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EARTHQUAKE RESPONSE PROGRAMME

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Earthquake Response Programme

Project Completion Report

PROJECT COMPLETION REPORT

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Brief Presentation of the Project

Project Codes:

490‐GLO‐1500 (Govt. of Japan) to close on 31st December 2009

545‐PAK‐1001 (DFID) closed on 31st March 2009

406‐PAK‐1000 (UNESCO) closed on 31st December 2008

21‐124‐106‐ISB (UNESCO) closed in 2006

Country/Region: Pakistan, South Asia

Total Project Budget: USD 3,163,607.00

Funding Sources:

Department for International Development (DFID) ‐ USD 1,453,441.00

Government of Japan (GoJ) ‐ USD 1,432,101.00

UNESCO ‐ USD 278,065.00

Dates of Initiation and Completion:

November 2005 – 31 October 2009

Implementing Sector/Field Office:

Education/UNESCO Islamabad

Project Manager: Vickram Chhetri


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Table of Contents Brief Presentation of the Project.............................................................................................................................. I

Table of Contents.......................................................................................................................................................... II

Acronyms .......................................................................................................................................................................IV

Executive Summary ..................................................................................................................................................... V

A. Background............................................................................................................................................................... 1

Development Problems ........................................................................................................................................................................................1

Objectives of the Earthquake Response Programme ..............................................................................................................................1

B. Results Produced & Problems Encountered .................................................................................................. 3

Programme Area 1: Education Planning and Management Training & Support for Education Officials.........................3

Programme Area 2: Teacher Training...........................................................................................................................................................6

Programme Area 3: Support to Secondary and Tertiary Education.................................................................................................8

Programme Area 4: Non‐Formal Education, Including Support to Technical & Vocational Education, Literacy Classes, Life Skills Training, and Sports & Recreational Activities.................................................................................................11

Programme Area 5: Promoting application of the Inter‐Agency Network for Education in Emergencies Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction. ............................................................15

Other Achievements............................................................................................................................................................................................17

C. Objectives Achieved or to be Achieved in the Near Future......................................................................19

D. Findings & Lessons Learned ..............................................................................................................................23

Institutional Findings and Lessons: .............................................................................................................................................................23

Programmatic Findings and Lessons: .........................................................................................................................................................23

E. Budget and Expenditure .....................................................................................................................................25

F. Recommendations ................................................................................................................................................26

Project Related: .....................................................................................................................................................................................................26

General ......................................................................................................................................................................................................................26

Annexes

Annex I Training Material Developed Under Earthquake Response Programme...................................................................28

Annex II List of Trainings Conducted for Education Managers .......................................................................................................29

Annex III Summary of Training of Teachers in Earthquake affected Areas and Teachers Trainings.............................31

Annex IV Education Managers Training Data (Arranged by organizers)....................................................................................33

Annex V List of Publications ............................................................................................................................................................................34

Annex VI Photo Dossier .....................................................................................................................................................................................35

Annex VII List of Technical and Vocational Instituions Supported by Project..........................................................................46

Annex VIII Financial Statement......................................................................................................................................................................47


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Acronyms BECS Basic Education Community Schools

CBT Community Based Training

CLC Community Learning Centre

DCTE Directorate of Curriculum and Teacher Education

DEE Directorate of Education Extension

DOE Department of Education

DFID Department for International Development

DSWWD Directorate of Social Welfare and Women’s Development

DTEMT Directorate of Technical Education and Manpower Training

EFA Education for All

EMIS Education Management Information System

ERP Earthquake Response Programme

ERRA Earthquake Reconstruction and Rehabilitation Authority

GoJ Government of Japan

GTVC Government Technical‐Vocational Center ICT Information and Communication Technology IIEP International Institute for Educational Planning

INEE Inter‐Agency Network for Education in Emergencies

MSEE Minimum Standards for Education in Emergencies

NAVTEC National Vocational and Technical Education Commission

NCHD National Commission for Human Development

NEF National Education Foundation

NFE Non‐Formal Education

NGO Non‐Governmental Organisation

NWFP North‐West Frontier Province

PADP Pakistan Association for Disabled People

PAK Pakistan‐Administered State of Kashmir

PITE Provincial Institute of Teacher Education

PTA Parent Teacher Association

SWLIS Social Welfare Ladies Industrial School

TEVTA Technical Education and Vocational Training Authority

TOT Training of Trainers

TVET Technical and Vocational Education and Training

UNESCO United Nations Educational, Scientific and Cultural Organisation

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

VTC Vocational Training Centre


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Executive Summary 1. The Earthquake Response Programme (ERP) started in November 2005, aimed at reactivating the

education system in earthquake affected areas of Pakistan‐Administered State of Kashmir (PAK)

and North West Frontier Province (NWFP). Funding from three sources Government of Japan

(GoJ), Department for International Development (DFID) and United Nations Educational Scientific

and Cultural Organisation (UNESCO), was pooled for better results.

2. ERP’s five components, which were designed as holistic and sustainable developmental initiatives,

included: training and support to teachers, education planners and managers; reactivation of

middle/secondary schools; reactivation of non‐formal and technical/vocational education and

application of the Minimum Standards for Education in Emergencies.

3. Teachers’ and Education Managers’ Training: In order to meet the educational needs that

emerged after the earthquake, the project adopted a needs‐based approach by identification of

training needs and development of training material for Education Managers of the earthquake

affected areas. Overall 769 managers, including 364 Senior and 405 Middle Managers, were

trained using five training modules developed under the project.

4. A strategic framework together with an action plan were developed for in‐service teacher training

in Pakistan‐Administered State of Kashmir (PAK). The training materials have been adopted by

government training institutes and are now being used in other relevant training programmes. A

database of trained officers, managers and master trainers (MTs) was developed and handed over

to Directorate of Education Extension (DEE), Directorate of Curriculum and Teacher Education

(DCTE) and Provincial Institute of Teacher Education (PITE) for data entry.

5. NonFormal Education: The project drew the attention of Government of Pakistan’s non‐formal

basic education programme to the dire situation of the non‐formal basic education in PAK. As a

result, the training of Master Trainers and Teachers was completed by the Basic Education

Community School (BECS). A Non‐Formal Education Management Information System (EMIS)

was developed and is currently being used at the main office in Islamabad. BECS Monitoring

Office building has also been completed in Pakistan‐Administered State of Kashmir.

6. Technical Education and Vocational Training: A total of 18 technical and vocational training

institutes, including three run by Non‐Governmental Organisations, in NWFP and PAK, have

received equipment and training support. A total of 420 people were trained in various skills, of

which 240 were women.


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7. Technical assistance was provided to PAK Technical Education and Vocational Training Authority

(TEVTA) to develop a draft Vision, Mission Strategy, and Organisational Structure with the support

of ERP. In addition, assistance was provided to develop and launch an official website.

8. PAK TEVTA, National Vocational and Technical Education Commission (NAVTEC) and National

Institute of Science and Technical Education (NISTE) were provided with a comprehensive set of

skills standards developed in Sri Lanka for reference and adaptation.

9. Infrastructure: The Directorate of Education Extension (DEE) shifted to the new office/resource

centre building constructed under the programme. This building provides enhanced training and

working conditions for the teachers’ trainers at DEE.

10. Construction of Pulhot Girls Primary School is complete; construction of 2 high schools was also

started after modifications in the semi‐permanent design to make permanent structures at the

request of the Earthquake Rehabilitation and Reconstruction Authority (ERRA).

11. Construction of training workshop buildings has commenced, two TVET workshops are being

constructed at Bagh, and Hajira in PAK. Two light‐steel pre‐fabricated workshops have been

completed while construction work on the third was halted because of non availability of a stable

construction site.

12. Promotion of Minimum Standards for Education in Emergency: The training materials were

translated into Urdu and 2100 copies (1115 in Urdu and 985 in English) of the ‘Minimum

Standards for Education in Emergencies Chronic Crisis and Early Reconstruction Handbook’ were

distributed. Additionally, a Pakistan case study on the overall educational response was

published. The study highlighted the need to follow the standards and prioritised actions to

improve the application of the standards globally. An independent review of the application of the

‘Minimum Standards in Education in Emergencies’ was also completed and disseminated.

13. A total of 186 Government and I/NGO personnel were trained in the Minimum Standards. Inter‐

Agency Network for Education in Emergencies Minimum Standards material was distributed.

14. Challenges: The main challenges faced by the project include; short duration of the project and

slow pace of implementation; ineffective coordination mechanism among federal, provincial and

line departments, donors and NGOs; the need to involve multiple stakeholders in Technical and

Vocational Education and Training; the weak organizational capacity of TVET institutions;

difficulty in acquiring proper bids for construction; poor workmanship and lack of quality control

by the contractors in construction related work; the lack of a skilled labour force and unforeseen

price escalations.


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A. BACKGROUND

Development Problems

The 2005 earthquake in Pakistan left approximately 6,000 schools and educational institutions fully or

partially destroyed. More than 1,800 teachers and 18,000 school children in North West Frontier

Province (NWFP) and Pakistan Administered State of Kashmir (PAK) lost their lives. In the five most

affected districts of NWFP, 46% of schools and colleges were destroyed while in the three most affected

districts of PAK 96% schools and colleges were destroyed. The education officials responsible for

education planning and management were among the victims and suffered personal injuries, loss of

family members, colleagues, homes and offices. Most of the facilities and buildings of the Education

Departments of NWFP and PAK were also destroyed or damaged by the earthquake.

