Balochistan Education Project

Aziz Ahmed Jamali (Additional Secretary Edu) and Deputy Commissioner Jaffarabad inaugurating the first school of the project in Got Mehar Ali Marri with Community Notables

First new primary school (gender-

free) has been established in Goth

Meher Ali, District Jaffarabad

under Balochistan Education

Project. Though the school has

been established in a temporary

shelter provided by the

community, the land mutation

process has also been completed

and PTSMC formed

by Social

Mobilization

Implementation

Partner SMIP

(SHAOR). The

community also

participated in the

establishment of

temporary shelter

through ensuring

furniture including

table and chair for

the teacher and

floor mate for the students. The

community lauded efforts of PMU

for ensuring merit based criteria

for selection of school. The role of

DFP also remained vital as the

school supplies including books,

writing material i.e. pencils,

attendance registers, teacher’s

diary, wooden board, slate and

white board were arranged by

District Education Office. The

Enrolment on the first day of

school was 53. Furthermore, four

more schools have been

established in Naseerabad.

By November 2016, 82 schools

have been established, with

qualified teachers selected on a

merit-based recruitment process

through National Testing Service

(NTS). Furthermore, identification

of 300 sites and two phases of

teachers’ recruitment tests for

300 schools have been completed

and third for

remaining 350

schools have

been initiated.

PMU is also

pursuing the

procurement of

teaching and

learning

material,

furniture.

Likewise

construction

phase has been

initiated after land mutation. The

schools established under the

project will stand out from other

schools in various aspects.

53 STUDENTS ENROLLED ON FIRST DAY OF THE NEWLY ESTABLISHED SCHOOL

FIRST SCHOOL UNDER GPE-BEP IS INAUGURATED IN GHOT MEHER ALI MARRI

JAFFARABAD

GPE-BEP plans to establish 725 new gender-free primary schools under the project. In addition, 120 schools will be upgraded to next levels (95 primary to middle and 25 middle to high school level).

The schools established under

the project are having a

number of distinguishing

features like Early Childhood

Education, Whole School

Package, teacher training

program, provision of

Teaching-Learning Material,

multipurpose halls, learning

resource centers, real time

monitoring, WASH facilities,

solar panels in High Schools

and access for children with

special needs. The most

remarkable amongst them is

provision of two female

trained teachers. .

PTSMC OF GHOT

MEHER ALI

APPRECIATED THE

EFFORTS OF

EDUCATION

DEPARTMENT FOR

ENSURING ACCESS TO

EDUCATION FOR THEIR

CHILDREN.

P a g e 3 | 30

Table of Contents Page No.

Acronyms and Abbreviations

Message from the Program Director

4 5

Executive Summary 6

Highlights of 2016

Project Background

7 8

1.Progress Update

A. Human Resource……………………………………………….………………………. 10

B. Education ………..……………………………………………………………………… 10

Establishment of New Primary Schools

Performance Indicator Updates

Number of new primary schools established through community support

Third Party Validation of Applications (Batch-II)

Teacher Recruitment for New Schools & Abandoned Buildings (Batch-II)

Hiring of Firms & Individual Consultants

Abandoned Buildings, Up-gradation of Schools & Orientation of SMIPs

C. Monitoring & Evaluation………...……………...…………………………………….. 15

Development & Finalization of M&E Framework & Protocols

Development of M&E Tools and guidelines

Performance Management Cell

Baseline Survey of Upgradation Schools

RTSM Progress Review Meeting

Analysis Plan Development

Video Conferencing System Installation

Baseline MIS and Procurement Activities Plan

D. Infrastructure Development & Environment……………….…………….………..

16 18

Environment

Orientation of Field Staff on Baseline Survey Checklists

18

19

E. Finance………...….……………………………………………………………………... 20

F. Pioneering Initiatives…......…………………………………………………………… 20

Adoption of Abandoned Buildings and RTSM

Use of Communication Tools (WhatsApp)

Live Streaming of Bidding Process

Merit-based Recruitment of Teachers & Integration of ECE

G. Grievance Redressal Mechanism (GRM)………………………………………

24

P a g e 4 | 30

Acronyms and Abbreviations

GPE-BEP Global Partnership of Education - Balochistan Education Project ICB NCB

International Competitive Bidding National Competitive Bidding

NTS National Testing Service DFP District Focal Person TPV Third Party Validation PMU Project Management Unit UNICEF United Nations International Children’s Education Fund BESP Balochistan Education Sector Plan DRCs District Recruitment Committees RTSM Real Time School Monitoring PMC Performance Management Cell TLM Teachers Learning Material M&E Monitoring & Evaluation PTSMC Parent Teachers School Management Committee ECE Early Childhood Education SMIP Social Mobilization & Implementation Partner EDS & QA Engineering, Design, Supervision & Quality Assurance MT Master Trainer ToMT Training of Master Trainer EOI Expression of Interest ToR Terms of Reference BoQs Bills of Quantity SED Secondary Education Department DEO District Education Officer AG Accountant General WB World Bank NOL No Objection Letter PCC Project Coordination Committee RFQ Request for Quotation CQS Consultants’ Qualifications QCBS Quality & Cost Based Selection ERD Entity Relation Diagram SDLC Software Development Life Cycle DBDLC Database Development Life Cycle DNS Domain Name Server PPA Procurement Plan Activity GRM Grievance Redressal Mechanism PAC Public Affairs Cell PSDP Public Sector Development Plan

P&D Planning & Development PC-1 Planning Commission-I IT Information Technology QA Quality Assurance ESIA Environmental & Social Impact Assessment PP Procurement Plan EDS&QA Engineering, Design, Supervision & Quality Assurance C&W Construction & Works [Department] ESMP Environmental Social Management Plan PITE Provincial Institute for Teacher Education PGEB Promoting Girls Education in Balochistan LEGs Local Education Groups

P a g e 5 | 30

Message from the Program Director:

