for OOSC

has been prepared, and important activities like; operation of mobile schools; alternative

education programs; Open schools, SOP and FSP and mainstreaming of religious schools have

been implemented.

The ECEDCS program has contributed to reducing dropout rates and to increasing retention in

Grade I. Likewise, various scholarship schemes have been instrumental in mainstreaming hard-

core group children in schools. The increasing NER has proved this fact. The concept of Child

Friendly Schools (CFS) is being implemented following the Child Friendly School National

framework. Similarly, special attention has been given to ensure Prioritized Minimum Enabling

Conditions (PMECs) in schools. The budget has been substantially increased for this purpose

across all levels from ECD to Grade 12.

The FY 2014/2015 budget release for the last trimester of the fiscal year was delayed. Despite

these adverse circumstances the Physical and Financial Progress, in given program activities,

made by the Districts during FY 2014/2015 remained encouraging. Ownership of educational

programs was raised through dissemination of the annual budget to programs and participating

stakeholders for planning and implementation. Media mobilization, publication of bulletins and

reports, increased financial and Social Audits, reporting and dissemination and use of web sites

were some good interventions made to maintain transparency and accountability in educational

governance. Furthermore, joint monitoring, mobile SMS monitoring, team supervision systems

undertaken at District and Center level, use of ICT to stream and share information on

educational activities, involvement and mobilization of concerned agencies and issue based

monitoring have been instrumental in improving monitoring and reporting. Similarly, coordination

through mobilization of local bodies (VDC/MC/DDC), partnerships with I/NGOs and CBOs and

mobilization of CLCs seemed both encouraging and satisfactory.


Despite the aforementioned achievements, there are still some challenges. About 4.7% of

school age children are still out-of-school. They belong to the hard core group families and

communities. It is a major challenge to bring them into the system. The pass rate of SLC

examinations is far below the target set by the SSRP. Quality and achievement levels in school

education are not acceptable. The major prevalent challenges regarding implementing SSRP

are; materials support and retention of ECD facilitators; raising ownership in ECD from

concerned agencies; mainstreaming OOSC; Head Teacher/teacher management; increasing

effectiveness of Social Audits/account keeping in schools; availability of science and math

teachers with licenses especially in remote areas; capacity development for implementing ICT in

education; support to implement FCBE in Districts; on-time budget allocation to Districts and

schools; ensuring the quality of school construction and participation of the community in

construction, and ensuring minimum enabling conditions in all schools with child friendly

environments.

Taking the aforementioned challenges into account, various efforts were made during FY

2014/2015, such as:

- Identification of out-of-school children and preparation of a strategy paper to mainstream them

in school education

- Strengthening school supervision

- Software based financial management

- Maintaining ownership and transparency

- Provision of budget for innovative works

- Mobilization of a joint monitoring system

- Making commitments at Central and District level for educational improvement

- Free and Compulsory Basic education program

- Grant support to schools for learning materials to meet PMEC (from ECD to

Secondary level)

- Mandatory provision for social and financial audits

- Target setting for students learning achievement

- Textbook printing and distribution action plan prepared and implemented

- Collaboration and coordination at local and Central level

- Effective implementation of a child friendly school national framework

- Day meal program in targeted Districts

- Various kinds of scholarships.

Overall Achievement against National Key Performance Indicators (KPIs) from 2007-08 to

2015-016


The following table (Table 72) presents the overall progress on the SSRP Key Performance

Indicators (KPIs) with the base year status (2007-08 and 2008-09) and year-wise achievements

against set targets for the SSRP period 2009-2010 to 2015-2016. Overall, the analysis of the

indicator-wise achievements against the targets shows that most of the indicators show positive

improvement, but there are some indicators still lagging behind set targets, namely:

New entrants with ECED experience in Grade 1

Gross and Net Intake Rates in Grade 1

Gross and Net Enrolment Rates in ECED/Pre-Primary

Secondary education (Grades 9-12)

Pupil-teacher ratios at Basic level

Repetition rate in Grade 1 and youth (15-24 years), and

Adult (15 years and above) literacy rates.

Moreover, the analysis suggests that, for the improvement of these indicators (in particular

indicators related to Grade 1) further attention is needed in the next years‟ school education

planning, programme implementation, and monitoring and evaluation. The overall progress

made on key performance indicators as set by SSRP has been as follows:

Table No. 91 Summary of SSRP System Indicators, Base-Year Status, and Targets and Achievements

(2009-2015)

Indicators

Base years Targets and achievements

07/

08

08

/09

09/10 10/11 11/12 12/13 13/14 14/15 15/16

T A T A T A T A T A T A T A

1.Education

budget as share

of GDP % [1]

3.5 3.6 3.6 3.6 3.7 4.5

[2]

3.7 4.3 3.8 3.73 3.8 4.2 3.9 4

2. Education

budget as share

of national

budget % [3]

16.61 16.51 16.27 17.11 16.6 15.67 15.65 13.92

3. Share in Education Budget [4]

Basic Education % 70 71 71 71 72 64 73 68.9 74 64.53 74 60.3 75 54.28 76

Secondary

Education % 9 9 9 9 9 16.94 9 16.7 9 17.87 9 19 9 19.89 9

4. Grade 1

New entrants with

ECED

experience %

33 36 41 49.9 45 52.1 51 54.3 57 55.6 59 56.9 62 59.6 64[5]

file:///D:\EMIS%20&%20Flash%20Final%20Reports\2071\Flash%20I%20Report_2071%20(2014-015)\Draft_Flash%20I%20Report_2071_II_JCM\SSRP_KPI_2071-072_II%20Final3_JCM.xlsx%23RANGE!%23REF!












Gross Intake Rate

% 141 148 144 144 140 142.4 137 140.7 133 137.7 137[6] 141.8 135 137 133

Net Intake Rate % 78 81 83 86.4 86 89 88 90.7 91 91.2 94 91.6 95 93 96

5. Gross Enrolment Rate

ECED/Pre-

Primary % 60 63 67 66.2 72 70 77 72.9 78 73.7 79 76.7 80 77.7 82 [7]

Primary education

% 142.8 141.4 139.5 135.9 130.1 135 136.8 133 134.4 131

Basic education %

[6] 116 123 125 123.3 128 124.4 130 123.7 132 120.1 122 115.7 121 117.1

115

[8]

Grades 9-10 % 65.7 66.3 70.1 71.7 73 68.7 76 70.1 80

Grades 11-12 % 23.6 26 28.9 31.6 34 32 37 32.9 40

Secondary

education % [6] 36 40 43 44.7 47 46.2 52 49.4 53 51.7 55 50.4 58 51.6 61[9]

Table No. 92: Summary of the SSRP Key Performance Indicators (base year status, progress

status and targets)

Indicators


07/

08

08

/09

09/10 10/11 11/12 12/13 13/14 14/15 15/16 09/10 10/11 11/12 12/13 13/14 14/15


6. Net Enrolment Rate

Primary

education % 89 92 94 93.7 96 94.5 97 95.1 98 95.3 96 95.6 98 96.2

100

[10]

Basic

education % 71 73 75 83.2 77 86 80 86.6 82 87.5 87.7 86.3 88 87.6

90

[11]

Grades 9-10

% 40.8 46.5 52.1 54.3 56 54.9 57 56.1 60

Grades 11-12

% 6.8 7.8 9.4 10.4 15 11.5 17 13.1 20

Secondary

education % 20 21 22 23.9 23 27.1 24 30.6 26 32.4 35 33.2 38 34.7

40

[12]

7. Gender Parity Index

Primary based

on NER 0.98 0.98 0.99 0.99 0.99 0.99 0.99 0.99 1.00

Basic based

on NER 0.99 0.98 0.99 0.99 0.99 1.00 0.99 1.00 1.00

Secondary

based on NER

(G9-12)

0.98 0.98 0.99 0.99 0.99 1.00 0.99 1.00 1.00

8. Teacher with required qualification and training













a. For all

schools

Basic

education % 62 66 70 70.2 74 77 79 89.2 83 90.3 93 90.6 94 91.4

95

[13]

Grades 9-10

% 79.7 85.1 86.7 87.1 88 87.6 89 90.4 90

Secondary

education % 74 77 80 72.3 83 74.3 86 78.6 89 79.8 85 80.4 88 83

91

[14]

b. For community schools

Basic

education % 62 66 70 75 74 79.3 79 91.1 83 91.9 93 92.5 94 93.7

95

[15]

Grades 9-10

% 74 77 84.8 87.9 90.1 91.5 93 92.2 94 93 95

Secondary

education % 74 77 80 73.9 83 75.3 86 80.3 89 82 85 82.8 88 84.2

91

[16]

9. Teachers with required Certification [17]

Basic

education % 90 91 92 94 95 96 96.9 97 98.1 99 98.6 100

Secondary

education % 90 91 92 94 95 96 98 99 98.7 99 98.9 100

10. Share of female teachers [18]

Primary

education % 35

39.6[19]/

34.5[20]

42.2/

37.5

42.2/

37.5

41.5/

37.8 43

41.6

/37.9

43/

38.5

41.9/

38.2

45/

39

Basic

education %

36.5/

31.2

38.7/

33.7

38.9/

33.9

38.4/

34.1 39

38.5/

34.3

40/

35

38.8/

34.5

41/

36

Secondary

education % 13

12.0/

7.8

15.9/

13.3

16.5/

14.3

16.7/

14.7 17

16.8/

14.8

18/

15.5

17.4/

13.9

20/

16

Table No. 93: Summary of the SSRP Key Performance Indicators (base year status, progress status and

targets)

Indicators


07/

08

08

/09

09/10 10/11 11/12 12/13 13/14 14/15 15/16


11. Pupil/teacher Ratio

a. For community schools based on approved teacher positions

Primary 43.8 42 43 40 38 37 37 36 36 35












Basic

Education

ratio

44 43 41 44 40 46 39 44 38 42 37 41 36 41 35

Grades 9-10

ratio 39 34 35 36 31 31 31 30 30 30

b. For community schools based on reported teacher positions [35]

Primary 39.5 37 34 31 29 27 26

Basic

education ratio 39 37 34 32 30 30

Grades 9-10

ratio 35.5 36 31 31 31 31 30

Secondary

education

ratio

31 28 28 27 26 26

c. For all schools based on reported teacher positions [36]

Primary 33.3 32 30 28 26 24 23

Basic


Grades 9-10

ratio 27 27 24 24 24 23 23

Secondary


12. Repetition

Rate

Grade 1 % 28 18 12 26.5 8 22.6 5 21.3 3 19.9 16 17.5 13 15.2 10

[21]

Grade 5 % 7 6.7 5.7 5.4 5 5.3 4.5 5.3 3.5 5.3 2.5

Grade 8 % 13 11 9 6.5 7 6.6 6 6 5 5.7 4 5.1 3 4.5 2

13. Survival Rate by Re-Constructive Cohort Method

Grade 5 % 54 58 61 77.9 65 80.6 70 82.8 74 84.1 86 85.4 88 86.8 90*

[22]

Grade 8 % 37 41 45 62 49 66 54 67.5 60 69.4 72 72.2 74 74.6 76

[23]

14. Completion rate (Primary and Basic level) [24]

Primary level

(Grade 5) % 75 78 77.6 79 79.7 81

Basic level (G

8), % 60.8 64 63.8 67 66.7 70

15. Coefficient of Internal Efficiency

Basic

education

ratio

0.46 0.49 0.52 0.61 0.55 0.65 0.59 0.67 0.62 0.68 0.70 0.71 0.73 0.73 0.75

[25]

16. Learning Achievement (average score of students in core subjects

Grade 5 % 50 53 56 60 63 67 68 53.0,

60.0 69 53.0,

60 & 70











&

54.01

54.0

Grade 8 % 44 46 48 49 51 54

43,

49 &

492

55 43, 49

& 49 56

35,

48 &

41

57

17. Pass Rate

School

Leaving

Certificate %

[26]

60.00 62.00 64.00 64.31 65.00 55.50 67.00 47.65 69.00 41.57 45.00 43.92 51.00 55.00

Higher

Secondary

education %

[27]

23.00 25.00 28.00 47.70 31.00 44.00 34.00 48.00 37.00 42.40 45.00 44.29 47.00 50.00

18. Literacy Rate [28]

Age Group 15-

24 % 73 75 78 80 83 86 87 91

95

[5]

Age Group 6+

years %

63

[29]

69 76** 63

[29]

78 61

[30]

80 65.9 83 65.9 84 65.9 85 65.9 85

Age Group

15+ years % 52

56

[31]

60** 56

[31]

62 57

[32]

64 57

[32]

67 57

[32]

70 57

[32]

72 57

[32]

75

[33]

19. Literacy

Gender Parity

Index (15+

years) ratio

0.61 0.74 0.90** 0.92 0.76

[34]

0.93 0.76

[34]

0.95 0.76

[34]

0.96 0.76

[34]

0.97 0.76

[34]

0.98

Note:[1]

Source for targets NPA and for achievements Economic Survey. [2]

5.39 in Status Report 2012.[3]

To be reported in Status

Report based on approved budget. The figures above are based on the budget speech.[4]

To be reported based on approved budget

in the Status Report. Achievements for FY11 and FY10 based on Status Report and FY 10 based on economic, [5]

Thirteenth plan

target. WB Project Paper (PP) target 68%. [6]

WB PP target adopted [7]

Target revised downward based on progress. This is

consistent with the downward revision of percentage new entrants to Grade 1 with ECED experience in the Thirteenth Plan. [8]

Thirteenth Plan target, [9]

Revised downward based on progress made. [10]

Thirteenth Plan target., [11]

Thirteenth Plan target. WB PP

target 92%., [12]

Thirteenth Plan target.,[13]

WB PP target adopted., [14]

Revised downward based on progress made, [15]

WB PP target

adopted.,[16]

Revised downward based on progress made., [17]

Currently not reported in Flash. But will be reported from the next

report onward.,[18]

Based on reported number of teachers., [19]

All types of schools., [20]

Community schools., [21]

Revised downward

based on progress made., [22]

Original end target retained. Intermediate targets revised upward based on progress made.,[23]

Revised based on progress made., [24]

WB PP targets., [25]

End target retained. Intermediate targets revised upward based on

progress made, [26]

Based on achievements, [27]

For Grade 12 based on regular students attendance at examinations., [28]

To be

reported based on census and NLSS, DHS and other household survey results., [29]

Matches with Labor Force Survey 2008 results, [30]

Source NLSS., [31]

Matches with Labor Force Survey 2008., [32]

Source NLSS., [33]

Thirteenth Plan target also., [34]

Source

Population census 2011 [35 and 36] Targets not set for all schools and community schools with the reported number of teachers,

since the program‟s inputs are associated with community schools for teachers in approved and Rahat positions only.* From NPA,

EFA, **Interim Plan.