In PAK, 40% of the buildings of the Technical and Vocational Education Training (TVET) institutions

collapsed, while 36% suffered partial damage. Most of the machinery and equipment was damaged or

destroyed. Damage to TVET institutions in NWFP was relatively limited, with buildings of 8% of the

institutions totally destroyed and 25% partially damaged.

The Government of Pakistan and other partner organizations have continued their efforts to resume

educational services in the affected areas through provision of temporary learning spaces, however the

practical and emotional challenges faced by the affectees hampered the return to schooling. Addressing

the challenges required support for reconstruction of primary, secondary and technical schools and

colleges, administrative facilities and provision of essential teaching and learning materials. In addition,

teachers training and psycho‐social support were also required to enable students, parents, teachers and

educational administrators to resume and improve educational services.

Importantly, the return to schools, and improvement in the education sector was recognized as a

significant factor for recovery, reconstruction and wellbeing of the children and youth, and as a basis for

economic growth and social stability.

Objectives of the Earthquake Response Programme

In line with the Millennium Development Goals and Education for All targets, ERP adopted a holistic

approach to the revival of the education system, assisting the national and provincial governments to

build back an education system even better than before the earthquake. Five main areas were identified

for recovery and reconstruction, with each programme area having distinctly laid out objectives.


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Programme Area 1: Education Planning And Management Training and Support for Education Officials

Programme Area 2: Teacher Training

1.A. To build the capacity of education officials in the affected areas to plan and manage educational reconstruction and system improvement.

2.A. To respond to the psychosocial needs of teachers and students in dealing with the trauma caused by the earthquake and its aftermath.

1.B. To build the capacity of the federal and provincial planning and training institutes to sustain the gains in capacity into the future.

2.B. To assist in the production of learning materials for, and educate teachers and education officials about disasters, preparedness, earthquake‐related safety, psychosocial support with learner‐centred methodology and the role of youth and community in disaster management.

1.C. To assist with setting up administrative and information systems for improved planning and management.

2.C. To build the capacity of teachers in effectively managing the teaching‐learning process in changed environments.

Programme Area 3: Support to Secondary and Tertiary Education.

Programme Area 4: Non‐formal Education, including Support to Technical and Vocational Education, Literacy Classes, Life Skills Training, and Sports and Recreational Activities

3.A. To reactivate and expand secondary schooling, and selected tertiary education facilities central to the reconstruction.

4.A. To extend educational services and literacy training to children, youth and adults in the affected areas who currently fall outside the formal education system, especially to those who had no educational opportunities before the earthquake.

3.B. To provide policy advice to government on the role of secondary and tertiary education in Education for All (EFA) strategy.

4.B. To promote education for all and provide and promote a variety of adaptable and sustainable non formal education programmes that complement formal education.

4.C. To promote local and contextualized Technical and Vocational Education that prepares children, youth and adults for future employment

Programme Area 5: Promoting Application of the Inter‐Agency Network for Education in Emergencies (INEE) Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction, as a cross cutting theme.


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B. RESULTS PRODUCED & PROBLEMS ENCOUNTERED

Programme Area 1: Education Planning and Management Training & Support

for Education Officials

1.A. To build the capacity of education officials in the affected areas to plan and manage

educational reconstruction and system improvement.

1. Capacity of senior and middle managers of 9 earthquake affected

districts (5 in NWFP and 4 in PAK) were developed in the following

areas:

a. Education planning and management,

b. Quality education response,

c. Management of recovery and reconstruction,

d. Monitoring and evaluation, and

e. Financial management.

2. Five training modules were developed by engaging international experts and training institutions of

PAK and NWFP (See Annex I for details). 34 training workshops were organised in NWFP, PAK and in

Islamabad for senior level managers (Divisional Directors, Deputy Directors, District Education

officials, Subject Specialists, Principals and Assistant District officers) and middle level managers

(Head Teachers, Headmasters, Deputy District officers and officers of the Department of Schools and

Literacy), including females. As a result, the trained educational managers have improved their

educational management skills and level of confidence, including interaction with external agencies.

Details of module pack, development dates and partner agencies are presented in Annex I.

1. B. To build the capacity of the federal and provincial planning and training institutes to sustain

the gains in capacity into the future.

1. Seven training modules (5 for Education Managers, 1 for Teachers’ Trainers and 1 for Teachers) were

developed. The manuals were later institutionalized by Provincial Institute of Teacher Education

Module no.

Module Name No. of Workshops

Total Number of Personnel Trained

1 Introduction to Education Project Planning & Management 12 271 2 Quality Education Response 3 83 3 Managing Recovery & Reconstruction 7 176 4 Monitoring & Evaluation 6 161 5 Introduction to Financial Management 6 149

Managers’ Training in NWFP


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(PITE), Directorate of Curriculum and Teacher Education (DCTE) of NWFP and Directorate of

Education Extension (DEE) of PAK. The modules were developed based on the training needs

identified in consultation with the government, other UN agencies and national institutions and were

to be used by training institutions for training of educational managers and teachers. The modules

were customized to meet the needs of both NWFP and PAK education and financial systems.

2. A new office and teacher training resource centre building was constructed and handed over to DEE.

The office facility enhanced the working conditions of Education Managers at DEE, who were running

offices from tents since the earthquake. With two training halls each with a capacity to train up to 30

trainees, the facility has strengthened the training delivery capacity of DEE.

DCTE building suffered less damages in the earthquake and was therefore not provided similar

support. Support for the training resource centre at DCTE was provided by Canadian International

Development Agency (CIDA).

3. As part of the International Institution of Education Planning (IIEP) series on Education in Emergencies and Reconstruction, a case study titled ‘Building Back

Better: postearthquake responses and educational challenges in Pakistan’ was

published. The study documented and shared the post earthquake rebuilding

challenges, processes and lessons learnt by the education sector. 350 copies of the

study have been disseminated to local, national stakeholders, and international

community. The case study is available at the UNESCO ISB website.

(http://www.un.org.pk/unesco/ERP/publications/building)

1. C. To assist with setting up administrative and information systems for improved planning and

management.

1. A comprehensive, web‐based, database of government approved Master Trainers (MTs) containing

detailed information about their credentials and qualifications’ (including the number of trainings

received) was prepared. The database was provided to PITE, DCTE and DEE for data entry. Trainings

DEE Office before DEE Office after

Case Study: Building Back Better


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for the IT staff of DCTE and PITE in the use of the database were arranged by UNESCO, while at DEE a

computer operator was trained as a stop‐gap measure until an IT officer was recruited.

The database of master trainers, trainees and teachers enabled training institutes to monitor MTs and

teachers in schools. It also helped to assign the role of master trainers to various NGOs for training

and capacity building of teachers in their respective project areas.

2. A computerised Education Management Information System (EMIS) was developed and made

operational at Basic Education Community Schools (BECS) Headquarters in Islamabad. IT staff

belonging to PAK and NWFP was trained by UNESCO. The system strengthened BECS capacity for

planning and monitoring of the education component of the programme.

3. Computerisation of operations for PAK TEVTA was initiated by facilitating recruitment of IT support

staff, acquisition of computer equipment and development of TVET institutional and staff profiling

formats. Work was also done for the promotion of institutional identity and visibility by developing

the official website: www.paktevta.org. The website was launched by the then Prime Minister Sardar

Attique Ahmed Khan on 28 April 2008. IT staff for website maintenance was to be trained by ERP but

due to delay in appointment by PAK TEVTA, the training will be provided under the follow up project.

Problems Encountered:

1. The overall coordination mechanism among federal, provincial and line departments, donors and

NGOs involved in reconstruction work was complex, affecting decision making and timely

implementation of activities. This has been a cross‐sectoral problem affecting all programme

components.

2. Competing demands from a large number of external agencies overstretched the management,

implementation and monitoring capacity of teacher training institutions. For example, the roll‐out of

Module1 (Quality Educational Response) for Middle Managers could not take place on time because

of DEE’s other commitments. Similarly, DCTE’s engagement in various other training activities of

UNICEF and Canadian International Development Agency (CIDA) affected the pace of

implementation.

3. Shortage of specialists in the Department of Education (DOE) affected its capacity to implement

training activities under the programme. Moreover the few specialists present were themselves

affectees of the earthquake, and therefore needed time to recuperate emotionally and physically.

4. The provision of a national teacher training expert to support DEE in overall coordination and

implementation of teacher training in PAK was dropped as a suitable and qualified candidate could

not be identified. This affected the pace of implementation.


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Programme Area 2: Teacher Training

The three objectives of Programme component 2 (2.A, 2.B and 2.C) are intertwined. Hence they have

been addressed together in the following summary of results.

2.A. To respond to the psychosocial needs of teachers and students in dealing with the trauma

caused by the earthquake and its aftermath.

2.B. To assist in the production of learning materials for, and educate teachers and education

officials about disasters, preparedness, earthquakerelated safety, psychosocial support with

learnercentred methodology and the role of youth and community in disaster management.

2.C. To build the capacity of teachers in effectively managing the teachinglearning process in

changed environments.

1. Provided supplementary reading materials on life skills and disaster management to 13 Literacy

Centres in Balakot.