It gives me immense pleasure to talk about Balochistan Education Project one year on. The project is a large-scale intervention in the education sector of the province, which is funded by Global Partnership for Education and implemented by Project Management Unit of the Department of Secondary Education, Balochistan. Though the project is small in terms of budget as compared to the government share in education in Public Sector Development Program (Annual Development Plan), however its impact in terms of quality and reform is immense. The project has set examples, as a trend setter in policy areas that can be replicated by Secondary Education Department. The project has been designed to cover main thematic areas of Balochistan Education Sector Plan-2013-2018 i.e. Access, Equity, Quality and Good Governance in Education. The project takes pride in introducing innovative interventions and best practices which include introduction of gender-free primary education, institutionalization of Early Childhood Education by establishing ECE classes in all 845 focused schools, with provision of Teaching Learning Material, furniture, reading-writing material, infrastructure support, Learning Resource Centres with library equipped with ICT facility, provision of facilities for children with disabilities etc. The appointment of two female teachers in primary schools and Science, Mathematics and IT teachers in upgraded schools is a remarkable feature of focused schools. It is satisfying to see the project activities on track with key deliverables being achieved and schools established in the length and breadth of the province. Preliminary work has been completed and all 725 new primary schools and 120 schools to be up-graded from primary to middle (95 schools) and middle to high (25 schools) have been identified and notified. The selection of schools has been carried out on merit through a pre-defined School Selection Criteria which was developed in consultation with relevant stakeholders considering various pragmatic reasons like distance of other schools from the site of new school, number of students and availability of land for the construction of the school building. The community applied for opening of schools on a designed application form. PMU received around 6000 applications, which were validated through third party firms and selected through a competitive process. BEP has laid strong emphasis on community ownership and management of the schools through Parent Teacher School Management Committee (PTSMCs). Access and Equity are going to be the central pillars of the project objectives and quality with increased accountability will play a fundamental role towards the realization of good governance in education of the province. The project places specific emphasis on girls’ education and there are various interventions under the project catering to the realization of this strategic objective. From the start, the project has been employing unconventional approaches. One of such initiatives is the adoption of abandoned government school buildings for rehabilitating them into new primary schools. The project team assessed 708 abandoned buildings, out of which 200 buildings, meeting the eligibility criteria, were notified for rehabilitation into new schools. These abandoned buildings are mostly government properties that were built through government funds but could not be made functional for a number of reasons. These buildings have been properly acquired and adopted for the establishment of new schools. This initiative has turned liabilities into valuable assets and saved costs in millions of dollars. I am positive that this initiative among various others undertaken by the project will improve the state of Education in the Province and will ensure a holistic development and improvement in quality education. The hiring of teachers has been carried out under Recruitment Policy in vogue, through credible third party

testing entity i.e. National Testing Service. There are two female teachers recruited for each primary school.

Professional development program for capacity building of the newly hired teachers on modern pedagogic

techniques and ECE has proven to be a game changer. The integration of ECE and the introduction of special

Android-based applications for proper data collection and monitoring of the schools has changed the overall

P a g e 6 | 30

scenario of monitoring schools by curtailing teacher absenteeism and identifying ghost schools/teachers. The

Project Management Unit, in coordination with Secondary Education Department and development partners i.e.

UNICEF, the World Bank has developed a Performance Management Cell in Secondary Education Department,

with focus on strengthening Education Management Information System (EMIS) and introduction of monitoring

regime namely Real Time School Monitoring system, whereby schools are being monitored through android

tablets with monitoring app based on information provided by EMIS. This initiative is a revolutionary step towards

the reform agenda in the education sector of the province.

Asfand Yar Khan Kakar,

Program Director, GEP-BEP

Executive Summary

Project Management Unit (PMU), Global Partnership for Education-Balochistan Education Project (GPE-BEP)

is implementing a 3 year project under the supervision of World Bank and UNICEF as coordinating body. During

2016, the project has made significant progress by notifying 213 new gender-free primary schools in Balochistan

after analysis of 2,788 applications through government-agreed and pre-defined school selection criteria. In-line

with the requirement of Balochistan Education Sector Plan, to ensure quality of teachers through merit based

recruitment process, services of a credible third party testing entity1 were successfully obtained. 1641 candidates

from 23 districts of Balochistan appeared in the test out of which, 1277 scored 45% and above marks. Out of

234 teachers who qualified the test, 122 teachers who were on merit have been selected for 82 schools in the

first batch of the primary schools establishment in various localities by the end of 2016.

During this phase, a landmark achievement of the project team is identification of 708 abandoned buildings

throughout the province; among them, 200 buildings, meeting selection criteria, have been shortlisted for

establishment of new primary, middle and high schools. This initiative has helped transform these abandoned

buildings into new schools with community support. The recruitment process of teachers in these 200 schools

has also been commenced and around 300 new teachers will be appointed and trained by the start of 2017.

Simultaneously, 310 nominated schools for up-gradation were validated; out of which, 56 schools meeting the

criteria were notified in 2016 by Secondary Education Department.

All the schools established under the project are gender-free with specific focus on promoting girls’ participation.

‘Access’ and ‘equity’ remained at the core of all the efforts that include measures for improved management of

schools, teacher training program on ECE, child-friendly environment for early grade students and use of

empirical data for decision making. Utilization of abandoned buildings, provision of solar energy panels to

1 NTS. (2016). National Testing Service. Retrieved 27 November, 2016, from www.nts.org.pk

P a g e 7 | 30

classrooms, establishment of Learning Resource Centers (LRCs), focus on community-driven approaches and

parent-teacher committees are among the other salient features of the project.

Social Mobilization Implementation Partners (SMIP) firms are hired in all regions, as implementation partner

specializing in social mobilization. Likewise, Design, Supervision & Quality Assurance Firm have been hired for

all regions, for implementation of infrastructure component in districts. A comprehensive M&E framework has

been developed, with tools and instruments. It is further linked with MIS system, a web based application for

data collection and monitoring. M&E Section conducted a baseline survey for 78 up-gradation schools in both

summer and winter zones.

Video Conferencing facility is installed in PMU Office. Procurement section has developed system for live

streaming and recording of procurement processes, which ensures transparency. BEP project takes pride in as

pioneer to develop this system for ensuring transparency.

As a result of the merit-based tests for school teachers through nationally-trusted firm of NTS for teacher

selection and transparent identification of schools through pre-defined criteria, local communities have shown

greater interest in supporting the project initiatives. PTSMCs have ensured community ownership and improved

management of the project schools. Teaching-Learning Material for ECE, Elementary and Primary classes were

finalized in the end of 2016. Science Laboratory equipment for secondary schools were also finalized and

process of procurement initiated. Specification and quantity of furniture for the project supported schools were

finalized and process of procurement initiated. By the beginning of academic session in March 2017, around 300

primary schools in both winter and summer zones will be established in transition spaces of community including

56 schools upgraded to next levels of secondary and high schools. Construction work of these 300 schools will

kick off in the first quarter of 2017.

HIGHLIGHTS OF 2016:

PMU received around 6000 applications from communities throughout the province and after third party

validation and assessment against the basic criteria, Secondary Education Department notified 213 sites

for establishment of primary schools in the first phase of applications

56 schools have been notified for upgradation to next levels by Secondary Education Department

First batch of teacher recruitment through NTS completed, 122 teachers selected for 82 schools

200 abandoned buildings shortlisted out of 708 buildings for establishment of schools, after validation

Performance Management Cell established, to institutionalize and strengthen EMIS. Under PMC, Real

Time Monitoring System (RTSM) is developed and fully functional in 21 districts focused under the

project, while UNICEF is providing support to 11 focused districts

M&E Framework is developed, with active MIS system with dashboard for monitoring of indicators and

its linkage with Result Framework

Implementing partners (IPs) for social mobilization SMIP and for construction supervision ie DS&QA firms

hired for all regions

Procurement of ECE, TLM, PTSMCs, Teacher Training Program, provision of solar energy panels, use

of empirical data, Learning Resource Centers etc

Partnerships and linkages developed with SBKWU on Erasmus Mandus scholarship

State of the art teleconferencing system installed in PMU for remote meetings

Development of transparent system for procurement processes introduced. Through live streaming of bid

opening process, issuance of comparative statements to vendors in real time and disbursement of

cheques to vendors through emails are pioneering initiatives by procurement team of PMU