1:NASA I round report findings for Grade 5 in Math, Nepali & English subjects, and 2 NASA I&II rounds report findings for Grade 8 in

Math, Nepali & Social Studies subjects..












































file:///D:\EMIS%20&%20Flash%20Final%20Reports\2071\Flash%20I%20Report_2071%20(2014-015)\Draft_Flash%20I%20Report_2071_II_JCM\SSRP_KPI_2071-072_II%20Final3_JCM.xlsx%23RANGE!P36

file:///D:\EMIS%20&%20Flash%20Final%20Reports\2071\Flash%20I%20Report_2071%20(2014-015)\Draft_Flash%20I%20Report_2071_II_JCM\SSRP_KPI_2071-072_II%20Final3_JCM.xlsx%23RANGE!P36


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Annex 1

Annual Program and Progress for School Sector Reform Program (District), FY. 2014/015

S.N. Program/ Activities Unit Annual Taeget 2071/072 Annual Progress 2071/072

Physical weight Budget Physical PPR Expenditu

re FPR Weightage

Capital cost (3508034)

0.43

78,299.00

84.89

51,780.65

66.13 0.36

Ensuring access to school education

0.43

78,299.00

84.89

51,780.65

66.13

0.36

Physical facilities improvement

0.43

78,299.00

84.89

51,780.65

66.13 0.36

8.3.4.1 Furniture for DEO and RED

DEO/RED

30.00

0.02

4,299.00

27.00

90.00

3,349.44

77.91 0.02

8.2.2.1 DEO Building Construction

DEO/RED

13.00

0.23

42,300.00

12.00

92.31

21,211.07

50.14 0.21

8.2.9.9 RED, DEO,and ETC building maintance

DEO/RED

79.00

0.05

8,700.00

25.00

31.65

6,800.73

78.17 0.02

8.5.1.1 Purchasing of laptop and LCD Projector

DEO/RED

184.00

0.11

19,300.00

163.00

88.59

16,741.87

86.75 0.09

8.5.15.1 Power Backup

DEO/RED

37.00

0.02

3,700.00

37.00

100.00

3,677.55

99.39 0.02

1. Total capital cost

0.43

78,299.00

84.89

51,780.65

66.13 0.36

Recurrent cost (3508033)

99.01

18,233,437.82

89.36

15,728,49

8.23

86.26 88.48

ECED

6.63

1,213,464.00

96.44

1,130,592.

80

93.17 6.39

Old ECEDs

6.57

1,203,734.00

96.63

1,124,258.

98

93.40 6.35

1.1.2.3.2 Remunaration for facilitators (Himali) person

1,412.00

0.32

58,739.20

1,369.16

96.97

55,908.23

95.18 0.31

1.1.2.3.1

Remunaration for facilitators (others) person

28,536.00

6.09

1,115,046.80

27,603.4

0

96.73

1,041,217.

51

93.38 5.89

2.15.12.1

.2

Education materials management cost centre

29,948.00

0.16

29,948.00

27,550.0

91.99

27,133.23

90.60 0.15




re FPR Weightage

0

New ECEDs

0.04

7,530.00

66.97

4,383.35

58.21 0.03

1.1.2.3.4 Remunaration for facilitators (Himali) person

50.00

0.00

480.00

25.00

50.00

240.00

50.00 0.00

1.1.2.3.3 Remunaration for facilitators (others) person

450.00

0.02

4,050.00

303.00

67.33

2,043.60

50.46 0.01

2.15.12.1

.1

Establishment cost centre

500.00

0.00

500.00

360.00

72.00

377.00

75.40 0.00

2.15.12.1

.3

Education materials management cost centre

500.00

0.00

500.00

332.00

66.40

349.00

69.80 0.00

2.15.4.11 16 days training for new facilitators

(newly established 500 centers)

person

500.00

0.01

2,000.00

346.00

69.20

1,373.75

68.69 0.01

2.15.3.40 Parental education 1-6 module sample

test (5 districts)

person

5.00

0.01

1,000.00

5.00

100.00

1,000.00

100.00 0.01

2.15.3.41 Conduction of network meeting

DEO/RED

80.00

0.01

1,200.00

73.00

91.25

950.48

79.21 0.01

Ensuring access to education

32.21

5,897,747.60

82.80

4,985,249.

56

84.53 26.67

Basic Educationn

3.63

665,074.60

79.35

419,070.7

7

63.01 2.88

Alternative program for basic education

0.24

43,319.60

12.00

56.36

20,126.97

46.46 0.13

Old FSP centre

235.00

0.04

7,410.00

58.00

54.35

3,497.40

47.20 0.02

1.1.2.4.3 Remunaration for facilitators (New

establish)

centre

50.00

0.00

450.00

26.00

52.00

135.00

30.00 0.00

1.1.2.4.4 Remunaration for facilitators (second

and third)

centre

185.00

0.03

5,550.00

106.00

57.30

2,835.00

51.08 0.02

2.15.12.6

.1

Grants for the children studying in FSP

for SIP and textbooks through mother

school (on the basis of per child)

student

4,700.00

0.01

1,410.00

2,045.00

43.51

527.40

37.40 0.00

Open school (grade 6-8) level one and

two (continued classes)

0.02

4,099.60

83.87

3,193.80

77.91 0.02

1.1.2.5.1 Remunaration for resource teacher person

37.00

0.01

2,131.20

32.00

86.49

1,732.60

81.30 0.01




re FPR Weightage

1.2.8.1.5 HT allowance person

37.00

0.00

222.00

32.00

86.49

172.00

77.48 0.00

1.1.2.5.2 Remunaration for office assistants

(staff)

person

37.00

0.00

266.40

31.00

83.78

200.20

75.15 0.00

2.15.12.2

.5

Stationery for students centre

37.00

0.00

370.00

31.00

83.78

280.00

75.68 0.00

2.15.12.2

.4

Stationery for schools centre

37.00

0.00

185.00

31.00

83.78

144.00

77.84 0.00

2.15.12.2

.6

Education material management cost centre

37.00

0.00

185.00

31.00

83.78

145.00

78.38 0.00

2.15.12.2

.1

Support for library management to

ensure access of textbooks for every

students (level one and two)

centre

37.00

0.00

740.00

28.00

75.68

520.00

70.27 0.00

2.15.12.6

.5

Nonformal school (household women)

(grade 1-8)

centre

304.00

0.15

27,360.00

160.00

52.63

10,176.20

37.19 0.08

2.15.12.5 Operation of open school school

7.00

0.01

2,450.00

2.00

28.57

1,400.00

57.14 0.00

2.15.6.4 Student admission, continuity and

achievement improvement campaign

DEO/RED

80.00

0.01

2,000.00

74.00

92.50

1,859.57

92.98 0.01

Inclusive Education Program

1.45

266,101.00

73.17

193,625.7

8

72.76 1.06

2.15.12.9

.2

Operation of resource class class

380.00

0.17

31,540.00

359.00

94.47

27,961.75

88.65 0.16

2.15.12.9

.3

Grants for management cost for

resource class

class

380.00

0.02

3,800.00

337.00

88.68

3,356.95

88.34 0.02

2.15.12.9

.4

Assessment center operation centre

62.00

0.02

3,100.00

60.00

96.77

2,945.49

95.02 0.02

6.3.1.2

Scholarship for the children with

disability (grade 1-8)

person

46,476.00

1.22

224,281.00

32,258.4

4

69.41

156,556.6

0

69.80 0.85

2.15.3.43

.1

Operation of extracurricular activities DEO

74.00

0.01

1,480.00

66.00

89.19

1,304.99

88.17 0.01

2.15.1.40 Training for teachers of deaf resource

class

school

20.00

0.01

1,000.00

16.00

80.00

750.00

75.00 0.00




re FPR Weightage

2.15.3.44

Gender related management cost

(Preparation of profile of organizations

working in the field of girls education

and dissemination and empowering

girls education network)

DEO/RED

80.00

0.00

800.00

66.00

82.50

642.35

80.29 0.00

2.15.3.45

Compulsory basic education operation

(excluding free and basic education

running districts)

person

50.00

0.00

180.00

50.00

100.00

180.00

100.00 0.00

2.15.3.47 Compulsory basic education operation

implementation 21 districts

school

113.00

0.22

40,152.00

113.00

100.00

18,556.05

46.21 0.22

2.15.3.46

Special educational program for the

cildren with disadvantaged groups

including Raute, Badi, Musahar,

Chepang,

person

29.00

0.00

522.00

7.00

24.14

108.00

20.69 0.00

2.15.12.1

0.1

Grants for basic religious schools

(Gurukul/Ashram, Madarasa,

Gumba/Bihar)

school

1,256.00

1.71

314,000.00

1,070.00

85.19

185,831.6

3

59.18 1.46

2.15.34.2

2

Computer based assistance to the

blind children from grade 6

school

3.00

0.00

450.00

2.00

66.67

300.00

66.67 0.00

2.15.34.2

3

Computer based learning support

program to the deaf students in

secondary level

school

3.00

0.00

450.00

3.00

100.00

450.00

100.00 0.00

Secondary Education

0.77

140,184.00

97.49

124,299.3

4

88.67 0.75

Alternative Education for Secondary

Education

0.17

31,674.00

85.44

25,675.20

81.06 0.15

2.15.12.2

.2

Open school operation grants (grade 9-

10)

school

84.00

0.05

9,240.00

83.00

98.81

9,050.00

97.94 0.05

2.15.34.2

8

Grants for the special schools (schools

for the deaf-6 , and school for the blind-

6)

school

12.00

0.03

5,294.00

11.00

91.67

4,617.00

87.21 0.03

2.15.34.2

9

Secondary education (grade 9-10)

Adult (household women)

centre

34.00

0.03

5,100.00

31.00

91.18

4,500.00

88.24 0.03

2.15.12.1

0.2

Grants for the religious school (Gurukul,

Madarasa, Ashram, Gumba, Bihar)

school

20.00

0.07

12,040.00

14.00

70.00

7,508.20

62.36 0.05

2.15.16.1

4.1

Curriculum dissemination (grade 8) person

21,702.00

0.59

108,510.00

21,922.1

101.01

98,624.14

90.89 0.60




re FPR Weightage

3

2.15.12.2

.3

Upgrade of grade 9-10 running 5 open

school

school

-

-

-

-

- -

Grants for teaching learning

activities on earthquake safety

8.87

1,624,990.00

61.55

1,321,531.

57

81.33 5.46

1.00

Pre-plan grants to run damaged school

or classroom

-

1.99

364,500.00

3,127.00

316,836.0

0

86.92 -

2.00

Grants for Temporary Learning Center

(TLCs)

3,446.00

3.76

689,384.00

2,367.00

68.69

484,030.5

2

70.21 2.59

3.00 Grants for Toilet

1,098.00

0.60

109,800.00

919.00

83.70

90,000.00

81.97 0.50

4.00

Grants for school dress and bag

461,306.00

2.52

461,306.00

434,743.

90

94.24

430,665.0

5

93.36 2.37

-

-

-

-

- -

School physical facilities expansion

program

18.94

3,467,499.00

92.83

3,120,347.

87

89.99 17.58

8.2.3.1

New classroom construction (Below

PMEC and community managed

schools)

classroom

844.00

1.68

307,860.00

787.00

93.25

281,860.0

0

91.55 1.57

8.2.3.2

New classroom construction (below

PMEC and community managed

schools) for Remote areas

classroom

150.00

0.33

60,000.00

150.00

100.00

57,750.00

96.25 0.33

8.2.3.3

School building construction (4 rooms) building

448.00

2.49

456,000.00

430.00

95.98

431,500.0

0

94.63 2.39

8.2.3.4

School building construction 4 rooms

(continuation of last FY)

building

679.00

5.19

950,600.00

672.00

98.97

936,180.0

0

98.48 5.14

8.2.9.2

School building construction building

540.00

1.47

270,000.00

507.00

93.89

251,550.0

0

93.17 1.38




re FPR Weightage

8.2.3.17 School earthquake safefty program school

204.00

1.49

272,089.00

120.76

59.19

98,067.87

36.04 0.88

8.3.3.1

Classroom rehabilitation and furniture

management

school

1,000.00

1.09

200,000.00

1,046.15

104.61

200,000.0

0

100.00 1.14

8.2.3.16

Improvement in school environment

(toilet, drinking water, fence)

school

600.00

0.82

150,000.00

556.00

92.67

136,875.0

0

91.25 0.76

8.2.3.5

Girls toilet (below PMEC) building

2,500.00

3.41

625,000.00

2,280.50

91.22

564,965.0

0

90.39 3.11

8.2.9.3 Maintanance of resource center

building

building

50.00

0.05

10,000.00

58.00

116.00

10,000.00

100.00 0.06

8.2.3.6

Immediate response to the community

schools with natural disaster

school

40.00

0.81

148,950.00

40.00

100.00

147,350.0

0

98.93 0.81

8.2.3.11 Retrofitting school

10.00

0.09

17,000.00

-

-

4,250.00

25.00 -

Literacy and continuing education

1.10

200,887.50

88.92

167,259.5

7

83.26 0.98

Income generating program through

community learning centers

0.25

44,900.00

77.74

32,564.05

72.53 0.19

2.15.1.17 Training for loan and saving Teams

5,000.00

0.02

3,100.00

3,543.00

70.86

2,194.55

70.79 0.01

2.15.1.18 Subjectwise training Teams

5,000.00

0.09

16,800.00

4,035.00

80.70

12,159.50

72.38 0.07

2.15.1.3 Seed money Teams

2,500.00

0.14

25,000.00

1,915.00

76.60

18,210.00

72.84 0.10

Post literacy class through

community learning center

0.85

155,987.50

92.14

134,695.5

2

86.35 0.78

2.15.4.7

Training for volunteers person

12,000.00

0.13

24,000.00

11,244.0

0

93.70

21,520.43

89.67 0.12

1.2.7.1

Incentives for volunteers person

12,000.00

0.39

72,000.00

11,037.0

0

91.98

62,710.00

87.10 0.36

2.19.1.1. Supervision through community cluster 0.04




re FPR Weightage

2 learning center 1,200.00 0.05 9,000.00 1,052.20 87.68 7,483.00 83.14

2.9.7.4

Stationery person

240,000.00

0.13

24,000.00

223,290.

00

93.04

21,196.66

88.32 0.12

2.9.3.2

Transportation cost class

12,000.00

0.01

2,400.00

10,933.0

0

91.11

2,081.40

86.73 0.01

2.9.3.1

Textbooks person

240,000.00

0.13

24,000.00

221,884.

00

92.45

19,300.22

80.42 0.12

2.15.22.1

00

Group account book printing and

distribution

copy

2,500.00

0.00

587.50

1,816.80

72.67

403.81

68.73 0.00

Enhancing Educational Quality

22.60

4,138,785.16

90.54

3,444,359.

66

83.22 20.46

School Grants

5.18

949,085.46

79.49

651,690.7

4

68.67 4.12

2.15.12.7

.3

Support to newly identified multigrade

teaching schools management and

educational materials

school

376.00

0.10

18,800.00

340.00

90.43

16,195.00

86.14 0.09

2.15.12.7

.1

Support to already running multigrade

teaching schools management and

educational materials

school

103.00

0.01

1,030.00

91.00

88.35

940.00

91.26 0.00

2.15.12.7

.4

Grants for the educational material

management in newly identified schools

for Multigrade teaching

school

96.00

0.01

1,440.00

59.00

61.46

795.00

55.21 0.00

2.15.12.7

.2

Grants for the educational material

management in program running

schools for Multigrade teaching

school

24.00

0.00

360.00

23.00

95.83

345.00

95.83 0.00

2.15.25.1

Mid-day meal in Karnali zone (as per

the student quota)

student

79,147.00

1.17

213,696.90

88,213.0

0

111.45

213,223.8

0

99.78 1.30

2.15.25.2

Mid-day meal for children with

marginalized group in 14 districts

(students of grade 1-5 and ECD as per

the quota)

student

283,696.00

3.35

612,783.36

192,233.

