education program in nepal

8/6/2019 Education Program in Nepal

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Government of Nepal

Ministry of Education

Department of Education

Monitoring and Supervision Section

Sanothimi, Bhaktapur

Nepal


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Executive Summary

The Department of Education (DOE) is the central level agency that leads theimplementation of the Education for All (EFA) program through two different financing

modalities, namely pooled and paralleled funding. During the FY 2007-08 periods AsianDevelopment Bank (ADB), Australian Aid (AusAid), European Commission (EC),Denmark, Finland, Norway, and the United Kingdom (UK), United Nations ChildrensFund (UNICEF), World Bank (WB) have supported the pooled funding as guided by theJoint Financial Arrangement (JFA). The parallel funding donors are Government ofJapan, United Nations Educational, Scientific and Cultural Organization (UNESCO),United Nations Childrens Fund (UNICEF) and World Food Programme (WFP).

DOE is also the main implementing agency for the Secondary Education SupportProgram (SESP) for which ADB and Danish International Development Agency(DANIDA) have provided financial support. Likewise, the Community School Support

Program (CSSP) is supported by World Bank. Japanese International CooperationAgency (JICA) has provided support for Improvement of Primary School Management(SISM) and Community Alternative Schooling Project (CASP) in selected districts. TheWorld Bank has also supported the Second Higher Secondary Education Project (SHP).UNICEF has provided financial assistance to DOE for various field level activities in 22districts and UNESCO has supported areas like the Education Management InformationSystem (EMIS).

The DOE has also been implementing the Higher Secondary Education Component of IIHigher Education Project (IIHEP) in collaboration with Higher Secondary EducationBoard (HSEB). DOE is also responsible for coordinating with National Centre forEducational Development (NCED), Curriculum Development Center (CDC), Office of

the Controller of Examination (OCE) and Non-Formal Education Centre (NFEC) for thepreparation, implementation and monitoring of EFA and SESP programmes.

Overall Progress of EFA 2007-08

The overall physical progress rate (central and district level combined) for the FY 2007-08 was 97% for total recurrent expenditures, as compared to 95% of last year. Similarly,the overall physical implementation rate for the component under capital expenditure was95% of this fiscal year as compared to 100% of last year.

The overall financial progress rate for total recurrent expenditures (central and districtcombined) was 91% of in this fiscal year as compared to 85% of last year. Similarly, thefinancial implementation rate for the component under capital expenditure was 80% as

compared to 100% of last year.

With respect to district-level distribution of physical implementation rates for districtlevel activities two districts (Arghakhachi and Kapilbastu) achieved a highly encouragingprogress rate of 100%. Other 68 districts achieved a satisfactory progress, i.e. between90% and 100%, while 2 districts achieved moderate satisfactory, i.e. between 80% and90%. Three districts (Taplejung, Bara, and Parsa) achieved a less than satisfactoryprogress, i.e. less than 80% as they had below 68% progress rates.


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1: Early Childhood Development (ECD)

The overall physical and financial progress of the ECDs/PPCs component for districtlevelwas 99% and 95% respectively. It was 98% with physical and 89% with financialimplementation rates in the previous FY 2006-07. But for central levelactivities theoverall physical and financial progress could not be achieved as it was expected.

The Flash I Report 2008-09 demonstrates that there are altogether 20,023 school basedand community-based ECDs/PPCs supported by the government and 3,636 institutionalschool-based PPCs running across the country.

In terms of EFA indicators, the Flash I Report 2008-09 shows that the country has

achieved a 63.4% GER with 61.3% girls and 65.5% boys, which is above the EFA 2009

target of 51%. It represents a 22 percentage point increase if compared with 2006-07

(41.4% GER with 40.9% girls and 41.9% for boys). It also reveals that still there is only

36.2% (35.9% girls and 36.5% boys) of children enrolled in grade one with ECD

experience in the school year 2008-09. It is a significant achievement as compared with

the 2003 and 2006 but still more efforts are needed to meet the EFA 2009 target of 60%.

Component 2: Ensuring Equitable Access to Primary Education

The overall progress for the district levelin the recurrent budget head (65-3-804) had aphysical implementation rate 99% and a financial implementation rate 93% as comparedto last year 97% and 94% respectively. For central level, the overall physical andfinancial progress of this component were 94% and 75% respectively.

Since 1990, the enrolment has increased with an average by 3% every year. In 2007-08,the total number of children enrolled in primary level was 4.78 million where it was 4.41million in the previous year. The gender parity index (GPI) in percentage of enrolment atprimary level was 0.98.

In terms of EFA indicators, it seems unlikely that the EFA 2009 target of having a grossintake rate (GIR) for grade one of 110 in 2009 will be achieved as it is 147.7 in 2008-09.Likewise, there is only little progress achieved towards the EFA 2009 target of having aGER of 104 in 2009 despite that it was slightly reduced from 139 in 2006 to 138.5 in2007. Again in 2008-09 the GER was slightly increased and it reached 142.8. Regardingthe goal of having a net enrolment rate (NER) of 96 in 2009, steady progress is beingmade as the net enrolment rate increased from 86.8% in 2005 to 91.9% in 2008-09.

Component 3: Meeting the Learning Needs of All

The overall implementation rates for district levelactivities had a satisfactoryimplementation rate as compared to the previous year with a physical progress rate of

92% and a financial progress rate of 85%. Last year, the implementation rates were 56%and 50% respectively. For thecentral levelthe overall physical and financial progress ofthe component were 98% and 95% respectively.

The availability of free textbooks, in time, provides an enabling environment thatcontributes to enhance teaching and learning processes in the classroom. In 2008, 45.2%of the students received a full set of textbooks and additional 9.4% received a partial setof textbooks within the second week of the session, i.e. 14 Baisakh 2065 (or April 26,


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2007). The availability of free textbooks has slightly declined as compared to theacademic session in 2007 when only 58.4% of the students had received free textbookswithin the first week.

Component 4: Reducing Adult Illiteracy

In terms of thedistrict levelimplementation the physical progress for this component was97% and the financial progress was 93%. Similarly, for thecentral level, the physical andfinancial progress of the component were 100% and 95% respectively.

Out of the target of 54,000 and 32,000 women taking literacy course I and II, a total of

53,920 and 31,520 women completed the courses respectively. Similarly, out of the target

of 965 women's group taking the skill development and income-generating course, a total

of 965 women's group benefited from these courses on different subjects according to

local needs. In addition, the MOE established 205 community learning centres in FY

2007-08, which was a 100% physical implementation rate.

Component 5: Eliminating Gender Disparity

For the district level, the overall physical implementation rate for this component was100% and the financial implementation rate was 89% this year as compared with 97%and 92% respectively last year. Similarly in terms of central levelimplementation, theoverall physical progress was 100% and the financial progress was 85%.

Two major activities in terms of number of students and budget allocated were the dalitand girl-children scholarship programmes. Out of the target of 772,923 dalits and612,867 girls for 50% girl scholarship, a total of 741,451 and 615,653 children receivedthe scholarship, i.e. 99% and 100% physical implementation rates and 90% and 88% infinancial implementation rates respectively.

In terms of EFA indicators, the Flash I Report, 2008-09 shows that gender disparity in

terms of GPI in NER has declined from 0.87 in 2002 to 0.98 in 2008-09. Similarly, thefemale teacher school ratio at primary level was 1.8 in 2008-09.

Component 6: Improving All Aspects of Quality EducationFor thedistrict levelactivities, the overall physical implementation rate was 97% and thefinancial implementation of 94% as compared to 96% and 95% respectively last year. Atthecentral levelimplementation, the overall physical and financial implementation rateswere 99% and 100% respectively.

Improving all aspects of quality dynamics of the school education is challenging. In termsof EFA indicators, there has been good progress towards having 90% of all teachers withthe required qualification and training by 2009 as it has increased from 30.5% in 2004 to45% in 2005, 60% in 2006 and it is now 71.3% in 2008-09. In terms of student teacherratio (STR), there was a 1:33.3 ratio on average in 2008-09 (primary level in all types ofschools) while a ratio of 1:37 is targeted for 2009. The STR in the community schools ishigh such as 1:44 in primary, 1:58 in lower secondary and 1:39 in secondary level (Flash2008-09).

The repetition rate, another EFA indicator, indicates the quality and efficiency of theeducational system. The repetition rates in both grade 1 and grade 5 have decreased


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steadily in recent years. The Flash I Report 2008-09 shows that the repetition rate forgrade one and five are 28.3% and 7.3% respectively. Hence, achieving the goals of 10%and 3% in grade 1 and grade 5 in 2009 will demand concerted efforts in the next years.

Overall Progress of SESP 2007-08

In order to speed up the implementation process of the SESP, the budget allocationmodality from past year was changed in favour of the district level activities. Theallocation of the budgets for the districts and the centre level activities were 84% and16% respectively in this fiscal year. This is a movement of overall decentralisationstrategy of MOES for the school sector development

In 2007-08, the overall physical and financial progress for district levelactivities for bothbudget heads (re-current and capital) were 91% and 87% respectively, while they were90% and 84% respectively last year. Similarly, the physical and financial progress of therecurrent budget heads were 89% and 86% respectively. Likewise the physical andfinancial implementation rates for the capital budget heads were 92% and 87% ascompared to 83% and 70% respectively last year.

