acknowledgement - artf · hr human resources ict ... initiation of a countrywide audit of...

EQUIP Semi Annual Report July to December 2012 P a g e I

Acknowledgement

On behalf of the Ministry of Education of the Islamic Republic of Afghanistan, I would like to

express sincere gratitude to the governments of Canada, Germany, Norway, the United States,

Australia, The Netherlands, Sweden, and Spain, for their generous financial contribution to

support implementation of the Education Quality Improvement Program (EQUIP-II).

Our heartfelt thanks also go to the World Bank and ARTF, for their consistent technical and

financial assistance to EQUIP. The International Development Association of the World Bank has

also been a strong financial supporter of the EQUIP Program, and provided the initial 30 Million

USD for EQUIP II.

The Ministry of Education of the Islamic Republic of Afghanistan believes that without the

assistance of EQUIP donors it would not have been able to take such significant strides towards

its goal of providing quality equitable services for all, focusing on ensuring culturally acceptable

and quality education for girl and boy students, at par with current international standards, and

acknowledges their contributions to help EQUIP achieve program development objectives.

The Ministry of Education of the Islamic Republic of Afghanistan is also grateful to the Ministry of

Finance of the Islamic Republic of Afghanistan, the Provincial Education Directorates and District

Education Directorates for their assistance in the implementation of the Program.

In conclusion, we would like to acknowledge the support of local communities, who have been

vital to the success of the program. Their active participation and contribution have made this

program unique and successful.

EQUIP Semi Annual Report July to December 2012 P a g e II

Foreword

The second half of year 2012 marks the end of the four-year cycle of EQUIP II, and beginning of a

two-year extension of EQUIP II. The additional financing extension phase does not merely signify

an extension in length of the program from four to six years; it also marks advancement in the

scope of the program. In the second half of the year 2012, EQUIP focused primarily on assessing

and auditing past achievements in school infrastructure development quality, as well as social

mobilization reforms. The reporting period also involved intensive preparation for the additional

financing (September 2012 to August 2014) and on planning the launch of new initiatives and pilot

projects. Each new initiative has its own unique importance. A few examples; a) launching of the

assessment of student learning outcomes will be a historic first step toward ascertaining the

association between investing in education and the end result; b) establishing school maintenance

systems will be a new approach that is expected to increase the value of investment in

construction of education facilities; c) the incentives for girls to complete their education is also the

first initiative of its kind in Afghanistan, and is expected to reduce school drop outs, especially

among girl students.

Advancement in the scope and focus of EQUIP II also includes the revision in the design of the

teacher professional development initiative, also called the DT3, to focus more on strengthening

district-based institutions, thus ensuring a sustainable permanent professional development

system. Also, to support pre-service teacher training, EQUIP quality enhancement grants to

teacher training colleges will improve teaching and learning facilities.

The coming six months will be devoted to completing missing components in school construction

and completing the survey of school maintenance requirements; making final preparations for

strengthening the capacity of provincial education institutions, piloting the cash incentives for

retention of girl students in schools, and intensifying public awareness and education campaigns

to garner support for education. The Learning Assessment team will pilot the assessment test,

and schools will demonstrate improvement in quality due to enhanced community participation.

We are confident that EQUIP and MOE are headed toward greater achievements in 2013.

Dr. Seddiq Weera

EQUIP Director

EQUIP Semi Annual Report July to December 2012 P a g e III

Table of Contents

Executive Summary .................................................................................................................... IX

Social Mobilization ...................................................................................................................... 1

Introduction .................................................................................................................................... 2

Quality Enhancement Grant ....................................................................................................... 2

Monitoring and Support Missions .............................................................................................. 4

Social Awareness and Mobilization ........................................................................................... 4

School Management Shura (SMS) .............................................................................................. 4

School Improvement Plan (SIP) ................................................................................................. 4

Social Mobilization Trainings..................................................................................................... 5

School Shura Training Supervision Missions: .......................................................................... 11

Recruitment of District Social Mobilizers ................................................................................ 18

Implementation Challenges for Social Mobilization .............................................................. 20

Success Stories .......................................................................................................................... 21

Teacher Education ..................................................................................................................... 22

Introduction .................................................................................................................................. 23

District Teacher Training Teams (DT3) ................................................................................... 23

Institutional grants to improve learning environment of TTCs ................................................ 24

Gender mainstreaming .............................................................................................................. 24

Regional allowances ................................................................................................................. 24

Progress in EQUIP II activities ................................................................................................. 25

Progress in DT3 .......................................................................................................................... 25

INSET ....................................................................................................................................... 26

Capacity building of TED staff to deliver and monitor INSET trainings ................................. 29

School Management Training ................................................................................................... 29

High School Teaching Assistance ............................................................................................ 31

Accelerated Learning Program for Teachers (ALPT) .............................................................. 32

In-service teacher and school manager support systems .......................................................... 33

Verification of IPs' DT3 data .................................................................................................... 37

Institutional Grants to TTCs ...................................................................................................... 38

Gender Mainstreaming .............................................................................................................. 38

Gender Grants to TTCs ............................................................................................................. 38

Girls' Scholarship Program (GSP) ............................................................................................ 42

Payment of bonus salaries to female TTC graduates ................................................................ 43

EQUIP Semi Annual Report July to December 2012 P a g e IV

Regional Allowances for Teachers Working in Disadvantaged and Insecure Areas ...... 44

Capacity Building for TED's senior management .................................................................... 44

Issues and Challenges .............................................................................................................. 44

Upcoming Initiatives ................................................................................................................... 45

Education Management Information System ........................................................................... 46

Introduction .................................................................................................................................. 47

EMIS System Development ...................................................................................................... 47

EMIS Modules .......................................................................................................................... 47

Deployment of EMIS Server in ANDC .................................................................................... 48

Infrastructure and Equipment ................................................................................................... 48

Mobile Application in Urozgan ................................................................................................ 48

TA Contributions ......................................................................................................................... 49

Other Activities ............................................................................................................................ 51

EQUIP PIM ............................................................................................................................... 51

New Recruitments ..................................................................................................................... 51

Additional support to EQUIP.................................................................................................... 51

Infrastructure Services ............................................................................................................. 52

Introduction .................................................................................................................................. 53

Achievements versus Plans ..................................................................................................... 53

Projects with Incomplete Components ..................................................................................... 55

Missing Components of Projects .............................................................................................. 55

Key challenges ........................................................................................................................... 57

Recommendations ..................................................................................................................... 57

Future Plans ................................................................................................................................ 58

GENDER ..................................................................................................................................... 59

Introduction:................................................................................................................................. 60

Main Achievements:................................................................................................................... 60

Analysis of Gender Data related to Student Enrollment and Teachers .................................... 60

Development of Gender Resource Manual and Training Manual for EQUIP Staff ................. 60

Other Activities:........................................................................................................................... 61

Field Visits to Kabul City Schools............................................................................................ 61

Second Gender Oversight Committee Meeting ........................................................................ 62

Field Visits to Provinces ........................................................................................................... 62

Gender Training ........................................................................................................................ 62

EQUIP Semi Annual Report July to December 2012 P a g e V

Future Planning .......................................................................................................................... 63

Development of Brochures ....................................................................................................... 64

Environment and Social Safeguard .......................................................................................... 65

Introduction:................................................................................................................................. 66

ESS Activities:............................................................................................................................. 69

Training ..................................................................................................................................... 70

Other ESS Activities ................................................................................................................. 72

Problems and Recommendations: .......................................................................................... 73

ANNEX 1 (Financial Status) ....................................................................................................... 74

ANNEX 2 (Data Analysis by Gender Unit) ................................................................................ 75

EQUIP Semi Annual Report July to December 2012 P a g e VI

List of Abbreviations and Acronyms

ADA Afghan Development Association

AGEI Afghanistan Girls Education Initiative

AL Accelerated Learning

ALPT Accelerated Learning Program Training

ANDS Afghanistan National Development Strategy

ARTF Afghanistan Reconstruction Trust Fund

AuSAID Australian Agency for International Development

BESST Building Education Support to Teachers Training Program

CC Community Contacts

CIDA Canadian International Development Agency

DANIDA Danish International Development Assistance

DED District Education Directorate

DSM District Social Mobilizer

DSTTC District based Satellite Teacher Training College

DT3 District Teacher Training Teams

EMIS Education Management Information System

EQUIP Education Quality Improvement Program

ESMF Environmental Social Management Framework

ESS Environmental Social Safeguard

ESSAF Environmental Social Screening Assessment Framework

FP Focal Point

GIS Geographical Information System

GIZ German Development Agency

GMTF Gender Mainstreaming Task Force

GoA Government of Afghanistan

GSP Girls’ Scholarship Program

HAS High School Teaching Assistance

EQUIP Semi Annual Report July to December 2012 P a g e VII

HR Human Resources

ICT Information Communication Technology

IDA International Development Association

INSET In-service education for teachers

IP Implementing Partners

ISD Infrastructure Services Department

ISSA In-School Support Activities

ITSA In-School Teacher Support Activities

JACK Just for Afghan Capacity and Knowledge

JICA Japan International Cooperation Agency

MDG Millennium Development Goal

M&E Monitoring and Evaluation

MOE Ministry of Education

MoF Ministry of Finance

MoWA Ministry of Women Affairs

M&R Monitoring and Reporting

NCB National Competitive Bidding

NGO Non-governmental Organization

NPITT National Program for In-service Teacher Training

PED Provincial Education Directorate

PIM Project Implementation Manual

PLC Principal Learning Circle

PMO Provincial Monitoring Officer

PTL Provincial Team leader

PTTM Principle Training Team Member

SCI Save the Children International

SIP School Improvement Plan

SMS School Management Shura

SMU Social Mobilization Unit

EQUIP Semi Annual Report July to December 2012 P a g e VIII

SMT School Management Training

ST Senior Trainer

TDC Teacher Development Center

TED Teacher Education General Directorate

TLC Teacher Learning Circle

TO Teacher Observation

TTC Teacher Training College

UNESCO United Nations Educational, Scientific and Culture Organization

UNICEF United Nations Children’s Education Fund

WB World Bank

EQUIP Semi Annual Report July to December 2012 P a g e IX

Executive Summary

The World Bank supported Education Quality Improvement Program (EQUIP) of the Ministry of

Education of Afghanistan, which began operations in 2004, completed its second four-year phase

(EQUIP II) in August 2012. Instead of beginning a new phase of the program, the second phase

was extended up to August 2014, and an extension grant of over 250 million USD was approved

by ARTF and World Bank to cover the period ending in August 2014.

The following report provides a summary of activities and achievements in the second half of

2012 during which period, EQUIP II entered its extension phase. As can be expected, much of the

six-month period was spent in planning and preparing for the extension phase, and taking stock of

the current status of various components of the program, in order to identify needs for correction

or modification of the original plan.

Nevertheless, the second half of 2012 was not without noteworthy achievements and milestones,

which are described in detail in the ensuing pages. The most significant achievements include the

identification of specific targets for the extension phase, training and capacity building of social

mobilization staff and school ‘shuras’, initiation of a countrywide audit of management of quality

enhancement grants (QEG), audit of DT3 implementation, and audit of school infrastructures by

the Infrastructure Services Department (ISD) for verifying missing components and incomplete

components. The Education Management Information System (EMIS) unit developed four EMIS

modules, and extended the EMIS system coverage to the provinces. The Ministry of Education’s

(MOE) Planning Department also successfully transferred the EMIS server to the Afghanistan

National Data Centre (ANDC) so that EMIS is now accessible on the internet at www.emis.af.

The EQUIP Coordination Unit focused on taking stock and identifying problems and gaps that

needed to be filled, during the extension phase. Major bottlenecks in finance and procurement

procedures were identified, and ways proposed for resolving them. At the end of August the

coordination unit invested effort and time in finalizing the procurement plans and financial

projections for the extension phase, and in recruiting staff, in particular provincial and district level

social mobilization staff. EQUIP Finance and Procurement Coordinators were recruited to improve

efficiency of finance and procurement activities within the unit, supporting ISD, as well as for

coordinating more effectively between programs and support units at the ministry level.

Toward the end of the year the EQUIP Coordination Unit launched an important initiative – a

country-wide independent audit of QEG management by ‘shuras’, and the benefit to the schools.

Initially, a pilot testing phase was completed in Kabul using a small sample of schools, and a

training of 91 auditors undertaken. The trained auditors were then deployed in different provinces

of the country to collect data regarding the amount and use of QEG by individual schools. The

compiled data will provide information that will advise the method and award of QEGs in the

extension phase.

The Social Mobilization Unit (SMU) established 539 new School Management Shuras (SMSs),

and assisted school management ‘shuras’ (SMS) to prepare 550 school improvement plans (SIP)

during the reporting months. As a result, the SMU successfully disbursed 27,297,500 AFS to 232

schools in Quality Enhancement Grants of which, 22,398,000 AFS were liquidated by the end of

December, 2012.

http://www.emis.af/

EQUIP Semi Annual Report July to December 2012 P a g e X

Beside the above activities, the SMU undertook staff training and community capacity building

activities, and trained 220 EQUIP officers, supervisors and DSM from 34 provinces and the

capital, and a total of 2353 ‘shuras’.

Environmental and Social Safeguard priorities were incorporated into the social mobilization

training workshops, and the ESS framework was also woven into construction projects. As many

as 1224 schools in 14 provinces installed complaint boxes so that students and teachers could

express their concerns and complaints regarding the facilities and conditions of the school without

fear of reprisal, and the school could receive useful and constructive feedback to help it correct

problems and create a supportive and safe learning environment for girl and boy students. Staff

from the ESS unit of ISD, SMU, and gender units, visited schools in the outskirts of Kabul, and

identified problems related to security (boundary walls), latrines, and similar issues, and

communicated them to relevant authorities or other organizations, to enlist their help in resolving

the problems.

The Teacher Education General Directorate (TED)'s EQUIP-supported projects initiated in

2008, enabled it to develop sustainable professional systems and structures to support teachers

in 23 provinces of Afghanistan, and to deliver in-service teacher education to a total of 100,333

teachers (29,030 female and 71,303 male) in these provinces. Sustainable professional

development systems include 6,778 Teacher Learning Circles (TLCs) and 1,448 Principal

Learning Circles (PLCs), engaging the faculty of Teacher Training Colleges (TTCs) in delivering

in-service teacher education and introducing a culture of on-site support to teachers.

To contribute to increasing girls’ enrollment in schools by increasing the number of qualified

female teachers in the MOE workforce in the provinces, TED supported an increase in female

enrollment levels in pre-service Teacher Training Colleges (TTCs), and to help TTCs provide an

effective learning environment for all students. As many as 6234 girls enrolled in TTCs are

receiving scholarships to train to be qualified school teachers, and 448 TTC faculty members are

receiving regional allowances to encourage them to work in difficult geographic areas, insecure

areas, or in provinces with a smaller pool of qualified TTC instructors.

The Infrastructure Services Department of the Ministry of Education performed surveys for data

validation of incomplete components in Community Contracted (CC) school construction projects,

and for collecting data about CC and NCB (National Competitive Bidding) missing components,

and about maintenance of completed and partially completed (CC) projects. The department also

focused on recruiting and training its staff. A survey of 288 schools was conducted to ascertain

maintenance requirements. Over 130 engineering designs were developed for the provincially

chosen priority project, a component of the sub-national governance support (Pilot Provincial

Programming),

The EMIS Unit in the Ministry of Education’s Planning Department used World Bank support to

recruit technical assistants and purchase equipment and consultancy services needed to enable

expansion of EMIS to provinces and districts. It developed four different modules responding to

various data needs, and for effective management of information for the Operation, Infrastructure,

School Management, and Council Management departments and units of the Ministry. The EMIS

also pilot tested the use of mobile applications to collect education data in Uruzgan province. The

highlight of achievements of the EMIS was its relocation to the Afghanistan National Data Center

(ANDC), from where update data is accessible to all clients and users.