00

67.76

334,874.6

4

54.65 2.27




re FPR Weightage

2.15.3.51

Strengthening student evaluation and

CAS (For new admission in Grade 1)

student

908,570.00

0.25

45,428.50

641,545.

11

70.61

31,662.12

69.70 0.18

2.15.14.1

8.1

sIff * sf] k/LIff ;'b[9Ls/0f tyf

;~rfngStrengthening administering the

examination in grade 8

student

504,970.00

0.30

55,546.70

452,638.

91

89.64

53,655.18

96.59 0.27

School grants for free textbooks (

on the basis of per child cost to

grade 1-5 students)

3,039,815.76

3.36

615,015.65

2,797,38

9.29

92.06

491,376.2

4

79.90

3.09

2.9.1.1

School grants for free textbooks ( per

child cost to grade 1 students)

student

802,242.15

0.88

161,044.97

754,011.

63

93.99

114,833.4

0

71.31 0.83

2.9.1.2



student

562,125.85

0.53

96,325.89

506,659.

06

90.13

74,505.63

77.35 0.47

2.9.1.3



student

584,987.57

0.60

109,322.48

535,007.

75

91.46

91,487.39

83.69 0.55

2.9.1.4



student

549,925.13

0.66

120,323.62

511,614.

25

93.03

102,486.9

2

85.18 0.61

2.9.1.5



student

540,535.06

0.70

127,998.70

490,096.

60

90.67

108,062.9

0

84.42 0.63

School grants for free textbooks (

per child cost to grade 6-8 students)

1,439,678.65

3.48

637,229.40

1,337,48

4.35

92.94

560,574.8

6

87.97 3.23

2.9.1.6



student

533,608.92

1.26

230,519.05

469,365.

16

87.96

187,294.2

4

81.25 1.11

2.9.1.7



student

446,434.34

1.05

193,145.35

433,954.

89

97.20

179,503.3

3

92.94 1.03

2.9.1.8



student

459,635.39

1.17

213,564.99

434,164.

30

94.46

193,777.3

0

90.73 1.10


child cost to grade 9-10 students)

673,384.27

2.00

366,502.53

660,240.

18

98.01

309,786.3

6

84.53 1.96




re FPR Weightage

2.9.2.1



student

381,979.43

1.16

211,708.28

369,080.

28

96.62

177,152.6

7

83.68 1.12

2.9.2.2



student

291,404.84

0.85

154,794.25

291,159.

91

99.92

132,633.6

9

85.68 0.84

2.9.2.3


child cost to grade 11-12 all girls and

dalit students)

student

134,584.00

0.73

134,584.00

125,437.

40

93.20

111,544.4

7

82.88 0.69

School grants (on the base of Flash

II student teacher ratio)

6.83

1,249,998.96

94.93

1,149,105.

15

91.93 6.48

1.1.2.12.

1

Basic Level student

208,290.00

4.31

789,234.96

191,559.

00

91.97

716,006.9

4

90.72 3.96

1.1.2.12.

2

Secondary level student

41,630.00

2.52

460,764.00

41,630.0

0

100.00

433,098.2

1

94.00 2.52

Grants support to districts

1.02

186,369.16

87.55

170,281.8

4

91.37 0.89

2.15.3.54

EMIS preparation, publication and

dissemination on the basis of Flash

report, FMR report ,Status report,

Teachers records digitization, data

verification report, student scholarship

database

DEO

80.00

0.17

30,907.16

79.00

98.75

29,743.89

96.24 0.17

2.15.3.14 Meeting expense of free textbook

monitoring committee

DEO/RED

80.00

0.01

1,200.00

80.00

100.00

948.80

79.07 0.01

2.15.3.57 { Curriculum committee management

expense in regional and district level

DEO/RED

80.00

0.01

1,200.00

80.00

100.00

984.20

82.02 0.01

2.15.13.6

Incentives to DEO, School Supervisor,

Resource Center, Resource Peron and

Teachers on the basis of performance

person

2,043.00

0.06

10,215.00

983.00

48.12

4,124.49

40.38 0.03

2.15.22.1

09

Item Bank construction grade 5 DEO

1,600.00

0.02

3,200.00

1,461.00

91.31

2,860.00

89.38 0.02

2.15.3.60 Item Bank construction grade 8 DEO/RED

3,000.00

0.03

6,000.00

2,680.00

89.33

5,707.49

95.12 0.03




re FPR Weightage

2.15.3.58

NASA- Test Administration Cost of

achievement measurement program of

Grade 3 and 5

person

7121

0.04

7,230.00

7,121.00 100

5,928.55

82.00 0.04

2.9.4.9 Establishment of library and information

center in DEOs

DEO/RED

80.00

0.04

8,000.00

77.00

96.25

7,643.70

95.55 0.04

2.9.4.11 Library establishment in secondary

schools

school

1,000.00

0.55

100,000.00

933.00

93.30

96,300.00

96.30 0.51

2.15.3.61 2 days orientation to the monitor of

English oral test

centre

1,748.00

0.01

2,622.00

1,042.00

59.61

1,598.00

60.95 0.01

2.15.3.62 Learning outcomes and projection

update for quality education

RC

1,053.00

0.09

15,795.00

966.00

91.74

14,442.72

91.44 0.08

Teacher Edcation and Development

2.34

430,641.00

62.45

175,081.2

1

40.66 1.46

2.15.11.1

.17

10 days' teacher professional

development (TPD) module for basic

level teachers (grade 1-5) at RCs level

person

10,000.00

0.22

40,000.00

8,324.10

83.24

32,449.54

81.12 0.18

2.15.11.1

.18


development (TPD) module for basic

level teachers (grade 6-8) at

ETCs/LRCs level

Persons

7,603.00

0.41

75,000.00

6,564.00

86.33

31,584.16

42.11 0.35

2.15.11.1

.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

-

0.04

6,600.00

-

-

- -

2.15.11.1

.3

Training (10 days) for basic level

teachers of schools implementing

English as a medium of instructuon

person

3,650.00

0.15

28,000.00

3,027.00

82.93

11,981.73

42.79 0.13

2.15.11.1

.4

10 days' TPD module for

implementation of continous

assessment system (CAS) to basic

level teachers at ETCs and LRCs

person

4,583.00

0.17

32,000.00

3,771.00

82.28

14,361.27

44.88 0.14

2.15.11.2

.3


development (TPD) module for

secondary level teachers at

ETCs/LRCs level

person

2,675.00

0.14

25,000.00

2,200.00

82.24

10,646.47

42.59 0.11




re FPR Weightage

2.15.11.2

.7

10 days training for teachers of higher

secondary level (grade 11 and 12)

person

-

0.03

6,000.00

-

-

- -

2.15.1.41

.1

Conduction of customized training

package (up to 10 days) at ETCs and

LRCs to lower secondary and

secondary level teachers of the schools

implementing ICT education for

developing IT capacity

person

420.00

0.03

5,000.00

398.00

94.76

2,000.00

40.00 0.03

2.15.11.2

.5

Conduction of 10 days in-service

training in ETC A

RC

-

0.09

16,848.00

-

-

- -

2.15.11.1

.20

Conduction of appropriate training on

TPD module for the teachers of

religious schools (Gurukul, Madarasa,

Gumba)

person

-

2,250.00

-

-

- -

2.15.11.2

.13

Conduction of job induction training to

newly appointed teachers

person

9,100.00

0.25

45,500.00

9,575.00

105.22

43,320.73

95.21 0.26

2.15.11.2

.12

Conduction of training for basic and

secondary students with blind students

person

-

0.00

750.00

-

-

- -

2.15.11.1

.12

5 days TOT on CAS Curriculum person

-

0.03

6,318.00

-

-

- -

2.15.11.1

.6

Refresher training for trainers and

roaster trainers on TPD

person

-

0.21

37,752.00

-

-

- -

2.15.11.2

.2

Professional development training (30

working days) for school head teachers

including institutional school (Through

ETCs)

person

-

0.06

10,875.00

-

-

- -

2.15.11.1

.25

Multi grade multi level teacher training person

-

0.01

1,875.00

-

-

- -

2.15.11.2

.4

Leadership development training for

leaders from different professional

teachers unions

person

-

0.02

3,000.00

-

-

- -

2.15.11.2

.9

Trainers training on action research

through ETCs

person

-

0.04

7,905.00

-

-

- -

2.19.1.1.

10

On-site technical backstopping through

LRCs for TPD activities conducted at

training hub and clusters by Resource

Persons/ Roaster trainers

person

-

0.03

6,318.00

-

154.00

2.44 -




re FPR Weightage

2.19.1.1.

9

On-site technical audit, approval of TPD

module/materials and monitoring by

training coordination committee on TPD

activities conducted at training hub and

clusters

person

75.00

0.02

4,500.00

62.00

82.67

3,679.72

81.77 0.02

2.9.4.8

Strengthening library for NCED centre

-

0.00

800.00

-

-

- -

2.15.3.66

Online-Offline professional

development training for School

supervisor/Resource Persons/ Roaster

trainers

person

-

0.01

1,500.00

-

-

- -

2.15.3.67

Physical capacity improvement

program of the NCED based up on the

procurement plan

centre

-

0.03

5,800.00

-

-

- -

2.15.22.9

2.1

Publishing news-letter including

implementing guideline, necessary

information to improve implementation

of annual program

centre

-

0.01

1,450.00

-

-

- -

2.15.22.9

1.1

Printing of 6 model TPD modules

materials of basic and secondary level

and distributing to all training hubs

centre

-

0.03

5,800.00

-

-

- -

2.15.3.68

.1

Strengthening library by documentation

of onling materials, managing books

and computer based activities

centre

-

0.02

4,350.00

-

-

- -

2.15.31.2

.10

Program management cost centre

-

0.01

1,450.00

-

-

- -

2.15.11.2

.10

Teacher training on action research centre

4,583.00

0.26

48,000.00

4,111.00

89.70

24,903.60

51.88 0.24

Capacity development for the

effective service delivery

0.71

131,583.00

76.56

124,801.2

0

94.85 0.55

2.15.11.2

.15

TOT of Capacity development for

School improvement, school

management and preparation of SIP

person

774.00

0.02

3,870.00

841.00

108.66

3,748.72

96.87 0.02

2.15.3.19

4.1

Capacity development for stakeholders

(SMC, PTA, RCMC and HTs) for

improvement of school management,

goverrnance and preparation of SIP

school

29,272.00

0.46

83,956.00

28,346.0

0

96.84

80,185.63

95.51 0.44




re FPR Weightage

2.15.3.39 Data update and analsis of School

mapping based on GIS

DEO

2,249.00

0.01

1,352.00

1,808.00

80.39

997.40

73.77 0.01

2.15.31.2

.16

Management cost for earthquake safety

program implemented districts

DEO

3.00

695.00

3.00

100.00

695.00

100.00 -

2.15.3.43

.2

Talent Hunt through extra/co curricular

activities ( Regional and district level ) 4

areas

student

300.00

0.03

6,000.00

260.00

86.67

5,393.61

89.89 0.03

2.15.3.86 Program management cost for physical

facilities

DEO

-

0.14

26,360.00

116.00

25,510.75

96.78 -

2.15.6.15 Utilizing mass media to enhance

educational quality at district level

DEO/RED

80.00

0.02

4,000.00

75.00

93.75

3,651.96

91.30 0.02

2.15.6.16 Educational Exhibition of school level

activities

DEO

75.00

0.02

3,750.00

68.00

90.67

3,338.14

89.02 0.02

2.15.8.22 Support of RED/DEOs for action plan DEO/RED

80.00

0.01

1,600.00

63.00

78.75

1,280.00

80.00 0.01

School Management & Monitoring

6.94

1,273,346.40

93.62

1,133,048.

31

88.98 6.50

Districts

2.80

514,508.40

93.25

415,894.0

1

80.83 2.61

2.19.1.1.

1

Monitoring and evaluation By district

and REDs

DEO/RED

80.00

0.09

16,000.00

80.00

100.00

13,263.53

82.90 0.09

2.15.3.78 ASIP, DEP, VEP, SIP preparation and

update

DEO/RED

80.00

0.04

8,000.00

79.00

98.75

7,717.06

96.46 0.04

2.15.22.2

1.2

Educational bulletin and newsletter

development, printing and distribution

DEO/RED

80.00

0.01

2,400.00

78.00

97.50

2,343.92

97.66 0.01

2.15.31.2

4

Management of email, internet, website

security , webhosting and Antivirus

setup

DEO/RED

80.00

0.01

2,400.00

80.00

100.00

2,400.00

100.00 0.01

2.13.5.2

Remuneration for RP substitute

teachers,( service contracts)

person

1,053.00

1.89

346,617.00

979.00

92.97

269,060.1

7

77.62 1.76

2.13.4.3 Salary for engineers, (service contracts) person

29.00

0.05

9,193.00

25.00

86.21

7,077.51

76.99 0.04

2.13.4.2 Salary for Sub engineers, (service

contracts)

person

200.00

0.27

49,067.00

185.00

92.50

43,716.68

89.10 0.25




re FPR Weightage

2.13.2.4 Salary for drivers working in DEOs,

REDs

person

42.00

0.04

8,022.00

39.00

92.86

7,075.86

88.21 0.04

1.2.3.2 Allowances for SS, RP teachers,

engineers and sub-engineers

person

1,662.00

0.26

48,524.40

1,513.00

91.03

42,077.92

86.71 0.24

2.15.3.19

3

Innovative activities based on district

level proposal including incentive

support to districts based on ranking

identified by REDs

DEO/RED

8.00

0.05

8,550.00

8.00

100.00

7,557.79

88.40 0.05

2.15.12.8

Innovative activities based on district

level proposal including incentive

support to districts based on ranking

identified by REDs

centre

46.00

0.02

3,680.00

46.00

100.00

3,481.56

94.61 0.02

2.15.12.1

3

Program management cost (Program

preparation, conduction and reporting)

DEO/RED

17.00

0.04

8,000.00

17.00

100.00

6,461.72

80.77 0.04

2.5.3.4 Maintenance cost (including office

equipment)