The overall physical implementation rate for the central levelactivities was 87%,whereas it was only 42% last year. The financial implementation rate was 79%. Thereason for the high physical and financial implementation rates was the completion of thenational security press activity (capital budget head) as this activity carries a high weight-age (43.7) in the total budget.

In terms of major activities in the learning environment component, for thedistrict level,the overall physical and financial progress under the recurrent budget head were 97% and97% respectively. In case of capital budget head, the financial and physicalimplementation rates were 89% and 92% respectively. The scholarships for secondaryeducation and dalit students were fully utilized when considering the numbers of

beneficiaries. At the central level, the overall physical and financial progress underrecurrent budget head was 46% and 44% respectively, whereas the overall physical andfinancial progress for the capital cost were 89% and 83%.

In terms of the curriculum and assessment component, for district level, the overallphysical and financial progress was 72% and 85% respectively. For central level, thephysical and financial implementation rates were 93% and 92% respectively.

The overall physical and financial progress of recurrent budget head against the targets inAWPB were 96% and 95% respectively for district level activities under the teachereducation, development and management component, whereas they were 96% and 74%respectively for capital cost. Similarly, atcentral level, the overall physical and financial

progress was 83% and 78% respectively.

For the institutional management and capacity building component, the overall physicaland financial implementation rates under the recurrent budget head were 85% and 75%respectively.

The Flash report 2008-09 shows that the student's enrolment has increased for both lowersecondary and secondary levels over the past two years. The GER at lower secondary has


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reached 80.1% while at secondary level it is now 59.5%. Likewise, the NER at lowersecondary and secondary level is 57.3% and 36.4% respectively in 2008-09.

The gender parity index (GPI) for enrolment in lower secondary and secondary levelsalso showed improvement. Among them, the GPI for the enrolment at lower secondaryhad the biggest improvement with a share of girls in lower secondary and secondary level

are 48.2% and 47.2% respectively. The Flash I Report 2008-09 also shows that GPI isalso improving for different social groups indicating a better representation from dalit and janajati girls. However, the overall enrolment of dalit student in lower secondary andsecondary level had lower than expected (i.e 11.4% of dalit students of total enrolment inlower secondary and 7.8% in secondary education in 2008-09).

Overall Progress of Community School Support Project (CSSP) 2007-08

The CSSP has continued its program activities that was started in 2003. The project hasdivided into four main components.

By the end of fiscal year 2007-08, a total 7,015 levels of public schools' management hasbeen transferred to community. Among 7,015 levels, 4,991 are primary levels, 1,374

lower secondary levels and 650 secondary levels. The rate of progress was highlysatisfactory as compared with previous year but some policy debate on schoolmanagement still remains.

Overall Progress of Higher Secondary Education Component of Second HigherEducation Project 2007-08

The SHEP has continued its program activities that were started in 2007-08 and whichhas four main components. There were 16 activities under the recurrent budget head (65-3-411) and 7 activities under the capital budget head (65-4-411) targeted in the AWPB.The overall physical and financial implementation rates were 92% and 90% respectively.


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Chapter I

1.1 General Introduction

Education is considered as one means of poverty reduction by empowering people with

knowledge and skills to voice their concerns and secure their rights to live a dignifiedlife. The government recently shifted its priorities towards the socially deprivedcommunity by working intensively for a wider inclusive environment. As a result, theexisting socio-cultural equation of the country has changed drastically resulting inincreasing demands and expectations from all walks of life particularly from traditionallydisadvantaged and underserved groups.

The Ministry of Education (MOE) is implementing an educational reform process that isemphasizing equitable access to education resources. This should help marginalizedsections of the population i.e. women, dalits, children with disabilities and ethnic andlinguistic minorities to improve their educational status in the coming years.

Over the years, MOE has initiated a number of programmes to achieve national andinternational commitments. In this regard, Education for All (EFA) 2004-2009, theSecondary Education Support Program (SESP) 2003-2008 as well as the CommunitySchool Support Programme (CSSP), the Teacher Education Project (TEP) and the SecondHigher Secondary Education Project (HSEP) has been implemented in the educationsector.

The Department of Education (DOE) is responsible for implementing policies andprogrammes formulated and set by MOE, and also for developing the norms andstandards to ensure a working framework for regions, districts and schools. DOE is alsoaccountable for implementing and monitoring educational programmes and projectactivities against established outcomes and benchmarks.

Thus, the DOE is the agency that leads the implementation of EFA which has twofinancing modalities, namely, pooled and paralleled that are running simultaneously. Thepooled funding is guided by the Joint Financial Arrangement (JFA), which is agreed uponby the pooled financing donors; GON, ADB, AusAid, EC, Denmark, Finland, Norway,UK, UNICEF, WB. The parallel funding donors are Government of Japan, UNESCO,UNICEF and WFP.

The DOE is also the leading implementing agency for the Secondary Education SupportProgram (SESP) supported by ADB and Denmark. The Asian Development Bank (ADB)has also supported the Teacher Education Project (TEP). Similarly, the CommunitySchool Support Program (CSSP) is being implemented with the support of World Bank.

In order to provide better access to children of poor and disadvantaged communitiesfocusing on the girls' education, the Supporting Improvement of School Management(SISM) and the Community Alternative Schooling Project (CASP) in selected districtsare being implemented with the assistance of Japanese International Cooperation Agency(JICA). UNICEF is assisting DOE with various field level activities in 22 districts whileUNESCO supports administrative aspects of the EFA like EMIS development.


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The DOE is coordinating with the National Centre for Educational Development(NCED), Curriculum Development Centre (CDC), Office of the Controller ofExamination (OCE) and Non-formal Education Centre (NFEC), Higher SecondaryEducation Board (HSEB) for the preparation, implementation, monitoring and reportingof these programmes.

Other non-pooling partners also support the EFA programme, especially on capacitybuilding (UNESCO), quality and girls education (UNICEF), Food for Education (WFP),while Save the Children Alliance, World Education and other I/NGOs have providedcomplementary support to MOEs regular programmes. In addition, DOE collaborateswith various organizations and research institutions such as the Centre for EducationalResearch Innovation and Development (CERID) on various formative research activities.

The government has been working with I/NGOs, and UN agencies collaboratively forachieving the EFA targets and millennium development goals in the education sector. Inthis regard, consultations and collaborations with professional organizations such asCommunity School National Network (CSNN), Teachers Union, Private and BoardingSchools Organization Nepal (PABSON), N/PABSON, Parents Organization, Journalists,have continued in 2007-08.

1.2 Objectives of the Report

The objectives of this report are to:

Analyze the overall status of the implemented programs by outlining the potentialstrengths and weaknesses of the activities,

Analyze the underlying problems, issues and constraints that contribute tounsatisfactory results, and

Share the status of the programmes and the best practices among the central level

agencies (CLAs) and the development partners1.3 Report Preparation Process

The report uses information from multiple sources like the first-hand information fromthe field and the second-hand information from districts and central level agencies anduses both qualitative and quantitative data.

1.4 Remarks on Data Sources

This report has a financial analysis in Part Two using financial data available fromFinancial Comptroller Generals Office (FCGO) while data used in the physical progressreport (PPR) uses un-audited financial data directly obtained from DEOs.

Financial data from DEOs is used in the analysis of PPR part for EFA reporting becauseFCGO financial data is not disaggregated according to EFA components and activities.The two sets of financial information are different in nature and source and as such arenot practicable to compare.

The analysis is based upon financial and physical data received from all 75 districts andcentral level agencies. All districts, across the country, submitted their reports, a largernumber of districts have also submitted a District Status Report.


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The data quality of the district level status reporting has continued to improve ascompared to the previous years.

Calculations of financial and physical progress on both district and central level budgetheads were done using the NPC guidelines.

One reason why most DEOs managed to submit their status reports in time was theincreased assistance and dialogue between DOE and DEOs (i.e. a number of field visitsto DEOs and schools, workshops like the ASIP workshop and the regional dataverification workshop between DOE and DEOs where reasons and the importance ofmonitoring and reporting of EFA activities were discussed. A second reason could be theDOEs FMR committee members have used every opportunity to discuss and highlight toDEOs the importance of financial and physical monitoring of the EFA programme. Athird reason could be the increased flexibility from DOEs side in terms ofcommunication channels. In this regard, it is interesting to note that a number of remoteDEOs (like Humla and Bajura) has been continuously using email to submit their dataand reports on a timely manner.

1.5 Structure of the ReportThis report consists of five chapters in all. General information related to various projectactivities are outlined in chapter one. Chapter two gives the status of the EFA programmeincluding activities supported by non-pooling donors. In addition, this chapter contains abrief account of social and financial audits. The status of SESP is analyzed in chapterthree. Chapter four analyses the physical and financial progress of CSSP activities.Chapter five analyses physical and financial progress of Higher Secondary EducationComponent (HSEC) of IIHEP. The annexes contain various detailed information forexplanatory purposes.


