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

2. Current status
ACHIEVEMENTS AND CHALLENGES

3. 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

4. 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

5. 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

6. 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)

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

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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%

15. 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

16. 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

17. 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

18. 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

19. 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.

20. 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%

21. An example of budget comparison: Afghanistan vs Malaysia