DEO/RED

80.00

1,600.00

77.00

96.25

1,485.92

92.87 -

2.15.22.2

2

Identification of best practices,

publication and distribution

DEO/RED

80.00

0.01

2,455.00

72.00

90.00

2,174.36

88.57 0.01

Resource Center

-

0.39

71,750.00

94.63

66,987.18

93.36 0.37

2.15.14.2

0

Strengthening school supervision RC

1,435.00

0.39

71,750.00

1,358.00

94.63

66,987.18

93.36 0.37

School

-

0.22

40,090.00

88.17

32,027.38

79.89 0.19

2.15.12.4

.1

Incentive grant support for community

managed schools ( Management taken

by community)

school

11.00

0.01

1,100.00

-

-

-

- -

2.15.12.4

.2

Grant to schools for financial audit school

29,630.00

0.16

29,630.00

27,461.0

0

92.68

26,664.00

89.99 0.15

2.15.3.24

5

Capacity building on budget preparation

and orientation through LMBIS for RED,

DEO and ETC officers

DEO/RED

10.00

0.03

4,860.00

8.00

80.00

2,087.96

42.96 0.02

2.15.3.85 Regional/ district level meeting operatin

cost

DEO/RED

80.00

0.01

2,000.00

80.00

100.00

1,792.80

89.64 0.01

2.15.8.17 Existing Physical study of RED, DEO

and ETC

DEO/RED

5.00

0.01

2,500.00

4.00

80.00

1,482.63

59.31 0.01




re FPR Weightage

2.15.12.4

.4

Support on strengthning management

Capacity for Restructuring and merging

school

DEO/RED

80.00

-

-

17.00

21.25

- -

2.15.12.4

.5

Management skill improvement and

extension of model building activities(

piloting class 9-12)

DEO/RED

-

-

-

-

- -

2.15.12.4

.6

Sample study of financial and social

audit and reporting (through RED )

DEO/RED

5.00

0.01

2,000.00

4.00

80.00

1,371.78

68.59 0.01

2.15.12.4

.7

Financial expenditure tracking of district

(through REDs) and reporting

DEO/RED

5.00

0.01

1,000.00

3.00

60.00

458.00

45.80 0.00

2.15.8.19 Study on Risk focused School Auditing DEO

26.00

0.01

1,300.00

13.00

50.00

595.95

45.84 0.00

2.15.12.1

6

Establishment of secienc lab in

secondary schools

school

857.00

3.04

557,050.00

810.00

94.52

535,600.0

0

96.15 2.88

2.15.12.1

8

School grants for strengthening

computer class / smart board in

selected computer teaching schools

DEO

522.00

0.40

73,080.00

497.00

95.21

70,698.00

96.74 0.38

2.15.3.20

0.1

Integrated ASIP/AWPB preparation

regional seminar for DEO and program

officers

DEO/RED

5.00

0.03

6,320.00

4.00

80.00

3,608.69

57.10 0.03

2.15.3.14

6

Seminar on good governance and

financial management

DEO/RED

5.00

0.02

4,500.00

4.00

80.00

4,207.32

93.50 0.02

2.15.3.87 1 day orientation for SLC

Superitendent

centre

1,748.00

0.01

1,748.00

1,549.00

88.62

1,600.00

91.53 0.01

Incentive and Support

8.07

1,576,538.81

91.39

1,325,059.

77

84.05 7.38

Basic Education

6.06

1,110,303.65

91.90

996,707.8

6

89.77 5.57

6.3.1.1.1

Scholarship for Dalit (grade 1-8) school

874,054.00

1.91

349,621.60

765,957.

00

87.63

308,307.0

5

88.18 1.67

6.3.1.3.1

Girls' scholarship (grade 1-8) including

karnali package grade 1-10

girl

1,659,175.00

3.89

712,184.05

1,573,22

0.00

94.82

652,523.8

4

91.62 3.69




re FPR Weightage

6.3.1.4.1

Scholarship for basic level students

from targeted groups (from 22 janajati

including marginalized groups)

student

96,996.00

0.26

48,498.00

77,316.0

0

79.71

35,876.97

73.98 0.21

Secondary Education

2.01

466,235.16

89.88

328,351.9

1

70.43 1.81

6.3.1.5.5 Scholarship for the children of martyrs student

99.00

0.03

4,785.00

105.00

106.06

2,764.00

57.76 0.03

6.3.1.6 Scholarship for mukta kamalari student

8,103.00

0.20

36,229.50

5,459.00

67.37

19,604.50

54.11 0.13

2.15.12.3

.3

Hostel management cost for mukta

kamalari{

student

17.00

0.03

5,077.00

14.00

82.35

2,983.00

58.76 0.02

6.3.2.7 Scholarship for conflict affected children student

6,265.00

0.45

81,693.00

5,539.33

88.42

67,559.66

82.70 0.39

6.3.2.11 Scholarship for remote mountain hostel

students

student

482.00

0.08

14,460.00

477.00

98.96

12,693.00

87.78 0.08

6.3.2.10 Scholarship for feeder hostel students student

400.00

0.07

12,000.00

380.00

95.00

11,010.00

91.75 0.06

6.3.2.8 Scholarship for model school students student

433.00

0.08

14,792.00

431.00

99.54

13,697.00

92.60 0.08

6.3.4.1 Scholarship for model residential

students in remote mountain

student

180.00

0.03

5,400.00

170.00

94.44

5,037.00

93.28 0.03

2.15.12.3

.1

Romote mountain hostel operation cost student

482.00

0.02

3,374.00

482.00

100.00

3,192.50

94.62 0.02

2.15.12.3

.2

FFeeder hostel operation cost student

400.00

0.02

2,800.00

400.00

100.00

2,732.00

97.57 0.02

2.15.12.3

.5

Model school operation cost student

433.00

0.02

4,330.00

415.00

95.84

4,240.00

97.92 0.02

2.15.12.3

.4

{ Operation cost for mountain

residential schools

student

180.00

0.01

1,800.00

161.00

89.44

1,770.00

98.33 0.01

6.3.2.9

Secondary education scholarship

(grade 7-10)

student

60,000.00

0.56

102,000.00

57,793.0

0

96.32

100,357.3

3

98.39 0.54

6.3.2.1.1

Dalit scholarship (grade 9-10) student

70,000.00

0.19

35,000.00

75,721.0

0

108.17

33,816.43

96.62 0.21

6.3.2.2 Scholarship for disabled students

(grade 9-10)

student

5,666.00

0.11

19,831.00

3,392.00

59.87

10,024.57

50.55 0.06




re FPR Weightage

6.3.2.4.1

Scholarship for marginalized and

targeted students ( 22 janajati and

mukta kamiya, Badi, Haliya, charuwa

etc.)

student

12,899.80

0.12

21,929.66

10,577.1

0

81.99

14,475.58

66.01 0.10

6.3.3.1 Scholarship for targeted science

students at grade 11 and 12

student

80.00

0.01

2,400.00

45.00

56.25

1,350.00

56.25 0.01

6.3.3.2 Support to higher secondary schools for

science program

student

-

-

-

-

- -

2.15.12.3

.6

Hostel operation cost for the children

with highly marginalized community

school

54.00

-

-

-

-

- -

6.3.2.12

Scholarship for for the children with

highly marginalized groups residing in

the hostel

school

-

-

-

-

- -

2.15.34.4 Incentives for best performing schools school

-

-

-

-

- -

6.3.6.19

Special focused program for targeted

girls

student

19,012.00

98,334.00

19,011.9

4

100.00

21,045.34

21.40 -

Non Salary school grants support

on the basis of PCF

18.41

3,370,444.35

98.28

3,243,046.

15

96.22 18.09

PCF non-salary Grant for Learning

material for school to achieve the

PMEC

4,935,143.00

4.38

801,192.55

101.07

750,015.9

3

93.61 4.42

2.9.7.2.3

ECEDCs Classes student

438,329.00

0.24

43,832.90

360,690.

70

82.29

31,534.87

71.94 0.20

2.9.7.2.4

Primary Level student

2,793,042.00

2.22

407,069.08

2,791,23

4.00

99.94

377,480.4

5

92.73 2.22

2.9.7.2.5

Lower secondary level student

1,158,502.00

1.05

192,698.55

1,244,09

0.00

107.39

190,203.1

1

98.71 1.13

2.9.7.2.6

Secondary level targeted group student

545,270.00

0.50

90,675.52

588,098.

00

107.85

91,298.78

100.69 0.53

2.9.7.2.7 Higher secondary level student

223,055.00

0.37

66,916.50

207,212.

92.90

59,498.73

88.91 0.34




re FPR Weightage

00

Capital cost

28,877.00

2.35

430,206.00

98.59

417,269.0

1

96.99 2.32

2.15.12.1

1.1

primary level school

18,185.00

1.19

218,220.00

17,390.0

0

95.63

207,559.9

0

95.11 1.14

2.15.12.1

1.2

Lower secondary level school

4,958.00

0.41

74,370.00

4,947.00

99.78

73,027.44

98.19 0.41

2.15.12.1

1.3

Secondary level school

5,734.00

0.75

137,616.00

5,886.00

102.65

136,681.6

8

99.32 0.77

2.15.34.1

8

School Employee remuneration Cost school

29,252.00

11.68

2,139,045.80

28,424.0

1

97.17

2,075,761.

21

97.04 11.35

2. Total Recurrent cost

99.57

18,233,437.82

88.86

15,728,49

8.23

86.26 88.48

3. Total capital cost + Recurrent cost

1+2

100.00

18,311,736.82

15,780,27

8.88

86.18 88.84

6. Grand Total expenditure 3+4+5

100.00

18,311,736.82

88.84

15,780,27

8.88

86.18 88.84


Annex 2

Annual Program and Progress for School Sector Reform Program (Center), FY. 2014/015

Program

code

Programs Unit Annual goal of FY 2014/015 Annual progress

Phys

ical

qty

Unit cost Weitage budget Phys

ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

A Capital cost (3501214)

1.32 3770.00 20.29 590.99 15.68 0.27

6 Capaciy development for effective service

delivery

1.32 3770.00 20.29 590.99 15.68 0.27

8.5.1.28 A3 Printer purchase (DOE)

Number 1 0.11 300.00

1 100.00 30.51 10.17 0.11

8.5.1.3 Computer purchase (DOE) Number 10 0.18 500.00

2 20.00 186.45 37.29 0.04

8.5.1.4 Laptop purchase (DOE) Number 20 0.46 1300.00

1 5.00 80.23 6.17 0.02

8.5.1.5 Printer purchase (DOE) number 2 0.02 50.00 0.00 0.00 0.00

8.5.1.7 Fax machine purchase (DOE) number 5 0.09 250.00 0.00 0.00 0.00

8.5.1.8 Scanner purchase (DOE) Number 5 0.09 250.00 0.00 0.00 0.00

8.5.13.1 Phone Set purchase (DOE) Number 10 0.01 20.00 0.00 0.00 0.00

8.8.16.6 Software development for Reporting Number 1

300 0.11 300.00

1 100.00 293.80 97.93 0.11

Installation of solar pannel in DOE 1 0.28 800.00 0.00 0.00 0.00

1. Total Capital cost

1.32 3770.00 20.29 590.99 15.68 0.27

B. Recurrent cost -3501231)

98.68 280898.96 74.83 159209.22 56.68 73.84

1 ECDC 1.71 4857.00 6.18 342.73 7.06 0.11

2.15.3.4 National ECDC meeting times 1

200 0.07 200.00 0.00 0.00 0.00

2.15.22.1

11 printing and distribution of ECDC materials per 1500

0.3 0.23 657.00 0.00 0.00 0.00

2.15.3.5 ECDC national network meeting times 4

50 0.07 200.00 0.00 6.11 3.06 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.22.9

7 ECDC journal publication 1

300 0.11 300.00

1 100.00 273.45 91.15 0.11

2.15.22.9

5 5 types of child story publication

per 2000

0.3 0.18 500.00 0.00 63.17 12.63 0.00

2.15.22.9

9 Printing and distribution of revised ECDC

curriculum 2062 per 3,000

1.0 1.05 3000.00 0.00 0.00 0.00

2 Improvement in access

7.05 20059.00 63.88 9968.56 49.70 4.50

Program for insuring access to basic

education 0.19 550.00 100 385 0.70 0.19

2.15.22.1 Gender equity Journal prepartion per 500

0.5 0.09 250.00

500 100.00 85.56 34.22 0.09

2.15.22.2 Hostel scholarship directives publication

times 3,750

0.08 0.11 300.00

3,750 100.00 299.45 99.82 0.11

Alternative school education program 1.32 3750.00 32.00 986.00 26.29 0.42

2.15.1.48 TOT for non formal education I level and

preservice training person 50

15 0.26 750.00 0.00 0.00 0.00

2.15.1.49 Nonformal primaryeducation refresher

training person 60

20 0.42 1200.00

60 100.00 986.00 82.17 0.42

2.15.22.2

3

Publication of training package, guide book

and reference materials Noformal training

program I and III level per 1

1,800 0.63 1800.00 0.00 0.00 0.00

Open school and adult education program 0.68 1924.00 23.08 444.00 23.08 0.16

2.15.22.2

5

Development and revision of open school

TB, and facilitators mannual person 37

12 0.16 444.00

37 100.00 444.00 100.00 0.16

2.15.22.2

6

Printing and distribution of TB and

facilitators mannual for first level set 1850

1 0.52 1480.00 0.00 0.00 0.00

Inclusive education program

4.86 13835.00 76.76 8153.56 58.93 3.73

2.15.1.50 Dissemination on inclusive education to

resource school HMs person 60

12 0.25 720.00

60 100.00 423.19 58.78 0.25

2.15.3.20

1 National multilingual steering committee times 5

30 0.05 150.00 0.00 12.20 8.13 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.3.20