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CHAPTER - II

EDUCATION FOR ALL (EFA)

Chapter Coverage:

Part One

EFA Components (ASIP and

AWPB, 2007-08)

Part Two

Contribution of Other Non-

pooled Donors on EFA


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Part One

This part contains an analysis of the EFA programme interventions and achievements inthe FY 2007-08. It also provides a comparative analysis of allocated budgets in ASIP and

AWPB (FY 2004-05, 2005-06, 2006-07 and 2007-08), a component-wise annualachievement analysis and finally, a summary of EFA performance indicators arepresented.

2.1 The EFA Context

Universal primary education is one major Millennium Development Goal (MDG) towhich all member countries of the United Nations are committed. The World EducationForum in Dakar, Senegal in April 2000 embraced a holistic concept of educationaldevelopment and subsequently, declared the Education for All (EFA) to be achieved byparticipating countries by 2015 AD. Nepal, as a member country of the forum, has shownits commitments to achieve the EFA goals within the stipulated timeframe. In this regard,

GoN has given the education sub-sector high priority, and allocated a significant share ofits total budget to this sector.

As EFA is a national priority programme, the GoN prepared an Education for All -National Plan of Action (EFA- NPA) 2001-2015 with focus on the six overall EFA goals:Expanding and improving early childhood and care, ensuring access to all, meeting thelearning needs of all children including indigenous peoples and linguistic minorities,reducing adult illiteracy, eliminating gender disparity, and improving all aspects ofquality education.

The EFA, NPA is divided into two programme periods EFA 2004-09 and 2010-15(School Sector Reform). The initial period of EFA, NPA was covered by the BPEP IIprogramme. The GoN has so far implemented the Education for All Programme (2004-09) with financial support from ADB, AusAid, EC, DFID, Denmark, UNICEF, Finland,Norway and World Bank under the pooled financing funding modality guided by theJoint Financing Arrangement (JFA), and by JICA, UNICEF,UNESCO and WFP in formof parallel support.

During the course of implementation, the EFA Programme (2004-09) has alreadycompleted three years of its implementation period. This status report focuses onanalyzing the component-wise physical and financial progress against the targets outlinedin the 2007-08 Annual Strategic Implementation Plan (ASIP) and Annual Work Plan andBudget (AWPB). It also looks at the current status of progress towards the targets of the18 national EFA indicators. Lastly, it outlines identified constraints occurred and lessons

learned during implementation.2.2 ASIP and AWPB 2007-08

The ASIP 2007-08 was guided by the vision of the Tenth Plan (2002-07), the ThreeYears Interim Plan within the frame of Medium Term Expenditure Framework (MTEF)(2006-2009) and is aligned with MOEs Business Plan for the Education Sector. TheMTEF provides a guideline to resource allocations based on past experiences and lookingforward to future perspectives, while the Education Sector Business Plan paves the way


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to comprehensive educational planning for the sector. The overarching aim of the TenthPlan is poverty reduction by enhancing capability and productivity, especially of the poorand disadvantaged groups.

The DOE is the leading institution that facilitates and coordinates the implementation ofthe EFA programme. To this endeavour, the ASIP is the main annual guiding programme

document for programme interventions. The AWPB is derived to achieve the intendedobjectives and outcomes of the ASIP.

2.2.1 ASIP 2007-08

The ASIP 2007-08 endeavoured to align resources in-tune with national policies andstrategies with a time-bound activity plan that included benchmarked outputs. It alsoprovided a framework for monitoring and tracking programme progress. The mainprogramme priorities were on:

1. Basic equitable provision of teachers, classrooms and books2. Decentralization support to schools, including funding

o Community management

o Capacity building of school management committees3. Quality issues

o Developing of indicatorso Monitoringo Medium of instruction

4. Inclusion: the un-reached and un-served learners strategies to reach them andretain them in schools

5. Improvement of management, including accountability, planning, implementingand monitoring.

Based on these five priorities, the Government identified the following ways:

Social audits will be carried out in all schools

Partnerships with I/NGOs will be continued and further strengthened Communication both vertical and horizontal will be improved

Simple guidelines on fund flow, reporting on funds, tracking funds will be put inplace

Better systems for reporting on progress and other indicators will be put in place

Better orientation of stakeholders at the grassroots will be provided Small scale independent reviews will be introduced as a complement to

monitoring schemes

Efficient mechanisms for addressing the issue of compliance will be introduced,and

Parents and other community members will be involved in the construction andrehabilitation of classrooms

The key tasks will be to

Identify schools, allocate funds and complete the construction of 6,000 newclassrooms in schools where student-teacher ratio is excessive;

Rehabilitate and maintain 1,500 schools/classrooms in collaboration withcommunities


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Identify schools with high student-teacher ratios, identify re-deployable teachersand complete the action plan for deploying or redeploying teachers in at least tendistricts to meet demand and minimum standards, focusing on allocating teachersto schools with excessively high student-teacher ratios;

Provide SIP funds to schools to ensure the timely availability of textbooks;

Update the scholarship strategy and associated criteria, modalities andadministration practices to ensure transparency and accountability;

Define quality and minimum standards in the context of basic education in Nepal;and

Need for program to address disparities in access

The ASIP 2007-08 strongly believed that each child (girl and boy) has universal access toquality school education. Improving all aspects of the educational activities the ASIP hasrealized four strategies i.e. decentralization, inclusion, capacity building, and conflictmitigation and post conflict reconstruction to achieve the intended objectives.

Decentralization has been enforced to empower and effectively mobilize the grass-roots

level organizations through preparations of School Improvement Plan (SIP) and VillageEducation Plans (VEP) along with the management training to School ManagementCommittees (SMCs) and other school stakeholders. The aim was to empower SMCs inorder to increase the effective utilization of the allocated resources in the schools basedupon SIPs. This entails school autonomy for ensuring democratic environmentencouraging teachers and parents to take school-based decision-making responding toproblems felt locally. For this, the DOE continued its earmarked, block- and performancegrants to SMCs. Similarly, continuation of VEPs and SIPs initiatives have been regardedas the tools to bring community stakeholders on board to diagnose, prioritize, plan andmanage locally available resources as well as those provided by the DOE with a view tooptimize school outcomes.

Inclusion was considered an important strategy to promote equality and quality educationconsidering the diversity of students' needs. Provisions of scholarships to all dalits, 50%of the girls and children with disabilities were some of the prominent activitiesundertaken in this regard. Similarly, mapping of schooling facilities to ensure that thereare adequate facilities to provide access to all including ethnic groups even in small andisolated hamlets and mainstreaming of educational institutions run by minority andreligious groups including Madarsas, Gumba, Gurukul, etc. with a view to enhancing theindigenous values and improving relevance of education for indigenous groups were themain strategies for the inclusion.

Integrated capacity building was focused on VDCs and schools involving chairpersonsand members of SMC/PTA and head teachers. Particularly, elements of schoolmanagement, school grants, ECD, inclusive education, gender sensitization, girlseducation and women literacy and other parental awareness were taken as the part of acomprehensive package of the integrated capacity building. Social mobilization andorientation to parents, NGO/CBOs, and civil society members were other activities in thisdirection.


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2.2.2 Comparative Analysis of Allocated Budgets in ASIP and AWPB

Tables 2.1 and 2.2 show the component-wise budget allocations in ASIP, AWPB and RedBook for 2007-08 central and district levels. Improving all aspects of quality educationcomponent took up the biggest share of the budget both in the ASIP and Red Book.

Table 2.1: EFA Budget as in ASIP, Red Book (Revised) for FY 2007-08NRs in 1000

Total Budget in ASIP Total Budget in Red Book

Central District Central DistrictComponents

65-3/4- 417 65-3/4-804Total

Share ofcompone

nts 65-3/4-417 65-3/4-804US$

Share ofcompone

nts

Expanding earlychildhooddevelopment

879 389,067 389,946 7.2 879 389,067 6.00 7.2

Ensuring access toall

6,832 1,677,860 1,684,692 30.9 6,832 1,677,860 25.92 30.9

Meeting thelearning needs ofall

15,534 2,492 18,026 0.3 15,534 2,492 0.28 0.3

Reducing illiteracy10,132 110,836 120,968 2.2 10,132 110,836 1.86 2.2

Eliminating genderdisparity

985 574,327 575,312 10.5 985 574,327 8.85 10.5

Improving allaspects of qualityeducation

367,700 2,008,706 2,376,406 43.6 367,700 2,008,706 36.56 43.6

Other23,470 267,996 291,466 5.3 23,470 267,996 4.48 5.3

Total 425,532 5,031,284 5,456,816 100 425,532 5,031,284 83.95 100

The figures given are NRs in thousands and US$ in million (1US$ equivalent to NRs 65)

The table 2.2 shows the increase of the total pooling budget in the fiscal year 2007-08 ascompared to the previous years budget. The increase resulted remarkable increases in all

EFA budget heads. This was primarily due to increased funding for additional teachergrants and new classroom construction.