EQUIP Semi Annual Report July to December 2012 P a g e XI

The Gender Unit at the EQUIP coordination office visited schools in Kabul city and province, and

worked closely with the newly hired district social mobilizers (female) to sensitize them about the

most important gender issues to focus on. They also visited schools in Herat, Balkh, Baghlan,

Parwan, Kapisa, Panjshir, and Kunduz, and initiated an analysis of primary gender data related to

student enrollment and teachers in 34 provinces and the capital, to identify gaps and inform policy

and decision making for more equitable inclusion of both sexes. The preliminary findings were

presented to the EQUIP team and used to identify the best and worst provinces with regard to

gender equity in the education sector in Afghanistan.

The Gender Unit also drafted a gender resource and gender training manual to be used in training

provincial and district level social mobilization and construction staff, as well as community

leaders.

As we enter 2013, EQUIP is fully prepared to begin implementing its plans for the extension

phase of EQUIP II.

EQUIP Semi Annual Report July to December 2012 P a g e 1

Social Mobilization


Introduction

EQUIP II strives towards realizing the MOE’s National Education Strategic Plan, in particular

enhancing quality of education, through improving facilities and infrastructure, training

teachers and school administrators, increasing the number of qualified female teachers

available, and increasing the number of girls and boys enrolled in schools. EQUIP’s strategy

for achieving all this is by mobilizing communities so that they are directly involved in all

activities and processes for ensuring provision of quality education to school-aged children.

EQUIP supports the formation of School Management ‘Shuras’ (SMS) in each school; these

‘shuras’ are responsible for identifying educational and facility needs of the school, and

cooperating with the district and provincial education authorities for addressing these needs,

using EQUIP’s quality enhancement grants. SMSs participate in all aspects of quality

improvement, including construction and rehabilitation/ development of school infrastructure,

equipping of schools with educational apparatus and equipment, as well as ensuring training

and recruitment of teaching staff. In many cases the SMS itself undertakes to organize and

oversee school construction activities, and even contributes to the school development from

their personal assets.

Quality Enhancement Grant

Quality Enhancement Grants (QEG) are allocated to improve and promote a conducive learning environment in schools throughout the country. This grant is used in schools for quality improvement activities planned through a consultative process, by the SMS, with technical assistance from EQUIP’s Provincial Social Mobilization Teams. The QEG enable schools to enrich their educational resources and facilities so that students can benefit from a better quality learning environment, where they have access to experiential and practical learning.

During the second half of the year 2012, 30,002,000 AFS were allocated as Quality

Enhancement Grants for a total

of 252 schools in eight

provinces, to procure the

material they had identified a

need for. Of the allocated

amount, 29,862,000 AFS were

transferred to the provinces and

of this transferred amount, a

total of 27,297,500 AFS were

disbursed to 232 schools. Of

the total cash disbursed,

22,398,000 AFS were liquidated

by the end of December, 2012

and the residual 2,704,500 AFS

have been carried forward for

the year 2013. Figure 1.1: Laboratory Equipment Purchased with QEG


The following table provides details of the Quality Enhancement Grants awarded to schools

in each province, including the amount allocated, transferred, disbursed and liquidated.

S.N

o

Pro

vin

ces

Tota

l P

lann

ed

Sch

oo

ls

Tota

l A

llotm

ent

in A

FS

Tota

l T

ran

sfe

rre

d

in A

FS

Tota

l D

isb

urs

ed

in A

FS

Tota

l L

iquid

ate

d

in A

FS

Tota

l B

ala

nce

in

AF

S

1 Farah 17 1,800,000 1,800,000 1,800,000 1,800,000 0

2 Wardak 57 5,052,000 5,052,000 4,887,500 2,773,000 164,500

3 Paktika 18 2,400,000 2,400,000 0 0 2,400,000

4 Herat 25 3,075,000 3,075,000 3,075,000 2,700,000 0

5 Khost 53 5,675,000 5,675,000 5,675,000 5,675,000 0

6 Nangarhar 29 6,425,000 6,425,000 6,425,000 6,150,000 0

7 Kunar 33 3,300,000 3,300,000 3,300,000 1,800,000 0

8 Kunduz 20 2,275,000 2,135,000 2,135,000 1,500,000 140,000

Total 252 30,002,000 29,862,000 27,297,500 22,398,000 2,704,500

-

10,000,000

20,000,000

30,000,000

40,000,000

30,002,000

29,862,000

27,297,500

22,398,000

2,704,500

Financial Summary of Quality Enhancement Grant (July-December, 2012)

Total Allotment in AFS Total Amount Transferred in AFS Total Amount Disbursed in AFS Total Amount Liquidated in AFS Total Amount Carryforward in AFS

Figure 1.2: Quality Enhancement Grant details

Figure 1.3: Graphical Representation of Summary of Above Information


Monitoring and Support Missions

During the reporting period, the social mobilization unit undertook extensive monitoring and

support missions.

In July 2012, SMU teams visited Logar, Panjshir, and Parwan Provinces, to monitor the

liquidation of the Quality Enhancement and Infrastructure Development Grants, and speed

up the disbursement and liquidation processes.

They also had meetings with the PEDs and Governors of the provinces and explained the

objective of their mission.

An SMU team also undertook a monitoring visit to Nangarhar Province , where they met the

PED, Mustofiat, and the EQUIP Teams, and explained the policy and procedure for

accessing, disbursing, and liquidating the Quality Enhancement Grant to be newly

transferred to the province.

Social Awareness and Mobilization

The purpose of social awareness and

mobilization is to motivate and strengthen

school ‘Shuras’ to manage their schools

based on local priorities. Members of the

School Management ‘Shuras’ (SMS) are

trained to communicate with people and to

encourage them to send their children to

school, and to support education at village

levels.

School Management Shura (SMS)

The school management ‘Shura’ (SMS) provides management and supervision support to

schools, to ensure community ownership, and to create an enabling environment for

children so that they can have equal access to quality education in schools irrespective of

gender, ethnic and other differences.

In the last six months of the year 2012 the SMU successfully established 539 School

Management Shuras (SMSs) out of the total 1,046 planned.

School Improvement Plan (SIP)

School Management ‘Shuras’ also prepare School Improvement Plans or SIP, which are

used to address the most urgent needs of the schools. Needs are identified and prioritized

by the shura. Funds are then made available from the school grants, and are used to fill the

Figure 1.4: School Management Shura


needs based on the SIP. In the last six months, 550 SIP were developed out of the total

1057 planned SIP.

SMU plans to facilitate the formation of the remaining ‘shuras’ and SIP during the extension

phase of EQUIP II.

The chart below presents a summary of the disparity between the expected and the actual

number of SMSs established and SIPs developed during the second half of 2012.

Social Mobilization Trainings

The SMU developed a social mobilization training manual for training SM Supervisors,

District Social Mobilizers, and school ’shuras’ , which includes modules on gender, and

environment and social safeguard issues. This manual is being used as the standard

training guide for conducting social mobilization trainings at the central, provincial, and

district levels.

Based on the SMU training plan, the central SMU organized refresher trainings in all

provinces of the country. Trainings were conducted in Kabul as well as in provinces, and

also zone wise. A total of 198 people participated in the social mobilization training

workshops including EQUIP Officers, old and newly recruited Social Mobilization

Supervisors, and District Social Mobilizers and Civil Engineers.

The following topics were covered during these trainings:

EQUIP’s Goal, Objectives and Strategy

-

200

400

600

800

1,000

1,200

1,046

539

1,057

550

Summary of SMSs & SIPs (July-December, 2012)

Total Planned SMSs Total Established SMSs Total Planned SIPs Total Developed SIPs

Figure 1.5: Summary of SMSs and SIPs


Social Mobilization and its Objective

District Social Mobilizers and their Responsibilities

Shura its Structure and Responsibilities

School Improvement Plan and its Implementation

Village Volunteers

Responsibilities of District Social Mobilizers in Construction

Gender

Environmental and Social Safeguard

Monitoring and Evaluation

A summary of these trainings is presented in the following table with details of participants

and the total breakdown of expenditure for each zonal training.

Summary of Zone Wise Trainings

S.N

o

Zon

al W

ise T

rain

ings

Pro

vin

ces C

overe

d

Du

ring

th

e T

rain

ing

De

sig

na

tion

of

Tra

inee

s P

art

icip

ate

d

in t

he T

rain

ing

Tota

l N

o o

f T

rain

ee

s

Tra

ined

Tota

l E

xp

en

ditu

re in

AF

S

1

1st Z

on

al T

rain

ing

1-Maidan

Wardak

2-Ghazni

3-Kandahar

4-Khost

5-Paktia

6-Logar

7-Paktika

8-Kapisa

9-Kabul City

10-Urozgan

11-Daikundi

12-Kabul

1-EQUIP Officers

2-SM Supervisors

70 800,000 AFS


S.N

o

Zon

al W

ise T

rain

ings

Pro

vin

ces C

overe

d

Du

ring

th

e T

rain

ing

De

sig

na

tion

of

Tra

inee

s P

art

icip

ate

d

in t

he T

rain

ing

Tota

l N

o o

f T

rain

ee

s

Tra

ined

Tota

l E

xp

en

ditu

re in

AF

S

Province

13-Bamyan

14-Panjshir

15-Baghlan

16-Parwan

17-Zabul

18-Helmand

2

2nd Z

on

al T

rain

ing

19-Ningarhar

20-Kunar

21-Laghman

22-Nooristan

1-EQUIP Officers

2-SM Supervisors

3-District Social

Mobilizers

65 457,744 AFS

3

3rd Z

on

al T

rain

ing

23-Badakhshan

24-Takhar

25-Kundoz

26-Sar-e-Pul

27-Samangan

28-Jovzjan

29-Faryab

30-Balkh

1-EQUIP Officers

2-SM Supervisors

38 666,612 AFS


S.N

o

Zon

al W

ise T

rain

ings

Pro

vin

ces C

overe

d

Du

ring

th

e T

rain

ing

De

sig

na

tion

of

Tra

inee

s P

art

icip

ate

d

in t

he T

rain

ing

Tota

l N

o o

f T

rain

ee

s

Tra

ined

Tota

l E

xp

en

ditu

re in

AF

S

4

4th Z

on

al T

rain

ing

31-Hirat

32-Badghis

33-Nimroz

34-Farah

35-Ghor

1-EQUIP Officers

2-SM Supervisors

3-District Social

Mobilizers

25 455,385 AFS

Total 198 2,379,741 AFS

Shura Trainings

‘Shura’ training is conducted to strengthen the school ‘shuras’ and build their capacities for

developing rational and effective school improvement plans (SIPs). The training covers the

ten most important tasks of a school management ‘shura’ (SMS).

The ten tasks are as follow:

Identify needs of school, prepare school improvement plans, and ensure rational and

transparent utilization of the Quality Enhancement Grant

Reduce student dropout rates and increase enrollment

Reduce teachers and students absenteeism

Ensure text books availability at school level

Ensure optimum benefit from the instructional time

Reduce violence in schools

Promote sports and physical activities at school

Promote greenery and cleanliness at school

Establish Peace Committees at school level

Provide equal facilities for female and male students

The total allotment for this training is 59,976,000 AFS. By the end of 2012, 2,353 of the

3,360 planned ‘shuras’ from 34 provinces and Kabul City had received training. ‘Shura’

training is still in progress in most of the provinces, and it is expected that all school ‘shuras’

will have received training by the end of January 2013. A detailed report of ‘shura’ trainings

per province is presented in the following table.

Figure 1.6: Summary of Zone Wise Trainings


S.N

o

Pro

vin

ces

Tota

l P

lann

ed

Sh

ura

s

Tota

l A

llotm

ent

in A

Fs

Tota

l S

hura

s T

rain

ed

Sh

ura

s N

ot T

rain

ed Y

et

Tota

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xp

en

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re U

p

to d

ate

in A

FS

Tota

l B

ala

nce

Am

oun

t

in A

FS

1 Badakhshan 161 2,873,850 81 80 1,385,100 1,488,750

2 Takhar 148 2,641,800 84 64 1,436,400 1,205,400

3 Kunduz 111 1,981,350 51 60 910,350 1,071,000

4 Baghlan 114 2,034,900 80 34 1,428,000 606,900

5 Panjshir 40 714,000 32 8 549,200 164,800

6 Paktika 85 1,517,250 0 85 0 1,517,250

7 Helmand 84 1,499,400 71 13 1,182,000 317,400

8 Zabul 54 963,900 54 0 963,900 0

9 Bamyan 82 1,463,700 82 0 1,463,700 0

10 Nimroz 33 589,050 33 0 565,250 23,800

11 Faryab 117 2,088,450 70 47 1,249,500 838,950

12 Kandahar 107 1,909,950 0 107 0 1,909,950

13 Uruzgan 51 910,350 31 20 553,350 357,000

14 Kunar 101 1,802,850 101 0 1,802,850 0

15 Laghman 66 1,178,100 66 0 1,178,100 0

16 Nangarhar 173 3,088,050 173 0 3,088,050 0

17 Parwan 117 2,088,450 36 81 588,750 1,499,700

18 Ghur 176 3,141,600 136 40 2,427,600 714,000

19 Daikundi 81 1,445,850 65 16 285,600 1,160,250

20 Herat 204 3,641,400 134 70 2,391,900 1,249,500

21 Balkh 128 2,284,800 128 0 0 2,284,800

22 Sar-e-Pul 91 1,624,350 91 0 1,624,350 0

23 Kabul Province 90 1,606,500 90 0 1,606,500 0

24 Ghazni 146 2,606,100 20 126 357,000 2,249,100

25 MaidanWardak 94 1,677,900 94 0 1,677,900 0

26 Logar 62 1,106,700 0 62 0 1,106,700

27 Farah 83 1,481,550 83 0 1,481,550 0


S.N

o

Pro

vin

ces

Tota

l P

lann

ed

Sh

ura

s

Tota

l A

llotm

ent

in A

Fs

Tota

l S

hura

s T

rain

ed

Sh

ura

s N

ot T

rain

ed Y

et

Tota

l E

xp

en

ditu

re U

p

to d

ate

in A

FS

Tota

l B

ala

nce

Am

oun

t

in A

FS

28 Badghis 103 1,838,550 70 33 1,249,500 589,050

29 Nooristan 58 1,035,300 0 58 0 1,035,300

30 Kabul City 55 981,750 55 0 981,750 0

31 Jawzjan 80 1,428,000 80 0 1,428,000 0

32 Kapisa 55 981,750 30 25 535,500 446,250

33 Khost 71 1,267,350 71 0 1,267,350 0

34 Paktia 73 1,303,050 73 0 1,303,050 0

35 Samangan 66 1,178,100 30 36 535,500 642,600

Total 3,360 59,976,000 2,353 1,007 41,692,300 18,283,700

Topics covered during shura trainings included the following,

EQUIP Goal, Objectives, and Strategy

Social Mobilization

Provincial EQUIP Team

District Social Mobilizers and their responsibilities

Village Volunteers

School Management Shura -- its Structure and Responsibilities

School Improvement Plan and its Implementation

Responsibilities of District Social Mobilizers in Construction


Gender

A pretest was taken from participants at the beginning of the training and the scores

compared with the post test scores, to determine effectiveness of the training.

Figure 1.7: Training of School Management ‘Shuras’ in provinces


School Shura Training Supervision Missions:

The objective of these missions was to supervise ‘shura’ trainings in the provinces, to

identify weaknesses if any, and give recommendations for rectifying any problems.