P a g e 8 | 30

PROJECT BACKGROUND:

The Government of Balochistan, Education Department is implementing a project titled "Global Partnership for

Education-Balochistan Education Project" (GPE-BEP). The development objective of the proposed three years’

project is to increase enrollment and retention in project supported schools, with special focus on girls’

participation, and to develop mechanisms to improve quality of education and school management. The three

major components of this project are:

1. Access and Equity:

a. Establishment of 725 new primary schools (Mixed Gender) with provision of early childhood

education and involvement of community

b. Up-gradation of 120 schools (95 Primary to middle schools and 25 middle to higher secondary)

2. Quality and increased accountability:

a. Promoting Early Childhood Education through teachers training and teaching learning material

b. School information collection, dissemination and use for improved planning and decision/Real Time School Monitoring system

3. Technical Assistance for improved Capacity for Management and Monitoring:

a. Teacher development through provision of Teaching and Learning Material (TLM)

b. Student Assessment and Real Time School Monitoring

c. School Information Management System

P a g e 9 | 30

“Those who are crazy

enough to think they can

change the world usually

do.” Steve Jobs

Roqiza’s Story on Facebook:

“I am the only girl to have a

Matriculation certificate in a village so

vast that it is 170Km away from the

district Headquarters. I used to attend

school, travelling on foot with my

brother, that was 2.5Km away from our

village because it was the nearest one we

had. After Matric, I decided to teach the

children of my village so that they would

not have to walk so far daily in scorching

heat. I collected a few logs and erected a

small structure with shade and

established my own school, though it

was not a formal notified school. I started

teaching children of my village and

locality.

Later, I heard about Balochistan

Education Project and I through my

father applied for school. My school met

criteria and the school was formally

notified. I had to take exams to become a

teacher. I failed at my first attempt but

passed the second attempt with flying

colors. My dream has finally come true

and my students will now have proper

classrooms and desks to study in. It has

guaranteed a new direction for my own

enthusiasm for education.”

Her story on Facebook was: The merit based selection criteria for opening of school got

overwhelming support from the communities. The selection of

Roqiza’s site for school establishment is a testimony to such

contention. Her story was recently featured on Humans of

Pakistan that has more than half a million followers on their

page. Most of its followers hail from Pakistani development

workers and social media activists.

Mr. Roqiza received overwhelming support from public with

thousands of Likes, Comments and Shares. The post was

widely shared by media activists, local celebrities, an Ex-

Senator, member of National Assembly and renowned

intellectual Mr. Sana Baloch also shared her story on his page.

The post was also shared in thousands and liked by more than

4,400 people on the main post on HOP.

----------------------------------------------------------------------

Ms. Roqiza’s Hut in the Middle of Mountains

ROQIZA’S STORY OF CHANGE

P a g e 10 | 30

PROGRESS UPDATE:

The project commenced in July 2015. However, the period from July 2015 till Nov 2015 was grace period for closing of PGEB project, a multi donor trust fund project (MTDF) before BEP. The project opened Revolving Fund Assignment Account (RFA) in National Bank of Pakistan and received funding in January 2016. This report is covering overall activities conducted during the year 2016.

A. HUMAN RESOURCE:

BEP established the HR Section of the project from scratch and successfully hired all the key project staff after developing ToRs for Consultants & IOC (Incremental Operating Cost) positions as per approved PC-1. The total positions under the project were 89 and 40 staff members were carried forward from GPEB. Some of the key achievements of the project HR Sections in 2016 are as under:

• 34 out of which 35 Consultant Positions are filled as per World Bank Procurement Guidelines Section V • 54 out 56 IOC Positions are filled and 2 Positions of PD and DPD are filled by the government • 7 positions of District Field Supervisors are also filled and onboard • Hiring of 127 of district-based Real Time School Monitoring (RTSM) staff are hired and onboard • Hiring of 5 positions under Performance Management Cell have been filled • Hiring of 4 Education Consultants for Training and Module development completed • Hiring of 64 Master Trainers initiated by HR, 46 master’s trainers are onboard • A comprehensive performance management system is in place • Annual Staff Retreats was also organized by PMU after successful completion of year 1 targets • Indoor recreational activities like table tennis are available for all BEP staff after work hours • A comprehensive Personnel File Management system is developed • Attendance and Leave Management System is developed and implemented for all project staff • Constitutions of Performance Review Committee, Recruitment/ Evaluation Committee, Disciplinary

Review Committee has been completed

Balochistan Education Project Team Group Photo after review meeting at PC Bhurbhan, Marri

P a g e 11 | 30

B. EDUCATION:

1. Establishment of New Primary Schools:

In first phase, PMU received 2700 applications, which was validated by third party firm. Later Secondary

Education Department notified 213 sites for establishment of primary schools. On the basis of NTS test

conducted on 10th April 2016, 122 Teachers have been selected and notified on merit for 82 schools. These

selected teachers have been awarded contracts after verification of their documents. All of these teachers were

inducted through District Recruitment Committees (DRCs).

BEP Architecture & Engineering Teams have developed prototypes and 3D models of schools for different regions

P a g e 12 | 30

2. Girls enrolled in grades K-5 of project supported government schools

A total of 12,541 girls are enrolled in 78 upgradation schools and 63

new schools established under the project. The progress of school

selection comprised of collecting applications, scrutinizing them and

third party validation with physical verification of the credentials for

each school. The project schools and the surrounding areas have

shown highly encouraging numbers of enrollment. These enrollment

figures will further increase with the enrollment campaign in start of

the academic year 2017. It is expected that the overall enrollment of

the project will be far more than the set target. The various reasons

for high enrollment are provision of TLM, female teachers and merit

based school selection criteria.

3. Boys enrolled in grades K-5 of project supported government schools

The enrollment of boys in the project focused schools is also very

encouraging since all the schools under the project are gender-free

and will have the same facilities apart from quality education and

learning. A total of 1,234 boys are enrolled in K-5 in the project

focused schools against the total target of 15,489. When all the

schools under the project are functional, it is expected that the total

enrollment will cross the set target of the project.

4. Girls enrolled in grades 6-10 of project supported government schools

The enrollment of 916 girls in grade 6-10 is achieved from 16 of the

total 25 middle schools that are to be upgraded to high school in the

project. As per this average enrollment of 57, the projected

enrollment will exceed the project target by far. The remaining target

of 412 students to reach 1841 will be achieved easily once the

schools are properly upgraded with construction works completion,

provision of material and teachers arranged for upgraded level class

.i.e. 6 and 9. The upgradation schools have been selected according

to criteria which ensures the availability of students when the school

is upgraded.

5. Number of new primary schools established through community support

A total of 63 new primary schools have been established so far out

of total 725 schools. Teachers recruitment for these schools has

been completed and training being provided. PMU was able to

conduct NTS tests in 689 of 725 new schools where 321 teachers

are on merit and have been finalized for contract award. There will

be significant progress of around 280 schools in the start of new

academic year in 2017.