2. Developed a training module (Training of Teachers in Earthquake‐affected Areas) comprising of a

resource book, training guide and workbook focusing on earthquake disaster preparedness, effects of

disaster on human behaviour, psychosocial support with learner‐centred methodology, child rights

and education, conducive learning environment, multi‐grade teaching, health and hygiene and Parent

Teacher Associations (PTA). The training modules helped prepare teachers to better address

emotional and practical concerns of their students.

3. A generic Training of Trainers module was developed and a cadre of 49 MTs was prepared to build

training capacity of the government through roll‐out of training to government teachers. In teacher

trainings, UNICEF trained primary teachers and ERP supported the training of secondary teachers.

UNICEF produced 603 trainers and rolled‐out the training targeting 22,000 primary school teachers

using the training material developed by ERP. ERP trained 423 secondary school teachers, including

144 female teachers in (Module 7) Training of Teachers in Earthquake Affected‐areas. The trainings

opened new horizons for teachers most of whom had no prior pre‐service training or in‐service

refresher course.

4. Due to the diminishing relevance of the psycho‐social training in later part of 2007, the roll‐out of

Training of Teachers in Earthquake Affected Areas was not carried out.

5. 10 master trainers, 3 national project staff members and 1 international expert were contracted in

partnership with Norwegian Refugee Council (NRC) for in‐service teacher training and

monitoring/supervision of activities. Regular field visits were carried out for planning teachers’

trainings and to ensure that trainings were relevant to the teachers’ needs. Visits were also arranged

to Battagram district for supervision and provision of follow‐up assistance to 590 teachers trained in


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ERP/DCTE teacher trainings to see how they used the methodologies from the trainings in their daily

work.

6. In order to improve the coordination and linkages of training programmes offered by different actors,

ERP collaborated with UNICEF to assist DEE in the development of a Strategic Framework for In

service Teacher Training. The draft of the strategic framework was shared with various stakeholders,

including donors and I/NGOs. The same intervention for NWFP was not carried out since GTZ

(German Agency for Technical Cooperation) was providing similar support to the NWFP Government.

Follow‐up work on the strategic framework is being carried out under a related project.

7. A total of 135 books and publications on teachers’ education and school management were

purchased from UNESCO IIEP for DEE library. These included books about professional development

of teachers, improving schools, better school/teacher management practices and case studies from

other developing countries. CIDA provided similar support to DCTE.

8. A follow‐up study was carried out in coordination with the Education Departments of PAK and NWFP

to document the effectiveness, appropriateness, and relevancy of training programmes conducted

during 2006 – 2008. The study highlighted the needs for further improvement of training

programmes including; restructuring of the training programme for senior managers, improving the

training curriculum for education managers and teachers, arranging content‐based training

programmes for teachers (including head teachers) in the teacher training programmes, and

development of a proper monitoring and follow‐up mechanism to support educational planners,

managers, and teachers.

9. A follow up study carried out by UNICEF in 2007, found that corporal punishment had decreased in

several primary schools, teachers were preparing lectures and becoming aware of the importance of

cleanliness and were more inclined to introduce new learning methods and group work while

children were more easily expressing themselves in the class and were sensitized to the importance

of using latrines.

Problems Encountered:

1. The lack of proper monitoring and follow‐up mechanism to support trained education managers and teachers by the provincial governments. In part, this was due to financial constraints and the

overwhelming engagement of educational authorities in a range of reconstruction projects.

2. Due to short duration of the project and slow pace of educational reform, the strategic framework for

in‐service teacher training could not be finalized. The work is being followed up under 570‐PAK‐

1001.


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3. As PAK and NWFP textbooks are different, training materials were adapted accordingly, stretching implementation time and resulting in increased project expenditure on trainings.

Programme Area 3: Support to Secondary and Tertiary Education

3.A. To reactivate and expand secondary schooling, and selected tertiary education facilities

central to the reconstruction.

1. Construction work on two Government Boys High Schools is in progress and will be completed under

the follow‐up project 570‐PAK‐1001. Moolian Government Boys High School comprising of 10

classrooms and a total plinth area of 8,241.6 square feet is under construction in Abbottabad, NWFP

while Nakran Government Boys High School comprising of 11 classrooms and a total plinth area of

8715.8 Square feet is under construction in Muzaffarabad, PAK. The schools each have a head

teacher’s office, a staff room, store, admin office and 12 toilets. In addition, both schools have one

library and two laboratories being constructed as a single block (3 rooms in one block). In Nurpur

Nakran the block is being built under the ZBNF project. Once completed, the reconstruction will

increase the enrolment capacity of the schools by 15%, benefitting 29 teachers and 817 students

(288 boys and 104 girl students at Moolian GBHS and 285 boys and 140 girls at Nurpur Nakran

GBHS) by providing proper teaching and learning environment. Improved sanitation facility is also

expected to decrease the dropout rates of girls. Given that each school has an expected 50 year life

span, the two facilities will benefit at least 40,490 students (almost 50% of them being girls) during

the life span of the buildings.

A third school was also planned but was later selected for construction by the Government of PAK,

the cost savings were then used to increase the number of rooms, labs and latrines and construction

of ICT Teacher Training cum Student Learning Centre at Naluchi Girls High School. The construction

work was initially delayed due to various problems (described in the following section), however

they have been overcome and construction is now progressing. Work is being followed‐up under the

follow‐up project 570‐PAK‐1001 and work on the schools will be completed in September 2009.

2. In collaboration with district health officials and DOE, Body Measurement Index (BMI) data of

students from Moolian and Nurpur Nakran schools were obtained to determine the size of the school

furniture. Furniture was commonly provided without reference to student needs and the design was

not based on anthropometric data. Therefore, this first of its kind initiative in Pakistan will influence

government policy on design of school furniture. With an aim to provide policy guidance to the

government, further work is continuing under the follow‐up project 570‐PAK‐1001.


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3. The government Girls Primary School Pulhot1 was completely damaged during the earthquake. With

partial funding from the National Federation of UNESCO Associations in Japan (NFUAJ) a primary

school building with a plinth area of 1271 square feet was reconstructed. The building consists of

two multi‐grade classrooms, one teachers’ room and two latrines. It provides a safe and appropriate

teaching and learning environment to 55 girls who previously used to seat in open space. With the

34% increase in the enrolment capacity 19 more girls can pursue education. With a 20‐year life, the

school building will benefit at least 1480 girls in the future contributing to educational development

of girls in this remote location.

3.B. To provide policy advice to government on the role of secondary and tertiary education in EFA

strategy.

1. During the reporting period, most agencies involved in recovery and reconstruction were building

permanent and transitional shelters to cater to the needs of primary schooling while middle and

secondary levels of education were being ignored. Highlighting the gaps in funding under ERRA‐UN

Early Recovery Plan, ERP advocated for a holistic response in the education sector and emphasized

upon the need to address the gaps in reconstruction of middle and secondary schools. The

construction of the two high schools by UNESCO added emphasis on the issue.

2. In late 2007, government of PAK requested UNESCO to build a number of computer laboratories in

high schools. In response, a diagnostic study of ICT in education was carried out by a team of national

and international experts under 570‐PAK‐1001. As part of its implementation, a model ICT Teacher

Training and Student Learning Centre was constructed at Girls High School Naluchi, near DEE in

Muzaffarabad reusing pre‐fabricated building materials from the discontinued CLC at Agrotech Tent

Village. Additionally, the two schools being constructed (Moolian Government Boys High School,

Abbottabad and Nakran Government Boys High School, Muzaffarabad) also have ICT centres which

will be developed as Centres of Excellence for ICT in Education under 570‐PAK‐1001.

1 The construction of a primary school was not foreseen at the time of project design. Since the grant was made available by NFUAJ later and there was a need to reconstruct the school, the activity was carried out under the programme.

Girls Primary School Pulhot – post earthquake Girls Primary School Pulhot – after reconstruction


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Problems Encountered

A number of problems were encountered including:

1. Issues of land ownership, indefinite delays in rubble removal from construction site by the

Government and eventual shifting of responsibility to ERP, harsh winter weather and problems in

bids submitted by the contractor caused delay in construction work. Other challenging factors

include poor quality of workmanship, limited number of contractors prepared to work in earthquake

affected areas and price escalations of construction materials that resulted in delays in

implementation as well as reduction in the number of schools to be built.

2. Initially, the lack of an ERRA policy and approved low cost designs for transitional school buildings,

affected the construction of transitional school buildings. ERP had designed transitional school

buildings taking account of ERRA’s concern on the life of the structure, spending significant amount

of time in the process and facing considerable rise in the cost of the transitional structure. There was

hesitation on the part of ERRA for construction of temporary school structures, and their emphasis

was on permanent construction. Later, in mid 2008 ERRA advised ERP to build permanent schools

for sustainability of investment. This advice came in the middle of review of bids for transitional

buildings; therefore fresh bids from the previously short‐listed contractors had to be solicited. The

increase in cost from transitional to permanent structures resulted in reduction of number of schools

to be built. As a result, instead of the originally planned 28 low cost transitional school buildings (16

in PAK and 12 in NWFP) with an expected life of 10 years, 2 permanent school structures with 50

years of life span are being constructed.

3. Interventions for strengthening of School Management Committee (SMC) and PTAs were not

implemented to avoid duplication of efforts as National Rural Support Programme was covering

SMCs in PAK under a DFID funded project, while ADB and International NGOs were supporting PTAs

in NWFP.

4. Non availability of funds from Government of Pakistan to National Commission for Human

Development (NCHD) and scaling down of NCHD in 2008 forced cancellation of contract for the

establishment of ICT centres in 8 schools of NWFP and PAK, resulting in considerable loss of time and

effort.


