Earthquake Response Programme

Earthquake Response Programme Annual Report 2006

Contribution Information 1. UNESCO progress report no: ERP-02 2. Assisted country: Pakistan 3. Programme or project: Earthquake Response Programme (ERP) 4. Donor references: Department for International Development (DFID) Government of Japan (GoJ) UNESCO 5. Budget codes : 545-PAK-1001 (DFID) 490-GLO-1500 (GoJ) 406-PAK-1000 (UNESCO) 21-124-106-ISB (UNESCO) 6. Total contribution: USD 2,963,185.00 7. Programmable amount : USD 2,829,643.00 8. Funds utilized to date: USD 805,149.00 9. Balance of funds available: USD 2,153,445.55 10. Duration of contribution: November 2005 - December 2007 11. Period covered by this report: January - December 2006 12. Date of preparation: January 2007

Table of contents Acronyms....01 Executive summary...02 Introduction...03 Programme objective and strategy...03 Achievments...04 Constraints...07 Future Plans...07 Utilization of donor funds...09

1 Acronyms AJK CLC DEO DFID ERP DCTE DEE EFA ERP ERRA GoJ ICT IIEP INEE MOU MTs NFBE NGOs NRC NWFP TEVT ToT UNESCO UNICEF Azad Jammu and Kashmir Community Leaning Center District Education Officer Department for International Development UK UNESCO s Earthquake Response Programme Directorate for Curriculum and Teacher Education Directorate of Education Extension Education for All Earthquake Response Programme Earthquake Reconstruction and Rehabilitation Authority Government of Japan Information and Communication Technology International Institute for Educational Planning Inter-Agency Network for Education in Emergencies Memorandum of Understanding Master Trainers Non-formal Basic Education Non-Governmental Organization Norwegian Refugee Council North-West Frontier Province Technical Educational and Vocational Training Training of Trainers United Nations Educational, Scientific and Cultural Organization United Nations Children s Fund

2 Executive summary 1. UNESCO s ERP, supported by DFID and GoJ, complements the educational efforts of the Government of Pakistan and other agencies in the earthquake-affected areas through four programme areas. The areas include support to educational managers, teacher training, support to secondary education and technical/vocational and non-formal education (NFE). In addition, ERP promotes and applies the Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction. 2. The main implementing partners to date are the Directorate for Curriculum and Teacher Education (DCTE) - NWFP, the Directorate of Education Extension (DEE) - AJK, the Project Wing - Ministry of Education, the Department of Education- AJK, the Elementary Education Foundation, NWFP and INGOs. 3. Materials were developed for training of senior managers, middle managers of teachers. A total of 226 senior and mid level educational managers and 216 Master Trainers (MTs) and 319 secondary school teachers were trained in 2006. In addition, a Generic Training of Trainers (ToT) module was developed and 49 MTs trained. 4. A strategy paper advocating the reactivation of secondary education was prepared. In NFE, learning opportunities were provided through Community Learning Centers (CLCs) and Literacy Centers in four districts. Training was imparted to supervisors, teachers, and community motivators, including functional literacy classes for women and trauma counseling training to people. Preparations are being made for ERP support to the Nonformal Basic Education (NFBE) programme. A needs assessment workshop was held in preparation for an action plan on UNESCO s Technical Education and Vocational Training (TEVT) programme 5. A total of 100 educational personnel from various agencies were trained in the Minimum Standards. The Minimum Standards handbook was translated in Urdu. Copies are continuously disseminated to partners in and outside the education sector. 6. The key challenges encountered during the implementation relate to coordination and communication mechanisms, overstretched capacity of education officials, little funding for middle and secondary education, NFE education and TEVT segments of education. 7. Upcoming key activities for 2007 include the construction of semi-permanent (prefab) office and training halls for DEE - AJK Development of additional modules for senior and middle mangers and teachers are also underway. The roll-out of teacher training in AJK and NWFP, trainings in planning and management and the Minimum Standards are in the pipeline. In addition, provincial governments will be supported to enable national training institutes to respond to training needs. Transitional shelter and associated support will be provided to selected secondary schools in NWFP and AJK. Interventions in 2007 also include support towards reactivation of selected technical and vocational education services and the expansion of NFE education. 8. The total budget for ERP is USD 2,963,185. In 2006 USD 805,000 was spent out of an annual budget of USD 2,157,649.

3 Introduction 9. ERP was launched in November 2005, with initial funding from UNESCO. It is expected to terminate in December 2007. It seeks to complement and enhance the educational efforts of the Government of Pakistan, national and international institutions, agencies and NGOs in the earthquake-affected areas. The four programme areas include: Area 1: Training and support to education planners and managers Area 2: Teacher training Area 3: Support to middle and secondary education Area 4: Support to technical/vocational and NFE education. 10. Under the Early Recovery Plan, support has been provided to programme areas 1 and 2 by DFID. The Government of Japan, through its Flash Appeal funding, is supporting all four areas of the programme. In addition, funds received from the UNESCO Headquarters are also being used for all four areas of the programme. This report covers all programme areas as well as interventions to promote and apply the Minimum Standards. 11. In addition to the above four areas, ERP is promoting application of the INEE Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction. These Standards are the guiding framework for all education interventions under the ERRA-UN Early Recovery Plan. DFID resources are being used for implementation of this component. 12. The main implementing partners to date are the DCTE and Elementary Education Foundation- NWFP, the DEE and the Department of Education- AJK, Project Wing- Ministry of Education, Norwegian Refugee Council (NRC) and Basic Education for Afghan Refugees (BEFARe). Project objective and strategy Objective 13. To assist national and local government to build back an education system better than before the earthquake. Strategy 14. ERP follows a holistic approach to education as per UNESCO s mandate. It covers support to the education system as a whole, from the level of policy making, educational planning and management to technical and vocational education, NFE education to the provision of transitional shelters, teacher training and psychosocial support in the classroom. It addresses quality of and access to education. 15. Interventions are implemented through the government to promote ownership as well as to enhance their capacity in planning and implementation. Some interventions are implemented through I/NGOs because of their outreach.