2 Development of standard of ML school and

school identification and mapping times 1

350 0.12 350.00 0.00 0.00 0.00

2.15.3.20

3 Interaction workshop for language experts,

related organizations and stakeholders times 2

300 0.21 600.00 0.00 0.00 0.00

2.15.3.27

6 Development of school safety strategies times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.1.1 6 days training for science and maths

teachers of deaf resource school person 1

815 0.29 815.00 0.00 0.00 0.00

2.15.22.3 Printing and distribution of braille book

grade 1-10 set 1

4,500 1.58 4500.00

1 100.00 4050.00 90.00 1.58

2.15.3.10 Meeting for religious schools

times 3

500 0.53 1500.00

3 100.00 443.27 29.55 0.53

2.15.16.1

5

Development and distribution of four

mother language books subject 4

300 0.42 1200.00

4 100.00 1200.00 100.00 0.42

2.15.22.2

8

Development of textbooks for 4 subject of

grade subject

4

200 0.28 800.00 0.00 0.00 0.00

2.12.1.8 English translation of six subjects of grade

8 books unit 1

900 0.32 900.00

1 100.00 711.00 79.00 0.32

2.15.22.3

1

TB development of Gurukul education for

grade 7 and 4 in 4 subjects subject

6

200 0.42 1200.00

6 100.00 1195.00 99.58 0.42

2.15.3.89 Interaction to effective conduction of

Religious schools person 1

600 0.21 600.00

1 100.00 118.90 19.82 0.21

4 Enhancing educational quality

31.08 88464.00 67.19 44275.70 50.05 20.88

2.15.3.90 CD and utilization of software, automation,

website for the implementation of ICT Plan times 1

1,250 0.44 1250.00 0.00 0.00 0.00

2.15.16.1

7 Development of teacher manual based on

project work times 1

400 0.14 400.00 0.00 0.00 0.00

2.15.16.1

8 Development of specification table of Falit

Jyotis of grade 10 times 1

100 0.04 100.00

1 100.00 100.00 100.00 0.04

2.15.16.1

9 Curriculum development of Sanskrit

Ayurved for grade 6-8 times 1

200 0.07 200.00

1 100.00 200.00 100.00 0.07


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.16.2

0 Development of reference materials for

Intellectual Disability times 1

500 0.18 500.00

1 100.00 500.00 100.00 0.18

2.15.16.2

1 Development and distribution of audio

materials based basic level curriculum per 200

2 0.14 400.00

200 100.00 400.00 100.00 0.14

2.15.16.2

2 Development ant experimentation of

compulsory 6 subjects of grade 9 subject 6

500 1.05 3000.00

6 100.00 3000.00 100.00 1.05

2.15.16.2

8 Teacher workshop on the development of

ICT Based materials times 1

500 0.18 500.00

1 100.00 318.00 63.60 0.18

2.15.16.2

9 Development of ICT Based teacher manual times 1

300 0.11 300.00

1 100.00 287.00 95.67 0.11

2.15.16.6 Development of grade 8 music TB times 1

300 0.11 300.00

1 100.00 293.00 97.67 0.11

2.16.9.17 Development of integrated learning

activities based on grade 3 curriculum times 1

300 0.11 300.00 0.00 0.00 0.00

2.15.17.1

3 Pre test and experimentation of grade 8

question bank per 6,000

1 1.05 3000.00 0.00 0.00 0.00

2.15.18.7 Development of questionnare and update

for grade 3 and 5 per 5

100 0.18 500.00

5 100.00 491.99 98.40 0.18

2.15.8.8 Situation analysis of MLE program in

district level per 1

- 0.00 0.00 0.00

2.15.31.1

.1

Email, internet, antivirus, databank, update /

FTP, intranet/ web based software

management

cotinuou

s 1

1,000 0.35 1000.00

1 100.00 868.68 86.87 0.35

2.7.5.4 Material transportation DOE cont 1

1,500 0.53 1500.00

1 100.00 530.31 35.35 0.53

2.15.22.4

Update of detalis of the Database,PMECs,

teachers, scholarship in Flash software of

Flash Report I and II times 1

1,500 0.53 1500.00

1 100.00 291.37 19.42 0.53

2.15.3.11 District orientation, data entry, and report

writing in Flash Report I and II times 2

2,050 1.44 4100.00

2 100.00 737.68 17.99 1.44

2.15.22.5 Printing of CRCprepared materials

times 1

1,000 0.35 1000.00

1 100.00 494.34 49.43 0.35

2.15.6.

1

Broadcasting in monthly basis in medias in

educational polici and strategies related

matters 0.07 190.00 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.6.

2

Production and broadcasting of educational

program in Shikshako Chautari through

radio nepal times

1

500 0.18 500.00

1 100.00 480.82 96.16 0.18

2.15.6.

3 Regular publication of DOE activities in

Gorkhapatra times

11

218 0.84 2400.00

11 100.00 1620.76 67.53 0.84

2.15.3.

139

Development of Teaching and evaluation

modality in the collaboration with

universities times 1 2,508 0.88 2508.00

1 100.00 2490.13 99.29 0.88

2.15.22.7 Record management and publication of

executive summary of the research report per 1500

0 0.18 510.00 0.00 0.00 0.00

2.15.3.21

4 Workshop for SS and SS on contemporary

issues person 200

12 0.84 2400.00 0.00 34.96 1.46 0.00

2.15.3.21

5 Selection and identification of the tallency

person 4

450 0.63 1800.00

4 100.00 1136.00 63.11 0.63

2.15.1.58 Leadership development orientation on

inclusive education for HMs (5 days) person 100

12 0.42 1200.00 0.00 0.00 0.00

2.15.1.59 5 days orientation for coordinator of the

assessment center times 62

12 0.26 744.00 0.00 0.00 0.00

2.15.3.11

1 Workshop/seminar on information

management times 1

300 0.11 300.00

1 100.00 241.64 80.55 0.11

2.15.16.1

1

Revision of grade 1-5 TBs according new

grammetical rules times 1

500 0.18 500.00

1 100.00 500.00 100.00 0.18

2.15.16.1

6

Teacher manual development for grade 6

and 7 music and grade 7 and 8 computer

subject subject

2

200 0.14 400.00

2 100.00 350.00 87.50 0.14

2.15.3.22

0

Analysis and establishment of SLC Item

bank times 1

900 0.32 900.00

1 100.00 671.87 74.65 0.32

2.15.3.24

9

2 days orientation to examiner and re-

examinar for new centers person

60.00

10 0.21 600.00

60 100.00 465.96 77.66 0.21

2.15.3.21

6

2 days orientation for section officer of

REDs person 15

20 0.11 300.00

15 100.00 260.00 86.67 0.11

2.15.3.21Model school selectionand incentives on

use and management of educational times 1

550 0.19 550.00 0.00 0.00 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

7 materials

2.15.22.8 Development and distribution of MGML

materials times 1

1,200 0.42 1200.00 0.00 0.00 0.00

2.15.22.9 Development and distribution of expansion

of MGML program set 1

3,000 1.05 3000.00 0.00 0.00 0.00

2.15.3.11

7

Preparation of database/profile ro release

the scholarship through bank for grade 11

and 12 times 1

500 0.18 500.00

1 100.00 228.22 45.64 0.18

2.15.3.13 Recognition of talent hunt on the basis of

information for education development times 3

180 0.19 540.00

1 33.33 243.00 45.00 0.06

2.15.3.14 Meeting for free textbook monitoring

times 2

200 0.14 400.00

2 100.00 177.95 44.49 0.14

2.15.3.15

Development of digitised curricular

materials using ICT in education for

teaching learning times 1

1,000 0.35 1000.00 0.00 0.00 0.00

2.15.3.22

4

Finalization, printing and distribution of

norms and standards for education service

delivery per 1

700 0.25 700.00 0.00 0.00 0.00

2.15.22.1

0

Library with E-library development in school

level and dissemination of guidelines on

MEC per 1

500 0.18 500.00 0.00 0.00 0.00

2.12.3.2

Reporting, Monitoring and counselling

service from third partyto release the

scholarship and teacher salary through

bank times 1 0.67 1900.00

1 100.00 1000.00 52.63 0.67

2.12.3.7 Internet facilities for DOE times 1

500 0.18 500.00

1 100.00 500.00 100.00 0.18

2.15.3.16 Facilitation of activities related to Early

grade reading skills times 1

500 0.18 500.00 0.00 0.00 0.00

2.12.3.21

Expert counselling service for quality

technical assistance through experts -

includingERO /NASA, Preformance Audit_ times

0.00 0.00

2.15.22.1

01 Development of equivalency directives

times

1

200 0.07 200.00 0.00 0.00 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.22.1

02 development of MTB and printing

times

1

300 0.11 300.00 0.00 0.00 0.00

2.15.22.1

05

Prototype item development, printing and

distribution for SLC examination times

1

1,200 0.42 1200.00

1 100.00 763.69 63.64 0.42

2.15.22.1

08 Revision of NASA Guideline

times

1

500 0.18 500.00

1 100.00 412.45 82.49 0.18

2.15.22.1

17

Development of audio materials of basic

level and grade 1-5 English times

1

450 0.16 450.00 0.00 0.00 0.00

2.15.22.1

24 Development of disability awareness book

per 200

3 0.18 500.00 0.00 0.00 0.00

2.15.22.1

25 Printing of Signlanguage and dissemination

times

1

300 0.11 300.00 0.00 0.00 0.00

2.15.22.1

26

Development of inclusive education

introductory book per

1,500

0 0.16 450.00 0.00 0.00 0.00

2.15.22.1

30 Revision of NASA testing tools

times

4

125 0.18 500.00 0.00 0.00 0.00

2.15.3.37 Collaboration with TU CERID for Formative

research times

1

500 0.18 500.00

1 100.00 500.00 100.00 0.18

2.15.3.73 Cooperation with stakeholders for the

schoolwise teacher position redeployment times

1

1,000 0.35 1000.00

1 100.00 125.99 12.60 0.35

2.15.1.20

.3

Training for the teachers of deaf resource

school times

1

850 0.30 850.00 0.00 0.00 0.00

2.15.3.22

7

Program for CD on library management in

the collaboration with Nepal National

Library times

1

1,000 0.35 1000.00

1 100.00 521.57 52.16 0.35

2.15.3.13

1

Workshop for questionnaire development

times

1

600 0.21 600.00

1 100.00 533.28 88.88 0.21

2.15.3.13

2

Student evaluation activities cooperating

with the Universities times

1

200 0.07 200.00 0.00 0.00 0.00

1.2.4.15 Meeting to EROsteering committee, and

other technical committees times

10

50 0.18 500.00 0.00 0.00 0.00

2.15.3.23

0 Levelwise achievement test

times

1

2,100 0.74 2100.00

1 100.00 355.19 16.91 0.74


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.3.23

1 Schoolwise achievement test

times 1

3,100 1.09 3100.00

1 100.00 2662.89 85.90 1.09

2.15.1.24 CD of ERO-including IRT training_ times 12

16 0.07 192.00 0.00 0.00 0.00

2.15.3.25

4

Interaction with stakeholders and teacher

trade organizations on issues of

contemporary issues of education times 3

100 0.11 300.00 0.00 0.00 0.00

2.15.3.25

6

Collection of feedback and Finalization of

curriculum for intellectual disabilties times 1

200 0.07 200.00

1 100.00 150.00 75.00 0.07

2.15.3.25

7

Different kinds of report writing and

dissemination (status report, monitoring

reort, IPR etc) times 1

100 0.04 100.00

1 100.00 25.27 25.27 0.04

2.15.3.25

8

Development of Nepali braliie construction

(word symbol) times 1

200 0.07 200.00 0.00 0.00 0.00

2.15.3.25

9

Development and test of impossed

communication aids for visually impaired

person times 1

300 0.11 300.00 0.00 0.00 0.00

2.15.3.26

0

Printing and distribution of Institutional

school standard and conduction directive

2069 times 1

600 0.21 600.00 0.00 0.00 0.00

2.15.3.26

1

Interaction in the role of local stakeholders

in institutional schools times 1

500 0.18 500.00

1 100.00 139.10 27.82 0.18

2.15.3.27

7

Program conduction related to the

understandings with donor agencies times 1

- 0.00 0.00 0.00

2.15.3.28

8

Co-curricular Policy formulation and

dissemination times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.3.28

9

Policy formulation on Educational

counselling and dissemination times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.3.29

0

Network formation with relatd organizations

in music, arts and natural therapy times 1

300 0.11 300.00 0.00 0.00 0.00

2.15.3.29

1

Preparation of training manual in psycho-

social counselling and its dissemination times 1

800 0.28 800.00 0.00 0.00 0.00

2.15.3.29 Network formation of educational times 1 0.11 300.00 0.00 0.00 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2 counselling 300

2.16.9.16 Souveneer publication on education day times 1

500 0.18 500.00

1 100.00 319.37 63.87 0.18

2.15.22.1

34

Development and print the RP management

directives times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.22.2

1.3

Monthly publication of educational bulletin

and educational news (DOE) times 12

40 0.17 480.00 0.00 0.00 0.00

2.12.3.24 National Counselling service for national

quality test (NASA Grade 3&5) times 1

15,000 5.27 15000.00

1 100.00 14987.94 99.92 5.27

2.15.8.16 Study of implementation of local curriculum

and its effectiveness times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.8.20 Longitudional study on student chievement times

1

500 0.18 500.00

1 100.00 115.30 23.06 0.18

2.15.8.20

.1 Conduction of educational research times 2

0.53 1500.00 0.00 0.00 0.00

Conduction of TOTand dissemination of

CAS based on grade 8 curriculum person

1.23 3500.00

160 100.00 3200.00 91.43 1.23

Finalization of Magar and Dhimal textbooks

of grade 4 developed in the last FY ,

Tamang language for grade 5 and Bajjika

language for grade 2 times

1

0.04 100.00

1 100.00 100.00 100.00 0.04

Finalization of the Grade 4 and 5 in Tamang,

Grade 2 in Bajjika language textbook times 1

0.12 350.00

1 100.00 350.00 100.00 0.12

Finalization of the music textbook of grade

7 developed in the last FY times 1

0.04 100.00

1 100.00 100.00 100.00 0.04

Teacher Education and Development 16.94 48226.00 80.91 31402.45 65.12 13.71

Material development and trainers training 0.00 0.00

2.15.3.21

0

Program orientation and progress analysis

from NCED times 200

25 1.76 5000.00

220 110.00 908.45 18.17 1.93

2.15.11.1

4

Conduction of TOT and revision of basic

disability training mannual person 20

35 0.25 700.00

20 100.00 467.51 66.79 0.25

2.15.11.1

5

Conduction of TOT for teachers in visual

impairment linking with braille, material person 20

30 0.21 600.00

13 65.00 585.45 97.57 0.14


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

development

2.15.11.1

6

TOT conduction developing MLE teacher

training teacher training mannual person 20

35 0.25 700.00

20 100.00 199.33 28.48 0.25

2.15.11.1

7 TOT for grade 11, 12 subject teacher (Nepali

and English) person 40

30 0.42 1200.00

40 100.00 773.00 64.42 0.42

2.15.11.1

3 TOT for MGML

person 20

30 0.21 600.00

20 100.00 581.00 96.83 0.21

2.16.9.10

Curriculum development for sectorwise

disability and Training materals

development in visual impairment times 2

200 0.14 400.00

2 100.00 400.00 100.00 0.14

2.16.9.14 Publication of education information journal

times 3

350 0.37 1050.00

3 100.00 1043.00 99.33 0.37

2.16.9.15 Development of NCED Digdarshan and its

publication times 1

500 0.18 500.00

1 100.00 498.00 99.60 0.18

2.16.9.18 Development of integrated working

directives for NCED times 1

400 0.14 400.00

1 100.00 389.50 97.37 0.14

2.16.9.19 Revision of the 5 theme packages on online

offline professional development programs times 5

60 0.11 300.00

5 100.00 263.00 87.67 0.11

2.16.9.2 Revision of the package of CD for teachers

professional organizations' leaders times 1

200 0.07 200.00 0.00 0.00 0.00

2.16.9.21 Development of exercise book in 3 subjects

of open school students of secondary level subject 3

200 0.21 600.00

3 100.00 600.00 100.00 0.21

2.16.9.23 Development of CD and handing over to

NCED for its maximum use per 100

6 0.21 600.00 0.00 0.00 0.00

2.16.9.3 Development of resource materials for TPD /

HM training in additional 3 subjects subject 3

250 0.26 750.00

3 100.00 683.68 91.16 0.26

2.16.9.5 Portal development for teachers and

instructors professional development times 2

300 0.21 600.00

2 100.00 524.00 87.33 0.21

2.16.9.6

Development and transmission of audio

visual material materials for grade 10

students of open schools types 20

50 0.35 1000.00

20 100.00 1000.00 100.00 0.35

2.16.9.7 development and distribution of audiovisual

aids in basic level English times 1

300 0.11 300.00

1 100.00 293.00 97.67 0.11


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.16.9.9

Development of audiovisual aids to develop

teachers' ICT skills - 3 materials

development for 1 hour times 3

200 0.21 600.00

3 100.00 600.00 100.00 0.21

Teacher Management

0.00 0.00

2.14.2.6 30 days Inservice training for class II and III

officers of education service person 60

45 0.95 2700.00

38 63.33 2643.00 97.89 0.60

2.14.1.13

.1

Job induction training for novice class III

officers person 13

35 0.16 450.00

13 100.00 414.00 92.00 0.16

2.14.2.8 5 days high level seminar on educational

policy issues for class I officers times 1

1,100 0.39 1100.00 0.00 0.00 0.00

2.14.2.9 One month training for technical assistant person 20

40 0.28 800.00

14 70.00 800.00 100.00 0.20

2.14.2.14 Capacity development on ICT use times 2

800 0.56 1600.00

2 100.00 725.56 45.35 0.56

2.15.1.28 Capacity development of NCED staff person 25

60 0.53 1500.00

25 100.00 356.00 23.73 0.53

2.14.2.15 Capacity development on financial and

procurement management person 20

20 0.14 400.00

20 100.00 353.00 88.25 0.14

2.15.7.2 Quality Certification of centrally developed

materials times 1

300 0.11 300.00

1 100.00 300.00 100.00 0.11

2.15.8.3 Nepali translation of executive summary of

last two years research times 1

300 0.11 300.00

1 100.00 299.45 99.82 0.11

2.15.8.5

Study of centrally developed materials with

respect to different aspects- gender,

language, human right, inclusion etc times 1

1,000 0.35 1000.00

1 100.00 286.00 28.60 0.35

2.15.3.13

7

Capacity development for monitoring and

evaluation person 40

30 0.42 1200.00

41 102.50 1027.00 85.58 0.43

2.15.9.10

Guidelines development for coordination

meeting, program dissemination, monthly

and quarterly publication, annual progress

review, update TPD plan, and ASIP times 15

50 0.26 750.00

15 100.00 750.00 100.00 0.26

2.15.14.3

5 Communication coordination consolidation

times 1

500 0.18 500.00 0.00 0.00 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.22.1