26,819

12,541

Girls K-5 Enrolled Under Project

100% Project Target

47% Achieved so far

15,489

1,234

Boys K-5 Enrolled Under Project

100% Project Target 8% Achieved so far

1,841

916

Girls 6-10 Enrollend Under Project

100% Project Target 50% Achieved so far

725

63

Total New Primary Schools Established

100% Project Target 9% Achieved so far

P a g e 13 | 30

6. Third Party Validation of School Applications (Batch 2):

In second phase, a third party firm, selected through competitive process, validated 1500 applications from 21

districts for the establishment of new schools. These applications had been further validated by the education

team on sample basis after the desk verification of Third Party Validation Report. 562 schools qualified and were

notified, 938 couldn’t meet the basic criteria. A total of 1500 applications were received.

7. Teacher Recruitment for New Schools & Abandoned Buildings (Batch-2):

NTS conducted test on 28th August in Regional Head Quarters for 23 districts. The test was supervised by

Education Department and PMU team. 1728 applications were received in which 1641 candidates appeared in

the test. 1277 scored 45% and above in the NTS test. The list of candidates has been shared with District

Recruitment Committees (DRCs) for approval and further process & recruitment.

Queries & Complaints

Total Complaints Complaints Nature Total Disposed off Remarks

18 -Teachers Hiring

-School Site Selection

18 Complaints were of minor nature

8. Hiring of Firms & Individual Consultants:

SMIPs are hired for all 07 regions SHAOR, ITA, BRDRS, Hard, SPO and AZAD Foundation. Four Individual

Consultants have been hired on to review and finalize teachers training material. They will conduct Training of

Master Trainers, ToMT, and later on, MTs will conduct trainings at divisional/district level in the start of 2017.

1728

100%

164194%

1277

77%

Teacher NTS Test Status

Total Applications Candidates Appeared Candidates Qualified

1500

562

938

0

500

1000

1500

2000

Applications Validated Meet Basic Criteria Couldnot Meet Criteria

Phase-II Applications Chart

P a g e 14 | 30

9. Abandoned Buildings- A Remarkable Achievement:

PMU takes credit for identification of 708 abandoned buildings

across the province. Out of 708 buildings, 342 were physically

verified by the education officers and infrastructure teams of the

respective regions. Furthermore, 200 buildings were shortlisted

for establishment of new schools, meeting eligibility criteria.

Those 200 buildings were further notified by Secondary

Education Department for establishment of new primary schools.

This is a key achievement of the project because obtaining land

and building for a school is the biggest ordeal in both rural and

urban settings. The remarkable achievement is the trust that

other government departments bestow on Balochistan Education

Project. High Court of Balochistan allotted its old Session Court

building in Loralai city which is a valuable commercial land with

building in the heart of Loralai town for establishment of model high school in Loralai. Moreover, allotment of two

acres of land with spacious building of Zahra Girls Public School at Brewery Road Quetta, Government Girls

High School Apozai Zhob and numerous other examples of provision of in-kind contribution from the community

and line departments is noteworthy achievement.

10. Up-gradation of Schools:

The overall target of upgradation of schools to next level schools is 120 in the project. Out of these 120 schools,

95 primary schools will be upgraded to Middle while 25 schools will be upgraded to High. PMU has completed

the initial homework for achieving this indicator. All the 120 schools have been identified and notified through

education department for upgradation. During the reporting period, 56 schools were notified for upgradation.

This selection of these schools to next levels were based on a predefined selection criteria. The selection criteria

was based on the availability of land for extension, primary pass enrolment within a radius of 2KMs, non-

availability of High school in a radius of 1.5KM in rural and 1KM in urban settings, minimum of 2 feeder schools

in a radius of 3KMs and availability of basic facilities. Two examples of such schools are:

i. Government Girls’ Primary School (GGPS) Goth, District Lasbela, UC Dureji caters to 44 children

with 01 teacher and the nearest next level school constructed is at a distance of 20 kilometers.

ii. Government Girls’ Primary School Umer Goth, District Lasbela UC Kanraj caters to 58 children with

01 teacher and the nearest next level school constructed is at a distance of 30 kilometers.

11. Orientation of SMIPs & Other Stakeholders:

One day orientation was organized on 25th September 2016 at Serena Hotel, Quetta. This orientation was

organized for SMIPs /EDS & QA firm and other stakeholders.130 representatives of SMIPs including 31 District

Focal Persons participated in the orientation. 7 Regional Coordinators, 29 Regional Mobilization Officers of

SMIPs, 7 Field Supervisors, 56 Program staff were among the participants. The objective was to share the

project Objectives and protocols with all stakeholders. The seating arrangements was made region-wise to bring

together SMIPs, EDS & QA, District Monitoring Coordinators & District Focal Persons of each region. This made

room for paving way for team building. Presentations were given section-wise to apprise them of the project

design and objectives.

Education Section gave presentation on the School selection criteria of new and upgraded schools. The

modalities of teacher recruitment were also shared in the presentation. The role of NTS, District Recruitment

708

342200

Indentified Physicalyverified

Notified

Abandoned Building Chart

P a g e 15 | 30

Committees and Complaint Redressal System were discussed. Specific attention was paid to the land mutation

process and formation of PTSMCs.

Development Section-The team structure was shared along with their responsibilities. The scope of work and

the role of development section were also shared. The hiring of EDS & QA firm was discussed along with their

roles & responsibilities.

Environment & Social Safeguard: Participants were briefed about ESIA. A detailed elaboration was made

regarding the environment and social safeguarding framework to explain the environmental impact of the

Balochistan Education Project at its minimum. Furthermore, social safeguarding policies were also shared.

Monitoring & Evaluation: Participants were orientated on M&E Tools and Mechanisms. The team structure,

roles and responsibilities were discussed. Apart from progress sharing, M&E framework and plans were shared

in detail.

Other Activities

PTSMCs training module developed and printed

Individual consultants hired and Face-to-Face meetings held with PMU technical team

Regular receiving and data entry of new applications for establishment of schools

Regular coordination with DFPs and meetings with district education authorities

Regular coordination with Textbook Board

Development and submission of annual and monthly work plans

C. MONITORING & EVALUATION:

1. DEVELOPMENT OF M&E FRAMEWORK AND PROTOCOLS:

The project M&E section developed a comprehensive M&E Framework that describes all the indicators

for measuring the success of the project. The Framework portrays the role of M&E in the project, people

responsible for the various indicators, the specific tools to be used for the collection, flow and analysis of

Program Director-BEP addressing SMIPs on ESMP Orientation Session on ESMP to BEP Partners

P a g e 16 | 30

data for informed decision making. In a nutshell, the Framework is a table that lists all the indicators with

data source, baseline benchmarks, targets, how often it will be measured (frequency) and who is

responsible for measuring it. The key aspect of the Framework is the development of the online Project

MIS Dashboard which describes the same indicators that may be filtered by any specification as per need.

The Framework frames indicators of all the Project Development Objectives, intermediate results, Means

of Verification, reporting timelines, project targets, methodology, techniques, tools and supervision of the

project activities. M&E guidelines have also been developed which define clear meaning of all Results

and Indicators for the clear understanding of the project team and partners’ staff.