4 Achievements Strengthening of educational management capacity 16. The capacity of senior and middle educational managers is being enhanced in educational planning and management. In this regard, 3 training modules were developed in which 180 senior managers and 86 middle managers were trained: Senior managers 1 training at a glance Location Trained Training materials used AJK 77 males & 57 females Total 134 Module 1: Introduction to Education Planning and Management NWFP 19 males & 9 females Trainer s Notes and Workbook Islamabad (8 from AJK and 10 from NWFP) Total 28 12 males & 6 females Total 18 Module 2: Managing Recovery and Reconstruction Trainer s Notes and Workbook Middle managers 2 training at a glance Location Trained Training materials used AJK 39 males & 26 females Total 65 Module 1: Quality Educational Response NWFP 18 males & 3 females Total 21 Trainer s Guide and Workbook Teacher training 17. In teacher training, ERP supported the development of a training module, Training of Teachers in Earthquake-affected Areas and the in-service training of government teachers including MTs. As part of the capacity building efforts, a Generic Training of Trainers module was also developed to prepare a cadre of MTs for roll-out of training to government teachers and education managers. Teacher Training in Ghari Habibullah, NWFP UNESCO 1 Senior managers include Divisional Directors, Deputy Directors, District Education officials, Subject Specialists, Principals and Assistant District officers 2 Middle managers include Head Teachers, Headmasters, Deputy District officers and officers of the Department of Schools and Literacy

5 Teacher training at a glance Location Trained Training materials used NWFP 37 males & 19 females Training of Teachers in Earthquakeaffected Total 56 (MTs) Areas 195 males & 124 females Total 319 (secondary teachers) Training Guide, Workbook and Resource book AJK 115 males & 45 females AJK Note: Total 160 (MTs) 17 females & 32 males Total 49 (MTs) Generic Training of Trainers- Educational Planning and Management in the Earthquake-affected Areas Trainer s Notes and Workbook 11,700 school teachers trained with UNICEF support using the UNESCO-supported training material. NGOs have also used UNESCO-supported training materials. 18. In August 2006, NRC was contracted to support enrolment in schools and continuation of formal schooling in Battagram District. NRC formed four teacher support groups with 39 participants. For the formation of additional teacher support groups, 11 community meetings were held involving more than 100 women and female teachers. For the reactivation of Parent and Teacher Associations (PTA) and advocacy for EFA, 93 community meetings were held. A total of 1,854 parents, village representatives and teachers participated in the meetings and were sensitized on EFA. A teacher training needs assessment plan was prepared for Battagram in collaboration with the Department of Education NWFP. 19. In November 2006, a strategy conference was organized jointly by the Education Department - AJK, UNESCO and UNICEF to map existing stakeholders, programmes and available resources and materials in teacher training in AJK. Through this forum, discussions were initiated on potential joint programming (UN/NGOs) in teacher training and long-term linkages with government programmes. The DEE, with the technical assistance of UNESCO and UNICEF will map out and strategize teacher training interventions districts and formulate a comprehensive teacher training strategy in AJK. This will provide a platform for all education actors of AJK to coordinate their interventions in teacher training. Support to middle and secondary education 20. During field visits and discussions with various government educational officials, it became evident that most agencies were building permanent and transitional shelters mainly for primary schools and overlooking the needs of middle, secondary and higher levels of the education system. To fill this gap, ERP has been advocating for increase in the support for middle and secondary schools. NFE including TEVT and life skills 21. To provide access to literacy and NFE learning opportunities to the people most affected by the earthquake, 6 CLCs were established (4 in Muzaffarabad and 2 in Bagh). These centers (5 are located in tent village) provided learning opportunities to children and served as a platform for discussions on health education, sanitation and socio-cultural values. ERP supported teacher salaries, provision of learning materials and training of teachers. A total of

