NESP III (2017-2021) Ministry of Education National Education Strategic Plan III

Current status ACHIEVEMENTS AND CHALLENGES

students Increase enrollment to 9.2 million in 2016 (39% female). High percentage of permanent absenteeism (~20%) High disparities among provinces (enrollment/gender) Very Low literacy rates (male 62%, female 18%) About 3.5 M Out Of School Children (OOSC) mainly girls Youth, and vulnerable groups needs not properly addressed (Children with special needs, returnees, IDPs, marginalized children) Graduates hardly find employment in labor market

teachers Over 50% of teachers have grade 14 or above qualification (1/3 female) Teacher accreditation not implemented, data on teacher’s competencies not available High disparity among provinces in teacher qualification and gender (female 1% in Paktika, 74% in Kabul) Shortage of 42,400 teachers and 10,600 non- teaching staff as per the minimum standards

curriculum National Standard Learning Assessment system not established Local school examination do not reflect the actual learning outcomes Grade 6 graduates learning outcomes (based on a small assessment): 45% cannot read fluently and comprehend a simple text, 31% cannot solve a simple math problem 13% cannot write a simple word 11% cannot read a simple word Equal or lower than their peers in Pakistan, Uzbekistan and Turkmenistan New National curriculum and textbooks developed and implemented Curriculum is not competency based and not relevant to the social and labor market needs Students do not learn as per national curriculum standards Students do not receive full set of textbooks in due time Schools not adequately equipped with teaching and learning material

Environment (Schools) Increased access to education, 16,500 public and private schools, Outreach classes of CBE and ALP Schools are without: Adequate Building (49%) Boundary wall (62%) Drinking Water (31%) Functional Sanitation Facilities (33%) Electricity (76%) Wash facilities Corporate punishment Insecurity (1,006 Public schools closed)

NESP III – a new reform agenda Efficient and Transparent Management Equitable Access Quality and Relevance NESP III – a new reform agenda Part Two

System Environment Curriculum Teacher Student student at the center of Inclusive and comprehensive education service delivery

The structure To prepare skilled and competent citizens 1 -2 1-2 1-4 Intermediate outcomes Policy objectives Overall objective To prepare skilled and competent citizens Pillar 1: QR Learners acquire necessary competences 1 -2 Pillar II: EA Equitable and inclusive access to learning opportunities 1-2 Pillar III: ETM Transparent and cost-effective management 1-4

Quality and relevance: improving learning outcomes and relevance QR 1: The capacity of the education system to develop curriculum and monitor student attainment relevant to individual and social needs is improved QR 2: The capacity of schools/learning centres to promote student attainment as per national standard is improved Curriculum reformed Books and learning materials aligned with new curriculum Learning assessment institutionalized Competent teachers Competent school Principals Strong Academic Supervision Books and learning materials in schools Quality Environment and sufficient infrastructure

Equitable and inclusiveness in access and retention: focus on girls, youth and marginalised groups Provincial/district plans for schools/learning centres/TVET centres drafted based on local needs (Including out of school children information) Establish or expand Centres/Schools and programs providing alternative learning pathways in remote rural areas (CBE, ALP, Support Production Centres) Increase enrolment and retention, especially of girls (to Gen. Ed., TVET, etc.) in remote areas (including support to apprentices) Increase deployment of female teachers in all areas, especially rural Literacy programmes contribute to lower national illiteracy rates Address the education for children with special needs and in emergency situations Increased participation of private sector in provision of educational opportunities EA1: Supply side

Equitable and inclusiveness in access and retention: focus on girls, youth and marginalised groups 1.1 Increased community investment in education and skills learning (specially girls in rural areas) 1.2 Community leaders and opinion makers actively supporting education 1.3 Increased awareness of importance of skills for youth 1.4 Communities actively monitor service delivery standards EA2: Demand side

Efficient and transparent management for cost-effective delivery of education Institutional framework for service delivery standards and responsibilities ETM1. Improved institutional framework Partnership arrangements with civil society, DPs and Private Sector ETM2. Partnerships Result-based minimum standards of services and resource allocation Competent Human Resources (administration) Transparency, accountability and anti-corruption systems for resources management ETM3. Accountability and transparency Effective and integrated monitoring and evaluation system implemented ETM4. Monitoring and evaluation