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Programme Area 4: Non‐Formal Education, Including Support to Technical &

Vocational Education, Literacy Classes, Life Skills Training, and Sports &

Recreational Activities

4.A. To extend educational services and literacy training to children, youth and adults in the

affected areas who currently fall outside the formal education system, especially to those who

had no educational opportunities before the earthquake.

1. Supported operation of 34 Literacy Centres in Mansehra through teachers’ salaries for three months

from January to March 2006 with the support of Elementary Education Foundation (EEF) providing

functional literacy training.

2. A total of 539 teachers, 15 supervisors and 23 community social motivators were trained in

functional literacy training programme. The skills of in service teachers were enhanced to deal with

their own and students' psychosocial needs. Trauma counselling services, provided by the teachers,

benefitted 939 individuals in Mansehra and Balakot districts of NWFP.

3. In 2005 and 2006, ERP supported the establishment of six Community Literacy Centres (CLCs) (four in

Muzaffarabad, and two in Bagh) for non-formal education (NFE), in partnership with PAK DOE under an

agreement with Projects Wing of the Ministry of Education Islamabad. The CLCs were built using pre-

fabricated materials and each consisted of one room (18`x15`) and one toilet (5`x4`). Each CLC was

provided with basic necessities including electricity, carpet, pedestal fan, water cooler, water bucket

and glasses. In addition, teacher training courses, salaries for teachers, and learning materials were

provided. Reading, writing, numeracy and functional literacy programmes were organized for adults

and children, with additional lectures on health education, religious education and sanitation. These

CLCs provided access to literacy and NFE learning opportunities for over 2000 earthquake‐affected

people living in temporary camps.

4. In 2008, after the CLCs had served their purpose at the tent villages, re‐use of the infrastructure in the

changed context was agreed with government of PAK. One CLC at Makri is now being used by local

community for non formal education. The CLC at the Agrotech tent village was demolished and the

construction materials were used for construction of ICT Teacher Training and Student Learning

Centre at Naluchi Girls High School. The CLC at GBHS Bagh was dismantled to make space for

permanent school building construction. While the CLC at the tent village near higher secondary

school Rehra is being used as school staff room. The remaining two CLC buildings, at tent village

Jinnah Pilot High School ground, and at Gojra High school, are being used by the respective high

schools as space for extra‐curricular activities.


12

Workshop for BECS Master Trainers

4.B. To promote Education for All, and provide and promote a variety of adaptable and sustainable

non formal education programmes that complement formal education.

1. A total of 1,854 parents, village representatives and teachers were sensitized on EFA in August 2006,

through 93 community meetings held to advocate for EFA and reactivate Parent and Teacher

Associations (PTA) in Battagram District. Some of the

topics raised were Education for All, health and hygiene

promotion, human rights, child participation and teacher

support. More than 100 women and female teachers were

also involved in 11, less formal, support group meetings

held for women, to mobilise communities for the

formation of PTAs, support enrolment in schools and

continuation of formal schooling. The activity reinforced

enrolment and the continuation of formal education services in schools in the areas of return. As a

result of these activities, carried out in partnership with Norwegian Refugee Council (NRC), 56

primary and 61 secondary schools were made functional with active PTAs.

2. Four PTA training programmes resulted in 100 trained members, including 25 women, from 47

schools in Battagram district. The trainings included teacher responsibilities, tent management and

hygiene promotion.

3. Strengthened the capacity of the National Education

Foundation (NEF) to effectively implement Basic Education

Community Schools project (BECS). ERP drew attention of

BECS to the neglect of the non‐formal basic education

project that targeted drop‐outs and out‐of‐school children,

and followed up with the Ministry of Education with

technical and infrastructural support. The capacity of 80

Master Trainers were enhanced to deliver non formal

primary education in NWFPand PAK, as part of support for a teacher training roll out. 236 BECS

teachers were trained in Muzaffarabad (PAK), Battagram and Swat. In addition, a teacher resource

centre located at BECS Office in Islamabad was provided with relevant UNESCO IIEP publications to

enhance their reference library.

4. Construction of a permanent field monitoring BECS office was completed in PAK, to enhance the

effectiveness and efficiency of monitoring of BECS activities. Basic office equipment, including

furniture (tables, chairs, steel almirah, file cabinets), computers and printers, were provided. NEF

has provided additional resources to expand the facility and made it the first permanent provincial

office facility under BECS.

Community Meetings ‐ Battagram District


13

4.C. To promote local and contextualized Technical and Vocational Education that prepares

children, youth and adults for future employment.

1. The publication and dissemination of the ERP report, titled Post Earthquake Situation of Technical and

Vocational Education and Training in Pakistan, highlighted the damage caused by the earthquake and

the reconstruction needs for the post‐earthquake situation of TVET institutions in 9 earthquake

affected districts.

2. Successful advocacy for inclusion of TVET‐related reconstruction in the ERRA UN Recovery plan. ERP

was the only project that supported reactivation of a large number of public TVET services and

supported the reactivation of 18 existing government TVET institutions in NWFP and PAK by

providing equipment, furniture and training materials. Considering 10 years as the average life span of

the equipment, it is estimated that over 4000 men and women will benefit from the investments made in the

TVET institutions in PAK and NWFP.

3. Vocational skills of adults in affected communities were developed through 10 new Community

Based Training Centres (CBTCs) in PAK, 6 under PAK TEVTA, 2 under Directorate of Social Welfare

and Women Development (DSWWD) and 2 with Non‐Government Organisation ‐ Mashal. ERP

provided equipment, furniture and trainings at the centres. Training of skills in demand was

provided in Muzaffarabad and Neelum Districts of PAK and Kohistan and Shangla districts of NWFP.

Of the 420 beneficiaries, 240 were women trained in tailoring, embroidery and beadwork, while 180

men benefitted from training in electrical work, plumbing and carpentry trades. In NWFP (Shangla

and Kohistan) training on beadwork in two districts was implemented by Mashal, which also

provided marketing support for the products developed by women. The activity has become self

sustaining, resulting in gradual economic empowerment of female entrepreneurs in these relatively

poor and backward areas. In PAK, the Centres will continue under Skills Development Programme of

the Government of PAK.

4. The capacity of the computer training centre of Pakistan Association for Disabled People (PADP), in

Battagram, was enhanced through provision of furniture (11 tables and chairs), computers (11

Pentium IV systems with monitors), Printer/scanner along with a stabilizer and a heavy duty UPS to

ensure that the centre remains functional even in power breakdowns. A 15 day training course was

also initiated to introduce the 10 physically challenged students to Microsoft Office, Urdu typing,

Internet and computer hardware basics. PADP is now also able to cater to the computer training

demands of locals in addition to meeting the training needs of people with physical disabilities.

5. The capacity of Social Welfare Ladies Industrial Schools (SWLIS), of the Attarshisha Welfare Society

in Manshera district, was enhanced by providing funding for furniture (20 chairs, 3 DACORA Tables,

10 big stools) and 13 sewing, embroidery and knitting machines. Training material was provided for


14

30 trainees for four months. The training imparted livelihood skills to the women and enabled them

to earn a living. ERP support was instrumental in reactivating the affected services of the SWLIS.

6. The Child Welfare Organisation, Battagram, was also provided funding for training and training

equipment including embroidery, sewing and knitting machines.

7. In PAK, two permanent training workshop buildings for Industrial School for Women have been

reconstructed in districts Bagh and Hajira to reactivate TVET services that were completely disrupted

by the earthquake, while Industrial School Garthama was provided equipment, furniture and training.

Construction of similar workshop building for Government Technical and Vocational Training Centre

at Abbottabad in NWFP was cancelled as the training centre was shifted to rented premises on long‐

term agreement. These training workshops offering certificate level courses in tailoring, embroidery

and knitting will benefit 90 women every year for 50 years. The equipment required for the two

training centres will be provided under the follow‐up project 570‐PAK‐1001.

8. Reactivated five SWLIS in NWFP (Khalyala, Khawjgan, Tatar, Buffa and Dandie) with provision of

equipment, furniture and training.

9. Reactivated three Government Technical Vocational Centres (GTVCs). Equipment, furniture and

training support was provided to one GTVC for women and one for men in Mansehra. One GTVC for

women in Abbottabad was provided with equipment, furniture and training.

10. Reactivated two women development centres (Ali Sojal and Komikot) in PAK. Both the centres were

provided with equipment, furniture and training.

11. TEVTA staff was sensitized on key issues affecting TVET, and linkages between PAK TEVTA and

NAVTEC were strengthened to create a mutually beneficial relationship between the two. In order to

build the institutional capacity of PAK TEVTA, technical assistance was provided to help in the

development of the first draft of the TVET vision, mission, strategy and organisational structure.

12. Built capacity of TEVTA to undertake skills standards development work, by provision of 73 skills

standards in different trades, curricula and learning resources for reference and adaptation. These

materials were acquired from the National Institute of Technical Education of Sri Lanka. A set of the

standards was also provided to NAVTEC and National Institute of Science and Technical Education

(NISTE) each, for the same purpose in the context of national goals to promote competency‐based

technical and vocational training.

13. The training curricula of Social Welfare Ladies Industrial Schools (SWLIS) in NWFP was revised and a

draft training curricula was proposed to help change the prevalent unplanned training practices in

various schools and to provide structured training to women in tailoring, embroidery, knitting and

local handicrafts.