6 34 Literacy Centers in District Manshera were also supported through teachers salaries for three months. Supplementary reading materials on life skills and disaster management were provided to 13 Literacy Centers in Balakot. A total of 539 teachers, 15 supervisors and 23 community social motivators were trained. More than 100 females were imparted functional literacy skills. In addition, trauma counseling was provided to 939 individuals in Manshera and Balakot. 22. TEVT is another area of education which has been neglected in the educational response. In November 2006, in collaboration with the Directorate of Social Welfare and Women Development and Department of Industries, Labour and Commerce - AJK, a workshop was organized to identify key TEVT interventions for the preparation of a plan of action. A national TEVT expert is being recruited to develop a detailed plan. The ToR is being reviewed by the authorities in AJK and NWFP. 23. Preparatory work for the implementation of NFBE component commenced in the last quarter of 2006. A joint mission of ERP and NFBE Programme of Federal Government to AJK is planned for early 2007. Participants at the workshop on Priority TEVT Needs and Action Plan for Earthquake- Affected Areas, Muzaffarabad, AJK UNESCO Documentation of educational response to the earthquake and lessons learned 24. Since institutional memories and knowledge of key actors in the response may be lost, preparations for a country case study on the educational response are being made. This case study will cover issues such as access and quality, coordination and management, funding and external relations. The case study will be conducted by International Institute for Educational Planning (IIEP) and published in the IIEP series on Education in Emergencies and Reconstruction. Promotion and training on the INEE Minimum Standards 25. A total of 100 educational personnel from government, I/NGOs, and the UN agencies have been trained in the Inter-Agency network for Education in Emergencies (INEE) Minimum Standards. The trainings took place in Islamabad, Muzaffarabad and Lahore. Partly through UNESCO s advocacy efforts, all projects in the Early Recovery Plan were developed and are being implemented within the framework of the Minimum Standards. 26. The Minimum Standards handbook was translated in Urdu and 500 copies distributed to educational stakeholders, including NGOs, INGOs, UN partners, IIEP and INEE The handbook is posted on the ERP website: http://www.un.org.pk/unesco/erp/main.htm. Collaboration with Sphere to ensure cross-sectoral linkages is ongoing.

7 Constraints 27. Key constraints faced by ERP are listed below: There is a mismatch in the volume of work and the capacity of district-level government departments to manage, implement and monitor educational interventions. A large number of agencies are operating in the project area. It has placed tremendous demand on government time and capacity. ERP s planning and management trainings aim to enhance the capacity of education officials to address some of the challenges. The coordination mechanism among federal, provincial and line departments, donors and NGOs remains inadequate and complex. This affects decision making and implementation. The challenge can be addressed by the federal, provincial and state authorities taking a stronger lead in the coordination process. ERP is supporting the government in this area. The Education Department s infrastructure, especially in AJK, was severely damaged forcing offices to be housed in tents or semi-permanent structures which do not provide a conducive working environment. Government and international agencies need to jointly review these needs as they remain unmet. Middle and secondary education, NFE and TEVT need urgent attention as they remain under funded. ERP has been drawing attention of the government and the international community to these gaps and try to meet some of them using the limited resources it has. Delay in the recruitment of field staff due to unavailability of suitably qualified candidates and over-stretched core office staff have also affected ERP s implementation rate. Moreover, considerable amount of time of some staff members is spent on coordination of and reporting on the education sector. This is an intangible but crucial contribution to the sector, and can be better accounted for in future work. The ERP is currently increasing its staff to address this challenge. Future plans 28. Some of the key activities, showing the estimated budget allocation for each area, for 2007 under each component are as follows: Educational Planning and Management USD 570,000 Planned Activities Development and piloting of advanced level training modules: for Senior Managers on Managing Recovery and Reconstruction (2 nd pilot), Financial Management and Monitoring and Evaluation For Middle educational managers on Support to Subject Training and Leadership and School Management Targets 5 pilot workshops with125 participants 8 pilot workshops with 200 participants

8 Planned Activities Roll-out of training to Senior managers and Mid-level educational managers Strengthening of school monitoring mechanisms (SMC/PTA) Construction of semi-permanent office for DEE- AJK Documentation of educational response to the earthquake Targets 28 workshops with 700 participants 6 workshops with 150 participants Set of monitoring tools 4 advocacy conferences with 100 participants 1 complete building including resource centre. 1 case study in the IIEP series on Education in Emergencies and Reconstruction. Teacher Training USD 270,000 Planned Activities Development of sector-wide teacher training strategy for AJK Development and piloting of Generic ToT (2nd level) Roll-out of teacher training to secondary teachers Support to teacher training resource centers at DCTE NWFP and DEE -AJK Training of MTs in teacher training module and Generic ToT Targets 1 strategy and 1 plan through strategy conferences in NWFP and AJK 2 workshops with 50 participants 43 workshops with1225 participants 2 resource centers 12 workshops with 300 participants Middle and secondary education USD 440,000 Planned Activities Provision of transitional shelters to secondary and middle schools Establishment of ICT centers at secondary schools Targets 36 transitional shelters 8 ICT centers NFE education, including TEVT and life skills USD 310,000 Planned Activities Training of MTs and NFBE teachers Targets 90 teachers and 25 MTs Strengthening of CLC 6 UNESCO-supported CLCs strengthened Development and implementation of TEVT action plan and financial, technical and equipment support to TEVT institutions 1 action plan and 9 district-specific reports on TEVT institutions and a number of institutions identified in the National and provincial policy recommendations on the effective implementation of TEVTA s plan 1 study report and 1 workshop with 50 participants

9 Promotion and training in INEE Minimum Standards USD 70,000 Planned Activities Training in Minimum Standards Study of awareness, use and impact of the Minimum Standards in the educational response Targets 9 workshops with 225 participants 1 report Programme Support Expenditure USD 450,000 Programme Management Action USD 40,000 Utilization of donor funds 29. The ERP budget is made of a pool of funds received from Flash Appeal funds received from the Government of Japan, DFID funding under UN-ERRA ERP and funds received from UNESCO HQ. The estimated total budget and expenditure status as at 31 December 2006 is as follows: DFID USD 1,385,120.00 GoJ USD 1,300,000.00 UNESCO HQ USD 278,065.00 Total Budget: USD 2,963,185.00 Budget for 2006: USD 2,157,649.00 Expenditure of 2006: USD 805,149.00 (37%) Balance for 2007: USD 2,158,036.00 *********