Table 2.2: Allocation of budgets in pooling budget heads in 2006-07 and 2007 08

Red Book 2006-07 Red Book 2007-08Budgetheads

Headings

NRs US$ % NRs US$ %

65-3-140 Primary Teachers' Salary 7,477,834 105.30 61.24 9,432,602 145.12 59.10

65-3-167Non-formal Education recurrent

4,640 0.07 0.04 5,155 0.08 0.03

65-4-167Non-formal Education capital

- - - - - -

65-3-169 Teacher Record Office 235,000 3.31 1.92 240,585 3.70 1.51

65-3-170 Special Education Council 34,000 0.48 0.28 34,400 0.53 0.22

65-3-176 Teacher Pension Facility 780,000 10.99 6.29 790,000 12.15 4.95

65-3-417 EFA (Centre - recurrent ) 70,048 0.99 0.57 425,532 6.55 2.67

65-4-417 EFA (Centre - capital ) - - - - - -

65-3-804 EFA (district - recurrent) 2,797,136 39.40 22.91 3,491,784 53.72 21.88

65-4-804 EFA (district - capital) 811,182 11.43 6.64 1,539,500 23.68 9.65

Total 12,209,840 171.97 100.00 15,959,558 245.53 100

Figures presented above are NRs in thousands and US$ in million. 1 US$ equivalent to NRs 65.00


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Based on the approved AWPB for FY 2006-07, NRs 15,959,558 thousands was allocatedfor 8 budget heads under EFA programme. No budget was allocated in budget heads 65-4-167 and 65-4-417 in the 2007-08 fiscal year.

The distribution of the total education budget in 2007-08 between GoN and developmentpartners were 72.69% and 27.91% respectively. Likewise, the distribution of the pool

fund between GoN and development partners is 70.06% and 29.94% respectively. Theprimary teachers' salary comprises the largest share of budget (59.10%) in the pool fund.

Table 2.3 gives a comparison of EFA budget of the last three fiscal years and annualallocations and expenditures of different budget heads for these fiscal years 2005-06,2006-07 and 2007-08.

Table 2.3: Comparison of annual financial progress of FY2007-08, 2006-07, and 2005-06

NRS 000

FY 2007-08 FY 2006-07 FY 2005-06

Budget HeadNos.

Descriptions RevisedAnnual

Allocations

Expenditures up to 3rdTrimester

% ofExpenditu

res toAnnual

Allocation

Expenditureup to 3rdTrimester

% ofExpenditu

res toAnnual

Budget

Expenditure upto 3rd

Trimest

er

% ofExpenditures

to

AnnualBudget

Central Level Budget & Expenditure

65-3-140Primaryteacher's salary 9,533,129 9,401,623 98.6 7,490,256 95.41 6,944,240 99.07

65-3-167 NF education * * 4,604 99.23 4,437 98.53

65-3-169Teacherdocumentation * * 222,971 94.88 263,920 91.3

65-3-170

Specialeducationprogramme 38,881 38,458 98.9 31,847 93.67 30,238 90

65-3-176 Teacher pension * * 699,988 89.74 333,400 66.68

65-4-167 NF Education - - - - - 0

65-3-417

Education forAll (centre,recurrent) 38,090 24,672 64.8 57,633 82.28 41,821 80.89

65-4-417

Education forAll (centre,capital) - - - - 22,949.00 95.23

Centre level Sub-total 9,610,100 9,464,753 98.5 8,507,300 94.797,641,007.

00 96.57

District Level Budget & Expenditure

65-3-804

Education forAll (district,recurrent) 3,450,060 3,199,446 92.7 2,487,932 90.05 2,268,421 86.44

65-4-804

Education forAll (district,capital) 1,543,680 1,515,162 98.2 864,116 98.1 538,318 96.36

District level Sub-Total 4,993,740 4,714,608 94.41 3,352,048 92 2,806,739 88.18

Grand Total(Centre +District) 14,603,840 14,179,361 97.09 11,859,348 93.99 10,447,746 94.17

Note: This financial information is based upon un-audited financial data compiled by FCGO

* Updated financial information for these categories will be included in the final report as they arereceived from the FCGO data base.

In general, the financial progress of EFA pooled financing in 2007-08 was 97.1%,whereas it was 94.0% in 2006-07 and 94.2% in 2005-06. The total expenditures in 2005-


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06 and 2006-07 were 11.2 billion and 11.9 billion NRs respectively, whereas it was morethan 14 billion in 2007-08. The budget head that saw the biggest increase from theprevious year was primary teachers salary budget head that increased from 5.9 billionNRS to 9.5 billion NRS. The main reason for the higher expenditure on this budget headwas an increase in the teacher salary and number of teachers.

Figure 2.1: Comparison of annual financial progress by budget heads and financial years

0.099

0.099

0.065

0.093

0.098

0.095

0.099

0.095

0.094

0.090

0.082

0.090

0.098

0.099

0.099

0.091

0.090

0.067

0.081

0.095

0.086

0.096

0.000 0.050 0.100 0.150 0.200 0.250 0.300

Primary teacher's

salary

NF education

Teacher

documentation

Special education

programme

Teacher pension

Education for All

(centre, recurrent)

Education for All

(centre, capital)

Education for All

(district, recurrent)

Education for All

(district, capital)

65-3-

140

65-3-

167

65-3-

169

65-3-

17

0

65-3-

176

65-3-

417

65-4-

417

65-3-

804

65-4-

804

FY 2007-08 FY 2006-07 FY 2005-06

The financial progress in figure 2.1 mentioned budget heads for FY 2007-08 were above

90% except for budget heads 65-3-417 (Education for All -centre, recurrent) with 65%.The overall financial progress in the FY 2007-08 had increased (increased by 3 percent)as compared to the progress made in the previous fiscal year.

The salary of permanent teachers and 'Rahat' teachers had been allocated in the budgethead 65-3-140 (Primary teachers' salary). Of the total EFA allocated budget of NRS 15.9billion, NRS 9.4 billion was allocated to one budget head, namely the "Primary LevelTeacher Salary" component and this takes up 59% of the grand total of the budget. Onthis budget head, NRS 9.4 billion was utilised. The overall financial progress for thisbudget head was 99% in FY 2007-8 whereas it was 95.41% in FY 2006-07.

The total number of government approved teacher positions is 80,176 up to now. Thegovernment distributed 18,211 teacher positions in the 'Rahat Grants' of which 2,798 areearmarked for female teacher positions.

The financial progress for the budget heads 65-3-167 (Non-formal education), 65-3-169(Teachers' documentation) and 65-3-176 (Teachers' pension facility) are missing as thedata from the FCGO data base were not available. No allocations were made for thebudget heads 65-4-167 (Non-formal education, capital) and 65-4-417 (Education for all,capital, centre) as no programmes were proposed under these budget heads. For thebudget head 65-3-170, 99% financial progress was made against the annual allocation.


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For the two district budget heads (65-3-804 and 65-4-804), the overall financial progresswas 94%, when analyzed separately, the progress on the recurrent budget head was 93%and 98% was for capital budget head.

2.3 Overall Accomplishment in 2007-08

Based on the approved AWPB for the FY 2007-08, the status of physical progress for thecentral and district level activities is presented below. As mentioned earlier, the overallstatus in terms of physical implementation of above mentioned 4 budget heads werecalculated using the formula prescribed by NPCs Monitoring Guidelines (See annex 1, 2,3, 4 and 9 ). The financial one is based on information from DEOs as the FCGO financialdata do not provide component and activity-wise financial information for cross-analysisof physical and financial progress.

The proportions of budget allocations at the centre and the districts were 8% and 92%respectively of the total allocation for budget heads (central level: 65-3-417, 65-4-417and district level: 65-3-804 and 65-4-804). The overall financial progress for the centraland district level activities under these budget heads was 91% in FY 2007-08.

The overall physical progress rate (central and district level combined) for the FY 2007-08 was 97% for total recurrent expenditures, as compared to 95% for the last year.Similarly, the overall physical implementation rate for the component under capitalexpenditure was 95% this fiscal year compared to 100% last year.

The overall financial progress rate for total recurrent expenditures (central and districtcombined) was 91% in this fiscal year as compared to 85% last year. Similarly, thefinancial implementation rate for the component under capital expenditure was 80%while it was 100% last year.

The overall expenditure of the recurrent budget head, as compare to previous yearsexpenditure, shows that there was a higher percentage of expenditure as per the

allocations in the AWPB, whereas it was a bit lower in the capital budget head.Table 2.4: Comparison between physical and financial progress of central level activities withcomponent-wise weight given in FY 2007-08

S/N EFA component Weight PhysicalProgress%

FinancialProgress %

1 Expanding Early Childhood Development 0.21 2.0 3

2 Ensuring access to All 1.68 94 75

3 Meeting the Learning Needs of All 3.65 98 99

4 Reducing Illiteracy 2.5 100 95

5 Eliminating Gender Disparity 0.23 100 866 Improving All aspect of Quality Education 87.91 99 100

7 Others 3.87 92 85

Total Progress 99 96

The main reason for the overall high physical progress rate was that the Improving all Aspects of Quality Education component with a 100% implementation rate constitutedof more than 85% of overall central level budget.