See Annex VII for the details of CBT and TVET reactivation in PAK and NWFP.


15

Problems Encountered

1. TVET institutions required a longer time for reconstruction and reactivation of institutions, due to

the low implementation capacity of the government. Similarly, the capacity of NGOs took time to

establish, although this process was relatively faster.

2. Problems and disputes in land acquisition caused significant delay in project implementation. For

example, construction of the BECS monitoring office in PAK was delayed due to problems in land

acquisition by NEF. Later, the contractor selected for the construction abandoned the project forcing

NEF to award the contract to another party. Similarly, reconstruction work for the TVET training

workshop buildings was affected by a land dispute at Hajira. Work for building of a technical and

vocational training building at Hattian Dopatta site was stopped at the last minute as PAK TEVTA

gave the site to Pakistan Red Crescent Society without informing ERP. It proved impossible to

successfully locate another suitable site, and the project had to be cancelled. The construction

materials were diverted to another school being reconstructed (under 570‐PAK‐1001).

3. Lack of suitably qualified personnel resulted in significant delays in implementation. For example,

the training of the IT staff, appointed by PAK TEVTA, is still pending due to delay in appointment of

the staff for vacant posts. The training will now be carried out under the follow‐up project: 570‐PAK‐

1001. In Shangla District of NWFP, one SWLIS could not become operational because the instructor

was transferred and no replacement was available. Arrangements have been made to transfer

equipment and inputs to another SWLIS.

4. PAK government’s decision to hand over CBT for women to DSWWD instead of PAK TEVTA, resulted

3 months delay involving rescheduling of trainings for 120 female students and transfer of the

equipment and funds from PAKTEVTA to DSWWD.

5. Changes in staff at the DSWWD have delayed the finalization of proposed draft training curricula,

developed for SWLIS.

Programme Area 5: Promoting application of the Inter‐Agency Network for

Education in Emergencies Minimum Standards for Education in Emergencies,

Chronic Crisis and Early Reconstruction.

The Minimum Standards for Education in Emergencies (MSEE), Chronic Crisis and Early Reconstruction

of Inter‐Agency Network for Education in Emergencies (INEE) defines the minimum levels of education

quality in emergencies and helps ensure the right to education for people affected by conflict, crisis and

natural disasters. At the time of the earthquake, the MSEE was known to very few in Pakistan.


16

Urdu Translation of MSEE Handbook

1. ERP has advocated the use of the Minimum Standards for Education in

Emergencies, to improve the application of the standards by governments, non‐

governmental organizations as well as the UN. The MSEE handbook was

translated in to Urdu, printed and widely disseminated by ERP. The handbook

is designed to give governments and humanitarian workers tools that they need

to address Education for All and UN Millennium Development Goals while

ensuring that education initiatives in emergency situations provide a solid and

sound basis for recovery and reconstruction. The handbook is available for

download at http://www.un.org.pk/unesco/ERP/main.htm in both English and

Urdu. 2100 copies (1115 in Urdu and 985in English) have been distributed to institutions and

individuals including PAKTEVTA, DSWWD, ERRA, Provincial and State Earthquake Reconstruction

and Rehabilitation Authority, Academy of Education Planning and Management, Directorate of

Schools and Literacy NWFP, National Disaster Management Authority, DOE PAK, WFP, and UNICEF.

UNESCO continues its advocacy of the standards and dissemination of the handbook under various

projects dealing with emergencies in Pakistan.

2. A cadre of 186 people were trained for education in emergencies (Male 96 and Female 90) from

government, I/NGOs, and the UN agencies in the MSEE. The trainings, conducted in partnership with

national and international NGOs (BEFARe, ARC) were held in Islamabad, Mansehra, Bagh, Rawalakot,

Muzaffarabad and Lahore.

Training in Minimum Standards for Education in Emergencies Organised By Location From To Males Females Total

Action for the Rights of Children (ARC) Islamabad 30/05/07 01/06/07 13 5 18 Rawalakot 22/10/07 24/10/07 13 12 25 Bagh 25/10/07 27/10/07 18 4 22 Muzaffarabad 01/11/07 03/11/07 4 20 24 Mansehra 14/11/07 16/11/07 21 1 22 Mansehra 19/11/07 21/1107 0 25 25 Mansehra 22/11/07 24/11/07 25 0 25 Mansehra 28/11/07 30/11/07 2 23 25

Basic Education for Awareness Reforms & Empowerment (BEFARe)

Total (BEFARe) 83 85 168 Total 96 90 186

3. Lessons learnt in the field highlight the need to mainstream MSEE in the teachers and managers

trainings for effective implementation of the standards. Accordingly, UNESCO has planned

integration of MSEE in formal and pre/in‐service training programmes as part of the Disaster Risk

Management Programme under the One UN Reform.

4. An independent evaluation of the use of MSEE in the earthquake response in September 2007

considerably helped INEE in improving the application of MSEE globally. The evaluation report was

translated into Urdu and is being disseminated. The English version of the report can be downloaded

from www.ineesite.org/page.asp?pid=1426.


17

5. ERP investment has significantly contributed towards creating a group of humanitarian relief

workers and NGOs in Pakistan that are aware of INEE MSEE. This is a milestone, although more work

is needed to institutionalize use of the MSEE.

Other Achievements

1. ERP provided a platform for advocacy of a holistic approach towards education in emergencies at

national and global level. Nationally, this has been through advocacy of EFA goals, use of the MSEE as

a guiding framework for the educational response in the ERRA‐UN Early Recovery Plan and training

of government and NGO staff. Globally, UNESCO has been using its experience in Pakistan as a basis

to contribute to the formation of the Global Education Cluster.

2. UNESCO is represented in the Disaster Risk Management Thematic Working Group by the ERP team.

The team has contributed to designing of future interventions drawing upon the lessons learned from

earthquake and recent flood/cyclone emergencies as well as UNESCO’s work at the global level.

Some of the key interventions in which UNESCO will be working with UNICEF, UNHABITAT and other

UN agencies to strengthen disaster preparedness at federal and provincial levels under one UN

reform include; School Safety Programme, Integration of Disaster Risk Reduction and MSEE in

regular education and training, developing skill standards and certification system for construction

workers etc.

3. Teacher training material developed under ERP was adopted for Sindh and Baluchistan Flood and

Cyclone disaster in 2007.

4. ERP has played a significant role in building UNESCO’s institutional knowledge base and influencing

some of the key policy decisions. ‘Lessons Learned: UNESCO’s Experience in earthquake‐affected

areas’ were shared at the Education Staff Seminar (6‐8 June 2007) at the Headquarters during the

session on Post‐Conflict and Post‐Disaster Education, providing insights in to the complex working of

providing education in emergencies. One of the issues highlighted in the presentation was the need

to create a specialised unit at UNESCO headquarters to focus on education in emergencies2.

Documents and experiences from Pakistan were extensively shared for the emergencies caused by

Earthquake in Peru, Earthquake in Sichuan, China, and Cyclone Nargis in Myanmar. UNESCO Office in

Islamabad is now more prepared and capable to respond to educational needs in emergencies as

reflected by its level of response to various emergencies that have occurred after the 2005

earthquake.

5. ERP contributed to the successful organization of International Conference on School Safety,

organized by the Aga Khan Planning and Building Services in May 2008. A resource person was

identified to deliver the Key Note speech on seismic safety of school buildings and share lessons

2 UNESCO established Post-Conflict and Post-Disaster Unit in 2008.


18

learnt from other countries. The key note speech titled “Seismic Safety of School Buildings: A Call for

a Global ‘Field’ Act” is available online and can be downloaded at

http://www.schoolsafetyconference.org/ Speeches/Polat%20Gulkan%20‐%20Speech.pdf.

The outcome of the conference was Islamabad Declaration on School safety and action plan for

implementation of the declaration. UNESCO has ensured inclusion of school safety related work in

the one UN DRM Programme as recommended in the declaration and Action plan.


19

C. OBJECTIVES ACHIEVED OR TO BE ACHIEVED IN THE NEAR FUTURE

Programme Area 1: Education Planning and Management training and support for education

officials

1.A. To build the capacity of education officials in the affected areas to plan and manage educational

reconstruction and system improvement.

Achieved: Capacity of senior, middle managers and officials in earthquake affected districts developed.

1.B. To build the capacity of the federal and provincial planning and training institutes to sustain the

gains in capacity into the future.

Achieved:

Training modules for educational managers and teachers developed and institutionalized.

Constructed a new office and teacher training resource centre building to enhance training capacity

of DEE.

A study documenting education cluster experience ‘Building Back Better: postearthquake responses

and educational challenges in Pakistan’ published and disseminated for future reference.

To be achieved in the near future:

Following up with DEE PAK for allocation of sufficient funds for repair and maintenance of DEE

building and equipment continues under the project 570‐PAK‐1001.

The draft Strategic Framework for In‐service Teacher Training for PAK will be finalized under the

follow‐up project 570‐PAK‐1001 to strengthen the role of DEE in coordination of training

programmes of various agencies.

1.C. To assist with setting up administrative and information systems for improved planning and

management.

Achieved:

Prepared web based database of government approved MTs for PITE, DCTE and DEE.

Developed a computerised Education Management Information System at BECS Headquarters in Islamabad.


20

Trained government staff in the use of these information systems.