Earthquake Response Programme Progress Report January December 2007

Contribution Information 1. UNESCO progress report no: ERP-03 2. Assisted country: Pakistan 3. Programme or project: Earthquake Response Programme (ERP) 4. Donor references: Department for International Development (DFID) Government of Japan (GoJ) UNESCO 5. Budget codes : 545-PAK-1001 (DFID) 490-GLO-1500 (GoJ) 406-PAK-1000 (UNESCO) 21-124-106-ISB (UNESCO) 6. Total contribution: USD 2,963,185.00 7. Programmable amount : USD 2,829,643.00 8. Duration of contribution: November 2005 June 2008 9. Period covered by this report: January December 2007 10. Date of preparation: January 2008

Table of contents Acronyms i Executive summary 1 A. Programme background 2 B. Programme objective and strategy 2 C. Achievements 2 D. Implementation issues and challenges 13 E. Remaining activities to be completed by 30 June 2008 13 F. Financial status 14

Acronyms ADB BECS BEFARe CLC DCTE DCRD DEE DFID DSWWD DTEMT EMIS ERP ERRA GTZ ICTC IIEP INEE I/NGO MM MSEE MT NAVTEC NCHD NFE NGO NWFP PAK PERRA PITE PTA SERRA SM SMC TEVTA TVET Asian Development Bank Basic Education Community Schools Basic Education for Awareness Reforms and Empowerment Community Learning Centre Directorate of Curriculum and Teacher Education Directorate of Curriculum Research and Development Directorate of Education Extension Department for International Development Directorate of Social Welfare and Women s Development Directorate of Technical Education and Manpower Training Education Management Information System Earthquake Response Programme Earthquake Reconstruction and Rehabilitation Authority Deutsche Gesellschaft für Technische Zusammenarbeit Information and Communication Technology Centres International Institute for Educational Planning Inter-Agency Network for Education in Emergencies International and National Non-Governmental Organisation Middle Manager Minimum Standards for Education in Emergencies Chronic Crisis and Early Reconstruction Master Trainer National Vocational and Technical Education Commission National Commission for Human Development Non-formal Education Non-Governmental Organisation North-West Frontier Province Pakistan-Administered State of Kashmir Provincial Earthquake Reconstruction and Rehabilitation Authority Provincial Institute of Teacher Education Parent-Teacher Association State Earthquake Reconstruction and Rehabilitation Authority Senior Manager School Management Committee Technical Education and Vocational Training Authority Technical and Vocational Education and Training i

UNESCO UNICEF USAID United Nations Educational, Scientific and Cultural Organisation United Nations Children s Fund United States Agency for International Development ii

Executive summary 1. UNESCO s Earthquake Response Programme is funded by the Government of Japan, Department for International Development (DFID) and UNESCO. It has five components for reactivation of education system in affected areas. The components provide training and support to teachers, education planners and managers; support for reactivation of middle/secondary schools, non-formal and technical/vocational education and application of the Minimum Standards for Education in Emergencies. The work plan for 2007 was approved by the Earthquake Reconstruction and Rehabilitation Authority (ERRA) in June 2007. 2. In the area of training, assistance to develop a draft Strategic Framework for In-service Teacher Training was provided to Directorate of Education Extension (DEE), PAK in collaboration with UNICEF. To establish a cadre of well-qualified Master Trainers, 99 Master Trainers (MTs) were trained in NWFP for the delivery of the Generic Training of Trainers. A training center cum office building has been constructed for DEE, PAK and the database of MTs is being developed. 3. In order to reactivate secondary education, a policy for transitional school buildings for middle and secondary schools and technical guidelines for the design and construction of modular transitional school buildings have been prepared and 28 schools were short listed for the construction of transitional buildings in 2008. However, due to the sharp rise in the construction cost and incomplete bids the start of the actual construction work has been affected. In the area of ICT promotion, eight secondary schools have been identified for establishment of model Information Communication Technology Centres. 4. To strengthen non-formal basic education services in the earthquake affected areas support for teacher training, education management information system and for monitoring is being provided to the Basic Education Community Schools Project, Federal Ministry of Education. So far, 25 Master Trainers and 137 teachers have been trained. 5. For reactivation/strengthening of technical and vocational training institutions Action Plans were finalized with the Technical Education and Vocational Training Authority (PAK TEVTA) and Directorate of Social Welfare and Women Development (DSWWD) in PAK, and the Directorate of Social Welfare and Women Development (DSWWD) and the Directorate of Technical Education and Manpower Training (DTEMT) in NWFP. The delivery of all equipment excepting TV Trainer has been completed. The beneficiary institutions include four non-governmental organisations (NGO) in NWFP. Majority of beneficiaries are women. 6. Pakistan case study on the overall educational response is undergoing final editing for publication. An independent review of the application of the Minimum Standards in Education in Emergencies has been completed and is being disseminated. 7. The Minimum Standards training materials have been translated to Urdu and 900 copies of the Minimum Standards for Education in Emergencies Chronic Crisis and Early Reconstruction Handbook have been distributed. A total of 196 Government and I/NGO personnel were trained in the Minimum Standards. 8. Overstretched capacity of implementation partners, multiple actors for coordination of TVET, increase in construction costs, inadequate response and submission of incomplete bids by bidders for infrastructure work and shortage of experienced engineers are the main challenges faced by the project. 9. As of 31 December 2007 the project has achieved a cumulative implementation rate of 77%. 1