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The component-wise physical and financial progress for district level activities areanalyzed in the following sections.

Table 2.5: Summary of district level implementation progress in 2007-08

Implementation Progress (%)

2006-07 2007-08Difference between

06-07 and 07-08

Component Physical Financial Physical Financial Physical Financial

ECD 98.1 88.8 99.4 94.6 1.3 5.8

Ensuring Access to All 96.7 93.9 99.0 93.1 2.3 -0.8

Meeting the Learning Needsof All

56.2 49.9 92.4 85.2 36.2 35.3

Reducing Illiteracy 97.8 93.4 97.2 92.9 -0.6 -0.5

Eliminating Gender Disparity 99 92.2 99.9 89.0 0.9 -3.2

Improving all Aspects ofQuality Education

96.4 95 97.2 94.3 0.8 -0.7

Educational Management93 76.5 98.1 82.9 5.1 6.4

Total Recurrent 95.2 91.3 98.0 92.4 2.8 1.1

Total Capital 99.8 99.6 94.7 80.0 -4.9 -19.6

Grand Total 97.5 95.5 97.0 90.3 -.5 -5.2

Note: The physical data is based upon reporting from all 75 districts. The financial information presentedin this table is based upon component-wise reporting from DEOs. Therefore it might not resemble preciselywith what was presented in the tables above.

In table 2.5, a comparative analysis shows that the grand total of physical and financialimplementation rates for two district level budget heads decreased approximately by .5%and 5% respectively this fiscal year as compared to the previous fiscal year progress.The analysis also shows that it was, especially, an increase in utilization of the budget

under re-current expenditure that had improved the overall budget utilization. A graphicalrepresentation of the analyses of physical and financial implementation rates, for bothrecurrent and capital expenditures by year, are presented in figure 2.1.

Figure 2.2: Comparison of Physical and Financial Implementation Rates by Recurrent and CapitalExpenditures and by Years

80.0

90.0

100.0

110.0

Grand Total

(Recurrent and

Capital)

Total for

Recurrent

Exp enditure (65-

3-804)

Total for C apital

Expenditure (65-

4-804)

Grand Total

(Recurrent and

Capital)

Total for

Recurrent

Ex penditure (65-

3-804)

Total for Capital

Expenditure (65-

4-804)

Phys ical Progress Financial Progress

FY 2006- 07

FY 2007- 08

A more detailed analysis by component shows that physical implementation rates wereabove 97% for all components except for component number 3 (Meeting the Learning


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Needs of All), which was 92%. Similarly, the financial implementation rates were above80% for all district level components.

Figure 2.3: Comparison between Physical & Financial Progress by Component in 2007-08

The figure 2.3 shows the comparative status of physical and financial progress onrecurrent expenditure for FY 2007-08. This analysis shows that the overall financialimplementation rate was relatively close to the physical progress rate as the differencewas less than 5%. The narrow gap indicates a slightly improvement as compared to thegap of the previous year.

By component the highest gap, 11%, was in the Eliminating Gender Disparitycomponent. The smallest gap was 3% in Improving all Aspects of Quality Educationcomponent. In case of the Eliminating Gender Disparity component, the difference infinancial and physical progress was due to the activity 50% girls scholarship, whichdid not make use of all the allocated budget.

A summary of the district level implementation analysis on major target beneficiaries forFY 2007-08 against the approved AWPB is presented in table 2.7.

Table 2.6: Summary of District-level Annual Implementation against major AWPB objectives

Components Target beneficiaries in FY 2006-07

Expanding ECD 19,931 centres @ 20-25 children in each centre

SOP, 882 centreEnsuring Access to All

FSP, 650 centre

Special Needs EducationMeeting the Learning Needs of All

Curriculum and Text books in local level WEP 53,920 Centers

WEP II, 3105 centers

PSDC, 340 motivatorsReducing Illiteracy

CLC, 203 centre

Dalit children: 741,451 childrenEliminating Gender disparity Girls children: 741,451 girls

SIP funding: 3,959,093 students Primary school grants: management grants for

16,763 schools and Stationary grants for 79,665teachers

Grants to RCs: 1,047 resource centres

Flash report and status report: 75 districts

Dissemination of curriculum and text-book: 24,810teachers

School accreditation: 13,814 schools Block grants for community managed schools :2,489

schools

Improving All Aspects of Quality Education

School based training: Child friendly 6,018 teachers

Educational Management Monitoring: 75 districts

New classroom construction (regular andcommunity managed schools: 2,857 classrooms

Classroom construction as per cost sharing: 948classrooms

School rehabilitation: 2,231 schools

Capital expenditure

School environment: 1,443 schools


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Components Target beneficiaries in FY 2006-07

DEO/RC building construction: 6 DEOs Rehabilitation of DEOs: 23 DEOs

* For more detailed information on each components physical and financial implementation, pleaseconsult annex 1 for district level activities and annex 2 for centre level activities.

For the district level activities in the FY 2007-08in terms of geographical distribution ofphysical progress among districts, it was found that 2 districts (namely, Arghakhachi andKapilbastu) achieved a highly encouraging progress of 100%. Other 68 districts achieveda satisfactory progress, i.e. between 90% and 100%, 2 districts with moderatesatisfactory, i.e. between 80% and 90%, and 3 districts with less than satisfactoryprogress, i.e. between 70% and 80%, whereas three districts (Taplejung, Bara, and Parsa)had achieved the least progress i.e., below 70%.

Map 2.1: Overall physical implementation rates by districts

In terms of comparison between physical and financial implementation rates, there were25 districts that had more than 5% difference between the physical and financialimplementation rates. The average difference between physical and financialimplementation rates, for all 75 districts, was 5%, whereas it was 2.3% in previous year.The districts with higher (more than 10% difference between physical and financialimplementation rates) physical implementation rates in terms of financial progress wereDolpa, Panchtar, Pyuthan, Humla, Mugu, Kalikot, Solukhambu, Bajura, Terhathum,Jumla and Salyan. The three districts with the highest differences were Dolpa, Panchtharand Pyuthan with 36%, 29% and 28% respectively in favor of physical progress (Seeannexes for more details).

Similarly, some districts had higher financial implementation rates in comparison to thephysical progress. These districts were: Kathmandu, Bardiya, Parbat, Udayapur,Mohattari, Palpa, Okhaldhunga, Ilam and Jajarkot. The Kathmandu district had thehighest difference measured with a difference of 4% which was lower than the physicalprogress.


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Figure 2.3: Comparison between Physical & Financial Progress by Region

80.0

85.0

90.0

95.0

100.0

Estern Central Western M id-

western

Far-

western

Physical

Financial

The figure 2.4 demonstrates a comparative status, by region, on a recurrent expenditure inFY 2007-08 between physical and financial progress. Also, the overall financialimplementation rate is relatively closer to the physical progress rate as the difference was

less than by 5%. The highest gap, noted, was in the Mid-western region with a gap ofabove 5%, whereas the smallest gap was in the Eastern region with 3%. The Western andFar-western regions had higher physical and financial implementation rates. But, theMid-western region had the lowest physical and financial implementation rates.

2.4 Component-wise Annual Achievement Analysis

2.4.1 Expanding and Improving Early Childhood Development & Pre-PrimaryClasses

Expanding and improving comprehensive early childhood care and education,especially for the most vulnerable and disadvantaged children

Two forms of programmes, community based Early Childhood Development (ECDs) and

school based (PPCs) have been implemented since the fiscal years 2004-05. Both of the

programmes are seen as the means of accelerating the internal efficiency of basic and

primary education, and are considered instrumental for the social, emotional, intellectual

and physical development of children. The Flash Report, 2008 demonstrated that there

are altogether 20,023 schools and community- based ECDc/PPCs and 3,636 institutional

schoolbased PPCs running across the country.

The main strategy was to consolidate and increase the number of ECDs and PPCs to

ensure access for the most vulnerable and marginalized children. In the process of

expansion due considerations were given to community mobilization and parental

education in running the ECD programme.The ASIP 2007-08 aimed at strengthening the existing 16,523 ECD centres and

establishing 3,500 new ECD/PPCs with a view to provide facilities for all round child

development. For this, a total 7.15% of EFA budget amounting to NRs. 389.946 million

(US$ 6.00 million) was allocated. The major strategic priorities were follows:

Continued expansion of the ECD network with the establishment of 3,500 newcentres in poor and vulnerable communities; ECDs established in poor and


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vulnerable communities were to receive matching grants (NRs 9000),Government provides 90% of the matching grants and the communitycontribution would be 10% of the matching grants.

Self help groups will also be encouraged to establish and operate ECD centres inorder to increase the community/parental involvement.

Design of measures and/or incentives to attract and retain good ECD Facilitators Design, organization and conduction of training for ECD Facilitators, aimed at

ensuring basic skills;

Review and update of present cost-sharing arrangements with poor andvulnerable communities to ensure access is extended to most needy communities;and

Identification and documentation of best practices in the operation andmanagement of ECD centres with a view to develop a model ECD centre.