Nangarhar Mission

The mission first met with the PED of the

province briefing him about the objective

of the mission.

The training was supervised by the

central office staff on the mission. The

supervision team performed spot checks

on the training, provided technical

support, and identified a few minor

weaknesses. At the end of the day, the

mission held a short debriefing meeting

with staff and recommended solutions for

correcting the weaknesses. The same

process was repeated by the mission

team on the following two days of the

training.

It was noticed on the last day of the training, that the weaknesses identified on the 1st and

2nd days of the training were mostly eliminated.

Summary of Shura Trainings (Nangarhar)

S.

No

Type

of

Tra

inin

g

Na

me

of th

e D

istr

ict

Tota

l N

o o

f S

ch

oo

l

Sh

ura

s P

er

Dis

tric

t

Tota

l N

o o

f S

hura

Pa

rtic

ipan

ts/D

istr

ict

Tota

l A

mo

unt

Allo

cate

d

in A

FS

1 Shura Training Jalalabad City 18 270

3,088,050

2 Shura Training Bihsood 18 270

3 Shura Training Surkhrod 15 225

4 Shura Training Hisarak 6 90

5 Shura Training Rodaat 9 135

6 Shura Training Kot 6 90

Figure 1.8: Training of School Shura


S.

No

Type

of T

rain

ing

Na

me

of th

e D

istr

ict

Tota

l N

o o

f S

ch

oo

l

Sh

ura

s P

er

Dis

tric

t

Tota

l N

o o

f S

hura

Pa

rtic

ipan

ts/D

istr

ict

Tota

l A

mo

unt

Allo

cate

d

in A

FS

7 Shura Training Bati-Kot 6 90

8 Shura Training Acheen 9 135

9 Shura Training Nazyan 3 45

10 Shura Training GhaniKhil 6 90

11 Shura Training Dor Baba 3 45

12 Shura Training LalPora 3 45

13 Shura Training MohmandDara 6 90

14 Shura Training DehBala 5 75

15 Shura Training Shirzad 5 75

16 Shura Training Khogiani 6 90

17 Shura Training PachirAgam 6 90

18 Shura Training Chaparhar 9 135

19 Shura Training Kama 11 165

20 Shura Training Goshta 3 45

21 Shura Training Dara-e-Noor 6 90

22 Shura Training Khaiwa 14 210

Total 173 2,595 3,088,050

Figure 1.9: Summary of Shura Trainings (Nangarhar)


Kunar Mission

The supervision mission first met with

the PED of the province briefing him

about the objective of the mission.

Overall, 101shura trainings were

planned throughout the province, at a

total cost of 1,802,850 AFS.

The mission undertook spot checks

during the training and noted down the

weaknesses which were later

communicated to the SM Supervisors

by in a short debriefing meeting.

Summary of Shura Trainings (Kunar)

S.N

o

Type

of T

rain

ing

Na

me

of th

e D

istr

ict

Tota

l N

um

ber

of

Sch

oo

l

Sh

ura

s P

er

Dis

tric

t

Tota

l N

um

ber

of

Sh

ura

Pa

rtic

ipan

ts/D

istr

ict

Tota

l A

mo

unt

Allo

cate

in

AF

S

1 Shura Training Kunar Center 10 150

1,802,850 2 Shura Training Narang 10 150

3 Shura Training Sawkay 12 180

Figure 1.10: Separate Women’s Shura Training in Kunar



4 Shura Training Norgal 7 105

5 Shura Training KhasKunar 11 165

6 Shura Training Asmar 11 165

7 Shura Training Sarkano 9 135

8 Shura Training Marawara 8 120

9 Shura Training WataPor 10 150

10 Shura Training Shaigal 13 195

11 Shura Training Narai 0 0

12 Shura Training Dan Gam 0 0

13 Shura Training Ghazi Abad 0 0

14 Shura Training Chapa Dara 0 0

15 Shura Training PaichDara 0 0

Total 101 1,515 1,802,850

Laghman Mission

The mission first met with the PED of

the province, to brief him about the

objectives of the mission.

The supervision mission visited

Haidar Khan Boys High School

where the ‘shura’ training was

ongoing, and monitored the training

to see whether it training was

conducted according to standard

procedure, and also to identify

weaknesses if any. Two shuras were

invited for the training and two SM

Supervisors/DSMs conducted the

training. All 30 expected participants

were present. The mission undertook

spot checks during the training and

found the trainers to be following the

standard procedures in a proper

manner.

Figure 1.12: Summary of Shura Trainings (Kunar)



Summary of Shura Trainings (Laghman) S

. N

o

Type

of T

rain

ing

Na

me

of th

e D

istr

ict

Tota

l N

o o

f S

ch

oo

l

Sh

ura

s P

er

Dis

tric

t

Tota

l N

o o

f S

hura

Pa

rtic

ipan

ts/D

istr

ict

Tota

l A

mo

unt

Allo

cate

d in

AF

S

1 Shura Training Laghman

Center 17 255

1,178,100

2 Shura Training Alingar 15 225

3 Shura Training Ali Shang 14 210

4 Shura Training Dawlat Shah 6 90

5 Shura Training Qarghayee 14 210

Total 66 990 1,178,100

Figure 1.14: Summary of Shura Trainings (Laghman)


Panjshir Mission

A supervision mission visited Panjshir and first met

with the PED of the province to brief him about the

mission objectives, before going to district # 01 of the

province, where training for ‘shuras’ of four schools

was in progress. The mission observed that ‘shura’

members were absent from the training due to the

death of a local dignitary, and most members were

participating in the funeral. The training team was

advised to postpone the training to ensure maximum

participation.

Kapisa Mission

A supervision mission also visited Kapisa to

observe training of three school ‘shuras’ at the Mir

Masjidi High School The mission found that the

training was going well according to set

procedures, and that participation by ‘shura’

members was good

Parwan Mission

A mission visited the Experimental School in the

center of the province where a training of six ‘shuras’

was ongoing. The mission did a direct supervision of

the training and found that most ‘shura’ members

were absent on the first day of training because

the TED had also arranged a 12-day seminar for

the teachers starting on the same day. The

mission instructed the provincial team to postpone

the training till the TED seminar was over, as it

was causing high rate of absenteeism in the

‘shura’ trainings.

The mission also found that the Mustofiat was not ready to give training money in

advance based on the letter issued to it from the MOF. The mission then held a meeting

with the Mustofiat and finally it agreed that the money would be paid as advance for

conducting the trainings.

Kabul City Mission

In general, participation of women in school ‘shuras’ was considerably higher in Kabul

as compared with the provinces.

A supervision mission attended the training of ‘shuras’ from two schools in Bakhtyar

High School of Kabul City. Of the 30 participants, 10 were female.

Social Mobilization Achievements

in Laghman:

1- Engineer Shir Mohammad Boys

High School in Laghman has

launched ESS activities by

planting flowering plants in the

school compound.

2- ESS Committees have been

established in five schools.

3- The DSMs met with families

whose children were frequently

absent from schools or were not

attending schools at all. They met

parents of the children of Basram

Boys/Girls High School, Dharmal

Girls High School and Chalmatiyu

Girls High School in the Center of

Laghman province. In Qarghayee,

they met parents of the children of

Gul Pacha Ulfat Boys High

School, Shamshir Abad Middle

School, Char Bagh Girls High

School and Sultan Wais Baba

Girls High School.


The mission also attended the first day of training at Amir Hamza High School for

‘shuras’ of two schools. As in the previous mission, 11 of 30 ‘shura’ members who

participated in the training, were female.

Similarly during its supervision of the training at Sayed Nasiri Boys High School the

mission found that 15 of the 30 trainees were female.

During its next supervision visit in Kabul city to the ‘shura’ training at Sultan Razia Girls

High School, the mission found that 21 of the 45 shura members were female.

In the ‘shura’ training at Naheed Shaheed High School 10 of the 29 participants were

female.

Kabul Province Mission

Training supervision was also undertaken in Kabul province, and a mission visited

Sorobi District of Kabul Province, where training for nine school ‘shuras’ was being

conducted in two separate groups.

In the first group there were five ‘shuras’, and 59 of the total 75 members attended. In

the second group there were four ‘shuras’, and 53 of the total 60 planned trainees

participated.

Ghazni Mission

A supervision mission visited Ghazni province and supervised the ‘shura’ training in

Thamkai Boys High School and in Bibi Dilaram Middle School in Qarabagh district.

The mission identified the following issues after having discussions with the ’shuras’:

1. Inadequate school buildings specially for girls

2. Insufficient Quality Enhancement Grant

3. Shortage of books for students of grades 7 through 12

4. Lack of professional teachers for science subjects

5. Insecurity in the region.


Ghur Mission

A mission visited the Sopak village in Ghur province where a ‘shura’ training was being

held in Abdul Ghafoor

Shaheed Boys High School

for four ‘shuras’, 10 of the 60

participants were female. The

mission observed the training

and found no weaknesses.

The training was going very

systematically and

participants were satisfied

with the training.

The mission also met the

provincial staff to discuss

their problems if any, and to

recommend solutions, and

held a meeting with the PED

to brief him about the

mission’s objective.

Bamyan Mission

Another mission went to Yakawlang Distritc of Bamyan Province to supervise the

ongoing ‘shura’ trainings. Overall, 84 ‘shura’s had to be trained in this province. They

supervised the training at Shah Qalandar Girls High School where three ‘shuras’ were

undergoing training. The mission found the training to be satisfactory, and 42 of the 45

planned members participated; 23 of them were new ‘shura’ members.

Recruitment of District Social Mobilizers

District Social Mobilizers (DSMs) work at district level to support EQUIP activities and

strengthen School Management ‘Shuras’ (SMSs). The DSMs link communities directly with

the benefits of the EQUIP project, and encourage people to use the benefits of the project

while putting in their own efforts. Currently one DSM may be in charge of up to 20 schools.

A summary of the District Social Mobilizers recruitment status is presented in the following

table.



Summary of DSM Recruitment Status S

.No.

Pro

vin

ces

Tota

l D

SM

s t

o b

e

Re

cru

ite

d

Va

can

cy

An

no

un

cem

ent

Sta

tus

Writte

n T

est

Sta

tus

Co

ntr

acts

Sta

tus

Offic

e J

oin

ing S

tatu

s

1 Laghman 14

2 Kunar 24

3 Nangarhar 42

4 Kabul City 30

5 Kabul Province 21

6 Kandahar 12

7 MaidanWardak 22

8 Faryab 23

9 Sar-e-Pul 17

10 Jawzjan 15

11 Balkh 34

12 Takhar 33 × ×

13 Kunduz 26 × ×

14 Baghlan 25 × ×

15 Samangan 16 × ×

16 Badakhshan 40 × ×

17 Ghazni 29 × ×

18 Khost 12 × ×

19 Bamyan 17 × ×

20 Ghur 37 × ×

21 Uruzgan 11 × ×


S.N

o.

Pro

vin

ces

Tota

l D

SM

s t

o b

e

Re

cru

ite

d

Va

can

cy

An

no

un

cem

ent

Sta

tus

Writte

n T

est

Sta

tus

Co

ntr

acts

Sta

tus

Offic

e J

oin

ing S

tatu

s

22 Logar 13 × ×

23 Paktia 13 × ×

24 Daikundi 17 × × ×

25 Farah 15 × × ×

26 Helmand 7 × × ×

27 Kapisa 11 × × ×

28 Badghis 22 × × ×

29 Nimroz 6 × × ×

30 Nooristan 10 × × ×

31 Panjshir 7 × × ×

32 Parwan 22 × × ×

33 Zabul 3 × × ×

34 Paktika 17 × × ×

35 Herat 40 × × ×

Total 703

Implementation Challenges for Social Mobilization

Insecurity in some provinces and districts

Figure 1.16: Summary of DSM Recruitment Status


Success Stories

School Management ‘Shuras’ are beginning to

emerge as forces of positive change, and in many

cases, have provided tangible support to the cause

of education. A few examples are reflected in the

following paragraphs.

1- During recent ‘shura’ training workshops in Khost, the EQUIP provincial team invited the ‘shuras’ from remote areas where they had little knowledge about EQUIP and its functions. As a result of the training, a change was observed in these ‘shuras’ and the communities they represented. Jawas Khan from the community in Soroto formally

donated 20 jeribs of land to Khost MoE in writing. It

was decided that out of the 20 jeribs, 2 jeribs would

be used for constructing a girls’ primary school and

the remaining 18 jeribs would be allocated for

constructing a boys school, a green area, and

making a sports ground.

2- Khost province shares a border with neighboring Pakistan. As a result it is often faced with obstacles from cross-border militants and their activities. EQUIP has remained committed to serving the children of the province and providing facilities to promote quality education. With the help of Khost PED, eight schools that were closed earlier due to insecurity were reopened.

Summary of Achievements

1- The disbursement and liquidation

of Quality Enhancement Grants for

252 schools is ongoing.

2- Written Tests were conducted for

DSMs in 23 provinces; in 10

provinces newly recruited DSMs

were issued contracts.

3- 539 School Management ‘Shuras’

(SMSs) were established.

4- 550 School Improvement Plans

(SIPs) were developed.

5- Zone Wise training was

successfully implemented for all

EQUIP Personnel

6- ‘Shura’ training was successfully

implemented in 13 provinces

Figure 1.17: Re-opened School


Teacher Education


Introduction

The TED of the Ministry of Education (MoE), Government of Afghanistan (GoA) is

responsible for setting up infrastructure for pre- and in-service teacher education, and for

planning, delivering, and monitoring teacher education throughout the country. Key

responsibilities of the TED include:

establishing and sustaining a pre- and in-service professional development

infrastructure, consisting of provincial TTCs, district Teacher Development Centers

(TDCs) and satellite training centers

staffing and equipping these institutions adequately to deliver quality education

introducing sustainable teacher professional development systems and structures to

improve the professional capacity of teachers and school managers

developing a responsive teacher education curriculum for pre- and in-service teacher

professional development

developing pre-service textbooks and in-service manuals and teacher guides

delivering periodic professional development programs for teachers and education

managers

Monitoring the quality of these professional development programs

The World Bank funded EQUIP II program, initiated in 2008, supports the TED to strengthen

and sustain pre- and in-service teacher professional development. It contributes to the

GoA's National Program for In-service Teacher Training (NPITT). Key components of

EQUIP II are briefly introduced on the following pages.

District Teacher Training Teams (DT3)

The objective of the DT3 program is

to help TED to develop and

implement a sustainable in-service

teacher professional development

infrastructure, and to implement the

NPITT. To deliver in-service teacher

education to teachers across

Afghanistan, EQUIP II supported the

DT3 program in 23 provinces across

the country1. These 23 provinces are

divided into three groups, with a

different lead implementing partners

(IP) responsible for delivering the

program in each group of provinces.

1 In the remaining 11 provinces in the country, in-service teacher education was delivered through the USAID

funded BESST (Building Education Support Systems for Teachers) program from 2007 to 2011.

Figure 2.1: Teacher Training


The DT3 teacher professional development program was implemented through the following

activities:

i. In-service education for teachers (INSET): INSET was delivered to teachers in three

phases: INSET I, II and III. Details of each phase will be provided in the following

section.

ii. Capacity building for school managers: School Management Training (SMT) training

was delivered in three phases: SMT I, II and III.

iii. High School Teaching Assistance (HAS): on-site professional support to high school

teachers.

iv. Accelerated Learning Program for Teachers (ALPT): bridge courses to improve the

qualifications of inadequately qualified teachers

v. In-service teacher and school manager support systems: TLCs and PLCs, and

classroom observations by teacher trainers

Institutional grants to improve learning environment of TTCs

Annual institutional grants were provided to TTCs to enable them to provide a learning

environment conducive to quality instruction. These grants could be used by individual

institutions, for instance, to set up labs, purchase furniture, expand campuses, etc.

