1. Alignment between Curriculum, Teaching & Assessment
Sardar Mohammad Sarwan

2. Afghanistan third National Education Strategic Plan (NESP III)
Contents
Afghanistan third National Education Strategic Plan (NESP III)
MoE’s programs & their overall goals
Agencies Responsible for Curriculum development, Teaching & Assessment
The issues & Challenges

3. Afghanistan third National Education Strategic Plan (NESP III)
(NESP III) is developed to provide direction for Afghan education for and to help the country achieve Millennium Development Goals (MDGs) and Education for All objectives by 2020.
The MoE’s stakeholders – MoE employees at center, provinces, and districts, donors and other development partners, relevant ministries, civil societies, and private sector— were all engaged in this process.

4. MoE’s priority programs & their overall goals
Program 1) general and Islamic education
Program 2) curriculum development & Teachers Education
Program 3) technical and vocational education and trainings (TVET)
Program 4) literacy
Program 5) education administration development

5. Program 1 General and Islamic Education
Overall Goal:
To provide equitable access to quality education for all school-age children without any discrimination, and to develop students’ competencies necessary for a healthy individual, family, and social life, and for continuing their education up to higher levels.

6. Program 2) curriculum development & Teachers Education
Sub-program 2-1) Curriculum Development Overall goal:
To provide quality textbooks and teacher guides according to the new curriculum framework and Islamic and national values in the light of academic standards, and current and future needs of the society.

7. Program 2) curriculum development & Teachers Education
Sub-program 2-2) Teacher Education
Overall goal:
To provide professional cadre (male and female) for general and Islamic schools, and to develop general and Islamic teachers’ basic competencies (males and females) in order to improve the quality of teaching and learning according to the Islamic and national values, without any kind of regional, linguistic, and ethnic discrimination

8. Technical and Vocational Education and Trainings (TVET)
Overall goal:
To provide relevant and quality technical and vocational education to both males and females in order to enable them to meet the requirements of the labor market in Afghanistan and the region, and to contribute to equitable and balanced development of the country.

9. Program 4) Literacy
Overall goal:
To increase literacy rate for Afghan women and men aged 15 and above to acquire necessary competencies for fulfilling their roles as parents, workers, and citizens, and to provide them with further education opportunities.

10. Program 5) Education Administration Development
Overall Goal:
To provide effective, efficient, and transparent support services and facilities for successful implementation of education programs throughout the country; and to increase the effectiveness, efficiency, accountability, and transparency of Ministry of Education performance at the strategic level within the framework of national laws and international commitments.

11. Agencies Responsible for Curriculum, Teaching & Assessment
Curriculum Curriculum Development Department
Teaching Teachers Education Department
Assessment Learning Assessment Unit

12. Curriculum development Department
Policies or frameworks that guide curriculum:
Evaluate the curriculum implementation in schools
Assign textbook authors to teach the textbooks
invite experienced teachers to assist and advise textbook authors in the revision of textbooks
consult with civil society, students, parents and other stakeholders for improving the curriculum

13. Teachers Education Department
Policies or Frameworks that guide teaching:
Develop all General and Islamic teachers’ basic competencies for quality teaching
Develop General and Islamic school administrators’ competencies for quality school management
Increase the number of TTC students (In-service and pre-service)
Increase the number of TTC teachers
Construct TTC complexes, and teacher education centers

14. Learning Assessment Unit
Conducts a curriculum audit to find out what is being taught and if it is consistent between teachers in a building and among teachers within a province and district.
Aligns key concepts identified in the curriculum to standards to determine gaps and overlaps.
Finds out the instructional approaches that teachers are using and how they students are learning.

15. The Issues & Challenges
Untrained teachers
Shortage of school buildings
Insecurity in some provinces
Lack of dormitories to accommodate students from insecure areas
Low capacity in school management
Poverty and working children
Low quality of education
Shortage of female teachers in higher grades
Lack of necessary facilities in schools such as toilets, drinking water, and surrounding walls
Early marriages

16. Thank you