2. FINALIZATION OF M&E TOOLS AND ANDROID APPLICATIONS FOR M&E DASHBOARD:

Extracting from M&E Framework, M&E team in consultation with Education and Development Sections

finalized all project M&E tools for data collection that cover all the activities and data required for quarterly

and annual reports. The applications are developed referring to the M&E tools and all the data from the

field is submitted to PMU which is further synced into the M&E Dashboard after verification by the project

regional teams, EOs, SDEs and M&E Staff. Below screenshot shows the project M&E Dashboard which

reports all indicators through an online portal.

Screenshot of Online MIS Dashboard Developed by BEP Captures all the Key Information Related to the Project

3. DEVELOPMENT OF M&E TOOLS AND GUIDELINES:

M&E Section developed the guidelines against all the project M&E tools. All the M&E Tools indicators

have been defined in the guideline for the support of the data collectors.

P a g e 17 | 30

4. PERFORMANCE MANAGEMENT CELL:

Balochistan Education Sector Plan (2013-18) envisages ‘Governance’ and ‘Accountability’ as its main

thematic areas to improve education quality through governance reforms and ensuring accountability in

education sector. Education Department, Government of Balochistan has established a Performance

Management Cell in Education Department to institutionalize Monitoring and Evaluation mechanism in

Education sector. GPE-BEP and UNICEF are contributing to support and assist Education Department

in running the Performance Management Cell at Secondary Education Department.

The Cell encompasses i) Monitoring and Evaluation System through Real Time School Monitoring

System ii) Development and Operationalization of Education Management Information System iii) DEOs

Conference for overseeing the District Education Authority working iv) District Education Group to

oversee monitoring mechanism and working of District Education Authority v) Complaint Management

System vi) Performance Management Cell also encompasses Development of KPIs and monitoring

performance of Heads of attached Departments. Detailed reports of PMC are produced regularly for

sharing with all stakeholders to devise corrective measures.

5. BASELINE SURVEY OF SCHOOLS FOR UP-GRADATION:

M&E team conducted baseline of 78 up-gradation schools, the data was collected on android application

and baseline tools. The baseline will help in teachers’ rationalization and measuring increase in

enrollment at the end of the project. The baseline will also help in construction assessment, planning,

designing and ESMP implementation. M&E will conduct baseline of remaining 42 up-gradation schools

soon. Some finding of the baseline survey are as under:

i. Total enrolment in 78 schools was recorded 12,120 with 7,519 students in Primary & 4,601 in

Middle schools

ii. In 62 Primary schools, 7,282 students were girls and 237 were boys

iii. In 16 Middle Schools, 4,575 were girls and students 26 were boys

iv. Average enrollment per school was 121 in primary and 288 in the Middle schools

v. Student-teacher ratio was 33 in primary schools and 24 in middle schools

6. PROGRESS REVIEW MEETING WITH RTSM DISTRICT MONITORING COORDINATORS:

M&E Section organized a one-day Progress Review

Meeting with all 31 District Monitoring Coordinators

to discuss the progress of and response to Real

Time School Monitoring implementation in the

districts. The meeting was chaired by Project

Director BEP and Program Manager PMC.

Secretary Secondary Education Dr. Umer Babar

appreciated the DMCs’ efforts and assured support

and backup to their efforts on every forum.

7. ANALYSIS PLANS DEVELOPMENT:

To strengthen project progress and reporting mechanism in the upcoming quarters, M&E Section with

the support of WB M&E Consultant developed an Analysis Plan for quarterly and annual reports against

Secretary Education Dr. Umar Babar Addressing Participants

P a g e 18 | 30

the Results Framework Indicators. The Section also developed up-gradation schools baseline analysis

plan to support Education and Development Section implementation.

8. NETWORK CONNECTIVITY OF BUILDING 2 OF PMU OFFICE:

Specifications obtained of the Networking devices for building 2.

Purchased Network devices for building 2.

Building one connected to building 2 for

Established Network Connectivity of finance Section with AG Office

9. VIDEO CONFERENCING SYSTEM INSTALLATION IN PMU:

Proposed Solution for video conferencing and remote monitoring

Designing ToR’s for Video Conferencing

Designing Network Solution

Technical feedback on quotations

10. BASELINE MIS (MANAGEMENT INFORMATION SYSTEM):

MIS System with Tools Developed

ERD,SDLC, DBDLC

Developed Android application and its web based implementation

Development of Dashboard

Verification process of data

Data cleaning and compiled detailed summary reports of baseline Phase-11

11. AUTO ALERT PROCUREMENT ACTIVITIES PLAN:

Designing infrastructure of Procurement Plan

Development of DBDLC, SDLC

Converting PPA into system

D. INFRASTRUCTURE DEVELOPMENT & ENVIRONMENT:

Pre-agreement meeting conducted with EDS & QA Firms

Draft contract was developed and shared with EDS & QA Firm for review and formalization

A joint baseline survey has been conducted with M&E and Education team for the schools in

Summer and Winter zones

A technical physical survey has been conducted for 56 schools coming under up-gradation. An

outline of the existing buildings has been prepared and draft layout of the proposed plans has

been prepared for sharing with EDS & QA Firms

Visit of abandoned buildings in Loralai and Zhob has been conducted. An old Session Court

building in Loralai and Eid Gah in Zhob have been finalized for up-gradation

A meeting was held with Secretary, Construction & Works department for receiving the handing-

over of abandoned buildings along with fitness certificate. A focal person was nominated in each

district for the said purpose.

A team was established from Development And Infrastructure Section and focal person from the

C&W department for awarding and receiving fitness certificates for the abandoned buildings

P a g e 19 | 30

Abandoned schools/buildings were visited in Zhob, Killa Saifullah, Harnai, and Ziarat districts

Letters to research institutions and meetings conducted for outsourcing water quality, soil

investigation and material tests.

E. ENVIRONMENT:

During 2016, major focus was on broader application of ESMP checklist and guidelines. Field Supervisors, Social

Mobilization team, Implementing Partners (SMIPS) and District Focal Persons were apprised of ESMP

checklists. Moreover, to make ESMP checklist user-friendly for the associated staff at district level, Urdu

translated version of ESMP checklist has also been developed. A baseline survey of Environment and Social

Safeguard prior to the implementing the project activities was done. A checklist for this survey was developed

by Environment and Social Safeguard Officer and digitized by IT Section of PMU. Under this baseline survey,

data of around 50 up-gradations have been collected which is in process of analysis. Parallel to this baseline

survey, associated staff also collected data of site selection criteria to check if the up-gradation school buildings

were completely in line with the ESMP site selection criteria.

1. Orientation of Field Supervisors on Baseline checklists of Environment and Social Safeguard Survey

and Social Management Plan:

A session on ESMP was arranged at PMU through which the salient points of ESIA and ESMP were discussed

with the Field Supervisors. During the session participants were apprised of the three phases of ESMP checklist

and its importance for the compliance of environment related issues during the project life. Besides baseline

checklist, Environment and Social Safeguard was also discussed in detail with the participants so that they may

not face any difficulty in field while collecting data.