22

Development of supervision, monitoring

resource materials times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.22.4

3

publication of financial management and

educational norms and criteria of the

expenditure times 1

700 0.25 700.00 0.00 0.00 0.00

Certification of training

0.00 0.00

2.15.33.2

Distribution of the Integrated certificate,

marksheet, duplicate, certificate of

equivalency times 1

300 0.11 300.00

1 100.00 300.00 100.00 0.11

2.15.14.2

1

Central record management in-service

training for lower secondary and secondary

teachers times 1

300 0.11 300.00

1 100.00 298.00 99.33 0.11

2.15.14.2

2 Establishment of e-library

times 1

500 0.18 500.00

1 100.00 500.00 100.00 0.18

2.15.27.1

2 Preparation of status and monitoring report

times 2

150 0.11 300.00

2 100.00 300.00 100.00 0.11

2.15.60.2

2

Digitalization of hand written and typed

radio materials times 1

600 0.21 600.00 0.00 0.00 0.00

2.15.60.2

3

Production and transmission of educational

radio (108) Including community and private

medias per 108

32 1.21 3456.00

108 100.00 3456.00 100.00 1.21

2.15.60.2

4

Strengthening of studio management

(including Sound Mixture Machine) times 1

1,000 0.35 1000.00

1 100.00 1000.00 100.00 0.35

2.15.60.2

5

Development and tansmission of television

based materials times 10

100 0.35 1000.00

10 100.00 989.00 98.90 0.35

2.15.60.2

9

Printing and distribution of NCED published

materials times 1

6,000 2.11 6000.00

1 100.00 6000.00 100.00 2.11

Distance education and open learning

0.00 0.00

2.14.1.16 Training for MOE and under it staff

(excluding education service) 1

400 0.14 400.00

1 100.00 400.00 100.00 0.14

2.14.2.13

Capicity development programme for

educational radio production and

transmission times 1

150 0.05 150.00

1 100.00 150.00 100.00 0.05


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.14.3.2 RT training of open school secondary level times 1

2,520 0.89 2520.00

0 8.00 220.00 8.73 0.07

2.14.4.9 Training for gender audit times 1

800 0.28 800.00

0 3.00 26.53 3.32 0.01

2.14.2.12

.1

Conduction of Female teacher preparatin

course (poorly female teacher participated

districts) times 1

1,000 0.35 1000.00 0.00 0.00 0.00

6 Capacity development for effective service

delivery 11.43 32525.00 67.93 17408.78 53.52 7.76

2.12.4.5

Hiring technical service and experties for

program conduction, implementation,

document writing etc cont 1

1,100 0.39 1100.00

1 100.00 1042.46 94.77 0.39

2.15.3.17 Donor Mission conduction (DOE)

times 2

750 0.53 1500.00

2 100.00 304.47 20.30 0.53

2.5.3.10 Repairing Equipments in DOE (photocopy,

fax, computer etc) cont 1

1,000 0.35 1000.00

1 100.00 952.42 95.24 0.35

2.15.3.15

1

Workshop and discussion on foreign aid

mobilization times 1

600 0.21 600.00

1 100.00 166.45 27.74 0.21

2.15.1.51 Conduction of capacity development for

result based planning and monitoring times #DIV/0! 0.56 1600.00 0.00 0.00

2.15.3.12

3 Preparation of MTEF, ASIP/AWPB

times 1

950 0.33 950.00

1 100.00 456.00 48.00 0.33

2.15.1.54 Capacity development on LMBIS times 1

1,200 0.42 1200.00

1 100.00 371.22 30.93 0.42

2.15.3.12

1.2

Program conduction on gender

mainstreaming (MOE) times 1

250 0.09 250.00 0.00 0.00 0.00

2.15.3.12

2

Policy implementation on social dialogue

and teacher management k6s 1

350 0.12 350.00 0.00 0.00 0.00

2.15.3.11

6

Meeting cost of Central fees monitoring

committees times 4

25 0.04 100.00

4 100.00 100.00 100.00 0.04

2.15.3.11

9 Hihg level interaction and discussion on

educational issues times 10

95 0.33 950.00

1 10.00 59.04 6.21 0.03

2.15.22.4

5

Strengthening EMIS, publication of

educational statistics and publication of

bulletin times 2

300 0.21 600.00 0.00 22.13 3.69 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.3.11

8 Program for inspection and good

governance times 1

350 0.12 350.00

1 100.00 291.83 83.38 0.12

2.9.4.2 improvement of public library management times 1

200 0.07 200.00

1 100.00 180.86 90.43 0.07

2.15.3.19

Program implementation on School

restructuring/ merging program and

disseminations of guidelines times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.3.27

5

Update of integrated result oriented

monitoring and evaluation system times 1

400 0.14 400.00 0.00 0.00 0.00

2.15.3.20 Interaction on school physical facilities (for

enginers and sub-engineers) person 180

15 0.95 2700.00 0.00 0.00 0.00

2.12.3.3 Hiring expert service for school EQ safety

programme

purchas

e ७५

180 4.74 13500.00

75 100.00 13068.11 96.80 4.74

2.12.3.4

Hiring expert service to develop guidelines

with alternative design of after earthquake

school construction

purchas

e

1

1,500 0.53 1500.00

1 100.00 393.80 26.25 0.53

2.12.3.5 Purchasing consultation service for

Drawing, design, of DEO buildings purchas

e 1

500 0.18 500.00 0.00 0.00 0.00

2.15.3.12

0

Interaction and discussion among

stakeholders on educational issues times 1

350 0.12 350.00 0.00 0.00 0.00

2.15.3.21 Personnel capacity development person 100

15 0.54 1525.00 0.00 0.00 0.00

2.3.3.3 Staff bus hire (for central level) agency 2

400 0.28 800.00 0.00 0.00 0.00

7 School management and monitoring 30.48 86767.96 88.82 56196.01 64.77 27.07

2.15.3.34 Preparation of FMR and Project Account times 4

150 0.21 600.00 0.00 0.00 0.00

2.15.3.35 Update of FMIS and PFM Action Plan

activities times 1

500 0.18 500.00

1 100.00 282.50 56.50 0.18

2.15.22.1

2

Quarterly publication of program monitoring

report times 3

200 0.21 600.00

3 100.00 125.00 20.83 0.21

2.15.3.22 Monthly progress report review of central

level agencies times 12

60 0.25 720.00

12 100.00 43.57 6.05 0.25

2.15.3.23 Development of integrated monitoring plan

tools times 1

400 0.14 400.00 0.00 0.00 0.00


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

2.15.3.24 ASIP/AWPB, Business Plan preparation cont 1

600 0.21 600.00

1 100.00 17.65 2.94 0.21

2.15.3.31

Co- work with national level students'

organizations for the development of school

education number 4

100 0.14 400.00

2 50.00 27.71 6.93 0.07

2.15.3.32 Teacher details update and publication times 1

350 0.12 350.00

1 100.00 280.54 80.15 0.12

2.15.3.39 Analysis and update of GIS based mapping

and data cont 1

1,000 0.35 1000.00 0.00 0.00 0.00

2.15.3.24

6

Program conduction for ICT promotion,

improvement of school governance, and

raising awareness in the collaboration with

educational medias times 3

933 0.98 2800.00 0.00 0.00 0.00

2.15.3.25

5 School property record and dissemination times 1

850 0.30 850.00 0.00 0.00 0.00

2.15.3.24

3

Joint workshop on effective mobilization

and coordination of I?NGOs times #DIV/0! 0.28 800.00 0.00 0.00

2.15.3.26

Awareness program in the collaboration

with journalist group, education network,

and other organizations working in the field

of education times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.3.27

Conduction of program dissemination,

workshop, thematic team meeting, DEO

workshop times 10

620 2.18 6200.00

10 100.00 5510.66 88.88 2.18

2.15.3.28

Workshop on strengthening financial

management (central level study, compile,

modify the proposals of districts) times 1

500 0.18 500.00

1 100.00 492.90 98.58 0.18

2.15.3.29

Periodic discussion and interaction on

educational issues with NPC, MOF, MOE,

and development partners cont 1

1,100 0.39 1100.00 0.00 0.00

2.13.2.1,

3.1,4.3,5.

3

Salary for the staff working in contract in

the central level

cont 420

47 6.91 19672.00

420 100.00 16136.02 82.03 6.91

1.1.1.1.1

2,14,

Salary for the staff (permanent but working

in temporary position in central level) cont 1

18,039 6.34 18039.00

1 100.00 13585.39 75.31 6.34


Program

code


Phys

ical

qty


ical

qty

physical

percenta

ge

Expenditure

Expen

diture

Perce

ntage

weitage

15,16

2.15.23.1

Collaboration with Nepal Journalists'

Federation and prize distribution on

implementation of SSRP times 1

1,000 0.35 1000.00

1 100.00 1000.00 100.00 0.35

2.15.22.1

4

lImplementation of ASIP for free and

compulsory education times 1

750 0.26 750.00

1 100.00 317.44 42.33 0.26

2.15.22.1

5

Development of collection and publice

community managed schools' good practice per 500

1 0.09 250.00 0.00 0.00 0.00

2.15.22.2

2

Publication and distribution of good

practice from districts and regions per 1,500

- 0.00 0.00 0.00 0.00

2.15.22.1

6

Standard of quality education,

determination of learning achievement and

projection guidelines times 1

300 0.11 300.00 0.00 0.00 0.00

2.15.22.1

33

Social audit guidelines revision and

dissemination times 1

500 0.18 500.00 0.00 0.00 0.00

2.15.22.1

10

Update of the guidelines of Volunteer

mobilization and PPP guidelines times 1

400 0.14 400.00 0.00 0.00 0.00

2.15.27.4 Preparation of Annual status report and IPR times 1

800 0.28 800.00

1 100.00 546.07 68.26 0.28

2.19.1.7 Program monitoring cost

cont 1 7500 2.63 7500.00

1 100.00 6175.64 82.34 2.63

2.15.3.88 Program management expenditure

cont 1

19,637 6.90 19636.96

1 100.00 11654.92 59.35 6.90

1. Capital cost

1.32 3770.00

- 20.29 590.99 15.68 0.27

2. Total recurrent cost

98.68 280898.96 74.83 159209.22 56.68 73.84

3. Total cost for capital and recurrent

100.00 284668.96 74.10 159800.21 56.14 74.10

4. Utility cost

0.00 0.00

5. Office operation cost

0.00


Annex 3

Annual Program and Progress for Community School Capacity Build Program (TEVT) FY.2014/015

SN Programme / Activities Unit FY 2014/015 Annual Goal Annual Progress

Physi

cal

qty

Unit

cost

Weit

age

Budget

Qty Weitage Expenditure Percentag

e weitage

A. Capital Cost (3501054)

1 B. Recurrent cost (3501053)

100

.00 511128.000 40.91 200203.377 39.17 40.91 1.1.2

Trainer's remunaration cost

20.

11 102798.000 83.95 86304.000 83.95 16.89

1.1.2.2.11 Remunaration cost for class III trainers Perso

n 200

9.5

4 48744.000

200

100.0

0 48744.000 100.00 9.54

1.1.2.2.12 Remunaration cost for lower secondary

assistannce trainers

perso

ns 200

7.3

5 37560.000

200

100.0

0 37560.000 100.00 7.35

1.1.2.2.15 Remunaration cost for secondary class III

trainers (new)

perso

ns 140

1.8

2 9316.000 0.00 0.000 0.00 0.00

1.1.2.2.16

Remunaration cost for lower

secondary class III assistant

trainers

perso

ns 140

1.4

0 7178.000

0.00 0.000 0.00 0.00

1.2.1 Local allowance

0.5

6 2885.000 85.10 2455.000 85.10 0.48

1.2.1.10 Remote allowance for

secondary class III trainers

perso

ns 200

0.2

9 1485.000

200

100.0

0 1485.00000 100.00 0.29

1.2.1.11 Remote allowance for class III

lower secondary trainers (new)

perso

ns 200

0.1

9 970.00000

200

100.0

0 970.00000 100.00 0.19

1.2.1.13 Remote allowance for class III secondary

trainers (new)

perso

ns 140

0.0

5 262.00000 0.00 0.00000 0.00 0.00

1.2.1.14 Remote allowance for class III lower

perso140 0.0 168.00000 0.00 0.00000 0.00 0.00



Physi

cal

qty

Unit

cost

Weit

age

Budget


e weitage

secondary assistant trainers (new) ns 3

1.2.8 Others

2.8

4 14520.00000 79.21

11500.8990

0 79.21 2.25

1.2.8.13

Technical allowance for

secondary class III instructer

(new)

perso

ns 200

1.1

7 6000.00000

193 96.28 5776.60000 96.28 1.13

1.2.8.14 Technical allowance for lower secondary

class III instructers

perso

ns 200

1.1

7 6000.00000

191 95.40 5724.29900 95.40 1.12

1.2.8.18 Technical allowance for technical

secondari class III instructers (new)

perso

n 140

0.2

5 1260.00000 0.00 0.00000 0.00 0.00

1.2.8.19

Technical allowance for technical lower

secondary secondari class III instructers

(new)

perso

n 140

0.2

5 1260.00000

0.00 0.00000 0.00 0.00

2.15.16 Preparation for the urriculum

0.9

6 4900.00000

100.0

0 4345.00000 88.67 0.96

2.15.16.24

Development and publication of the

mannual in occupation, profession and

technical education (grade 6,7, and 8)

times

1

0.1

0 500.00000

1

100.0

0 500.00000 100.00 0.10

2.15.16.25

Development of digitalized learning

materials for 6 subjects of occupation,

profession and technical education.

pices

6

0.1

8 900.00000

6

100.0

0 804.00000 89.33 0.18

2.15.16.26

printing and distribution of profession,

occupation and technical education

set

1000

0.1

0 500.00000

1,00

0

100.0

0 400.00000 80.00 0.10

2.15.16.26.