Current status and targets A) ENROLLMENTS, CLASSES & TEACHERS 1394 1400 1409 (2015) (2021) (2030) Total enrolment (all programs, in 000) 9,200 11,400 13,600 Primary GER 111.5% 118.9% 112.0% Gender parity index for primary GER 0.67 0.77 0.96 Lower secondary GER 66.9% 95.4% 122.0% Gender parity index for Lower secondary GER 0.57 0.69 0.81 Upper secondary GER 42.2% 65.4% 98.9% Gender parity index for Upper secondary GER 0.52 0.64 0.73 Number of children in CBE classes (000) 333.8 400 100 Students/class ratio in public GE 40.8 40 36.6 Textbook to pupil ratio 6.1 12.0 % female teachers in GE 33.3% 40.7% 46.0% Total enrolment in TVET (000) 81.5 153.6 499.2 % female enrolment in TVET 17.1% 25.9% 33.0% % of schools with adequate building 51% 62% 89% Number of adult literacy learners (000) 392.9 600 800.0 % Female literacy learners 53.9% 60.2% 62.5%

Major targets 25,500 Number of Classrooms constructed 2.4 M Number of children educated in CBE 21,000 Number of "best available" female teachers employed 74,000 Number of apprentices enrolled 500,000 Number of successful graduates of literacy courses 11,838 Number of active school management shura 200 Competencies of Curriculum Developers developed 58.1 M Number of Textbooks Printed 2500 Equip Schools/learning Centers with ICT facilities 100,000 Number of Teachers credentialed 15,000 Number of Principals credentialed 400 Number of Academic Supervisors trained in MA level

Implementation arrangements Annual Operational Plans and budget MoE Institutional Reform Capacity development Responsibilities delegated to decentralized levels Synergy with other ministries Role of Civil Society, NGOs, Private Sector, Development Partners, Parents and Community Implementation arrangements

M&E Framework 1. Monitoring the Annual Operation Plans 2. Implementation Reports shows the progress against targets 3. Annual survey by EMIS to capture data for analysis and reporting 4. Annual Joint Sector Review (EJSR) 5. In-House and Third party (external) Evaluations 6. Joint-Studies with other organizations 7. Enhancement of Capacity for Monitoring and Evaluation M&E Framework

Roles and responsibilities MoE Other Ministries DPs/NGOs/CSO Private Sector Education core functions Pre-service training (MoHE), School construction (through CDCs, MRRD, MoUD) Facilitation, Service delivery, e.g. CBE Service delivery e.g. School construction, textbook printing and distribution, skills training apprenticeships MoE Central level Policy, strategy, coordination, monitoring, evaluation, capacity development PED Support, monitor/report, procurement/HRM/PFM, education component management DED   Support, monitor/report Education centres Education service delivery to clients/students, contact with parents/communities

Risks and mitigation The implementation of NESP III is subject to a number of serious risks. The political, geographical and security constraints along with perceived risks to each strategy are analyzed and presented. The Likelihood and Impact of risks/constraints is measured Compiling the likelihood and impact of the risks, the severity of the risks is assessed Based on the severity of the risks, mitigating strategies are recommended Identified Risk L I S Mitigation Strategy The process of curriculum reform proceeds too slowly to achieve an impact on learners M 3 Clear and transparent planning agreed between stakeholders (including Technical Advisors) will reduce uncertainty and focus on future opportunity. It will be important to set achievable targets that can be sustained by national staff and with national levels of funding.

Costing and finance Total Budget (Million Afs) Budget Categories 1395 Projected 1396 Estimate 1397 Estimate 1398 Estimate 1399 Estimate 1400 Estimate Total Operating Budget 31,187 33,639 36,175 38,836 41,624 44,545 194,818 Development Budget 16,147 16,002 19,971 22,317 23,467 25,560 107,318 Grand Total 47,334 49,641 56,146 61,153 65,091 70,105 302,136 Total Budget (Percentage) Budget Categories 1395 Projected 1396 Estimate 1397 Estimate 1398 Estimate 1399 Estimate 1400 Estimate Total Operating Budget 66% 68% 64% Development Budget 34% 32% 36% Grand Total 100%

An example of budget comparison: Afghanistan vs Malaysia