Programme Area 2: Teacher training

2.A. To respond to the psychosocial needs of teachers and students in dealing with the trauma caused by

the earthquake and its aftermath.

2.B. To assist in the production of learning materials for, and educate teachers and education officials

about disasters, preparedness, earthquakerelated safety, psychosocial support with learnercentred

methodology and the role of youth and community in disaster management.

2.C. To build the capacity of teachers in effectively managing the teachinglearning process in changed

environments.

Achieved:

Supplementary reading materials and books provided for the established literacy and resource centres.

Training modules developed and trainings conducted for teachers in functional literacy and psychosocial needs.

Master Trainers for roll‐out of trainings and secondary school teachers were trained by ERP.

Primary school teachers trained by UNICEF using the training module developed by ERP.

Coordination and linkages of DEE on training programmes offered by different agencies improved and development of the draft Strategic Framework for in‐service Teacher Training.

Programme Area 3: Support to secondary and tertiary education

3.A. To reactivate and expand secondary schooling, and selected tertiary education facilities central to the

reconstruction.

Achieved:

A girl’s primary school building constructed.

School furniture designed on the basis of student body mass index.

To be achieved in the near future:

Two seismic resistant high schools under construction to be completed by November 2009 under

supervision of staff of 570‐PAK‐1001.

3.B. To provide policy advice to government on the role of secondary and tertiary education in EFA

strategy.


21

Partially Achieved:

Highlighted gaps in funding under ERRA‐UN Early Recovery Plan, emphasizing upon the need to

address the gaps in reconstruction of middle and secondary schools through advocacy for a holistic

response in the education sector.

Model ICT Teacher Training and Student Learning Centre constructed in PAK and started

construction of Centres of Excellence for ICT in Education in PAK under 570‐PAK‐1001

Preparation of guidelines for the development of school furniture on the basis of students’ BMI data.

Programme Area 4: Nonformal education, including support to Technical and Vocational

education, literacy classes, life skills training, and sports and recreational activities

4.A. To extend educational services and literacy training to children, youth and adults in the affected areas

who currently fall outside the formal education system, especially to those who had no educational

opportunities before the earthquake.

Achieved:

Six CLCs provided functional literacy and non‐formal education soon after the earthquake.

Supported operation of 47 Literacy Centres.

4.B. To promote education for all, provide and promote variety of adaptable and sustainable non formal

education programmes that complement formal education.

Partially Achieved:

Advocated for EFA and reactivation of PTAs in partnership with NRC, through community meetings.

Successfully carried out PTA trainings to reactivate PTAs in earthquake affected‐areas.

Strengthened capacity of National Education Foundation for design and implementation of non‐

formal basic edcuation for out of school children.

4.C. To promote local and contextualized Technical and Vocational Education that prepares children,

youth and adults for future employment.

Achieved:

First ever permanent field monitoring office of BECS created in PAK.

Supported 10 Community Based Training Centres to develop vocational skills of affected

communities and provided training for skills in demand in affected districts.


22

Documented damages caused by the earthquake and reconstruction needs for the post‐earthquake

situation of TVET institutions in 9 earthquake affected districts.

18 existing government TVET institutions reactivated and capacity of the PADP computer training

centre, Social Welfare Ladies Industrial Schools (SWLIS) and Child Welfare Organisation enhanced,

with provision of funding for training and equipment.

Technical advice for development of institutional capacity of PAK TEVTA provided.

Skills standards made available to the government for development and adaptation.

Reconstructed Training Centres (Bagh and Hajira) for Social Welfare Ladies Industrial School to

benefit hundreds of women.

Reactivated Social Welfare Ladies Industrial School Garthama.

Reactivated five SWLIS in NWFP (Khalyala, Khawjgan, Tatar, Buffa and Dandie).

Reactivated three Government Technical Vocational Centres (GTVCs) in Mansehra and Abbottabad,

NWFP.

Reactivated two women development centres(Ali Sojal and Komikot) in PAK.

Programme Area 5: Promoting application of the InterAgency Network for Education in

Emergencies (INEE) Minimum Standards for Education in Emergencies, Chronic Crisis and Early

Reconstruction.

Achieved:

Successfully advocated the use of the MSEE in emergencies, to improve the application of the

standards by governments, NGOs and the UN.

Translated, published and widely disseminated INEE MSEE handbook in Urdu.

Provided training in MSEE to educational personnel from government, I/NGOs, and the UN agencies

for education in emergencies.


23

D. FINDINGS & LESSONS LEARNED

Following are the findings and lessons learned during the life of ERP.

Institutional Findings and Lessons:

1. UNESCO’s early presence in the field is critical in establishing credibility, visibility and resource

mobilization in emergencies. This early engagement helps build professional confidence and

relations with potential implementing partners’ e.g. national counterparts and other agencies.

2. UNESCO’s active participation in the Education Cluster and in the Early Recovery and Reconstruction

Cluster is important. It helps the promotion of education in Early Recovery and Reconstruction,

bridges some of the key gaps between relief and recovery, while linking recovery activities to long‐

term development and nation‐wide policy and reform. Such participation is highly time consuming

and requires additional human resources as well as immediate financial resources for initial technical

assistance.

3. Effective coordination, however challenging, must be maintained between government authorities as

well as the various agencies working in the field to avoid duplication of efforts. The challenge can be

addressed by federal, provincial and state authorities taking a stronger lead in the coordination

process.

Programmatic Findings and Lessons:

1. Disaster response must acknowledge, and understand at all times, the personal grief, challenging

living and working conditions, concerns and priorities of the actors involved, including teachers and

district education staff.

2. Reconstruction after a major disaster is a long process because of its complex nature. Human

resources and service providers become over‐stretched because of competing and excessive demand

on their time and services. For example, shortage of contractors prepared to work in earthquake

areas limited the available choices for selection of a contractor, while teacher‐training institutions

could not pay attention to further training programmes, or provide follow‐up trainings due to

competing demands.

3. Different approaches to design and construction, including indigenous techniques of schooling, have

to be followed in order to implement reconstruction quickly and at a lower cost. Community

participation and mobilisation in school construction, by creating local ownership and employment,

is a must. Likewise, planning for large scale permanent construction within a short time without


24

considering transitional arrangements in a major disaster situation has proven to be an unattainable

goal, as evident from the time taken for construction of schools by various organizations.

4. It is better to invest more time at the outset in the establishment of longer lasting temporary

structures rather than settling in for problematic process of acquiring tents, distribution and a

continual replacement. This does not mean that tents have no use in emergency response, but that

after the initial few months of emergency response in tents, low cost transitional structures made of

locally available materials should be used for construction of temporary schools.

5. Improving the education system should include qualitative improvements in all aspects, including

policy reforms and long term funding arrangements for sustainability. Bigger and better

infrastructure does not produce the qualitative changes in student’s level of achievement, if other

reforms are not put in place. Post‐disaster responses must include both infrastructure and soft

components as a package to bring about holistic and sustainable change in the system.

6. Advocacy of holistic approach to educational response in a post‐disaster situation must be in place

from the very first day, to ensure that the government, Donors, UN agencies and I/NGOs pay

sufficient attention to this principle. This can help reduce the skewed investment within the

education spectrum (e.g. Focus on primary at the expense of middle and secondary, non‐formal,

TVET, etc) and mitigate the problems arising from bifurcation of education services – general

education and technical/vocational education – among different ministries/departments.

7. In a post disaster situation it becomes extremely important to ensure that restoration and creation of

non‐formal technical and vocational programmes for vulnerable children, youth and adults is funded

and implemented as priority complimentary activities, since these help accelerate the process of

bringing their life back to normalcy.


25

E. BUDGET AND EXPENDITURE

The financial status as of the time of compilation of the report (13th August 2009) is as follows:

Contribution Revenue from

Interest Total Expenditure Balance Funding

Source USD USD USD USD USD

Implementation Rate %

DFID 1,385,120 70,345 1,455,434.21 1,455,403.42 30.79 100% GoJ 1,300,000 139,432 1,439,432.00 1,409,521.00 29,911.00 98% UNESCO 278,065 ‐ 278,065.00 278,065.00 ‐ 100% Total: 2,963,185 209,777 3,172,931.21 3,142,989.42 29,941.79 99.33%

A total amount of USD 209,777.00 was accrued as interest during the period of March 2007 to October

2009 and invested in programme components with the consent of respective donors. With this increase,

the revised total project contribution is USD 3,172,931.21.

DFID balance of USD30.79 has been transferred to UNESCO General Fund for the purpose of allocation to

new priority initiatives to be agreed upon by DFID.


26

F. RECOMMENDATIONS

Project Related:

1. DOE PAK has requested further technical support to finalize strategic framework for in‐service

teacher training and action plan. Likewise, the DSWWD has requested for additional support for

maintenance and replacement of worn out equipment and tools, adoption of curricula revised by

NWFP and training of instructors according to new curricula. UNESCO may consider responding to

the needs from the follow‐up project, where possible and when funding becomes available.

2. ERP drew the attention of the government and the international community to the gaps in

educational reconstruction and worked towards reducing them. However, significant gaps remain in

reactivation of non‐formal, middle, secondary, and TVET education. Follow up interventions to

address the access as well as quality of education in these areas is needed to successfully achieve the

goal of Building Back Better.

3. Given that the Government of PAK has very limited financial resources, there is a need for continued

external assistance especially to strengthen middle, secondary, non‐formal and technical and

vocational education and training. Continued as well as new interventions for strengthening of

teacher education and training, improvement of educational governance through training and

support for improvement of monitoring is needed.