2. Orientation of SMIPs and District Focal Persons on ESIA and ESMP checklist:

An orientation session for Social Mobilization and Implementing Partners and District Focal Persons was planned

in the month of September, 2016. The orientation meeting provided an opportunity for ESO to discuss ESMP

checklist with the participants. During the orientation session, ESMP checklists were discussed in detail with the

stakeholders.

3. Baseline Survey checklist for Environment and Social Safeguard Survey: GPE-BEP realizes that a baseline survey of Environment and Social Safeguard at the beginning of a project will help get knowledge of current status of project targeted schools before a project commences. Secondly this baseline survey will also give a glimpse of set priorities and help taking informed decisions. To serve this purpose a checklist addressing the environmental and social safeguard issues was developed by Environment and Social Safeguard Officer. After approval from concerned officials this checklist was taken on a field for data collection. Up till now data of 50 up-gradation schools has been collected and entered in a database. 4. Developed database for the Environment and Social Safeguard Survey: For organized and comprehensiveness of recording the data and easy analysis of ESMP and baseline checklists, IT section of PMU has developed a database. This database software will be installed in android tablets of all the relevant officials and they will have easy access of this database. This innovative online system helps field staff enter data and access it. 5. Validation of Selected Site for Construction:

Around 54 sites of up-gradation school sites were validated. Up-gradation schools of Quetta city were visited by the Environment and Social Safeguard Officer whereas; engineers and field supervisors collected data from focused districts. Field visit reports prepared by Environment and Social Safeguard Officer (ESO) are attached.

P a g e 20 | 30

6. Data collection of site selection criteria: The checklist of site selection criteria helped determine whether the selected school is meeting criteria of project or not. Data of 50 upgraded schools revealed that the schools meet the site selection criteria in light of ESMP. 7. Urdu translation of Environment and Social Management Plan (ESMP) checklist:

The finalized checklist of ESMP comprising of three stages (Site selection, construction and operational phases) has been translated into Urdu. The translated version was also revised keeping user friendliness in mind for the target audience i.e. PTSMCs and field staff. Activities for 2016 include:

Teacher training session to ensure environment requirements

Training of DSQA on ESMP and printing of WASH material and identification marks

Develop safety guidelines for health and safety of labor on site

Training of contractors on safety guidelines and Water Quality Test

F. FINANCE:

During 2016, the following activities were performed:

Revalidation of Foreign Aid Assignment Account in coordination with Education, P&D, Finance, AG Office and National Bank of Pakistan

Processing of EU Account opening and preparation of monthly reconciliation with bank accounts

Submission of reports to FBR for e-filing & finalization of Financial Management Manual

Statutory Audit of PGEB grace period and Annual Audit of GPE for 2016 ended on June 30

Preparation of Audit Replies in coordination with other departments

G. PIONEERING INITIATIVES:

During 2016, multiple pioneering initiatives were introduced by the project. Some of them are:

1. Innovative Use of Cutting-Edge Video Conferencing System:

Teleconferencing system has been installed in PMU Quetta. BEP is among the few organizations having this advanced and feature-rich system to facilitate its work. The system is directly connected to the provincial Secretariat and with partners like World Bank office in Islamabad and UNICEF as coordinating agency. The system is used innovatively by BEP to record HD videos of meetings, bid opening, staff hiring and project review meetings. This innovative use of the advance telecommunication technology has proved to be a game-changer for various organizations working to collaborate from remote distances, recording events and activities. More importantly, as pioneer initiative to ensure transparency in procurement processes, BEP office has innovated real-time video recording of all procurements activities (NCB, ICB) i.e. bid opening etc and it can be monitored from World Bank office in Islamabad. The project has embarked on pioneering and ground-breaking initiatives since its inception. Some of the key innovative approaches adopted by the project are as under:

2. Adoption of Abandoned Buildings for New Schools:

The project is investing in turning liabilities into valuable assets by establishing schools in abandoned government and community buildings. This has resulted in huge cost saving. Around 200 buildings have been shortlisted after assessment of 708 abandoned properties. Three examples are noteworthy to mention here:

i. Old Session Court building in Loralai is a spacious building of 15,000 square feet in the heart of the city. The building has been adopted for establishment of a new middle school by merging the adjacent building of primary section of the Government Boys High School Loralai.

P a g e 21 | 30

ii. Zahra Public School is located in the densely-inhabited area of Hazara Town in Quetta. This is another example of adopting abandoned government school building for establishment of new school. The school will be upgraded to inter college in future and linked with Sardar Bahadur Khan Women University to facilitate higher education for girls graduating from the then college.

iii. Government Girls Model High School Apozai Zhob is a roomy abandoned building of 14 classrooms with damaged boundary wall. This is another model school of adopting abandoned government school buildings for establishment of a new up-gradation into Girls Middle School.

3. Merit-based Teacher Recruitment:

As per commitment made under Balochistan Education Sector Plan, the hiring of teachers through credible third party testing entities has restored trust of aspiring young female graduates and their communities. A large number of applications were received against the advertised posts of teachers for girls. The large number of applications from female graduates is evident of the benefits of merit-based recruitment of teachers. Female teachers have always been less in number given the cultural and religious background of the province but things are changing course with the change of strategy by the project teams. The appointment of 1700 female teachers will in turn help in the economic empowerment of women in remote areas of the province. It will also contribute in promoting girls participation in education and help retain them in schools after reaching the age of puberty that usually drop out.

4. Pre-defined Schools Selection Criteria:

Pre-defined school selection criteria and strict adherence to it has brought positive changes in the rational distribution of schools in the province. Realistic criteria were developed with all stakeholders consulted including government stakeholders. The large number of applications received against the advertisement for new schools is indicative of the community’s interest in the establishment of new schools. 5. Integration of ECE in all Schools under GPE-BEP:

Early Childhood Education (ECE) is an essential part of public education in modern countries as a wide array of research has underscored the importance of ECE for child development and future learning outcomes. It is for the first time in the history of Balochistan that ECE has been integrated into the mainstream public education system with the provision of child friendly spaces, essential material and teacher training on ECE concepts. BEP is establishing ECE in all its schools apart from teachers training in modern ECE teaching techniques and provision of teaching-learning material. 6. Building Partnerships, Discovering Avenues to Quality Education & Learning:

Linkages with various institutions and donors is intended to facilitate higher education for the students of the province especially girls education. BEP is adding value to education by developing linkages with various donor agencies like and institutions to facilitate quality higher education in the province. So far, the project has built the following linkages with public and private entities as per their desired role:

i. Balochistan Education Project coordinated and facilitated a meeting about the European Union's Erasmus Mundus program (tinyurl.com/352djzu) which aims to enhance quality in higher education through scholarships and academic co-operation between the EU and the rest of the world. Erasmus Mundus comprises of three actions: Joint programs, Partnerships, Attractiveness projects. The Scholarships, funded by the EU, are awarded to students coming from both EU and non-EU countries after selection for Masters or Doctorate programs.