Achievements against EFA Indicators:

The gross enrolment rate of ECD/PPC has increased in recent years, faster than planned,

but it has not helped considerably to increase the percentage of new entrants into grade 1with ECD experience. The Flash I Report, 2008-09 (See table 2.7) indicates that the

country has achieved a 63.4% GER with 61.3% girls and 65.3% for boys, which is higher

than the intended target of 51% in the EFA-2009. It has increased by 22% as compared

with the figures (41.4% GER with 40.9% girls and 41.9% for boys) in 2006-07.

The table 2.7, reveals that there is 36.2% (35.9% girls and 36.5% boys) of children

enrolled in Grade one with ECD experience in the academic year 2008-09. Though more

efforts are needed to meet the target set in the EFA 2004-09 (i.e.60%), it should be noted

that a significant achievement was achieved when compared to the figures achieved in

2003 and 2006.

The reason could be high in-take into Grade 1, in recent years, has deflated the

improvement in terms of children with ECD experience. Similarly another reason could

be that the statistics from Flash under-reported the number of new entrants with ECD

experiences because of problems of obtaining data from all ECDs/PPCs.

Table 2.7: EFA Indicators on ECD

2001 2002 2003 2004 2005 2006 2007 2008 2009Indicators

Achievement Target

Gross enrolment rate ofECD/PPC

13 19.8 19.9 39.4 69.91 41.4 60.2 63.4 51

Percentage of Newentrants at grade 1 withECD experience

8 9.6 13.7 10.9 Na. 18.3 33.12 36.2 60

1 In the calculation of this indicator for this year, the under age children in grade one (children enroll ingrade one under 5 years) was also taken as an enrolment of ECD/PPC.2 The percentage of boys and girls in ECD/PPC experiences is 36.2% and 35.9% respectively.


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The capturing of ECD programme to vulnerable and marginal groups and theparticipation of children in ECD/PPC programmes, by sex and social background, isshown in table 2.9. Of the total enrolment, 15.9% of dalit and 38.6% of janjati are inECD/PPC as indicated in Flash 2008-09.

Table 2.8: ECD/PPC enrolment by sex and social groups, in Flash I, 2008-09)

Number of children in ECD/PPC Percentage share in total childrenStudents

Total Dalit Janajati Others Dalit Janajati Others

Girls 414,993 69,036 162,380 183577 16.6 39.1 44.2

Boys 466,254 71,393 177,366 217495 15.3 38.0 46.6

Total 881,247 140,429 339,746 401072 15.9 38.6 45.5

Achievements against Annual Targets:

There were two main subcomponents and seven activities under this component for thedistrict level. The overall physical and financial progress of the ECDs/PPCs component

were 99% and 95% respectively. These were 98% with physical and 89% with financialimplementation rates in the previous FY 2006-07.

In terms of geographical distribution of achievement, it was found that 52 districts had ahighly satisfactory progress of 100% and 22 districts with satisfactory progress, i.e.between 90% & 100%, and there was one district, Bara, with less than satisfactoryprogress, i.e. less than 80%.

Map 2.2: ECD/PPC: overall physical implementation rate by districts

In brief, one of the ECD targets in the EFA, 2004-09 was to achieve 51% GER withimproved transition to grade one. Flash data, mentioned earlier, shows that the GER was63.4% (61.3% girls and 65.3% boys) in Flash I, 2007-08. The ASIP also included a targetof establishing new 3,500 ECD centres. In the end 3,500 new centres were establishedduring the year (i.e. 100%). The EFA-2004-09 document also aimed at increasing thepercentage of children in grade 1 with ECD/PPC experience to 60% in 2009, howeveronly 36.2% was achieved.


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Again, there was a provision for basic training for the 3,500 new facilitators in theAWPB in which 3,500 facilitators had received training. Most of the activities under thiscomponent had more than 90% physical implementation rates. But the activity 2.1.5(Matching Fund activity) had slightly low implementation rate with 90% in comparisonto the progress made in other activities under this sub-component. In addition, the AWPB

proposed NRSs 47 million for the matching fund, to match funds generated bycommunity members, where expenditure of 32 million was made during the fiscal year.The second subcomponent (Existing ECD Centres) had highly satisfactory progress fortwo sub-activities with 99% and 97% physical implementation rates, and 97% and 73%financial ones.

At the central level, there were four activities planned in this component as per AWPB2007-08. The overall physical and financial progress against the planned targets wasbelow 10%. But the Meeting allowance for the national council for child developmentnetworking activity was completed with a 60% physical progress rate.

The reason for the lower progress than expected was that the main activity of thiscomponent Competency based training curricular for trainers and facilitators had notbeen accomplished. DOE had published notices twice to procure the consultancyservices, but no qualifying bidder was obtained to develop the competency-basedcurricular. As a result, other interdependency activities such as activity no. 1.2 and 1.4(Revision, re-printing and development of resource materials part I & II and Printingof basic Training Packages 2500 pieces, ECD pedagogy material 10,000 copies ) couldnot be implemented.

Problems and Issues:

A common issue, but very often raised by most districts, is the low remunerationto the facilitators and consequently, they were distracted from the profession.

The concern regarding the sustainability of community based ECD centres wasraised by some districts this year, because of lacking ownership and participationof community people.

Districts have, again, reported that allocated budget for facilitator training wasinsufficient to conduct training which deprived from professional skills to thefacilitators to the desired extent.

The district also reported that the issues related to expansion and quality controlmechanism for the ECD/PPC programme was poor than expected.

The allocated budget (1,000 NRs per year) for the teaching and learning materialsfor each centre was reported as lower than the market prices, particularly, by

remote mountain and hill districts. Furthermore, remote districts have alsocomplained of delayed delivery of training packages and materials.

Some districts reported, in particular, that community managed ECD centres hadpoor physical and instructional materials. Getting VDC more engaged to supportECD activities at local level was one suggestion mentioned as a way to improvelocal support and accountability.


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Some schools in most districts (e.g. Sindhupalchok, Mahottari, Bara, Sindhuli,Parsa) have established a PPC within their school and sometimes shift the PPCfacilitators to teach in the primary level, as well. This is reported to be especiallya case in schools with very few primary teachers.

Lessons learned

There were lack of teaching learning and playing materials in ECD/PPCcenters despite the fact every ECD/PPC got NRs 1,000.00 for manipulativelearning materials each year.

Low attention towards the pre-primary is a major alarming issue in schoolbased ECD programme.

After training, if trained facilitators getting other attractive jobs creates theproblem of using the untrained ECD/PPC facilitator as a primary teacher.

Using pedagogy in learning by the ECD child and PPC setting for ECD childis inappropriate for all round development of ECD aged children. Consider the

PPC as ECD program as prelude of primary level instead of addressing ECDphilosophy.

Implementation of programs with a joint collaboration and partnershipmodality with I/NGOs helps in running the programmes effectively andfulfilling the budget gap.

Group monitoring and follow up from the DOE and I/NGOs help inmaintaining the quality of the ECD programme.

Qualitative indicators should be developed and implemented for thedevelopment of quality ECD/PPC with the joint venture of line agencies.

2.4.2 Ensuring Equitable Access to Primary EducationEnsuring that by 2015 all children, particularly girls, children in difficult circumstancesand those belonging to ethnic minorities, have access to, and complete, free andcompulsory primary education of good quality

Universal primary education (UPE) is one of the main goals of EFA. In 2001, about 20%of school age children were not enrolled in schools and the drop-out rate was even higherat that time. The annual growth rate of the enrolment during 2003 to 2006 was found3.9% on average (School Level Educational Statistics, Consolidated Report, 2006).

The ASIPs have stressed inclusion and decentralization as strategies to increase theaccess of the un-served children. The 'Enrolment Campaigns' undertaken have been

encouraging for parents to bring their out-of-school children in school.

With this in mind, the EFA programme supported six major activities, namelyDevelopment of Village Education Plans, School Welcome and Enrolment CampaignProgramme, Improvement of School Facilities, Alternative Schooling Programme,School Out-reach Programme, and a Flexible School and Special Needs EducationProgramme in order to achieve an equitable UPE.


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Targets and Major Focus for 2007-08:

In the ASIP, expansion of access to primary education free of cost followed by efforts toprovide textbooks and physical expansion of the school network for incentives andsubsidies to encourage increased participation of vulnerable, disadvantaged andmarginalized children and capacity building with social mobilization, empowerment and

awareness activities were the key strategies undertaken in order to reach the un-reachtarget.

Ensuring access to quality basic education MOE/DOE targeted:

Construction of 3000 classrooms,

Rehabilitation of 2264 classrooms,

Cost sharing to construct new classrooms and pay maintenance,

Inclusive education programme,

Free textbooks to all primary school children, Flexible schooling classes and school out reaches programmes,


In general, the progress on the main EFA targets regarding ensuring equitable access to

primary education has been slow but there has been a steady progress in terms of the net

and gross enrolment to primary education. However, the changes in the net enrolment

have rapidly increased over the past years but perhaps trend is changing slowly. The main

reason behind the slow down is that it seems to be a greater challenge to reach the fewer

and fewer remaining still out-of-school children.