A. Programme background 1. The Earthquake Response Programme (ERP) was designed to complement and enhance the education revival efforts of the Government of Pakistan, national and international institutions, agencies and NGOs in the earthquake affected areas of North-West Frontier Province (NWFP) and Pakistan-administered State of Kashmir (PAK). In line with UNESCO s Education For All, the project takes a holistic 1 approach to the education system. 2. The ERP activities are directed towards capacity building of education planners, managers and teachers; and reactivation of middle and secondary education, non-formal education (NFE) and technical and vocational education. In addition, the project advocates application of the Minimum Standards for Education in Emergencies Chronic Crises and Early Reconstruction (MSEE). 3. To facilitate completion of ongoing and remaining activities, the project completion date has been extended, in consultation with the donors, from 31 December 2007 to 30 June 2008. B. Programme objective and strategy 1. Objective a. To assist the national and the local government to build back an education system better than before the earthquake. 2. Strategy a. A holistic approach to education as per UNESCO s mandate, covering support to the education system as a whole. It addresses quality of and access to education services. b. Interventions are implemented through the government and implementation partners. c. Bridging of the relief phase with the recovery and reconstruction phase. C. Achievements 1. Programme Area 1: Training and support to education planners and managers. Intended Outcome: Target outputs Educational planning and management system is reactivated and strengthened. Update on progress towards targets Institutional training plans and training modules for educational planners and managers developed by the end of the project. Annual target: Finalisation of one training module and development of three new modules for Senior Managers; two new modules for Middle Managers; 150 Senior Managers and 100 Middle Managers trained while piloting the modules. Module II Management of Recovery and Reconstruction for Senior Managers: Forty-nine educational managers and trainers, including 18 female managers/trainers, were trained in two pilot workshops. The participants, comprising of 27 SMs and 22 MMs, were from Abbottabad, Manshera, Battagram, Shangla and Kohistan Districts of NWFP, including staff from Provincial Institute of Teacher Education (PITE). The participants also include officials from DEE (5) and Directorate of Curriculum Research and Development (DCRD - 3) from PAK. The training was organised by PITE with the technical assistance of UNESCO. 1 Covering: educational planning and management, technical and vocational education, non-formal education, provision of transitional school buildings, teacher training, and psychosocial support in schools. 2

Module III-Monitoring & Evaluation for Senior Managers: The Module III was developed, tested and finalised. Fifty three educational managers, including 22 female managers, were trained in two pilot workshops. The participants, comprising of 23 SMs and 30 MMs, were from Abbottabad, Mansehra, Battagram, Shangla and Kohistan Districts of NWFP, including PITE staff. The participants also include officials from DEE (4) and DCRD (2) from PAK. The training was organised by PITE with the technical assistance of UNESCO. Module IV-Introduction to Financial Management for Senior Managers: The Module IV was revised and finalised. Fifty educational managers and trainers, including 21 female managers/trainers, were trained in two pilot workshops. The participants, comprising of 19 SMs and 31 MMs, were from Abbottabad, Mansehra, Battagram, Shangla and Kohistan Districts of NWFP, including PITE staff. The participants also include officials from DEE (2) and DCRD (1) from PAK. The training was organised by PITE with the technical assistance of UNESCO. Development of Modules for Monitoring and Evaluation and Introduction to Financial Management started late due to the delay in the approval of the work plan and consequential delay in fielding of consultants. Out of the four, two Modules are ready. The Modules on Support to Subject Training for Middle Managers (MM) and Leadership and Management were not developed due to time constraint of training institutions. As United States Assistance for International Development (USAID) project: Revitalising Innovating and Strengthening Education is contemplating similar interventions, ERP will not be pursuing the development work in 2008. A total of 152 managers (69 SMs and 83 MMs) were trained. Educational planners and managers have knowledge and skills to plan and manage the reconstruction and system improvement by the end of the project. Annual target: 550 SMs trained in four modules. Module I-Introduction to Education Planning and Management: One hundred and three educational managers, district officers, assistant district officers, trainers, including 44 female officers, were trained in NWFP. The participants, comprising of 42 SMs and 61 MMs, were from Abbottabad, Mansehra, Battagram, Shangla and Kohistan Districts of NWFP, including PITE staff. The participants also include officials from and DEE (4) and DCRD (2) from PAK. The training was organised by PITE with the technical assistance from UNESCO. 3