Gender mainstreaming

The objective of this component is to increase female participation in the public education

sector. Efforts towards achieving the objective included increasing female staffing and

female enrolment levels in TTCs. This component consists of the following sub-components:

i. Gender grants to TTCs in recognition of high female enrolment levels; the grants

were to be used by TTCs to provide facilities (such as day care centers, adequate

female toilets) that would help them maintain high female enrolment levels.

ii. A Girls Scholarship Program (GSP), through which the TED distributed scholarships

to women enrolled in TTCs in 25 provinces with low female enrolment levels. The

selection of scholarship recipients was based on their attendance and their academic

performance.

iii. Payment of two-month bonus salaries to female TTC graduates who immediately

joined schools and performed well during their first year as TTC graduates and active

teachers.

Regional allowances

Regional allowances were distributed among faculty who worked in TTCs that are difficult to

staff because they are located in unsafe or difficult to access areas because of the terrain.

These allowances were given as incentives to encourage educators to work in areas where

it is usually difficult to find and retain qualified human resource. They were distributed to

TTC faculty as a bonus in addition to their salaries.


Progress in EQUIP II activities

This section of the report is divided into sub-sections that report:

progress in the DT3 component

progress in distribution of quality enhancement grants

progress in gender mainstreaming activities

progress in distribution of regional allowances to TTC faculty

Progress in DT3

As reported earlier, TED delivered DT3 with the help of three lead Implementing Partners

(IPs) and their sub-contractors. The table below provides a breakdown of provinces by lead

IP and its sub-contractors.

Area Provinces Lead IP Sub-contractor

North &

Northeast

Badakhshan, Baghlan,

Takhar, Kunduz,

Samangan, Kunar,

Nuristan, Faryab

Just for Afghan

Capacity and

Knowledge (JACK)

JACK didn't have any

sub-contractors

Central Bamyan, Logar, Paktiya,

Paktika, Kabul, Parwan,

Kapisa, Laghman

Afghan Development

Association (ADA)

WADAN,

CoAR,

AWEC

West &

Southern

Badghis, Ghur, Farah,

Uruzgan, Zabul, Helmand,

Nimroz

Save the Children

International (SCI)

HTAC, CIC,

HAFO, Co-

AR, STAR

Each partner implements the program in its

target districts, with all three partners

contributing towards the TED's targets for

the entire DT3 program.

The first phase of the DT3 program came

to a close on 31 July 2012; the six month

extension planned from August 2012

onwards was postponed due to

administrative and contractual delays.

Activities planned from August onwards will

now be implemented from January 2013.

Figure 2.2: Breakdown of provinces by IP

Figure 2.3: Teacher Training (INSET II)


Since this report is the final report of the first phase of the DT3 program, it attempts to

capture progress from the start of the program. Activities implemented in the final month of

the first phase, July 2012, are also reported. In July the TED and its implementing partners

focused mainly on wrapping up DT3 activities and on embedding teacher support systems

into district professional development systems so that they could be sustained beyond the

life of the project.

INSET

Delivery of INSET trainings

INSET trainings were delivered in three

phases: INSET I, II, and III. INSET I

focuses on basic pedagogy for all

school teachers, whether they teach at

the primary, middle, or secondary level.

INSET II is a combination of content

knowledge and pedagogy; participating

teachers are divided into four groups:

teachers from Grades 1-3, teachers

from Grades 4 - 6, humanities teachers

from Grades 7 – 12, and Math and

Science (including Physics, Chemistry

and Biology) teachers from Grades 7 -

12. INSET III focuses on literacy and

numeracy for teachers teaching Grades

1 - 3 and content knowledge for

teachers teaching all other grades. In

the future, when INSET IV and V are

developed, their focus will be on

content-oriented material for teachers.

This is because there are considerable

numbers of teachers with a grade 12

education, especially in rural areas. The

training was delivered using the

cascade model, with TED's staff

providing training to trainers recruited by

the IPs, who, in turned provided training

to teachers. The cascade is illustrated

below: Figure 2.4: Teacher Training (INSET II)


By the end of June 2012, IPs had already delivered INSET I trainings to a total of 99, 210

teachers (69,852 male and 29,538 female). Out of these teachers, a total of 86,771 teachers

(60,315 male and 26,456 female) participated in INSET II, and out of these teachers, 17,585

received training in INSET III.

In July 2012, an additional 1,123 teachers completed INSET I, bringing the total number of

teachers trained to 100,333 (71,303 male and 29,030 female). INSET delivery was

discontinued after July and will now be resumed in the extension phase, after January 2013.

The graphs below provide a breakdown of progress against targets in each of the three

INSET phases:

Teachers

Teacher Training Members

Team Leaders

Senior Trainers

Lead Trainers/ TED's Provincial Monitoring Officers

0

20000

40000

60000

80000

100000

26,456

100,000 86,771

Total

Female 0

20000

40000

60000

80000

100000

120000

29,030

100,000 100,333

Total

Female

Figure 2.5: Cascade model for INSET trainings

Figure 2.6: Achievement against target for INSET I Figure 2.7: Achievement against target for INSET II 0

50

100

150

200

250

Male Female

Female

Male

0

50

100

150

200

250

Male Female

Female

Male


The graph on the following page provides a gender breakdown of achievements by IP for

INSET I and II. Gender disaggregated data for INSET III is currently being compiled.

0

5,000

10,000

15,000

20,000

25,000

30,000

Target Achievement

Target

Achievement

17,585

0

10000

20000

30000

40000

50000

60000

70000

80000

Male Female Male Female Male Female Male Female Male Female

SC JACK ADA TED Total Total

INSET I

INSET II

Figure 2.9: INSET I and II - Gender breakdown by IP

Figure 2.8: Achievement against target for INSET III


Capacity building of TED staff to deliver and monitor INSET trainings

Between July and December 2012, the TED organized capacity building sessions to help

improve the ability of TED staff to deliver and monitor INSET trainings. The first capacity

building session was delivered in July 2012 for newly recruited Provincial Monitoring Officers

(PMOs); it provided them an orientation to INSET I. A total of 21 (19 male and 2 female)

PMOs participated in this training. The second capacity building session was also targeted

at PMOs - who also serve as Lead Trainers for INSET. This training, delivered by eleven

Kabul based PMOs (8 male and 3 female) focused on delivery of INSET III. A total of 46

participants (43 male and three female) traveled to Kabul from all provinces of Afghanistan

to participate in the 13 day training, in September. On the final day of training, PMOs

participated in a workshop to strengthen their monitoring and report writing skills.

School Management Training

As reported earlier, SMT was delivered in three phases: SMT I, II and III. SMT I is a course

in basic management of school resources (including human and financial resources), and

SMT II and III provide more advanced levels of capacity building. While these courses

become progressively more advanced, it is not necessary for participants to complete one

phase before enrolling subsequent phases since each SMT course recaptures key lessons

from the basic course. SMT I and II were delivered by TED's IPs, and SMT III was delivered

directly by TTC faculty. The figure below illustrates the cascade model used to deliver SMT I

and II to school managers.

School Managers

Principal Training Team Members

Principal Training Leaders

Lead Trainers/ TED's Provincial Monitoring Officers

Figure 2.10: Cascade model for SMT trainings


Until June 2012, a total of 7,059 school managers (6664 male and 395 female) had

participated in SMT I , 7,056 school managers (6601 male and 455 female) had participated

in SMT II, and 15,628 school managers (9979 male and 5,649 female) had participated in

SMT III. No training was delivered after June 2012. The graphs below provide a comparison

of progress against targets in each of the three SMT phases:

0

5000

10000

15000

20000

25000

Target Achievement

Total

Female

5,649

21,277 20,000

0 1000 2000 3000 4000 5000 6000 7000 8000

395

7,000 7,059

Total

Female

0

1000

2000

3000

4000

5000

6000

7000

8000

Target Achievement

455

7,000 7,056

Total

Female

Figure 2.11: Achievement against target for SMT I Figure 2.12: Achievement against target for SMT II

Figure 2.13: Achievement against target for SMT III

0

50

100

150

200

250

Male Female

Female

Male

0

50

100

150

200

250

Male Female

Female

Male

0

50

100

150

200

250

Male Female

Female

Male


The table and graph below provide a gender breakdown of SMT I, II and III participants by

IP.

High School Teaching Assistance

High schools across Afghanistan frequently face shortages of qualified teachers, especially

in science subjects and even more so, after the introduction of the new school curriculum.

To support high school teachers to deliver quality instruction to their students, DT3 teacher

trainers provided teaching assistance to a total of 9,600 high schools in all 23 provinces.

The assistance consisted of mentoring and teaching support, support to teachers to prepare

instructional material, delivery of model lessons, consultation with teachers to help them

prepare lesson plans, helping teachers find solutions to their lesson problems and

instruction on how to use lab equipment and conduct experiments. Beneficiary teachers

claimed to find this component of DT3 extremely useful and stated they had benefited from

improved capacity and could independently teach their classes in the future.

0

2000

4000

6000

8000

10000

12000

14000

16000

Male Female Male Female Male Female Male Female Male Female

SC JACK ADA TED Total Total

SMT I

SMT II

SMT III

Training SCI JACK ADA Total Grand Total

M F M F M F M F

SMT I 1107 53 2,648 77 2,909 265 6,664 395 7,059

SMT II 1061 95 2674 78 2866 282 6,601 455 7,056

SMT III 0 0 0 0 0 0 15,628 5,649 21,277

Figure 2.14: Gender breakdown of SMT achievements by IP

Figure 2.15: SMT I, II and III: Gender breakdown by IP


The chart below provides a breakdown of hours of teaching assistance per province. It

shows that the greatest amount of teaching support was provided in Takhar, Baghlan,

Faryab, and Badakhshan.

Though DT3 teams discontinued their high school teaching assistance in most provinces

before July 2012, 70 schools received 294 hours of teaching assistance in July.

Accelerated Learning Program for Teachers (ALPT)

To make up for the acute shortage of teachers in Afghanistan's public school system,

Provincial Education Departments (PEDs) hired under-qualified teachers who were

expected to improve their qualifications after being recruited. To make this possible, DT3

introduced an ALPT program meant to improve the qualifications of teachers in target

provinces. The beginning of the program is on hold until PEDs determine the level of

education of under qualified teachers (most of them didn't have any certificates or

documentation to prove their last completed grade level). The TED and MoE are planning to

make a policy decision on how to handle prospective ALPT participants. Progress in this

component was therefore limited to registration of prospective ALPT participants and the

division of these participants into two groups: those who claimed to be graduates of Grades

7 through 9, and those who claimed to be graduates of Grades 10 through 12. An

assessment of the professional development needs of these participants was conducted for

possible future trainings.

9,416

13,664

11,193 975

5,126

11,877

11,935

94,798

42,340 141,334

411

25,272

51,968

3,244

10,962

4,061

1,240

5,462

Kabul Kapisa Laghman Parwan Paktika Bamayan

Logar Paktiya Samangan Baghlan Badakhshan Takhar

Kunar Nuristan Kunduz Faryab Uruzgan Bagdghiz

Nimroz Farah Helmand Zabul Ghor

Figure 2.16: Breakdown of high school teaching assistance per province


From the start of the project till June 2012, a total of 9,929 teachers were registered for

ALPT across 23 provinces including 8,146 men and 1,153 women. No teachers were

registered after June. The table below provides a breakdown of teachers registered by each

IP. The largest numbers of teachers were registered in Faryab and Farah provinces. The

table and graph below present a gender breakdown of ALPT registration by each IP.

Name of Implementing Partner Male Female Total

SCI 1755 230 1985

JACK 4145 449 4594

ADA 2246 474 2720

Total 8146 1153 9299

In-service teacher and school manager support systems

DT3's in-service support systems included

formation of, and support to, TLCs and

PLCs and classroom observations by

teacher trainers. Progress in each of these

sub-components is described below:

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

SCI JACK ADA Total

Male

Female

Total

Figure 2.17: Gender breakdown of ALPT registration by IP

Figure 2.18: Gender breakdown of ALPT registration by IP

Figure 2.19: Teacher Training (INSET II)


Teacher Learning Circles (TLC)

TLCs were set up as teacher support

networks in target schools in all 23 provinces.

They provided a platform for teachers to

regularly meet colleagues from other schools

to discuss problems and challenges, share

success and best practices, and learn from

each other. Since 2008, DT3 has helped form

6,778 TLCs in all 23 provinces. Each TLC had

between 5 - 12 members and met at least

once a month. An average meeting lasted

about one hour. Teachers were supported to

organize their meetings independently and to

consultatively decide on the agenda for each

meeting.

Key topics discussed in TLCs included:

content and teaching methods in humanities and science subjects

teaching practice, including lesson planning and development and use of

instructional material

participatory teaching methods including group work, role play, games, experiments

and strategies to encourage critical thinking among students

assessment

classroom management

More experienced teachers also helped newer teachers by giving them career counseling,

professional advice, demonstration lessons, and by helping them resolve issues that they

faced in class. Feedback received during TLC meetings shows that teachers found the

meetings to be very useful, and that they helped teachers build a strong sense of

camaraderie. Minutes of TLC meetings were recorded to track topics discussed and the

assess value of the meetings.

The following chart illustrates the breakdown of TLCs per province. Ghur, Bamyan and

Takhar have the most TLCs. Paktika does not have any because of delays due to

mismanagement by the IP for the province. TED has terminated its contract with the IP in

question.

Figure 2.20: Teacher Training


Forming and strengthening TLCs is one

way in which DT3 intends to sustain

professional development infrastructure

in its target provinces. By meeting

frequently, teachers can help each

other grow professionally, to find ways

to address problems before they start

to have an impact on student learning,

and to become members of a well

connected fraternity of professionals.

Principal Learning Circles (PLC)

Like TLCs, PLCs were formed to help school managers meet colleagues from neighboring

schools to discuss their schools' performance, seek each others' guidance to resolve

challenges in management and administration, and to learn from each others' success and

best practices. To make these circles relevant and useful for participants, managers from

primary schools were grouped together, managers from middle schools were grouped

together and managers from high schools were grouped together.

283 54

324

267

452

124 138 185 179

794

86 108

111

101 732

627

932

683

215 57

295 430

Kabul Kapisa Laghman Parwan Paktika Bamyan

Logar Paktia Badghis Farah Ghor Helmand

Nimroz Uruzgan Zabul Badakhshan Baghlan Faryab

Kunduz Kunar Nuristan Samangan Takhar

Figure 2.21: Breakdown of TLCs per province

Figure 2.22: TLC Meeting


DT3 helped form a total of 1,448 PLCs. These PLCs met at least once a month and

consisted of five to twelve members each. An average meeting lasted between one and two

hours. A breakdown of PLCs formed in each province is provided below:

As with TLCs, no PLCs were formed in Paktika. Ghur and Samangan have the most PLCs.

PLC meetings focused on fund raising, managing and monitoring teachers, planning and

assessment, administration and record keeping, effectively handling school resources, work

with ‘shuras’, community participation, issues with MoE, and security. The topics most

discussed were teacher management and security.

While TLCs were viewed as a valuable innovation, PLCs were even more innovative

because though some teachers had prior experiences of discussing their problems with

colleagues from other schools (either during trainings or casual meetings), very few school

managers had participated in such structured activities. They discovered the benefit of being

able to exchange ideas and knowledge with their peers and to collectively address

challenges that affected their schools and students.