The survival rate to Grade 5 has increased by 1% in comparison to the previous three

yeas 2005 - 2007, whereas in 2008-09, it has 73.4 The detailed description of the

universal primary education and national target is presented below. The data available,

since 2001, indicate that progress is being achieved but still now it is a challenge for EFA2004-09 to meet the targets.

Table 2.9: EFA Indicators on UPE2001 2002 2003 2004 2005 2006 2007 2008 2009

IndicatorsAchievement Target

Gross Intake Rate at G1 122.9 101.3 117 125.9 148.1 148.1 145.2 147.7 110

Net Intake Rate at G1 51 74 76.1 NA NA NA NA 83.1 95

Gross Enrolment rate 124.7 118.4 126.7 130.7 145.4 138.8 138.5 142.8 104

Net Enrolment rate 81 82.3 83.5 84.2 86.8 87.4 89.1 91.9 96

Survival Rate to G5 66 67.6 59.7 76.2 79.1 80.3 81.13 73.44 85

In assessing the progress, it is useful to analyse the core EFA indicators regarding the

gross and net intake rates as well as gross and net enrolment rates. The gross indicatorsmeasure both the overall enrolment capacity of the school system, whereas the netindicators capture the extent that whether the children who are in the official age for aspecific level of schooling (i.e. either grade 1 or primary) are enrolled or not. The NIR

3 *These figure was calculated by using the formula of proxy method (81.1% for proxy method)

4 The figure was calculated reconstructed cohort method whereas the previous year has been applied theproxy method.


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and NER do not take into account of enrolled children who are outside a given officialage group because of early or delayed enrolment or grade repetition.

Figure 2.4: Enrolment trends in primary level

0

25

50

75

100

125

150

175

2001 2002 2003 2004 2005 2006 2007 2008

Gross Intake Rate at G1 Gross Enrolment rate

Net Enrolment rate Survival Rate to G5

GER 104

GIR 110

NER 96

SR 85

GIR 110

Target

2009

Achievements

The figure 2.5 shows the enrolment and survival trends in primary level and the EFA2004-009 targets. It is obvious that the enrolment is increasing but the access to primaryschool still remains an issue. A GIR above 100% means that many children younger orolder than the official entrance age were enrolled in primary education, whereas a sharpdiscrepancy between GER and NER indicates that enrolled children do not progress at aregular pace through the grades, which, implies that the use of the resources is not

efficient.

The data from Flash I, 2008-09 showed that the lower grade has higher share in theenrolment and it is decreasing in upper grades. Similarly, the number of girls enrolled inthe primary level was increased. The table 2.10 also indicate an improvement in theoverall enrolment of girls and GPI in primary level.

Table 2.10: Total enrolment at primary level by grade and sex (F I 2008-09)

Enrolment Flash I, 2008-09Grade

Girls Boys Total% of Girls

Share ofstudent

1 733493 751902 1485395 49.4 31.1

2 477150 480173 957323 49.8 20.0

3 440080 443149 883229 49.8 18.5

4 393254 402820 796074 49.4 16.6

5 321402 338890 660292 48.7 13.8

Total 2365379 2416934 4782313 49.5 100.0


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The majorities of out-of-school children are girls living in rural areas and concentrated inmid and far-western mountains and central tarai districts (see detail in Flash I 2008-09).Girls are generally engaged in looking after household activities, including day care forbabies and are also deprived of education due to early marriage (Bista, 2005; Jenkins,2005; Rajbhandary, 2002; UNESCO, 2000).

Disparities in education start at lower grade with fewer intakes of girls than boys andwidens at upper grades due to their low rate in grade progression and completion. Girlsfrom dalit and janajati groups are double disadvantaged for schooling as the opportunitycost to such families of educating girls is much higher. There are evidences that even richparents have a son-preference for providing quality education in private schools.


For the district level implementation, there were seven main sub-components namely,Village Education Plan, School Welcome and Enrolment Campaign, School OutreachProgramme, Flexible School, Special Needs Education, School for Adult Women,

(recurrent budget head) and School Physical Facility Improvement (under the capitalcost) under this component along with 30 activities altogether.

The overall progress of the recurrent budget head (65-3-804), under this component, hada physical implementation rate of 99% and a financial implementation rate of 93% ascompared to 97% and 94% of the previous fiscal year.

The Village Education Plan subcomponent and programme for supporting schoolopened to serve adult women were the subcomponent with a lower than 90% physicalimplementation rate, whereas the welcome to school and student Enrolment campaigningprogramme activities were the highest (i.e. 108%).

For the School Physical Facility Improvement subcomponent, school environment andphysical infrastructure related activities were proposed and these activities were allocatedunder the capital cost (65-4-804).

From the perspective of district wise physical implementation rates, it was found that 29districts had a highly satisfactory progress of 100% as compared to 32 districts ofprevious year. Similarly, 37 districts were with satisfactory progress, i.e. between 90%and 100% and 4 districts with moderately satisfactory, i.e. between 80% and 90%. Theremaining 5 districts had less than satisfactory progress, i.e. less than 80%. Among thedistricts with the lower progress were Mugu and Siraha with implementation rates 78%or below. The following map is more illustrative for the district wise progress.


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Map 2.3: Access to All: Overall physical implementation rates by districts

In the case of the Village Education Plan subcomponent, the target was to prepare 150

Village Education Plans (VEPs), where the overall physical progress was only 87% witha financial implementation rate of 83%, i.e. a total of 130 VEPs were prepared out of thetarget of 150 VEPs. The main constraining reason for implementation given by districtswas the absence of an elected body in VDCs and the absence of village secretary in mostconflict affected VDCs. Another reported reason was the lack of professionals andtechnical resources at the VDC level.

For the School Physical Facility Improvement component aimed at constructing andrehabilitating schools and DEO buildings as well as improvement of school externalenvironment. Under this subcomponent, there were 11 activities proposed for the FY2007-8, namely, new classroom construction, classroom construction for communitymanaged schools, school construction as per the cost sharing scheme (one block = 3

rooms), school rehabilitation, school external environment improvement, construction ofDEOs/RCs and completion of the constructing schools started in the previous year. Theoverall physical and financial progress in this subcomponent were satisfactory, i.e. 85%and 80% respectively (See the analysis on Capital budget head, 65-4-804).

The Alternative Schooling subcomponent had two programmes, namely a schooloutreach programme (SOP) and a flexible school programme (FSP).

Flexible Schooling Programme: There were two main broad activities under thissubcomponent for continuation of existing and establishment of new flexible schoolingprogramme. The overall physical progress for this subcomponent was 95% for 10activities and financial progress was 91%. Among the 9 activities, the physical

implementation rate was found highly satisfactory i.e. 90% above. Similarly, financialimplementation rate of the these activities were recorded 85% and above except onremuneration for the new flexible schooling facilitators and training for facilitators(existing) were 68% and 77% respectively.

School Outreach Programme: The overall physical progress of this subcomponent was98% and financial implementation rate was 94%. Among the nine activities sevenactivities had more than 93% of the physical progress rate but the financialimplementation rates for the targeted activities were 90% and above on average.


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The activity related to classroom management and training for facilitators (existing),within the subcomponent, had slightly low physical implementation rates with 89% and79% respectively.

On the whole, the physical progress for the Inclusive Education (Special NeedsEducation) subcomponent was satisfactory i.e. 100% among the five activities and the

financial implementation rate was 94%. Among the five activities, the two activities witha comparatively, a high weight, had high progress rates, i.e. a total of 338 resourceclasses were operated out of the target of 340 and 10,171 students received scholarshipout of the targeted 9,916 students.

The Inclusive education concentrates on establishing resource classes and districtassessment centres that help identifying disabled children to be enrolled in the inclusiveeducation schools. The targets for 2009 are to establish 350 resource classes, 75assessment centres (one in each district) and 500 inclusive education schools (i.e., eachschool having the facilities/resources for disabled students including the residentialfacilities). As of FY 2007-08, 340 resource classes, 47 assessment centres, and 210inclusive education schools were in operation.

Table 2.11: Annual targets for Inclusive education

ActivitiesTargetfor FY

2004/005

Achievement for 2004-

05(cumulative)

Targetfor FY

2005/06(cumulative)

Achievement for FY2005/06

(cumulative)

Target forFY

2006/07(cumulative)


(cumulative)


(cumulative)

Target forEFA 2009

OperationofResourceclass

320 320 330 330 340 334338

350

Assessment centre

35 35 47 47 47 4747

75

Inclusiveeducation

school60 60 210 210 210 210 210 500

The activity on Programme for alternative schooling had highly satisfactory physicalimplementation rate with 100%. Under this component, two new programmes wereplanned in the FY 2007-08, namely, programme for adult women and textbook learningmaterials. For these activities, the progress made was relatively low i.e. 75% and 73%physical implementation rates in respective activities.