1

development of specification

table of 5 TEVT subjects of

grade 10

times

1

0.2

9 1500.00000

1

100.0

0 1487.00000 99.13 0.29



Physi

cal

qty

Unit

cost

Weit

age

Budget


e weitage

2.15.16.4.1 Development of 5 optional subject in

secondary level

distric

ts 3

0.2

9 1500.00000

3

100.0

0 1154.00000 76.93 0.29

Material development

printing and distribution

0.1

2 600.00000

1,00

0

100.0

0 600.00000 100.00 0.12

2.15.22.10

6

case study, research work, hand book on

profession, occupation and technical

education

set

1000

0.1

2 600.00000

1,00

0

100.0

0 600.00000 100.00 0.12

2.15.3 Interaction/

orientation/workshop/seminar

2.7

4 14025.00000 32.86 3662.50900 26.11 0.90

2.15.3.223

Orientation on occupation, profession and

technology on TVET soft skill tested

schools

districts

18

0.2

9 1500.00000

1 5.56 23.33300 1.56 0.02

2.15.3.226.

1

Development of monitoring and evaluation

form on TVET soft skill

times

1

0.0

4 200.00000

1

100.0

0 39.03500 19.52 0.04

2.15.3.228 sports base on local and Indigenous

Technology

times

3

0.1

2 600.00000

1 33.33 97.00000 16.17 0.04

2.15.3.236 2 days Orientation for district level focal

person

perso

ns 80

0.3

9 2000.00000 0.00 0.00 0.00

2.15.3.237 Program orientation at the end of grade 10

On the job training

perso

ns 100

0.4

9 2500.00000

100

100.0

0 2425.00000 97.00 0.49

2.15.3.238 Central TEVT steering committee meeting times

1

0.1

0 500.00000

1

100.0

0 195.11500 39.02 0.10

2.15.3.239 TEVT district implementation committee

meeting

districts

70

0.2

2 1125.00000

70

100.0

0 883.02600 78.49 0.22

2.15.3.281 Program implementation for technical

education consolidation

times

1

0.0

2 100.00000 0.00 0.00000 0.00 0.00

2.15.3.331 Orientation to trainers of HM of TVET times 1 1.0 5500.00000 0.00 0.00000 0.00 0.00



Physi

cal

qty

Unit

cost

Weit

age

Budget


e weitage

newly established schools 8

2.15.8 Study/survey/research

0.4

9 2500.00000

0.00 0.00000 0.00 0.00

2.15.8.21 effectiveness study on technical and

vocational education

pices

1

0.4

9 2500.00000 0.00 0.00000 0.00 0.00

2.15.34 School grants

70.

33 359500.00000 25.03

84460.0590

0 23.49 17.61

2.15.34.20 Grants for lab materials pices

100

1.9

6 10000.00000

100

100.0

0 9700.00000 97.00 1.96

2.15.34.21 Per school On the job training (

Internship)

schools

100

7.35

3

9.7

8 50000.00000

100

100.0

0

49492.0600

0 98.98 9.78

2.15.34.24 grants for alternative energy schools

100

3.9

1 20000.00000

100

100.0

0

19677.9990

0 98.39 3.91

2.15.34.25 school cooperations with agencies

(subjectwise technical)

schools

100 100

1.9

6 10000.00000

100

100.0

0 5590.00000 55.90 1.96

2.15.34.46 Lab grants (new)

schools 140

52.

73 269500.00000 0.00 0.00 0.00

2.9.7 Educational materials

1.3

3 6800.00000 90.11 6127.40000 90.11 1.20

2.9.7.7

Educational material for TVET schools perso

ns 6800

1.3

3 6800.00000

6,12

7

90.11 6127.40000 90.11 1.20

2.15.60 program management xpense

0.2

0 1000.00000

100.0

0 369.90000 36.99 0.20

2.15.60.30 program management and preparation times

1

0.2

0 1000.00000

1

100.0

0 369.90000 36.99 0.20

2.19.1 Monitoring evaluation

0.3

1 1600.00000

100.0

0 378.61000 23.66 0.31



Physi

cal

qty

Unit

cost

Weit

age

Budget


e weitage

2.19.1.7 program monitoring expenditure times

1

0.3

1 1600.00000

1

100.0

0 378.61000 23.66 0.31

२ Total current

511128.00000

- 40.91

200203.377

00 39.17

40.91

3 capital and current 1+2

200

.00 511128.00000

- 40.91

200203.377

00 39.17

40.91

4 Grand total

200

.00 511128.00000

- 40.91

200203.377

00 39.17

40.91


Annex 4

Annual Program and Progress for Shishubikash Karyakram ECED Program (UNCEF Funded), FY.2014/015

SN

Program/activities Unit

Annual goal of FY 2014/2015 Annual progress line

item Phy

Qty

Unit

cost weitage Budget Qty % Eependiture % weitage

१ २ ३ ४ ५ ६ 7 १७

A. Total capital cost 0.000

B. Current expenditure

Central level programs 10 48405.000 23.68 11444.083 23.6 2.27

ECD & Non-formal programs 10 48405.000 23.68 11444.083 23.6 2.27

१. National equity strategy development 2.6 13065.000 0.00 920.660 7.0 0.00

2.15.3.282 Implementation of National equity strategy activities

2.15.3.282.1 Budget analysis from annual program and budget and ASIP times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.2 Analysis of disaster and emergency education strategies times 1 100 0.0 100.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.3 celebration of Global Campaign Week (GAW), SZOP, Violence

against children, "First 1,000 days" of life launched) times 4 100 0.1 400.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.4 conduction of activities related with integrated equity strategy times 2 400 0.2 800.000 0.00 10.660 1.3 0.00 २२५१२

2.15.3.282.5 Finalization and printing of integrated equity strategy strategy number 1500 0.25 0.1 375.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.6 Technical assistanct to orientation of equity strategy in district

level district 15 30 0.1 450.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.7 ICT mobilization for learning improvement, equity strategy,

school as peace zone, and child protection region 5 400 0.4 2000.000 0.00 510.000 25.5 0.00 २२५१२

2.15.3.282.8 CD of gender focal point central level person 40 15 0.1 600.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.9 CD of gender focal point regional level person 80 35 0.6 2800.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.10 Conduction of partnership program with gender related I/NGOs times 1 100 0.0 100.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.11 Meeting conduction of children, education and gender equity

network times 12 20 0.0 240.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.12 Material development on child education and gender equity number 1000 0.2 0.0 200.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.13 Programs related to implementation of suggestions from

stakeholders on the basis of SSR Extention Plan times 1 250 0.0 250.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.14 Interaction with educationionists on Post 2015 education times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.15 Orientation to teacher trade unions on contemporary education

policy and program implementation area 2 350 0.1 700.000 0.00 0.000 0.0 0.00 २२५१२


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2.15.3.282.16 Finalization and printing of education related I/NGOs number 2000 0.45 0.2 900.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.282.17 Workshop for collaboration among I/NGOs in center, region and

districts area 5 300 0.3 1500.000 0.00 300.000 20.0 0.00 २२५१२

2.15.3.282.18 Future strategy formulation to identify status and jointly

implementation of activities run by educational I/NGOs times 1 550 0.1 550.000 0.00 100.000 18.2 0.00 २२५१२

2.15.3.282.19 To identify the status of child club activities times 1 500 0.1 500.000 0.00 0.000 0.0 0.00 २२५१२

२. Disaster management and education in immergencies

1.5 7800.000 51.92 3658.877 46.9 0.80

2.15.3.283 Implementation of educational program in emergencies

2.15.3.283.1 Identification and management of Non Structrual Compoonents

related to school safety times 1 200 0.0 200.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.283.2 National level Educational cluster meeting support times 1 150 0.0 150.000 1.0 100.00 150.000 100.0 0.03 २२५१२

2.15.3.283.3 Regional workshop on DRR/EiE area 5 200 0.2 1000.000 3.0 60.00 500.000 50.0 0.12 २२५१२

2.15.3.283.4 CD to focal point on EiE person 25 30 0.1 750.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.283.5 Self-study Material development to teachers on DRR/EiE/CCA times 1 300 0.1 300.000 1.0 100.00 210.052 70.0 0.06 २२५१२

2.15.3.283.6 Review of school safety materials times 1 300 0.1 300.000 1.0 100.00 265.360 88.5 0.06 २२५१२

2.15.3.283.7 5 days TOT in most vulnarable districts person 20 35 0.1 700.000 20.0 100.00 559.565 79.9 0.14 २२५१२

2.15.3.283.8 HM and Teacher training on school safety in EiE in districts person 480 5 0.5 2400.000 0.00 124.100 5.2 0.00 २२५१२

2.15.3.283.9 Technical assistance from central level to ETC manage trainings times 1 300 0.1 300.000 1.0 100.00 300.000 100.0 0.06 २२५१२

2.15.3.283.10 Development and orientation of DRR/CCA related materials in

grade 1-5 curriculum times

1 500 0.1 500.000 1.0 100.00 500.000 100.0 0.10 २२५१२

2.15.3.283.11 Vidual material development on the nature of DRR and its types times 1 350 0.1 350.000 1.0 100.00 350.000 100.0 0.07 २२५१२

2.15.3.283.12 Content analysis and review of DRR/CCA materials in grade 1-5

curriculum times

1 500 0.1 500.000 1.0 100.00 499.800 100.0 0.10 २२५१२

2.15.3.283.13 technical assistance to most vulnareable districts to

formulate/update DRR/EIE,School seafty plan times 1 350 0.1 350.000 1.0 100.00 200.000 57.1 0.07 २२५१२

३. ECED 1.3 6430.000 19.44 1234.060 19.2 0.25

2.15.3.284 Program conduction on ECED

2.15.3.284.1 Meeting and interaction for fanalization of integrated strategy times 1 400 0.1 400.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.2 Integrated ECED steering committee meeting times 4 20 0.0 80.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.3 Technical assistance to collaboration on Integrated ECED

strategies 5 districts district 5 150 0.1 750.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.4 Joint review meeting and future planning on ECED centers in the

collaboration with local development ministry times 1 100 0.0 100.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.5 PMEC development on the basis of ECED establishment criterias times 1 100 0.0 100.000 0.00 0.000 0.0 0.00 २२५१२


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and standards

2.15.3.284.6 Probability study on the Establishment of 5 model ECEDs times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.7 Orientation to ECD focal person on ELDS,ECD Curriculum person 30 20 0.1 600.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.8 TOT on parental education to ECD focal point and ECED related

organizations times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.9 Parental education through distance mode times 1 300 0.1 300.000 1.0 100.00 298.535 99.5 0.06 २२५१२

2.15.3.284.10 Radio program in local language in the collaboration with local

medias on the importance of ECED times 1 0.0 250.000 1.0 100.00 235.525 94.2 0.05 २२५१२

2.15.3.284.11 7 days basic TOT for ECED facilitators and I/NGOs experts person 20 35 0.1 700.000 20.0 100.00 700.000 100.0 0.14 २२५१२

2.15.3.284.12 16 days training to ECED facilitators through ETCs person 100 17.5 0.3 1750.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.13 CD of DEO,ETC personnels on ECED management and quality

improvement times 1 600 0.1 600.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.14 Development of visual materials on ECD national minimum

standard times 1 200 0.0 200.000 0.00 0.000 0.0 0.00 २२५१२

४. Non Formal Education 2.5 12700.000 29.92 2967.898 23.4 0.75

2.15.3.285 Programs related to WASH,MGML,CFS and non-formal

education

2.15.3.285.1 Transportation of MGML materials times 0.1 350.000 0.000 0.0 0.00 २२५१२

2.15.3.285.2 TOT on MGML person 115 30 0.7 3450.000 55.0 47.83 1641.000 47.6 0.33 २२५१२

2.15.3.285.3 Technical assistance in region and district to insure access of

OSC in the collaboration with Local development Ministry times 30 0.0 200.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.4 Interaction with stakeholders on minimum criterias of teachers

and instructors times 3 300 0.2 900.000 3.0 100.00 509.359 56.6 0.18 २२५१२

2.15.3.285.5 Dissemination of childfriendly self learning materials district 5 200 0.2 1000.000 5.0 100.00 610.639 61.1 0.20 २२५१२

2.15.3.285.6 CFS central coordination committee meeting times 5 20 0.0 100.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.7 Workshop on CFS framework implementation master plan

development in regional level times 5 200 0.2 1000.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.8 Dissemination and development of guide to use book corner,

science lab, library and classroom times 1 400 0.1 400.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.9 CD of local stakeholders to formulate educational plan applying

EMIS times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.10 Orientation to DEO/SS/RP and technicians on WASH in 5

districts district 5 100 0.1 500.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.11 Workshop on including WASH indicators in EIMIS times 1 100 0.0 100.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.12 Review program for DEOs annual meeting on WASH region 5 100 0.1 500.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.13 Monthly meeting and interaction on WASH thematic working times 10 20 0.0 200.000 0.00 6.900 3.5 0.00 २२५१२


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group

2.15.3.285.14 Development of strategy on the effectiveness of WASH program times 1 500 0.1 500.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.15 Booklet printing and distribution on WASH number 1000 0.45 0.1 450.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.16 National workshop on drinking water and sanitation times 1 250 0.0 250.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.17 Model school support in Bajhang and Nawalparashi on school

health and nutrition district 2 200 0.1 400.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.18 Situation identification of school level nutrition and health times 1 600 0.1 600.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.19 Development and dissemination of annual program and budget

implementation book times

1 200 0.0 200.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.20 Preparation of annual report and dissemination times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.21 Program management cost for defferent thematic group center

4 0.2 1000.000 1.0 25.00 200.000 20.0 0.05 २२५१२

५. School as a zone of peace 0.4 1850.000 5.41 109.500 5.9 0.02

2.15.3.286 Programs related to SZOP

2.15.3.286.1 programs to include district level strategies for effective

implementation in SZOP in districts

times 2 400

0.2 800.000 0.00 9.500 1.2 0.00 २२५१२

2.15.3.286.2 SZOP meeting/interaction of central coordination committee times 4 25 0.0 100.000 4.0 100.00 100.000 100.0 0.02 २२५१२

2.15.3.286.3 Printing and distribution of national framework of SZOP times 1000 0 0.0 250.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.286.4 Identification of district level SZOP implementation times 1 200 0.0 200.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.286.5 Interaction on SZOP with contact persons region 1 500 0.1 500.000 0.00 0.000 0.0 0.00 २२५१२