Module II Management of Recovery and Reconstruction: Fifty-one educational managers and trainers, including 18 female officers, were trained in two roll-out workshops. The participants, comprising of 18 SMs and 33 MMs, were from Abbottabad, Manshera, Battagram, Shangla and Kohistan Districts of NWFP. The training was organised by PITE with the technical assistance of UNESCO. Four workshops to train 100 educational managers in PAK were not held due to DEE s unavailability. These workshops will be held in 2008. Module III-Monitoring & Evaluation: Forty-eight educational managers, including 23 female officers, were trained in two roll-out workshops. The participants, comprising of 12 SMs and 36 MMs, were from Abbottabad, Mansehra, Battagram, Shangla and Kohistan Districts of NWFP. The training was organised by PITE with the technical assistance of UNESCO. Four workshops to train 100 educational managers in PAK were not held due to DEE s prior engagement in other activities. These workshops will be held in 2008. Module IV-Introduction to Financial Management: Training for fifty educational managers of NWFP in two roll-out workshops was delayed due to logistical problems arising out of security concerns and general election. These workshops will now be conducted in January 2008 by PITE. Four workshops to train 100 educational managers in PAK were not held because the Module development took longer than planned. As the Module is now ready, these workshops will be held in 2008. In total 202 managers, 72 SMs and 130 MMs, were trained out of the target of 550. Middle Managers have knowledge and skills related to indicators of quality and can apply them in the context of system planning and management by the end of the project. Annual target: 150 Middle Managers trained in two modules. The roll-out of Module I-Quality Educational Response for Middle Managers could not take place because of DEE s other commitments. There is no plan to continue this activity in 2008. As reported in Programme Area 1, the Modules on Support to Subject Training for Middle Managers (MM) and Leadership and Management were not developed, hence no roll-out. Notwithstanding non implementation of the activities, this ERP trained 213 MMs in SM Modules on Management of Recovery and Reconstruction, Monitoring and Evaluation, Introduction to Financial Management and Introduction to 4

Education Planning and Management to prepare them to assist the SM better and become SM in future. School monitoring mechanisms are strengthened by the end of the project - including School Management Committee (SMC) and Parent-Teacher Association (PTA). As National Rural Support Programme is covering SMCs in PAK under a DFID funded project, and ADB and I/NGOs are supporting PTCs in NWFP, the project did not implement this activity to avoid duplication. Annual target: A set of PTA/SMC monitoring tools; and 4 seminars on the importance of PTA/SMC. The capacity of government and provincial training institutions are improved by the end of the project. Annual target: Construction of DEE office cum training centre building. Construction of training centre cum office building and a resource centre for DEE with furniture and equipment was completed in December 2007, and will be handed over in February 2008. The building has two training halls with 530 sft area with a capacity to train up to 60 people. The activity was delayed initially due to site selection related problems. At present electricity connection by the local authorities and minor problems in the construction are being addressed. The total value of the building including furniture and equipment is USD389,600.00. Capacity-building process and lessons learned documented and shared with national and international stakeholders by the end of the project. Annual target: One case study. Implementing partners UNESCO IIEP has completed research on the educational response to the 2005 earthquake. The case study is being edited for publication as part of the IIEP series on Education in Emergencies and Reconstruction. The report will be launched in March 2008. Publication has been delayed by a few months due to the need to collect additional statistics and also to accommodate recent key changes in the recovery and reconstruction. DEE PAK, Directorate of Curriculum and Teacher Education (DCTE) NWFP, PITE NWFP, and UNESCO IIEP. 5

2. Programme Area 2: Teacher training. Intended Outcome: Target outputs Quality of teaching and learning processes enhanced in the changed environment. Update on progress towards targets Institutional training plans and training modules for in-service teacher training developed by the end of the project. Annual target: 1 Strategic framework and Action Plan; Level 2 Generic Training Materials and 50 Master Trainers. UNICEF and UNESCO collaborated to assist the DEE in the development of the Strategic Framework for In-service Teacher Training. The aim was to improve the coordination and linkages of training programmes offered by different actors. The draft of the strategic framework was shared with various stakeholders, including donors and I/NGOs. The finalization of the document by the DEE has been delayed awaiting response from the stakeholders. UNESCO is following up with UNICEF and DEE to complete the activity and considering providing technical assistance for organizing the second strategic conference in early 2008 and finalising the strategy document. The provision of a national teacher training expert to support DEE in overall coordination and implementation of teacher training in PAK was dropped as suitably qualified teacher training expert could not be identified. In NWFP, assistance for strategic framework was not implemented to avoid duplication in view that DCTE is already taking similar initative with the assistance of GTZ. Development of Level 2 Generic Training of Trainers Module and Level 2 Quality Response Course Module were not undertaken because the government training institutes and the ERP concluded that further training and development should focus on specific training rather than generic. Skills of teachers enhanced to deal with their own and students' psychosocial needs by the end of the project. Annual target: 1000 Secondary school teachers trained; strengthened DCTE and DEE library; and resource material support for four most disadvantaged districts. Due to the lack of demand for the psycho-social training and diminishing relevance of the training the roll-out of ToT for Quality Educational Response (also known as Psycho-social Support) was not carried out. Both DCTE and DEE have identified the need and shown interest in development of subject based modules for Grade 9 and 10. After initial discussions and exploration of availability of subject modules in other provinces, the task was postponed to identify competent resource people and also to free DCTE to carry out the ERP supported training activities. As PAK and NWFP textbooks are different, different sets of training materials are required which means more resources. The activity will be carried out in 2008 subject to funding situation and bearing in mind that the USAID Project Revitalising, Innovating, Strengthening Education has a plan to develop subject based teachers training for PAK. 6