108 33

21

95

90

37

196

105 43 39

221

7

16 7 6

44 15 36

112

129

40 48

Badakhshan Baghlan Faryab Kunduz Kunar Nuristan

Samangan Takhar Baddghis Farah Ghor Helmand

Nimroz Uruzgan Zabul Kabul Kapisa Laghman

Parwan Paktika Bamyan Logar Paktia

Figure 2.23: Breakdown of PLCs per province


Classroom observation

Following teachers' participation in INSETs, DT3 staff visited them in

their schools to observe improvement in their classroom instruction

and management. Follow up visits focused on teachers' ability to

engage their students in active learning, manage their classrooms,

improve the classroom environment, develop and follow lesson plans,

use innovative patterns and techniques to ask questions in their

classrooms, and to develop and use teaching and learning aids, and

gauge student learning. Over the life of the program, DT3 trainers

made almost 90,000 visits for classroom observation in target

schools. Out of these, 215 visits were made in July 2012. During

these visits, DT3 trainers identified areas for improvement in the

teaching styles of individual teachers and coached them in those

areas. For most teachers, this was their first experience at receiving

on-site support to improve their teaching. They learnt that classroom

level support doesn't necessarily have to be invasive and that it not

only gives them the opportunity to seek real time guidance from their

trainers, but it also provides trainers the opportunity to better

understand the context in which teachers teach and give personalized

guidance according to the specific challenges the teachers face.

Verification of IPs' DT3 data

TED carried out a sample verification of the data reported by DT3 IPs before releasing funds

for the last 10% installment-- verification visits were conducted using tools developed by the

TED. To conduct the evaluation, PMOs first participated in an orientation session on sample

selection, the use of verification tools and preparation of reports. They then travelled to

target provinces for verification visits. Verification data has been collected; it is currently

being recorded and analyzed and will be reported in the next bi-annual report.

Figure 2.24: INSET


Institutional Grants to TTCs

Every year, TTCs receive an institutional grant of USD

10,000 to improve their learning environment. The funds

can be used to purchase furniture or lab equipment and

other learning resources, to improve TTC dormitories, to

set up libraries and computer labs, or put to any other use

that help TTCs attract and retain students and provide

them with a comfortable learning environment.

When proposals for grants expenditure are received from

the TTCs, they are reviewed by TED and changes are

made according to pre-determined criteria for the grants.

Grant proposals are approved by the General Director of

TED before funds can be released.

Once funds are transferred to TTCs, a Grant Management

Committee in each province (which includes

representatives of the PED, the Provincial Council,

representatives of teachers and TTC students, the

Governor's office, the provincial Revenue Department, the

Human Rights Office etc) monitors the transparent,

participatory, and efficient use of the funds, and oversees

procurement and construction processes. The committee

is required to follow ToRs that govern its establishment.

To date, all TTCs have received two tranches of this grant, totaling USD 20,000 per TTC for

two years. The directors of recipient TTCs are required to report monthly progress on

facilities added through the grants, and PMOs regularly monitor the effective and

transparent use of grant funds.

Gender Mainstreaming

As reported earlier, EQUIP II introduced two key initiatives to mainstream participation of

women in the education sector. Through these initiatives, TED was able to enroll 27, 241

students in TTCs. Last year, female graduates were at an all time high of 28, 255. Progress

in each gender mainstreaming initiative is narrated below.

Gender Grants to TTCs

Gender grants were distributed among TTCs as an incentive to increase female enrolment

levels in the colleges. They have a dual motive: to reward TTCs that have succeeded in

enabling high female enrolment levels and to support TTCs to sustain and further increase

female enrolment levels by providing a gender-friendly learning environment.

Figure 2.25: Picture: In Nimroz

province, the TTC Director

purchased a multi-media

projector, printers and other IT

equipment with their grant.


To determine the size of the grants, TTCs are divided into three categories:

Category 1: TTCs with an enrolment of over 500 female students; these TTCs get

USD 8,000 a year

Category 2: TTCs with an enrolment of 200 - 500 students; these TTCs get USD

6,000 a year

Category 3: TTCs with an enrolment of 10 - 200 students; these TTCs get USD

4,000 a year

TTCs with over 500 female students received the largest grant amount, while those with

over 10 female students received the smallest amount. TTCs that have not yet received any

gender grants since 2010 include Badghis, Kandahar, Khost, Ghanikhail, Paktika, Paktiya

and Uruzgan. The following table provides a list of grant distribution by TTC:

S.

No

Name of TTC

Gender Grant 2010 Gender Grant 2011

Tota

l

Bo

nu

s R

ece

ive

d I

n U

SD

Ca

teg

ory

1

Ca

teg

ory

2

Ca

teg

ory

3

Ca

teg

ory

1

Ca

teg

ory

2

Ca

teg

ory

3

US

D 8

,00

0

US

D 6

,00

0

US

D 4

,00

0

US

D 8

,00

0

US

D 6

,00

0

US

D 4

,00

0

>5

00

500-2

00

10<

20

0

>5

00

500-2

00

10<

20

0

1 Sayed

Jamaludin 8000 0 0 8000 0 0 16,000

2 Qarabagh 0 0 4000 0 0 0 4,000

3 Faizabod 8000 0 0 0 6000 0 14,000

4 Darwaz 0 0 4000 0 0 0 4,000

5 Shighnon 0 0 4000 0 6000 0 10,000

6 Baghlan 0 6000 0 0 6000 0 12,000

7 Balkh 8000 0 0 8000 0 0 16,000

8 Bamyan 0 0 4000 0 6000 0 10,000

9 Jaghori

Ghazni 0 0 4000 0 0 4000 8,000


S.

No

Name of TTC


Tota

l

Bo

nu

s R

ece

ive

d I

n U

SD

Ca

teg

ory

1

Ca

teg

ory

2

Ca

teg

ory

3

Ca

teg

ory

1

Ca

teg

ory

2

Ca

teg

ory

3

US

D 8

,00

0

US

D 6

,00

0

US

D 4

,00

0

US

D 8

,00

0

US

D 6

,00

0

US

D 4

,00

0

>5

00

500-2

00

10<

20

0

>5

00

500-2

00

10<

20

0

10 Herat 8000 0 0 8000 0 0 16,000

11 Jawzjan 8000 0 0 8000 0 0 16,000

12 Kapisa 8000 0 0 8000 0 0 8,000

13 Kunduz 0 6000 0 8000 0 0 14,000

14 Nangarhar 0 0 4000 0 6000 0 10,000

15 Parwan 0 6000 0 0 6000 0 12,000

16 Sarandon 0 0 4000 0 6000 0 10,000

17 Sar-e-Pull 0 0 4000 0 0 4000 8,000

18 Takhar 8000 0 0 8000 0 0 16,000

19 Daikundi 0 0 0 0 0 4000 4,000

20 Faryab center 0 0 4000 0 0 4000 8,000

21 Andkhoi 0 0 4000 0 0 4000 8,000

22 Ghazni

Center 0 0 4000 0 0 4000 8,000

23 Sheendand

Herat 0 0 4000 0 0 4000 8,000

24 Kunar 0 0 4000 0 0 4000 8,000

25 Laghman 0 0 4000 0 0 4000 8,000

26 Panjshir 0 0 4000 0 0 4000 8,000


S.

No

Name of TTC


Tota

l

Bo

nu

s R

ece

ive

d I

n U

SD

Ca

teg

ory

1

Ca

teg

ory

2

Ca

teg

ory

3

Ca

teg

ory

1

Ca

teg

ory

2

Ca

teg

ory

3

US

D 8

,00

0

US

D 6

,00

0

US

D 4

,00

0

US

D 8

,00

0

US

D 6

,00

0

US

D 4

,00

0

>5

00

500-2

00

10<

20

0

>5

00

500-2

00

10<

20

0

27 Ghoorband 0 0 4000 0 0 4000 8,000

28 Badghis 0 0 0 0 0 0 -

29 Farah 0 0 4000 0 0 4000 8,000

30 Ghur 0 0 0 0 0 4000 4,000

31 Helmand 0 0 4000 0 0 4000 8,000

32 Kandahar 0 0 0 0 0 0 -

33 Khost 0 0 0 0 0 0 -

34 Logar 0 0 4000 0 0 4000 8,000

35 Ghanikhail 0 0 0 0 0 0

36 Nimroz 0 0 0 0 0 4000 4,000

37 Nooristan 0 0 0 0 0 4000 4,000

38 Paktika 0 0 0 0 0 0 -

39 Paktiya 0 0 0 0 0 0 -

40 Uruzgan 0 0 0 0 0 0 -

41 Wardak 0 0 4000 0 0 4000 8,000

42 Zabul 0 0 0 0 0 0 -

Figure 2.26: Distribution of Gender Grants in 2010 and 2011


TTCs used gender grants to set up day care centers, provide functional toilets for females,

provide room and board accommodation to females, etc. As the table above shows, a few

TTCs moved up categories in just one year, a major reason for this was the Girls'

Scholarship Program, which enabled girls to enroll and remain in college.

Girls' Scholarship Program (GSP)

Through the GSP, the TED distributed

scholarships to women enrolled in TTCs in

25 provinces with low female enrolment

levels. The scholarships were intended to

help improve and sustain female enrolment

levels and to provide deserving female

students with financial support to continue

their education. The selection of

scholarship recipients was based upon

their attendance and their academic

performance. From the start of the program

till now, a total of 6,234 female students

have received scholarships. Of these,

2,958 girls received scholarships in 2012.

TED surpassed its target of 5,000 students as a result of effective implementation and high

demand for scholarships. Girls in four target provinces did not receive any scholarships this

year because they didn't fulfill selection criteria. These include Paktika, Uruzgan, Wardak

and Zabul. A breakdown of scholarships distributed in 2012 is provided below:

0

100

200

300

400

500

600

700

Bad

ghis

Bam

yan

Dai

kun

di

Fara

h

Fary

ab

Gh

azn

i

Gh

or

Hilm

and

Kan

dh

ar

Ko

st

Ko

nr

Ko

nd

uz

Lagh

man

Loga

r

Nem

roz

No

rsta

n

Pak

tia

Pak

tika

Paj

sher

Par

wan

Sam

anga

n

Sari

pu

l

Urz

gan

War

dak

Zab

ul

Figure 2.27: A student in Bamyan collects her scholarship

Figure 2.28: Distribution of girls' scholarships by province – 2012

Figure 2.27: A student in Bamyan collects her scholarship


Payment of bonus salaries to female TTC graduates

To encourage female TTC graduates to take up teaching jobs immediately after graduation,

they are provided an incentive of two-month bonus salaries at the end of their first year. But

if these teachers do not perform well in their first year, they lose their eligibility for the bonus.

To track teachers who join schools immediately and perform well, the TED liaises closely

with PED staff responsible for monitoring the performance of these teachers. Till now, a total

of 390 teachers have received bonuses of USD 120 at USD 60 per month. The following

table provides a breakdown of teachers per province:

S N

o

Pro

vin

ce

Nu

mb

er

of

Tea

che

rs

Bo

nu

ses

Bo

nu

s p

er

Stu

de

nt in

US

D

Tota

l A

mo

unt

in

US

D

Bo

nu

s/S

tude

nt

in

AF

s

Tota

l A

mo

unt

in

AF

s

1 Bamyan 22 2 $120.00 $2,640.00 3000 132000

2 Daikundi 3 2 $120.00 $360.00 3000 18000

3 Farah 6 2 $120.00 $720.00 3000 36000

4 Faryab 49 2 $120.00 $5,880.00 3000 294000

5 Ghazni 19 2 $120.00 $2,280.00 3000 114000

6 Helmand 37 2 $120.00 $4,440.00 3000 222000

7 Kandahar 11 2 $120.00 $1,320.00 3000 66000

8 Kunar 5 2 $120.00 $600.00 3000 30000

9 Kunduz 89 2 $120.00 $10,680.00 3000 534000

10 Laghman 11 2 $120.00 $1,320.00 3000 66000

11 Logar 36 2 $120.00 $4,320.00 3000 216000

12 Panjshir 20 2 $120.00 $2,400.00 3000 120000

13 Parwan 22 2 $120.00 $2,640.00 3000 132000

14 Samangan 25 2 $120.00 $3,000.00 3000 150000

15 Sar-e-Pul 35 2 $120.00 $4,200.00 3000 210000

Total 390 $46,800.00 2340000

Figure 2.29: Distribution of bonuses by province


Regional Allowances for Teachers Working in Disadvantaged and Insecure Areas

Every year, teachers who work in disadvantaged and unsafe areas are given an allowance

in addition to their salary to cover for extra transportation costs and/or to compensate them

for continuing to teach in difficult conditions. A total of 448 teachers working in difficult areas

in 18 provinces receive this allowance with their monthly salary. These teachers receive an

allowance of AF 10,000 (roughly USD 200) per month. Allowances to teachers were

continued in 2012.

Capacity Building for TED's senior management

Fifteen members of the TED's senior management, including directors, travelled to Istanbul,

Turkey to participate in a ten-day capacity building workshop in management and business

administration. The training was organized through EQUIP.

Issues and Challenges

1. Delay in extension of DT3 contracts: TED's contracts with its DT3 IPs ended on July 31st

and an extension was expected from August onwards. Unfortunately, budget and time

constraints and the resultant need to repeatedly modify amendments to IP contracts delayed

the extension. The TED is currently in the process of finalizing contracts with IPs and

expects the extension phase to start in the first quarter of 2013. The suspension of activities

between since September 2012 broke the momentum that had been created in teacher and

school manager trainings, PLC and TLC activities and school level support to teachers. IPs

also lost a lot of staff during the last few months and will have to hire and train new staff

during the extension phase.

2. Security situation in Paktika, Paktia, Kunar, Nooristan, Helmand and other provinces:

Insecurity in some provinces delayed TED's verification of DT3 data submitted. As reported

earlier, TED's PMOs conducted a verification of data submitted by IPs in all target provinces.

This verification exercise was delayed because of the security situation in some provinces.

The report is now being prepared and will be completed by February 2013.


Upcoming Initiatives

In the coming months, the TED will introduce the following initiatives to further strengthen

pre- and in-service teacher education:

A Masters Program for all TTC lecturers by the American University of Afghanistan

A Bridge Program to fill learning gaps among students who fall short of academic

criteria for admission to TTCs

A Teacher Placement and Career Services Office in every TTC

A third party evaluation of DT3

Institutionalization of a formal, sustainable professional development infrastructure


Education Management Information System


Introduction

The Education Management Information System (EMIS) at Afghanistan’s Ministry of

Education enables the Ministry to meet its information needs for decision-making,

accountability, and organizational learning. EMIS aims to provide information for strategic

planning and to produce regular and specialized reports, and to this effect, has developed

data management modules and enhanced human capacity.

The World Bank (WB) currently supports 1) recruitment of technical assistants for the

planning department and 2) funds purchase of equipment and consultancy services required

for the expansion of EMIS to provinces and districts. The following three sections cover the

contributions made to EMIS by the technical assistants, the progress made in expansion of

EMIS, and other activities directly or indirectly linked to WB assistance.

EMIS System Development

EMIS Modules

The EMIS section developed different modules to manage information and provide for

various data needs in different departments and units of the Ministry of Education. The

following are the most significant achievements over the past six months.

Operation Plan Module

This module was improved according to the 1391 report structure, and includes monthly,

quarterly, and annual reporting at district, province, and central levels. The Monitoring and

reporting team and the system developers reviewed and revised operational plan indicators.

Infrastructure Module for ISD

Infrastructure module for ISD was reviewed by the EMIS team, and the first level work flow

(communication and information flow diagram) for collecting data from each related section,

was developed and the department's procedures and policy analyzed. The estimation,

handover, and monitoring sections of the module are under work, and 80% of module

development has been accomplished. A comprehensive action plan for the remaining

development activities has been agreed on with the Infrastructure Services Department, and

the module will be completed by end of April 2013.