At the central level, there were two subcomponents ('Alternative schooling' and'Education for special needs children') and altogether fourteen activities were plannedfor the FY 2007-08. The overall physical and financial progress of this component were

94% and 75% respectively.

Under this component, the subcomponent no. 2.1 ( Alternative Schooling) had highlysatisfactory physical progress i.e. 100% for all activities. However, there were threeactivities under the subcomponent 2.3 ( Education for Special Needs Children) whichhad comparatively low physical implementation rates, i.e. ranges from 80% to 91%. Forexample, the activity concerning a 15 day Training for Resource Teachers, 'a 5 day


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orientation of assessment center coordinator and head teachers' and ' Multi bilingualeducation programme' were 80%, 82% and 91% respectively.

For activity 2.3.1.3 (a 2 day regional level workshop on how to use and practice aUNESCO toolkits/audiovisual for inclusive education), the AWPB only included theheading but no financial allocation was made, because this activity was supported by

UNESCO.


Some districts (like Lamjung, Panchthar, Doti) commented that they did not receiveadequate support from VDC staffs for preparing Village Education Plan (VEPs).

Most districts (except some districts in the mountain area, like Manang, Dolpa)have reported that school enrolment campaigns have resulted in more enrolments.Districts, however, have pointed out that schools demanded more help for meetingthe space and teacher requirement.

DEOs (like Panchthar) have also reported that the physical infrastructure and

educational materials for the inclusive education resource classes were foundinsignificant. Similarly, the professional support programme for the inclusiveeducation in terms of resource teachers and technical staffs was requested.

DEOs, primarily in hill and mountain districts, have reported that the allocations forthe inclusive education resources classes (day-meal or scholarship for residential)were lower than the local market price.

Most districts highlighted that FSP/SOP students were irregular and de-motivatedas there was no provision of scholarship for them.

There was high demand of the School Outreach Programmes (SOPs) in remote andhill districts (i.e. Lamjung and some districts in Karnali zone), at the same time theallocations were reported as insufficient.

Lesson Learned:

There is a need of revision in the SIP budget allocation in line with inclusiveeducation policy.

Currently, there is no promising partnership in the inclusive education sector. Asthe other sub-sectors have experienced a worthy contribution from collaborationand partnership building with I/NGOs, an effort in this subcomponent might beuseful.

DOE should strengthen the facilitative role in coordination and collaboration with

various central level organizations for providing priority in inclusive approach inevery programme component to ensure inclusiveness in school education.


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2.4.3 Meeting the Learning Needs of All

Ensuring that the learning needs of all young people and adults are met throughequitable access to appropriate learning and life-skills programmes

The Interim Constitution of Nepal focused right to education for every child andrecognized cultural and linguistic diversity in the country, and opened up the explorationof ways of providing education through childrens mother tongues in primary school.Meeting the learning needs of all relates to the fact that all children have a right toeducation and that it entails a responsiveness of the curriculum and learning materials tobe of relevance to all social groups including the primary learning materials in differentlanguages.

CDC has been developing a national curriculum with 20% of the contents based uponlocal context (three subjects: social studies, creative art and physical education) at theprimary level. This curriculum adopts a rights-based approach to education withemphasis on cognitive skills development and respects for diverse cultural values. Todeliver primary education in local minorities mother-tongue text materials in some

minority languages have been developed in close collaboration with ethnic and linguisticminorities.

In addition, DOE has been implementing various activities in order to achieve theobjectives of the components. For meeting the learning needs of minority groups,orientation programmes for PTA and teachers are conducted to make the education moreinclusive; textbooks are developed in more than 10 major local languages in view ofsupporting the learning of students with different mother languages. Similarly, to meetthe learning needs of the children with disabilities, resource classes and assessmentcentres, and scholarship programmes for the children with disabilities are in operation.

Grants and incentive have been distributed for mainstreaming Madarsa, Gumba and

Gurukuls with flexibility in the curricular materials to cater to the needs of specificreligious groups. NGO collaborations continued to support rehabilitating street childrenwith their families and schooling them, and to support education of the orphans and thevictims of conflict.


The ASIP and AWPB 2007-08 major targets were:

Schools' preparation of list of languages spoken within the service area of schoolswith a view to explore the demand and need for a bi- or multi-lingual approach;

Resource persons' preparation of a profile of potential bi-lingual and multi-lingualteachers;

Preparation of a package of curriculum and teacher training materials for mothertongue education; and

The piloting of mother tongue education based on an assessment of demand andneed.


There is no EFA indicator directly related to this component.



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For the district level, there were two activities planned for the FY 2007-08. The overallimplementation rates were satisfactory as compared to the progress made in the previousfiscal year. The physical progress made was 92% and financial one was 85%, whereasthey were 56% and 50% respectively in the previous year.

Map 2.4: Meeting the learning needs: Overall physical implementation rates by districts

In terms of geographical distribution of district level achievements, it was found that 65districts had a highly satisfactory progress of 100%, and none were in the satisfactorycategory, i.e. between 90% and 100%. Again, none were in moderate category, i.e.between 80% and 90%, and 10 districts were in less than satisfactory progress, i.e. lessthan 0%. The districts with the no progress were Humla, Mugu, Mustang, Myagdi,Rautahat, Sindhupalchouk, Dhanusha, Saptari, Jhapa and Taplejung.

For the central level, there were 25 activities under this component, which were relatedto ' Development and distribution of curriculum and text-book materials'. The overallphysical and financial progress of the component were 98% and 95% respectively.

Out of those twenty-five activities, twenty activities achieved 100% physical progress,whereas four activities could achieve between 80% and 100%. However, activity no.3.1.18 (Establishment of picture bank) at CDC had a zero physical accomplishmentrate as it was practically impossible to obtain relevant pictures as demanded by thesubject matters.


Some districts had failed to develop and implement activities related to the localcurriculum because of low participation of parents. In Tarai, it was a bit severe. Insome districts, lack of professional expertise, at both district and community levels,

for developing local curriculum was also reported. The activity of mainstreaming Ashram, Madarsha and Gumba, as reported by some

DEOs, was affected by a low level of awareness among religious institutions andalso by low allocations of budget.

Lesson Learned:

A policy on printing and distribution of text materials, including mother-tongue textmaterials is essential to involve private sectors.


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Teachers level of expertise needs to be increased to prepare and implement thelocal curriculum as well as practice on pedagogical approaches related to locallanguages, bilingual and multi-lingual including grade and multi-grade teaching.

2.4.4 Reducing Adult Illiteracy

Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially forwomen, and equitable access to basic and continuing education for all adults

Nepal narrowed its adult illiteracy from 70% in 1990 to 52% in 2001. Increasing the adultliteracy rate to 66% by 2009 and 75% by 2015 is a great challenge and calls for adramatic reduction. The 2001 census revealed Nepal's literacy rate to be 54% (male 65%and female 43%) at the age group of 6+ while only 48% at 15 + age group.

A geographical analysis of the literacy rates by districts also shows that the literacy levelsis very unevenly distributed with an overwhelming majority of Tarai districts in Centraland Eastern development regions, and hills and mountain districts in the Midwest and Far

west development regions having the lowest literacy levels.Currently, adult literacy, women literacy and functional literacy programmes includingskill based training for income generation (IG) are in operation and a programme for dropouts together with CLC operation is being carried out.


The total allocation for reducing illiteracy component was 2.22% of total EFA budgetamounting to NRs 120.968 million (1.86 million US$) for the activities: Women LiteracyI, Women Literacy II, Functional literacy and community learning centres. These literacyprogrammes targeted to train the facilitators and operations of literacy classes in thecommunities. The ASIP 2007-2008 proposed the following targets:

Women Literacy I for 54,000 women

Women Literacy II for 16,000 women

Preparation of VEPs

Income generation activities for 965 groups

Establishment of 38 new Community Learning Centres (CLCs)


There are four EFA indicators related to literacy. According to the 2001 PopulationCensus, there is a gender gap of more than 20 percentage points in the youth literacy rate(15 to 24 years), literacy rate (6+), and adult literacy rate (age 15 and above). Genderinequality is strikingly apparent in the adult literacy rate where only 35 percent offemales are literate compared to 63 percent of males.

The Nepal Living Standard Survey (NLSS) 2004 provided an updated status for literacylevels among the development regions and the ecological zones and is illustrated table2.13. The literacy rate is lowest in the mountains across all development regions. The


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central hill region, which includes the Kathmandu valley, has the highest literacy whilethe Midwestern and Far western mountains have the lowest rates. In general, the hillareas tend to have literacy rates above the national average (except in the far andMidwest), the Tarai is generally in the middle, and the mountain areas are usually belowthe national average.

Table 2.12: Literacy percentage of 15+ age by Development Region, Ecological Zone(NLSS, 2004)

Source: Nepal Living Standard Survey, 2004

The literacy rates among different caste and ethnic groups vary. The lowest literacy rateexists among the Dalits living in the tarai, such as the Musahar (7%) and the Dom (9%);the highest groups are invariably high caste, such as the Hill Brahmin (75%) and theMaithil Brahmin (71%). Hill Janajatis

education program in nepal

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