P a g e 22 | 30

ii. Sardar Bahadur Khan Women University (www.sbkwu.edu.pk) is Balochistan’s first and only Women University in the entire province. The varsity is near Zahra Public School which is a ‘model’ school selected under BEP Project for up-gradation from a spacious abandoned building. The future plan for Zahra Public School is to upgrade it Inter College that will work as a feeder college to the university. BEP is building partnership with SBKWU to make it convenient for girls to get higher education in the university with an aim of facilitating higher education for girls.

iii. DRCs, District Recruitment Committees: All the finalists in the NTS tests are brought before the DRC for final assessment and approval against all reservations received from the other candidates if any. All the recruitment is made through DRC recommendations as per SED notification.

iv. PITE: PMU is in collaboration with Provincial Institute for Teachers Training for the professional development program of the teachers on ECE and teaching methodologies

v. LEG: Local Education Group: PMU is actively participating in all the LEG meetings, share the project updates and adopt corrective measures respectively.

vi. BEAC-Balochistan Examination and Assessment Commission: PMU is in coordination with BEAC for developing modules for teachers’ trainings and professional development.

vii. C&W Department: PMU is in coordination with Construction and Works Department for the fitness certificate of adopted abandoned buildings and handing over to PMU for rehabilitation.

viii. PDMA: PMU is in coordination with Provincial Disaster Management Authority for module development of Disaster Risk Reduction Trainings in the project focused schools/districts.

ix. P&D Department: PMU is in close coordination with Planning & Development Department Balochistan for all the project’s key documents approval and routing through Planning Commission.

x. BUITEMS: Balochistan University of Information Technology and Management Sciences: PMU has a partnership with BUITEMS for the destructive/non-destructive tests of the abandoned buildings.

xi. DEGs/DEAs: District Education Groups/District Education Authorities: The project field teams are in coordination with the DEGs/DEAs for sharing the project updates at district level and issues.

7. Real Time Monitoring System (RTSM):

RTSM is an initiative by the Education Department, Government of Balochistan with the technical and financial support of UNICEF and Global Partnership for Education (World Bank) under the umbrella of Balochistan Education Project. It replaces paper based monitoring with Android-based applications used to collect data for quantitative indicators such as presence of teachers, enrolment, provision of basic facilities/physical infrastructure, classroom learning environment, cluster based procurement/funds and visits to schools through internal/external officials. The purpose of real time monitoring is to ensure timely and accurate information at school level from where Monitors collect data through Android Tablets against the aforementioned indicators. Furthermore, the implementation of RTSM means to enable the education officials to quickly take informed decisions on the basis of real time monitoring data by addressing the key findings. Following tiers in the Education Department have access to online dashboard to check RTSM Reports:

Education Department Secretariat and Directorate of School Education

Divisional Directors and District Education Officers

8. Mobilizing Resources worth Millions with Community & Government Support:

The project has secured in kind resources worth millions since its inception. A number of high level meetings were conducted with various departments like Food department, Local Government, Judiciary etc. to identify resources in terms of land and buildings for school establishment. The purpose of these meetings was to create mass appeal for supporting the cause of education, identification of un-utilized government buildings and to mobilize resources i.e. land, buildings for school establishment.

P a g e 23 | 30

As a follow up, an exhaustive province-wide survey was carried out to collect geo-spatial data and around 700 abandoned buildings were identified across the province. These buildings were mostly government buildings that were built under the Public Sector Development Program (PSDP) funds but were later left unutilized due to a number of reasons. A huge amount of cost has been saved for additional investment in the PDOs. A few examples are mentioned here to let the reader know the worth of these properties: a) Donation of abandoned District Court building in the heart of Loralai city by Balochistan High Court b) Acquisition of defunct school building of Zahra Girls Public School near Hazara Town, Quetta c) Donation of 10,000 square feet private land in Bashirabad, Nawa Killi Quetta d) Donation of 10,000 square feet land by BUITEMS and e) Earmarking 15,000 square feet in the Irrigation colony Jaffarabad f) Donation of 18,000 square feet of land by DC Gwadar for Girls Primary School New Kulanchi Bazar

9. Use of ICT and Communication Tools for Improved Project Management and Good Governance:

GPE-BEP has embraced latest Information and Communication Technologies to facilitate its work, streamline data collection, ensure transparency and good governance. The project is using WhatsApp for communicating with all team members, various stakeholders (Secondary Education Department WhatsApp Group involving all DEOs, DFPs, DEAs etc) and having a Facebook group for sharing project results. The utilization of such tools for communication and decision making have changed the overall scenario of governance and project management. All the project districts are divided into 7 geographical regions and all relevant stakeholders are part of the groups specified for the regions. Any relevant member can become part of the various groups on WhatsApp and Facebook. These initiatives contribute in good governance, transparency and accountability. This is the first time in the educational history of Balochistan that such advanced tools are used for improved results and involving all the relevant stakeholders and communities to interact with authorities in education. 10. Use of WhatsApp and Facebook:

Pakistan is among the countries with highest tele-density and huge number of people utilizing the internet on the go through 3G and 4-G mobile networks. The recent years have witnessed an explosion of 4G services and use of smartphones. BEP has pioneered in introducing the futuristic use of communication apps like WhatsApp and Social Networking Sites like Facebook for interacting with stakeholders and connecting with our team members stretched in the geographical expanse of Balochistan. The benefits of this system especially those of WhatsApp groups are so many that the education related problems which used to get solved in months or even years now take a few moments in the relevant WhatsApp groups to resolve. For example, there is a WhatsApp group of Secondary Education Department which has a membership of all the senior-most officials of Education Department, DEOs, Implementing Partners, Donor Agencies and all relevant stakeholders. This group has myriad examples of solving difficult issues that would have taken months otherwise. BEP has also formed various WhatsApp groups specific for various regions, security, information sharing and updates. The closed Facebook group (GPE-BEP) has more than 1200 key members that include elected representatives, senior bureaucrates, NGO heads and general public. The group is used for sharing project updates and new developments. 11. Payment by Result (PBR)

ayment by Result is a mechanism introduced by BEP to guage the performance and link it with the payment of contrators for infrastructure development work. This mechanism ensures results-based payment to the contractors for construction work in the selcted schools of districts. The stages in the below screenshots of the dashboard for progress on a specific project related to a specific vendor/firm is integrated on the BEP Online Dashboard where the checks are in place so that the payment is made only when the concerned project leads have verified the stages of work that will entitle the contractor’s payment of new installment. The data in the dashboard is dummy as the framework is under development.

P a g e 24 | 30

Screenshot: Payment-By-Result (PBR) is introduced by BEP which is a unique way of performance-based payment mechanism to the contractors

Payment-By-Result mechanism on BEP Online Data Management Dashboard (Dummy Data)

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H. GRIEVANCE REDRESSAL MECHANISM (SUMMARY)

BEP has developed a comprehensive Grievance Redressal Mechanism (GRM) to address the issues/complaints arising out of any act or omission on behalf of the Project team. This mechanism is primarily under the umbrella of Legal Officer of the Project while other sections like Education, M&E and Development Section support him. The stats below show the number of complaints received and disposed off in 2016. An Excel Sheet is updated regularly that includes all the complaints under the project from July 2015. Complaints received through Education Department, Government of Balochistan, against PGEB Project have also been entertained and addressed. Following is the summary of the complaints received so far:

CRC Grievances Court Cases Procurement Complaints

Total grievances received = 36 Total cases =03 Total complaint received = 5

Grievances addressed = 34 Disposed off = 01 Addressed complaints = 5

Pending = 02 Pending = 02 Pending = 0

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Innovative Use of Technology Transformational use of communication tools for increased transparency & accountability

Technology offers promising solutions for our day-to-day issues in

management. Employing smart solutions can save costs, ensure

transparency, increase operational efficiency, and provide tele-

monitoring facility with a lot many other innovative features.