School Management Module

The five-year-old School Management Module has been in place and the data collected

through the module has been extensively used for planning and other purposes. Over the

past six months, the system was improved according to needs of various programs. The


system that is placed at the Afghanistan National Data Centre can now be used to generate

60 types of reports.

Council Management System

The Council Management System was transposed from MS Access to a web-enabled

application, and a report section added. It was installed and is operational in departments

under the Chief of Staff Office. The system will provide information on education related

activities and communication of each council member (provincial councils, lower and upper

houses of parliament).

EMIS Pilot Test for General and Islamic Education Departments

EMIS pilot tested data collection from the general education department by feeding dummy

data: local networking was configured, local server was configured, and client computers

were able to access data from local server. The certification module was also developed

and installed for General Education, and will facilitate the issuance and management of

certificates for high school graduates.

The same module was developed and installed for the Islamic Education Program, and

basic training have also been provided to both programs’ staff on how to manage and utilize

the modules.

Deployment of EMIS Server in ANDC

A contract was signed with the Ministry of Communication Information Technology (MOCIT)

for transfer of the EMIS server to the Afghanistan National Data Centre (ANDC) and EMIS

was transferred to Afghanistan Central Data Centre. EMIS is now on the internet at

www.emis.af., and clients can access comprehensive information on schools, students and

teachers online.

Infrastructure and Equipment

Procurement of equipment was completed, and equipment was installed in Kabul City

departments, and has reached 21 provinces. Local Area Networks were set up and EMIS

systems configured in central offices of Provincial Education Departments. Central and

provincial office was trained to use the EMIS system, including data entry and data retrieval.

Mobile Application in Uruzgan

Afghanistan Reliable Technology Services (ARTS) was awarded a contract to facilitate the

mobile phone data collection pilot in Uruzgan. Initial steps were taken in this direction, and

ARTS has designed a mobile phone data collection system including mobile application,

web application and SMS.

Negotiations were held with the Ministry of Communication and Information Technology

regarding specific technical issues, and ARTS was introduced to MOCIT to handle the

technical and financial aspects of the project. A server was been assigned to the project and

stationed at MOCIT.

http://www.emis.af/


EMIS developed required questionnaires based on basic data needs, and prepared training

material and action plans, which were shared with ARTS. It was decided that an orientation

workshop be provided to the central departments by ARTS in order to finalize the pilot

phase in Uruzgan Province. The procurement of smart phones is in progress; once they

arrive the pilot phase will start.

TA Contributions

Systems development is one of the functional units of Educational Management Information

System (EMIS); it has the following responsibilities:

Consult with each department to integrate their paper based systems into the EMIS,

thus allowing for more efficient transfer, storage, and retrieval of data. This system

will be extended into a full-fledged online reporting system, and will eventually reach

the school level.

Develop security and backup systems to ensure that data is safe, and to avoid loss

of information.

Ensure all essential databases in the Ministry (e.g. EMIS, AFMIS, HRMIS and school

establishment) can be linked in order to streamline the collection and processing of

information and to minimize duplication among systems.

EMIS directorate has recruited five technical staff supported by the World Bank project

(EQUIP) to carry out the above systems’ development and maintenance activities. The

following introductions and Gantt Charts summarize each consultant’s activities during the

past six months

1. Mohammad Ismail “Khattab” is system analyst for MoE/EMIS and EMIS director.

IDResponsible: Mohammad Ismail Khattab

Position: System AnalystStart Finish Duration

Jul 2012

7/1 7/8 7/15

1 26w12/28/20127/2/2012Leading, monitoring and evaluating the

activities of EMIS team of (3 departments)

2 25.8w12/27/20127/2/2012

Attending meetings, presentations and

briefing the EMIS system’s activities to the

EMIS clients and stakeholders.

3 8w8/24/20127/2/2012

Assessing the performance of current

EMIS system for further improving the

system

5 25.8w12/27/20127/2/2012Revising and checking the development

documents of the EMIS team

25.8w12/27/20127/2/2012

Acting as a chair member in EMIS

technical and OCEMIS meetings

conducted during the last 6 months.

Aug 2012 Sep 2012

7/22 7/29 8/5 8/12 8/19 8/26 9/2 9/9 9/16

Oct 2012 Nov 2012 Dec 2012

9/23 9/30 10/7 10/14 10/21 10/28 11/4 11/11 11/18 11/25 12/2 12/9 12/16

4

Figure 3.1: Work progress report of Mohammad Ismail “Khattab


2. Mirwais Ahmadzai is a system analyst with the MoE since 17th of October 2012.

3. Noor Ahmad Firozi is working as system developer with MoE since last July 2012.

4. Zahir Jan is database developer and programmer; he has been within the EMIS directorate for the last three years within EMIS directorate.

IDResponsible person: Mirwais Ahmadzai

Position: System AnalystStart Finish Duration

Oct 2012

10/21 10/28 11/4 11/11 11/18 11/25

1 10.6w12/28/201210/17/20121. Current EMIS system assessment in order to identify problems,

strengths and weaknesses.

2 1.2w10/24/201210/17/20121.1. Checking Current system’s web forms and data entry system

3 3w11/15/201210/26/20121.2. Designing standard reporting formats for school management

system

4 1w11/22/201211/16/20121.3. Development of standard coding system for schools

5 3w12/13/201211/23/20121.4. Requirement collection and analysis for HRMIS system

Nov 2012 Dec 2012

12/2 12/9 12/16

6 2w12/26/201212/13/20121.5. Requirement collection and analysis for Asset Management

system (AMS)

IDResponsible person: Noor Ahmad Firozi

Position: System DeveloperStart Finish Duration

Jul 2012

7/1 7/8 7/15 7/22 7/29 8/5 8/12

1 25.83w12/29/20127/2/20121. Development the ISD Module

2. Preparing Agenda and meeting minutes for OCEMIS committee.

2 2.5w7/18/20127/2/20121.1. Studying the developed ISD Module

3 5w8/22/20127/19/20121.2. Analyzing and preparing the document for ISD Module

4 18.33w12/29/20128/23/20121.3. Development of standard coding system for schools

Aug 2012 Sep 2012

8/19 8/26 9/2 9/9

Oct 2012 Nov 2012 Dec 2012

9/16 9/23 9/30 10/7 10/14 10/21 10/28 11/4 11/11 11/18 11/25 12/2 12/9 12/16 12/23

IDResponsible person: Zahir Jan

Position: Database developer and programmerStart Finish Duration

Jul 2012

7/1 7/8 7/15 7/22 7/29 8/5 8/12

1 2w7/14/20127/1/20121. Development of Fuel management system

2 3w8/4/20127/15/20122. Development of inventory management system.

3 2w8/18/20128/5/20123. Checked and update the operational plan management system data

4 4w9/15/20128/19/20124. configuration of servers for EMIS deployment.

Aug 2012 Sep 2012

8/19 8/26 9/2 9/9

Oct 2012 Nov 2012 Dec 2012

9/16 9/23 9/30 10/7 10/14 10/21 10/28 11/4 11/11 11/18 11/25 12/2 12/9 12/16 12/23

5

6

1w9/22/20129/16/20125. EMIS system installation in Paktia PED offfice

3w10/13/20129/23/20126. Provincial based and detailed report dev for Operational plan syst.

7 11w12/29/201210/14/20127. Starting work on ISD management system with Firozi

Figure 3.2: Work progress report of Mirwais Ahmadzai

Figure 3.3: Work progress report of Noor Ahmad Firozi

Figure 3.4: Work progress report of Zahir Jan


5. Toryaly Hellali is a database programmer with EMIS

Other Activities

EQUIP PIM

A review of Volume III of Program Implementation Manual for EQUIP II was finalized

through a consultative process wherein, the EMIS Monitoring and Reporting Unit, and

Evaluation Unit of the Department of Planning and Evaluation played key roles. The volume

sets a framework and provides a guide for EQUIP Monitoring and Evaluation activities.

New Recruitments

With World Bank support, a system analyst, a data analyst, and a programmer were

recruited. They will be stationed at the System Development section to provide support for

improvement and expansion of the developed modules, as well as for development of other

needed modules.

Additional support to EQUIP

Additional information was provided by EMIS information analysts to furnish necessary data

to EQUIP units including EQUIP Gender Unit. EMIS also cooperated with the EQUIP team

in the development of concepts and strategies for student learning assessment.

IDResponsible person: Torialy Hellali

Position: Database programmerStart Finish Duration

Jul 2012

7/1 7/8 7/15 7/22 7/29 8/5 8/12

1 9w9/1/20127/1/20121. Development of compliance

management system

2 4w9/29/20129/2/20122. Development of appointment

management system for the minister office.

3 3w10/20/20129/30/20123. Configuration of servers for EMIS

deployment.

4 26w12/29/20127/1/20124. Server maintenance and technical

support to the data entry clerks.

Aug 2012 Sep 2012

8/19 8/26 9/2 9/9

Oct 2012 Nov 2012 Dec 2012

9/16 9/23 9/30 10/7 10/14 10/21 10/28 11/4 11/11 11/18 11/25 12/2 12/9 12/16 12/23

5 10w12/30/201210/22/20125. Development of HRMIS system

6 4.67w12/29/201211/27/20126. EMIS system installation in provincial

offices

Figure 3.5: Work progress report of Torialy Hellali


Infrastructure Services


Introduction

The Infrastructure Services Department (ISD) of the Ministry of Education has been

responsible for implementing the construction component of the Education Quality

Improvement Program’s (EQUIP) initiatives for improving and increasing access to quality

education for all, since November/December 2011 . ISD’s total planned projects under

EQUIP-I and EQUIP-II were 1652 including community contracted (CC) projects and

projects awarded through national competitive bidding (NCB). In EQUIP-I, ISD undertook

775 projects -- 589 of which were CC and 186 NCB projects. During the second phase

(EQUIP-II) 877 additional projects (758CC and 119 NCB) were undertaken. This report

focuses primarily on CC (1347) projects that were supported and monitored directly by the

ISD team.

For the reporting period (July to December 2012) the followings were the main activities:

Survey for data validation of CC incomplete components

Survey for data collection of CC and NCB missing components

Data collection for maintenance of completed and partially completed (CC) projects

Revision/analysis/validation and consolidation of data gathered from the field

Staffing/recruitment and training of staff

Monitoring & Evaluation of projects

Additional tasks included: contribution to the monitoring reports prepared by IRD, and

preparation of material and data for MOE and World Bank mission.

Achievements versus Plans

Of the total 1659 (CC and NCB)

planned projects from the start

of the program, construction of

1652 projects was planned with

EQUIP budget (7 CC projects

were dropped from Takhar

province). Of these 305 were

NCB and the remaining 1347

were CC projects.

Figure 4.1: Constructed school in remote area


Based on field reports in September 2012, the status of the 1,347 CC projects was as

follows:

193 projects were completed

73 of the remaining projects will be completed under the current budget, bringing the

total number of fully completed projects to (193+73) 266 projects. These 266 projects

need no additional budget.

662 partially completed projects need additional budget for completion.

493 are under construction (ongoing). These projects also need additional budget

towards their completion.

25 projects are not yet started. At this stage, further budgeting needs for these

projects is unknown.

The total number of projects that require extra budget for completion is 1056, including

partially completed and ongoing projects.

The table below provides further details and project wise information.

Status and locations of (1,347) CC projects and budget requirements and the entity to pay the

amount

S.

No

Sta

tus

Se

cure

Lo

catio

ns

Insecu

re L

ocatio

ns

Tota

l

Bu

dg

et

am

oun

t n

ee

de

d

for

co

mp

letio

n (

$)

Wo

rld

Ba

nk t

o P

ay

Mo

E to

Pa

y

1 Fully completed 144 49 193 0 0 0

2 To be completed 46 27 73 0 0 0

3 Not yet started 4 21 25 0 0 0

4 Ongoing 200 194 394 7,130,263 7,130,263 0

5 Partially

completed 447 215 662 10,770,350 7,696,963

3,073,387

Total 841 506 1347 17,900,613 14,827,226 3,073,387

Figure 4.2: Status CC projects and budget requirements


Projects with Incomplete Components

A total 41 ISD engineers were

assigned for a field survey, mainly

to collect data on incomplete

components and maintenance of

CC projects under EQUIP.

Relevant PED and EQUIP

engineers will support the team

during the survey. The assigned

staffs were trained in conducting

the survey before being sent to the

field.

The survey is in progress to collect

data on incomplete components

(which include latrines, water-wells,

furniture and galvanized iron

sheets) and will help in validation of

data reported earlier, to resolve any

mismatch and accordingly, to

update the project’ list. According to an earlier estimate, a percentage of the 113 CC

projects, despite the increase in budget, will not be fully completed within the time frame and

budget, due to increase in cost of construction commodities. The projects that will not be

completed within the budget will be added to the next procurement plan for completion.

A master file is being developed for tracking projects with the help of codes, for monitoring

implementation of 113 CC projects.

The remaining 204 projects will be covered under the government discretionary budget, and

some will be covered by DANIDA support. Additional funding from government of India and

UNICEF Emergency WASH will also be utilized to install incomplete components as

necessary. A detailed breakdown of projects categorized by their donors will be available

after completion of current survey.

Missing Components of Projects

Missing components of projects (which were not in the original contracts) include boundary

walls, power supply, and garbage collection bins/points; 146 CC projects also require other

components like desks and chairs, water wells, latrines and galvanized iron (GI) Sheets.

The boundary walls of eight different types and unit costs have been estimated for all (girls,

boys and mixed) schools. Design and cost estimation for all missing components were

completed for the surveyed schools. For details see the table below:

Figure 4.3: Constructed School


Summary of 1,347 CC Projects’ Missing Components

S/No Incomplete Item Estimated Cost (in million $) Number of Projects

1 Desks and Chairs 0.78 121

2 Latrines 0.84 82

3 Water Well /

Reservoir

0.21 86

4 G.I sheets 1.25 90

5 Others 0.01 1

6 Boundary wall 21.5 848

7 Garbage Collection

Point

0.264 1,322

8 Electricity 0.44 282

Total 25.294 2,832

0

200

400

600

800

1000

1200

1400

Desks and chairs

Latrines Water well /

reservoir

G.I sheets Others Boundary wall

Garbage Collection

Point

Electricity

0.78 0.84 0.21 1.25 0.01 21.5 0.264 0.44

12

1

82

86

90

1

84

8

13

22

28

2

Estimated Cost in (million $) Number of Projects

Figure 4.4: CC Projects’ Missing Components

Figure 4.5: Estimated cost of projects


Key challenges

Beside security, lack of transportation facilities and expense funds for field visits is a major

constraint for ISD to plan, implement, and monitor projects.

The travel allowances fixed for provinces by the central government law are not adequate to

cover actual expenses.

ISD is short of office space and facilities to accommodate EQUIP staff working with ISD;

additional computers, printer, photocopier machine and cameras are needed to enable them

to better perform their responsibilities.

The staff needs training in design, estimation, monitoring and evaluation, report writing,

safety and environment safe guard.

Recommendations

It is recommended that:

Relevant authorities take necessary action to resolve the issues listed above.

Staff training be organized for building their capacity.


Future Plans

ISD will develop and maintain a database in Excel (until Infrastructure Module in EMIS

database is ready and launched) for data maintenance and reporting purposes.

ISD will conduct training for its provincial and central based engineers to brief them about

the requirements of the new SPP encountering O&M, maintenance strategy, quality

assurance, registration of assets including schools and other educational buildings, and

monitoring and evaluation.