4. Future training programme for teachers and managers should focus on restructuring of on‐going

training, training programme for senior managers, improving training curriculum for teachers and

education managers, content‐based training programmes for teachers, professional development of

master trainers, and development of a proper monitoring and follow‐up mechanism to support

educational planners, managers and teachers etc.

5. Technical and financial support will be required for further strengthening of DOE, DEE, PAK TEVTA

and BECS, for the development of databases and Management Information systems such as Non

Formal EMIS for BECS.

General

1. Any project aiming to respond to the needs of education in emergency holistically requires diverse

range of expertise and strong collaborations with government and non‐government stakeholders. It

is therefore important to have sufficient staff and strong field presence to interface more effectively

with the local government and organizations and create strong network of partners.


27

2. The short duration of post disaster projects do not allow for adequate follow‐up planning, in order to

achieve sustainable impact, especially to achieve the goal of building back better, projects should be

planned for a minimum duration of 5 years to allow time for impact and its measurement.

3. Emergency response projects such as ERP should be part of the regular work in education. The

increase in frequency of emergencies globally in general and Pakistan in particular warrants such

changes. Moreover, such integration will facilitate inter project linkages between the emergency

response projects and ‘regular’ projects of UNESCO.

*****


28

Annex I

Training Material Developed Under Earthquake Response Programme

Sr. No.

Title of Module Date Developed

Target Groups

Developed by

1

Introduction to Education Project Planning & Management ‐ Trainer's Notes ‐ Workbook

March 06; revised June 06 and Aug 06

Senior Managers

PITE

2

Management of Recovery & Reconstruction ‐ Trainer's Notes ‐ Workbook

Dec‐06 Revised on: Aug‐07

Senior Managers

UNESCO

3

Monitoring & Evaluation ‐ Trainer's Notes ‐ Workbook

Oct‐07 Senior Managers

PITE

4

Introduction to Financial Management ‐ Trainer's Notes ‐ Workbook

Dec‐07 revised July 08

Senior Managers

PITE/DEE

5 Quality Education Response ‐ Trainer's Notes ‐ Workbook

May‐06 Middle Managers

DEE

Training of Trainers ‐ Trainer's Notes ‐ Workbook

Oct‐07 Master Trainers

DCTE

6 Training of Trainers

‐ Trainer's Notes ‐ Workbook

Sep‐06Revised on: Oct‐07

Master Trainers

DEE

7

Training of Teachers in Earthquake Affected Areas ‐ Training Guide ‐ Workbook ‐ Resource Book

Apr‐06 Teachers DCTE/DEE


29

Annex II

List of Trainings Conducted for Education Managers

Date NWFP PAK TOTAL

Total

Sr. No.

Location Organizer

From To Total Total

M F T Introduction to Education Project Planning & Management

1 Abbottabad DCTE 3/13/2006 3/15/2006 14 6 14 6 20

2 Muzaffarabad UNESCO 3/27/2006 3/29/2006 11 10 15 6 21

3 Muzaffarabad DEE 5/23/2006 5/26/2006 0 25 17 8 25

4 Rawalakot DEE 6/5/2006 6/8/2006 0 26 16 10 26

5 Kotli DEE 6/19/2006 6/22/2006 0 29 16 13 29



8 Abbottabad UNESCO 8/15/2006 8/18/2006 13 0 11 2 13

9 NWFP PITE 10/17/2007 10/20/2007 21 3 15 9 24

10 NWFP PITE 11/5/2007 11/8/2007 26 3 13 16 29

11 NWFP PITE 11/12/2007 11/15/2007 29 0 20 9 29

12 NWFP PITE 11/21/2007 11/24/2007 21 0 8 13 21

Total 135 136 165 106 271

Quality Education Response 13 Muzaffarabad UNESCO 5/29/2006 6/2/2006 0 34 22 12 34

14 Islamabad UNESCO 8/21/2006 8/24/2006 21 0 18 3 21

15 Muzaffarabad UNESCO 9/25/2006 9/29/2006 0 28 15 13 28

Total 21 62 55 28 83

Managing Recovery & Reconstruction 16 Islamabad UNESCO 12/11/2006 12/14/2006 11 7 13 5 18

17 NWFP PITE 8/15/2007 8/18/2007 16 5 11 10 21

18 NWFP PITE 8/22/2007 8/25/2007 24 3 21 6 27

19 NWFP PITE 9/3/2007 9/6/2007 28 0 19 9 28

20 NWFP PITE 9/10/2007 9/13/2007 23 0 15 8 23



Total 102 74 115 61 176


30

Monitoring & Evaluation 23 NWFP PITE 10/22/2007 10/25/2007 19 4 13 10 23

24 NWFP PITE 10/29/2007 11/1/2007 27 2 18 11 29

25 NWFP PITE 11/27/2007 11/30/2007 25 0 13 12 25

26 NWFP PITE 12/3/2007 12/6/2007 25 0 13 12 25


28 Muzaffarabad DEE 15/10/2008 18/10/2008 0 30 19 11 30 Total 96 65 95 66 161

Introduction to Financial Management

29 NWFP PITE 12/11/2007 12/13/2007 28 3 22 9 31

30 NWFP PITE 12/17/2007 12/19/2007 20 0 7 13 20

31 NWFP PITE 1/14/2008 1/18/2008 20 0 8 12 20

32 NWFP PITE 1/21/2008 1/23/2008 26 0 10 16 26



Total 94 55 76 73 149

Note: A cumulative number of trained personnel cannot be provided as most managers took trainings

in more than one module.


31

Annex III

Summary of Training of Teachers in Earthquake affected Areas and Teachers Trainings

Sr. No

Module Name Training Location

Training Dates Total Participants

From To M F T

UNESCO

1 Islamabad 20/04/06 21/04/06 10 5 15 2 Islamabad 18/04/06 19/04/06 11 ‐ 11

3

Training of Teachers in Earthquake affected Areas

Battagram 29/04/06 01/05/06 26 ‐ 26

Total (UNESCO) 47 5 52

DCTE

4 Abbottabad 09/05/06 14/05/06 16 12 28

5

Training of Master Trainers for Training of

Teachers in Earthquake‐affected Areas Abbottabad 27/04/06 02/05/06 20 8 28

Sub Total 36 20 56 6 Balakot 18/05/06 20/05/06 ‐ 15 15 7 Mansehra 05/05/06 07/05/06 31 ‐ 31 8 Mansehra 05/05/06 07/05/06 36 ‐ 36 9 Mansehra 05/05/06 07/05/06 35 ‐ 35 10 Mansehra 05/05/06 07/05/06 30 ‐ 30 11 Battagram 04/05/06 06/05/06 40 ‐ 40 12 RITE 18/05/06 20/05/06 ‐ 41 41 13 Bher Kunal 18/05/06 20/05/06 ‐ 27 27 14 Balakot 05/05/06 07/05/06 27 27 15

Teachers Training Roll‐Out: Training of Teachers in Earthquake‐affected Areas

RITE 18/05/06 20/05/06 ‐ 40 40 Sub Total 199 123 322 16 Abbottabad 10/18/07 10/20/07 12 13 25 17 Abbottabad 10/29/07 10/31/07 16 9 25 18 Mansehra 11/05/07 11/07/07 16 8 24 19

ToT on Generic Teachers Training on Educational Planning and Management

Mansehra 12/14/07 12/16/07 13 12 25 Sub total 57 42 99 Total (DCTE) 235 143 378

DEE

20 Muzaffarabad 22/03/06 27/03/06 17 9 26 21 Bagh 06/03/06 11/03/06 19 10 29 22 Bagh 07/11/06 06/11/06 20 8 28 23 Bagh 07/11/06 06/11/06 16 8 24 24 Muzaffarabad 22/11/06 26/11/06 24 7 31 25

Training of Master Trainers for Training of

Teachers in Earthquake‐affected Areas

Muzaffarabad 22/11/06 26/11/06 21 10 31

Sub‐Total 117 52 169

26 Muzaffarabad 14/03/06 16/03/06 ‐ 28 28

27

Pilot Teachers Training Roll‐Out (Female & Male): Training of Teachers in Earthquake‐affected Areas Muzaffarabad 20/03/06 22/03/06 30 ‐ 30

Sub‐Total 30 28 58 28 Muzaffarabad 25/09/06 28/09/06 15 11 26 29

ToT on Generic Teachers Training on Educational Planning and Management Muzaffarabad 19/09/06 22/09/06 18 5 23

Sub‐Total 33 16 49 Total (DEE) 180 96 276


32

BECS

30 Training of Master Trainers for BECS Teachers (sub total)

Islamabad 22/10/07 28/10/07 10 16 26

31 Mansehra 26/11/07 01/12/07 ‐ 53 53 32 Rawalakot 03/12/07 08/12/07 5 14 19 33 Muzaffarabad 10/12/07 15/12/07 8 29 37 34

Training of BECS Teachers

Mirpur 26/12/07 31/12/07 4 24 28 Sub‐Total 17 120 137 Total ( BECS ) 27 136 163


33

Annex IV

Education Managers Training Data (Arranged by organizers) Senior education managers’ training

Middle level education managers’ training

Total

Achieved Achieved

Sr. No.