Books and publications are being obtained from UNESCO IIEP for DEE library as well as some books are being purchased from market. As for DCTE, CIDA is providing the support, hence ERP decided not to invest in it. The plan to provide equipment and resource material support for Shangla, Kohistan, Battagram and Neelum was withheld after conducting an assessment of the field situation. Whilst the need to strengthen the education offices is significant any short time engagement focussing on a few equipment and material was found to be unsustainable and ineffective as basic infrastructure such as supply of electricity is not stable. A core set of well qualified master trainers is established within each teacher training institution by the end of the project. Annual target: Database of MTs; and 200 Master trainers trained. A basic structure of the database of the MTs has been prepared, but it needs further refinement. ERP will be following up with and providing support to the educational authorities in NWFP and PAK as part of its exit strategy to create a good database for reference and future use of the resource people by the government and other agencies. Generic Teacher Training Module I was revised by involving DCTE, NWFP and one pilot training conducted. Roll out of three workshops in NWFP is carried out by DCTE, with participants from Regional Institute of Teacher Education in Haripur Abbottabad and Manshera. In total 99 MTs, including 43 female MTs, were trained. The MT training in PAK will be carried out in 2008, subject to the availability of funds. The plan to develop additional 100 MTs for Quality Educational Response (also known as psycho-social training) and level 2 of the same course for the 100 MTs was not implemented because of the concerns about its relevance at this stage of recovery and reconstruction work. Implementing partners DEE PAK and DCTE NWFP 7

3. Programme Area 3: Support to middle and secondary education. Intended Outcome: Target outputs Secondary education system reactivated with improvement in quality and access. Update on progress towards targets The neediest secondary schools, including girls schools, are provided with transitional shelters and basic equipment by the end of the project. Annual target: 1 Policy for transitional shelter; 2 Modular design; 36 transitional school buildings. The policy for transitional shelters was finalised in consultation with ERRA, State Earthquake Reconstruction and Rehabilitation Authority (SERRA), Provincial Earthquake Reconstruction and Rehabilitation Authority (PERRA), and State Education Departments of PAK and NWFP. Detailed technical guidelines for the design & construction of transitional school buildings for middle and secondary schools are ready. A list of 28 schools (16 in PAK and 12 in NWFP) for construction of transitional buildings was prepared in consultation with SERRA, PERRA and the Departments of Education in PAK and NWFP. Request for Proposals for construction were obtained and evaluated. The poor quality lack of compliance with the stated requirements - of the proposals has delayed the selection. The number of schools was based on USD3,000 (approximately) per room cost and that the primary section of the schools (in PAK) would have been built by other agencies. The revised cost is USD8,000 (approximately) per room and the project has to build primary section as well. In this context, the ERP will reduce the target to make it realistic and achievable within the available budget of USD470,000. Training opportunity on Information Communication Technology provided to secondary school children as a pilot. Annual target: Establishment of 8 ICTCs: 50% girls schools. Implementing partners Eight ICTCs are being established in partnership with NCHD. Five centres will be established in Abbottabad, Manshera, Battagram, Shangla, and Kohistan districts and three in Muzaffarabad, Bagh and Rawalakot districts. In PAK, the schools for the establishment of ICT Centres have been identified in consultation with Department of Education. In NWFP, the process of identification is still on going. The delay is caused partly because of the engagement of district education officials in preparation for general election. NCHD and NGOs. 8

4. Programme Area 4: Support to NFE and Technical and Vocational Education. Intended Outcome: Access to non-formal education and skills development opportunities has increased. Target output Update on progress towards targets Strengthened design and implementation of government Non- Formal Basic Education Programme by the end of the project. Annual target: 1 Policy and planning advice for PAK and NWFP; training of 25 Master Trainers and 90 teachers. After identifying the priority needs in the earthquake affected areas, the ERP entered in an agreement with the Basic Education Community Schools Project, Ministry of Education for implementation of training of Basic Education Community Schools (BECS) teachers using the existing training materials, support for development of EMIS system, and strengthening of monitoring capacity in PAK. Trainings of 25 Master Trainers (13 in NWFP and 12 in PAK), and of 137 teachers were completed and 63 additional teachers from NWFP will be trained in 2008. The actual target is more than planned. Development of EMIS system commenced in October 2007 and the needs analysis was completed in November 2007. The system is being designed by a national consultant with the distance-mode technical backstopping by an international consultant. The remaining tasks are scheduled to be completed in February 2008. The construction of the BECS monitoring office in PAK has not started due to a delay in land allocation by state authorities. It is expected that the land issue will be resolved in January 2008 allowing commencement of construction by March. Literacy programmes enhanced qualitatively and in terms of outreach in selected areas. Annual target: 2,500 adults and adolescents benefited from literacy programs. In view that the Kashmir Education Assessment Centre, the organisation that helped to establish the six Community Learning Centres in the aftermath of the earthquake is busy with its own mandated tasks, ERP is considering handing over of these CLC buildings to NGOs for literacy programme or to the schools four of the CLCs are built on the premises of schools -- for establishment of their IT classes. Targeted communities have benefited from increased access to training and employment opportunities by the end of the project. Annual target: 420 women and 600 men benefited. Action Plans for PAK and NWFP for community-based vocational skills training developed and the activities commenced. PAK TEVTA prepared and submitted the specifications of equipment to be provided by UNESCO as in-kind support for the training. Equipments for community based training in plumbing, electrical work, carpentry, tailoring, and embroidery will be delivered in early January. PAK TEVTA is ready to start the training in February. Total beneficiaries of community-based skills programme in PAK are 120 female and 180 male. A national consultant is providing technical support to the partners in implementation of community-based training. 9