Figure 4.6: School that requires maintenance


GENDER


Introduction:

Gender mainstreaming in the education sector and promoting gender parity in access to quality education for all, are at the heart of the efforts of the Ministry of Education’s Education Quality Improvement program (EQUIP).

In view of the importance of this need, EQUIP has set up a separate gender unit that initiates discussions and information sharing regarding priority concerns related to gender issues in this sector. The aim is to identify problems and advocate for and recommend solutions to them, to ensure equitable distribution of education opportunities and resources to all school-aged Afghans, irrespective of gender.

Main Achievements:

Analysis of Gender Data related to Student Enrollment and Teachers

In October 2012, the Gender Unit at the EQUIP coordination office undertook a primary data (Taken from EMIS/MoE) analysis to generate a general understanding of the realities on the ground, and to use this analysis for advocacy purposes in 2013. This analysis was planned to be done at three levels:

1) Provincial level

2) District level

3) School ‘shura’ level

The analysis on the provincial level was completed, and the findings presented in draft form, to the EQUIP Coordination Office team, ISD, Gender Unit MOE, and Girls’ Education Directorate.

Once further cleaned and checked, the findings will be shared with key stakeholders for their understanding of the status of gender parity and equity in education, for establishing causal relations between different factors, and for identifying gaps. Findings will be published in a brochure and used for gender advocacy purposes.

Development of Gender Resource Manual and Training Manual for EQUIP Staff

One important achievement during the reporting period was the development of a gender training manual and gender resource manual. The training manual has nine modules and covers the following main topics:

Definition of Gender (Sex versus Gender)

Gender Data, Gender Analysis and Awareness

Girls’ Education from the Islamic Perspective

Violence Against Women (Kinds of Violence)

Patriarchy

Discrimination and Gender Violence


Convention on the Elimination of All Forms of Discrimination

Women’s Leadership in Islamic History

Human Rights / Universal Declaration of Human Rights

The modules are designed to use an interactive methodology involving group discussion, opinion sharing and case studies, and will be covered over a period of three full days. A test-run of the training modules will be undertaken in a training for EQUIP coordination office staff, and further adjustments and fine tuning done before it is adopted for training of provincial teams. Copies of the draft training manual and resource manual are annexed.

Other Activities:

Field Visits to Kabul City Schools

The Gender team visited 216 schools in Kabul City and created a database using information collected from these schools. They worked closely with newly hired DSMs (all female) to help them understand their duties and responsibilities, particularly related to gender interventions, wherever they were needed.

Figure 5.1: Orya Khail School in Kabul


Second Gender Oversight Committee Meeting

The second Gender Oversight Committee (GOC) meeting was convened in August 2013, to identify, prioritize, and address challenges, as well as to facilitate gender mainstreaming across all levels and components of EQUIP/MOE. Participants were from different units of EQUIP, the entire gender unit team EQUIP, Ministry of Education, and World Bank. It was agreed that all EQUIP component/Unit heads would develop a gender action plan and strategy; the ToR of the GOC would be translated in ‘Dari’, and members would provide their comments before the end of the month. It was also decided to hold GOC meeting every two months because the busy schedules of the Deputy Ministers and senior EQUIP management, made it impossible for them to attend monthly meetings.

Field Visits to Provinces

The Gender Unit team members undertook field visits to Herat, Kabul Province, Balkh, Baghlan, Parwan, Kapisa, Panjshir, and Kunduz provinces, which coincided with written selection tests for recruitment of new provincial teams, interviews, and training of the new hires. The gender team visited schools and TTCs to assess the status from a gender perspective.

Gender Training

Gender training sessions were included in the training workshops organized for provincial EQUIP staff as well as for school management ‘shuras’, in addition to Social Mobilization and Environment and Social Safeguard topics.

A budgeted gender training action plan for EQUIP staff, SMU, and ‘shuras’, was drafted in December. The draft gender manual developed for the training will be test-run in an in-house training of 8-10 participants including staff from the gender unit, communication unit, and social mobilization unit. The training will have twofold objectives: 1) to train representatives of three key EQUIP units, in key gender concepts and basic gender analysis; 2) to pilot-test and adjust and adapt the training manual using recommendations and feedback from the training for appropriateness and cultural sensitivity.

The final approved gender training module will be used to train all newly recruited men and women mobilizers, supervisors, as well as old and new elected ‘shura’ members. This will be continued till the time an international firm comes on board and carries out social mobilization reform, including development of a social mobilization strategy and training.


Future Planning

Pilot test training manual in an in-house training of 10-12 EQUIP coordination unit

staff.

Keep track of new hiring, especially in SMU, in the provinces to ensure gender parity

In a move to address individual problems in girls’ schools, making them more

accessible to students, the gender team undertook specific problem shooting

initiatives to affect concrete positive changes in the circumstances of various

schools in Paghman district of Kabul province. Some examples are briefly explained

below:

The family of two high-achieving seventh grade girl students (sisters) from

Doodah Mast High School in Qargha, who had dropped out of school, was

persuaded to allow their daughters to resume schooling and complete their

education; the two sisters are back in school.

Around 1000 square meters of school grounds in Deh Araban High School

(mixed school) in Qargha district, was leveled with the help of an excavator

provided by Engineer Nargis from the Kabul Municipality’s Greenery

Directorate, to prepare it for tree plantation in the coming spring.

Engineer Nargis also promised to provide the same facility for all schools in

Kabul that needed to level their grounds for plantation in the spring in the

month of Hoot.

The Ministry of Agriculture promised to provide as many tree saplings as

requested for planting inside and outside school and mosques grounds in

the spring.

ISD agreed to send out a call for bids (NCB) for construction of boundary

walls for Lycee Abdul Jan Shaheed in Khaldari village in Paghman. The

school had lost 200 of its girl students when families panicked after a recent

suicide attack in the vicinity of the school. The ISD will announce the call for

bids in the coming spring.

Figure 5.2: Leveling of Road in front of Deh Araban School in Kabul


Visit schools in provinces and meet ‘shuras’, to advocate for gender equity in

distribution and use of education resources

Pilot direct interventions in 5 schools in Parwan province for capacity building of

provincial teams and School Shuras

Initiate research on girl student drop outs, and lack of female teacher absorbance

within the system

Develop data collection tools for gender monitoring purposes

Develop effective advocacy plan for general public awareness regarding girls

education, in three provinces through the MPs and Provincial Council members

Development of Brochures

The Gender Unit proposes to print sixty thousand brochures under four titles, for TTCs all

over Afghanistan as part of a gender awareness campaign. The subject is -- “On importance

of girls’ education from the Islamic perspective”. The four titles are

1) Importance of girls’ education for family- from the perspective of Islam.

2) Importance of girls’ education for community/society –Islamic perspective.

3) Importance of girls’ education for the country –Islamic perspective

4) Girls Education in Islam - The Best Service to Humanity.

The Teacher Education Directorate (TED) has agreed to distribute the brochures in the

TTCs; the EQUIP communication unit will assist in designing the brochures, and a PHD

professor of Islamic Studies is helping in writing the content. They will be ready for printing in

mid-January 2013; distribution will be completed by End of February 2013. One title will be

published and distributed in each quarter of 2013.


Environment and Social Safeguard


Introduction:

The EQUIP Environment and Social Safeguard Unit contributes to improving quality of

education in Afghanistan by supporting implementation of the Environmental and Social

Screening Framework (ESSAF).

Currently, environmental and social safeguard management in Afghanistan suffers from

critical capacity constraints, particularly in schools and in other education institutions. Since

June 2011, the Environment and Social Safeguard Unit of EQUIP has been active in

carrying out environmental and social safeguard activities in collusion with the social

mobilization and infrastructure development teams of EQUIP. The ESS Senior Officer visited

schools, and monitored the status of environmental and social safeguard issues.

Figure 6.1: Drinking Water Facility Sayed Muhammad Qoonad High School Herat city


Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No

1 Balkh 419 206 211 144 277 70 350 115 303 176 243 220 199 245 174 105 314 84 333 281 128 296 121 72 286

2 Bamiyan 315 131 183 94 221 22 292 24 290 47 267 41 273 152 162 123 191 122 192 210 104 265 50 93 208

3 Ghazni 568 252 312 75 492 21 534 25 542 58 509 121 446 226 321 173 394 172 395 308 259 381 184 16 552

4 Faryab 473 174 310 96 385 75 406 96 385 149 333 155 328 190 291 139 342 137 344 254 227 409 71 95 473

5 Wardak 389 127 262 54 335 16 373 32 355 65 325 59 329 126 262 32 360 29 357 186 202 309 69 42 389

6 Paktiya 305 142 162 36 258 28 270 29 272 42 261 136 173 112 163 10 294 8 289 141 155 258 63 40 240

7 Laghman 281 94 181 34 241 18 257 38 236 100 175 68 208 129 146 34 241 32 243 160 115 211 64 53 51

8 Kapisa 230 140 82 105 118 72 153 138 86 130 84 117 91 156 67 107 117 102 125 163 50 183 36 107 116

9 Kabul- City 244 204 34 150 88 135 103 181 56 181 57 223 15 208 30 205 33 186 52 203 35 172 66 54 184

10 Joozjan 338 99 235 97 236 39 296 76 259 102 232 95 240 134 202 104 231 106 229 162 174 240 97 35 293

11 Ghoor 749 249 500 230 519 63 684 50 697 43 705 56 693 134 618 7 742 7 741 184 566 358 391 51 694

12 Kandooz 393 196 198 188 202 97 292 129 263 179 213 101 291 188 203 94 295 86 304 209 186 307 85 30 366

13 Panjshir 150 46 104 30 120 4 145 12 138 14 136 17 133 87 62 76 74 76 74 97 53 115 35 89 61

14 Paktika 175 26 148 2 172 0 174 14 160 5 169 20 155 20 151 15 158 17 156 49 125 42 130 0 174

5029 2086 2922 1335 3664 660 4329 959 4042 1291 3709 1429 3574 2107 2852 1224 3786 1164 3834 2607 2379 3546 1462 777 4087

100 41 58 27 73 13 86 19 80 26 74 28 71 42 57 24 75 23 76 52 47 71 29 15 81

ESS Status of Schools in Fourteen Provinces

70 19 31 43 21 16521 30 40 28 29 26

4959 5010 4998 4986 5008 48645008 4999 4989 5001 5000 5003

Does the

school have

a building?

Does the

school land

have legal

documents?

Is the

signboard

installed

on the wall

of the

completed

Remarks

TotalPercentage

Does the

school

have

plants and

flowers?

Does the

school have

trees?

Does the

school have

surounding

walls?

Does the

school have

usable

latrines?

Does the

school have

complaint

box?

Is there any

assessment

and analasis

mechanism

for the

complaints?

No ProvinceTotal No.of

Schools

Does the

school have

drinking

water

sources?

Does the

school have

irrigation

water?

Does the

school

have

greenery?

Figure 6.2: ESS status of schools in fourteen provinces


ESS Status of Schools in Fourteen Provinces

Figure 6.3: ESS status of schools in fourteen provinces

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

5,500

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1-Total No. of schools

2-The schools which have drinking water

3-The schools which have no drinking water

4-The schools which have water for irrigation

5-The schools which have no water for irrigation

6-The schools which have greenery yards

7-The Schools which have no greenery yards

8-The schools having plants and flowers

9-The schools without any plants and flowers

10-The schools having trees

11-The schools having no trees

12-The schools which have surrounding walls

13-The schools which have no surrounding walls

14-The schools which have usable latrines

15-The schools which have no usable Latrines

16-The schools which have complaints boxes

17-The schools which have no complaints boxes

18-The schools having mechanism for the assessment and analasis of the complaints

19-The schools which have no mechanism for the assessment and analasis of the complaints

20-The schools which have buildings

21-The schools which have no buildings

22-The schools of which lands have legal documents

23-The schools of which lands have no legal documents

24-The completed schools with signboards

25-The completed schools without signboards


School Land Acquisition Review and Analysis in 12 Provinces S

. N

o

Pro

vin

ce

Go

vern

me

nta

l

Do

na

ted

by t

he

Co

mm

unity / P

ers

on

Pu

rch

ase

d b

y t

he

Go

vern

me

nt

Pu

rch

ase

d b

y th

e

Co

mm

unity

Tota

l S

ch

oo

ls

1 Badghis 0 34 0 1 35

2 Bamyam 1 24 0 10 35

3 Jozjan 3 26 1 5 35

4 kundoz 6 22 0 9 37

5 Kunnar 3 30 0 0 33

6 Balkh 12 0 4 26 42

7 Paktiya 3 31 0 0 34

8 Takhar 4 12 0 14 30

9 Ghazni 8 23 0 1 32

10 Panjshir 0 19 0 0 19

11 Farah 2 30 0 0 32

12 Baghlan 19 0 3 11 33

Total 61 251 8 77 397

0

50

100

150

200

250

300

350

400

450

1 2 3 4 5

Graphical Representation of School Lands Acquisition Review in 12 Provinces

1 Governmental

2 Donated by Community/Person

3 Purchased by Gov

4 Purchased by Community

5 Total school

0

50

100

150

200

250

300

350

400

450

1 2 3 4 5

Graphical Representation of School lands Acquisition review in 12 Provinces

1 Governmental

2 Donated by Community/Person

3 Purchased by Gov

4 Purchased by Community

5 Total school

Figure 6.4: School Land Acquisition Review Table

Figure 6.5: School Land Acquisition Review Graph


ESS Activities:

Training

Sixteen Training workshops were conducted for a total 560 participants including social

mobilizers, engineers, and EQUIP officers in Kabul city and in the provinces. In order to

measure the effectiveness of the

training workshops, pre and post tests

were conducted at the beginning and

end of each workshop. The difference

in pre and post test scores reflected

how much knowledge was gained by

the participants at the end of the

workshops.

In addition, training workshops were

organized for 1979 SMSs in 28

provinces, and as many as 28,919

individual ‘shura’ members

participated.

Objectives of the Training Workshops

The objectives of the training workshops were:

To give an overview and main picture of Environmental and Social Safeguard

activities to EQUIP’s teams, staff, personnel and SMSs.

To make the EQUIP teams and SMSs familiar and acquainted with environmental

and social safeguard activities.

To motivate and mobilize them for launching and enhancing the Environmental and

Social Safeguard activities as a vital part of the program’s general activities.

Figure 6.6: SMS training workshop in Mazar-e-Sharif


Two Training Workshops for Western Zone

Two training workshops were held in Herat

city in August and November 2012

respectively, for 50 participants from Herat,

Badghis, Ghur, Farah, Helmand and

Nimroz. Participants included EQUIP teams

of the six provinces in the Western Zone.

The training had separate sessions on


activities, social mobilization, and gender.

Each of the two workshops had 25

participants, with each EQUIP team

represented by one equip officer, two social

mobilization supervisors and two engineers

in each workshop.

The contents of the Environmental and Social Screening Assessment Framework were

discussed with the help of slides, and were explained in detail.

S. No. Province Number of Shuras Number of Participants

1 Badghis 96 1440

2 Balkh 128 1920

3 Badakhshan 81 1215

4 Baghlan 80 1200

5 Bamyan 81 1160

6 Daikundi 16 240

7 Farah 100 1230

8 Ghazni 20 300

9 Heart 145 2175

10 Jawzjan 90 1200

11 Kabul City 55 804

12

13 Kabul Province 90 1350

14 Kunduz 51 665

Figure 6.7: SMS in a training session in Paktiya province


15 Kunar 96 1365

16 Host 71 1065

17 Kapisa 30 450

18 Laghman 66 990

19 Nimroz 33 475

20 Paktiya 73 1095

21 Nangarhar 173 2595

22 Panjshir 35 525

23 Samangan 15 150

24 Sar-e-Pul 91 1365

25 Takhar 84 1260

26 Uruzgan 31 465

27 Wardak 94 1410

28 Zabul 54 810

Other ESS Activities

Practical steps taken to ensure social safeguard and positive school environments included

mobilizing the SMSs, EQUIP teams and school administrations to:

Installation of complaint boxes and set up grievance response mechanisms. A format

for registering complaints was sent to all provinces. As a result many schools have

installed complaint boxes, and have adopted mechanisms for addressing complaints.