६. Non-formal education 1.0 4960.000 45.56 1968.520 39.7 0.45

2.15.3.287 Programs on Open school, alternative school, and non-formal

eduction

2.15.3.287.1 To identify situation for literate VDC/Municipality and

announcement lhNnf 17 80 0.3 1360.000 17.0 100.00 1326.020 97.5 0.27 २२५१२

2.15.3.287.2 Practice and reference book development for lower sec girls and

facilitators in English, maths and social studies times 1 400 0.1 400.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.287.3 Program for learning facilitation to open school lower secondary

students through distance education times 1 100 0.0 100.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.287.4 Interaction with higher education bodies on alternative education:

today's needs and new strategy times 2 200 0.1 400.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.287.5 Training for CLC motivaters to support in learning of neo-literate person 10 30 0.1 300.000 10.0 100.00 167.300 55.8 0.06 २२५१२

2.15.3.287.6 Revised curriculum dissemination of Lower sec level open school times 1 300 0.1 300.000 1.0 100.00 175.200 58.4 0.06 २२५१२

2.15.3.287.7 Program for equivalency and standard of non-formal education times 1 300 0.1 300.000 1.0 100.00 300.000 100.0 0.06 २२५१२

2.15.3.287.8 Dissemination of theNeed of alternative education to stakeholders times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२


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2.15.3.287.9 Need based vocational skill based training focusing to the woman

and targeted groups person 30 40 0.2 1200.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.287.10 Data update, analysis and implementation of the programs and

activities for out of school children times 1 300 0.1 300.000 0.00 0.000 0.0 0.00 २२५१२

७. Monitoring and evaluation 0.3 1600.000 0.00 584.568 36.5 0.00

2.19.1 Activities on monitoring, evaluation, and management

2.19.1.11 Monitoring and evaluation centers 4 0.3 1600.000 0.00 584.568 36.5 0.00 २२६११

0.0

Programs in district levels ९० 456595.000 87.16 368833.054 78.81

Programs on ECED, Formal Education and Nonformal

Education

90.4 456595.000 87.16 368833.054 80.8 78.81

१. Development of national equity strategy 0.1 450.000 100.00 320.000 71.1 0.09

2.15.3.282 Implementation of activity related with National Equity Strategy

Development

2.15.3.282.20 Dissemination of national equity strategy districts 15 30 0.1 450.000 15.0 100.00 320.000 71.1 0.09 २२५१२

२. EiE/ Reduction of disaster management education

1.1 5350.000 71.03 2677.500 0.75

2.15.3.283 Implementation of EiE/ Reduction of disaster management

education

2.15.3.283.14 Preparation of disaster reduction and Immediate planning and

updating on in vulnareable districts region/districts

35 0.4 2000.000 35.0 100.00 1210.000 60.5 0.40 २२५१२

2.15.3.283.15 Celebration of Young Champions awareness day for on

RR/School seafty and conduction of refresher cources districts

4 50 0.0 200.000 2.0 50.00 45.000 22.5 0.02 २२५१२

2.15.3.283.16 Orientation to the stakeholders to include School Seafty/DRR/EiE

in local education plan districts

4 50 0.0 200.000 4.0 100.00 132.500 66.3 0.04 २२५१२

2.15.3.283.17 Orientation to Young Champions, teachers and DRR focal point

in EiE districts

5 150 0.1 750.000 2.0 40.00 280.000 37.3 0.06 २२५१२

2.15.3.283.18 Celebrate and judge the DRR day on School safety/ DRR /EiE

with stakeholders districts

12 100 0.2 1200.000 12.0 100.00 960.000 80.0 0.24 २२५१२

2.15.3.283.19 Refresher training for teachers on disaster and EiE in Dadeldhura districts

1 1000 0.2 1000.000 0.00 50.000 5.0 0.00 २२५१२

३. ECEDs 4.1 20879.000 78.37 14069.650 3.24

2.15.3.284 Program related to ECED 0.000

2.15.3.284.15 ECD exhibition in collaboration with I/NGOs in regional levels region 5 300 0.3 1500.000 5.0 100.00 900.000 60.0 0.30 २२५१२

2.15.3.284.16 orientation to ELDS,ECED Curriculum to facilitators person 1600 0.4 2000.000 1280.0 80.00 1612.450 80.6 0.32 २२५१२

2.15.3.284.17 District level integrated plan formulation and update of ECEDs district

23 0.3 1300.000 13.0 56.52 757.500 58.3 0.15 २२५१२


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Unit


plans in five districts

2.15.3.284.18 Identification of status of ECED and Parental education by

district level stakeholders district

25 0.2 930.000 25.0 100.00 413.500 44.5 0.18 २२५१२

2.15.3.284.19 Meeting and Interaction of ECED network in district and RC

level district

25 0.1 500.000 25.0 100.00 120.000 24.0 0.10 २२५१२

2.15.3.284.20 Joint consultative meeting with local bodies in operation ECEDs district 5 50 0.0 250.000 5.0 100.00 103.000 41.2 0.05 २२५१२

2.15.3.284.21 Establishment of model ECEDs in 5 districts meeting the needs

of MEC. center

5 485 0.5 2425.000 3.0 60.00 1608.000 66.3 0.29 २२५१२

2.15.3.284.22

Orientation to ECD focal person, DECED committee, local level

bodies, HM and ECD management committees to promote

support from local bodies upgrading their quality

district

20

0.2 780.000 12.0 60.00 470.000 60.3 0.09 २२५१२

2.15.3.284.23 Refresher/ Mobile meeting to ECD facilitators quarterly district 25 20 0.1 500.000 25.0 100.00 293.200 58.6 0.10 २२५१२

2.15.3.284.24 Radio broadcastion in local language through local radios district

22 0.1 500.000 22.0 100.00 487.000 97.4 0.10 २२५१२

2.15.3.284.25 2 days orientation for the stakeholders of model ECED organizers districts 18 50 0.2 900.000 18.0 100.00 610.000 67.8 0.18 २२५१२

2.15.3.284.26 6 days refresher training for ECED facilitators districts 12 0.8 3900.000 12.0 100.00 3890.000 99.7 0.77 २२५१२

2.15.3.284.27 ECD evaluation based on web based tools in regional levels area 2 500 0.2 1000.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.284.28 Basic level training for the ECED facilitators districts

3 500 0.3 1500.000 1.0 33.33 565.000 37.7 0.10 २२५१२

2.15.3.284.29 ECD kit box transportation districts 14 0.1 539.000 7.0 50.00 290.000 53.8 0.05 २२५१२

2.15.3.284.30 ECD consolidation grants in 15 districts district

15 0.5 2355.000 15.0 100.00 1950.000 82.8 0.47 २२५१२

४. Non-formal education 15.9 80066.000 37.49 22988.240 5.94

2.15.3.285 WASH,MGML,CFS and non-formal education related

activities

2.15.3.285.22 Assuring access to school education analysing out of school

children in the collaboration with Ministry of local development region

2 0.2 900.000 0.00 350.000 38.9 0.00 २२५१२

2.15.3.285.23 Utilization of media to aware CFS (material development by

NCED) district

15 0.1 350.000 15.0 100.00 186.000 53.1 0.07 २२५१२

2.15.3.285.24 Radio coaching program conduction on science, maths, english

focusing grade 10 students district

15 100 0.3 1500.000 15.0 100.00 1005.000 67.0 0.30 २२५१२

2.15.3.285.25 Workshop for the stakeholders for self evaluation and update of

SIP person

650 3 0.3 1625.000 600.0 92.31 1156.000 71.1 0.30 २२५१२

2.15.3.285.26 Orientation to SMC,PTA, HM, and teachrers of grade 1-3 on CFS school 330 15 1.0 4950.000 234.0 70.91 3496.200 70.6 0.70 २२५१२

2.15.3.285.27 Refresher traning on child centered teaching methodologies person 300 3 0.1 750.000 168.0 56.00 420.000 56.0 0.08 २२५१२

2.15.3.285.28 Discussion on contemporary agendas and mobile meeting to the

teachers within their VDCs and RC level district

15 0.6 3000.000 6.0 40.00 1390.000 46.3 0.24 २२५१२


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Unit


2.15.3.285.29 Transportation of CF materials dist 15 0.2 836.000 4.0 26.67 231.000 27.6 0.04 २२५१२

2.15.3.285.30 School grants to CFS school 1200 20 4.8 24000.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.31 TOT for formulating and updting VEP (regional level) area 5 0.3 1350.000 5.0 100.00 1200.000 88.9 0.27 २२५१२

2.15.3.285.32 Training in schools in VEP formulation and updating district 15 0.6 3000.000 11.0 73.33 2160.000 72.0 0.44 २२५१२

2.15.3.285.33 VEP development by local bodies utilizing local resources district 15 0.4 1875.000 0.00 745.000 39.7 0.00 २२५१२

2.15.3.285.34 Workshop on local curriculum district 30 0.8 3800.000 13.0 43.33 1800.000 47.4 0.33 २२५१२

2.15.3.285.35 Teacher training to implement local curriculum district 30 0.2 1000.000 0.00 275.000 27.5 0.00 २२५१२

2.15.3.285.36 workshop and development Multilingual dictionary times 30 0.1 300.000 30.0 100.00 254.000 84.7 0.06 २२५१२

2.15.3.285.37 Training on MGML in district level district 30 400 2.4 12000.000 0.00 0.000 0.0 0.00 २२५१२

2.15.3.285.38 CD Program for monitoring to girls education, gender equity

network and Young Champain district

15 1.0 4800.000 7.0 46.67 2205.000 45.9 0.44 २२५१२

2.15.3.285.39 Selection of Young Champions and orientation district 15 0.0 50.000 15.0 100.00 50.000 100.0 0.01 २२५१२

2.15.3.285.40 Formate sports and study group group in school and assist them 15 0.2 900.000 10.0 66.67 550.000 61.1 0.12 २२५१२

2.15.3.285.41 Meeting conduction to promote educational quality in district

level with active education groups and NGOs in local level. times

15 0.0 150.000 0.00 42.000 28.0 0.00 २२५१२

2.15.3.285.42 Meeting conduction of Madarasa web region 1 450 0.1 450.000 1.0 100.00 407.000 90.4 0.09 २२५१२

2.15.3.285.43 Training and orientation on EMIS strengthening and child

centered learning to Madarasas times

1 850 0.2 850.000 1.0 100.00 850.000 100.0 0.17 २२५१२

2.15.3.285.44 Training for Madarasa improvement plan and implementation times 1 500 0.1 500.000 1.0 100.00 200.000 40.0 0.10 २२५१२

2.15.3.285.45 Grants for Madarasa Improvement Plan implementation school 50 20 0.2 1000.000 50.0 100.00 400.000 40.0 0.20 २२५१२

2.15.3.285.46 Meeting on girls education network district 10 15 0.0 150.000 10.0 100.00 64.000 42.7 0.03 २२५१२

2.15.3.285.47 Orientation on Student tracking in regional level region

5 0.2 1000.000 5.0 100.00 186.740 18.7 0.20 २२५१२

2.15.3.285.48 2 days meeting on Menstrual hygiene and Menstrual pad

management district

15 0.8 4030.000 15.0 100.00 1985.500 49.3 0.80 २२५१२

2.15.3.285.49 Development of WASH profile ans school health and sanitation district 7 1.0 4950.000 7.0 100.00 1379.800 27.9 0.98 २२५१२

५. School as a Peace zone 1.3 6750.000 62.96 3497.500 0.84

2.15.3.286 SZOP related programs 0.000

2.15.3.286.6 Interactio program with stakeholders for SZOP implementation 15 0.1 750.000 15.0 100.00 480.000 64.0 0.15 २२५१२

2.15.3.286.7 School grants to mobilize child protection committee for SZOP

implementation school

1000 5 1.0 5000.000 500.0 50.00 2482.500 49.7 0.50 २२५१२

2.15.3.286.8 HM training on fearless learning district 5 200 0.2 1000.000 5.0 100.00 535.000 53.5 0.20 २२५१२

६. Non-formal education 2.2 11200.000 100.00 6343.807 2.22

2.15.3.287 Programs on Open school, alternative school, and Non-formal 0.000


SN



item Phy

Qty

Unit


school

2.15.3.287.11 Awareness campaign through local medias on literate Nepal and

its effectiveness districts

5 50 0.0 250.000 5.0 100.00 170.000 68.0 0.05 २२५१२

2.15.3.287.12 Refresher training for Non-formal primary school facilitators region

1 500 0.1 500.000 1.0 100.00 140.000 28.0 0.10 २२५१२

2.15.3.287.13 Program for continuing education to neo literates in CLCs CLC 10 0.2 1000.000 10.0 100.00 900.000 90.0 0.20 २२५१२

2.15.3.287.14 One day workshop on non-formal education region/districts

30 50 0.3 1500.000 30.0 100.00 331.727 22.1 0.30 २२५१२

2.15.3.287.15 Situation identification of non formal education programs by

DDC, and DEOs jointly districts

5 30 0.0 150.000 5.0 100.00 85.000 56.7 0.03 २२५१२

2.15.3.287.16 Continual support to the girls of open school center 10 50 0.1 500.000 10.0 100.00 200.000 40.0 0.10 २२५१२

2.15.3.287.17 Identification and Broadcasting of best practices of alternative

education graduates district

17 50 0.2 850.000 17.0 100.00 185.000 21.8 0.17 २२५१२

2.15.3.287.18 Meeting for SS,RP and other stakeholders to the effectiveness of

Literate Nepal Campaign region/districts

35 50 0.3 1750.000 35.0 100.00 703.910 40.2 0.35 २२५१२

2.15.3.287.19 Program through RED for the retention of and increase access to

education for out of school children region

2 0.2 1200.000 2.0 100.00 1200.000 100.0 0.24 २२५१२

2.15.3.287.20 Program implementation for out of school children analysing and

updating the data district

10 85 0.2 850.000 10.0 100.00 360.000 42.4 0.17 २२५१२

2.15.3.287.21 Pogram for retention and enrollment in the collaboration with

local bodies district

5 30 0.0 150.000 5.0 100.00 123.000 82.0 0.03 २२५१२

2.15.3.287.22 Interaction program and network meeting for the effectiveness of

nonformal education in the participation of local NGOs. region

5 500 0.5 2500.000 5.0 100.00 1945.170 77.8 0.50 २२५१२

७. Monitoring and Evaluation 0.7 3400.000 100.00 2352.357 69.2 0.67

2.19.1 Activities related to monitoring, evaluation and management 0.000

2.19.1.11 Monitoring expenditure Region/district 35 0.7 3400.000 35.0 100.00 2352.357 69.2 0.67 २२६११

8.2.3 School construction purpose 65.0 328500.000 100.00 316584.000 96.4 65.05

8.2.3.19 Toilet construction with water school 810 65.0 328500.000 810.0 100.00 316584.000 96.37 65.05 २६४२३

२. Total capital cost 0.0 0.000 0.000 0.00

४. Total recurrent cost 100.0 505000.000 81.08 380277.137 75.30 81.08

५. Total capital and recurrent 100.0 505000.000 81.08 380277.137 75.30 81.08

६. Grand Total

100 505000.000 380277.137 75.30 81.08

Status Report - 2014/015 - Center for Education and Human ...

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