Balochistan Education Project is among the few organizations in

Balochistan having acquired an advanced and feature-rich system to

facilitate its work. It helps ensure transparency in the bidding process,

real-time remote monitoring, video recording and teleconferencing

with multiple parties at a time.

The system comprises of a central processing device with high definition

surveillance cameras, recording mics and flat screen panels. BEP has

successfully conducted multiple on-camera procurements through this

state-of-the-art system. The system is internet-ready and can easily

connect BEP with provincial Secretariat and partners like World Bank

and UNICEF.

The system is used innovatively by BEP to record HD videos of meetings,

bid openings, staff hiring and project review meetings. This innovative

use of telecommunication technology has proved to be a game-changer

for various organizations working to collaborate from remote distances,

recording events and tele-monitoring.

BEP also employs the system to record on-camera cheques

disbursement to vendors after email intimation keeping all the relevant

managers in loop. The system is also utilized to record all project related

meetings for accountability and future reference.

Highlights…

1. Relay and HD Video

recording of bidding process

2. Ensuring accountability and

transparency

3. On-camera vendors’ cheques

disbursement

4. Teleconferencing and tele-

monitoring

5. Instant multiparty video

conferencing

6. Increased operational

efficiency

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Below is the detail of other procurement activities in 2016:

S. No

Procure-ment Type

Contract Description Contract Value in US$

Procurement Method

Status as Per Procurement Plan

Individual Consultants

1

Co

nsu

ltin

g

Se

rvic

es Activity 1 to 4: Hiring of EDS&QA Firms Region1 to Region 4) R-1= 333,333

R-2= 330,233 R-3= 332,738 R-4= 333,333

CQS Completed

Bank NOL on draft of contract

Final Contract signing Completed

2

Co

nsu

ltin

g

Se

rvic

es

Activity 5: Hiring of Design, Supervision & Quality Assurance Firm (Region-1 to Region-7)

R-1= 239,143 R-2= 250,000 R-3= 299,571 R-4= 268,068 R-5= 336,714 R-6= 179,476 R-7= 192,143

QCBS Completed

Contract Signing

Activity 10: Hiring of Internal Audit Firm

44,761.90 US$ CQS Completed 3

Consulting Services

Preparation of Short List (Ranked SL for CQS)

Bank’s No-objection to Short List (For prior review cases only

Receipt of Technical and Financial Proposals

Goods

4 Goods

Activity 9: Procurement of Equipment for Video Conferencing for PMU Office 41,701 US$

Shopping

Completed

Final Delivery

5 Goods

Activity 10: Procurement of IT & Office Equipment for Monitoring Staff under RTM, DFPs and New PMU Staff 40,390 US$ Shopping Completed Final Delivery

6 Goods Activity 11: Procurement of Furniture for Monitoring Staff under RTM

8,500 US$ Shopping Completed Final Delivery

7 Goods

Activity 12: Procurement of Carpets and Other Associated Goods for Primary, Middle & High Schools (Package 1)

Estimated Cost 273,780 US$

NCB

Completed

Preparation of Bidding Documents/ Request for Quotations in case of Shopping

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Bank's No objection to Bidding Documents/RFQ (for prior review cases)

Advertisement of Invitation for Bids/Request for Quotations in case of shopping

Bid/RFQ submission/opening date

Completion of Evaluation recommendations

Preparation of Bidding Documents/ Request for Quotations in case of Shopping

8 Goods

Activity No. 14. Procurement of Furniture, IT Equipment, Solar System, Science Lab Equipment & other School Supplies for GG School Quetta, Loralai & Zhob

Estimated Cost 263,646 US$

ICB

Completed Preparation of Bidding Documents/ Request for Quotations in case of Shopping

Bank's No objection to Bidding Documents/RFQ (for prior review cases)

Advertisement of Invitation for Bids/Request for Quotations in case of shopping

9 Goods

Activity No. 15: Procurement of Furniture for Primary, Middle & High Schools (Package 1)

Estimated Cost 875,457

ICB

Completed

Preparation of Bidding Documents/ Request for Quotations in case of Shopping

Bank's No objection to Bidding Documents/RFQ (for prior review cases)

Advertisement of Invitation for Bids/Request for Quotations in case of shopping

Preparation of Bidding Documents/ Request for Quotations in case of Shopping

10 Goods

Activity 17: Procurement of TLM(ECE) Material for Primary, Middle & High Schools (Package 1)

Estimated Cost 204,762 US$

NCB

Completed Preparation of Bidding Documents/ Request for Quotations in case of Shopping

11 Goods

Activity 31: Printing of Training Manuals

Estimated Cost 12,294

Shopping Completed

Preparation of Bidding Documents/ Request for Quotations in case of Shopping

Bank's No objection to Bidding Documents/RFQ (for prior review cases)

Advertisement of Invitation for Bids/Request for Quotations in case of shopping

Bid/RFQ submission/opening date

PCRWR Water Quality Testing In process

Agreements with contractor for construction and rehabilitation of schools In process

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Governor Balochistan, Mohammad Khan Achakzai addressing the closing ceremony of ToMT

Eight days Professional

Development Program for

teachers training was organized by

GPE-BEP. The activity was meant

to train master trainers on

advanced teaching concepts and

pedagogy. The week-long

extensive training was held in

Project Management Unit,

Balochistan Education Project.

On the closing ceremony of the

Training of Master Trainers

(ToMT), Governor Balochistan,

Honorable Mohammad Khan

Achakzai attended the ceremony and

presented shields and certificates to

attendees and trainers on behalf of

BEP.

On the occasion, Program Director

GPE-BEP, Mr. Asfandiar Khan apprised

the participants about the progress of

the project and purpose of the

development program for teachers.

He underlined the need for equipping

our teachers with the latest

techniques in the field of teaching so

that better learning outcomes could

be produced. He also gave a detailed

presentation about the progress

made by the project. During his

address, the honorable governor

thanked BEP team for inviting him

and appreciated their work in the

field of education. He underlined the

importance of mother tongue in early

grades for better learning outcomes.

He also called upon all stakeholder to

identify and take to task ghost

teachers and schools. He hoped that

capacity building training for teachers

is very important and the teachers

must trickle down the trainings to

their pupils.

I. GPE-BEP TEAM HAS VALUABLE CONTRIBUTION IN EDUCATION:

GOVERNOR

Teaching in native languages is essential for comprehension

and creativity: Governor Mohammad Khan Achakzai

GPE-BEP Project has valuable contribution in Education:

Governor

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