Implementation of Environmental and Social Screening and Assessment Framework

in all school construction projects.

Installation of signboards on school buildings after completion of construction.

Inclusion of the ESSAF guidelines in the TORs for contractors and SMSs (the sixth

attachment of ESSAF) for construction of CC school buildings.

Requiring cleanliness, sanitation, greenery and all ESS related activities both inside

and outside the school.

Figure 6.8: Number of School Management Shuras (SMSs) received ESS training in 28 provinces


Findings at Schools Visited in Herat:

1. Social and Environmental Social

Safeguard activities of the schools

visited as sample were satisfactory.

2. The students were well-organized

and had neat uniforms.

Problems and Recommendations:

In the insecure areas, it is difficult to implement ESSAF in the schools.

Inadequate coordination and cooperation among EQUIP teams and PEDs and DEDs, and

other stakeholders in the education sector, is another major weakness, which needs to be

improved.

Effective coordination and cooperation between the EQUIP teams, PEDs, DEDs, and other

major stakeholders in the education sector, will enable better implementation of

Environmental and Social Screening Assessment Framework in all schools

The Social Mobilization Unit in conjunction with the ESS team will need to focus more on

raising awareness of PEDs, DEDs and SMSs, about the importance of ESSAF, so that

ESSAF is implemented easily in all schools . All stakeholders, PEDs, DEDs and SMSs must

be mobilized to take active steps for implementing ESS activities in schools, and PEDs,

DEDs, and SMSs, must receive proper training in this regard.

We also believe that any positive steps taken by a stakeholder, Shura, PED, or DED to fulfill

Environmental and Social Safeguard goals, should be recognized and rewarded by the

MOE.

The EQUIP teams needs to be supported and all necessary facilities provided to enable

them to undertake ESS activities.

The PEDs and DEDs should be formally directed and advised through a letter, to focus on

ESSAF implementation, and to cooperate and coordinate their plans with EQUIP teams.

Effective ESS operations require a separate allocated budget.

It is absolutely necessary to have maintenance operations in the schools; otherwise, ESSAF

implementation will not be of any use. Thus a separate budget is also required for

maintenance, as well as enough space and area of land for the school and education

activities.

Figure 6.9: Meeting with SMS in Herat City


ANNEX 1 (Financial Status) Reporting Date: December 31, 2012 Currency: Million USD

Original Budget Reallocation 1387 1388 1389 1390 1391

General Education School Quality Enhancement

School Quality Enhancement Grant 24.50$ 24.50$ 24.50$ -$ 7.43$ 6.42$ 10.00$ 0.58$ 24.43$ 0.07$ 99.7% 68,278

Community Infrastructure Contracts (CC) 36.80$ 37.18$ 37.43$ 2.14$ 11.50$ 10.30$ 9.22$ 2.68$ 35.85$ 1.59$ 95.8%

Infrastructure Development (NCB) 10.30$ 20.56$ 18.35$ -$ 5.24$ 4.60$ 2.61$ 1.55$ 13.99$ 4.36$ 76.3%

Social Awareness & Mobilization 5.20$ 2.71$ 4.67$ -$ 0.51$ 0.42$ 0.03$ 1.98$ 2.94$ 1.73$ 62.9%

76.80$ 84.95$ 84.95$ 2.14$ 24.68$ 21.74$ 21.86$ 6.79$ 77.21$ 7.74$ 90.9%

Teacher Education Teacher Training

Teacher Training 48.40$ 49.12$ 47.85$ -$ 4.18$ 15.55$ 18.59$ 12.12$ 50.43$ (2.59)$ 105.4%

Principles Training 2.00$ 7.26$ 7.26$ -$ -$ -$ 6.61$ -$ 6.61$ 0.65$ 91.1%

Female Scholarships in TTC 23.20$ 17.21$ 18.49$ -$ 1.51$ 0.76$ 1.45$ 4.83$ 8.56$ 9.94$ 46.3%

73.60$ 73.60$ 73.60$ -$ 5.69$ 16.31$ 26.65$ 16.95$ 65.60$ 8.00$ 89.1%

Education Mgt Project Management & Coordination

Project Management & Coordination 10.10$ 29.45$ 29.45$ 0.17$ 8.13$ 8.20$ 7.27$ 5.44$ 29.20$ 0.24$ 99.2%

Monitoring 3.20$ -$ -$ -$ -$ -$ -$ -$ -$ -$ 0.0%

Evaluation 1.00$ -$ -$ -$ -$ -$ -$ -$ -$ -$ 0.0%

14.30$ 29.45$ 29.45$ 0.17$ 8.13$ 8.20$ 7.27$ 5.44$ 29.20$ 0.24$ 99.2%

Unallocated Budget 23.30$ -$ -$ -$ -$ -$ -$ -$ -$ -$ 0.0%

188.00$ 188.00$ 188.00$ 2.31$ 38.50$ 46.25$ 55.77$ 29.18$ 172.02$ 15.98$ 91.5%

Note: Some changes are expected in the 1391 execution figures after refund reports from the provinces and finalization of the Qatia report

Sub total

Sub total

Grand total

Actual ExpenditureTotal

ExpenditureBalance Budget % Spent Remarks

Sub total

AFMIS Sub-

ComponentProject Component, Sub-components, activities

Program Budget Revised

Budget

EQUIP II Budget & Execution Status (Overall Program Budget)


ANNEX 2 (Data Analysis by Gender Unit)

مکاتب تجزیه و تحلیل معلوماتخالصه

.تمام والیات افغانستان را نظر به فیصدی و تعداد شاکردان اناث به سه بخش تقسیم کردیم

است نظر به مجموع کل ۰۳٪والیات که فیصدی شاګردان اناث کمتر از ارزګان ۱۱۱ هلمند ٪۰۱ پکتیکا ٪۱۱ زابل ٪۱۱ پکتیا ٪٪۱ خوست ٪۳۱ وردک ٪۴۱ بادغیس ٪۵۱ کندهار ٪۶۱

-

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

خوست پگتیگا ارزگان زابل کندهار هلمند بادغیس وردک پکتیا

29,649

36,848 34,187

20,413

38,810

8,294 8,294

19,457

37,698

اناث شاګردان تعداد

است نظر به مجموع % 30نمایش والیات که تعداد و فیصدی شاگردان اناث کمتر از گراف کل

22%

24% 22%

22%

22%

22% 22%

22%

22%


مجموع کلاست نظر به ۹۳٪الی ٪۰۳ والیات که تعداد شاګردان اناث از

فراه ۳۰۱ لوګر ۳۱۱ کاپیسا ۳٪۱ غزنی ۳۳۱ پروان ۳۵۱ کندوز ۳۶۱ بغالن ۳۷۱ سمنګان ۳۷۱ غور ۳۶۱ ننګرهار ۳۸۱ کنر ۳۸۱ سرپل ۳۹۱

-

50,000

100,000

150,000

200,000

250,000

لوگر گاپیسا غزنی پروان کندوز فراه سمنگان بغالن کنر ننگرهار سرپل

51,770

247,204

64,424

109,037

35,689 32,973

103,552

66,886

96,044

36,621 32,412


است نظر به % 39الی % 30نمایش والیات که تعداد و فیصدی شاگردان اناث از گراف مجموع کل

39%

38%

38%

37%

37% 36%

36%

35%

33%

32% 31%


۹۳٪الی ٪۰۳ والیات که فیصدی شاګردان اناث از لغمان ۴۳۱ بدخشان ۴۶۱ تخار ۴٪۱ بلخ ۴٪۱ فاریاب ۴٪۱ هرات ۴۶۱ نیمروز ۴٪۱۴۳۱ ۴۴۱ ۴۰۱ ۴۰۱ ۴۳۱ ۴۳۱

بامیان نورستان پنجشیر

جوزجان دایکندی

شهر کابل

-

50,000

100,000

150,000

200,000

250,000

300,000

350,000

400,000

450,000

شهر بامیان دایکندی لغمان تخار نمیروز فاریات بلخ جوزجان پنجشیر کابل

بدخشان هرات

14,915

64,952

203,052

113,079

28,128

125,791

80,937 69,020

55,459

420,304

323,224

138,966


است نظر به % 49الی % 40نمایش والیات که تعداد و فیصدی شاگردان اناث از گراف مجموع کل

40%

42%

42%

42%

42%

43% 43%

43%

46%

46%

40% 43%


.تمام والیات افغانستان را در دو بخش تقسیم کردیم نظر به تعداد و فیصدی معلمین اناث

.والیات که تعداد معلمین اناث شان کم است

.معلمین اناث شان نسبتا خوب استوالیات که تعداد

است ترکم که تعداد و فیصدی معلمین اناثوالیات

والیات تعداد فیصدی25.2% پکتیکا 22

4% خوست .22

.% کنر ..2

2% پکتیا .24

6% ارزگان 67

2% غور 282

7% وردک 2.7

9% زابل 49

22% نورستان 222

22% لغمان 22.2

22% ننگرهار 22.2

22% لوگر 242

22% بادغیس 2.7

24% پروان 782

2.% کندهار .2.

22% کاپیسا 429

02% هلمند 444

0

200

400

600

800

1000

1200

1400

16

125 155 145 67

186 257

49 133

1350 1356

343 257

786

515 439 448

اناث معلمین تعداد

والیات که تعداد و فیصدی معلمین اناث شان کم است

0.51%

7%

16%

13%

44% 45% 6%

6% 9%

12%

42% 42%

14%

13%

15% 20%

5%


نسبتا خوب استوالیات که تعداد و فیصدی معلمین اناث والیات تعداد فیصدی

22% بامیان 242

22% پنجشیر 292

22% بغالن 2822

22% غزنی 2277

72% سمنگان .2.

28% کندوز 2222

29% تخار 2224

29% فاریاب .282

29% سرپل 8.9

22% بدخشان 2222

22% کابل 2.22

22% دایکندی 978

22% فراه 842

42% جوزجان 2722

48% هرات 2722

.2% بلخ 29..

44% نمیروز 196

0

1000

2000

3000

4000

5000

6000

7000

641 192

1833 1377

535

1663 2064

1815

859

3001

1512

978 841

1716

6732

5519

691

اناث معلمین تعداد

خوب است نسبتاوالیات که تعداد و فیصدی معلمین اناث

21%

29%

53%

33% 21%

423%

27%

28% 29%

29%

32% 46%

33%

48%

54%

23%

32%


-

50,000

100,000

150,000

200,000

250,000

300,000

350,000

400,000

450,000

Axi

s Ti

tle

Axis Title

نمایش گراف شاگردان اناث از تمام والیات افغانستان

-

100,000

200,000

300,000

400,000

500,000

600,000

نمایش ګراف شاګردان ذکور از تمام والیات افغانستان


0

2000

4000

6000

8000

10000

12000

14000

16000

18000

1512 439 786

257 343

1377

145

1350 239

155

3001 2064

1833 1663

535

5519

1716

1815

257

6732

841 691

448 515

49 67 186

641

16 133

859 125 192

978

16957

شاګردان تعداد

0

2000

4000

6000

8000

10000

12000

3308

2339

4952

3874

2302

4568

2655

10108

3379 3239

6382

5109

6377

4336

1464

4912

2024

4648

1696

7309

1751

595

1846

2968

519 1219

3561

2543 3095

1007

2165

3762

762

1996

5715

در تمام والیات افغانستان نمایش گراف تعداد معلمین ذکور

والیات افغانستاننمایش گراف تعداد معلمین اناث در تمام


یافته ها

به اساس اهداف و مقاصد از تحلیل و تجزیه ارقام بدست آورده به منظور وضعیت تعلیمی به خصوص وضعیت تعلیمی دختران

بوده که در تعدادی از والیت تغیرات در ۱۳۹۰و ۱۳۸۹و تعداد معلمین اناث نمایان ګر افزایش و کاهش با مقایسه سال های

معلومات دریافت شده نظر به فیصدی های حاصله به .تعلیمی رخ داده در بعضی از والیت افزایش،کاهش را نشان میدهدبخشی

.سه کتګوری تفسیم شده اند قرار ذیل است

پکتیا وردک ) ۱۳۹۰و ۱۳۸۹است با مقاسیه سال های ۳۰۱ـ تعداد والیات که مجموع فیصدی شاګردان اناث شان کمتر از ۱

.لمند کندهار زابل ورزګان پکتیکا خوستبادغیس ه

کاپیسا پروان . ) هسب ذیل اند ۱۳۹۰و ۱۳۸۹قرار دارند با مقاسیه سال های ۳۹۱و ۳۰۱ـ تعداد والیت که فیصدی انها بین ٪

(لوګر غزنی ننګرهار کنر بغالن کندوز سمنګان فراه غور سرپل

لغمان بدخشان تخار فاریاب هرات نیمروز بامیان نورستان ) ت از است عبار ۴۹۱و ۴۰ـ تعداد والیات که فیصدی انها بین ۳

(پنجشیر جوزجان دایګندی شهر کابل

رو به افزایش بوده که حسب ۱۳۹۰و ۱۳۸۹باید خاطر نشان سازیم که تعداد از والیات اند تعداد شاګردان اناث به تناست سال

(. غیس فراه بامیان پنچشیرکابل پروان وردک پکتیا لغمان بلخ جوزجان باد) ذیل اند

لوګر بغالن نیمروز کندهار زابل ) تعداد شاګردان شان رو به ګاهش بوده عبارت اند از ۱۳۹۰و ۱۳۸۹والیات که نظر به سال

(.پکتیکا

-

100

200

300

400

500

600

700

800

900

328

211

449

374

252

580

280

743

266

457

662 608

448 428

265

528

328

476 478

873

322

146

324

398

216

275

762

337 351

243

369

280

129

341

544

مکاتب در والیات افغانستان نمایش گراف


با در نظر داشت تغیرات مهراق توجه باید به اساس ګراف ها بوده که با سعی و تالش میتوانیم کتګوری تعداد کاهش شاګردان

.اناث را بلند بورده تا وضیعت تعلیمی را به خصوص تعلیم دوختران را در حاللت بهبود دریابیم

با دریافت معلومات از تمام والیات افغانستان تعداد معلمین اناث که با تناسب معلمین ذکور در سطح والیات به درجه پایین

پکتیا وردک لغمان کنر زابل ارزګان ) والیات متذکره . ت افزایش ګرددقراراداشته و نیاز است که تعداد معلمین اناث در این والیا

( .خوست لوګر

والیت ننګرهار از جمله والیات است که توجه بیشتردر بهبود تعلیم صورت ګرفته با ان هم مشکالت خاص در تعداد معلمین اناث

میرسد ۹۹،۴۹۱وده و فیصدی معلمین ذکور به مجموع کل ب ۰۱۵۱۱در والیت پګتیګا فیصدی معلمین اناث به .موجود است

.والیت پګتیکا ضروت ذیاد به معلمین اناث دارد

کابل بلخ بدخشان جوزجان ) والیات که تعداد معلمین اناث نظر به معلمین ذکور در سطح باال قرار دارند هسب ذیل اند شهر

(هرات فاریاب

.الیات افغانستان که ارایه ګردیداین بود یافته ها از تجریه و تحلیل معلومات ار تمام و

acknowledgement - artf · hr human resources ict ... initiation of a countrywide audit of...

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