In NWFP, Mashal (NGO) has started community-based training on beadwork in Shangla and Kohistan Districts in September 2007. The training is benefiting 120 women in the NWFP through skill development and employment opportunities. Mashal is providing marketing services for the product as well. Actual number of beneficiaries of the training is 420, including 240 women. With the reuse of equipment and additional funding from the government to cover the training costs, more households could benefit. Selected TVET institutions are operational with improved training quality by the end of the project. Annual target: 8 institutions benefiting 545 female and 110 male immediately and 7650 m/f over 10 years. Action Plans for five Social Welfare Ladies Industrial Schools: 1 in Shangla and 4 in Manshera have been finalized with DSWWD, NWFP. It took a while to get the DSWWD agreement on the proposal for the implementation of the Plan. One of the DSWWD activities being supported is the revision of curricula and scheme of studies of female vocational schools. The activities are expected to be completed by May 2008. Activities for strengthening of six vocational training institutions in NWFP are ongoing. Support is being provided to three institutions in Manshera (2) and Abbottabad (1) belonging to DTEMT and three to NGOs: Pakistan Association for Disabled Persons, Battagram; Attar Shisha Welfare Society, Manshera; Child Welfare Organisation, Battagram in NWFP. Equipment are being delivered to these institutions in early January 2008, except for TV Trainer which is to be manufactured overseas upon receipt of the order. The project supported activities are expected to be completed by May 2008. A TVET Stakeholder Matrix for PAK and NWFP has been prepared after extensive field work in nine districts and consultation with the relevant government departments, UN agencies, INGOs and NGOs. A total of 21 TVET institutions (10 in PAK and 11 in NWFP) are being reactivated/strengthened in the nine earthquake affected districts. Eighteen of them provide training to women and girls. The support will immediately benefit 80 male and 475 female, and 1000 male and 4750 female over a period of ten years. A national consultant is providing technical assistance to the institutions being supported by the project. Strengthening of PAK TEVTA and NWFP TEVTA. Support for capacity building of PAK TEVTA is being provided. An international consultant is providing technical assistance in development of the first draft of TEVT vision, 10

Annual target: 1 study report; 1 Workshop at national level. mission and strategy, organisational structure, preparatory work for website, sensitize staff on key issues affecting TVET, and strengthen the linkages between the PAK TEVTA and the National Vocational and Technical Education Commission (NAVTEC). The tasks will be completed in February 2008. In addition, equipment and financial support for creation of database of TEVT institutions under PAK TEVTA is being provided. The database is expected to be ready by April 2008. Preparations for technical support to NAVTEC for inclusion of seismic resistance component in the Diploma in Associate Engineering (civil) course are being made. Likewise, with an aim to facilitate development of appropriate skills standards for technical and vocations trades, Sri Lankan standards are being procured on the request of National Institute of Science and Technical Education. Implementing partners TEVTA PAK, DSWWD PAK, DTEMT NWFP, DSWWD NWFP, BECS of Ministry of Education. 11

5. Programme Area 5: Promoting application of the Inter-Agency Network for Education in Emergencies (INEE) Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction. Intended Outcome: Target output INEE Minimum Standards are applied as guiding framework for implementation of post earthquake response in education sector. Update on progress towards targets INEE Minimum Standards for Education in Emergencies are contextualised and widely disseminated. Annual target: Production of Urdu version of MSEE. The MSEE training materials has been translated into Urdu and is being used. To date 900 copies of the handbook have been distributed to educational stakeholders, including Government, NGOs, INGOs, UN partners, IIEP and INEE. The handbook can be downloaded from the UNESCO Islamabad ERP website: http://www.un.org.pk/unesco/erp/main.htm Education actors use Minimum Standards as guiding principles. Annual target: 225 persons trained in MSEE. A total of 186 educational personnel and officials from government and I/NGOs have been trained in MSEE. The training was organised in Islamabad, Manshera, Bagh, Rawalakot, Muzaffarabad in collaboration with I/NGOs: American Refugee Committee and Basic Education for Awareness Reforms and Empowerment (BEFARe). Documentation of use of Minimum Standards. Annual target: 1 Evaluation study. Implementing partners An independent evaluation of the use of MSEE in the earthquake response has been completed in September 2007. Based on the result of the evaluation, INEE is developing a draft advocacy, training and institutionalisation plan for MSEE. The report is being used to improve the application of the MSEE globally. The report can be downloaded from www.ineesite.org/page.asp?pid=1426 INEE and BEFARe Other achievements 1 Education Sector Coordination and Collaboration a. UNESCO has been advocating holistic education in emergencies at the national level as well as global level. Nationally, this has been through advocacy of EFA goals and on the use of the MSEE as a guiding framework for the educational response in the ERRA-UN Early Recovery Plan and training of government and NGO staff. Globally, UNESCO has been using Pakistan education cluster experience as a basis to contribute to the formation of the Global Education Cluster. b. In regard to the ongoing UN reform process, UNESCO is represented in the Disaster Risk Management Thematic Working Group by the ERP Team. The team conducted a self-assessment for Disaster Response Preparedness and developed UNESCO specific interventions (plan) for One UN programme under DRM Thematic Working Group drawing upon the lessons learned from earthquake and recent flood/cyclone emergencies as well as UNESCO s work at the global level. 12