Organizer

Targets* M F Total

Targets* M F Total

Targets Actual

Training title

1 UNESCO (Through Consultant)

30 26 8 34 0 0 0 0 30 34 Introduction to Education Planning and Management


0 0 0 0 100 55 28 83 100 83 Quality Education Response


10 7 5 12 10 6 0 6 20 18 Management of Recovery and Reconstruction

Sub‐Total 40 33 13 46 110 61 28 89 150 135 1 PITE 30 19 16 35 70 37 31 68 100 103 Introduction to

Education Planning and Management

2 PITE 30 34 7 41 70 32 26 58 100 99 Managing Recovery & Reconstruction

3 PITE 30 22 8 30 70 35 37 72 100 102 Monitoring & Evaluation

4 PITE 30 21 14 35 70 26 36 62 100 97 Introduction to Financial Management

Sub‐Total 120 96 45 141 280 130 130 260 400 401 5 DCTE 20 14 6 20 0 0 0 0 20 20 Introduction to

Education Planning and Management

Sub‐Total 20 14 6 20 0 0 0 0 20 20

6 DEE 100 69 45 114 0 0 0 0 100 114 Introduction to Education Planning and Management

7 DEE 60 36 23 59 0 0 0 0 0 59 Managing Recovery & Reconstruction

8 DEE 60 38 21 59 0 0 0 0 0 59 Monitoring & Evaluation

9 DEE 60 30 22 52 0 0 0 0 0 52 Introduction to Financial Management

Sub‐Total 284

Senior Manager: Executive District Officer, District Officer, Subject Specialist, Principal (as defined in UNESCO Earthquake Response Programme ‐ Achievements and Future Plans, February 2007) Middle Manager: Head Teacher, Head Master, Head Mistress, Assistant District Officer, Deputy District officer (as defined in UNESCO Earthquake Response Programme ‐ Achievements and Future Plans, February 2007) * Note: Since no information on baseline data is available (especially in terms of gender break‐up), therefore, we consider the actual information as proxy gender break‐up for targets.


34

Annex V

List of Publications

I. Building Back Better: postearthquake responses and educational challenges in Pakistan by Jackie

Kirk.

Available online at: http://www.unesco.org/iiep/PDF/pubs/2008/Pakistan.pdf

II. Urdu translation of INEE Minimum Standards for Education in emergencies

Available online at: http://un.org.pk/unesco/ERP/publications/INEE%20Urdu%20Version.pdf

III. Post Earthquake Situation of Technical and Vocational Education and Training in Pakistan

Not available online.


35

Annex VI

Photo Dossier

Programme Area 1: Education Planning and Management Training and Support for Education Officials

Training of Managers on Introduction to Education Planning and

Management (Module 1)

Training of Managers on Managing Recovery and Reconstruction

(Module 2)

Training of Managers on Managing Recovery and Reconstruction

(Module 3)

Training of Managers on Monitoring and Evaluation

(Module 4)

Training of Managers on Introduction to Financial Management

(Module 5)


36

Education Managers Training, PAK Female Managers Training at DEE, PAK

Construction of DEE Office & Resource Centre

Transitional DEE Office (post Earthquake) DEE site under construction (visit 3 )

Newly constructed DEE Building Newly constructed DEE Building

Newly constructed DEE Building (interiors) DEE Secretary Education Signing the Building Handover

Certificate and being presented with the building Keys


37

Programme Area 2: Teachers Trainings

Training of BECS Master Trainers

PITE‐ DCTE Joint Meeting on Teachers Training


38

Programme Area 3: Support to Secondary and Tertiary Education

Construction of Government Boys High School Nurpur Nakran

Damage & Destruction Nurpur Nakran ‐ Site

Resumption of education services at Nurpur Nakran – temporary School structures

Nurpur Nakran High School Under Construction


39

Construction of Government Boys High School Moolian

Damage and Destruction

Interim facility for resumption of school Moolian site visit

Moolian High School under construction


40

Construction of Pulhot Girls Primary School

Post earthquake transitional school situation

Pulhot Girls Primary School new building

Pulhot Girls Primary School new building Pulhot Girls Primary School new building (interior)

Development of school furniture on the basis of students Body Measurement Index data

School furniture – Pulhot Girls Primary School


41

Programme Area 4: Non formal education, including Support to technical and vocational education, Literacy

Classes, Life skills and sports and recreational activities

Community Learning Centres supported by ERP

CLC Tent Village High School, Gojra Muzaffarabd

CLC – Makri Tent Village, Makri Muzaffarabad

CLC Tent Village Jinnah Pilot High School , Muzaffarabad ICT Teacher Training and Student Learning Centre at Naluchi Girls

High School.


42

Construction of a Permanent Field office for BECS

Newly Constructed BECS Field office

Community Mobilization and Activation of PTAs

Community Meetings to advocate for EFA and reactivate Parent and Teacher Associations ‐ Battagram District

Support to Technical and Vocational Education

Women Development Centre Ali Sojal, Poonch (Post earthquake) Women Development Centre Ali Sojal, Poonch (After Support)

ERP Supported Equipment and Training at Dar‐ul‐Falah, Muzaffarabad (After Support)


43

SWLIS Hajira (Post earthquake) SWLIS Hajira (After Support)

SWLIS Hajira (Post earthquake) Under construction building for SWLIS Hajira, August 09

SWLIS Bagh Before Reconstruction SWLIS Bagh After Reconstruction

TEVT Workshop – PAK


44

PAK TVEVTA Website launch

PAK TEVTA website launched by the then PAK Prime Minister Sardar Attique Ahmed Khan (28 April 2008)

ICT Teacher Training and Student Learning Centre at Naluchi Girls High School.


45

Programme Area 5: Promoting application of INEE MSEE

UNESCO‐ARC MSEE Training BeFARE – INEE MSEE Training

BeFARE – INEE MSEE Training

G.


46

Annex VII

Type of TVET Support Provided by Project

Institution /Component Construction Equipment Furniture Training Misc. Overhead Total (PKR)

PAK TEVTA

CBT (3 Trades/2 districts) ‐ 587,139 87,000 924,000 58,500 36,135 1,692,774

ITC Athmoqam ‐ 208,250 ‐ 45,000 25,000 2,100 280,350

Industrial School Garthama ‐ 112,950 20,000 30,000 ‐ 1,500 164,450

Industrial School Hatian Dopatta

‐ 146,900 25,000 30,000 ‐ 1,650 1,323,550

Industrial School Bagh 4,076,328 139,800 25,000 30,000 ‐ 1,650 4,272,778

Industrial School Hajira 4,076,328 138,350 25,000 30,000 ‐ 1,650 4,271,328

Total Reactivation (excluding CBT)

8,152,656 746,250 95,000 165,000 25,000 8,550 10,885,230

Total TEVTA 8,152,656 1,333,389 182,000 1,089,000 83,500 44,685 10,885,230

PAK DSWWD

CBT (1 Trade/2districts) ‐ 249,500 25,000 396,000 ‐ 12,630 683,130

Dar‐ul‐Falah (3) ‐ 220,890 40,000 45,000 ‐ 2,550 308,440

VTC, Ali Sojal ‐ 104,440 10,000 30,000 ‐ 1,200 145,640

VTC, Komikot ‐ 104,440 10,000 30,000 ‐ 1,200 145,640

Total Reactivation (excluding CBT)

‐ 429,770 60,000 105,000 ‐ 4,950 599,720

Total PAK DSWWD ‐ 679,270 85,000 501,000 ‐ 17,580 1,282,850

NWFP DSWWD

Curriculum Development ‐ ‐ ‐ ‐ 200,000 6,000 206,000

SWLIS Khalyala ‐ 113,600 10,000 24,000 ‐ 1,020 148,620

SWLIS Khawjgan ‐ 119,650 10,000 24,000 ‐ 1,020 154,670

SWLIS Tatar ‐ 113,960 10,000 24,000 ‐ 1,020 148,980

SWLIS Buffa ‐ 68,450 10,000 24,000 ‐ 1,020 103,470

SWLIS Dandie ‐ 78,450 10,000 24,000 15,000 1,470 128,920

Total NWFP DSWWD ‐ 494,110 50,000 120,000 215,000 11,550 890,660

DTEMT

GTVC (B) Mansehra ‐ 459,700 ‐ ‐ 35,000 1,050 495,750

GTVC (W) Mansehra ‐ 129,060 20,000 56,000 ‐ 2,280 207,340

GTVC (W) Abottabad ‐ 306,050 50,000 56,000 ‐ 3,180 415,230

Total DTEMT ‐ 894,810 70,000 112,000 35,000 6,510 1,118,320

NGOs

Mashal(CBT 2 Districts) ‐ ‐ ‐ 808,000 ‐ 40,400 848,400

AtterShisha, Mansehra ‐ 115,000 10,000 24,000 ‐ 4,470 153,470

CWO, Battagram ‐ 200,000 15,000 24,000 ‐ 7,170 246,170

PADP, Battagram ‐ 350,000 6,000 ‐ 10,680 366,680

Total NGOs (excluding CBT) ‐ 665,000 25,000 54,000 ‐ 22,320 766,320

Total NGOs ‐ 665,000 25,000 862,000 ‐ 62,720 1,614,720


47

Annex VIII

Financial Statement


48

UNESCO Sector F‐7/3, Street No. 8, House No. 17. Islamabad, Pakistan. UAN: 111‐710‐745 Telephone: ++92 51 2811170‐3 Fax: ++92 51 2811175

email: [email protected]

http://un.org.pk/unesco/

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